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puzzle cube
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We measured the cubes using dial calipers. The reason for measuring the cubes was to find any outliers that were not similar in size to the other cubes. If we hadn't took the measurements and found the outliers, our cubes wouldn't have came together accurately because of the differences in size.
Acceptable range means that the data is located within certain intervals. To find it we used the standard deviation. A smaller standard deviation represents data where the results are very close in value to the mean. The larger the standard deviation the more difference in the results. Data points in a normal distribution are more likely to fall closer to the mean. To find the data within one standard deviation, we used the mean minus the standard deviation. Then to find it within two standard deviations we did the mean minus two times the standard deviation. Finally to find the data within three standard deviations we did the mean minus three times the standard deviation.
Acceptable range means that the data is located within certain intervals. To find it we used the standard deviation. A smaller standard deviation represents data where the results are very close in value to the mean. The larger the standard deviation the more difference in the results. Data points in a normal distribution are more likely to fall closer to the mean. To find the data within one standard deviation, we used the mean minus the standard deviation. Then to find it within two standard deviations we did the mean minus two times the standard deviation. Finally to find the data within three standard deviations we did the mean minus three times the standard deviation.
These are isometric sketches. that I made while brainstorming. Each horizontal line shows a different set of pieces that come together to make a cube. So just using this sheet I could make five different cubes. Each piece is labeled with a number, and the number tells you which step this piece would be put on at. I made these sketches so that it would be easier, later on, to pick my combinations, draw the technical drawings, and construct a prototype. These brainstorming sketches made the whole project a lot easier.
Develop a Solution
Construct and test Prototype
I used two assembly constrains. The mate constrain and the flush constrain. The mate constrain can make the pieces face to face or make the faces flush. When you apply the mate constrain, it stops the piece from being able to move side to side. Unlike the mate constrain, the flush constrain stops the piece from going forwards or backwards. Together, with a few of each constrains, you can take away all of the degrees of freedom.
Evaluate Solution
Age---------Time
15 11.25
15 10.53
15 8.12
15 7.16
15 5.43
The age of the puzzle cube solver doesn't affect the solution time. There is no rate of increase or decrease of solution time with respect to age. All of the people I tested were 15 years old, yet there was no average, or similarity between any of their times. If we were going to say that the age affected the rate of solving time, then all of the 15 year old people should have had similar times. Due to the fact that they were not, I concluded that the age does not have an affect on the solution time.
I probably wouldn't change anything in my cube design because it wasn't very easy and it wasn't too difficult.
15 11.25
15 10.53
15 8.12
15 7.16
15 5.43
The age of the puzzle cube solver doesn't affect the solution time. There is no rate of increase or decrease of solution time with respect to age. All of the people I tested were 15 years old, yet there was no average, or similarity between any of their times. If we were going to say that the age affected the rate of solving time, then all of the 15 year old people should have had similar times. Due to the fact that they were not, I concluded that the age does not have an affect on the solution time.
I probably wouldn't change anything in my cube design because it wasn't very easy and it wasn't too difficult.
Present Solution
I had a great experience with the puzzle cube project and I learned a lot about the design process and the Inventor program. At first, the program seemed very complicated. But after some guessing and playing around, I figured out how to finish the tasks at hand. So when someone says that they "used the design process to solve the problem at hand", it means that they used a series of steps to come up with a solution to solve a problem. For example, in order to complete my project, or "problem at hand", I followed a design process. I started out by figuring out the constraints and criteria that my puzzle cube had to meet. Then taking the criteria and constraints into consideration, I began to research and brainstorm. After completing this step I decided which pieces I was going to use and made technical drawings. Before I could construct my prototype, I had to measure my cubes, and create statistics. Looking at the statistics, I determined which cubes were not similar in size to the others. This was a very important step because I could now have a cube that would come together accurately. Finally I constructed my prototype and tested it. Thanks to my teacher, and the design process, I was able to complete the project successfully. And now, since everything is complete, I can say that I used the design process to solve the problem at hand.