Puzzle Cube Portfolio
Criteria
1. The puzzle must be fabricated from 27 – ¾″ hardwood cubes.
2. The puzzle system must contain exactly five puzzle parts.
3. Each individual puzzle part must consist of at least four, but no more than six hardwood cubes that are permanently attached to each other.
4. No two puzzle parts can be the same.
5. The five puzzle parts must assemble to form a 2 ¼″ cube.
6. Some puzzle parts should interlock.
7. The puzzle should require high school students an average of 5 minutes/seconds to solve. (Fill in your target solution time.)
1. The puzzle must be fabricated from 27 – ¾″ hardwood cubes.
2. The puzzle system must contain exactly five puzzle parts.
3. Each individual puzzle part must consist of at least four, but no more than six hardwood cubes that are permanently attached to each other.
4. No two puzzle parts can be the same.
5. The five puzzle parts must assemble to form a 2 ¼″ cube.
6. Some puzzle parts should interlock.
7. The puzzle should require high school students an average of 5 minutes/seconds to solve. (Fill in your target solution time.)
Brief Autobiography
Hi! My name is Abanoub Kaheel and I like to play soccer. I went to Carnage Middle and now I am in Southeast Raleigh High. I joined the Engineering academy. We are doing a lot of fun things in this class and this is one of the things that we have done in this class. This is my Puzzle Cube Project. We spent about 2 weeks making this starting out with brainstorming different ideas to choosing an idea and actually building it. This was a very fun project and I enjoyed working on it.
Puzzle Design Challenge Brief
Client Fine Office Furniture, Inc.
Target Consumer Ages: High school aged
Designer Abanoub Kaheel
Problem Statement
A local office furniture manufacturing company throws away tens of thousands of scrap ¾” hardwood cubes that result from its furniture construction processes. The material is expensive, and the scrap represents a sizeable loss of profit.
Design Statement
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.
Target Consumer Ages: High school aged
Designer Abanoub Kaheel
Problem Statement
A local office furniture manufacturing company throws away tens of thousands of scrap ¾” hardwood cubes that result from its furniture construction processes. The material is expensive, and the scrap represents a sizeable loss of profit.
Design Statement
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.
Activity 4.1a Puzzle Part Combinations
Activity 4.1b Engineering Graphics
![](http://www.weebly.com/weebly/images/file_icons/mpg.png)
solution_video.wmv |
Statistics
Cameron=5 minutes
Landen=5 minutes
Abanoub=5 seconds
Cesar=5 minutes
Shani=5 minutes
Dylan=5 seconds
Jala=4 minutes
Landen=5 minutes
Abanoub=5 seconds
Cesar=5 minutes
Shani=5 minutes
Dylan=5 seconds
Jala=4 minutes
I actually thought that my cube was easy but it turned out to be that for most people it took them about 5 minutes. I thought that my cube would be one of the easiest ones in the whole class. I think that I would have to take time trials from a different group of people and see if the results are the same. If I get the same results from two different groups then I would probably have to take a look at my cube and maybe make a little changes. I would definitely have to make it easier based on the results that I got from these time trials. After making any necessary changes to my puzzle cube then I would get a set of time trials from the same group of people and see if my changes made a difference to the time trials.
Conclusion Questions
1.Why is it important to model an idea before making a final prototype?
This is very important because you can't just start something and say that it is your final project. You have to start planning and make different tests to see if your idea is good and you know how to make it better then you use that idea to build off of.
2. Which assembly constraint(s) did you use to constrain the parts of the puzzle to the assembly such that it did not move? Describe each of the constraint types used and explain the degrees of freedom that are removed when each is applied between two parts. You may wish to create a sketch to help explain your description.
I used the flush option and the mate option as my constraints. I used the mate option constraint to put my pieces next to each other and make them stay stuck so they do not move. Then after I had all of my pieces stuck against each other, I then used the flush option constraint which makes each puzzle cube side flush to each other. There is not degrees of freedom because I made all the pieces on each side to a certain degree to make them flush and not uneven. So therefore I did not give my pieces any degree freedom.
3. Based on your experiences during the completion of the Puzzle Design Challenge, what is meant when someone says, “I used a design process to solve the problem at hand”? Explain your answer using the work that you completed for this project.
It means that they went through every single step of the design process and checked off what they had and fixed anything that was incorrectly solved to make a puzzle cube portfolio with no mistakes at all or at least trying their best to make sure their were no mistakes on it.
This is very important because you can't just start something and say that it is your final project. You have to start planning and make different tests to see if your idea is good and you know how to make it better then you use that idea to build off of.
2. Which assembly constraint(s) did you use to constrain the parts of the puzzle to the assembly such that it did not move? Describe each of the constraint types used and explain the degrees of freedom that are removed when each is applied between two parts. You may wish to create a sketch to help explain your description.
I used the flush option and the mate option as my constraints. I used the mate option constraint to put my pieces next to each other and make them stay stuck so they do not move. Then after I had all of my pieces stuck against each other, I then used the flush option constraint which makes each puzzle cube side flush to each other. There is not degrees of freedom because I made all the pieces on each side to a certain degree to make them flush and not uneven. So therefore I did not give my pieces any degree freedom.
3. Based on your experiences during the completion of the Puzzle Design Challenge, what is meant when someone says, “I used a design process to solve the problem at hand”? Explain your answer using the work that you completed for this project.
It means that they went through every single step of the design process and checked off what they had and fixed anything that was incorrectly solved to make a puzzle cube portfolio with no mistakes at all or at least trying their best to make sure their were no mistakes on it.