Barber Shop Microcontroller Intros

Barber Shop Microcontroller Intros (using micro:bits and Arduino Unos)
Mechatronics (Technological Systems 8457 and 8463) Exploring Technological Systems competencies #31-42

I. Potato Circuit (with Universal Systems explanation)

1. Make a circuit that can light an LED on and off (you will need to add an on/off switch), using a potato or several potatoes for power: https://youtu.be/-fvmb4lchnA
2. Add more potatoes until it overloads the lightbulb (hover over the lightbulb)
3. Experiment with it. Other fruits? Can it make other items “run?” What can you do that’s different than everyone else?
4. You will have to explain how it applies to the Universal Systems model at the end.

The Universal Systems Model

The Universal Systems model is a way to understand how things work together to achieve a goal. It has four main parts: inputs, processes, outputs, and feedback. Inputs are the things that go into a system, like people, materials, time, energy, and information. Processes are what happens to the inputs to make them into something new or useful. Outputs are the results of the processes, like a finished product or a service. Feedback is information that tells us how well the system is working and helps us make improvements.

In the Universal Systems model, inputs can be things like resources, knowledge, and tools. For example, when a company makes candy bars, the inputs are the cocoa beans, sugar, and machinery they use to make the bars. Processes are the actions that happen to the inputs to turn them into something new. In the candy bar example, the processes would be mixing the ingredients, shaping the bars, and packaging them. The outputs are the finished candy bars that are then shipped to stores. And feedback could be customer reviews or sales data that tell the company how well its candy bars are doing.

Feedback is important because it helps us make improvements to the system. If we get feedback that something isn't working well, we can make changes to the inputs or processes to get a better output. For example, if people complain that the candy bars are too sweet, the company could adjust the amount of sugar they use in the recipe. Feedback can come from many sources, like customer reviews, surveys, or trends in the market.

So, the Universal Systems model helps us understand how things work together to achieve a goal. It shows us that inputs go through processes to become outputs, and feedback helps us make improvements. It's like a big puzzle where all the pieces fit together to make something great!

Input

There are 7 types of resources that provide input: There are 7 types of resources that provide input:

1. People
2. Materials - natural, synthetic, raw, industrial
3. Tools and machines - measuring, layout, separating, forming, and combining
4. Energy - inexhaustible, renewable and nonrenewable (examples - heat, light, sound, chemical, nuclear, mechanical, and electrical)
5. Time
6. Capital - money, land, structures, and equipment
7. Information

Processes

It's what happens to the inputs

• All the activities that need to take place for the system to give the desired result
• A series of actions directed to an end
• The inputs are combined by means of management and production.
• Managing - planning, organizing, and controlling
• Production - the actual making of the product

Outputs

The resulting product of inputs and processes

• Everything that results:
• Intended outputs
• Nonintended - ex. waste (pollution) or changes in society (communicating through e-mails
• Outputs can be:
• Desirable
• Undesirable
• Expected
• Unexpected
• Example: The output of our cleanup system:
• Clean, safe, organized room
• Clouds of dust
• Lost teaching time
• Wear and tear on the equipment

Feedback

The reaction to the inputs, process, and outputs. They serve to reinforce or alter the elements of the system.

• Cleanup example - Feedback - the next class coming into the room, If they complain or trip over equipment left out, the system would have to be improved.
• Feedback becomes an input into the system

Check out these 3 Potato Circuits

Watch this video 

Now, you need to apply this system to our Potato Circuit lesson. Explain each of the 4 parts and what they are in your potato. In the end, what is your feedback, and why did I have you watch the second video?

37. Explore the Universal Systems Model.
Exploration should include:

• inputs (e.g., people, materials, time, capital, energy, information)
• processes (e.g., management, production)
• outputs (e.g., intended, unintended)
• feedback (e.g., open-loop, closed-loop).

Process/Skill Questions:

• What is the difference between open- and closed-loop systems?
• How does feedback change the process?
• What is an example of a production process?

38. Analyze a product, process, or system, using the Universal Systems Model.
Analysis should include:

• inputs
• processes
• outputs
• feedback 

Process/Skill Questions:

• What are the intended and unintended outputs?
• How does one know if the system is open- or closed-loop?
• How does the product, process, or system convert inputs into outputs?

II. Arduino Diagram (prototype worth 14 points, final product on Google Drawings worth 14 points)

A. Each student will make an Arduino Diagram, first on paper (the prototype) and Sparkfun Arduino Diagram Info. Label all 14 with correct / easy-to-read words:

• Analog Pins (plural!)
• AREF pin
• Barrel Jack
• Digital Pins (plural!)
• GND pins (plural!)
• Main Integrated Circuit
• Pulse Width Modulation Pins (plural!)
• Power L.E.D. Indicator
• Reset button
• TX RX LEDs
• USB 
• Voltage Regulator
• 3.3V pin
• 5V pin

B. Final Product- Use Google Drawings (the final product), your prototype, and Sparkfun Arduino Diagram Info

C. Arduino Explain- Teams will review Sparkfun Arduino Diagram Info and be ready to explain what each thing does-- you can use notes!

Technological Systems 8463 Competencies: 1, 2, 3, 4, 5, 6, 7, 10, 13, 18, 37, 38, 45, 47, 52, 56
Third PRESENTATION TO CLASS FROM INSTRUCTABLES

III. What can Arduino teach us

(groups of students will read their part, prepare a presentation, and report back to the class, as their audience takes notes -- both audience and presenters will be graded!)

1. What is Electricity?
2. Voltage, Current, Resistance, and Ohm’s Law
3. What is a Circuit?
4. Polarity
5. Integrated Circuits (ICs)
6. Logic Levels
7. Digital Logic
8. Analog vs. Digital

32. Define technology.

Definition should include the concept that technology is the modification of the natural environment through human-designed products, systems, and processes to satisfy needs and wants.
Process/Skill Questions:

• What role does technology play in our daily lives?
• What positive and negative effects has technology had on society?
• Why does technology advance and change over time?
• What factors help drive changes in technology?
• How does the definition of technology apply to everyday life?
• How might the definition of technology change in the future?

31. Explain technology.  Explanation should include:

• usefulness and purpose of technology
• development of technology
• the role of human creativity in technology
• motivation to create technological innovations
• demand for technology products.

Process/Skill Questions:

• How are daily routines affected by technology?
• How does supply and demand affect the development of technology?
• What technologies have become obsolete during your lifetime?

33. Analyze the core concepts of technology. Analysis should include:

• systems
• resources
• problem-solving (e.g., constraints)
• effects. 

Process/Skill Questions:

• What is a technological system?
• What resources are required for any technological system?
• How do specifications and constraints affect the design or problem-solving process?
• How are resources changed into useful products?
• What are some ways to control technological systems?
• What is a technological system that is common in society?

IV. micro:bit

What mini-lessons will teach students anything? micro:bit Microsoft Make Code (We use Python in here to code our Micro:bits!)

• Heart (Display)
• Smiley Button (Input)
• Dice (If/Then/Else)
• Step Counter (Conditional Loops)

V. Arduino, starting with Blink

Troubleshooting laptops, as well as team-dynamic ... 

1. Open TinkerCad Circuits, start a new one, rename it Arduino Blinks (with an S!)
2. You probably need the Arduino App open as well (and it uses VERY little RAM)
3. WHOLE TEAM make each of these on TinkerCad ( COPYING/PASTING OR DOWNLOADING SAME CODE), 
4. We will make the first one IRL, (AGAIN COPYING/PASTING OR DOWNLOADING SAME CODE)
5. Then your team will try the second one IRL (AGAIN COPYING/PASTING OR DOWNLOADING SAME CODE)

Downloading Code from examples 

(we will “tweak the code” after YOUR WHOLE TEAM shows me that it’s working properly the regular way:

averdude error? 

You have to change serial ports (that’s the port that the USB plug goes in). Either unplug the USB and plug it in another one or use the tools menu, shown below:

VI. Troubleshooting

What are other ways that you have had to troubleshoot Arduino that I should add below?

•