4/29

On Wednesday, we spent the entire day constructing the obstacle course out of foam core board, creating the electrical  tape path, and programming the Boe-Bot to follow the electrical tape. We found line following programming for 3 QTI sensors online. We couldn't follow the programming given to us in the line follower attachment instructions because it was for 4 QTI sensors. We had to modify some of the online programming, but it worked! We ended up staying an extra two hours. The physics professor was kind enough to let us use the corner of his classroom during his class.

I took the foam core boards home and started drawing details on them to make them look more like roads.

We came in early on Friday and finished coloring the obstacle course as well as connecting the boards with packing tape and trying to figure out how to program the Boe-Bot to complete a continuous 3-point turn. Until this point, we had to stop and program the Boe-Bot for each individual movement needed to complete a 3-point turn during its performance of the routine. We knew we had to include subroutines in our programming, but we didn't know how. After looking for online advice, we learned how to create subroutines and added two different subroutines: one for stopping at intersections and one for pivoting backwards (useful for the 3-point turn). The programming took 4 hours to complete, but now the Roadbed 3000 completes a continuous route!!

This weekend Robert and I are working on the report. We divided the responsibilities and we plan to finish the report by Monday so that we can practice the presentation on Monday during class. Robert is a great partner and I'm looking forward to our final presentation! It's going to be great!

4/22

Today, Robert and I installed the line follower mechanism on our Boe-Bot. We also programmed and tested the line follower as seen in Figure 1; we are still in the process of troubleshooting it. The line follower mechanism allows the Boe-Bot to distinguish between light and dark areas. This quality is perfect for an obstacle course because we can lay down black electrical tape on a white background and program the Boe-Bot to "follow" the black electrical tape lines.

Figure 1 Adding the line follower to the standard Boe-Bot.

Robert and I also discussed the required objectives our Boe-Bot will perform to match those of the North Carolina road test that teenagers complete in order to receive a state driver's license. Below, Figure 2 explains our list of objectives in order from start to finish. These objectives were researched online and recalled from personal experience taking the road test.

Figure 2 The list of tasks performed during a NC road test to be performed by the Boe-Bot.

The last thing we did during class was plan out the obstacle course for the road test. The obstacle course is based on the actual route used for the NC road test. Figure 3 is the rough sketch we will use to create the obstacle course for the Boe-Bot to navigate. We've decided to use foam board as the foundation for the obstacle course and electrical tape as the lines for the Boe-Bot to follow. The obstacle course will be explained in detail next week when we start to construct it.

Figure 3 The rough sketch of the obstacle course that the Boe-Bot will navigate based on the actual route taken by students during the NC road test.

4/15

I was not in class today, but Robert informed me he is going to take the Boe-Bot home and work on programming as well as finishing up constructing the device so that we can stay on schedule. Last week, I completed most of the paperwork so he could begin construction this week. During the planning phase, I informed Robert of my absences and we agreed this would be a good way to ensure everyone remained involved in the project even though we wouldn't be able to meet for two weeks.

4/1

In class Robert and I started working on our Work Breakdown Structure (WBS); it still needs some finishing touches. We looked at previous groups' final reports. After viewing the different options for the final report, we decided that we're going to try using MindView software to standardize our report documents and presentation. Over spring break, we decided to finish our initial WBS and Gantt Chart and then start building the week after. Robert and I can't believe how fast this project is moving. We're worried and excited, but mostly we just hope we can remember everything we need to work on! It's just a bit overwhelming, but we can do it if we give it our best effort. I'm really grateful Robert is my partner because we compliment each other really well in our work ethic and engineering strengths and weaknesses.

3/25

Today was the first time we were able to view the parts of the Boe-Bot and look at the manuals. Last week, Robert and I developed an idea to use the Boe-Bot as a mail delivery device (featured on team consensus linked below). However, this idea was deemed unrealistic when we were made aware of the actual dimensions of the Boe-Bot (it is barely bigger than a sticky note). So, we went back to the drawing board.

Today, Robert and I worked on filling out our team contract and team consensus. We also worked on defining our problem statement and developing a realistic function for the Boe-Bot. We decided we'd like to create a Driver's Ed training device that Driver's Ed instructors use in the classroom to show the students the specific obstacles that will be tested on the state driving test. The Boe-bot will perform a set of programmed obstacles (ex: parallel parking and avoiding orange cones) in succession to simulate the state driving test. Although each state has a different driving test, the Boe-Bot can be customized for each state's test.

This week, we are also starting to work on our WBS (Work Breakdown Structure) for the Boe-Bot project. Robert and I know this will be a very detailed report of the procedures and steps necessary to complete this project and are a little intimidated because we don't want to leave a step out of the report or misjudge the respective time requirements for the objectives.

Pizza WBS and Gantt Lab

Last week, we were divided into two teams and given the assignment of creating a Work Breakdown Structure and Gantt Chart for the project of ordering a pizza. On Lab day, I was sick so I didn't attend class when we actually tested our work by ordering pizza, but I helped create the two documents. They are found at the links below.

Work Breakdown Structure

Gantt Chart

Field Trip

On Wednesday March 4th, we took a field trip to the RATT Center to tour the building and learn about the variety of courses they offer there. A machining instructor guided us through the classrooms. He showed us the airplanes they house in the hanger as well as the machines the students use while training. We also saw a 3D printer in action! It was an awesome opportunity to talk to someone who has worked in a the engineering career environment and now teaches the courses required for preparation and success in today's work field.

Figure 1. Workbenches in a classroom.

Figure 2. A 1948 machine that is still in operation.

Figure 3. This machine cuts with water.

Figure 4. A tabletop 3D printer.

Figure 5. The software program for the 3D printer.

Estimation Assignment

Class Assignment EGR 150

Estimation

Directions: This assignment is a 2-3 person team. You have the remaining class time. If you do not finish it is due Sunday evening at 11:59PM. Everyone must submit their own link and present the answers on their webpage. Be sure to include your entire decision process with the necessary calculations.  

Instructions: To be presented on your Blog/webpage with clear navigation to the assignment. The written content should include but not limited to actual files, thoughts on the tools used, any trouble you had, what you did to fix it and any assumptions you made.

Team: Alexandra and Robert

1.     Estimate the number of squirts that you can get out of the window cleaner bottle.

After looking at the window cleaner bottle, Robert and I noticed Mrs. Vestal had taken off the weight information on the packaging. At first, we estimated the number of 16 oz water bottles that could fill the window cleaner bottle, but we soon found it was easier to estimate the total number of ounces that the window cleaner bottle could hold. From there, we estimated that a squirt from the window cleaner bottle was roughly equal to a straw full of solution. We estimated the volume of the straw, converted units, combined our estimated values, and calculated our answer: 400 squirts. (Work and window cleaner pictured below)

Figure 2: Problem 1 Work

Figure 1: Window Cleaner Bottle

2.     Estimate the average building height on the COA Elizabeth City campus. Answer should be in feet [ft] and meters [m]

For this problem, Robert and I decided not to go out into the freezing cold and estimate the height of each building on the COA Elizabeth City campus. Instead, we looked at a virtual map of the COA campus and from our personal experience estimated the number of floors in each building. We then estimated each floor had a height of 10 feet. We excluded buildings on the campus that were not identified on the map (like the landscaper’s shed in the back). It was tough making that distinction because these buildings were technically on COA’s campus, but we felt they weren’t necessary to factor into our calculation. (work pictured below)

Figure 3. Problem 2 Work

3.     Estimate the amount of grassy area in front of the  COA Elizabeth City campus in [km²] and [mi²]

We returned to the online map of the COA Elizabeth City campus and divided the map into 4 sections. We noticed that one section was an approximation of the grassy sections in front of COA. From there, we used our personal experience and the online map to estimate the dimensions of campus and solve for ¼ of that area to represent the grassy sections.

Figure 4: Problem 3 Work

4.     Estimate how long it would take an astronaut to travel to the moon using current technology. [s] and [hours]

For this problem, our first assumption was that the astronaut was traveling in a rocket. We used this assumption as a jumping off point and identified the average distance between the Earth and moon and the speed of rocket traveling to the moon. We set up an equation for time traveled and found our estimated solutions. For me, this was the easiest problem to solve because we were able to search for online estimations of the distance between the Earth and the moon and the speed of a rocket traveling to the moon instead of making our own estimations for these values.

Figure 5: Problem 4 Work