Make a Ring Pop in 3D!

Ring Pops were invented in the late 1970s by a man named Frank Richards who was a product engineer at the Topps Company. He wanted to help his daughter in breaking her thumb-sucking habit, so he invented the Ring Pop as a treat to eliminate her childish addiction. ( Wilson, Laurnie. “A Ring Pop History”. Candy Favorites.)

In the videos below, PLTW IED Master Teacher Corey Duzan features three different ways to make a ring pop in 3D modelling software: Autodesk Inventor, Autodesk Fusion 360, and OnShape. OnShape is a FREE new-comer to 3D modelling market and is browser based. Works great on a chromebook. Thanks for the TNT Tuesday series on Youtube Corey!

Autodesk Inventor

Autodesk Fusion 360

OnShape

More Ring Pop History

From Snackhistory.com

Ring Pop is the brand name given to a lollipop that is in the shape of a diamond ring. These are both delicious and gorgeous to look at, becoming a favorite with many boys and girls, even adults. Invented in the year 1977 and first sold in 1979, the Ring Pop is made with fruit juices that have been hardened to give it the various flavors it has. These flavors consist of natural fruit concentrates in addition to, or sometimes only, artificial flavors. At times artificial flavors were used in the to minimize the cost of production whilst keeping the same taste.

Ring Pops were presented in a new and exciting way to the public, it was also designed to give consumers a very interactive product and one which could be extremely appealing to a younger user base. The ring Pop is fixed on the top of a ring made from plastic polymer which was easily able to slip onto the fingers of children. Ring Pops were designed to be worn and consumed at the same time, and this a key selling point. The marketing spin of Ring Pops was to challenge the dull way in which lollipops were commonly presented in 1979, as a block of candy stuck onto a thin wooden or plastic stick.

Ring Pop’s inventor was an ’employee of Topps named Frank Richards. Richards was the head in the sector of the company responsible for developing and releasing new lines of products for Topps. Legend states that the reason the ring pop was invented is due to Richards experiences during fatherhood. He had brought up a young daughter who had become addicted to sucking her thumb, a rather common thing with children, but concerning if it continues on for too long. In an attempt to halt the habit, Richard produced a new type of lollipop which would provide a better substitute to his daughter then sucking her thumb.

This lollipop ring was designed for Frank’s daughter to be a functional piece of jewelry, which could be worn and be licked simultaneously. It was also intended to be marketable to the public and the idea was shared with the company. The product was officially launched as a range from the Pennsylvania manufacturing branch of Topps in 1979, and incorporated various flavors such as melon, strawberry and cherry. Cherry ring pops appear to be one of the best sellers, watermelon ring pops seem to be very popular also. At first the marketing for the Ring pop was directed mainly amongst young girls. However the product also became a huge hit amongst young boys, and the marketing changed to reflect that in later promotions.

This new lollipop saw immense success among all the states in America. The young population of the United States was in love with this unique product which took a new take on producing lollipops. The product has also seen huge popularity amongst a older audience. As the popularity of ring pops grew, new flavors were introduced and spin offs were created.

 Ring Pop’s has been used as a celebratory sweet, as it was given out at the end of a Basket Ball game in America, awarded to the Dallas Mavericks. But the Ring Pops given to the Dallas Mavericks were limited edition, as they contained rare crystals manufactured by the luxury good company Swarovski

The advertisements created for the Ring Pops emphasized the fact that the candy wasn’t stuck on top of a stick, with one slogan reading “It’s a lollipop without a stick” and this just shows how this was a revolutionary product which challenged the production of lollipops. Ring Pops are a very interesting and unique product that became a popular brand name amongst the general public. The product went on to seal its place as one of the first lollipops which didn’t use a stick and used a ring instead.

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Fluid Power-Pneumatics and Hydraulics

Hydraulics is defined as the branch of science and technology concerned with the conveyance of liquids to produce mechanical force or control another system and Pneumatics is defined as the branch of physics or technology concerned with the mechanical properties of gases.

The key here is that they both allow us to do work! Without these systems, how would you lift a car to change the oil? Clamp a part in a CNC mill? Absorb the shock from bumps in the road? Follow along with us in this project that Jim has designed to introduce students to the basics of fluid power. If you are looking for the latest coupons and offers available online, in couponscollector you can find a wide range of coupons that you can uses to buy what you need.

This is a hydraulic piston system used in a large bulldozer, or earth mover. Imagine the amount of force required to move all that metal and dirt!

Step 1: Review Introduction to Fluid Power

Intro to Fluid Power Worksheet
  1. Get the presentation: 3.2.1 Fluid Power Introduction from your teacher, or from MyPLTW.
  2. Download the Intro to Fluid Power Worksheet.
  3. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  4. Answer the questions completely.
  5. Hand it in the way your instructor tells you to.

Step 2: Watch the Video- Pneumatic Power

Pneumatic Power Worksheet

Download the Pneumatic Power Worksheet before watching the video, and then you’ll be able to answer the questions!

  1. Get the presentation: 3.2.3 Pneumatic Power from your teacher, or from MyPLTW.
  2. Download the Pnuematic Power Worksheet.
  3. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  4. Answer the questions completely.
  5. Hand it in the way your instructor tells you to.

Step 3: Pneumatic Power-Do the math!

Pnuematic Power Worksheet-Formulas & Math
  1. Get the presentation: 3.2.3 Pneumatic Power from your teacher, or from MyPLTW.
  2. Download the Pnuematic Power Worksheet-Formulas & Math.
  3. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  4. Answer the questions completely.
  5. Hand it in the way your instructor tells you to.

Step 4: Watch the Video- Hydraulic Power

Introduction to Hydraulic Power Worksheet

Download the Hydraulic Power Worksheet before watching the video, and then you’ll be able to answer the questions!

  1. Download the Introduction to Hydraulic Power Worksheet .
  2. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  3. Answer the questions completely.
  4. Hand it in the way your instructor tells you to.

Step 5: Hydraulic Power-Do the Math!

Hydraulic Power: Fomulas & Math Worksheet
  1. Download the Hydraulic Power Formulas & Math Worksheet .
  2. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  3. Answer the questions completely.
  4. Hand it in the way your instructor tells you to.

Step 6: Watch the Video-Industrial Components

Pneumatics: Industrial Components Worksheet

Download the Pneumatics: Industrial Components Worksheet before watching the video, and then you’ll be able to answer the questions!

  1. Download the Pneumatics: Industial Components Worksheet.
  2. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  3. Answer the questions completely.
  4. Hand it in the way your instructor tells you to.

Step 7: Watch the Videos-VEX Components & Programming VEX COmponents

Pneumatics: VEX Components Worksheet

Download the Pneumatics: VEX Components Worksheet before watching the two videos, and then you’ll be able to answer the questions!

  1. Download the Pneumatics: VEX Components Worksheet.
  2. If you do not have Word on your computer, upload it to your google drive and make a Google doc out of it. Answer the questions, and hand that in!
  3. Answer the questions completely.
  4. Hand it in the way your instructor tells you to.

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Fits and Tolerances-How to Design Stuff that Fits Together

Download as a Worksheet

Fits and tolerances are a foundational mechanical design skill, but they’re commonly misunderstood and misused. In this video, we explain how to apply correct and functional fits and tolerances using ASME B4.1 and Machinery’s Handbook, so your parts fit together exactly as you intend, the first time, every time. No emergency filing required! Thanks to Tarrka Design!

STEP 1: Watch the video

Step 2: Answer the questions:

If you are in Mr. Hurd or Mr. Phan’s class, you can answer these questions in schoology to hand them in electronically for full credit. Otherwise, answer the questions, and hand them in to your teacher using their preferred method.

  1. When you dimension a part on a drawing, the dimension you use to make the part is called the _____________ dimension. Fill in the blank and explain why we cannot manufacture a part to this dimension.
  2. Define the word tolerance as it relates to the manufacturing of parts.
  3. (0:50) Looking at the chart in the video at 0:50, which process provides a more accurate dimension? Electrical Discharge Machining or Milling? Give at least one reason why you think this to be true. (Hint: Look up wire EDM if you do not know what it is…)
  4. (1:03) What factors influence how accurate a machining process is? List at least three.
  5. (1:17) How come we don’t just manufacture everything to within a tolerance of 0.001”? Explain…
  6. (1.29) Describe a Running fit and give an example in manufacturing when you might need this type of fit.
  7. (1:31) Describe a Clearance fit and give an example in manufacturing when you might need this type of fit.
  8. (1:33) Describe a Press fit and give an example in manufacturing when you might need this type of fit.
  9. (3:22) Describe the difference between an LC9 and an LC11 tolerance from the Machinery Handbook. What type of equipment is necessary to achieve these fits?
  10. (4:00) What type of tools are required to make an RC6 fit from the Machinery Handbook? Why?
  11. (4:31) Answer the following questions about a fit of RC3 and beyond from the Machinery Handbook:
    1. What type of tooling is needed?
    2. How much “play” will this fit have?
  12. (5:41) What is the difference between an RC6 and an LT3? Look at the graph at 5:41 to answer this question.

Thank You! Tarkka info below!

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Need Some Distance Learning Ideas for COVID-19?

Here’s a short list of some of the things that you could do in CIM class with your kiddos while trying out distance learning. All will require a computer (That’s what the C in “CIM” stands for!) and some will require software downloaded… but feel free to change them around to fit your needs!

Research Project: Assign students to build a brochure, via google docs to make a brochure on a manufacturing process. Have them find a link to an interesting video on a process, watch it, and then add it to their brochure. Go HERE for the activity with a downloadable template. Go HERE for some exemplars.

Here’s an example of one of the brochures made with the template

Robotics Programming: Just got off the phone with Intellitek, and they said to go HERE to download the PLTW version of the software, and you have the free trial version. Even better is that if you give your students the key from your school district, they can unlock the full version at home. This is legit, and Intelitek said I could share this method via phone support. It will only work with this version! Wait! It gets better! Go HERE to get video tutorials for a lot of the Robocell projects!

Fusion Basics: Students can do some 3D modeling using fusion if they sign up in the autodesk student community. All of my students already have an account, then they log into their 360 account and use Fusion 360 in their browser! Kinda slow, so if you can download it, even better! The post HERE has downloadable worksheets and electronic hand ins for you and the students and a full set of videos to accompany them.

Advanced 3D modeling: Use your favorite software (Inventor/Fusion 360 was used for this activity) to complete these advanced models. The post HERE has downloadable worksheets and electronic hand ins for you and the students so that you can evaluate them from afar.

This would be another activity that you might be able to use as a distance learning project during the COVID-19 outbreak as well.

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Advanced CAD Modeling & Mfg Math Activity

Worksheet with DimensionsElectronic Hand-in Document

In this activity, students can download the worksheet with the dimensions and directions, and use them to build the METRIC models in your favorite 3D modeling software. NOTE: Worksheet with Dimensions Drawings updated 4/30/2020… Thanks Tim Sullivan!

Here’s an example from the worksheet download.

When they have built all the METRIC parts in 3D Modeling software, they can download the electronic hand in document, paste snips into it for you, the teacher, to check and hand in electronically.

Here’s an example of the type of math required for one of the parts.

The Hand-in document also has manufacturing math related questions in the conclusion section to answer that deal with all of the parts that they have manufactured.

You as the teacher can decide which models your students have to do and/or which math questions they have to answer. Math teachers will love you for reinforcing their material and science teachers will too; there’s some science concepts in there too!

Sorry… we do not have the answer key available for the activity…. yet….. teachers can cntact us…

This would be another activity that you might be able to use as a distance learning project during the COVID-19 outbreak as well.

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Get in touch

Jim Hanson

Chris Hurd

 

 

 

 

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