FLUIDS PROJECT!!! Only 1 week to design and build!

UNIT C PROJECT:

Application of Fluid Systems

Instruction:

Using what you have learned about fluids, pressure, and Pascal’s Law, design and build a hydraulics or pneumatics system that represents ONE of the machines listed below.

In a small group of 2 or 3, you must construct a working model along with an appropriate three-dimensional setting. You will also submit a half-page written report and a labeled diagram on the fluid system you built.

The final product

-       must be 3-D and sits on top of a platform (for easy carrying and displaying)

-       must be colourful AND include scaled down models of relevant objects and characters

-       CANNOT exceed a base area of 30 cm x 30 cm

List of machines:

Option #1:

A hair salon chair that is able to adjust its height.

Option #2:

A drawbridge that can be lifted to allow boats to pass below or lowered to allow vehicles to drive through.

Option #3:

A dump truck that can ‘dump’ the contents out of its container. This truck must also be mobile.

Option #4:

A Jack-In-The-Box that has a toy figure pop out (or extend out of the box).

Option #5:

An elevator that can ascend and descend in a building that has at least 4 levels. The elevator must be able to stop at any floor.

Option #6:

A car hoist that allows cars to be parked at a raised level. Must include a parking lot.

Project Due Date:

Class 81 à Wednesday, June 11th

Class 82 and 87 à Thursday, June 12th

Some suggestions of materials:

- Play-Doh or plasticene

- syringes of different sizes (or similar materials)

- tubes of different lengths

- sturdy cardboards

- construction paper

- glue (or glue gun)

- popsicle sticks

- toys (i.e. toy cars, people, LEGO pieces…etc.)

- recycled bottles/cans/paper towel rolls/plastic cups

- paint

Assessment:

Criterion D: Scientific Inquiry

Level	Descriptor	Evidence
1 -2	The student attempts to state a focused problem or research question. The method suggested is incomplete.	*Machine functions but not with ease *Setting is made with some attention to details *Includes few objects or characters to enhance the scenario that help to communicate what the machine does *Pieces may not be proportional to each other *Written report includes basic concepts on how the fluid system works
3 – 4	The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning. The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them.	*Machine functions relatively well *Setting is well designed and made *Includes some objects and/or characters to enhance the scenario that help to communicate what the machine does *Pieces are generally proportional to each other *Written report includes how the fluid system works; includes evaluation of the mode
5 – 6	The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning. The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them.	*Machine functions perfectly and is very easy to operate *Setting is well designed and creative; well made (with attention to details) *Includes a variety of objects and characters to enhance the scenario that help to communicate what the machine does *All pieces are proportional *Written report is comprehensive (referring to many relevant key concepts); includes evaluation of the model and provides realistic suggestions for improvement

Fluids: Additional Review Questions

[Optional Review Questions]

UNIT C: FLUIDS (CH. 7, CH. 8 and 9.1)

1. What are the functions of fluids? Provide examples of fluid technology. 
2. What are the 6 points of the Particle Theory?
3. Make a particle sketch showing how the volume of a liquid changes when heat is added.
4. What is thermal expansion and contraction? Use the particle theory to explain the concept. 
5. How does temperature affect the viscosity of a liquid? What about gas? 
6. What is flow rate? How is it measured? What factors can affect flow rate?
7. What is density? Buoyancy? How do they help determine if an object would float or sink?
8. What is the role of gravity in understanding buoyancy?
9. What is Archimedes' Principle? 
10. How and why do objects (ie. a person, a boat, a ship) float differently in: fresh water? seawater? cold water? warm water?
11. How does the Plimsoll line help cargo ships? 
12. What is pressure? 
13. What is the appropriate unit(s) for calculating pressure?
14. How does pressure change due to: a) depth; b) flow of fluids; c) temperature? 
15. What is compression? How is compression related to pressure? 
16. What is a fluid system? 
17. What does Pascal's Law state? What does this have to do with pressure?
18. 2 main systems of fluids are: hydraulics and pneumatics. How are these similar? Different? What does compressibility have to do with these 2 systems?
19. What are pumps? Examples?
20. What are valves? 

Fluids Unit Test - Overview

Test Date: Wednesday, May 28, 2014

Test Coverage: CH. 7, CH. 8, and Sec. 9.1

Extra Help Session: Monday (May 26) after school in Room 208 until 4:00 p.m.

*******Below is an overview of Unit C: Fluids**********

CH. 7

• Fluids are substances that can flow
• Fluids can transport solids, hold other materials, and become solids when cooled
• Matter is made of particles (review the points of the Particle Theory!)

CH. 8

• Viscosity is the resistance of a fluid to flow
• Temperature has an effect on viscosity (but liquids and gases react differently!)
• Density is the amount of mass continued in a given amount of space (D = m/v)
• Archimede's principle: the buoyant force on an object is equal to the weight of the fluid displaced by the object
• Pressure is the amount of force applied over a certain area (p = F/A)
• Pressure can change due to: depth, fluid flow, and temperature

Sec. 9.1

• Hydraulic systems use a liquid as the enclosed fluid
• Pneumatic systems use a gas as the enclosed fluid
• Pumps and valves are used to control the flow of fluid through a system

Update: Unit C - Fluids

Unit C: FLUIDS

Key concepts:
- fluid is anything that flows (the two states of matter that can flow are liquids and gases)
- different properties of fluids determine how we can best use fluids
- fluids have many practical applications in our society

Week of April 14th:
Intro to Unit C
Sec. 7.1: The Many Uses of Fluids
Sec. 7.2: Fluids and the Particle Theory of Matter
Ch. 7 Review

Coming up next week: 
* Ch. 7 Quiz
* In-class Challenge(s) [Remember to bring a 1L or 2L plastic bottle to class]

Mechanical Systems Unit Project

Challenge:  Building a Mechanical System

Objective: To design and construct a mechanical system that will launch a large marshmallow towards a specific target that is placed at least 2 meters away.

What to Do:

1.     Conduct research on various catapult designs. Discuss with your partner(s) and sketch out a prototype.

2.     Design and build a launching device that fits the following criteria:

• It must consist of at least 2 simple machines (excluding screws) used purposefully.
• Size limit: base must fit onto an 8 ½” x 11” piece of paper; max. height 30 cm.
• There must be a triggering mechanism; holding the arm down by hand is NOT allowed.
• It should be designed to optimize the launch (i.e. covering sufficient distance and with accurate aim).
• You may use any materials (excluding purchased sets of premade catapults) that you like but you must provide them yourselves.

3.     Submit a written report which includes an explanation of how the simple machines work together to accomplish the task, include labeled diagrams of the mechanical system. Be sure to incorporate key terms from this unit.

Launch Dates: __________________________________Report Due Date: _______________

Assessment:

Catapult         IB Criterion A: One World                                                               

Achievement level		Level descriptor	Examples
IB	Ont.
0	R	·       The student does not reach a standard described by any of the descriptors below.	·       Device does not consist of at least two simple machines.
1 – 2	1 – 2	·       The student states how science is applied and how it may be used to address a specific problem.	·       Device consists of at least two simple machines, but has difficulty accomplishing the task.
3 – 4	3- – 3+	·       The student describes how science is applied and how it may be used to address a specific problem.	·       Device consists of at least two simple machines that work together to accomplish the task.
5 – 6	4- – 4+	·       The student explains how science is applied and how it may be used to address a specific problem.	·       Device is a mechanical system that incorporates purposefully of at least 3 simple machines; accomplishes the task effectively (with distance and accuracy), and with minimal waste of materials or energy.

Written Report    IB Criterion B: Communication in science                                             

Achievement level		Level descriptor	Examples
IB	Ont.
0	R	·       The student does not reach a standard described by any of the descriptors below.	·       Written report is incomplete.
1 – 2	1 – 2	·       The student communicates scientific information with limited effectiveness.	·       Written report is somewhat complete; incorporating very few or some key terms from the unit.
3 – 4	3- – 3+	·       The student communicates scientific information with some effectiveness.	·       Written report is mostly complete; incorporating key terms from the unit.
5 – 6	4- – 4+	·       The student communicates scientific information effectively.	·       Written report thorough and detailed; incorporating many relevant key terms from the unit.

“Angry Birds” Scoring Guide

                       

Rules for the day of the launch:

1. Device must be able to stand independently on the surface (i.e. you cannot hold it). You are also NOT allowed to angle it using other materials (i.e. tilt it with a binder).
2. Triggering mechanism SHOULD be used (penalty for lack of a trigger).
3. Each team will have ONE practice launch, then FIVE chances to launch at the target. Only the top 3 scores will count.
4. Total score is calculated by device score + launching score (see below).

Device score:

# of simple machines (excluding screws)		Triggering mechanism		Minimum launching distance
1 2 3 3 +	1  pt 2 pts 3 pts 4 pts	No Yes	0 2 pts	< 1 m 1+ m	1pt 2 pts

Launching score:

Hitting a pig DIRECTLY	Hitting any part of the structure	Knocking down a pig (due to impact)
5 pts	2 pts	2 pts

Conversion Chart:

Final Score	Level	Meaning…
2	1	LEVEL FAILED! *Snort*snort*snort
3 - 9	2
10 – 14	3	LEVEL CLEARED! ★
15 – 19	4
20 – 22	5	YAY! LEVEL CLEARED! ★★
23 +	6	YIPEE!!! LEVEL CLEARED! ★★★