eLearning Lesson 2 by Jonathan Then (09)

The watch has gears inside it to function.

The clock also has gears inside it to function.

The holepuncher has springs which enable it to punch the holes.

One of the problem I encountered is the lamp. It does not really enable me to move it around smoothly.

This is the sketch I made on how it would help me even better.

eLearning Lesson 1 by Tan Zhi Yong(18)

1. Scissors have the lever system, the fulcrum at the joint and the effort at the handles and the load at the blade.

2. Staplers are levers too. The effort is at the ends, when you press the stapler.

3. Paper punchers are levers, the handle is the effort, the linkage is the fulcrum and the part near the fulcrum is the load.

4. The windows have linkages, to make closing of the windows easier.

eLearning Lesson 2 by Abigail Agustines (1)

I did the task on my blog because its easier for me. 

Here is the link to my blog post containing eLearning Lesson 2 - http://abigailxadmt.blogspot.com/2011/03/elearning-lesson-2-by-abigail-agustines.html

eLearning Lesson 2 by Amrit Singh

eLearning Lesson 1 by Zhixiang (08)

1a) Crank slider

eLearning Lesson 1 by Tan Zhi Yong(18)

(a) A cam mechanism.

elearning lesson 1 by Daniel Chan(07)

eLearning Lesson 1 by Abigail Agustines (1)

Question 1a) A crank slider

eLearning Lesson 1 by Elijah_Wong (21)

eLearning Lesson 1 by Amrit Singh (6)

1a. A gear system.

E-Learning Lesson 1 Samuel Ong (15)

eLearning Lesson 1 by Catherine Lim (03)

(Dear 205, The site asked us to send it to: irfandarians205.s205elearning@blogger.com, but it's actually irfandarian.s205elearning@blogger.com. Try sending it again) :D

Q1a) Cam Mechanism

eLearning Lesson 1 by Matthew Lim (12)

Dear Sec 2-05 class...

May I know where are all your elearning works so far? Please remember to submit them as an email using this given email address: irfandarian.s205elearning@blogger.com

Pulley mechanical systems

What is a Pulley?
A pulley is a system consisting of usually a rotating wheel with a curved rim which is mounted on a hook or base for stability. A rope, belt, or chain can move along the wheel's rim to change the direction of a pulling force. Examples are a flagpole and a curtain rod.

A "single-fixed pulley" is a pulley that is attached to an object.
A "single-moveable pulley" is a pulley that is attached to a wire or rope so that it can move with the wire or rope.
A "single-fixed pulley" gains nothing in force, distance or speed, but it changes the direction of the force. A system of pulleys may be used to improve leverage in lifting weights, thereby reducing the force
required to move an object.

Engineers use pulleys in all sorts of applications. Here's your mechanical challenge for the day:

1. Design a pulley system that uses two pulleys to lift up a soda bottle vertically over a distance of 2 metres. Use your sketchbooks to sketch your ideas.
2. Draw a plan for using four pulleys instead to lift your soda bottle, and answer the following questions:

• Do you expect the force you will have to apply to move the bottle will be reduced? By how much?
• Do you think that adding ten more pulleys would make a difference? Why, or why not?
• Do you think the size of the pulley impacts how much force is needed to lift the bottle? Why, or why not?
• Do you think the smoothness of the rope or twine pulley impacts how much force is needed to lift the bottle? Why, or why not?
• Can you think of examples of three machines that incorporate pulley systems?
• Can you think of engineering problems that were solved through the use of a pulley or a pulley system?
• Can you find any examples of pulleys in your school, home, or community?

Toy Design Journal

Please continue to work on your Design Journals in your Toy Design teams. The focus for today's lessons would be on the following:

• Guiding Questions: What are some other questions that you might have to guide you in your designs?
• Further Research (if need to)
• Detailed Development:
• Material considerations (cardboard, acrylic, compressed foam, balsa wood, pine wood, etc)
• Inclusion of Mechanisms or/and Electronics (where relevant and needed)
• How to construct?
• Version 2 of the toy design model: Please work on your detailed SketchUp models NOW. Work on creating components and parts, and use the 'Make Component' options in the software to create the various interconecting components. Use the format usually used in an 'Exploded View' format to indicate how the various parts come together!

Please submit the Version 2 of your model to me via my gmail address, which I think all of you would have already known. Rename your files as: 205_ToyDesign_TeamX

Using cams for an Automaton...

Automata is the plural form of automaton, a self-operating machine.
Source: http://en.wikipedia.org/wiki/Automata_(disambiguation)
Your assignment for today is to create a story idea based on a design taken from an automaton. To know more about automata and the mechanisms involved, you can Google or YouTube for it, or refer to the link HERE. For some inspiration, you can refer to this SITE. For some examples, you can refer to this GALLERY. 


Please suggest your designs of the automata on one of the following media: PHUN, SKETCHUP, PAPER-BASED (in the form of sketches), and name the file as:

205_AutomataDesign_TanAhSeng

Note: If you are using PHUN or SKETCHUP, please include a text file that explains your design/s further.

Global Citizenship Program: Talent Development Program (TDP) Level 2 for ADMT

Dear Year 2 students,

As you might have known, there would be a Level 2 TDP trip to Vietnam in week 10 of Term 2, that is specially catered to those who are interested in expanding your interests in ADMT. The objectives of the trip are as follows:

1. To have a deeper understanding of the requirements of urban planning
2. To uncover the relationship between cultural influences and the architectural development of a developing country
3. To understand the requirements of developing a learning and recreational space for the youths

As you would have probably noticed, this trip is skewed towards an even larger understanding of how ADMT is applied at a more macro level, that includes urban planning, architecture and other related areas.

As I am gathering information and working on the detailed plans, I am encouraging those who fits the profile below, and who are not involved in other GCP trips, to come and see me (Mr Irfan) personally, anytime after school for further details, before next Tuesday, 1st March, 2011.  My main target group are as follows:

• Students with strong interest in ADMT
• Students who are independent learners
• Students who exhibit a positive learning attitude

See you till then.

Initial submission of toy design journal..changes

Due to the events happening during week 10 of Term 1, we would need to push the initial submission date of the Design Journal to the early part of the week, specifically on Thursday, 10th of March 2011

Design? by Design Says Hello

If you have about 1 hour to spare...take a listen...

Phun survey...

Please spare some time to fill up this survey form:

Toy Design Posters Rubrics

This is the rubric for the Posters component of your coursework:

Rubric for the Posters' component

Toy Design Prototype Rubrics

This is the rubric for the Prototype component of the toy design coursework:

Prototype rubrics

Toy Design Journal Rubrics

Here is the rubric for the Design Journal component of your coursework:

Rubrics for Design Journal component

Submission of toy design journal

The teams would need to submit your toy design journals in Term 1, Week 10 on the 11th March 2011. Things to include in the journal should include the following basic content items:

• Initial Research on Toys
• Concept Map on toys (brainstorming)
• Essential Questions
• Selected Idea and justification
• Guiding Questions: What are some other questions that you might have to guide you in your designs?
• Further Research
• Detailed Development:
• Material considerations
• Inclusion of Mechanisms or/and Electronics
• How to construct?
• Version 1 of the toy design model/s

Gears & gear systems

For your next assignment:

Challenge 1: Design a gear system that would allow one to turn a driver gear, and be able to turn a set of 3 different gears with different speeds, but in the SAME direction as the driver gear. The gear speeds should be:

• Driver Gear: 100 rpm
• Driven Gear A: 200 rpm
• Driven Gear B: 80 rpm
• Driven Gear C: 250 rpm

Use Phun, and tracers or other relevant attachments to the various gear systems, to visually indicate the rotation of each of these driven gears.

Challenge 2 (More challenging): Design a gear system that allows its users to move an object of mass = 5kg over a LINEAR distance of 1 metre, using the least number of gears that you can! You can show for both vertical and horizontal linear motions.

Submit your soft copies of your files (or take a screenshot/video screenshot of your designs), and submit them to the SUBMIT folder using the following 2 file names:

• GearsPhun1_205_TanAhSeng
• GearsPhun2_205_TanAhSeng

Basic Mechanisms, Levers and Linkages

From the lesson presentations done, answer the following 2 questions using Phun.

Question 1

Question 2

 Rename both your files as:

• ToyElephantPhun_205_TanAhSeng
• ToyBirdPhun_205_TanAhSeng

Video 2: for inspiration...What is a Good toy?

Getting ideas from folk toys? What defines a good toy? Do give your comments in the 'Comments' section.

Video 1: for inspiration...

The following clip takes a look at the design of a simple, yet creatively unique way or relooking and reideating on the idea of a wooden block. Take a listen and let me hear your thoughts in the 'Comments' section of this blog post!

Week 6: Lesson Instructions for 10th Feb 2011

In my absence, please do the following:

1. For those of you who are still NOT 'Followers' of this blog, please do so, as it would help me to keep track of who you guys are.
2. In your Toy Design groups, work on the next part of your Design Journals, i.e. version 2 of your designs. In the previous lessons, each team have came up and selected the main idea that the team would want to work on for the actual design/s. For this lesson:
• Work on refining on version 1 of your toy designs. These may include improvements to how your toys could be made from either of the following materials: Cardboard, Compressed foams (pink or/and blue), Pine or/and Balsa wood, Acrylic sheets
• Also work on how you can incorporate simple mechanisms or electronics into your designs. The 4 key mechanical components that I would be touching on for my next lessons on Friday are: Levers, Gears, Cams and Pulleys.
• For help in understanding Basic Mechanical systems, you can refer to the following sites:
• Technology Student
• Systems & Control
• For help in understanding Basic Electronics, you can refer to the following site:
• Electronics (Note that I am only going to cover basics of electronics such as batteries, switches, bulbs and buzzers for your project)

Research and Idea Generation...and Selection

First period...

• As your first entry, work on brainstorming and mindmapping potential toy design ideas that you have with the rest of the team members
• You can use mindmapping tools like MindNode and others that your team is comfortable with. Please do include a picture/jpeg into your team's journal as evidence of your team's work
• List out as many possible ideas for toys as you can, using any idea generation tools that you and your team are comfortable with. Some examples would be SCAMPER, Morphological Analysis, Force Fitting, etc...tools that you have used in previous ADMT and I&E lessons in 2010. You may use pictures/sketches/photos to help you with your journal entries

Second period...

• Once you have brainstormed these ideas, select 3 of these that you and your team have considered to be the ones with the most potential, or the ones that you think you would like to consider for follow-up development
• List out these selected ideas into your team's journals, bearing in mind that for each of them, your team would have to answer the 5W1H questions
• Rank these 3 ideas in the journals and answer the following essential questions:
• What are the main ideas of the toys that your team have selected?
• What are the design philosophies of the team's proposed toys?
• How do you think the proposed toys are better than the current existing ones?

SCAMPER'ing...

Ideation: Applying 'SCAMPER'

View more presentations from irfan darian.

Shape Borrowing...

Ideation: Shape Borrowing

View more presentations from irfan darian.

Reminder...

To the class of 2-05, please remember to become a follower of this blog, so that I would be able to keep track of your entries in your blogs.

SketchWorks 4

From square and rectangular-based shapes and forms, we move into circles and ellipses. Take note of the following elliptical shapes and forms, and then sketch a minimum of 2 for each of the objects shown.

Ellipses: Wine bottle and glass

Ellipses: Milk bottle - Note the different ellipses for different angle of view

Ellipses: Plant Vase

Ellipses: Rice Pot

SketchWorks 3

As a follow up from your exercises on crating/cubing methods, sketch out the following shapes and forms, based on the basic cubic form. Do at least 2 of each shape/form in your sketch books:

Household furniture 1: Applying crating/cubing methods

Household furniture 2: Applying crating/cubing methods

SketchWorks 1 and 2

For your sketching exercises in Weeks 2 and 3, please do the following 2 exercises:

1. Title: Isometric Boxes - Do about a page's worth of isometric boxes, starting from the 3rd page of your sketchbook. Do a minimum of 6 boxes please.
2. Title: 12 shapes - Sketch out the 12 boxes shown below, by applying the crating methods. You are allowed to draw out these shapes on MORE than one page.

12 shapes

Your task for week 2 & 3

These are the initial tasks that I would require your group to do:

1. Get into your Toy Design project group and share a Google Doc Word document as a group. Name the document as: InitialResearch_2011_205_TeamA.
2. Invite me to share your document. I will give my email address in class.
3. Each group is supposed to select one category from the previous blog post.
4. For the selected category, please answer the following 5W1H, and another 3 Essential Questions:
• Who is the game's/toy's intended audience?
• What is the main idea of the game/toy?
• Where is the game/toy invented? Where can it be played?
• When is the game/toy invented?
• Any reasons why do you think the game/toy was invented?
• EQ1: Why do you think the game is designed that way?
• EQ2: What is the PHILOSOPHY behind its design?
• EQ3: What are the other possible roles or functions of this toy, if any?
5. Each team member is supposed to use a colour except for RED to input their contributions to the document.

Doing an Environmental Scan...

Part of trying to invent or create something new or creative, is to look at what is available out there, and see to it that you are not doing something that has already been done...i.e. reinventing the wheel. As toys and games are usually categorised into a few sub-categories, the list below are just perhaps a proposed list of how some of these toys could be grouped together in terms of their function/playability:

1. BOARD Games
2. CARD Games
3. Toys that involves SHOOTING a projectile
4. Doll-like toys
5. Movie-inspired toys (which do come in a variety of forms)
6. Construction-set-based toys
7. Wooden-based toys
8. Toys that are miniaturised versions of real games/toys (e.g. Table Soccer)
9. Water-themed toys
10. Puzzle-based toys (e.g. Soma cube...shown below, Rubik's cube)
11. ...and many others

http://www.amazon.com/Natural-Soma-Cube-Crafted-USA/dp/B000R5L1K6

Group Deployment

The project on Toy Design is done as a group. Listed below is the group assignment for the entire class.

Group	NAME
A	AMRIT SINGH
A	CATHERINE LIM
A	KENNETH TEH
B	ALPHA CHUA YE JIE
B	JONATHAN THEN
B	TADIKAMALLA VIVEK
C	DANIEL CHAN
C	MUHAMMAD MIRZA
C	WONG KAI JIE ELIJAH
D	MOHIT
D	KHOO WU SHEN
D	TAY KUN YAO
E	PRANAVI
E	KIEREN CHUA
E	TAN WEI, ADAM
F	AISYAH BTE MAZLAN
F	LIM SHI-YI MATTHEW
F	TAN ZHI YONG
G	ABIGAIL
G	FOO ZHIXIANG
G	SAMUEL ONG

Essential Questions...Part 1

The following are some initial Essential Questions (EQ's) that I would like you to reflect and think about as you go about doing the initial stages of your Toy Design project for ADMT.

1. What are TOYS?
2. Why are TOYS only considered as equipments of play?
3. What are the other roles of TOYS?
4. What makes a TOY, a TOY?

Guidelines on Toy Design

As discussed and presented in class, these are the guidelines that you would use for your Toy Design Project...

1. The educational toy should encourage the imagination and development of life skills of children aged between 5 and 8. Children can play with the toy individually or in a group. The toy should help in the development of the children’s mathematical skills, scientific discovery ability and creativity in a fun way.
2. The toy or kit should be able to fit in a cuboid of 300 x 300 x 300 mm.
3. Participants are encouraged to use engineering components such as lights, buzzers, motors, rubber bands, etc, to create a multisensory experience.
4. Participants are to provide the product description, clearly illustrated design sketches with rendering/shading/colouring, as well as a simple and easily understood operating instruction.
5. Bonus points would be given for the use of sustainable materials. 

Warm welcome to 2011...

A very warm welcome to the class of 2-05 Year 2011. I hope that you have had a good rest over the 2010 holidays, and are raring to go for 2011. These are the key content areas that your would handle during your Year 2 for ADMT:

• Semester 1: Toy Design - as mentioned during my first lesson with you, the deliverables are still tentative, and would be finalised within the third week of January. Proposed ones are the design and construction of a toy that fulfills certain design specifications and criteria
• Semester 2: Basic Architecture...Layouts and Spaces - developing a proposed learning space using models (cardboard and virtual) on an existing area. This would require basic knowledge on exterior designs, and an awareness of the requirements of a learning space, as well as some basic knowledge on optimising use of spaces in land-scarce Singapore

Cheers and have a great 2011
Mr Irfan Darian