LECOM Compiled Packet Machines - LEGO Engineering

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Science through LEGO EngineeringDesign a People Mover: Simple MachinesCurriculum Resources2008-2009 EditionContributors:G. Michael Barnett, Ph. D., Boston CollegeKathleen Connolly, Tufts UniversityLinda Jarvin, Ph. D., Tufts UniversityIsmail Marulcu, Boston CollegeChris Rogers, Ph. D., Tufts UniversityKristen Bethke Wendell, Tufts UniversityChris Wright, Tufts UniversityThe preparation of this curriculum was partially supported by grant DRL-0423059 from theNational Science Foundation. Grantees undertaking such projects are encouraged to expressfreely their professional judgment. This curriculum, therefore, does not necessarily represent theposition or policies of the National Science Foundation.Not for distribution without the authors’ permission

Table of Contents for this Resource PacketSection 1. Teacher’s GuideSection 2. Student Handouts for All LessonsSection 3. Supplemental Teacher Resources

Section 1:Teacher’s Guide

Science through LEGO EngineeringModule OverviewSimple Machines: Design a People MoverLesson TitleLesson OverviewLesson Learning ObjectivesStudents will be able to:1: Whatmachines helppeople move?Students will be introduced to thedesign challenge of buildingpeople movers, machines thatmove people up and over. Theywill consider the pluses andminuses (trade-offs) of thesemachines.Define engineering design as the process ofcreating solutions to human problems.Explain that simple machines help humans2: What arethe sevensimplemachines?Students will be introduced to theterm ‘machines’ and to the sevensimple machines.3: Whathappens whenwe change alever’srotation point?Students will be introduced to themechanics of levers and the wayslevers can help humans. Studentswill be introduced to key levervocabulary (load, force, distance,rotation point) throughdemonstrations of a prying leverand investigating weight-liftinglevers.4: What areother types oflevers?Students will discuss how a lever’srotation point affects the appliedforce and distance, as well as beintroduced to the mechanics oftwo-armed levers and the waysthey can help humans. Studentswill also identify everydayexamples of levers.5: How dowheel-andaxle systemswork?Students will test wheels ofdifferent shapes and lengths todetermine which requires the leasteffort to turn a model food mixer.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.comDefine engineering design as the process ofcreating solutions to human problemsthrough creativity and the application ofmath and science knowledge.Explain that levers, which are stiff bars thatrotate around fixed points, make it easier tolift a load or apply a force.Explain that levers, which are stiff bars thatrotate around fixed points, make it easier tolift a load or apply a force.Identify examples of simple machines (levers)in everyday objects.Identify simple machines (levers) withincomplex machines.Explain that wheel-and-axles, which are twodifferently-sized wheels attached to the sameaxis, are used to make circular motion easier.Identify examples of simple machines(wheel-and-axles) in everyday objects.Identify simple machines (wheel-and-axles)within complex machines.

Science through LEGO EngineeringModule OverviewSimple Machines: Design a People MoverLesson TitleLesson OverviewLesson Learning ObjectivesStudents will be able to:Explain that inclined planes, which aresurfaces slanted upwards, lower the effortneeded to lift a load.6:How doinclinedplanes, screws,and wedgeswork?Students will be introduced to theuses of inclined planes, screws,and wedges and the ways inclinedplanes, screws and wedges canhelp humans. Students will testinclined planes of varying lengthsto determine which require theleast force. Students will also findthe inclined planes in wedges andscrews.Explain that wedges, which are two inclinedplanes joined back to back to form a sharpedge, are used to change the direction of aforce and often result in the splitting ofobjects.Explain that screws, which are inclined planeswrapped around a cylinder, are used to raiseand lower objects and hold objects together.Identify examples of simple machines (inclinedplanes, screws, and wedges) in everydayobjects.Identify simple machines (inclined planes,wedges, screws) within complex machines.7: How dopulleys work?Students will be introduced topulley systems as a means forlifting heavy things to heightsabove our heads. They willexplore differently sized pulleysand observe the force anddistance of pull with fixed andmoveable pulley systems.8: How dogears changecircularmotion?Students will be introduced to theuses of gears and the ways gearscan help humans to change thedirection, speed, and force ofcircular motion. If time permits,students will also build a geartrain that will spin a disk fastenough to create an opticalillusion.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.comExplain that pulleys, which are wheels withgrooved edges for ropes, are used to changethe direction of a pull and make it easier to lifta load.Explain that gears, which are wheels withteeth around the edge, are used to turn othergears and change the direction, speed, andforce of circular motion.

Science through LEGO EngineeringModule OverviewSimple Machines: Design a People MoverLesson TitleLesson Overview9: How can wefind simplemachines incomplexmachines?Students will be introduced tohow simple machines can befound inside and put together tomake complex machines. Studentwill review the force-distancetrade-offs of simple machines andbegin the preliminary design oftheir people mover.10: Whatsimplemachines canbe used tocreate a modelpeople mover?Students will construct, rate,modify, and diagram their modelpeople mover.11: How dosimplemachines helpus?Students will present theircomplex machines to otherstudents and review otherstudents’ machines. Aculminating class discussion willhelp students reflect on theirlearning about simple andcomplex machines.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.comLesson Learning ObjectivesStudents will be able to:Identify simple machines within complexmachines.Choose appropriate simple machines to solvea mechanical problem.Identify simple machines within complexmachines.Choose appropriate simple machines to solvea mechanical problem.Identify simple machines within complexmachines.Choose appropriate simple machines to solvea mechanical problem.

Learning Objectives for LEGO EngineeringSimple Machines Module06/26/081) Explain what the following simple machines do to help humans:a) Levers, which are stiff bars that rotate around fixed points, make it easier to lift a loador apply a force.b) Wheel-and-axles, which are two differently-sized wheels attached to the same axis,are used to make circular motion easier.c) Inclined planes, which are surfaces slanted upwards, lower the force needed to lift aload.d) Wedges, which are two inclined planes joined back to back to form a sharp edge, areused to change the direction of a force and often result in the splitting of objects.e) Screws, which are inclined planes wrapped around a cylinder, are used to raise andlower objects and hold objects together.f) Pulleys, which are wheels with grooved edges for ropes, are used to change thedirection of a pull and make it easier to lift a load.g) Gears, which are wheels with teeth around the edge, are used to turn other gears andchange the direction, speed, and force of circular motion.More generally:Recognize that simple machines help humans by: (a) decreasing the input force andincreasing the input distance or (b) increasing the input force and decreasing the inputdistance needed to do work. Simple machines do not change the amount of work done2) Identify examples of simple machines in everyday objects.3) Identify simple machines within complex machines.4) Choose appropriate simple machines to solve a mechanical problem.5) a) Define engineering design as the process of creating solutions to human problemsthrough creativity and the application of math and science knowledge.b) List and explain the following steps of the engineering design process:i. Identifying a problemii. Researching possible solutionsiii. Picking the best solutioniv. Building a prototypev. Testing the prototypevi. Repeating any steps needed to improve the designCopyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com

Simple Machines: Design a People Mover – Related National, State, and District Learning StandardsDesign a People MoverLearning ObjectivesBy the end of this module, students will be able to:1) Explain what the following simple machines do to helphumans:a) Levers, which are stiff bars that rotate around fixedpoints, make it easier to lift a load or apply a force.b) Wheel-and-axles, which are two differently-sizedwheels attached to the same axis, are used to makecircular motion easier.c) Inclined planes, which are surfaces slanted upwards,lower the effort needed to lift a load.d) Wedges, which are two inclined planes joined back toback to form a sharp edge, are used to change thedirection of a force and often result in the splitting ofobjects.e) Screws, which are inclined planes wrapped around acylinder, are used to raise and lower objects and holdobjects together.f) Pulleys, which are wheels with grooved edges forropes, are used to change the direction of a pull andmake it easier to lift a load.g) Gears, which are wheels with teeth around the edge,are used to turn other gears and change the direction,speed, and force of circular motion.More generally:Recognize that simple machines help humans by: (a)decreasing the input force and increasing the input distanceor (b) increasing the input force and decreasing the inputdistance needed to do work. Simple machines do notchange the amount of work done2) Identify examples of simple machines in everydayobjects.3) Identify simple machines within complex machines.4) Choose appropriate simple machines to solve amechanical problem.5) a) Define engineering design as the process of creatingsolutions to human problems through creativity and theapplication of math and science knowledge.b) List and explain the following steps of theengineering design process:i. Identifying a problemii. Researching possible solutionsiii. Picking the best solutioniv. Building a prototypev. Testing the prototypevi. Repeating any steps needed to improve the designCopyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.comNational AAAS Benchmarks4.F. 2nd Grade- The way to change how something is moving is to give it a pushor a pull.- Things move in many different ways, such as straight, zigzag,round and round, back and forth, and fast and slow.4.F.5th Grade- Changes in speed or direction of motion are caused by forces.The greater the force is, the greater the change in motion will be.The more massive an object is, the less effect a given force willhave.National Science Education StandardsContent Standard A: Science as Inquiry Pr(K-4)- Identify a simple problem, propose a solution, implementproposed solutions, evaluate a product or design, communicate aproblem, design, or solutionContent Standard B: Position and Motion of Objects Pr(K-4)- The position and motion of objects can be changed by pushingor pulling. The size of the change is related to the strength of thepush or pull.Massachusetts FrameworksGrades 3-5, Technology/Engineering- Identify and explain the difference between simple and complexmachines, e.g. hand can opener that includes multiple gears,wheels, wedge gear, and lever.- Identify relevant design features (e.g., size, shape, weight) forbuilding a prototype of a solution to a given problem.Somerville Science BenchmarksMaterials & Tools Learning Standards, Grade 4- Appropriate materials, tools, and machines extend our ability tosolve problems and invent.- Identify and explain the difference between simple and complexmachines, e.g. hand can opener that includes multiple gears,wheels, wedge gear, and lever.Materials & Tools Benchmarks, Grade 4- Discuss the difference between simple and complex machines(e.g. pulley vs. toy wagon).

Science through LEGO EngineeringDesign a Model People MoverLesson 1What machines help people move?Suggested Time!!!!!!!!!!!!Lesson OverviewOne 30-minute udents will be introduced to the overarching design challenge ofbuilding a people mover:! Machines that move people up and over, and their pluses andminuses (trade-offs)! Overall Design Challenge Introduction! Trade-Offs Introduction! Initial Design!!!!!!!!!!!!Learning !By the end of this lesson, students will be able to:5) a) Define engineering design as the process of creating solutionsto human !!!!!!!!!!!!!!!!!!!!!!Engineering - The process of creating solutions to human problemsthrough creativity and the application of math and science knowledge.Trade-off – Plus and minus, positive and negative, the trading of onething for another, usually perceived to be advantageous orcomplimentary.Optimal – The best or most favorable.Consultant – A person who gives professional advice.Pitch – A brief presentation/summary of an idea used to convince othersthat one’s solution or idea is best or optimal.!!!!!!!!!!!!Materials!!!!!!!!!!!For each student! Engineer’s Journal Part 1For the class! Trade-off Chart!!!!!!!!!!!!Preparation!!!!!!!!!!!!! Distribute Engineer’s Journals.! Come up with some of your own examples for machines that movepeople up and across surfaces (up: elevator, escalator, stairs) (across:moving walkway, conveyor belt, slide)Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com1-1

Science through LEGO EngineeringLesson 1Design a Model People MoverWhat machines help people move?vers!!!!!!!!!!!!Instructions forTeachersGETTINGSTARTED!!!!!!!!!!!!PART I: Machines that Move People Up and Over (10 min)1) Explain to students that today they will begin working on theirsimple machines unit, which involves building a complex machineto move a LEGO person and its luggage.2) Today is a warm-up for the students to begin thinking aboutmachines. Ask students to brainstorm machines that lift humans UP,and machines that move humans OVER, as well as the pluses andminuses of each machine. They should discuss their ideas with theirpartner and then write their ideas in their Engineer’s Journal. Aftertwo to three minutes of brainstorming, ask some students to sharetheir examples.3) Once students have given pluses and minuses about the machines,discuss how considering the good parts and bad parts about anythingis called considering the trade-offs. With machines, we often talkabout force and distance trade-offs. This may be a good time topoint out the force and distance trade-offs chart both at the beginningof their journal and on a wall in the classroom. Explain that studentswill fill this chart out over the course of the unit.What Questions MightACTIVITYEXPLANATIONPART II: Presentation of “Design a Complex Students Ask During thisLesson?Machine” Engineering Challenge (5 min)4) Explain that by investigating simple! Which part of the trade-off ismachines, by the end of the unit, thethe RIGHT answer? Withtrade-offs there is not onestudents will not only be able to explainright answer. Depending onhow some common machines work, theythe situation one choice mightwill also be able to design and build theirbe better than another.own machines. To show what they have ! What is a simple or complexlearned, students will tackle a grandmachine? We will learn moreabout both in the unit. Forengineering design challenge at the end ofnow just think of machines.the unit.5) Explain that, for this unit, students are consultants or professionaladvisers for an airport. The airport wants a new way to move peopleup and across surfaces simply and quickly. Once students havelearned more about machines their job will be to make a modelpeople mover.6) The grand engineering design challenge for the unit will be to designa complex machine that moves a LEGO person up or down andacross a surface, just like machines are used to help humans move.Students should keep this challenge in mind as they investigate eachsimple machine. They should keep asking, “How might this simplemachine play a role in my people mover machine?”Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com1-2

Science through LEGO EngineeringLesson 1Design a Model People MoverWhat machines help people move?sLevers7) The formal design challenge is: Make a COMPLEX machine that canmove a LEGO person UP 6 inches and OVER 18 inches (to the top ofan NXT kit, and from one end of the kit to the other). Your complexmachine must use at least three simple machines. Once you turn yourmachine on, you may not touch your LEGO person until the end ofthe UP-and-OVER move.8) Explain that students will not only be challenged to move the LEGOperson with their complex machine, but an optimal solution willmove the LEGO person’s luggage, in the form of a weight.STUDENTS’INDEPENDENTACTIVITYPART III: Conceptual Design (15 min)9) Allow students a few minutes to brainstorm what machines theymight use to move the LEGO person up and over.10) Remind them that once they have come up with their idea they alsoneed to create a pitch or argument that will convince the airport staffthat their people mover design is an effective and optimal solution.11) If time allows have some students share their pitches with the class.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com1-3

Science through LEGO EngineeringDesign a People MoverLesson 2What are the seven simple machines?Suggested Time!!!!!!!!!!!!Lesson OverviewOne 60-minute udents will be introduced to the term ‘machines’ and to the sevensimple machines:! Introduction to the concept that machines help humans,! Introduction to the names and examples of the simplemachines.!!!!!!!!!!!!Learning !By the end of this lesson, students will be able to:1) Explain that simple machines help humans.More generally: Recognize that simple machines help humans by:(a) decreasing the input force and increasing the input distance or(b) increasing the input force and decreasing the input distanceneeded to do work. Simple machines do not change the amount ofwork done5) Define engineering design as the process of creating solutions tohuman problems through creativity and the application of mathand science !!!!!!!!!!!!!!!!!!!!!!!Engineering - The process of creating solutions to human problemsthrough creativity and the application of math and science knowledge.Machine - A man-made device, usually driven by a motor or engine,with a system of interrelated parts that work together to perform a task.Simple Machine - Anything that has few parts and makes it easier to doa task.Complex Machine - A combination of two or more simple machines.Lever - A stiff bar that rotates around a fixed point and makes it easier tolift a load or apply a force.Pulley - A wheel with grooved edges for ropes that is used to change thedirection of a pull and make it easier to lift a load.Wheel - A disk or circular frame that revolves on an axle.Axle - A pin, pole, or bar on or with which a wheel revolves.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com2-1

Science through LEGO EngineeringLesson 2Design a People MoverWhat are the seven simple machines?Wheel-and-Axle - Two differently sized wheels attached to the sameaxis that are used to make circular motion easier.Screw - Inclined planes wrapped around a cylinder that are used to raiseand lower objects and hold objects together.Wedge - Two inclined planes joined back to back to form a sharp edgethat are used to change the direction of a force and often result in thesplitting of objects.Inclined Plane - A surface slanted upwards that lowers the effort neededto lift a load.Gear - A wheel with teeth around the edge that is used to turn other gearsand change the direction, speed, and force of circular motion.!!!!!!!!!!!!MaterialsNote: The three itemsnot in parenthesis aretypically easier toacquire or we have givenyou them – the items inparenthesis areadditional ideas.!!!!!!!!!!!!Preparation!!!!!!!!!!!For each student! Engineer’s Journal Part 2For the class! Transparencies or print-outs of photos of simple machines.! Classroom set of simple machines for observation.o Levers: hammer, clothespin, light switch (stapler, pliers, bicyclebrake, bottle opener, broom, baseball bat, paint key, cat’s claw,crowbar, pencil, scissors, fishing pole).o Wheels and Axles: doorknob/faucet knob, LEGO wheel withaxle, fan (cart/chair wheel, can-opener handle, overhead knob)o Inclined Plane: book positioned as a ramp, LEGO ramp, ramppicture (handicap ramp, slide, steps/stairs, highway ramp).o Screw: screw, spiral staircase picture, lightbulb (bottle top, drillbit, bolt, spinning stools).o Wedge: door jam, nail, staple (screwdriver, knife, scissor edge,axe, front of boat, airplane wing, saw, jackhammer).o Pulley: tape dispenser, LEGO pulley, clothes line (bicycle chain,window shade, elevator, garage door, stage curtain).o Gear: LEGO gear, metal gear, toy (disassembled motor from oldkitchen appliance, bicycle gear, hand drill gear, inside of a clock).!!!!!!!!!!!!! Distribute Engineer’s Journals.! Find or build three examples of each simple machine. (NOTE: If youuse a complex machine that includes a simple machine, be sure tohighlight the part you want students to observe. You might use asticky note to do so.)Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com2-2

Science through LEGO EngineeringDesign a People MoverWhat are the seven simple machines?Lesson 2!!!!!!!!!!!!!Instructions forTeachersGETTINGSTARTEDACTIVITYEXPLANATIONPut each simple machine set into a bag so the sets can be passedaround easily between groups or be set up at a station. Label eachbag or set of items with numbers so that students’ charts will be in thesame order. Be sure station one is ‘Screws’ since the screw portion isalready filled out on the student chart.!!!!!!!!!!!!PART I: Thinking About Machines (20 min)1) Tell students that they are about to begin a science unit that will helpthem learn how to design and build machines. To prepare for thisunit, ask them to think about the machines that they use or see in theirdaily lives.2) Ask students to use their Engineer’s Journal to answer the threewarm-up “exploration questions” about machines. Review the threequestions with students: (1) What are two examples of machines thatyou use in your daily life? (2) Pick one of your example machines.What job do you think it does? (What problem does it solve?) (3)How do you think your machine works? (What do you think is insidethe machine that makes it do its job?) Students should answer eachof the three questions on page 2-1 by drawing their ideas, labelingtheir drawing, and explaining it in words. (This is the procedure forevery exploration question.)3) After four-to-five minutes of independent work on the explorationquestions, ask students to share their examples of machines. Writedown their ideas on a class chart.4) After you have created a list of several machine examples, underlineor circle the more complicated machines on the list. Ask students howmany sentences they would need to explain how these machineswork, or how many different parts are inside these machines. After afew students offer their thoughts explain that, because these machinesare rather complicated to explain, they are called complex machines.5) Explain that one of the goals of this science unit is to learn about thekinds of things that are inside complex machines. Another goal is tomake it easier for students to talk about complex machines. To reachthese goals, students will learn about another kind of machine, calleda simple machine. Students will learn about seven special simplemachines, and then they will put their knowledge together to designand build their own complex machines. By the end of the unit, theymight even be able to explain the machine they just wrote about!PART II: Simple Machine Observations (25 min)6) Explain that to begin their investigation of simple machines, studentswill spend the rest of today’s lesson exploring familiar examples ofthe seven types of simple machines. They will try to guess the namesof the seven simple machines.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com2-3

Science through LEGO EngineeringLesson 2Design a People MoverWhat are the seven simple machines?7) There are two ways to run thisWhat Questions Might Studentsactivity: (1) You can set up stations Ask During this Lesson?for each set of simple machines in! I don’t know what job the machinedifferent areas of the classroom andI picked does or how it works. Askhave students rotate between stations someone else in your group or pickafter a set amount of time. (2) Youanother machine! What makes a machine simple? Acan sit the students in groups andsimple machine helps humans byhave them pass the set of simplechanging the force they need tomachines from group to group afterapply or a distance. You will learna certain amount of time. In bothhow this works for every simplecases, be sure to number the sets ofmachine in future lessons.!Is a cup (or other object that looksitems 1 – 7 so that students fill outuncomplicated) a simple machine?the same part of the chart for theIf this is at the beginning wait untilsame set of simple machines. Sincethe end of the day to revisit and gothe first station (screws) will be done through each simple machine withas a class, students should be placedthe class and see if the object fits.! Are these the only simpleinto six groups.machines? No, there are many8) Ask students to turn to page 2-2 inmore. These are just examples.their Engineer’s Journal. Review the ! Don’t scissors (or another objectobserved) also include anotheractivity’s instructions with students.simple machine? Yes, someStudents will rotate through each ofmachines have more than onethe seven simple machine stations orsimple machine and are calledpass each set of simple machinescomplex machines.around.9) With each set of items, students will select at least one example of asimple machine to write about. Students should write down at leastone object that they see and what the object is used for. Finally,students should make a prediction for the name of the simple machinegroup from the list at the top of the table. If students have time,encourage them to write down more than one object and the job itperforms for each set of items.10) Point out to students that each box in their table has a station numberand each set of objects also has a number. Tell them to be sure towrite down the object and what the object is used for in the boxnumber that corresponds to the number with the set of objects.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com2-4

Science through LEGO EngineeringLesson 2Design a People MoverWhat are the seven simple machines?11) Before allowing students to start, tell them that they will do the firstset of objects that are a simple machine as a class. Point out that thefirst row in the chart is already filled out for them as an example.STUDENTS’INDEPENDENTACTIVITYMAKING SENSEOF THE ACTIVITY12) Hold up a screw and ask the students what the object is and what theobject is used for. Repeat this process with a picture of a spiralstaircase and a light bulb. Ask students for the name of the simplemachine that the objects are all examples of. Remind them that allthe names of the simple machines are included at the top of pages 2-2and 2-3 in their Engineer’s Journal.13) Remind students that they do not need to write down the object andits use for all items in a group. They should start with one object andthen do a second object only if they have time.14) Allow students to start their own object observations. Every 3minutes, tell students to move to the next observation station or passthe objects to the next group. Depending on your class, you may beable to let students move between stations independently. If studentsdo not know the name of the object tell them to ask their peers, take aguess, or a pick a different object in the set to write about.15) Once students have seen all or most sets of simple machines, getstudents to return to their seats for a class discussion.PART III: Simple Machine Discussion (15 min)16) In order of the station numbers, hold up one example of each simplemachine. Demonstrate how the simple machine moves and works.Discuss the jobs of more than one simple machine the students sawand what a possible common job or purpose would be for the entireset of objects. By the end of the discussion, students should know thesimple machine group’s scientific name and write it down on theirSimple Machines List.17) Follow a similar procedure for all simple machines, making sure thatstudents write down the scientific name for each simple machinegroup. Point out the location of the simple machine in each object iftime permits. Remind the students that simple machines help peopleperform tasks.Copyright 2008 Tufts University Center for EngineeringEducational Outreach and LEGOengineering.com2-5

Science through LEGO EngineeringLesson 2Design a People MoverWhat are the seven simple machines?18) Inform them that they will learn about each simple machine in moredetail as th

distance needed to do work. Simple machines do not change the amount of work done 2) Identify examples of simple machines in everyday objects. 3) Identify simple machines within complex machines. 4) Choose appropriate simple machines to solve a mechanical problem. 5) a) Define engineering design as the process of creating

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