Robot Art Show, electricity, electronics, and programming
Introduction
During this unit, we first investigated circuits and the different parts of electricity. We also used breadboards to investigate how to create our own circuits. On top of this, we also learned about electromagnets and motors. After this, we used computer programming to create our own “Robot Art Show”. Afterwards, we designed and presented our own model of a microgrid that could power Novato.
Electricity Concepts
Circuit
Def: complete loop of conductive material from one side of a power source to another Voltage (v) Def: potential energy difference across a component in a circuit Equation: v=ir Unit: V Notes: In series, voltage adds up to battery voltage Current (i) Def: flow of charge through a circuit Equation: i=v/r Unit: A amps Notes: In series, current stays the same Resistance (r) Def: amount the current is slowed or resisted through a component of a circuit Equation: series- r total=r1+r2+r3…. Parallel- 1/r total=1/r1 +1/r2….. Unit: Ohms |
Series circuit
Def: A circuit where current must run through all currents one after another Notes: Series circuit bulbs are dependent Parallel Circuit Def: 2 or more pathways that current can choose to go through Notes: parallel circuit independent, flows through path of least resistance Power (p) Def: rate at which electrical energy is transferred Equation: p=iv Unit: W Watts |
Breadboards
To learn about how to wire circuits, our class spent a decent amount of time doing work with breadboards and their different components such as LEDs, resistors, and multimeters. We used breadboards specifically because they are solderless forms of connection and rather straightforward to use. In addition to this, we also used some simulations of circuits to help us with our electricity work. We were given a packet with different “experiments” we had to do involving breadboards that proved basic laws of electricity such as how in a series, resistance is added, and in parallel circuits, all paths have the same voltage. Using our knowledge of circuits and how they work, my partner and I completed the different tasks presented to us, and were able to learn about different, important concepts of electronics. Once this was finished, our groups took a blinky light quiz, which was a culminating project that required all the knowledge that we had acquired throughout the packet experiments. During this quiz, we used multiple components such as an LED, a resistor, and a potentiometer to make a light blink on the breadboard that we were using. Once we were done with this, we moved on to our actual robot art show where we used both our breadboard experience from before along with programing.
Breadboard experiment pages
Robot Art ShowFor our last part of our electronics/programming unit, each partner group in class created a “Robot Art Show”. The purpose of the art show was to visualize what type of art the world will have when all humans are dead and robots rule the world. My partner Sam and I used an Arduino Board, breadboards, multiple buzzers, LEDs, and other various electronic components, and computer code to create a San Marin Mustang themed light and sound display. Our display included color changing green and gold lights, a servo motor, and a buzzer that played a pep band fight song. We used code that played notes at the correct frequency, and also compiled it with a “ping pong” code that made lights go back and forth. In addition to this, our group put and LCD on the board that read “You can’t sting the stang!”.
Prior to this, we learned how to wire and code the board by creating multiple different “sketches” of arduino projects in class. These sketches walked us through how to use different components and how to utilize different commands, and was a very helpful tool in gaining a greater understanding of the project. Our project was rather large, as we has so many components, and at the end, all in all, we had used three breadboards in all to get all the wiring that we needed. When we eventually got our arduino to work, we had so much wiring and components that not all parts of our project could get power. The servo was not able to work, however, the code functioned fine and the rest of the board was ok. To the side, we have both a video of our project in action and a clear diagram of what we created. We also have our complete, annotated code explaining what each line represents. During the project, my partner, Sam, did most of the wiring, while I for the most part the the programming person. |
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Power Novato
In this project, our class found different ways to create micrograms to power either Novato or our school. We did multiple preliminary projects where where learned skills needed later on for the microgrid.
Wind Turbine Design |
Electrical Fields |
As a preliminary portion to our larger project, our class first and foremost found it essential to understand how electricity is generated for consumption in everyday life. To learn all about the generation of electricity, our class first started on a smaller scale, where we made mini wind turbines that were capable of generating small amounts of electricity. From the project, we got a rudimentary knowledge of how generators work by observing the turn of the axel on the generator and measuring the voltage produced. Once we got a basic understanding of how the wind turbines worked, each group in class was assigned the task of investigating one isolated variable related to the wind turbines, in hopes of understanding what would make them work better. In the specific case of our group, we decided to delve deeper into the impact that blade angle had on the voltage generated by the turbine. To test this inquiry, our group made three uniform turbine blades out of stiff, manilla folder material. Then, we proceeded to place the blades evenly spaced around the axle of the turbine all at the same angle for each test (ex. Placing blades at 45 degree angles). Then, we tested the voltage each angle generated by putting the turbine through three speeds of air, those being a low fan to represent a cool breeze, a high fan to show a gust of wind, and a leaf blower to represent hurricane like walls of air. From these tests, we found that for all speeds of air, as the blade angle became more acute, the energy generated by the turbine increased nearly proportionally. This was all true except for situations of 0 degree angles, where the air had nothing to “push” on. In the future, we would end up using these concepts later on in the project to learn more about how motors work and how to generate electricity for the microgrids we would be designing.
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For our next preliminary project, our class did multiple experiments and simulations to test and understand the inner workings of electrical fields. For starters, Mr. Williams initially explained to us the different positive and negative charges in electrical fields, and how opposite charges always repel, and how same charges always have a tendency to attract. To first test this concept, our class did an online “air hockey” simulation that used positive and negative charges. In essence, what the simulation basically did was use the concept of attracting and repelling to push a hockey puck of sorts across the playing field and into a goal. This was all put into a game that much of the STEM class found very fun and informative. Using the graphics shown in this simulation, our class created field lines of positive and negative charges. In addition to this, we also drew theoretically what would happen if certain charges were put in close proximity to each other. Later on, we eventually used Coulomb’s Law (F=k*q1*q2/d^2) to calculate the force of the electromagnetic fields being produced. After using the simulation, our class did a different experiment to investigate static electricity. In this experiment, we used Scotch tape to generate static electricity upon being peeled off our science tables. Once static was successfully generated, we used our recently widened knowledge of charges to discover how the tape would react to other pieces of tape when held close to them. From this, we found how at certain times, the pieces of tape were attracted to each other, and how at other times, the tape repelled each other. From this, we diagrammed our findings to illustrate how the charges interacted.
Stem Electricity by Izagani Aquino on Scribd |
Electromagnets |
Motors |
For a different preliminary project to our Power Novato and Robot Art show PBLs, our separate groups ran different experiments once again, this time to investigate electrical current, and specifically how it can create a magnetic field. To test this, each group in class first created very primitive electromagnets using insulated wire and nails. From there, each group investigated a single aspect of the electromagnet, with our group settling on how the amount of coils impacts the magnets strength. From our experiment, we found the an increased amount of coils leads to a proportional increase in the strength of the magnet, measured in how many paperclips it was able to pick up. After this, we created lab write ups with all the specifications of the experiment. Mine can be found below:
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As another part of our project, our class dissected small, electric motors in an effort to discover how they worked. For the first type of electric motor we investigated, we found that the central axle had a larger coil of copper wire, surrounded by a magnet. On top of this, the end of the magnet wa touching a piece of metal. From observation, we found that the motor worked by sending electricity to the axle. The axle would create an electrical charge with the surrounding magnet. In essence creating repelling electromagnets that would spin around. So, as long as a charge was travelling through the axel, the motor would turn. The second motor that we looked at functioned similarly, with a large coil of insulated copper wire at the center. This time, however, there were multiple steel weights surrounding it, with their purpose being to add more weight so the motor would spin quicker. The magnet once again surrounded this coil, and a small outlet of sorts was found leading to the source of electricity, creating a charge and in turn an electromagnet.
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Lab Write Up by Izagani Aquino on Scribd |
My sketches of the motors we dissected
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Power Novato
For our final project, our group designed a microgrid that would be capable of powering the city of Novato. To do this, we first visited a microgrid on a winery in Sonoma. I personally found this trip very informative and captivating, as the area is mostly experimental, and there was a slew of different methods used to power the area independently. These strategies included the use of solar panels, storing electricity in large Tesla batteries, and using the heat generated by the electricity to heat water for the surrounding residential areas. I found this all to be very useful information, and it helped me greatly later on during the design process.
Once the trip was over, our group did a lot of brainstorming and researching to figure out what we wanted to use to power Novato. From our calculations, we found that Novato consumes 12 mil. Kwh of energy, so we knew from the get go that it would be important for us the generate a maximum amount of energy. The three main sources of energy that we settled on using were solar, hydropower, and wind power. We decided to store all of this energy in redox flow batteries.
We decided that solar was a viable source of energy because it does not consume fossil fuels, it is free after installation besides maintenance, and it is unlimited energy as long as sun exists. By calculating, we found that solar is becoming cheaper by the day, generating 82 watts per square foot. To put it into perspective, it would cost 11.5 million dollars to power all of the novato school district using solar, so if we put a 5kw solar panel system at half of the houses in Novato it will produce 1 million kw a day. We decided that the best way to implement solar was by pushing for city government property and facilities to run more on solar, and create more education for the public on the topic.
To create more energy, we came up with the idea of using the Stafford lake dam to generate energy. We found hydro to be a good source because it is reliable, safe,cheap to maintain, and typically made with sturdy systems. Hydro is also a tried and true method, with countries such as Norway getting over ninety percent of their energy from hydro. Since Stafford dams also already exist, the process would be reasonably cheaper. We estimated that it would cost $4million overall.
On top of this, we decided to add wind power to our grid. We found that wind turbines are rather pricey ($48,00 per turbine), however, they create jobs and can significantly decrease air pollution. We decided to specifically use wind turbines by the company Siemens, and place offshore winds in Bel Marin Keys and onshore around Mt. Burdell and the areas surrounding Stafford Lake.
To store all of our energy, we settled on using flow redox batteries, a relatively new type of battery that is less prone to catch on fire and is in many ways cheaper than the current lithium iron ones used.
Later on, we found that Realistically, we will not be able to run all on the sources from earlier, so we put in extra generators for our other needs. Each 600 kw generator would cost $130,000. A full description of the project can be found below:
Once the trip was over, our group did a lot of brainstorming and researching to figure out what we wanted to use to power Novato. From our calculations, we found that Novato consumes 12 mil. Kwh of energy, so we knew from the get go that it would be important for us the generate a maximum amount of energy. The three main sources of energy that we settled on using were solar, hydropower, and wind power. We decided to store all of this energy in redox flow batteries.
We decided that solar was a viable source of energy because it does not consume fossil fuels, it is free after installation besides maintenance, and it is unlimited energy as long as sun exists. By calculating, we found that solar is becoming cheaper by the day, generating 82 watts per square foot. To put it into perspective, it would cost 11.5 million dollars to power all of the novato school district using solar, so if we put a 5kw solar panel system at half of the houses in Novato it will produce 1 million kw a day. We decided that the best way to implement solar was by pushing for city government property and facilities to run more on solar, and create more education for the public on the topic.
To create more energy, we came up with the idea of using the Stafford lake dam to generate energy. We found hydro to be a good source because it is reliable, safe,cheap to maintain, and typically made with sturdy systems. Hydro is also a tried and true method, with countries such as Norway getting over ninety percent of their energy from hydro. Since Stafford dams also already exist, the process would be reasonably cheaper. We estimated that it would cost $4million overall.
On top of this, we decided to add wind power to our grid. We found that wind turbines are rather pricey ($48,00 per turbine), however, they create jobs and can significantly decrease air pollution. We decided to specifically use wind turbines by the company Siemens, and place offshore winds in Bel Marin Keys and onshore around Mt. Burdell and the areas surrounding Stafford Lake.
To store all of our energy, we settled on using flow redox batteries, a relatively new type of battery that is less prone to catch on fire and is in many ways cheaper than the current lithium iron ones used.
Later on, we found that Realistically, we will not be able to run all on the sources from earlier, so we put in extra generators for our other needs. Each 600 kw generator would cost $130,000. A full description of the project can be found below:
Reflection
In the best possible way, this project was very different from anything that I have done before. For starters, the Power Novato project itself involved a great deal of research into a theoretical structure that could be built. Due to this, I think that I did an exceptional job during this project of being able to absorb important pieces of information and successfully implement them in a real world situation. For example, when I was doing research on different ways to generate clean, renewable energy, I was able to stumble upon the great benefits of using hydroelectric power. By using this information, I was able to apply the given information to the local area of the Stafford Lake Dam. On top of this, I think I also did a rather good job of observing physical models in order to apply certain tactics and strategies to my actual project later on. When we went to the microgrid on the winery in Sonoma, I thought that I did a good job of keeping a thorough mental cache of information on the microgrid, therefore enabling me to add a great deal more of efficient components to the Power Novato grid my group and I designed.
In addition to improving on my research skills during this project, I also thought that I was successfully able to identify a field of interest in my future. During the robot art show project, I found myself endlessly fascinated by the amount of programming that went into making the board work, and how interesting each aspect of it was. I thoroughly enjoyed myself during this project, and I felt like I was not just experimenting with electronics for class, but playing around and learning for the fun of it. As compared to other STEM projects where I can have a tendency to be bored and not super invested into the topic, I was very engaged into what was happening at all times and pleased with what my partner and I were able to create.
That being said, once I leave high school and graduate college, I would love to work in a field that involves this type of work everyday. It is my basic philosophy that the job that you do must be one that you love, and I believe that the love for programming I found during this project can translate into a great career in the future
While I did a lot of good things on this project, I definitely do think that I could make some improvements in the future. For one, I believe that I could do a much better job helping my fellow classmates. During this project, I was very focused on what my group and I were doing. Because of this, I was not very open to helping other people who did not understand the content as much. Since STEM is a group that will stay together throughout high school, I feel that it is necessary for me to learn how to help others. To do this later on, I plan on spending at least five minutes everyday walking around class and just making sure that everyone is ok, taking a leadership role in helping others.
In addition to helping others, something else that I would like to improve on is time management. Throughout the project, I would have a tendency to focus on smaller, less important things, leaving me scrambling later on to finish the rest of the project. This may have lead to a decrease in quality in my work, leaving me less confident in what I was submitting. To fix this problem in the future, I will use a Gantt Chart to organize my time.
In addition to improving on my research skills during this project, I also thought that I was successfully able to identify a field of interest in my future. During the robot art show project, I found myself endlessly fascinated by the amount of programming that went into making the board work, and how interesting each aspect of it was. I thoroughly enjoyed myself during this project, and I felt like I was not just experimenting with electronics for class, but playing around and learning for the fun of it. As compared to other STEM projects where I can have a tendency to be bored and not super invested into the topic, I was very engaged into what was happening at all times and pleased with what my partner and I were able to create.
That being said, once I leave high school and graduate college, I would love to work in a field that involves this type of work everyday. It is my basic philosophy that the job that you do must be one that you love, and I believe that the love for programming I found during this project can translate into a great career in the future
While I did a lot of good things on this project, I definitely do think that I could make some improvements in the future. For one, I believe that I could do a much better job helping my fellow classmates. During this project, I was very focused on what my group and I were doing. Because of this, I was not very open to helping other people who did not understand the content as much. Since STEM is a group that will stay together throughout high school, I feel that it is necessary for me to learn how to help others. To do this later on, I plan on spending at least five minutes everyday walking around class and just making sure that everyone is ok, taking a leadership role in helping others.
In addition to helping others, something else that I would like to improve on is time management. Throughout the project, I would have a tendency to focus on smaller, less important things, leaving me scrambling later on to finish the rest of the project. This may have lead to a decrease in quality in my work, leaving me less confident in what I was submitting. To fix this problem in the future, I will use a Gantt Chart to organize my time.