<Define & Require>

1. What is the purpose of my device/toy? How does it function? Who is my client?

The device’s purpose is to demonstrate how energy is transformed from one form to another; to show energy transformation, the wind turbine will be my model, representing kinetic energy, mechanical energy transforming to electrical energy, and light energy.  A wind turbine converts kinetic and mechanical energy into electrical and light energy by rotating the blades as the wind passes through them; however, I will use a motor to rotate a wind turbine readily. My client will be students on campus (ISB) interested in how energy converts from one form to another; therefore, my energy transfer device should be explicable and enjoyable so that the ages at school can enjoy it. In addition, the energy transfer device should be strong enough in order to not be destroyed by elementary schoolers; therefore, as far as I am concerned, a windmill will be used to create electrical energy from potential energy since it’s comprehensible even to elementary students. To demonstrate the energy transfer process, the potential energy from a windmill will be transported to a house electrically, and a motor and electric wires will be utilized.

2. What is the environmental impact of your product, and is it durable and safe?

The environmental impact of a wind turbine is energy from the wind reduces carbon emissions and replaces fossil fuels; however, my wind turbine connected to a house won’t directly impact the environment since it is a toy/model that shows wind turbines can directly influence people’s life effectively and positively only by wind. If it is placed in public place, people will be interested in installing wind turbine and consequently, the more wind turbine installation will lead the better environment.

In case elementary students touch my device, I will enclose the wind turbine and house with a fence and put a warning message saying “don’t touch” because some children might put their hands between blades while it’s rotating; therefore, to make sure it’s safe and durable, I will use a fence, a warning message and build the model with cardboard. Because while metal and plastic can harm clients extremely, cardboard doesn’t severely harm them due to its texture but is rigid to endure pressure. In addition, I was initially thinking of adjusting the rotating pace, but it required a lot of computer science and consuming hours working on it seemed unproductive; thus, I decided to make a fence and a warning message.

3. What precedents inspired you? What did you take away from them, and how did it inform your choices?

This video inspired me to create a working model of a wind turbine; it demonstrates how to build a wind turbine with cardboard, connecting it with a house to show how wind energy can be translated into electric power. The basic materials are cardboard(+3), a motor connected to two electric wires, and a LED light. Consequently, I took the idea of utilizing cardboard, a motor, and an LED light from the video because all the materials used in the video are available at the ISB design lab. This model would take a while, but it would be the best way to show energy transformation, even for kids.

4. What criteria/constraints must I consider when creating my solution? How are you making your product original or using creativity?

I will either use cardboard to build a wind turbine by myself or use a laser cutter to print out the designed cardboard, which enables me to make the model neat. Creating it without any machine will require me  gingerly cut them into pieces and be aware of the product’s appropriate dimension, especially considering the size of electric devices used in this model, such as a motor and a LED light, since the size of the entire model depends on the devices. For instance, if an engine is too big, the size of the wind should be bigger to hold up the motor; therefore, I should consider the size of the devices to make a model in the correct size. Significantly, it won’t be influenced by any environmental impact as it will be worked by a motor to demonstrate energy transfer so it can operate regardless of the weather.  In addition, there won’t be a tremendous difference in operation between the pre-existing model and mine because building a house, and a wind turbine clearly illustrates that energy created by a wind turbine directly affects humans’ life and is useful; however, to be creative, I will change the size, the color of LED light, and structure of the house to better represent energy transformation, for example, by increasing the size of the window.

 

<Develop & Plan>

Initially, I was planning to use either cardboard to build a model myself or a laser cutter; however,  due to APAC, I was pressed for time, and it seemed it would be running out of time to use laser cutting since it requires sophisticated skills to label model in a building app, AutoDesk Fusion. Consequently, I decided to create it myself. Since my intended audiences are students at ISB, including elementary students, I thought the model doesn’t have to be big.  Despite being solid and protective, it consists of multiple layers and is heavy, so I changed cardboard to chipboard cardboard, a single-layer, and durable paper stock.

Consequently, the size of the house and wind turbine will be small. Specifically, the dimensions of a house will be (15x8x20), the wind turbine will be (2x2x16), and its blade will be (2x1x7). I will use 3+ chipboard cardboards, a LED light, two electric wires, a motor, a ruler, and a box cutter. The technology required to build the model is cutting chipboard cardboard straight, cleanly, and nicely. I referred to this video to accomplish the aim and avoid jagged edges: “How to cut cardboard cleanly, curvy, or straight.” (It recommends to cut the board along the ruler and drag it twice to be neatly cut, and scissors can be used to cut as well so I will use this method to cut the window and construct the house and a wind turbine). Although I will be using chipboard, these boards have similar characteristics except for their layer number. In addition, circuit and wiring are the other technologies used to operate wind turbines and generate energy through a wind turbine.

This is the pre-existing model I inspired.

Step 1: Using a chipboard, create a house with a window and a door.

Step 2: Cut out blades and tower.

Step 3: Soldering  two electric wires to a motor.

Step 4: Glue 3 blades into the motor.

Step 5: Soldering the two electric wires to a LED light (blue or yellow).

Step 6: Attach the LED light to the wall and glue the roof.

I guarantee my model will successfully be built my unless there is a problem connecting the electric wires and motor to the LED light or the house’s chipboard cardboard’s the wrong dimension. Although I was absent, I still have 2 more classes to build my model. On the 23rd, I should finish creating a prototype with a chipboard, and on the 27th, I should work on connecting the electric wires and a motor to the LED light. Suppose my prototype demonstrates how energy transfers its form from kinetic energy,  wind energy, to electrical power by the house lighting by a wind turbine; materials are durable and don’t harm the users; in that case, it will be my success criteria.

 

<Create & Improve>

After planning the structure of a house with the correct dimensions, I cut it out and used white masking tape to stick them together, and in case it didn’t stay in its place, I put it on a board.

The house was built as I planned; however, a motor with the electric wires connected to the LED light didn’t generate light may be due to the wrong gauge or loose wiring. Even though I tried several trials and got help from the Design lab teacher, I couldn’t figure out a solution; ultimately, I decided to change my design to a solar panel. Accordingly,  light energy transforming into electrical power will be demonstrated.

New Material:

• 1 LED
• 2 Solar Electric wires
• 2 Solar panels
• +3 chipboard cardboards
• A solder
• A soldering iron
• A ruler
• A scissor

Each LED leg was attached to the electric wire and soldered to a solar panel using a solder and a soldering iron. One solar panel is used for light, while another solar panel is solely for design.

After gluing the solar panel to the electric wires (LED), I glued the solar panel to the house with hot glue; so did another solar panel. In addition, my initial idea was to fence the house to prevent destruction. However, the heavy solar panels let the house stay in one place, and since the chipboard is durable and protective from children, I ultimately decided not to use the fence.

Despite a lack of time, I finished building a house with two solar panels (only one works). My prototype illustrates how energy transfers its form from light energy to electrical power, is durable, and looks neat; It fits my criteria. However, one of my peers said my prototype wasn’t aesthetic and recommended decorating the door and window with paints so that kindergarten kids could get interested. Another feedback I got was from an elementary student’s view; it might be confusing and incomprehensible, suggested I make a sun to more clearly demonstrate how energy generates. The other feedback was removing glue gun hairs on the roof and on the side of the top to make it neater. To make a better prototype, I would reflect on this feedback; I will paint the house with colorful colors to get children’s attention (yellow, blue, red), make Sun with a styrofoam ball (color it with orange color) and try gluing components without hot glue hairs stick on my prototype.

 

<Reflect & Share>

Throughout the engineering project, I learned how energy transformation can be demonstrated in a product; I was considering building a wind turbine to explain how electrical energy and kinetic energy can be transformed into wind energy; however, due to broken materials and lack of time, I ultimately determined to utilize a solar panel to show energy transfer which is light energy to electrical energy. Therefore, my final design is a house with a solar panel to generate light. When the Sun shines, the sun’s energy is absorbed by the UV cell in the solar panel and creates the flow of electricity.

My intended audience will learn how solar panel helps human society create light directly with zero-emission of toxic substances and realize solar panels are safe and environmentally friendly to human society and the environment. If this product spreads worldwide, it will positively influence solar panels’ status, and more people will try using solar panels, resulting in better environmental conditions. According to Research Center, home solar panel adoption has increased in the U.S., and 45% of people say they’ve thought of installing solar panels; therefore, this product will be one of the methods to help raise the use of solar panels because its design is simple and well-designed.

Moreover, this product will play a significant role in the environment, which is contaminated with greenhouse gas emissions and air pollution because even though it is a small model representing solar panel’s positive influence and doesn’t directly affect the environment, it will lead more people to get interested in solar panel, install a solar panel. If more people install solar panels, greenhouse gases, and pollution will ultimately decrease and benefit the environment.

Even though I didn’t have a lot of time due to APAC, I planned and built my product quickly and used the class time productively; however, a weakness of my process is that I didn’t carefully manage materials and didn’t exactly know how they worked which resulted in me to change my entire plan. Next time, I will put all my materials in a safe place while building, carefully manipulate them, and perfectly discern how they work. Moreover, soldering and circuit were the most challenging parts that took me a lot of time to finish, but I learned how to use a soldering iron and solar panel correctly through this project. Consequently, I’m proud of my product, which can positively influence humans and the environment, and proud that I managed time effectively.

As far as I’m concerned, I successfully finished building a house with solar panels since I reflected on feedback from peers on my product, and ultimately, my product clearly demonstrates how energy transfers its form from light energy to electrical power through the solar panel. Moreover, after decorating the house, it is aesthetic enough to get students’ attention and isn’t dangerous to elementary students and kindergarten since it doesn’t consist of hazardous components. In conclusion, it successfully fits my criteria.