Celebrations

Year 9 Electronic Engineering

Rainford High Technology College

Paste a photograph of your finished product here.

Personal Details: Name: ________________________________________ Form: ____________ Teacher: ________________________________________ Room: ____________ Start Date: ___________________ Completion Date: ___________________ Target Level: ___________________ Credits: 1 2 3 4 5

Rainford High Technology College

Year 9 Electronic Engineering

Aims and outcomes of this project

The aims of this project are...
to gain a working knowledge of Programmable Interface Controllers (PICs). to select appropriate input and output components. to introduce electronic engineering and intermediate / appropriate technology. to develop your Printed Circuit Board (PCB) fabrication and population skills.

By the end of this project...

you will develop a greater understanding of sustainable design and the 3Rs (reduce, reuse, recycle). you should have an increased awareness of product design and design issues. you will have designed and manufactured a high quality product using ICT and CADCAM. you will have designed a product incorporating a working control system

Your design brief is...

Your design brief is to design and manufacture on electronic device on the theme of celebrations. You will need to identify the target market for your product and consider the sustainable use of materials and components in your solution, whether this is through reduction, reuse and/or recycling...

Initial specification...
(minimum requirements )
1

FUNCTION The solution will celebrate your chosen theme2. The solution must incorporate a PIC microcontroller. The solution must incorporate a least one LED. AESTHETICS The product should eye catching and promote the 3Rs of sustainability. CONSUMER The product should be aimed at a specific age range3. ENVIRONMENT The solution should consider the 3Rs of sustainability (Reduce, Reuse, Recycle).

You need to review and develop these specifications (on a design folio page) your specification should have between 2 and 4 points per heading. 2 Insert your choice of theme here when you rewrite your specification. 3 Insert your chosen age range here when you rewrite your specification.

M McLain (April 2009)

Rainford High Technology College

Week 1:

Year 9 Electronic Engineering

Lesson outlines
Introduction to project and brief. Task analysis Mindmap (DF04). Development of design brief, opportunities and sustainability issues. PCB preparation drill, deburr and dress edges. PCB population beginning with resistors (recap on resistor colour codes)

Week 6:

Starter - Flowcharting exercise; rearranging flowchart symbols into programmes (start, end, output on, output off, decision, wait). Demonstration: developing a programme (inputs and outputs including sound). Development time: (a) develop programme (DF10) and (b) develop product casing.

Homework:

Design a poster of the 3Rs of sustainability (reduce, reuse, recycle).

Homework:

Catch-up on missing work (home or class)

Week 2:
Conduct a survey (in a group) using the class as the population and the questionnaire completed for homework. Analysis of survey using a spreadsheet and charts (DF05). Development of product design specification (PDS) using handout with template (DF06). PCB population including applying flying leads to an LED (photograph for next lesson). Discuss reusable products (whole class and think, pair, share).

Week 7:
Briefing: chance to as questions before a full lesson of manufacturing. Demonstration: developing a programme (advanced). Task: complete products by the end of the lesson for Teacher Assessment next lesson. Before bringing your product for marking complete the 3Rs audit, self assess your work and complete your design folio.

Homework:
Create a moodboard of inspirational images for your theme (DF02).

Homework:

Evaluation of product against your specifications, with modifications (DF12).

Week 3:

Starter: walk on the wild side (making links between ideas and themes) PCB population complete PCB (with one LED) and test programme. Component investigation (DF03). System Analysis and circuit diagram sketch 2+ system ideas and circuit diagram (DF08). Evaluate PCB population (from photograph).

Week 8:

End of unit test. 30 min. Peer marking of end of unit test. Self and peer assessment of practical work. Checklists National Curriculum levels (and GCSE D grade) Photograph your product, print and past to cover page. Completion of product, folio and/or extension tasks before presentation, to teacher, for marking.

Homework:

Draw your system ideas (2+) for your product - inputs/outputs (DF08).

Homework:

Opportunity to improve and resubmit design folio.

Week 4:

Design ideas sketch ideas for celebration icon & case/box (DF07). Review product design specification (PDS). CAD Develop celebration icon (DF09). PCB population finish off, adding extra components if necessary. Introduction to programming begin programme development.

Design folio content:

Alongside your practical work, you will need to submit the design folio sheets below...

Homework:

Investigate 3 items that could be reused in your product (DF01).

Week 5:
Discussion: adding value to product casing (standard or reused), e.g. closures, strengthening, decoration Demonstration: drilling and preparing product casing (including mounting the PCB, attaching a switch and an LED with a clip). Begin modifications to product casing Plenary: Think, pair, share (solution to problems)

Homework:

Produce a graphic plan of manufacture for your PCB (DF11).

Research DF01. Investigation: reduce, reuse and recycle - investigate materials/components around school or home for possible housings DF02. Moodboard collage of inspirational image based on your theme. DF03. Component investigation - table of symbols & descriptions. Analysis DF04. Task analysis Mindmap of task, research areas and ideas DF05. Analysis of Survey graphs of questionnaire results with summary. Specification DF06. Product Design Specification - 10-point PDS, using FACE (Function, Aesthetics, Consumer, Environment), with explanations. Generation of ideas DF07. Design ideas - Sketches DF08. System Ideas 2 + different system diagrams (inputs/outputs) Development of solution DF09. Product development CAD Drawings (e.g. Celebration Icon) DF10. Programme development print out your programmes, with a brief explanation showing how you developed and improved them. Planning for manufacture DF11. Plan of manufacture: PCB population Testing and evaluation DF12. Evaluation of product in a 3 column table, against the specifications (page 2 & DF05), identifying modifications.

M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

What is a system?

Figure 1

The basic system for the celebration box is shown below (Figure 2). Label the stage (input, process or output) and the component in each box of the system diagram.

Figure 2

There are two main kinds of system, the Open Loop (Figures 1 and 2) and Closed Loop (Figure 3). The open loop runs when triggered by an input. Whereas the closed loop is controlled by feedback from the output, so run constantly without interference e.g. a central heating system.

Figure 3

Task:
Complete the system diagram (right) for a bicycle, showing how the movement is transferred from the rider to the road.

M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Sustainable Design
There is a lot of talk about sustainability and the environment at the moment. Have you stopped to think about what sustainability means? What does the word sustain mean (try looking in a dictionary if you are unsure)?

W5: who, what, when, where and why?

So what does this mean for the designer? Use the W5 questions to analyse the ways in which sustainability affects us? Who? What? Where? When? Why?

So what does it mean to sustainably design a product?

The 3Rs: reduce, reuse, recycle

There are many things that we can do to make our products more sustainable. The 3Rs can help use to rethink our design ideas. How can we become more sustainable designers in D&T lessons using the 3Rs? Reduce Reuse Recycle

M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Life Cycle Analysis

The period between design and manufacture of a product only represents a small section of the life cycle4 of the product. There are 6 basic stages in the Life Cycle of a product. Insert the correct stage in each of the boxes below5

Consider the following parts of your Printed Circuit Board, and identify the materials they are made from, the raw material this comes from and places that they sourced from: Item Celebration Icon Solder Material/Part Laser cut icon (clear) Stranded Wire Raw Material Source/Country

Material/Part or Raw Material (match the words below to the columns above): Conductor / Copper / PVC / Alloy / Lead / Insulator / Oil / Acrylic / Flux / Tin
4 5

For more information go to http://www.envirowise.gov.uk/uk/Topics-and-Issues/Eco-Design.html Rearrange from these stages: Transport, Raw Materials, End of Life, Use, Retail, Manufacture.
M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Component investigation
In the chart below, identify, describe and draw the symbols for the components that are available for use in your circuit. Remember that it is important that symbols are drawn neatly and accurately. Component Image Description Symbol

M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

The Programmable Interface Controller (PIC)

The Programmable Interface Controller (PIC) is also known as a Microcontroller (literally, a very small controlling device). They can do some of the functions that a computer (microprocessor), however, unlike your PC they can only perform one operation at a time. The f_______________ (clock speed) that the PIC we are using is 4MHz (M_________ H_________), which means that it can perform ____________ operations every second. Whereas your PCs processor is measured in terms of GHz (G______), which is ____________ times the size of MHz.
Fill in the blanks, in pencil, using the words below: Frequency Mega Hertz 4000 Giga 1000 Memory Programme Processor Inputs Outputs Blank Downloaded Instructions Sequence

Microcontrollers have m__________________ to store a p______________________ and a p_________________ to control the i____________ and o______________. Microcontrollers are usually purchased b__________ and then have a programme d____________________ from a PC. A programme is a set of i____________________ that control a number of inputs and outputs in a specific s__________________.

The illustration opposite (Figure 4) shows a cut-away drawing of an IC, with the plastic body and metal legs (the package). Notice how the actual circuit (chip) is very small in compression to the package. Why do think this is?

Figure 4 It is important to be able to identify the leg numbers on an IC, so that you know how to connect it in a circuit. Complete the diagram on the right (Figure 5), labelling the pin numbers and functions. Leg Functions of the 8 Pin PIC:
+ Volts O Volts Transmit Receive Pin1 (LED) Pin2 (LED optional Pin3 (Input) Pin4 (Sound optional)

Figure 5 Note: the Integrated Circuit (IC) is in a Dual-in-line (DIL) package

M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Programming
A computer programme is a set of instructions written in computer language (e.g. BASIC, C++ etc.). This is known as software; the device(s) storing the programme and processing the instructions (called commands) are hardware. There are two basic forms of programme, high level and low level. High- level programming uses computer languages, whereas low level programming uses graphical symbols to represent the commands. One of the most common kinds of low-level programme uses flowcharts. Describe the function of each of the flowchart symbols below:

Programme 1: This programme makes an LED flash (the main LED on your circuit board is output 1)
START

Programme 2: This programme replaces the delays between the high and low commands with sound commands (the piezo is optional and connected to output 4)
START

You will be programming your PIC microcontroller using Circuit Wizard

M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Programming continued
For more advanced programmes you will want to control the flow/sequence6. There are three concepts7 that you will want to consider: multiple decisions, subroutines and for next loops. The basic circuit for the Celebration Box, shown below, has a push switch input (input3) and an LED output (output1)8. Multiple Decisions Notes:
If you want to be able to control an output by using the push switch to push on and push off you can put a diamond decision box at the beginning and the end of the sequence. However, you MUST put a delay (0.5 sec) after the push off to give you time to move your finger of the switch before the programme restarts!

Subroutines

The main programme (left) shows a diamond decision box controlling a subroutine call out box. This means that you can use a standard main programme and experiment with different subroutines (right).

Notes:

For next Loops

If you want to repeat the same action a specific number of times, you can use a For next loop. The sequence between For and the End Loop commands is repeated for the number of loops selected (e.g. =1 to 10 repeat 10 times). After the set number of repetitions the programme flow moves on, in the example opposite to Start.

Notes:

6 7

The order. Programming ideas. 8 Optional extras: Piezo sounder (output4) and additional LED (output2).

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M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Designing the product

The basic Celebration Box concept uses a laser cut acrylic template to the box and a clear acrylic icon

Label the diagrams above, and suggest improvements (below) that could be made to the concept. Consider the 3Rs of sustainable design

Examples: The Celebration Boxes, below, have been manufactured by modifying and reusing household waste products. Identify and label the key features that you can observe from the images Plastic water bottle Baked bean tin

What product/item could you reuse to make the case for your Celebration Box?

M McLain (April 2009)

11

Rainford High Technology College

Year 9 Electronic Engineering

Extension Tasks and Checklist

Extension Tasks: If you are ahead of schedule, or your teacher is absent, work through the tasks below: Complete any of the FOLIO pages described on page 3. Complete any sections of this booklet that you are able to (in pencil). Create a name for your product and a company name and logo. Using the name and logo from the task above, design a poster to promote your product. Design a safety poster for one of the manufacturing methods you have used in this project (e.g. soldering, drilling etc.) Sketch and label 5 of the tools that you have used in this project. Produce an isometric drawing of your finished product. Produce an exploded isometric drawing of your finish product, with labels. Write a user manual to explain how to use an electronic product that you are familiar with. If you have access to a PC Investigate 3 products that have similar features or themes to your product, evaluate them and identify anything that gives you ideas for your own product. Investigate Microcontrollers on www.howstuffworks.com and produce a PowerPoint slideshow to explain them to a group of year 8 students. Before PIC Microcontrollers schools used ICs like the 555 timer. Find out what a 555 timer does on www.doctronics.co.uk/555.htm and produce a poster to explain. Checklist: Before you bringing your product to your teacher for assessment, work through the checklist below: Have you completed all sections of this booklet? Have you completed your Sustainability Audit on page 13? Have you completed all the Design Folio pages describe on page 3? Is your product completed, tested and programmed? Have you printed out your programme to show your teacher?

Vocabulary:

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M McLain (April 2009)

Rainford High Technology College

Year 9 Electronic Engineering

Sustainability Audit
Colleague 1 Colleague 2 TOTAL

Give yourself a mark between 0 and 2, to indicate how effectively you have met the criteria below. Then ask 2 colleagues to do the same, and total
You

Criteria I have used the minimum components possible.

Notes

Reduce

My soldering is neat with no excess solder. My solder joints are volcano shaped, not domed. The flying leads on my components are short. I have reduced the materials in my product.

My product is made by reusing a material/product I have used reclaimed electronic components.

Reuse

My product is reusable. My product has a long Life Cycle9. My product encourages the user to reuse my product.

My product is made using recycled materials.

Recycle

My product could be easily disassembled.

The waste materials from my product can be recycled. I have put my waste materials into a recycling scheme. My product encourages the user to recycle.

How sustainable is your product? Explain

9

Overall Total:

Out of 90

It will be used for and last a long time.

M McLain (April 2009)

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Rainford High Technology College

Year 9 Electronic Engineering

Rainford High Technology College - Technology Department

Electronic Engineering - End of Unit Assessment Sheet

Name:

Form:
Effort Grading: %

Unit Results:
Target Level Design Level Practical Level Examination Score

Excellent Very good Good Satisfactory Poor Unsatisfactory

Peer Assessment:

M H

1. Functionality of the product (e.g. effective programming, ease of use etc)

2. Sustainability of finished product (e.g. reused materials, reduced waste etc)

3. Quality of Printed Circuit Board population (soldering) and assembly (wires)

Signature of Peer Assessor: ....................................................................... Date: ....... /....... /.......

Student Set Target:

Target Completed:

Teacher Set Targets:

To produce an effective, programmed, electronic product reflecting or promoting the 3Rs.

Teacher Assessment:

Teacher Checking: (Teachers signature)

Verbal feedback given on practical:

Yes

No

....... /....... /....... (Date)

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M McLain (April 2009)