Torrance Unified School District

--Research and Development--

Applied S.T.E.M Project*

Steps to a successful CO2- powered car:

1) Make drawings: Using the template, trace a 1:1 (to scale) outline of the three views on a sheet of paper- (side view, top view, end view) Make an X where the holes will be drilled in the sides and end. Trace an outline on each view where you will cut out your car. Show your drawing to the instructor for credit on this portion of the project.

Please return the template to the instructor's desk for others to use!

2) Obtain a wood blank from the instructor- choose from dense or light wood depending on the type of car you will build. A car for show should be built from dense wood, and a car to race should be built from light wood:

The wood on the left is light, the center is dense and heavy, and the one on the right is in-between.

Weigh and compare wood blanks if you wish to get the lightest wood.

3) Cut out your paper drawing and trace it on the wood in pencil

4) Find a steel axle and measure it with a drill card- drill axle holes one fractional size larger than the axle:

(be sure not to drill into the drill press table!)

5) Drill the 3/4" cartridge hole in the end 2" deep, using the depth gauge on the drill press to determine the depth.

Use the Vise Dog on the drilling jig.

We will do all drilling processes before doing any cutting!

The launching device & car detail with rear hook-

6) Show your drilled blank to the instructor for permission to continue with cutting. Cut the side first, then the top.

7) Cut out your car:

A) Be sure to use a push stick

B) Adjust the saw correctly

C) The saw will not cut a sharp radius!

8) Sand your car with the sander and sandpaper to eliminate scratches:

All scratches will be eliminated before moving on to the finishing step.

9) Choose to paint or stain, and show your car to the instructor before getting the materials to paint or stain.

10) Show your completed car(s) and documents to the instructor to be sure you get credit for this project!

Notes:

Your instructor at your school may vary the requirements of this project to fit the necessities of your school and classroom. Check with him/her for other specific requirements.

For Richardson Middle School Students:

Building one CO2 car to race is valued at 400 points. An additional car to show is valued at 150 points.

This is a single person project.

As a reminder, the term "finished," as used here, means the elimination of saw marks, sharp edges,scratches and the final application of stain or paint.

Your car(s) must exhibit a high degree of craft, in that there may be no scratches, dripped paint, or other defects in the fabrication or finish of your car. There will be no exceptions for any reason, so please do not plead for an exemption or you will be made to copy these notes until your are ready to remove or repair all the defects in your car.

If you ruin your blank, see the instructor and show her/him the situation. Please do not just throw it away!

Remember to put your name on the bottom of your car to prevent loss. Give your car to the instructor each day if you are concerned it will be stolen by the dishonest.

Please report (unobtrusively) all people who seem to be searching lockers that are not their own.

This is an advanced project, and at this time of the school year, students are expected to have mastered the technology and processes of working with wood, hand tools, and machine tools. Instructions in the finishing process- sanding, painting, and stain finishing have also been abbreviated here because again, students who have been following the requirements of this class will have become well-versed in these processes.

Please ask the instructor for help if there is a portion of this project you are having difficulty with and he/she will be glad to show you how you can master and control the difficulty.

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*State of California Department of Education Technical Education Model Curriculum Standards associated with this S.T.E.M project:**

Engineering and Design Model Curriculum Standards:

A5.0 Students understand methods used to analyze simple structures:

A5.1 Understand load transfer mechanisms.

B5.0 Students understand the design process and how to solve analysis and design problems:

B5.1 Understand the steps in the design process.

B5.2 Determine what information and principles are relevant to a problem and its analysis.

B5.3 Choose between alternate solutions in solving a problem and be able to justify the choices made in determining a solution.

B5.5 Understand the process of incorporating multiple details into a single solution.

B5.6 Build a prototype from plans and test it.

B5.7 Evaluate and redesign a prototype on the basis of collected test data.

C3.0 Students understand measurement systems as they apply to engineering design:

C3.1 Know how the various measurement systems are used in engineering drawings.

C3.2 Understand the degree of accuracy necessary for engineering design.

C4.0 Students use proper projection techniques to develop orthographic drawings:

C4.1 Understand the commands and concepts necessary for producing drawings through traditional or computer-aided means.

C4.2 Understand the orthographic projection process for developing multiview drawings.

C4.3 Understand the various techniques for viewing objects.

C4.4 Use the concepts of geometric construction in the development of design drawings.

C4.5 Apply pictorial drawings derived from orthographic multiview drawings and sketches and from a solid modeler.

C7.0 Students understand sectional view applications and functions:

C7.1 Understand the function of sectional views.

C7.2 Use a sectional view and appropriate cutting planes to clarify hidden features of an object.

C8.0 Students understand the tolerance relationships between mating parts:

C8.1 Understand what constitutes mating parts in engineering design.

D5.0 Students understand the design process and how to solve analysis and design problems:

D5.1 Understand the steps in the design process.

D5.2 Determine what information and principles are relevant to a problem and its analysis.

D5.3 Choose between alternate solutions in solving a problem and be able to justify the choices made in determining a solution.

D5.4 Translate word problems into mathematical statements when appropriate.

D5.5 Understand the process of developing multiple details into a single solution.

D5.6 Build a prototype from plans and test it.

D5.7 Evaluate and redesign a prototype on the basis of collected test data.

D7.0 The students understand the concepts of physics that are fundamental to engineering technology:

D7.1 Understand Newton’s laws and how they affect and define the movement of objects.

D7.2 Understand how the laws of conservation of energy and momentum provide a way to predict and describe the movement of objects.

Building Trades Model Curriculum Standards:

A1.2 Understand calculation procedures for materials and production requirements for wood product designs.

A1.3 Convert scaled drawing measurements to full dimensional layout and template applications.

A1.4 Know conventional cabinetmaking and wood product measurement processes, linear measurements, and conversions of fractions and decimals.

A2.0 Students understand the safe and appropriate use of hand tools common to the cabinetmaking and wood products industry:

A2.1 Use common hand tools and accessories, such as planers, shapers, clamping and gripping tools, pliers, wrenches, wood chisels, hammers, hand saws, and squares, safely and properly.

A2.2 Maintain and care for common hand tools.

** ©2006 California Department of Education, 1430 N St., Sacramento, CA 95814-5901

"We have a competition within us; we want every kid to succeed."