ARDUINO MICROCONTROLLERS:
MOTOR CONTROLS
MOTOR CONTROLS
Learning Goal(s)
Students will understand the basic concepts of programming and electronics by modifying a traditional Alaska Native fishing device using Arduino microcontrollers and motors.
Relevant Standards
Alaska Computer Science Standards
3.CS.D.01 Define how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).
5.CS.D.01 Define, discuss, and model how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).
7.CS.D.01 Review, analyze, and evaluate device(s) and how other users interact with devices and recommend improvements to design.
Alaska Standards for Culturally Responsive Schools
B. Culturally-knowledgeable students are able to build on the knowledge and skills of the local cultural community as a foundation from which to achieve personal and academic success throughout life.
2. make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about the larger world in which they live;
&
E. Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them.
4. determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems;
Materials / Software
Google Chromebook, Apple MacBook, or Microsoft Windows PC
Arduino UNO R3 Project Super Starter Kit (ensure it includes a servo and stepper motor, along with breadboard and jumper wires) by Elegoo. For continuous motor operation, an IRF520 MOSFET will be required (available on Amazon.com).
Arduino IDE (Open Source)
The appropriate VCP Driver for your Operating System (OS), located here (if necessary)
https://ftdichip.com/drivers/vcp-drivers/
Setup / Safety Guidelines
A working knowledge of Arduino microcontrollers and IDE software (for programming and uploading to the hardware) is required. As noted in the procedures section below, Arduino provides several online tutorials:
Getting Started with Arduino (provides hardware and concept information)
Using the Arduino Software IDE (for offline use)
Using the Arduino Web Editor (for online use; required for Google Chromebooks)
The general safety guidelines for working with Arduino microcontrollers and all electronics include the following:
Use proper wiring and connections to prevent short circuits and damage to components.
Always unplug the power source before making any modifications to the circuit.
Do not exceed the maximum voltage and current ratings for components and the board.
Avoid touching the board or components when power is applied, to prevent electric shock.
Procedure
Lesson One (45 minutes)
Opening Question: "In what ways has technology improved traditional Athabascan activities?"
Allow time for students to discuss possible answers to this question. Make a place-based connection to fishing (electric motors on boats with battery, for example).
Begin by showing the first ten to eleven minutes of the following video, "Make Prayers to the Raven: The Forest of Eyes" that highlights Alaska Native fishing techniques
Discuss the importance of fishing in Alaska Native culture and how technology can be used to improve upon traditional fishing techniques as shown in the video.
If students are unfamiliar with microcontrollers, introduce their concept and explain how they can be programmed and used to control motors, in addition to any number of electrical components (lights, switches, etc.)
Provide a brief overview of the Arduino microcontroller and how it can be programmed to control motors.
Tutorials for educators can be found on Arduino's website:
Getting Started with Arduino (provides hardware and concept information)
Using the Arduino Software IDE (for offline use)
Using the Arduino Web Editor (for online use; required for Google Chromebooks)
Demonstrate how to connect the Arduino R3 Uno microcontroller, motor, 10k ohm resistor, IRF520 MOSFET, and 1N4007 diode to the breadboard using jumper wires ( example diagram of a knob-controlled servo motor shown here).
Introduce the Arduino IDE and explain how to upload a basic program to control the motor.
Lesson Two (45 minutes)
Provide each student with the Arduino Uno R3 kits and associated electronic hardware. Also provide students various art supplies and materials in order to develop a fish net.
Students will be placed in small groups or with a partner, tasked with the following:
Developing a fishing device (net, basket, seine, etc.) using classroom materials. Example images for students can be provided.
Creating a program to control the motor and make their fishing device work. This is only a simulation and does not require full functionality - the fishing device only needs to represent a fish net retraction system in a river boat.
Once students have completed the hardware setup using the motor diagram above, have them open the Arduino Web Editor. There, on the left hand portion of the screen, students may select the "Examples" tab, and under "BUILT IN", choose "STARTERKIT_BASICKIT(14)". Under the this selection, students should select "p09_MotorizedPinwheel" if using the materials above. Note the following:
The code places the button/switch on digital pin 2 and the continuous motor on digital pin 9.
Provide assistance and guidance as needed to help students understand the programming concepts.
Have each group test and refine their program to improve the functionality of their fishing device. "Did the device work? If so, why? If not, then why not?" Students should be encouraged to use their creativity and imagination to make their device unique.
Have each group present their fishing device and explain how the program and electronics work to control the motor. Ask the students to reflect on what they learned about programming and electronics and how they can apply these concepts in other areas of their lives.
Assessment
Observe students during the design process to assess for understanding.
Evaluate the functionality and creativity of the fishing devices (motor, controls, and program)
Differentiation
Students with differing skill levels can be paired together to complete the fishing simulation. This provides opportunities for peer teaching and mentoring.
Students can also be tasked with the question of how to possibly design the circuit so that the net is not only retracted automatically but also cast automatically (hint: an H-bridge or manual double pull double throw (DPDT) switch can be utilized).