| Jeff 801 |
11-02-2012 04:39 |
Re: pic: Wheel
Quote:
Originally Posted by Kevin_Morris
(Post 1123688)
Not to give the textbook mentor answer, but if students learned in the process, I see that it has more benefit than just weight saving. If they didn't... well it's still pretty nifty.
I too was wondering why the rim thickness was kept so thick, until I realized the center spokes of the wheel are only about 3/4" or so wide (relative to wheel width). I also realized that's what you meant by "a lot of material was removed from the back side".
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The outside of the wheel is really not that thick if you look at this picture you will get a better idea of why you thought it was. The spokes are only 1/4" wide. When I said remove material on the back side it was to take the OD of the part from 3.75 to the OD of the sprockets at ~2.15"
Quote:
Originally Posted by JamesBrown
(Post 1123781)
I agree to an extent that projects for the sake of learning are great but one of the biggest lessons to teach students is how to compare solutions (time, complexity, cost, weight, etc) to choose the appropriate one.
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I understand cost benefit analysis. The addition of the double sprocket added only 30 min to the total cycle time of the wheel. In that added 30 min a total of 26 individual components were removed from each wheel (assuming the use of individual spacers). In the end its a simple and elegant solution to making a wheel and sprocket assembly simpler. |
