Connor Gidner Colin May Bellaire Advisors: Tim Wheatley ... · FIRST Robotics: Team 1896 Concussive...

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Connor Gidner – Kingsley Michael Farese – Lake Leelanau St. Mary

Rachael Peabody – Benzie Central Colin May – Bellaire

Advisors: Tim Wheatley and Hollianne McHugh

Competition Date: March 7 – March 8 & March 21 – March 22

Date: May 21, 2014

FIRST Robotics: Team 1896 Concussive Engineers The Manufacturing Technology Academy Leaders: Michael Farese, Connor Gidner, May 21, 2014 Colin May, and Rachael Peabody

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Abstract The FIRST Robotics Competition (FRC) is an international event in which teams are given six

weeks to design and build a robot that will play a 3-on-3 game. The rules for the game are presented

at the beginning of the six weeks. In this year’s game, every team had to design a robot that would

function autonomously and by Teleop (remote control). The game was called Aerial Assist, it was

played on a 25’x54’ field, straddled by a truss 5’ off the ground. The objective was to score as many

balls in goals as possible during the 2 minute and 30 second match. The more Alliances score their

balls in their goals, and the more they work together to do it, the more points their Alliance receives.

The team used the Plan, Do, Study, Act (PDSA) process in order to successfully build their

robot. The process began at the Manufacturing Technology Academy, where the team watched the

live streaming of the game introduction. The team then held a brainstorming session at MTA where

they used a structured process to gather design and functionality ideas. The team met with mentors

in order to get feedback on their design ideas. Once a design was finalized, the team started to build

prototype systems for the robot.

Each team member took the lead on a specific portion of the project in order to build the robot

in an organized fashion. These positions included: Design, Build, Electrical, and Programming. The

team had four leaders, making sure the sub-teams worked well together and communicated with

each other. In addition, the team has other personnel readily available to them: this included the

junior class at the MTA.

The team participated in two FRC district competitions. The first competition was hosted by

Gull Lake High School and the second was hosted by Traverse City High School. Compared to

previous years, the robot didn’t perform well at the Gull Lake competition. Although the team’s robot

preformed much better at the St. Joseph competition, they came out with the same record and

ranking as at the Traverse City competition.

The team’s ultimate success showed how well they worked together and their perseverance in

the face of challenges while following the “Student Designed, Student Built” expectation. The PDSA

process controlled the teams journey and provided the team with a solid foundation in order to

succeed.


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TABLE OF CONTENTS

Introduction -------------------------------------------------------------------------------------------------------------------- 5 Background ------------------------------------------------------------------------------------------------------------------- 6 Plan 1: Document the Background - Describe why you team has chosen this engineering project. Include the

context in which your project will function.

Initial Problem Statement -------------------------------------------------------------------------------------------------- 7 Plan 2: Define the Problem or Opportunity – Create a problem/opportunity statement with specific quantitative

measurable outcomes.

System Analysis of the FRC Process ---------------------------------------------------------------------------------- 8 Plan 3: Document the Current Situation – List and describe constraints: Budget, existing and available resources,

personnel, and rules.

Team Responsibilities Chart ---------------------------------------------------------------------------------------------- 9 Do 4: Develop an Action Plan – Document your plan using tools such as schedules, flow charts, Gantt charts, etc. that describe that sequence of the prototype development process. Describe the structure and design features of the prototype using CAD, sketches, or other models. Describe the data collection techniques and instruments to be used.

Driving System ------------------------------------------------------------------------------------------------------------- 10 Do 4: Develop an Action Plan – Document your plan using tools such as schedules, flow charts, Gantt charts, etc. that describe that sequence of the prototype development process. Describe the structure and design features of the prototype using CAD, sketches, or other models. Describe the data collection techniques and instruments to be used. Do 5: Implement an Action Plan to Create a Prototype – Carry out the plan. Construct the prototype; document with diagrams, photos, video, or similar means Do 6: Test the Prototype – Document all activity and record all data and results. Note: All modifications must be recorded. For some projects step five and six occur concurrently. Study 7: Analyze the Test Results – Convert data acquired in step six into appropriate graphs. Describe trends, problems etc. indicated by the data Act 8a: For design features that were successfully implemented, Implement, or Standardize the Improvement. Describe how successful design features were made permanent parts of the prototype. Act 8b: For design features that were NOT successfully implemented, re-engineer the prototype. Decide how to address each unsuccessfully-implemented design feature by repeating steps 3 through 8.

Electrical System ----------------------------------------------------------------------------------------------------------- 11 Do 4: Develop an Action Plan – Document your plan using tools such as schedules, flow charts, Gantt charts, etc. that describe that sequence of the prototype development process. Describe the structure and design features of the prototype using CAD, sketches, or other models. Describe the data collection techniques and instruments to be used. Do 5: Implement an Action Plan to Create a Prototype – Carry out the plan. Construct the prototype; document with diagrams, photos, video, or similar means Do 6: Test the Prototype – Document all activity and record all data and results. Note: All modifications must be recorded. For some projects step five and six occur concurrently. Study 7: Analyze the Test Results – Convert data acquired in step six into appropriate graphs. Describe trends, problems etc. indicated by the data. Act 8a: For design features that were successfully implemented, Implement, or Standardize the Improvement.

Describe how successful design features were made permanent parts of the prototype.

Act 8b: For design features that were NOT successfully implemented, re-engineer the prototype. Decide how to

address each unsuccessfully-implemented design feature by repeating steps 3 through 8.

Shooting System ----------------------------------------------------------------------------------------------------------- 12 Do 4: Develop an Action Plan – Document your plan using tools such as schedules, flow charts, Gantt charts, etc. that describe that sequence of the prototype development process. Describe the structure and design features of the prototype using CAD, sketches, or other models. Describe the data collection techniques and instruments to be used.


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Do 5: Implement an Action Plan to Create a Prototype – Carry out the plan. Construct the prototype; document with diagrams, photos, video, or similar means Do 6: Test the Prototype – Document all activity and record all data and results. Note: All modifications must be recorded. For some projects step five and six occur concurrently. Study 7: Analyze the Test Results – Convert data acquired in step six into appropriate graphs. Describe trends, problems etc. indicated by the data Act 8a: For design features that were successfully implemented, Implement, or Standardize the Improvement. Describe how successful design features were made permanent parts of the prototype. Act 8b: For design features that were NOT successfully implemented, re-engineer the prototype. Decide how to address each unsuccessfully-implemented design feature by repeating steps 3 through 8.

Loading System--------------------------------------------------------------------------------------------------------------13 Do 4: Develop an Action Plan – Document your plan using tools such as schedules, flow charts, Gantt charts, etc. that describe that sequence of the prototype development process. Describe the structure and design features of the prototype using CAD, sketches, or other models. Describe the data collection techniques and instruments to be used. Do 5: Implement an Action Plan to Create a Prototype – Carry out the plan. Construct the prototype; document with diagrams, photos, video, or similar means Do 6: Test the Prototype – Document all activity and record all data and results. Note: All modifications must be recorded. For some projects step five and six occur concurrently. Study 7: Analyze the Test Results – Convert data acquired in step six into appropriate graphs. Describe trends, problems etc. indicated by the data. Act 8a: For design features that were successfully implemented, Implement, or Standardize the Improvement.

Describe how successful design features were made permanent parts of the prototype.

Act 8b: For design features that were NOT successfully implemented, re-engineer the prototype. Decide how to

address each unsuccessfully-implemented design feature by repeating steps 3 through 8.


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INTRODUCTION

FIRST stands for, “For Inspiration and Recognition of Science and Technology.” Below is a

description of how the FIRST competition operates each year. This excerpt was taken from

usfirst.org.

FIRST Robotics Competition (FRC) is a unique varsity sport of the mind designed to help high-

school aged young people discover how interesting and rewarding the life of engineers and

researchers can be.

The FIRST Robotics Competition challenges teams of young people and their mentors to solve

a common problem in a six-week timeframe using a standard “kit of parts” and a common set

of rules. Teams build robots from the parts and enter them in competitions designed by Dean

Kamen, Dr. Woodie Flowers, and a committee of engineers and other professionals.

FIRST redefines winning for these students because they are rewarded for excellence in

design, demonstrated team spirit, gracious professionalism and maturity, and the ability to

overcome obstacles. Scoring the most points is a secondary goal. Winning means building

partnerships that last.

The Manufacturing Technology Academy (MTA) has participated in FRC since 2006. Every year

since, MTA has fielded a robot that is both student designed and student built. The instructors at the

MTA have students compete in FRC and lead the project with very little adult interference because it

promotes the advancement of necessary real-world skills. The experience of leading a FRC team is

unmeasurable; students gain so much from competing and receive an edge that puts them ahead of

other high school students.


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Plan 1: DOCUMENT THE BACKGROUND

Describe why your team has chosen this engineering project. Include the context in which your

project will function.

The team used the time they had before the game was released to gain an understanding of what

would be asked of them during the build season. The background work done during this time helped

the team organize and prepare themselves for the build season. The tool used to carry out this task

was brainstorming.

Research

Analyze preceding FIRST teams’ documentation

Perform online research

Interview MTA instructors on previous MTA participation

Why This Project Was Chosen

To design and build a robot that will compete in this year’s FRC

To apply the skills we have learned at MTA

To develop our management and leadership skills

To learn new skills in all categories

To have fun

Context in Which This Project Will Function

MTA’s FIRST robotic teams will be given six weeks to design and build a robot that will play in a

three-on-three game that will be played on a 27x54 ft. court. Each match is to be two minutes and

fifteen seconds, with an initial twenty second autonomous period. The robot must fit within a

38x28x60 inch box, and weigh no more than 120 lbs.

With the background and general idea of the project outlined, it was time for the team to create a

problem statement.


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Plan 2: Initial Problem Statement

Create a problem/opportunity statement with specific quantitative measurable outcomes.

The team decided to use the Initial Problem Statement tool in order to define the problem at hand.

This tool takes the problem statement and looks at it as three parts: the current situation, the impact,

and the desired situation.

Current Situation We do not have a functioning robot Impact We cannot compete in the FIRST robotics competition Desired Situation Create a robot that is both student designed and student built that will excel at this year’s FIRST Robotics Competition. The robot must be no more than 38x28x60 inches and cannot exceed a weight of 120 lbs. The robot must be able to compete in a three-on-three, two minute and fifteen second match on a 27x54 foot court. It will also need to meet the requirements of any rules and regulations announced specifically for the 2014 FIRST Robotics Competition.

The initial problem statement helped the team outline the issue and realize what steps needed to be taken in order to field a robot.


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Robot must meet 2014 FIRST requirements for size, weight and function

Match Results

Kicking distance

Speed

Plan 3: DOCUMENT THE CURRENT SITUATION

List and describe constraints: Budget, existing and available resources, personnel, and rules.

See Budget Appendix for list of materials and Bill of Materials on the robot. See Appendicies

Competition Information and Game Manual for rules and information about the game.

The team used a Systems Analysis, a reflective tool, in order to look into where the improvement

process was to begin.

Aim of Process

System Measurables

To construct a functional robot to compete in the 2014 FIRST competition

Cone Drive MTA Guidance

Board Bill Marsh

General Motors G.T.

Manufacturers’ Golf Outing Fox Motors Northern

Michigan Glass Bridge Tool & Die

Brown Lumber

Students Teachers

Business Partners 2014 Team 1896

Process/Responsibilities/Activities/Etc.

Customers

Suppliers/Sponsors


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Do 4: DEVELOP AN ACTION PLAN

Document your plan using tools such as schedules, flow charts, Gantt charts, etc. that describe that

sequence of the prototype development process. Describe the structure and design features of the

prototype using CAD, sketches, or other models. Describe the data collection techniques and

instruments to be used.

The team decided to create a chart that would outline each leader’s responsibilities. The

responsibilities were split up into four categories: build, design, program, and electrical. Each leader

had a primary responsibility and a secondary responsibility that would direct their focuses. The chart

that the team used is below.

This chart proved to be very helpful because it gave each team leader an idea of what would be

asked of them when it was time to build and develop the robot. At times, team leaders would work on

areas out of their primary and secondary focus in order to complete certain task that needed to be

done. However, the team followed this chart as best as they could.


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The following charts describe each individual system of our 2014 FRC system and the path we took

to design and redesign the systems. We used the PDSA process to guide us and address each

problem we encountered. The four columns stand for the four steps of the PDSA process and the far

right column represents the time frame in which the changes were made.

Do 4- Develop

an Action Plan

Do 5- Implement

the Action Plan

to Create a

Prototype/Do 6-

Test the

Prototype

Study 7-

Analyze the

Test Results

Act 8- Action

G

U

L

L

L

A

K

E

Create a way to

drive

Ordered and

assembled drive

system kit from

Andy Mark. (see

appendix photo

#1)

The drive system

worked well.

No further action

taken.

Our drive system was assembled from the AndyMark Kit of Parts Chassis Kit. We did not change or

our drive system at all throughout the competitions.

Driving System


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We did not have any other electrical issues besides this.

Electrical/Programming System

Do 4- Develop

an Action Plan

Do 5- Implement

the Action Plan

to Create a

Prototype/Do 6-

Test the

Prototype

Study 7-

Analyze the

Test Results

Act 8- Action

T

C

Use PWM cables

to connect motor

controllers for

kicker to cRIO.

Kicker did not

spin.

One PWM cable

was in

backwards.

Flip PWM cable

around.

Flip PWM cable

around.

Kicker spun at full

speed.

PWM cable was

in the right way.

No further action

taken.


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Shooting/Kicking System

Do 4- Develop

an Action Plan

Do 5-

Implement the

Action Plan to

Create a

Prototype/Do 6-

Test the

Prototype

Study 7-

Analyze the

Test Results

Act 8- Action

G U L L

L A K E

Create a way to

shoot/kick

exercise balls

Design and build

wooden kicker

mounted directly

to CIM motor.

The single motor

did not produce

enough torque

to spin the

wooden

hammer.

Mount CIM

motor to gear

box using a

1/16th gear ratio

for 16x the

torque.

Mount CIM

motor to gear

box using a

1/16th gear ratio

for 16x the

torque.

The wooden

hammer spun,

but it did not

spin fast enough

to kick the ball.

One CIM motor

did not provide

enough speed to

kick the ball a

good distance.

Add a 2nd CIM

motor to the

gear box.

Add a 2nd CIM

motor to the

gear box. (see

appendix photo

#2)

The hammer

kicked the ball

much further.

The 2nd CIM

motor provided

the needed

speed and

torque to kick

the ball well.

No further action

taken.

This is the shooting design we used throughout the competition and did not make any changes to it.


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Loading System

Do 4- Develop

an Action Plan

Do 5-

Implement the

Action Plan to

Create a

Prototype/Do 6-

Test the

Prototype

Study 7-

Analyze the

Test Results

Act 8- Action

G

U

L

L

L

A

K

E

Create a way to

pick up/load the

exercise ball.

Design and build

loader that uses

two wooden

dowels mounted

to two CIM

motors that spin

and pick up ball.

(see appendix

photo #3)

The dowels did

not grip the ball

well.

Put double sided

tape on the

dowels.

Put double sided

tape on the

dowels.

The dowels

gripped the ball

better.

The motors were

spinning too fast

to pick up the

ball.

Slow the motors

down.

Slow the motors

down.

The motors were

spinning the

right speed to

pick up the ball.

The dowels

were separating

from each other

and not picking

the ball up

consistently.

Connect dowels

using a spring.

Connect dowels

using a spring.

The dowels

stayed together.

When mounted

on robot, the

loader was

mounted too

high to load the

ball.

Lower the

loader.

Lower the

loader.

The ball still did

not load

consistently.

The loader just

did not fit on the

robot very well.

Scrapped the

design and

redesigned for

the TC

competition.


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Loading System

Do 4- Develop

an Action Plan

Do 5-

Implement the

Action Plan to

Create a

Prototype/Do 6-

Test the

Prototype

Study 7-

Analyze the

Test Results

Act 8- Action

T

C

Create a more

consistent way

to load the ball.

Built a fork lift

design with two

steel rods

hooked up to

two CIM motors.

(see appendix

photo #4)

Two CIM motors

did not provide

enough torque

to spin steel

rods.

Mount CIM

motors to gear

boxes using

1/4th gear ratio

for 4x the

torque.

Mount CIM

motors to gear

boxes using

1/4th gear ratio

for 4x the

torque.

Gear boxes still

did not provide

enough torque

to pick up the

ball.

The 1/4th gear

ratio was not

enough to pick

up the ball.

Tie bungee

cords to the

steel rods to

help the loader

pick up the ball.

Tie bungee

cords to the

steel rods to

help the loader

pick up the ball.

The bungee

cords helped

enough to pick

up the ball, but it

was

inconsistent.

The bungee

cords kept

untying and

sliding around.

Scrapped

bungee cord

idea and

redesigned for

MESS.


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Loading System

Do 4- Develop

an Action Plan

Do 5-

Implement the

Action Plan to

Create a

Prototype/Do 6-

Test the

Prototype

Study 7-

Analyze the

Test Results

Act 8- Action

P

O

S

T

C

O

M

P

E

T

I

T

I

O

N

Create a more

consistent way

to load the ball

without using

bungee cords.

Used same fork

lift design but

used gear boxes

with 1/16th gear

ratio instead of

1/4th. (see

appendix photo

#5)

Gear boxes

worked very

well, but were

too powerful.

Weakened the

power of the

motors in the

gear boxes.

Weakened the

power of the

motors in the

gear boxes.

The loader

loaded well

every time.

The decreased

gear ratio

provided the

needed torque

to load the ball

consistently.

No further action

taken.


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Appendices

Table of Contents

Budget Lock-up Form Safety Guide Programming

Competition Information SolidWorks Electrical

Photographs Administrative Manual

Game Manual

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