Cardboard Canoes! [Under Construction] [10 Achievements]

I Earned 11 Achievemtns on this challenge.

Information for the Achievements obtained from:

http://creativeproblemsolvers.blogspot.com/2012/09/the-3rd-annual-chs-cardboard-canoe.html


An additional note, many of these achievements are viewed quantitatively, rather then qualitatively. (Direct Calculations, rather then physical observations).
Achievments:

1. Criteria and Constraints
2. Sketch Ideas
3. Buid it!
4. The Longest
5. Balence Master
6. Videographer
7. Surface Area
8. Select an Approach
9. How Low did you Go
10. Feedback
11. Make-Your-Own-Achievement

*Criteria and Constraints*
Criteria:
• Build a watercraft that allows you to traverse the CHS swimming pool.
     -Our boat that our group built did float in the pool, and it was able to cross the pool thrice.
• Your "boat" must float at least one student through the course of the competition.
     -We were able to float Morgan in our group accross the pool.  At one point, I was able to stand in it.  Our boat sunk, due to balence, after we tried fitting two people in it.
• Protect your workspace from damage!
     -We successfully protected our design.

Constraints
• You may only use Cardboard and Duct Tape for this event.
     -Only Cardboard and Duct Tape was used.  Four and-a-half rolls were used (One was brought, the other three-and-a-half were given to us by Mr. Olson.
• All Staples or other foreign material must be removed from your cardboard. If we trash the pool, we will not be invited back for other activities during the year (yes, we have other activities in mind for 2nd semester).
     -The only 'Foreign Object' that was on our cardboard was some tape, left over from moving.
• Cardboard must meet our quality standard and be approved by the instructor (more info to follow)
     -Cardboard met the standards.  I brought in much of the cardboard, that our group [and class] used.
• Each boat must have a minimum of a 3" tall "sidewall" (no completely flat designs).
     -Our boat had roughly an 18" tall "sidewall", which was roughly submerged halfway.
• All exposed cardboard must be covered in duct tape (this will reduce cardboard disintigration in the pool).
     -The boat was thoroughly covered, and only after it's christening in the pool, was some cardboard uncovered.
• Each team will be provided one "versa table" cardboard box piece and three 60yrd rolls of duct tape. Any materials beyond this (likely need more cardboard) need to be resourced by your team.     -The "Versa Table" cardboard box piece was not used, and four rolls of duct tape were granted to us.  A fifth roll was supplied by me.

Implied Constraints
*Design must fit through the door.  This is a constraint on the size of the boat itself.  If it cannot fit through the door, it won't be able to race.
*The design itself should float.  This is to prevent "Submarine"-esque boats, which could potentially be dangerous.
*No sabotage.  Self Explanatory.

*Sketch Ideas*
-Below are three pages of brainstorming notes.-

*Design used is on the bottom right*

This design had not exactly a "v-shaped" bottom, but the hull held angles.  In this sketch, it was roughly 30 degrees.  This is provided so that is the boat was to be unbalanced, it would prevent capsizing.  As well, with this design, it was meant to be longer, with a flat hull.  This would make it length-wise like a canoe, so that the design would be ballanced laterally, like a canoe.

*Design used is the middle design*

This design was meant to [literally] match that of a pirate dighny.  Flat, small walls, yet balence.  The round design would equally balence the pressure, resulting in little heel.  The pointed bow would make it somewhat aerodynamic, making the force needed to push it less.  With the balence and speed, thin walls would make the overall weight of the boat less, making it be a tiny bit more buoyant, and easier to push.



*Design Used is the top-right-ish one*

This style of boat would've taken the longest to produce, yet it would have had the best balence.  The outriggers, if constructed properly, would keep the hull barely in the water, making it glide on the water.  As well, this would make the balence of the boat perfect, allowing for balence achievements (The Longest, Standing in the Canoe, etc.), rather then speed or distance.  A flat bottom could as well be used.  Only downside to this design, would be if water got into the outriggers, which would act as a weight on the boat, sinnking it.

*Select an Approach*
With our designs sketched, our group discussed [for quite awhile] the sketches.

+ - Most of these designs focus on balence.  Thus sacraficing speed for durability, these designs would focus more on the non-speed/distance competitions.  As such, our group later on won the longest-afloat award, and we were able to stand in our design.

Δ - With many of these designs, most of them were a bit on the complicated side.  For example, the top-right design on the bottom-most sketch, would've required much work to create the outriggers.  Even then, if just one part of the design here would leak, the entire outrigger would sink, and cause the boat to sink.

 ? - Despite being built for balence, many of these designs could have been modified for an increase of speed.  Should our group sacrafice a broader stern for a sleeker hull?  Should we add a point, to move the water, while decreasing surface area?  In the end, our group chose balence over speed; Brains, over brawns.

! - To be frank, I am suprised that our design floated as well as it did.  Literally, a box placed in water floated better then other designs constructed.  As well, our hull did not take on much water; only after falling in, did the hull begin to deteriorate. 


*Surface Area*
Our group used roughly 4 and a half rolls of Duct Tape.  Out of these, one was brought from home, and the other three and a half were supplied in class.

Each roll used was 60 yards [180 Feet] in length. The rolls were roughly 1.875 inches (1 7/8ths) wide. This would mean that each roll would be (1.875" x 2160"), which is 28 1/8 square feet (4050 square inches).  With four rolls and a half rolls used, this would make a grand total of 126.5625 square feet (126 9/16 square feet).

Although a little over 125 square feet of duct tape was present, not all of it was used.  Substituting in a 3 percent margin of error (+-3%), we will assume that 122.765625 (122 49/64 square feet), and will be approxomated as 122.75 square feet.

Our team wasn't entirely efficient with the duct tape.  Assuming that an 80% efficiency was present with the duct tape, then this would make be (0.80 x 122.75), this would make it 98.2 square feet of space.  Assuming that each pane is double-taped (both sides of cardboard), then roughly 49.1 square feet of cardboard would be covered.  This would roughly be a 7'x7' space of cardboard, double taped.

*Build it!*
Our group did build a design, which was different then most of our sketches.
[Pictures Comming Soon]

*The Longest*
Our design was the last one in the pool, and, for the most part, the least destroyed.  The entire event was filmed, if reference is needed.

*Balence Master*
I [Daniel] was able to balance myself in the boat, and was able to stand in it for ~25 seconds; most of this time was spent holding onto the rails of the boat.  I was able to freely stand for a few seconds.

*Videographer*
My mom was able to record the entire Cardboard Canoe event.  I will post the video, if I can, onto the blog.

*How Low did you Go?*
-Calculations done via Water Displacement Calculations; using mass rather then volume-

[For most of the Trials], Morgan was the person in our boat.  Morgan weighed roughly 100lbs.  Considering that one cubic foot weighs roughly 62.5 pounds, then morgan would displace (100/62.5 lbs) roughly 1.6 cubic feet of space.  Our design 's blueprints consisted of a 27"x36"x18" design, which gives us 17,496 cubic inches, which correlates to 10.125 cubic feet.

Considering that Morgan displaces as much as 1.6 cubic feet of space, and there are 10.125 cubic feet total, then Morgan displaces rougly 15.8% (.158025) of the total volume.  This would mean that Morgan's displacement makes the boat sink roughly 2.8445 inches. 

If one factors in the weight of duct tape, assuming that the rolls weigh ~1.5 pounds, with 4 and a half rolls used, this adds an aditional 6.75 pounds, this would displace an additional .108 cubic feet, this would make the total mass 1.708 cubic feet, which corresponds to about 16.87% of the boat submerged, which would result in 3.0366 inches of the boat submerged, an additional 0.1919 inches being submerged.  These calculations do not factor in the weight of the cardboard, or the mass of the air within the box, although these would proboably effect the overall mass of the boat less.
*Feedback*

+ - To be frank, I'm supprised that our boat was as buoyant as it was.  What we lacked in strength, we made up in stability.  By not having outriggers above the water, which was one of the causes of our disaster last year, and having them underwater, it helped quite a bit with balencing the boat.  This year's project was a huge improvement over last year's.

Δ - Looking back, we really could have used a pointed bow.  The blunt bow made it much less aerodynamic, and this would have made it much easier to push the boat.  If a bow was added, and it reflected the same  buoyancy as the rest of the boat, then we could have potentially placed second or first in the regatta.

? - If I could do this project again, using the same resources; I'd make the hull longer, and not as broad.  A rectangle, rather then a square.  Although if I do this, I would have to make additional cuts/creases rather then the default cardboard reams, which could lead to water comming in.

! - I'm suprised at the durribility of the boat.  It was not only rigid, but it it was watertight; no water leaked into the boat, until the multi-person attempts were conducted.  Looks like those additional few rolls of duct tape paid off in the long run.

*Make your Own Achievement!*[Achievement Earned = Industrious]

In our first few days of the class, we did not accomplish much; in the week prior to the event, we worked literally as much as we could during the class periods.  The time which we missed in the first few days was quickly made up, as we finished the boat, with some time to spare.

Mousetrap Racecars (Under Construction)

Mousetrap Racecar: (Achievements Earned so Far: 5)

What is our Racecar?

The Racecar is [meant] to use the direct force from the mousetrap to power the car in a short spurt; acceletation over distance.  After going through many, many changes, the car has gone through many changes.  The mousetrap can either be stationary on the ground, or can be supported in a sub-chasis.  The car itself, depending if the mousetrap is in/out of the car, has two different centers of balence.  Thus, it will be able to "tilt" foward or backwards, almost as a teeter totter.  As well, the car can be taken apart, giving a small uneven car, or a large teeter-totter.

Sadly, the mousetrap has been farily unsuccessfull, as the car itself has many faults.  The brute force of the mousetrap would cause it to be dislodged, and not directly power the car.  If it did, it would be unpredictable, and would occassionaly pop up in the air.  This fault is proboably from not attatching the mousetrap to the car properly, and not having enough string present for a proper wind-up.

Achievements:

Building Achievements:

Build It:

The Price of Glory:

*Independent Car*

Iron Bar - 2

Small Wheel - 3

Rubber Wheel Part - 1

Large Wheel - 2

Yelow Connecter Rods (1x6) - 5

Large Corner Rods (1x8) - 2

Red Connecter Pieces - 10

Cost for Independent Chasis: $25

*Dependent Car Part*

Iron Bar - 1

Small Wheel - 2

Yellow Connecter Rods (1x6) - 3

Large Corner Rods (1x8) - 2

Red Connecter Pieces - 6

Cost for Dependent Chasis: $14

*Mousetrap Chasis*

Yellow Connecter Rod (1x6) - 4

Yellow Corner Rod (1x4) - 2

Red Connecter Pieces - 8

Cost for Alternate Chasis Car: $14

*Alternate Parts*

Mousetrap - 1

String (24") - 1

Cost for Alternate Parts: $2

Total Cost for Car: $50

Design Stage:

-Note: During the first day or so of class, I was in Sean's Team.  I did split off during the construction stage, and formed my own group.

Braniac: [Note: Done in Sean's Group]

There is a list of 10 designs that Me, Timmy, and Sean brainstormed.  However, I can't find the list.  Sean or Timmy has the list.

Visualize It!:

-Comming Soon-

Racing Achievements:

Compete:

Due to technical reasons, my mousetrap racecar couldn't compete in the distance races.  I was able to atleast get it working, and I did compete in the Acceleration Contest.  After 3 attempts, in which no car crossed the  line, I somehow got a test in, and beat "Team Catapult".  Thus, I [technically] got 4th place out of 7 cars.

Feedback:

-Coming Soon-

Iterate Stage:

Cleanup Stage:

Leave it Cleaner Then You Found It:

I did my best to thoroughly help to clean each day [On Thursdays, I do have to leave early, because of Sailing Practice], and I personally believe that I have cleaned the workplace, and kept my workspace in a good condition.

Reflection Stage:

Minecraft Architecture [INCOMPLETE]

This house is bassed off of both "Frank Llyod Wright" and "Mies Van der Rohe".  It features minamalist structure on the outside, and contains natural lighting (Light comes in and fill the house completely).  There is also a river going through the house, suiting the room.

CAD 3.1.1 (0/5 Done)

Engineering CAD 3.1.1

(0/5 currently done)
*Note: This is done using pictures from the Internet Primarily, not from the classroom.  Items used would be things found in a normal classroom.

Product 1:

Product Owner:
Product Name:
Product Elements:
Product Principles:

Product 2:

Product Owner:
Product Name:
Product Elements:
Product Principles:

Product 3:

Product Owner:
Product Name:
Product Elements:
Product Principles:

Product 4:

Product Owner:
Product Name:
Product Elements:
Product Principles:

Product 5:

Product Owner:
Product Name:
Product Elements:
Product Principles:

CAD 2.3.1.a Train (FINSIHED)

Over the past few weeks, I have been working on creating the train, from CAD 2.3.1.a. I have finally finished the train, and now, you can see my progress:

Part 1: (Train Chasis)

Part 2: (Smokestack)

Part 3: (Hitch Magnet)

Part 4: (Hitch Peg)

Part 5: (Wheel)

Part 6: (Axel Peg)

Part 7: (Linkage Arm)

Part 8: (Linkage Peg)

Part 9: (Cow Catcher)

Tracks:

Final Train:

EGG DROP (NOT FINISHED)

Achievements:

Brainstorming:
-Create a Sketch of One Possible Solution.  Include Labels.
-Create a Sketch of another possible solution.  Include Labels.
-Create a Sketch of a third possible solution.  Include Labels.

Material Prep:
-Generate a List of Materials required for Build Day (Completed for Sketch #3)

Build Achievements:
-Materials fit inside a Printer Paper Box (Possible?)

Material Weight:
-Materials weigh less than 500 grams.

Drop Accuracy!:
-You hit the Butcher Paper!
-You hit the Third Ring!
-You hit the Second Ring!
-You hit the First Ring!
-You hit the Bullseye!

Egg Resilience:
-Your Egg Didn't break in any way! (awarded 3x)

Calculation Achievements:
-Describe an aspect of the event using Arithmetic. (Proboablitiy/Ratio's)
-Describe an aspect of the event using Geometry. (Trigonometry [A division of Trigonometry])
-Describe an aspect of the event using Algebra. (Graphing on a 2d plane: Quadratics)
-Describe an aspect of the event using Calculus. (Polar Coordinates)
-Seek out additional instruction.... (Asked for what to do for Calculus)

Kahn Academy: Circuitry

Currently, I understand all of my classes in school; so I'm going a bit ahead, studying circuitry in physics.  This video outlined the basics of understanding electrical currents (Basics of Electric Charges, Resistance, Current, Amps, etc.), which although explained previously in my 7th grade Science Class, serves as a refresher for Physics and AP Physics, comming around the corner in the next few years.

------------------------------------------------------------------------------------------------------

Personally, I myself prefer the traditional method of learning, over the "flipping the classroom" method.  However, for many people, I understand how explaining something, such as algebra or calculus, can be easier for many by seeing it done in this manner, compared to spending hours reading a lesson from a book.  Maybee I am some freak anomaly, that prefers reading a lesson in a book in thirty minutes, compared to hearing a lecture about it for an hour or so; to me, being very advanced in my subjects in school, have learned independentally in this manner since first or second grade*.  To me, I have learned to learn independentially, and have learned complicated subjects independentially, and in a completely different method, then the ways that many teachers lecture.

There are some things, that cannot be learned from watching a video, however.  History, English, and many fine arts cannot be learned from watching a video; so the need of lecturing and class discussions will still be required in schools, in my opinion.  Although I prefer the "book method", while many people understand the "Khan Approach", I believe that this method does assist people in learning a subject, and retaining the information, which would usually be lost within days of a lecture.

Regardless, as with every subject, "different strokes for different folks"; some people prefer one way, while others require learning in other ways.  Some people, for example, have to have a "hands-on-experience" in school, while others take superfluous notes.  I believe, that the option should be present, if the "flipping the classroom" method is applied, weather to experiment in the software, and see if you learn from both audio and visual methods, or the traditional method of lectures and textbooks.  In this manner, the data collected from this will truely tell us if the "Flipping the Classroom" approach is effective.

----------------------------------------------------------------------------------------------------------

*Since I'm in a military family, I usually move every-other year; all throughout the East Coast (and recently, Coronado).  As with different school systems, the curiculum taught is as unique as the school itself, and instead of spending days going over subjects and information not taught in other school systems, teachers have given me books, and told me to "Learn this subject by the end of the week".

CAD 2.1.6 (Cubes)

CUBES DONE: (6/6) [Making Changes to #11, #11 is not final.

Cube 1:

Cube 3:

Cube 4:

Cube 8:

Cube 9:

Cube 11: [SUBJECT TO CHANGE]

(Note: I was unable to remove some of these lines, due to problems.  I had to make a plane, in order to do some of these extrusions.)

MULTI VIEW:

Gliders Summary: (Missing #2,3)

*Note: Pictures ARE Avaliable, but they are located at my house.  I will upload them, so for now, Requirements 2 and 3 cannot be met*

1) Provide a breif description of the activity. Who did you work with? What did you build? What challenges did you overcome to succesfully craft your aircraft?

• Our groupmembers were Ian, and Ezequiel; we all collaborated together, to build a balsa-wood airplane.  Our Primary problem, that we encountered, was that while gluing, some of the parts were not completely glued in the proper places.  As a result, while flying, the plane achieved some starboard (Right) list in the air.  To combat this, we re-fixed the rudder's position, and we also placed a (very thin) layer of glue over the wing, giving it more weight, and balancing it.  Even still, adding the glue caused for the plane to be dorsal-venterally unbalenced, and the plane would fly up-side-down, and go in the opposite direction.

2) Post a photo of your glider under construction.

(COMMING SOON)

3) Post a photo of your finished design.

(COMMING SOON)

4) Describe how you tested your aircraft and tuned its flight characteristics.

• We tested our plane over a period of three days (Block-Day Wednesday, Thursday, and the Friday preceeding the competition).  On the first day, we were foccusing on the proper methods of throwing the plane, and wind direction.  We found that at first, throwing it softly and with the wind, would give it some movement (Our best flight was 10-15 yards), and the rudder broke.  On the second day, we followed the same principles, and we also tested other factors, such as if you should throw it in a gust, and other techniques.  During these tests, we found out that the best way to throw it, was to let the propeller spin for about a second, prior to the actual flight of the plane.  We sustained breaks on the rudder again, and the wing support.  On the third day, we were focussing on the finite techniques on throwing, and checking to see any listing, which there was greatly.  During these tests, part of the wing support broke, and we re-inforced the wing support with glue.

5) Describe how well your aircraft flew in our competition. Did you win any events (furthest distance, longest time aloft)? Were you competative in our best decorated flier competition?

• Our Plane didn't do so well in the competition.  After the third day of testing, there were a multitude of flaws in our plane, and it became dorso-venterally topheavy.  Upon throwing, the plane would do a 180* turn, and fly backwards.  As a result, we did not win any distance, or time aloft competitions.  Our Group did not decorate our plane.

6) Pick three steps from the PLTW 12 step design process and describe how your team worked through these during the course of this experience.

*NOTE: Our group didn't follow the PLTW Steps in chronological order, but we did use many of them.  We also used a sort of "Reverse Engineering" Method*

• Refine: Our Group did extensive testings, to make sure that our plane didn't have any flaws, that would be potentially bad for the flying competition.  Our plane also took some damage, and required modifications to the plane.

• Explore Possibilities: Since our group was one of the first groups that finished with construction, we had many oppertunities, in which we could modify and change our plane. We looked at possible ideas that we could do, to modify our plane further; straying away from blueprints, we made the wings movable on the fuselage, allowing for tests at varrying lengths, and many other modifications.

• Identify the Problem/Brainstorming: Our group did a "Hit the Ground Running" method of construction, jumping into it the first day.  We knew what we needed, and made a few minor modifications to the blueprints (We added a few sticks above the wings, and made the wings movable on the fuselage), and we kept these in mine while construction; these things could have also lead to our problems while flying.

Game Changer (Finished)

Answers will be in Red:  Questions asked will be in Black:


1) What was the “Moneyball”approach that Billy Beane and Peter Brandt applied to the Oakland Athletics 2002 season? Was it an “art” or a “science”? What single statistic did they boil their value consideration down to? (In class research/discussion)

The "Moneyball" approach, was to focus on statistics, such as the OBP, instead of things such as age, and methods of playing.  It was reffered to as "The Art of winning the Game". The statistic used primarily by Billy Bean (Above all other statistics, and things that scouts would dislike), was for the On Base Percentage (OBP).

2) What is the equation used to calculate OBP? (In class research/discussion)

OBP = [H + BB +HBP]/PA.  Where BB is the number of bases, compared to balls thrown; HBP is the ratio of hits, compared to pitches; H is the ammount of Hits.  PA is the number of "Base Appearences".


3) What is design? (In class research/discussion) 

Billey Beane's "Design" jumps into the "Develop a Prototype" phase directly after identifying the problem.  In a way, he took a very large risk, in going on, and taking the idea of a person, and applying it on such a large scale, not ever before attempted.  Eventually, he shortly drifted from the "Moneyball Method", by selling Giambi's brother away to the Cleveland Indians.

4) Describe 3 situations where movie characters (intentionally or not) applied a step from the PLTW 12 Step Design Process. Explain both the (a) situation as well as (b) how the step is relevant:

1 -Identify the Problem - At the begginning of the movie, Billy Beane is sitting with his scouts, discussing the problems, primarily that Giambi, their star player, is being removed from the team.  Beane asks his scouts, "Tell me what the problem is", which is met by the first PLTW step, "Identify the Problem".

2 - During a part of Moneyball, Billy Beane is forced to sell a member of his team.  He decides to sell of Giambi's Brother, to the Cleveland Indians.  This is reflected in the PLTW step, "Refine".

3 - During the 20th game streak, the Field Manager decides to put one of Beane's picks, which he protested for the majority of the season.  The person did prove, that the idea was successfull. This is reflected in the PLTW Step "Test and Evaluate".


5) What is “Leadership”? List the three aspects of leadership that we come up with in class. (In class research/discussion)

1 - "A Community is like a ship; everyone ought to be able to take the helm" - Henrik Ibsen


2 - A Leaders must have values and morals, and trusting them in their actions.


3 - Leaders must be able to take initiative, no matter the situation; no matter the place.


6) Describe 3 circumstances from the story where a character exercised effective leadership:

1 - During the beginning scene with the scouts, Billy Beane uses leadership to try to help the scouts, in their problem of replacing Giambi.


2 - Near the Middle/End of the movie, Billy Beane uses Leadership, and talks with his team, about how they are doing, and what they could be doing better; something no General Manager usually does.


3 - Billy Beane attempts to manage the Field Manager, whom refuses to use Billy Beane's method.  After he notices that the "Moneyball Approach" actually works, he uses Billy Beane's method.

7) According to the movie, what was the A’s record at the start of their winning streak? 83:58
*Note: End of Season was 103 wins, to 59 loses.  Before the streak was 20 wins less, and 1 loss less; Which is 83 wins to 58 loses*

8) What does this ratio simplify to (roughly)? 1.4: 1 (Or 7:5)

9) How long was the A’s record setting winning streak? 20 games won.

10) Given the A’s win/loss ratio at the start of the streak (listed two questions above), what are the odds of winning 20 games in a row? Run the numbers. (In class research/discussion)

A forumula, that can be used, to find out the chances of winning games in a row, can be expressed in the equation: 1/2^(n), where n is the ammount of games.  The odds of winning 5 games in a row would be 1/2^(5), which would be one out of 32.  So Logically, the odds of winning 20 games in a row would be 1/2^20, which is One out of One Million, Forty-Eight Thousand, five hundred and seventy-six (1:1,048,576).

11) Based on your calculation, do you think the A’s got lucky or was there something to the Moneyball approach?
Given that the odds of winning that are well over 1 in a million, there is substancial evidence, that the "Moneyball Approach" did in fact help with the 2002 Oakland A's.  Before the 20 win streak, only two teams before the Oakland A's won nineteen games in a row; So unless of some freak chance, there is some truth to the "Moneyball Approach", in it's application in the 2002 Oakland A's Season.

12) Did Billy Beane strictly apply the “science” of Moneyball to his management approach? Was there an “art” to his efforts as well? Describe a circumstance where he broke from the Moneyball approach to make a positive change for the team.

Billy Beane applied his "Science" of Moneyball to his team; and to his daily life.  Multiple times throughout the story, people notice Billy Beane's unusual work-ethic, such as picking an assistant General Manager from another team, upon noticing him a few times.  The Moneyball Method also had an effect on the way that his team, both Athletes and management, had mixed feelings on the Moneyball Approach.





Bonus Question (look into this if you’ve finished ahead of the class):
Money Ball was originally a book. What author wrote the book? What other books has this author written? Is there a theme to his writing?

Michal Lewis wrote "Moneyball: The Art of Winning an Unfair Game".  Another primary book that he has written is "The Blind Side: Evolution of a Game", about an Old Miss Left Tackle Player.  A large ammount of Michal Lewis' books are about the evolution of sports, and how they have changed over the past few decades.

CAD (2.1.5) Computer Animated Sketches (18/19 Finished)

I have finished (18/19) sketches so far.  The "Spring" Sketch (Number 13) couldn't be done, due to technical difficulties.

Sketch 1:

Sketch 2:

Sketch 3:

Sketch 4:

Sketch 5:

Sketch 6:

Sketch 7:

Sketch 8:

Sketch 9:

Sketch 10:

Sketch 11:

Sketch 12:

Sketch 13:

COULD NOT BE DONE, DUE TO TECHNICAL DIFFICULTIES

Sketch 14:

Sketch 15:

Sketch 16:

Sketch 17:

Sketch 18:

Sketch 19:

CONCLUSION:

1. The first thing that you would do, to create a "Coat Hanger", would to create a triangle.  THEN, you would filet the edges, so then you have a triangle, with rounded edges.  Then, you could create a point, and arch it, then a line from one part of the arch, to the triangle.

2. The Thread function could be used, to create a spindle on a wooden handle.

3. The CAD Software easily makes changes, by adding and subtracting 3-D Objects from the area.

4. If something was added, on a 2D Sketch, they could delete the addition.  Otherwise, the only other way to undo, besides the undo functgion itself, would be CTRL + Z.

Activity 2.1.3 (Not Finished)

Progress so far: 17/19 (Missing #11 and #16)

Pictures (So Far)

PLACE HOLDER FOR #11

PLACEHOLDER FOR #16