Name ______________________

Unit 3: Design
Lesson 2: Design Process
File 3.2.4: Crane Strain Design Brief
Background Cranes are used in construction to assist in lifting heavy members by suspending
them in the air while they are positioned and lowered into place. The loading capacity of a
crane relates to how the crane was designed and built, in addition to how often it is used. The
thickness and weight of the materials used to build the crane contribute to the load capacity.
The number of times a crane can operate before failure is based on the type of loading, the
construction of the materials used to build the crane, the mechanical design, and the overall
condition of the crane.
Design Problem
You have been hired by Heck Construction to design and build a new crane for a new
commercial construction project set to begin in the spring. Your team must design and
construct a crane that will hold the greatest weight before failing.
Specifications
1. The crane boom must attach to the tower provided.
2. A one-quarter  inch  (1/4”)  hole  will  be  used  to  mount  the  boom  to  the  tower.
3. All joints must be glued (no mechanical fasteners).
4. You may not touch the tower or the boom during testing.
5. The  boom  must  hold  a  weight  fourteen  inches  (14”)  from  the  tower  center.
6. The maximum  length  of  the  boom  is  twenty  inches  (20”).
7. A mechanism must be provided at the end of the boom for attaching a hook for holding the
test weights.
8. The boom must be the structure which holds the weight, not the testing device.
Materials
 Four (4) wood strips  (⅛”  x1/4”  x  24”)
 One  piece  of  wood  (3”  x  3”  x  ¼”)
 Seven (7) feet of mason string
 Fifteen (15) craft sticks
 Glue

Deliverables
1. Each student
must complete an
Engineering Design
Folio documenting
the engineering
design process.
2. Each team must
submit a prototype
of the crane and
conduct testing of
the prototype.
3. Each student
must submit the
Crane Efficiency
Worksheet.
Category Below Average Average Excellent
Response shows only a superficial Response shows an understanding of Response shows excellent insight to the
Defining a understanding of the problem OR the basic problem AND rephrases the problem AND rephrases it clearly,
Problem rephrases the problem with limited problem clearly and accurately. accurately and with precise detail.
clarity.
Contributes only 1 plausible idea sketch Contributes 2 different oblique or Contributes 3 or more different oblique
Brainstorming
OR contributes implausible ideas. isometric sketches of plausible ideas. or isometric sketches of plausible ideas.
Identifying Restates few given or implied criteria and Restates the given criteria and Restates all given and implied criteria
Criteria / constraints OR Fails to identify criteria OR constraints clearly and accurately. and constraints accurately and precisely.
Constraints fails to identify constraints.
Research was marginally relevant OR is Research was relevant to the Research was highly relevant to the
not cited. Contributes ideas, but not challenge and is cited appropriately. challenge and is cited appropriately.
Researching and based on research. OR produces Student contributes at least 1 Student contributes many plausible
inaccurate or incomplete sketches. OR no plausible idea based on documented ideas based on research AND includes
Generating
dimensions on the sketches are labeled. research AND produces marginally accurately labeled sketches of at least 3
ideas accurate sketches of design concepts. designs.
Some, but not all, dimensions may be
missing.
Does not analyze solution(s) with respect Satisfactorily analyzes at least 2 Thoroughly analyzes at least 3 possible
Exploring to the criteria and constraints OR only possible solutions with respect to the solutions with respect to the criteria and
Possibilities analyzes 1 possible solution with respect criteria and constraints. constraints.
to the criteria and constraints.
Student fails to justify the selection with Student justifies a selection with Student justifies a logical selection with
Selecting an
reference to criteria and constraints. reference to some criteria and reference to the analysis of many
Approach constraints. criteria and constraints
Design proposal is inadequate and lacking Design proposal meets most Design proposal includes all elements
pertinent information. OR orthographic requirements for all the elements OR and meets all requirements with no
drawing is not labeled or is inaccurate, or meets all requirements for most more than 2 spelling / grammatical
Developing a
missing. OR There are more than 4 elements AND has no more than 4 errors per page. Orthographic drawing is
Design Proposal spelling / grammatical errors per page. spelling / grammatical errors per neat, labeled and accurate.
page. Orthographic drawing is neat,
labeled and accurate.
Prototype does not meet all the task Prototype meets all the task criteria Prototype meets all task criteria in
Making a Model criteria and/or does not stay within the and stays within the constraints. insightful ways, reflecting knowledge
or Prototype stated constraints. gained from research AND stays within
the stated constraints.
Testing and Results of the testing are not recorded Results of the testing are accurately Events and observations during testing
Evaluating the accurately. recorded. and results of the testing are thoroughly
Design and accurately recorded.

Refining the The data set and graphics represent only The data set and graphics The data set and graphics represented
one of the comparisons OR are not represented at least 2 comparisons all 3 comparisons and are accurately
Design – Data
labeled OR show incorrect data OR the and are labeled and show correct labeled and show correct data. Data is
Comparison data is displayed in an inappropriate data. Data is displayed in an displayed in an appropriate graph type.
Graphs graph type. appropriate graph type.
Refinement and/or conclusions are not Recommendations for refinements Explicit recommendations for significant
Refining the supported using the data OR are supported by the interpretation improvement supported through the
Design – Recommendations are not written clearly of class data. The data is prepared successful interpreting of class data
Redesign enough to understand their meaning. OR and supported in a logical and through logical conclusions and
Explanation Minimal effort put forth to produce a sequential manor. observations. The data is presented in a
data set. logical and sequential manor.
Creating or Finished solution (product) fails to meet Finished solution (product) meets Finished solution product) exceeds
Making it specifications. (efficiency is in the bottom specifications. (efficiency is in the specifications. (efficiency is in the top
(performance) 20%) middle 60%) 20%)
Summary is not presented clearly or is Summary identifies the point of Summary clearly and precisely identifies
Communicating inaccurate, showing a poor failure and why and shows an the point of failure and why and shows
Processes and understanding of truss design. OR understanding of truss design. All an excellent understanding of truss
Results statements are not supported by data statements are supported by data design. All statements are supported by
and research. and documented research. data and research.
Engineering Design Process Folio – Crane Strain

Your Name Group #

Other  group  member’s  names

1. Define the Problem

What need or want must be met by the solution?

2. Brainstorming
 On graph paper, make oblique or isometric sketches of at least three possible solutions that
might meet the criteria and constraints of the design challenge.
 Label  them  “BRAINSTORM  IDEAS”  and  attach them to this document.

3. Identifying criteria and specifying constraints

What are the criteria and constraints of the design problem?
Criteria Constraints

4. Research and Generating Ideas

Research
 Research 4 different types of truss structures: Warren Truss, Pratt Truss, Howe Truss and the K Truss.
 Find information about how they transfer the load (weight) and the tension (pull), their advantages and
disadvantages.
 In a word document, collect information you find during your research about truss structures.
 Include a picture of each type.
 Be sure to include proper citations at the end of your notes from each source.
 Save, print and attach your notes to this paper.
Generating Ideas -
 Revise your brainstormed ideas to reflect what you learned about truss structures from your research.
 On graph paper, make new isometric or oblique drawings that reflect your learning. These should be
neat, with dimensions labeled.
 Label  them  as  “GENERATED IDEAS”  and  attach them to this document.
5. Exploring possibilities
Reflect on your design ideas and research notes and explain the structure used for each of your designs.
Based on what you learned about truss structures in your research, explain the advantages and
disadvantages of the particular structure used for each of your designs.
Design # Structure used Advantages/Disadvantages

In a Word document, create a chart like the one below to help you evaluate your designs.
a. Enter the constraints and criteria of the project in the first column. (you’ll  have  to  add  rows  to  your  
chart)
b. Indicate how well each idea meets the criteria and constraints using the following point system:
2 pts = easily meets, 1 pt = somewhat meets, 0 pts = does not meet.
c. Total the columns and circle the highest score to indicate your BEST design idea as it is related to the
criteria and constraints.

Criteria and
Idea #1 Idea #2 Idea #3
Constraints
List one criteria

or constraint

in each row
Add more rows if necessary Add more columns if needed .

d. Repeat this process for the team designs. Each member of the group brings his/her best design to
the team. All designs are evaluated again by the team and the points tallied up. Attach copies of
the two charts to this document. Be sure to label which is yours and which belongs to the team.
6. Selecting an Approach
Explain which design your team has chosen to build (student’s  name  and  design  idea  #  from  the  team  
chart above) and justify it using evidence from your analysis of the criteria and constraints. Based on
your research/learning about structures, explain what makes this design structure superior.

7. Developing a Design Proposal

Create a design proposal (ONE per team) that includes the following: (NOTE: all members are
responsible for making sure that all requirements for this step are met)
 Title page: A separate cover page that includes  your  name,  your  team  number  and  “Crane  Strain  
Design  Challenge”. Leave space for a hand-drawn isometric drawing of the chosen design. Or use
Google Sketchup to create a 3D picture of your team design.
 Description of the problem: Clearly state the problem you are trying to solve.
 Selected Design Description: Clearly describe and justify the design selection your team has made
and make an orthographic drawing of the design on graph paper that will be attached to your
proposal.
 Materials List and Budget: make a chart that lists in the left column all the materials required to
build your  team’s  design and indicate the cost of the materials in the right column. Do not forget to
include the cost of labor for the 3 of you to build it. ($7.25 / hour per person) Include a total cost at
the end.
 Timeline for building: Make a list of all the  steps  necessary  to  build  and  test  your  team’s  design  and  
determine a deadline for each step.
8. Making a model or prototype
In the space below, document (using digital pictures) your construction of the model/prototype. Be sure
to include a picture of the final model/prototype.

Construction in-process Final Product

9. Testing and Evaluating the Design, using specifications.

When your design is complete you will present your design to the teacher. Measure the boom length
(in.) Weigh the boom and record the weight below. Then hang the bucket on your crane using the ‘S’
hook. Add nails to the bucket until the crane boom breaks. Weigh the bucket of nails and record the
weight. List the type of truss you used. Complete the efficiency calculations. Collect the data from all
the teams.
Boom length
Team # Boom mass (g) Load weight (lb) Type of truss Efficiency #
(in)
 Using Excel and your class data for the Crane Strain activity, create graphs that depict the
relationship between:
o boom length and efficiency (Graph #1)
o boom weight and efficiency (Graph #2)
o boom type and efficiency (Graph #3)
Attach your graphs to this packet.

10. Refining the Design

Based on your graphs, make recommendations to redesign your crane, assuming you were
to rebuild it. All recommendations must be supported by data and evidenced within your
data set.

11. Creating or Making It – We will not be making another boom

12. Communicating processes and results

Write a summary paragraph that discusses the results of your testing, discussing which part of your
design failed and why it failed. Use what you learned from your research and the data you collected to
help you explain and justify your conclusion.