The Amazing Cube Puzzle:
Class = Introduction To Engineering
Project = Cube Puzzle
Autobiography: My name is Kelcie Tyler and this is my portfolio for the "Cube Puzzle" project that I created in my "Introduction to Engineering" class.
Problem Statement:
Too many scraps of wood are being thrown away. This is wasting to much wood and is taking money from Fine Office Furnishing Company because they must pay to have people haul the scraps away.
Design Criteria and Requirements:
The criteria for the cube project included the following:
1. The puzzle must be made from 27 – 3/4" wooden cubes.
2. The puzzle itself must consist of exactly five puzzle pieces.
3. Each of the individual puzzle pieces must contain of exactly four-six of the 3/4" cubes
4. Each piece has to be 3-D, meaning it must be at least two cubes for each axis (x, y, and z)
5. No two puzzle pieces can be the have the same design or layout.
6. The five puzzle pieces must assemble to form a 2 1/4" cube which is 3 by 3 by 3 individual cubes.
7. Some puzzle parts should interlock to confuse anyone who attempts to solve it.
1. The puzzle must be made from 27 – 3/4" wooden cubes.
2. The puzzle itself must consist of exactly five puzzle pieces.
3. Each of the individual puzzle pieces must contain of exactly four-six of the 3/4" cubes
4. Each piece has to be 3-D, meaning it must be at least two cubes for each axis (x, y, and z)
5. No two puzzle pieces can be the have the same design or layout.
6. The five puzzle pieces must assemble to form a 2 1/4" cube which is 3 by 3 by 3 individual cubes.
7. Some puzzle parts should interlock to confuse anyone who attempts to solve it.
Sketches & Brainstorming:
To the left is a summary of my ideas for block designs. The samples are drawn in isometric view. This was just a brainstorm; not all of these ideas were used and there were other ideas as well. This was simply an exercise to stimulate my brain and put me into a mind-set, thinking of blocks and cubes. The requirements for the blocks were, they had to include 4-6 0.75" puzzle cubes and they had to be 3-D (meaning they had to have an x, y, and z axis).
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To the right is an example of the second assignment we did for this project. I shaded in the blocks so that one color was equal to one puzzle piece. To visualize what these puzzles looked like, squish the top and bottom blocks down to the middle layers of blocks. The requirements for these were all followed correctly. I created three of these so that I could decide which one was the hardest to complete. The middle one was labeled the most difficult after questioning multiple people. |
To the left is a key of how to solve the puzzle. Drawn in isometric view, you can see how each and every one of the blocks fit together to form one giant cube. This was very difficult because you had to figure out how to make them look normal but at the same time they had to be layered correctly. I couldn't have the blue piece in the front so I had to figure out how to place it behind the rest of the pieces. |
Technical Drawings...CAD Drawings and Documentation:
To the left is an Isometric view of my puzzle cube. There is also a representation of the parts used to build the cube. At the top right is a chart describing the parts. To the left is a visual representation of the first part I created. This part was also known as the 'orange piece.' To the left is a visual representation of the second part I created. This part was also known as the ''blue piece.' To the left is a visual representation of the third part I created. This part was also known as the 'green piece.' To the left is a visual representation of the fourth part I created. This part was also known as the 'purple piece.' To the left is a visual representation of the final part I created. This part was also known as the ''yellow piece.' |
Modeling:
Shown on the right is a prototype created using all of the information given above. This follows all of the requirements and criteria. Every person who has attempted to put this puzzle together has labeled it 'really hard.' The colors here however, are not the same as in the previous example. The block has also been shifted and tilted.
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Data:
The following is a data set of the measurements I took. The measurements are of the 3/4" blocks which were used to build the prototype of my puzzle cube. I used a dial caliper to measure the blocks and recorded the measurements. I then found the mean, median, mode, and range of all of the measurements and created a graph to show how common each of the measurements were. I was really surprised that the company had such inconsistent sizes. The unit used in measuring these blocks is inches. They are supposed to be exactly 0.750.
Reflection:
How did the project work?
We began the project just sketching as many ideas of puzzle pieces as we could. The criteria did not matter at all at this point. The next step was to come up with three different solutions for a cube puzzle that did fit all of the requirements. We then carefully analyzed all three of our solutions and decided which one seemed the hardest puzzle to solve. Whatever one we decided upon would be the puzzle we would use for our project. After that, we drew a diagram of blocks and arrows that led up to an image where the puzzle was all put together. This was basically a key of how to solve the puzzle. When we finished that, we got on a computer program known as Inventor and built and designed the pieces, and our puzzle cube. We imported the pieces to a PDF file and gave them dimensions. We put them into multi-view images with an isometric image in the top right corner. The next step was to create a prototype of my project. Creating the prototype included, building it, verifying that the pieces would fit, and finally, painting it. And thus I had my cube project.
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What would I adjust about the project if I had all the time I needed?
If I had all the time I needed to do this project, there wouldn't be very many things I would change about it. One of the things that I would definitely change would be that I would paint the puzzle pieces a different color. It is sort of confusing looking at the final prototype and looking at the creation I made on Inventor. Another thing that I would change about my Cube Project would be that I would try to make it harder. At the time that I was working on this project, I was only concerned on how it would turn out. I am sort of upset I didn't try to make this puzzle as hard as I possibly could. Other than those two changes, I would not change anything about my project. I feel confident in my work and think that I did a good job.
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What concepts did I learn and how can I prove it?
One of the main concepts I learned while creating my puzzle cube was the design process. The entire class is supposed to revolve around practicing the design process. I believe this project was a really good representation of the design process. It certainly helped me to understand the process a lot better.
The first thing I did was define the problem. We decided that too many scraps of wood were being thrown away. This is wasting to much wood and is taking money from Fine Office Furnishing Company because they must pay to have people haul the scraps away. We then came up with the criteria and requirements for the puzzle. After that we brainstormed possible solutions using the sheet with my puzzle piece ideas. Then we Generated Ideas by coming up with ideas of how to make this cube work. Rather than coming up with one idea, I came up with three, this helped me to explore the possibilities. We then selected an approach or a solution of which puzzle to build. We drew out a key to help people understand. Eventually we built the model out of 3/4" blocks. The final step was to refine the design and rather than improving it...I just came up with things I would change about it if I got the chance. There is a graph shown below to help you understand the process. |
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