Project 4.1 Puzzle Cube
Step 1
Design potential puzzle pieces using constraints In this activity you will be given six plastic cubes. You will brainstorm as many part combinations as possible using only three of those cubes. You will sketch your part combinations on the isometric grid paper provided. Make sure that you date and sign each combination that you document. You will perform the same process using just four cubes, then with five cubes, and finally with six cubes. It is important that you identify as many combinations as possible for each set of cubes. The goal is to come up with more combinations than your classmates. Your sketches will be used to help you determine what parts you would want for your cube and how they would fit together. |
Step 2
Develop 2 possible solutions Using the puzzle part options that you generated during Activity 4.1a Puzzle Cube Combinations, create two different puzzle cube designs. One design should be relatively easy to solve and the other more difficult. You will need a total of two solutions with ten unique parts. Note that, in general, more interlocking pieces make a puzzle cube more difficult to solve. For each design, neatly sketch and color code an isometric view of each of the five component parts and show how they fit together in the isometric view of the cube. See your teacher for an example. Choose the best design from the two options. Document the reasons for your choice in your engineering notebook. MINIMUM OF 2 DIFFERENT PUZZLE DESIGNS |
Step 3
Multi-view drawing On orthographic grid paper, create a multi-view drawing of each of your five puzzle pieces for the selected design. Carefully select the best front view and include all object and hidden lines. Show the minimum number of orthographic projections necessary to fully detail the part. Do not show the joints between individual wooden cubes. It is very helpful to have each of the 5 puzzle pieces put together and assembled into a cube. 1 DRAWING WITH ALL 5 PARTS AND KEY |
Step 6
Create a Cube Presentation
Create a Cube Presentation
Example of Cube Presentation
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Tutorial on how to create a Presentation
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Step 7
Mathematical modeling of your puzzle.
After collecting data, use Excel to help you analyze your information and generate visual charts to help explain your findings in your final report. In addition to the charts, write a short 1-2 paragraph summary of what you found.
After collecting data, use Excel to help you analyze your information and generate visual charts to help explain your findings in your final report. In addition to the charts, write a short 1-2 paragraph summary of what you found.
Mass Measurements (Activity 4.1.c)
1) Measure the mass of your puzzle cube pieces 2) Enter the data of each your puzzle cube pieces in Excel and generate a linear chart. 3) Include a line of best fit and the generated equation. 4) Use the equation to estimate the full mass of your assembled puzzle cube 5) Check the actual mass of your puzzle cube |
Time Trials (Refer back to Activity 3.7)
1) Conduct 10 tests of your puzzle cube project. How long does it take each person to solve your puzzle? 2) Enter your collected data in Excel 3) Use the data analysis pack in Excel to calculate the summary statistics (Mean, Median, Range, Minimum time, Maximum Time and Standard Deviation) 4) Setup a range of bins preparing to setup a histogram 5) Use Data Analysis pack to generate a Histogram. |
My Cube Project Portfolio
Criteria
1. The puzzle must be fabricated from 27 – ¾″ hardwood cubes.
2. The puzzle system must contain exactly five puzzle parts.
3. Each individual puzzle part must consist of at least four, but no more than six hardwood cubes that are permanently attached to each other.
4. No two puzzle parts can be the same.
5. The five puzzle parts must assemble to form a 2 ¼″ cube.
6. Some puzzle parts should interlock.
7. The puzzle should require high school students an average of ______ minutes/seconds to solve. (Fill in your target solution time.)
View the Portfolio presentation. Create a project portfolio to include the following:
1. The puzzle must be fabricated from 27 – ¾″ hardwood cubes.
2. The puzzle system must contain exactly five puzzle parts.
3. Each individual puzzle part must consist of at least four, but no more than six hardwood cubes that are permanently attached to each other.
4. No two puzzle parts can be the same.
5. The five puzzle parts must assemble to form a 2 ¼″ cube.
6. Some puzzle parts should interlock.
7. The puzzle should require high school students an average of ______ minutes/seconds to solve. (Fill in your target solution time.)
View the Portfolio presentation. Create a project portfolio to include the following:
- Design Process Description. Summarize your work during each step of the design process. Include documentation (written work, sketches, CAD drawings, images, etc.) to support your discussion. Your documentation must include the following information located in the appropriate Design Process step:
- Title page
- Brief autobiography and your picture
- Puzzle Design Challenge Brief
- Brainstorming Possible Part Combinations (Activity 4.1a Puzzle Part Combinations)
- Isometric sketches of two possible complete Puzzle Cube designs
- Justification of your chosen Puzzle Cube design solution
- Multi-view sketch, fully dimensioned of each of the five puzzle parts in your chosen design (Activity 4.1b Engineering Graphics)
- CAD drawing(s) displaying a fully dimensioned multi-view of each puzzle part and two different isometric views of the assembled puzzle.
- Drawing review comments from a classmate.
- Image(s) of your building process and puzzle prototype.
- Physical model of your puzzle.
- Statistics related to the solution time of your puzzle as required above.
- A written summary of your puzzle test results and a discussion of the validity of your design. Does your design meet the design criteria? Does your design “provide an appropriate degree of challenge to high school students” (as stated in the design statement)?
- A discussion of possible changes to your puzzle cube that would improve the design.
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