Product Design Project: Electrical Energy Generation

1020.01 Intro to Engineering T & Th 8:50-10:45 DUE: October 27, 2009

Electrifying RAMS
Kurt Anderson Paul Tischler Mona Wuertz,Team Leader

Abstract
Ms. Pamela McGuinnes, Science Instructor at Roseville Area Middle School, has asked our team to design and engineer a model showing how electricity is generated. The finished product is to be presented to her class of 7th and 8th graders, who have basic to advanced knowledge in the science field, and who are learning English as a second language. The constraints and criteria that she is requiring for this model include that the model be roughly the size of a shoe box, simple, visual, interactive, and safe for the students to handle. The cultural diversity of Ms. McGuinnes' class was also factored into the goal for the project model. Our team was successful in designing and constructing a very basic model that not only produced electricity, but was visually extremely appealing to our target customer, Ms. McGuinnes' class. The students in her class come from Laos, Mexico, Africa, Saudia Arabia, and Korea. Other than Saudia Arabia, these are countries that do not have the wealth of resources that would make it easy to produce electrical generators. Hopefully, the project model developed would 'plant the seed' among her class to study electrical generation further. By bringing that knowledge back to their homelands, perhaps they would survey what natural resources do exist (i.e., earth, wind, fire and water) and bring electricity to their country's infrastructure in that way.

Table of Contents

Introduction............................................................................................................... Design Procedure...................................................................................................... Problem Definition....................................................................................... Constraints and Criteria............................................................................... Research....................................................................................................... Alternative Solutions................................................................................... Analysis....................................................................................................... Decision...................................................................................................... Specifications......................................................................................................... Bill of Materials......................................................................................... Fabrication Instructions............................................................................. Assembly Instructions............................................................................... Additional Information......................................................................................... Conclusion and recommendations......................................................................... Appendix.............................................................................................................. 3-View Drawings - Alternatives (4) Power Point presentation (1) ProE Drawings (6)

1 1 1 2 2-3 3-4 5-7 7 8 8 9 10 - 11 11 11 - 12 13

Introduction
"The generator is based on the principle of "electromagnetic induction" discovered by Michael Faraday, a British scientist. Faraday discovered that if an electric conductor, like a copper wire, is moved through a magnetic field, electric current will flow (be induced) in the conductor. Thus, the mechanical energy of the moving wire is converted into the electric energy of the current that flows in the wire."1 Our project goal was to create as simple a model as possible to demonstrate that by Mr. Faraday's simple form can still be demonstrated today, the present, and we hope to inspire Ms. McGuinnes' class to apply its principle to the future. The idea for our simple electrical energy generation model came from a speaker. If a LED light is hooked up to a speaker's terminal and the speaker is 'pumped', it results in the generation of electricity. Realistically, we couldn't exactly duplicate this idea. We didn't have the parts and time for the precise construction that that would involve. What we did do is duplicate the concept of electricity generation by using the minimal elements necessary (copper magnet wire, magnets, and application of some force to drive the magnets into the field of the wire) to generate sufficient electricity to light a LED.

Design Procedure
PROBLEM DEFINITION
Our 'customer', the Roseville Area Middle School science class of Ms. McGuinnes, asked us to produce a model to demonstrate how electricity is generated. She provided us with constraints and criteria, and we added several criteria of our own that we felt spoke to the age group that is our audience for this project. PROBLEM STATEMENT: Our foremost problem was coming up with a way to showcase just how simple a device could be that would still demonstrate the process of moving magnets past copper wire to generate electricity. A hands-on model was the goal for this customer.

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Wisconsin Valley Improvement Company - How Generators Work. http://new.wvic.com/index.php?option=com_content&task=view&id=9... 1

CONSTRAINTS AND CRITERIA

The constraints of this project were as follows: Finished product no larger than a shoe box Simple Visual Interactive Safe for students to handle The criteria we looked for in the alternatives we considered: Cost How complex to construct Maximize use of equipment and materials available for our use in the Fab Lab Because of the cultural diversity of Ms. McGuinnes class, factoring in keeping the project relatable to the natural resources of each country represented by her class population. Plant the seed with her class that electricity generation is something that is feasible in their homelands, inspiring them to envision applying the simplicity of our model and expanding on it to generate massive amounts of electricity, at a cost level that would be affordable, based on each countrys resources. 'Cool' Factor - quite important based on our target customer/audience

RESEARCH
Our team members went in varied directions to find examples of electrical generators that fit the constraints and criteria set out by Ms. McGuinnes. One member investigated all the website links listed on the D2L site for our Engineering class: #mandg 10' diameter wind turbine construction Copper and electricity. Introduction. Disc Magnets Exploratorials - Physics UNSW Hamster-Powered Night Light How an Electric Generator Works How I built an electricity producing wind turbine HowStuffWorks Generators Magnetic field - Wikipedia, the free encyclopedia Neodymium magnet - Wikipedia, he free encyclopedia Science fair project Ultra-simple Electric Generator, spinning magnets Science Fair Wind Generators Toys from Trash Ultra-simple AC Electric Generator 2

Another member went outside of the classroom by checking into the varied resources of the Century College Library. A technical source there included the Encyclopedia of Science & Technology. Relatives and friends were surveyed for expertise in this area. Website topics searched included: 4-H projects middle school science projects science fair projects electricity generation static electricity generation of electricity from heat Bill Nye the Science Guy magnetic attraction and repulsion middle school science teachers Websites searched included: www.metcalf.com www.all-science-fair-projects.com www.Science-Project.best-price.com www.dep.disney.go.com www.energyforpenniesaday.com www.Power4home.com www.DiscoverThis.com www.excelenergy.com This team member also visited the Science Museum of Minnesota and the Bakken Museum of Electricity for inspiration and possible models that would fit the goal of our design directive. A third team member has extensive personal skill and background in electricity and was able to draw upon that experience both in our design selection process and in working, reworking, and finalizing the model we ultimately selected. He also consulted with a family member who is trained in electrical work.

ALTERNATIVE SOLUTIONS
Alternative #1: PVC Pipe model Source: Kurt Anderson, team member We started with a piece of 1-1/2" ID PVC pipe, with wire wrapped around it, hooked a LED light to the ends of the wire, and made a "shake box" that created enough electricity to power the LED. This was a strive forward in our selection process, and we looked to build from this success. This model required a lot of motion, and the LED was flopping around (hard to see). So, the idea of the spring came into play. The spring would hold the magnets out of the field of the copper wire until pushing down on the plunger would drive the magnets in an "in-out-in-out" motion through the copper wire. After the purchase of a spring, testing occurred again and was successful. 3

Alternative #1-A Ultra-Simple AC Generator. Source: Discover This Educational Science Kits & Toys (www.DiscoverThis.com) This website had very detailed directions on how to make a simple AC generator. Though the directions were explicit, we decided that the end product model didn't have much appeal. It was only a small cardboard box, wrapped with copper wire attached to a LED light, and with magnets attached to a rod that spun inside the box. (See diagram below). Consensus was that this model would not hold the attention of anyone for long, much less a room full of 7th and 8th graders.

Alternative #2: Our own idea, which evolved from Alternative #1, DiscoverThis version. In order to expand on the function of generating electricity presented in Alternative #1, we decided to work on the appearance and presentation aspect of the original box. We planned to create the box out of acrylic so the process of moving the magnets past the copper wire would be visible. We also planned to add the Roseville Area Middle School mascot and acronym to one side, plus the new Century College logo on another side. Our problem with this version of the model involved finding appropriate springs to facilitate the spring action needed to move the magnets into the copper wire field. Also, we felt we didn't have the time or expertise necessary to do a credible job of producing this version to the high standard that we felt it should be.

Alternative #3: Our final model. Instead of having three very different electrical generator models to choose from, our final design model evolved from our first idea by staying with the constraints presented by Ms. McGuinnes that the end product be simple, visual, interactive, and safe for the students to handle. With that in mind, we stayed with the concept of moving magnets past copper wire, and making the model easy enough for a middle school class to duplicate. Designing our final work was a challenge. We ran into a wall coming up with ideas for materials for our final model. A suggestion was made to use stacks of radius-cut acrylic discs. With that suggestion, a rough sketch was made. We decided it would look very cobbled together. How would we align the discs to allow for unhindered magnet flow? The multiple pieces created a need for guide pins for assembling, to make certain everything would align. Looking at the sketch of the acrylic discs, and acrylic rods that were available to us, 'sparked' the idea of using the acrylic rods as the channel in which our electricity generation action would take place. This would reduce the amount of radius-cut discs we would need and add a better overall look to the assembly. After drawing, cutting, drawing, and more cutting of sample cardboard pieces, we were successful in determining the exact dimensions needed for the parts in order to have the overall construction fit needed for the model. 4

ANALYSIS OF ALTERNATIVE SOLUTIONS Alternative #1

This was our original concept. It proved we could generate electricity with it, but it was not a model that we felt would attract attention or inspire our target customer, 7th and 8th grade students. Because it was made out of PVC material, the needed visual aspect to hold the students' attention was missing. The "cool factor" was definitely missing. This piece would not hold anyone's attention for long, even though it achieved what we set out to do, that being to demonstrate how electricity is generated. Design Alternative #1 achieved our goal in it's absolute simplest form. It easily met the design constraints by being simple, somewhat visual, and most importantly, was safe for handling.

Alternative #1-A

Alternative #1-A also generated electricity using the necessary action of moving magnets past copper wire, but like Alternative #1, it really has no presentation presence. It has function, but not enough design to pull someone's attention toward the concept and question it more or get involved with it more.

Alternative #2

For Alternative #2 we repacked the concept into a product that had strong visual appeal. We were thinking of taking the model further by making an identical set of "buzzer boxes" to set up a team competition amongst the class members. We considered having a set of electricityrelated questions to ask the class, and one person from each team could be the designated person to create the electricity needed to light the buzzer by way of a plunger action. Failure to find large enough springs that were also short enough to fit into the box size we had planned on led us to abandon this concept.

Alternative #3

Alternative #3 developed as we tried to envision packaging the magnets-meet-copper-wire concept in a way that was much more visual than previous alternatives, plus had the necessary interactive element and the "cool factor" to hold the attention of the 7th and 8t graders. This model needed to not only meet the constraints and criteria originally set out, but it also needed to be something that the class could reproduce within the limited budget of their science department. We felt that the simplicity of our model left room for the imagination of the class to take it to the next level and figure out how to exponentially create enough electricity to power some item. Again, because of the cultural diversity of the class, it is hoped that one or more of them are inspired to eventually take enough interest in electricity generation to take the concept, and adapt it to the resources presently available to improve the future quality of life of their particular homeland.

DECISION (Decision Matrix)

Design Matrix Shoe Box Const. Max. Lab Size Simple Visual Interactive Safe Ease Equip. Alternative #1 x x x x x Alternative #1-A x x x x x Alternative #2 x x x x x x Alternative #3 x x x x x x x Least Cool Costly Factor X x

Our decision matrix shows how weak our original designs were and how strong we feel our ultimate choice was. Besides being simple, visual, interactive, and safe to handle, we felt additional criteria should be: Ease of construction Maximize use of Fab Lab equipment Concept relatable to energy needs of their homelands As inexpensive as possible A huge "cool factor" to hold the attention of the class

Specifications
Bill of Materials
Magnets Magnet wire (100ft spool, copper, coated) LED, 1.5v. Solid acrylic rod, 1/2" 4 rods at 6" each 1 rod at 6-1/2" Sheet acrylic (1/3 sheet used) Black Vinyl (logo, lettering)(used 21 sq. in.) 1 - 2" x .75" OD metal spring SuperGlue $2.05 .51 .30 10.00 each ea. spool each 4ft $8.20 .51 .30 5.04 1.37 6.67 .04 .73 .05 $22.86

20.00 18" x24" .00195 per sq. in.

PROJECT MODEL TOTAL COST:

Fabrication Instructions
Specifications: See Illustrated Parts List (IPL):

A: Base. There is a center hole the diameter of the spring (3/4"). There are four holes for acrylic rod. These are positioned to create a 1" diameter shaft when the rods are inserted. B: Spring. 3/4" diameter. C: Five acrylic rods, (Four measure 6.5" long each; one measures 7.0" long). D: Top guide piece. Center hole is .5". The four other holes are positioned in the same manner as the base. E: Top cap piece. This has one hole cut in the center with a .5" diameter. To cap part D. F: Cap guide piece. Identical to E. G: Blank 2.75" circle cut disc to top Cap guide piece F. H: Magnet assembly of four magnets. On the end of the magnets there is a guide with a .65" diameter. 9

I: Middle rod guide piece J: Magnet guide (see object at base of magnets) (short perpendicular blue line)

Assembled View:

To finish assembling, magnet wire was wound to surround the location of the spring. Approximately 100 yards of wire was used, and connected the ends to an LED.

Assembly Instructions
Start with the base cut-out (Part A) Then insert the four acrylic posts. (Parts C measuring 6.5") Next set the spring (Part B), magnet guide (Part I), and magnet assembly (Part H) in between the posts. Slide Part I (plunger guiding divide) down the post, stopping 1 above the magnets. Slide the remaining plunger guiding divider (Part D) onto the top, positioning flush with the top of the posts. Install one of the radius cut pieces (Part E) of acrylic (with a .5 diameter hole in the middle) to the top of the top plunger guiding divider (Part D). This acts as a stop for the posts and adds more structure to insure the plunger plunges straight. Next install the plunger post (Part C: 7" long). This is installed in the open holes in the centers and rests on top of the magnets. 10

At the top of the plunger shaft, install one cap with a .5 diameter center cut-out (Part F). Then put a blank cut-out (Part G) on top of the cap on the plunger acting as a stop. Any place where there are two radiuses together, they need to be fastened with super glue. Wrap approximately 100 yards of magnet wire, starting at a level on the posts even with the top of the spring and working down a maximum of 1.25. At the end of the wrap, loop the wire ends around the wound wire, leaving approximately two six-inch pieces of wire extending beyond the main coil of wire. These pieces will be fastened to a LED. Provided it was assembled correctly, as you push the plunger down, the motion should power the LED.

Additional Information:

Fab Lab equipment used:

ProE software CorelDRAWX4 software and laser cutter Roland Camm-1 Servo GX-24 (Vinyl cutter) Drill press Acrylic bender

Additional Resources:
Century College's new logo - Century College Marketing Department Roseville Area Middle School mascot logo - Roseville Area Middle School

Conclusions
The following conclusions are supported by this study: 1. That the concept of how electricity is generated can be presented in its simplest form in a model that is simple, visual, interactive, and safe for handling. Our concept was successful, both in function and high visual appeal. Sufficient electricity was generated to light a 1.5v LED. Our customer was present at our power point presentation and was very pleased with the product model our team constructed. She felt it spoke well to her 7th and 8th grade students, and that the personalized logo was definitely attention-getting.

2.

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3.

By keeping our model housing as simple as possible we felt we left it to the imagination of the students, our 'customer audience', as to how to build on that model to create a product that could, when expanded upon, have an economic impact in their individual native countries.

Recommendations: 1. Improvements to our model would include: a. Bringing the wire closer to the magnets for more powerful generation of current. Finding a softer spring which would make the plunger action happen with vastly increased ease, thus increasing the amount of power generated.

b.

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Appendix

1. 2. 3. 4. 5. 6.

3-View Drawing of: Alternative #1 3-View Drawing of: Alternative #1-A 3-View Drawing of: Alternative #2 3-View Drawing of: Alternative #3 PowerPoint presentation in hand-out format, (six to a page). ProE print-outs of all parts: 6a. 6b. 6c. 6d. 6e. 6f. newcapa.prt capb.prt newtop.prt newmid.prt newbase.prt newbasebase.prt

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