CPEP Boat Rules and Specs

HS PROPELLER POWERED ELECTRIC
BOAT CHALLENGE

Challenge: Using prefabricated CPEP kits, high school students are challenged to design,
construct, evaluate, test and enter a single-hull propeller powered electric boat in the CPEP Day
competition.

Core Outcomes: High School students will demonstrate/define/illustrate the following: concepts
of buoyancy, velocity, density and displacement, Archimedes’ Principle and Newton’s Third
Law of Physics.

Rules: Each high school student team will construct a single-hull boat using the kits provided by

CPEP. Each kit will contain the following:
·     (1) 2”x 4”x 9” Styrofoam Hull Blank
·     (1) Electric Motor
·     (1) 9-Volt Battery
·     (1) 9-Volt Battery Connector
·     (1) 1” Dia. Propeller
·     (1) 4” x 2mm Drive Shaft
·     (1) Flexible Drive Coupler

These materials will allow teams to build a competitive propeller powered electric boat.  Please
keep in mind that additional items such as an on/off switch or ballast weight may be used to
enhance performance.  However, the original 9-Volt battery, motor, and propeller supplied in the
kit must be used for the CPEP Day competition.  Teachers will be supplied with (2) test batteries
for classroom performance testing.

Boat Design: Boats may be constructed using any Styrofoam single-hull design. However, hull
designs must conform to the following standards:
·     No more than 4” (10.2cm) in overall width and no more than 9” (22.8cm) in overall length.
·     Must be designed to race in a 4.25” (10.8cm) wide by 10’ (3m) long vinyl track.
·     All boats must be evaluated, modified, and tested prior to the CPEP Day competition.

Judging & Scoring: The official tracks for this event are 10 feet long and approximately 4.25
inches wide (inside dimension). One member from the team will bring the boat to the track, place
the boat in the water and hold the boat in place until the start signal is given. False starts and
shoving the boat forward will result in disqualification. Each team will be provided two time
trials per boat (the fastest of the two trials will be recorded). General boat repair can be made
between the two time trials.

*In addition: an award will be given for a boat with the same hull design specifications as
previously mentioned that incorporates environmentally sensitive materials, as opposed to the
Styrofoam that is currently used in the models.

Boats Resources

CPEP Boats Resources

Boat Rules Sheet

CORE CONCEPTS OF THE BOAT CHALLENGE

Review the information below to learn more about these core concepts of physics and how they apply to the CPEP Boat Challenge.

Archimedes' Principle: The buoyancy force is equal to the weight of the displaced water. see: http://physics.weber.edu/carroll/archimedes/principle.htm To learn more about the Greek scientist and inventor Archimedes, see: http://www.cs.drexel.edu/~crorres/Archimedes/contents.html
Buoyancy: An upward acting force caused by fluid pressure such as the water pressure on the hull of your boat is called buoyancy. see: http://www.pbs.org/wgbh/nova/lasalle/buoybasics.html

Density: The mass of an object occupying a given volume is called density. see: http://en.wikipedia.org/wiki/Density
Displacement: The word displacement refers to the mass of the water that an object such as your boat displaces while floating. see: http://en.wikipedia.org/wiki/Displacement_(ship)
Newton's Third Law of Motion: For every action, there is an equal and opposite reaction. see: http://hyperphysics.phy-astr.gsu.edu/hbase/newt.html#nt3
Velocity: The rate of change in the position of an object such as your boat is called velocity. see: http://hyperphysics.phy-astr.gsu.edu/hbase/vel2.html#c1
How do submarines manage to control the way they float and sink? To learn more visit the U.S. Office of Naval Research. see: http://www.onr.navy.mil/focus/blowballast/sub/work1.htm
Why do boats float and rocks sink? To learn more see: http://www.cs.dartmouth.edu/farid/sciencekids/float.html


Resources to review

http://www.boatdesign.net
http://www.onr.navy.mil/focus/blowballast/resources/bouancy1.htm
http://www.rnli.org.uk/shorething/youth/games/Build_Lifeboat/game.aspx
http://www.youtube.com/watch?v=hkT3ulsGWyA&feature=related


And, yes, you have to come up with a different design than last year.

Designs must be drawn out before you can start construction.

Engineering Design Process

Engineering Design Process

The engineering design process involves a series of steps that lead to the development of a new product or system. In this design challenge, students are to complete each step and document their work as they develop their lunar plant growth chamber. The students should be able to do the following:

STEP 1: Identify the Problem -- Students should state the challenge problem in their own words. Example: How can I design a __________ that will __________?

STEP 2: Identify Criteria and Constraints -- Students should specify the design requirements (criteria). Example: Our growth chamber must have a growing surface of 10 square feet and have a delivery volume of 3 cubic feet or less. Students should list the limits on the design due to available resources and the environment (constraints). Example: Our growth chamber must be accessible to astronauts without the need for leaving the spacecraft.

STEP 3: Brainstorm Possible Solutions -- Each student in the group should sketch his or her own ideas as the group discusses ways to solve the problem. Labels and arrows should be included to identify parts and how they might move. These drawings should be quick and brief.

STEP 4: Generate Ideas -- In this step, each student should develop two or three ideas more thoroughly. Students should create new drawings that are orthographic projections (multiple views showing the top, front and one side) and isometric drawings (three-dimensional depiction). These are to be drawn neatly, using rulers to draw straight lines and to make parts proportional. Parts and measurements should be labeled clearly.

STEP 5: Explore Possibilities -- The developed ideas should be shared and discussed among the team members. Students should record pros and cons of each design idea directly on the paper next to the drawings.

STEP 6: Select an Approach -- Students should work in teams and identify the design that appears to solve the problem the best. Students should write a statement that describes why they chose the solution. This should include some reference to the criteria and constraints identified above.

STEP 7: Build a Model or Prototype -- Students will construct a full-size or scale model based on their drawings. The teacher will help identify and acquire appropriate modeling materials and tools. See the design brief for a sample list.

STEP 8: Refine the Design -- Students will examine and evaluate their prototypes or designs based on the criteria and constraints. Groups may enlist students from other groups to review the solution and help identify changes that need to be made. Based on criteria and constraints, teams must identify any problems and proposed solutions.

From NASA - http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html