Escolar Documentos
Profissional Documentos
Cultura Documentos
Table of Contents
Main Body: Engineering Process
Prologue ..iv
Section 1: Define
Research (Paper) ..1-4
Identifying the Problem5-6
Discussing Solutions.7
Establishing Goals Based on the Work Criteria7
Separation of Team into Subgroups & Tasks ..7-9
Section 2: Evaluate
Brainstorming Design Alternatives & Game Strategies .10-13
Analytical & Mathematical Evaluation ..14-16
Developing Prototypes.17
Testing and Experimenting with Prototypes18-20
Section 3: Implement
Coming to a Consensus Regarding the Design.21
Utilizing the Robot Effectively22
Section 4: Safety .23
ii
Appendix
Strategizing Process..24
Building Process25
Design Process..26
Programming Notes...27-29
Mall Day30
Remote Control Diagram.31
iii
Prologue
Being a new robotics team to the BEST challenge has undoubtedly brought much
enthusiasm and inspiration into our diverse group of members. Our team is comprised of DCC
students in grades 5-12. Our team has been mentored by individuals from different walks of life
including teachers, engineers, and medical professionals. Their wisdom has been invaluable.
We have spent the weeks prior to kick-off honing some important skills. Dr. Stringer,
team mentor, introduced us to SolidWorks and provided us which a basic understanding of this
software. We were also introduced to the engineering process: defining, evaluating,
implementing, and keeping it simple overall. We then had opportunities to practice the
engineering methodology with technical challenges provided to us by our mentors. Furthermore,
we took a field trip to Atlas Pressed Metals, where we observed this method in action and got a
chance to see industrial robots at work.
Beyond this, we have developed our team structure. We have named our team C (Central
Catholic Cardinal) Robotics. Also, we have initiated numerous production groups within our
robotics team including building, strategizing, programming, marketing, and documenting. Each
of these groups has an adult leader who advises the individual members. In the future, one of our
goals is to incorporate student leadership positions within each division of our team.
This school activity has brought together a diverse group of students working to achieve
a common goal. In the past several weeks, our strengths and weaknesses have become evident
and we have learned to capitalize on our talents to work towards our goal. Although our
meetings have undoubtedly been productive, and we have learned a great deal, we have also had
a blast.
iv
assembly of wind turbines are unique. They require specialized designs to address these issues
and research in this area is ongoing. Perhaps our design will stimulate the wind industry.
Works Cited:
"Wind Energy Basics." Wind Energy Basics. Web. 1 Oct. 2014. <http://windeis.anl.gov/guide/basics/>.
"Wind Energy Pros and Cons - Energy Informative." Energy Informative. Web. 1 Oct. 2014.
<http://energyinformative.org/wind-energy-pros-and-cons/>.
"About Wind Energy: Benefits of Wind." About Wind Energy: Benefits of Wind. Web. 1 Oct. 2014.
<http://www.pawindenergynow.org/wind/benefits.html>.
"Blade Runner BEST 2014 Game Specific Rules." Blade Runner 1.17 (2014): 2. Print.
Our C (Central Catholic Cardinals) Robotics Team started off the engineering process
with a bang by discussing and identifying the problem that needed to be solved. They came to
the consensus that the primary problem that our team had to address was navigating through a
course while avoiding harm to prairie chickens (knocking them over) and Saguaro Cacti
(crashing into them). Furthermore, our problem includes pressing an overweight overload permit
button, cautiously moving chickens to a safe zone, efficiently and safely crossing over a bridge,
and successfully transporting and assembling turbine blades.
We further defined that our robot would have to accomplish a number of tasks including
logistics, transportation, assembly, positioning, and expanding/installing. Associated with
logistics, we need to acquire the oversize/overweight (OSOW) permit and relocate the Prairie
Chickens to a safe environment in an upright position. Affiliated with the transportation of
5
components are the tasks of loading and moving turbine constituents from the stockpile vicinity
to an assembly site by traveling across a bridge or the damaged road. This includes three large
turbine blades, one small turbine nacelle, and one small turbine blade assembly. Another task
that we look to accomplish is the assembly of turbines that includes small turbines and large
turbines. The tricky component of this particular task is utilizing the robot component to attach
the blades to the hub, the hub to the nacelle, and the nacelle to the tower. Although the order in
which these are assembled does not matter, the small turbine blades must be successfully
attached as they will be permanently attached to the hub but begin play in the folded transport
position and secured with an elastic shipping strap. The large turbine blades can be assembled to
the hub in two scoring positions. Upright positioning of wind turbines also adds to our list of
problems to solve. Once a turbine is (small or large) fully assembled, it is raised to the upright
position by the crane (rope and board) and crane operator (spotter). Similarly, expanding and
installing the turbine blades in the expanded position must also be done with great caution.
Discussing Solutions:
After labeling our major problem, we amalgamated as a team and discussed numerous
possible solutions to our problem. We closely examined all ideas from student contributions to
our discussion and narrowed down our options to several feasible solutions. We came to the
decision that we will focus on a few primary challenges that our robot will successfully be able
to solve including acquiring the OSOW permit, transporting windmill components, protecting
the environment, and carefully moving prairie chickens. The team decided that windmill
assembly will be a secondary concern as our product develops.
Establishing Goals Based on the Work Criteria
Based on the work criteria and the solutions that were previously discussed, our team
established numerous goals that we want to achieve. The first goal we formed as a team was to
have a functioning motorized base by the end of week two. Next, we wanted to keep it simple.
The prototype needed to be easy to build and easy to maintain. Then, we wanted to construct a
robust robot as the terrain is difficult to navigate and has multiple obstacles. Our final goal was
to construct components to complete to our base to accomplish specific tasks. Teamwork and
innovative thinking were utilized frequently in effectively executing our ideas and goals.
Separation of Team into Subgroups& Tasks
Separating our team into subgroups helped us to accomplish many of our goals.
Subgroups included a building team that was separated into strategizers, constructors of the claw
and constructors of the arm of our robot. Beyond this, we had a programming team that was
subdivided into a robot programmer, a SolidWorks expert, and a trainee. One of the most
important things that we learned in this process was that robotics is so much more than simply
putting parts together to form a moving machine; it incorporates marketing as well as critical
thinking. We also had a marketing team to promote our product. Lastly, we had a notebook team
that tied together all of the work that was done into a formal compilation of documents.
All of these subgroups had advisors who assisted us in accomplishing the goals that we
set out to meet. Mr. Swalligan and Mr. Pifer aided the builders with their engineering process
while Dr. Stringer worked with the programmers. Similarly, Mrs. Gray assisted the strategizers
and Mrs. Korthaus advised the marketers. Mrs. Pifer worked with our documentation subgroup.
Our subgroups have been able to collaborate effectively with each other in this engineering
process and our advisers have majorly helped us along this journey.
C Robotics
Building
Team
Mr. Swalligan
& Mr. Pifer
Strategizing
Team
Programming
Team
Marketing
Team
Dr. Stringer
Mrs.
Korthaus
Documentation
Coordinator
Mrs. Pifer
Mrs. Gray
Each of our subgroups had specific tasks that they set out to accomplish. The primary
goal of our building team was to construct a functioning robot that will fit within the boundaries
of the regulations of the competition. Furthermore, this robot must be able to efficiently navigate
throughout the course without causing any harm to the Lesser Prairie Chickens or Saguaro Cacti
and successfully cross over a bridge or rough road. Turbine blades must also be effectively
transferred across the course to the assembly area. These tasks were at the core of our design
process.
Our programming team worked cooperatively with the building team. They assigned
programming code to the motors to control them with analog sticks and programmed a servo
motor to buttons to ensure that the drivers will easily be able to maneuver the robot. Moving the
arm to operate the claw and turning the motor to get the robot to move were both integral tasks
that our programming team addressed. The drivers are crucial members of our strategizing team.
Their task was to develop a feasible strategy. Our documenting team took notes and diagrams
from all of the members and gathered them into a formal notebook. Our marketing team worked
alongside all of these subsidiary groups to promote the B.E.S.T. program and our prototype by
creating brochures, posters, and presentations demonstrating our progress to the public (our
school and society). Our subgroups were able to work very well together and benefitted greatly
from phenomenal advisors who helped us to stay on task.
Section 2: Evaluate
Brainstorming Design Alternatives & Game Strategies
Our building team brainstormed design alternatives and various game strategies while
making sketches and designs reflecting their ideas. They collaborated to decide upon a few of the
best alternatives and worked together to improve upon them. Here are some of these sketches
and notes:
10
Set
Screw
Above is a diagram that our builders drew when they learned how to calculate the distance of one
wheel rotation. To do so, they created a spreadsheet to calculate the wheel distance. Following this,
they figured out how to successfully attach the wheel to the motor. In this diagram, they marked where
they needed to drill holes in the aluminum.
11
Avoiding Prairie Chickens (this will add 7 extra seconds to our time)
Arm Falling Off (this has been tightened multiple times and we shall ensure that it will
not fall of during our game time) and wheel hubs need to be tightened.
2) Move Prairie Chickens: the time that this will take is approximately 8 to 12 seconds
Complexity level of this task: easy
The points that will be gained from this task: 10 points by transporting one chicken to a safe
zone. Up to 30 points if all chickens are taken to the safe zone.
Potential obstacles:
3) Transport Big Blades: we will have to pick it up by grabbing it by the eye hook or by the "T"
end. Then, we will have to drive it to the destination without touching the road, bridge, safe zone,
or permit station. Then, we have to establish whether or not we will travel by the bumpy road,
which may fail. If we travel by the bridge, we will get points.
Complexity level of this task: medium
12
The points that will be gained from this task: blade assembled is worth 10 points, and therefore, a
total of 30 points will be acquired by assembling all 3 blades.
Things to consider include where to pick the blades up from, how to correctly position it, how to
maneuver around obstacles, and maintain our speed.
4) Bridge Button: It is 11 ft. from the safe zone to the bridge and it will be 11 seconds to the
bridge.
Complexity: medium
Points: The button is 5 points.
5) Put on the Small Nacelle: this will take 30 seconds.
Complexity of this: hard
Points: 30 points total
6) Transporting the Small Nacelle: this will take 9 seconds.
Complexity: medium because when the nacelle is dropped in the assembly area, it cannot touch
the road, bridge, safe zone, or permit station.
Points: 30 points
7) Put on Small and Big Blades:
Complexity: hard
Points: 30 points for installing the small blades and 20 points per big blade. There is a 20 point
bonus if the blade is in the correct scoring position. There is a 40 point bonus recorded for blade
3 in the scoring position with the tower in the upright and attached position.
13
14
15
Our programmers established the following arm piece measurements for solidworks:
Right piece: 10 inches in length
Left Piece: 6.25 inches in length
Right Piece: 5.75 inches in height
Left Piece: 5.75 inches in height
Step: 2.75 inches in width
Thick: 0.5 inches
16
Developing Prototypes
One of our first base designs was a square. However the square was bulky and did not
allow for good measurability. In the end, we decided not to go with this design. Another design
was a triangle. This design would allow maneuverability. Even though it had this advantage, it
had to place and mount wheels in an orderly fashion. Our final design was a mix of the first two
base designs. It allowed maneuverability for wheels to be mounted straight.
Our first idea for the claw was too hard to build on the track as the grabbers would not
slide on. Idea two was to have a box with 2 servo motors in it. Each servo had its own arm and
they would close together to grab the chicken. Idea 3 (our final idea) was a modification of the
2nd idea. Instead of using 2 servos we would only use one. The other grabber would be
stationary. Also the servo would not be in a box, instead we used a metal brace.
17
18
19
After testing and experimenting with our prototypes, we documented the following errors
in our design:
Furthermore, our drivers practiced driving our robot and grew familiar with the remote
control.
20
Section 3: Implement
Coming to a Consensus Regarding the Decision
After much evaluation, testing, and experimenting, we came to the final decision
regarding our robot design and strategy. The following describes our design consensus:
21
22
23
Section 5: Appendix
Strategizing Process
24
Building Process
25
Design Process
26
Programming Notes
27
28
29
Mall Day
30
31