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Microsoft Word - ABM_220410.docx 20220410_v2 1 Animated Beautiful Machine IAT 106 Spatial Thinking and Communicating Project Overview Inthecoursefinalproject,youwilliterativelydesignanAnimatedBeautifulMachine(ABM).AnABMisamachine that combines mechanical components to amplify the effects of human effort—yes! But also, and more importantly,presentsapleasantandsurprisingoutputmotion.AnABMlooksbeautifulonitsownevenwhen it’snotoperatedandsurprisesitsviewers/operatorswhentheyinteractwithit. What isconsideredbeautifulcanbeapersonal, culturalorsociallyagreed-uponconstruct.Wewilldiscuss ‘whatisbeautiful’byexamplesinthelecture. ABMsandsimilarsystemshavebeenbuilt forcenturiesfordifferentreasons:sometimesto imitatenature, sometimestoimpressaking,orsometimestoentertainchildren[1].Theyarecreatedbycuriouspuzzlesolvers, artists,educators,engineersandscientists[1-7].Ithasevenbecomeabusinessformanycompaniesthatdesign ready-to-buildkitstomarketandsellonline.Yes,itwouldbeeasytopurchaseandassembleone,butyouwould missthefunofmakingyourown,andyouwouldlosetheopportunityoftestingyourknowledgeandskillsin spatialthinkingandcommunicating.Still,youcanlearnalotfromtheseexamples. ABMsare funtowatchandplaywith,but,more importantly,designingandmakingsuchmachinesrequire knowledgeandskillssimilartothoseyouarestudyinganddevelopinginthiscourse.ABMscanbefoundin differentsizeswithandofdiversecomplexity.WewantyoutomakeasimplebutfunctionalABMforthisproject. Forthispurpose,wepreferthatyouuseandselectmechanismsthatwediscussinlecturesandlabstocomplete yourABMsinthegiventime. ThebestABMwouldintegratethemechanicalcomponentswiththehousing(support,figure,walls,boxholding themechanicalparts).Together,theymakeabeautifulmachine.Therearethreewaystoachieveasuccessful ABM; 1. Thehousingismadebeautiful(e.g.inspiredbytheartoforigami–facetedfigure),allmechanicalparts areembeddedinside it.Themechanicalcomponentsconnectdifferentpartsof the flexiblehousingto generateabeautifulmotion.SeeCategory01examples.Inthisscenario,themechanicalpartsshouldNOT beentirelyhidden.Themechanismshouldbevisibleatleastfromonesideforinstructorstosee. 2. Themechanicalpartsarevisibleandareintegratedwiththehousingsuchthattheyenhancetheoverall visualbeautyofthemachineanditsmotion.SeeCategory02examples. 3. ThemechanicalpartsAREthebeautifulmachine.SeeCategory03examples. Pleasenotethatnoneof theabove includesaseparatemechanicalboxtoholdthemechanicalcomponents inside. Constraints 1. Themachinemustbeunder40cminlength,40cmin-depth,40cminheight.Smallerisbetter. 2. TheresultantmotionoroutputshouldbeinspiredbyNature(humans,animals,wind,water,plants,etc.). 3. TheABMshouldbeactuatedbyhand,usuallythroughamanualcrank. 4. TheABMmustNOTusebevelgears. 5. TheABMmusthaveatleastonekindoflinkagemechanism(preferably3+linkagemechanisms). 6. TheABMmusthaveatleasttwomechanicallydistinctmotions;inotherwords,itcannothavethesame mechanicalmotionrepeatedmultipletimestogenerateitsoveralleffect. 20220410_v2 2 Category 01 ABM – housing holds the mechanical parts (Housing is made out of paper, folded and glued to achieve origami effects) Category 02 ABM – the mechanical parts integrate with the housing to create the overall effect. In this case, the skull and the complexity of ideas in one’s head are depicted using complex chains of gears, cams and linkages. Category 03 ABM – the mechanical parts are the machine. No extra part is added without a mechanical function/output. The mechanical parts move in a motion inspired by a crawling insect when the crankshaft is operated. 20220410_v2 3 Category 01 ABM – housing holds the mechanical parts Housing is made of cardboard. Once again, it is made beautiful by using geometric shapes to represent a curvilinear chameleon. Category 02 ABM – the mechanical parts integrate with the housing to create the overall effect. In this case, the linkage mechanism is used outside the elephant’s body to represent its legs, creating a beautiful walking motion. Category 03 ABM – the mechanical parts are the machine. No extra part is added without a mechanical function/output, except the arches repeated to represent the insect’s body, perhaps. The mechanical parts move in a motion inspired by a slithering snake-like insect. Purpose Thisisamoreadvancedprojectthanyourfirstandsecondcreations(referringtothegolfballcaseprojectand thefour-barlinkageproject).Inthisproject,youwillcreateandcombineseveraldifferentpartsintoaworking assembly.Itisdesignedtoadvanceyourawarenessofspatialthinkingwhileimprovingyourskillsindeveloping andusingotherrepresentations(sketches,CADmodels,physicalmodels).Thisprojectintegratesandusesthe individuallabexercisesyouhavebeendoing.Youwillcarryoutthisingroupsoftwostudents(seeFormat section). Attheendofthisproject,eachgroupwillgiveapresentationwithademooftheirABMduringthelastlabofthe course.Throughouttheproject,themostrelevantspatialthinkingissuesyouexploreare; 20220410_v2 4 • Definingindividualobjectsaspartofanassembly, • Determiningobjects’properties--dimensionsandshape, • Spatiallyrelatingtheirrelationshipsandinteractionwitheachotherintheassembly,and • Describethefunctionsofeachpartandthecompleteassemblywhentakenasawhole. As you practice and learn about spatial thinking, you will begin to see that it both requires and helps communicateideasaboutspatialobjectsin2Dand3D.Youwillusetherepresentationtechniquesandtoolsyou learnedandpracticedearlierinthecoursetoexploreyourideasindividually,sharetheseideaswithothers,and demonstratewhatyouhavelearned.Thesetechniquesincludesketching,digitalmodelling,physicalmodelling, andcomposingdifferentrepresentationstoexpressyourdesigns!TheTAandinstructorwillhelpgroupsasthey makeprogress. Thisprojectisdesignedtohelpyoulearnhowtoworkinagroupwhilefollowingaplanfrom conceptualizationtofinal. Objectives Theproject’soverallobjectivesare: 1. AnalyzeexistingABMsconcerningtheirstructure,parts,andassembliestoinfertheirfunctionalityand thecategorytheyfallunder(refertoABMcategoriesinthetableofexamples). 2. CommunicateyourideasaboutABMwithyourotherteammembertocreateconceptsforanewABM together. 3. RefineyourABMdesignusingsketchingtechniques,suchasmulti-viewandisometricdrawings. 4. Usingyoursketches,convinceyourTA,instructor,andclassmatesthatyourideawillwork. 5. Usingyoursketches,modelthepartsinCADsystemsandcreateaworkingassemblythatdemonstrates yourABM’sfunctionality. 6. CreateaphysicalmodelofyourABMusingyoursketchesandCADmodelasablueprint. 7. Present and demonstrate your ABM to the class using sketches, CAD models, physical models, screenshots,animations,etc. 8. Prepareanindividualsketchbookrecordingyourthoughtsandworkontheproject. 9. PrepareashortvideodemonstratingyourphysicalABM. Process You will complete the project through incremental and iterative phases. The main weekly instructions describingtheobjectives,deliverables,andassessmentaregivenbelow: Part Start-End ObjectivesandActivities Submission Mark Part 1 Week08 Week09 StarttheprojectinWeek08’slabafterforminggroupsand generatingideas.StudyandanalyzeexistingABMs,sketch differentABM ideas individually and discuss them with yourteam.SharethemwithyourTAandInstructor. WithyourteammemberandtheTA,agreeonadesignto developitfurtherinWeek08. Completemulti-viewandisometricdrawingsofyouragreed design showing assembly and parts before Week 09’s lab. Each team member must contribute to sketching equally. Note the name of the team member who draws it on the sketches. Compileandsubmityoursketchesinapdfdocument. Present your design proposals before the class/lab membersinthelabofWeek09. Makeindividualsketchbookentries. Multiview drawings, isometric drawingsin pdf.Makean oral presentation inWeek09 2 20220410_v2 5 Part 2 Week09 Week10 (Sketching+CAD QuizisinWeek 09) RefineyourABMdesignbasedonthediscussions. Build each part in CAD software based on your design sketches. Experimentwithassemblingpartstoanalyzeandmodify, ifneeded,theparts. Each team member will work on the CAD models equally—notewhomodelledeachpartandassemblies. SubmitscreencapturesfromtheCADmodelscompiledin apdfdocument.Onyoursubmission,sharea linktothe CADmodel(s). Start deciding and gathering material for the physical model (nuts,bolts,glues, rods,wires,cardboard,etc.)— experimenthowthephysicalmodelcouldbebuilt. Makeindividualsketchbookentries. Partmodels andinitial assemblyin CADtobe submitted beforeWeek 10. 2 Part 3 Week10 Week11 Continue working on the CAD assembly and, if needed, updateyourdrawings. Assemble thedigitalmodelof theABMandverify ifand howitmayworkinthephysicalmodel. Buildandrefinethephysicalmodels.Youmayneedtotry severaltimestobuildaworkingprototype.Thatispartof design. Before Week 12’s lab, submit screen captures from the CAD models compiled in a pdf document. On your submission,sharealinktotheCADmodel(s). Submitpicturesfromyourpartialphysicalmodelshowing theassembly.Compiletheimagesinapdfdocument. Makeindividualsketchbookentries. Working CAD Assembly (screen capturesin pdf) Partial physical model (imagesin pdf) 2 Part 4 Week11 Week12 CompleteCADassembly,completephysicalmodel,updated sketches,andindividualsketchbook. Makeyourfinalentriesinyoursketchbooks. Uploadthefollowingaspartofyourfinalsubmission: • ABMsketches/drawings(pdfdocument) • LinktotheCADmodelandscreen-capturedimages ofpartsandassemblyfromtheCADmodel(pdf document) • Picturesfromthephysicalmodel(pdfdocument) • Ashortmax20secondsvideodescribingtheABM PresentanddemoyourABMdesignsusingallthreetypes ofrepresentationsinthelaborontheannounceddateand location(3-5min). Digital model document Physical modeland document containing images Ashort(< 20-second="" video="" updated="" sketches="" document="" 9="" although="" the="" process="" is="" listed="" linearly,="" we="" expect="" some="" aspects="" of="" your="" abm="" will="" change="" throughout="" the="" process.="" for="" example,="" while="" creating="" your="" assembly,="" you="" may="" discover="" that="" certain="" parts="" need="" to="" be="" modified.="" slight="" modifications="" throughout="" the="" process="" are="" accepted="" while="" significant="" changes,="" such="" as="" a="" complete="" redesign,="" are="" not.="" in="" general,="" substantial="" changes="" after="" obtaining="" ta="" approval="" of="" your="" design="" are="" 20220410_v2="" 6="" discouraged.="" if="" you="" run="" into="" problems="" and="" feel="" the="" difference="" is="" required,="" you="" must="" obtain="" permission="" from="" the="" ta="" and="" instructor.="" format="" you="" will="" do="" this="" project="" in="" groups="" of="" two="" in="" the="" same="" lab.="" you="" can="" form="" on="" your="" own="" in="" week="" 08="" and="" may="" not="" change="" your="" group.="" in="" week="" 08,="" each="" group="" must="" submit="" a="" ‘group="" charter’="" that="" outlines="" rules="" in="" the="" group.="" each="" group="" member="" must="" sign="" the="" charter="" before="" submitting="" it="" to="" their="" lab="" ta.="" the="" group="" members="" should="" work="" together="" in="" completing="" the="" project="" each="" week="" because="" each="" member="" will="" be="" equally="" responsible="" for="" all="" aspects="" of="" the="" abm.="" you="" will="" be="" asked="" to="" give="" your="" lab="" mates="" feedback="" on="" their="" designs.="" sketchbook="" each="" student="" is="" responsible="" for="" their="" sketchbook.="" sketchbooks="" record="" ideas,="" thoughts;="" notes;="" sketches;="" and="" problems="" and="" their="" solutions="" (and="" lots="" of="" other="" things).="" a="" good="" sketchbook,="" rich="" in="" its="" record,="" is="" an="" absolute="" hallmark="" of="" an="" effective="" designer.="" show="" your="" sketchbook="" each="" week="" to="" your="" lab="" ta="" and="" bring="" it="" to="" the="" final="" review.="" improvement="" from="" week="" to="" week="" will="" count!="" assessment="" &="" deliverables="" the="" abm="" project="" is="" worth="" 15%="" of="" your="" final="" iat106="" grade.="" on="" the="" day="" of="" your="" final="" presentation,="" each="" group="" is="" required="" to="" submit="" all="" digital="" deliverables="" to="" canvas="" and="" the="" group’s="" physical="" model="" (see="" part="" 4).="" the="" process="" section="" above="" shows="" the="" overall="" distribution="" of="" marks="" by="" part.="" assessment="" of="" physical="" model="" this="" project="" intends="" to="" use="" only="" simple,="" easy-to-work,="" and="" cheap="" materials="" such="" as="" cardstock,="" corrugated="" cardboard,="" foam-core,="" styrofoam,="" and="" simple="" wood="" dowels="" for="" prototyping.="" connectors="" are="" less="" restricted,="" for="" example,="" wire,="" string,="" screws,="" masking="" tape,="" glue,="" etc.="" we="" will="" assess="" your="" physical="" model="" according="" to="" the="" following="" criteria.="" each="" will="" be="" equally="" weighted.="" 1.="" mechanical="" simplicity.="" we="" encourage="" teams="" to="" use="" simple="" mechanisms.="" the="" students="" will="" be="" given="" fewer="" points="" if="" a="" more="" straightforward="" mechanism="" can="" achieve="" the="" same="" output="" or="" resultant="" motion.="" unnecessarily="" adding="" complexity="" to="" a="" simple="" motion="" will="" have="" negative="" impacts.="" 2.="" the="" smoothness="" of="" operation="" and="" robustness.="" does="" the="" abm="" move="" smoothly="" and="" with="" little="" effort?="" is="" the="" abm="" likely="" to="" break?="" here="" are="" examples="" of="" some="" features="" that="" will,="" in="" and="" of="" themselves,="" reduce="" your="" mark="" on="" this="" criterion:="" •="" cantilevered="" axles="" (these="" are="" inherently="" weak)="" •="" direct="" cam="" followers="" (use="" an="" intermediary="" lever)="" •="" not="" allowed="" to="" use="" bevel="" gears="" (these="" earn="" an="" automatic="" zero="" on="" this)="" 3.="" technical="" appeal.="" are="" all="" parts="" of="" the="" abm="" carefully="" made="" and="" in="" ways="" appropriate="" to="" the="" material="" used?="" (e.g.,="" mdf="" is="" easy="" to="" machine="" accurately="" but="" is="" not="" very="" strong.)="" are="" all="" joints="" well-designed="" given="" the="" materials="" used="" and="" well-constructed?="" (e.g.,="" tension="" connectors="" should="" be="" more="" than="" knots="" in="" the="" string.)="" does="" the="" detailing="" of="" the="" parts="" and="" assemblies="" make="" sense="" as="" a="" whole?="" (e.g.,="" are="" parts="" stronger="" or="" weaker="" than="" they="" should="" be="" given="" the="" entire="" abm?)="" 4.="" visual="" appeal.="" the="" final="" abm="" must="" be="" one="" of="" the="" three="" categories="" explained="" earlier.="" visually="" it="" should="" appeal="" to="" the="" audience="" and="" be="" fun="" and="" surprising="" to="" the="" operator.="" we="" understand="" that="" “visual="" beauty”="" is="" relatable="" but="" can="" be="" defined="" within="" a="" context;="" hence="" it="" can="" be="" argued.="" this="" assessment="" criteria="" may="" be="" graded="" compared="" to="" the="" other="" abm="" submissions="" from="" the="" other="" groups="" in="" the="" class.="" your="" descriptor.="" you="" provide="" an="" adjective="" or="" adjectival="" phrase="" that="" captures="" an="" essential="" quality="" of="" your="" abm.="" here="" are="" some="" of="" the="" thousands="" of="" possible="" descriptors:="" cool,="" crisp,="" sharp,="" funny,="" ironic,="" spooky,="" silly,="" playful,="" modernist,="" baroque,="" medieval,="" ethereal,="" urban.="" this="" adjective="" or="" adjectival="" phrase="" must="" occur="" prominently="" in="" your="" presentation.="" we="" will="" evaluate="" your="" abm="" based="" on="" how="" well="" it="" matches="" your="" descriptor.="" the="" group’s="" work="" submitted="" throughout="" the="" project="" must="" be="" their="" own.="" in="" case="" of="" plagiarism,="" the="" procedure="" defined="" in="" sfu="" policies="" will="" be="" followed.="" references="" and="" useful="" links="" 1.="" http://automata.co.uk/:="" commercial="" and="" educational="" mechanical="" toys="" products="" 2.="" http://flying-pig.co.uk/index.php="" 20220410_v2="" 7="" 3.="" http://www.cabaret.co.uk/="" 4.="" http://www.youtube.com/watch?v="XzQp-9GDpu8">
5. http://www.youtube.com/watch?v=Azg1tsTpVo4:Dogfigureplayingwithball> 6. http://www.mechanicalmonkey.co.uk/ 7. http://www.zuko.to/kobo/english/e-works/e-ctop.html:JapaneseKitwebsite 8. http://www.walterruffler.de/index1.html:Papermachines:exhibitionandartofWalterRuffle