Robot Art Show/
Power Novato
Part 1: Robot Art Show
This part of the project began with the pursuit of a deeper understanding of electricity in general. During this part, we learned about circuitry, voltage, current, resistance, types of circuits, and electrical power. We learned that a circuit is a closed loop of conductive material from one side of a power source to the other, when each side is either positively or negatively charged, but they are not the same. We also learned that Voltage equals current multiplied by resistance, and all subsequent conclusions are also true(e.g., if V=ir then i=V/r and r=V/i).
After this, we split into groups and worked on creating our circuits. We later shifted our work from creating series(which light up LEDs in a set order) and parallel circuits(circuits which light up LEDs separately), to doing something similar on a breadboard. A breadboard is a small plastic rectangle which has many uniform holes along rows and columns. In these holes are small pieces of metal which connect to other pieces from the same row. It was very difficult, because we had less success trying to make our LEDs up at certain intervals, than we later had doing more complex tasks with programming. This part of the project involved following a lot of instructions to make what we wanted, and following omitted instructions, which we were supposed to have learned. Part of the difficulty was having to understand which processes to infuse into a given circuit to reap a needed result.
Once we had learned about circuits, we worked with programming these circuits to do exactly what we wanted. Before we could complete this part of the project, however, we had to learn about programming in a language/compiler known as Arduino™. In order to learn this complex language, we had to copy and complete preset code and physical setup on a breadboard. This was also difficult, because some of the code was variable and we needed to figure out how we needed to change it, albeit slightly. After doing about 12 of these circuits, my partner and I needed to create our own program and circuit. This started out seeming like a daunting task, but once we figured out what and how we needed to program, it was relatively simple. What we ended up doing was creating a circuit/program which lights up LEDs at certain intervals and plays a specific song. I wrote the song and the code, while my partner, Ty, set up the circuits.
After this, we split into groups and worked on creating our circuits. We later shifted our work from creating series(which light up LEDs in a set order) and parallel circuits(circuits which light up LEDs separately), to doing something similar on a breadboard. A breadboard is a small plastic rectangle which has many uniform holes along rows and columns. In these holes are small pieces of metal which connect to other pieces from the same row. It was very difficult, because we had less success trying to make our LEDs up at certain intervals, than we later had doing more complex tasks with programming. This part of the project involved following a lot of instructions to make what we wanted, and following omitted instructions, which we were supposed to have learned. Part of the difficulty was having to understand which processes to infuse into a given circuit to reap a needed result.
Once we had learned about circuits, we worked with programming these circuits to do exactly what we wanted. Before we could complete this part of the project, however, we had to learn about programming in a language/compiler known as Arduino™. In order to learn this complex language, we had to copy and complete preset code and physical setup on a breadboard. This was also difficult, because some of the code was variable and we needed to figure out how we needed to change it, albeit slightly. After doing about 12 of these circuits, my partner and I needed to create our own program and circuit. This started out seeming like a daunting task, but once we figured out what and how we needed to program, it was relatively simple. What we ended up doing was creating a circuit/program which lights up LEDs at certain intervals and plays a specific song. I wrote the song and the code, while my partner, Ty, set up the circuits.
Part 2: Power Novato
In the beginning of this part of the project, we had to design a wind turbine, learn about electrical fields, perform an electromagnetic lab(attached), and dissect a motor.
When my group and I designed a wind turbine, we had to decide the best shape of the blades, concerning the difference between a fan catching air, versus a fan reflecting it. We ultimately decided on having reflective blades in our wind turbine.
After this,, my group and I had to dissect and build a motor in order to understand exactly what is going on in one. The motor was hard to take apart, because it was gigantic and somepieces were rusted together. However, we eventually were able to take another motor apart, and it provided us with a lot of information, like a motor basically powers sonething by spinning magnets around a wire to produce a current.
Thirdly, I performed an electromagnetic lab, which I executed by coming up with my own procedure (as was the assignment). My procedure involved measuring the amount of identical paperclips which an electromagnet could pick up based on the following 2 variables: gauge, and metallic material. The amount of paperclips was recorded in a spreadsheet, where each row or column had a specified control variable. Unfortunately, as noted in the document below, my conclusion was relatively inconclusive, because I had somewhat incomplete data due to the availability of certain types of wire. A slideshow on the experiment is below the following paragraph
After the electromagnetic experiment, my group and I started on the main project, which was to design a microgrid for San Marin High School. At first, we could not figure out what power source to use for the grid, but after some discussion, we decided to use a combination of solar and wind. Near the beginning, we were unsure exactly how many of each unit to install, but by the end, we had figured out that we needed 2705 solar panels and 2 wind turbines. The solar panels were to be stored on the roofs, while the wind turbines would go on the our side of the road near the STEM building. Although we never figured out where to put them, we decided to store all of our annual power in a few gigantic batteries, which would be connected to the power source using a variety of insulated wires.
See the slideshow on this part of the project far below:
When my group and I designed a wind turbine, we had to decide the best shape of the blades, concerning the difference between a fan catching air, versus a fan reflecting it. We ultimately decided on having reflective blades in our wind turbine.
After this,, my group and I had to dissect and build a motor in order to understand exactly what is going on in one. The motor was hard to take apart, because it was gigantic and somepieces were rusted together. However, we eventually were able to take another motor apart, and it provided us with a lot of information, like a motor basically powers sonething by spinning magnets around a wire to produce a current.
Thirdly, I performed an electromagnetic lab, which I executed by coming up with my own procedure (as was the assignment). My procedure involved measuring the amount of identical paperclips which an electromagnet could pick up based on the following 2 variables: gauge, and metallic material. The amount of paperclips was recorded in a spreadsheet, where each row or column had a specified control variable. Unfortunately, as noted in the document below, my conclusion was relatively inconclusive, because I had somewhat incomplete data due to the availability of certain types of wire. A slideshow on the experiment is below the following paragraph
After the electromagnetic experiment, my group and I started on the main project, which was to design a microgrid for San Marin High School. At first, we could not figure out what power source to use for the grid, but after some discussion, we decided to use a combination of solar and wind. Near the beginning, we were unsure exactly how many of each unit to install, but by the end, we had figured out that we needed 2705 solar panels and 2 wind turbines. The solar panels were to be stored on the roofs, while the wind turbines would go on the our side of the road near the STEM building. Although we never figured out where to put them, we decided to store all of our annual power in a few gigantic batteries, which would be connected to the power source using a variety of insulated wires.
See the slideshow on this part of the project far below:
Reflection
During the course of this project, I learned many things about electronics and power sources, as well as myself. I put into use the what I learned about the balance between having a voice heard and not being overly boisterous through my previous projects. However, I think that I may have been just a little too dominant at times and a little bit too passive in others during this project. On the whole, this project was a positive experience, and I hope to use what I learned here many more times.