Interconnectedness
Design in Theory | Design in Practice | Design in Context | |
| A3.3 Introduction to mechanical systems | B3.3 Mechanical systems application and selection |
Learning Intentions
Through critical thinking, practical activities and context, students will:
explore the basics of mechanical systems, including being able to identify the four basic types of
mechanical motion: linear; rotary; oscillating; and reciprocating
be able to describe inputs, processes and outputs in the context of mechanical systems
be able to outline a mechanical advantage and suggest how simple mechanical systems may improve performance in terms of function and efficiency
be able to identify gear-driven, belt-driven, cam, lever and linkage systems
be able to identify parallel, reverse and bell crank linkages, and outline how they are used providing
examples
be able to explain the basic principles of mechanical motion and discuss how gears, pulleys, cams,
levers and linkages can be combined to create complex mechanical systems
be able to identify the different types of gear systems (spur, bevel, rack and pinion, worm, ratchet and pawl, idler and compound) and their components, and outline how they are used providing examples
be able to identify components of pulley systems, and outline how they are used providing examples
be able to calculate mechanical advantage in gear, pulley, belt and lever systems, as well as velocity
ratios for gear-, pulley- and belt-driven systems
be able to calculate efficiency for gear- and belt-driven systems
be able to calculate gear ratios and belt-driven system ratios considering the use of drive and driven
gears, calculate the speed of rotation of a gear system at several points, including initial input and final output speed, and construct systems that use gears to increase or decrease motion
be able to identify different shaped cams (pear, circular, triangular, eccentric, oval and snail) and
outline how they are used providing examples
be able to analyse how cam systems translate rotary motion into reciprocating motion, construct
mechanical systems that use cams, and interpret diagrams that represent the use of cams in a system
be able to identify the three types of levers (1st class, 2nd class and 3rd class) and the position of the Load (L), Effort (E) and the Fulcrum, and outline how they are used providing examples
be able to analyse the Load (L), Effort (E) and Fulcrum, calculate Load (L) and Effort (E), construct
mechanical systems that use levers, and interpret diagrams that represent the use of levers in a
system.
Linking Questions
How does an understanding of mechanical systems help designers create effective design solutions together with an understanding of structural and electronic systems? (A3.2, A3.4)
To what extent can mechanical systems be used when modelling and prototyping potential design solutions? (B2.2)
Why is it critical to ensure appropriate material selection so that mechanisms operate at full functionality over a long period of time? (B3.1)
How does a deep theoretical understanding of mechanical systems ensure designers engage with appropriate mechanical systems application and selection? (B3.3)
How do efficient mechanical systems contribute to a design for sustainability strategy? (C2.1)
How does efficient mechanical system design contribute to a design for a circular economy strategy? (C2.2)
To what extent can moving mechanical parts be simplified when considering design for manufacture (DfM) strategies? (C4.1)
What calculations of mechanical systems assist in making ergonomic decisions? (A1.1)
Which user-centred research methods can be used to test the performance of a mechanical system? (A2.1)
To what extent can mechanical systems replicate the movements of humans for the purpose of implementing a user-centred design (UCD) strategy? (B1.1)
How can mechanical systems be developed at different levels of fidelity when modelling and prototyping? (B2.2)
How does the inclusion of mechanical systems affect the choice of production systems that can be used to create a product? (B4.1)
How does mechanical advantage enable an inclusive design strategy when designing products for elderly people and impaired people? (C1.2)
How can mechanical systems be used to evoke an emotional response in products that go beyond usability? (C1.3)
What do designers need to consider when including mechanical systems in the development of products that follow a design for a circular economy strategy? (C2.2)
Which aspects of product analysis and evaluation are particularly relevant for products that include mechanical systems? (C3.1)