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Puzzle Cube Display

This project involved designing a puzzle cube using 27 3/4" scrap wood cubes. The student was tasked with creating 5 puzzle pieces that fit together to form a cube. They brainstormed designs, modeled the pieces in AutoCAD, prototyped the puzzle, and tested it on 10 subjects while collecting time data. Analysis of the test data using statistics and a trend line graph showed that boys solved the puzzle faster than girls on average, and that times decreased with additional attempts. The purpose was to develop modeling and communication skills through solving an engineering problem.

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148 views

Puzzle Cube Display

This project involved designing a puzzle cube using 27 3/4" scrap wood cubes. The student was tasked with creating 5 puzzle pieces that fit together to form a cube. They brainstormed designs, modeled the pieces in AutoCAD, prototyped the puzzle, and tested it on 10 subjects while collecting time data. Analysis of the test data using statistics and a trend line graph showed that boys solved the puzzle faster than girls on average, and that times decreased with additional attempts. The purpose was to develop modeling and communication skills through solving an engineering problem.

Uploaded by

api-308825465
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Puzzle Cube

Project

Francisco
Gamez
Pebble Hills
High School
Methods

Abstract

1. Study the Puzzle Cube Design Brief.

The purpose of the Puzzle Cube project was to develop


sketching, modeling skills, and AutoCAD skills to enhance
our ways of communicating with others. We began with a
problem statement that stated, A local office furniture
manufacturing company throws away tens of thousands of
scrap hardwood cubes that result from its furniture
construction processes. The material is expensive, and the
scrap represents a sizeable loss of profit. And a design
statement that stated, Fine Office Furniture, Inc. would like
to return value to its waste product by using it as the raw
material for desktop novelty items that will be sold on the
showroom floor. Design, build, test, document, and present
a three-dimensional puzzle system that is made from the
scrap hardwood cubes. The puzzle system must provide an
appropriate degree of challenge to high school students.

After understanding the problem and design statement as


well as the constraints I was able to begin to solve the
problem by applying the design process. The first step I
took was to brainstorm and sketch possible combinations of
4, 5, and 6 cubes. Next I developed two possible solutions
to solve the puzzle cube problem. I then selected one of the
solutions that best met the design constraints. I sketched
the assembled puzzle cube as well as the five different
parts in isometric pictorial. I also sketched the Multiview of
the five parts. Now I was able to begin learning how to use
the AutoCAD program to create three dimensional modeling
parts. In AutoCAD I also assembled, exploded, and created
annotated drawings. I then fabricated a prototype of my
puzzle cube using 27 cubes. Lastly, I tested my puzzle
cube on ten different test subjects to see if my puzzle cube
was a challenge; and I collected data to help analyze the
effectiveness of the design.

Introducti
on

Introducti
on

this puzzle cube project


is made up by making 5
pieces that will make a
cube. The real challenge
is that u must make the
puzzle cubes within 4 or
6 cubes per piece, and
they must be

2. Brainstorm and sketch on isometric grid paper possible puzzle part cube
combinations.
3. Create two different Puzzle Cube designs from your possible parts. For each
design, neatly sketch and color code an isometric view of each of the five
component parts and show how they fit together in the isometric view of the cube
on isometric grid paper. Choose your best option from the two solutions.
4. Hand sketch a multi-view drawing for each of the five puzzle parts of your
solution.
5. Create the five parts to your cube using 3-D modeling software.
6. Assemble your cube using 3-D modeling software.
7. Fabricate your five puzzle parts.
8. Test the solution time of your puzzle cube. Identify at least ten test subjects.
Measure and record the time to solve the puzzle each time. Collect demographic
information that might be important to determine how well you have addressed
the needs of your target market.
9. Find statistics related to your test data. Mean, median, mode, range, and
standard deviation of the solution time for the first attempt for all test subjects.
10. Create an assembly model of your puzzle.
11. Create a drawing using 3-D modeling software to display a fully dimensioned
multi-view for each of the five parts and two different isometric views of the
assembled puzzle. 12. Exchange your drawing with a classmate and provide
feedback on errors, omissions, and recommendations to improve your classmates
drawing.
13. Using Excel, create a scatterplot and find a trend line for the relationship
between number of attempts (independent variable) and the average solution
time (dependent variable).
14. Using your trend line, address the following:Interpret the slope and the yintercept of the trend line and explain their meaning in words.Estimate the
average solution time on the fifth attempt. Indicate the solution both graphically
(by showing how to use the input of 5 to find the time output on the graph) and
numerically (using the equation of the trend line).Estimate the number of
attempts a person has made at solution if they solve the puzzle in 23 seconds.
Indicate the solution both graphically and numerically.

Data
Table

15. Consider changes to your puzzle cube that might improve your design.

Graph

Conclusio
n

At the end you will


make 10 people solve
your cube and you will
measure the time. You
will do a excel about
the data you received.
This project includes
your modeling skills,
your autoCAD skills,
etc.
Analysis of
Data

Boys were better


solvers than girls.
The boys were
able to solve it
faster than girls.
After they did it
the first try the
next two times
they were able to

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