introduction to microcontrollers using picaxe (ses) · ausvels design, creativity and technology...

AusVels Design, Creativity and Technology

Introduction to Microcontrollers using PICAXE (SES)

Steven Penna

Student Name:

Micro2

Third Edition

Introduction to Microcontrollers using PICAXE Page 1.

©Copyright LAPtek Pty. Ltd. Design Creativity and Technology

Student Learning Guide & Record

Task Page Description Date

completed Instructor's signature

Assessment 1 9 Summarize electrical fundamentals (pgs 4 – 8)

Assessment 2 12 Summarize (Pages 10 – 12)

Assessment 3 14 List a variety of DC batteries

Assessment 4 16 Determine resistor values and use a multimeter to check the result

Assessment 5 18 Review questions on resistors

Assessment 6 21 Review questions on semi-conductors

Assessment 7 22 Write a design brief

Assessment 8 23 Evaluation criteria

Assessment 9 25 Assemble the motor and gearbox

Assessment 10 26 Check all components

Assessment 11 28 Mount and solder components

Assessment 12 35 Completely assemble your line tracking mouse

Assessment 13 35 Check the solder joints

Assessment 14 35 Check the components

Assessment 15 36 Turn on the battery pack

Assessment 16 42 Identify uses for microcontrollers

Assessment 17 44 Review questions – Batteries

Assessment 18 46 Summarise – Diode

Assessment 19 48 Summarise and compare – Buzzers and piezo transducers

Assessment 20 50 Summarise – Analogue and digital signals

Assessment 21 52 Review questions –Digital sensors (switches)

Assessment 22 54 Review questions – Light dependent resistors

Assessment 23 55 Identify component circuit symbols



Assessment 26 60 Check all components

Assessment 27 61 Mount and solder components

Assessment 28 65 Check the solder joints

Assessment 29 65 Check the components

Assessment 30 65 Connect the battery

Assessment 31 65 Connect the KS1086 student experimenter module

Assessment 32 74 Turn LED on when the switch is pushed

Assessment 33 74 Alternative programming method

Assessment 34 75 Using the binary system

Assessment 35 76 Testing LEDs on pins 3, 4 and 5

Assessment 36 77 Traffic lights

Assessment 37 77 For…next loop

Assessment 38 77 LED chaser - wiper

Assessment 39 78 LED flasher – wiper using binary numbers

Assessment 40 78 Extension unit - what you can do next

Assessment 41 89 Testing the Piezo Sounder

Assessment 42 79 Produce 120 different sounds counting up

Assessment 43 79 Produce 120 different sounds counting down

Introduction to Microcontrollers using PICAXE

AusVels Design Creativity and Technology ©Copyright LAPtek Pty. Ltd.

Task Page Description Date

completed Instructor's signature

Assessment 44 79 Produce more sounds

Assessment 45 80 Advanced for ….next loop

Assessment 46 80 Count down in steps of 1

Assessment 47 80 Count down in steps of 10

Assessment 48 80 Some good sounds

Assessment 49 83 Calibrating the LDR

Assessment 50 83 Testing the LDR as a digital switch

Assessment 51 83 Testing the LDR as an analogue sensor

Assessment 52 84 LDR demo

Assessment 53 85 Extension unit – What you can do next

Assessment 54 85 Testing the switch

Assessment 55 86 Putting it all together

Assessment 56 87 Extension unit

Assessment 57 88 Write your own program

Assessment 58 88 Extension units

Assessment 59 89 Quick reaction game

Assessment 60 95 Testing the infra-red remote control and receiver

Assessment 61 96 Add another LED

Assessment 62 96 Extension unit game - What you can do next

Assessment 63 99 Mount and solder components for L293D motor driver

Assessment 64 100 Graphically explain how an H-bridge works

Assessment 65 107 Summarise aesthetics

Assessment 66 108 Reflection

Assessment 67 110 Ergonomics in action (group work)


Assessment 69 114 Carry out research

Assessment 70 117 List of materials and components


Assessment 72 120 Concept drawings

Assessment 73 122 Design options

Assessment 74 126 Draw preferred design option

Assessment 75 130 Orthographic drawing of preferred design option

Assessment 76 131 Make a scale model of your preferred design option

Assessment 77 132 Justification of preferred option

Assessment 78 132 Production plan

Assessment 79 135 Make your product/model

Assessment 80 135 Reflections

Assessment 81 136 Complete the effort and achievement

Assessment 82 142 Risk assessment

Assessment 83 143 Evaluation report (Assess. Rubric pgs 137-139)

Assessment 84 145 Maintain a record of the production work

Assessment 85 153 Design & manufacture an automatic vehicle


©Copyright L.A.P.tek Pty. Ltd. AusVels Design Creativity and Technology

LEARNING INTENTIONS:

What are you learning: You are learning to develop design briefs that include considerations and

constraints and undertake research relevant to the design brief. You will also learn how to implement

a range of production processes using tools, equipment and machines safely and use previously

developed evaluation criteria to analyse processes, components, materials, tools and equipment and

make appropriate suggestions for changes to these to improve outcomes.

Why are you learning this: To know how to use research and design briefs to make prototype

products and have recorded the results in a folio.

How do you know when you have learnt this: When you can use the design process to make a

programmable prototype model using equipment, materials, tools and components safely and

produced a folio that represents your work and research.

STUDENT OUTCOMES:

All students will be able to use a design brief, to design and make a line tracking mouse using the

design process, taking into account the aesthetics and ergonomics of the product.

Most students should be able to use two design briefs to design, record and make a line tracking

mouse and assemble and program a14M2 Picaxe controller (electronic circuit).

Some students could use three design briefs to design, record and make a line tracking mouse,

assemble and program the 14M2 Picaxe controller (electronic circuit) and design and make a model

using Picaxe and the design process, taking into consideration the aesthetics and ergonomics of the

products.

IMPORTANT NOTE FOR INSTRUCTORS

Research has shown that student outcomes are greatly improved when they have a

sound understanding of the vocabulary used in the subject.

With this in mind a glossary has been included in the back section of the workbook.

Have fun with your students by doing word searches, word games, rhyming words,

mind maps, concept maps, simple tests and questions. All these activities will help

your students remember the new words.

Set yourself a goal to ensure that all of your students get to know all of the new

words that they encounter in your subject.

Steve Penna



RESISTORS

Resistors are components used to control the size of the current that flows in an electrical/ electronic

circuit. The greater the resistance, the smaller the current.

Resistors may be made from carbon, metal oxide or a coil of wire. Resistors are probably the most

commonly used class of components in electronics.

The resistors most commonly used in electronic circuits are the fixed value resistor, the variable

resistor and the light-dependent resistor.

Resistance is measured in ohms (Ω).

1. Fixed value resistors

Fixed value resistors are made in sizes to suit the power

rating of the resistor. Those shown on the right are

typical low power resistors with a power rating of one

watt or less.

Because these resistors are so small, it is not possible to

print their resistance value on the body of the resistor.

Instead a series of coloured bands are printed around the

body of the resistor. Each colour represents a number

and the resistance value is therefore determined by

reading the colour code.

Circuit symbol

(B1)

or

(standard)

Fixed value resistors

The colours used in the resistor colour code are shown below.

Multiplication factors and symbols

M mega 1,000,000 (106)

k kilo 1,000 (103)

m milli 0.001 (10-3)

micro 0.000,001 (10-6)

n nano 0.000,000,001 (10-9)

P Pico 0.000,000,000,001 (10-12)

Four and five band resistor colour code

1W

½W

¼W


AusVels Design Creativity and Technology ©Copyright L.A.P.tek Pty. Ltd.

The following examples show how to use the colour code for four and five band resistors. The first

two bands (or three for five band resistors) are given a number, the next band is the multiplier and the

last (on the right) is the tolerance band.

brown black orange gold

1 0 x 1000 ± 5%

= 10,000 or 10K Ω

Four band resistor

yellow violet black orange brown

4 7 0 x 1000 ± 1%

= 470,000 or 470K Ω

Five band resistor

ASSESSMENT 4: DETERMINE RESISTOR VALUES AND USE A MULTIMETER TO

CHECK THE RESULT

How: Use the following process to determine the value of 15 fixed resistors that have been

provided by your instructor.

1. Insert the resistors into a clean sheet of white paper.

2. Read the colour bands to determine resistor value. Write the value next to the applicable

resistor.

3. Obtain a multimeter from your instructor.

4. Set the multimeter to ohms and the right scale for the resistor that you are checking.

5. Write the multimeter reading next to your previous recording for the resistor.

6. Observe the results.

7. Write an evaluation of your recordings that includes; your recordings compared to the

multimeter recordings and an explanation of the differences if there is one.

Evaluation

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ASSESSMENT 15: TURN ON THE BATTERY PACK

How: Check the 4 AA batteries are in the battery box correctly. Connect the battery box to the

battery snap and put your finger on the IC. If it starts to get hot remove the battery box

immediately as there is a problem – most likely that the chip or the battery snap wires are

around the wrong way.

HOW IT WORKS

Here we go, the big test. Complete the following.

1. Using black electrical tape, create a twisting and turning route for your Line Tracking Mouse.

2. Switch power to "ON"

3. Put your Mouse on the route that you designed. The black line should be within the three

interrupters detecting range,

4. Gently move the Mouse body to start it running.

Example 1

Example 2

Example 3



ASSESSMENT RUBRIC YEAR 10

INVESTIGATING AND DESIGNING – LINE TRACKING MOUSE

Name: Teacher: Date :

Level 9.0 Level 9.5 Level 10

Identified evaluation criteria

based on the design

considerations and constraints

of a student-developed design

brief for the development of a

line tracking mouse.

Identified considerations and

constraints within a student-

developed design brief that required

research, and development of a range

of related evaluation criteria

Identified considerations, constraints

and the needs of a variety of

client/user groups within the design

brief. Then researched and located

information relevant to the design

brief and use it to help with their

design.

Researched the design brief

specifications, such as the

characteristics and properties

of materials, components and

production techniques.

Researched and identified

considerations and constraints, for

the design of the line tracking mouse,

including the needs of a client or

user, and a range of design factors,

and the characteristics and properties

of materials or components.

Generated a range of alternative

possibilities, used appropriate

technical language, and justified their

preferred option, explaining how it

provided a solution to the problem,

need or opportunity.

Developed a range of design

alternatives and a justified the

preferred option, with

evidence that decisions are

based on design specifications

and an understanding of

materials and components

Developed and justified the preferred

design option from a range of

alternatives, using appropriate

technical language, detailed evidence

of investigation of design

considerations, and showed an

understanding of the relationship

between inputs, processes and

outputs.

Made critical decisions on materials,

systems components and techniques

based on their understanding of the

properties and characteristics of the

materials and of the relationship


outputs (Systems approach).

Logically sequenced and

planned the production stages,

and listed the resources

required, including availability

of equipment and facilities.

Logically sequenced and detailed

planning of production stages,

showing resources and calculation of

time and costs

Effectively used ICT equipment,

techniques and procedures to support

the development of their design and

planning. Students take account of

function and performance, energy

requirements, aesthetics, costs, and

ethical and legal considerations that

address the requirements of design

briefs.

Used ICT equipment and

techniques, such as computer-

aided design (CAD) to support

stages of the design process.

Used ICT equipment and techniques,

such as computer-aided design

(CAD) and modelling, to support

stages of the design process

Identified a range of criteria for

evaluating their line tracking mouse

and planned a realistic and logical

sequence of the production stages,

incorporating time, cost and

resources needed for production.

Level recorded 9.0 9.5 10



ASSESSMENT 16: IDENTIFY USES FOR MICROCONTROLLERS

How: Complete the following questions to help you to display your understanding of micro

controllers.

1. Microcontrollers are used in many electronic devices, vehicles, home appliances, alarms etc.

Write three applications where you think microcontrollers would be used in those systems.

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2. Explain what a microcontroller is.

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3. Explain the similarities between a microcontroller and a personal computer.

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ELECTRONIC COMPONENTS FOR THE 14M2 PIC STARTER MODULE

To build the 14M2 PIC Starter Module you will be using a PIC controller, light emitting diodes, piezo

sounder, light dependant resistor, ceramic and electrolytic capacitors, slide switch and a diode. The

following pages describe each of the components in more detail. For some of the components, it will

further reinforce what you have already learnt.

Reading the next few pages should provide you with the basic knowledge necessary to successfully

assemble your first programmable microelectronic circuit.



ASSESSMENT 21: REVIEW QUESTIONS – DIGITAL SENSORS (SWITCHES)

How: Answer the following questions, they will help you revise what you have learnt about digital

sensors (switches).

1. What is a digital sensor?

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2. Identify three applications for a push switch.

i) ...............................................................................................................................................

ii) ...............................................................................................................................................

iii) ...............................................................................................................................................

3. Identify two applications for a reed switch.

i) ...............................................................................................................................................

ii) ...............................................................................................................................................

4. Display on the digital signal below when the digital sensor (switch) is on and off.

5. Identify three applications for a micro-switch.

i) ...............................................................................................................................................

ii) ...............................................................................................................................................

iii) ...............................................................................................................................................

6. Does a digital sensor (switch) send a digital or analogue input signal to the microcontroller?

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Time

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14M2 PIC STARTER MODULE ASSEMBLY INSTRUCTIONS What: To learn how to assemble a 14M2 micro controller and student experimenter module , then

program the 14M2 to gain a desires output.

Why: To learn the basic programming language.

How: When you can understand and successfully program the module.

KS1084 14M2 PIC STARTER MODULE AND KS1086 STUDENT EXPERIMENTER MODULE

The kits are available from:

School Electronic Supplies

P.O. Box 636, Heathmont, Vic. 3135

Phone: 03-8802 0628

Fax: 03-8802 0629

14M2 Starter module

DESIGN BRIEF

A design brief is a written explanation outlining the aims and objectives of a design project.

The design brief ensures that important design issues are considered and questioned before you as the

designer commence work.

ASSESSMENT 24: WRITE A DESIGN BRIEF

How: Write a design brief that clearly states the problem to be solved and the aims and objectives

that you have in the making of your first advanced electronic circuit.

Commence your design brief with 'I am going to make’ ..........................................................

YOUR DESIGN BRIEF

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ASSESSMENT 49: CALIBRATING THE LDR

How: The following program calibrates the LDR:

Main: ‘make label called main

readadc 0,b1 ‘read channel 0 into variable b1

debug b0 ‘transmit value to computer

pause 1000 ‘short delay of 1000ms

goto main ‘jump back to start

After this program is run a ‘debug’ window showing the value of variable b0 will appear on the

computer screen. As the light falling on the LDR sensor is altered, the variable will show the current

sensor reading.

NOTE: To use debug you need to have the download cable attached.

ASSESSMENT 50: TESTING THE LDR AS A DIGITAL SWITCH

How: The LDR when connected to input 0 can be tested as a digital switch by a simple program

which will switch output 4 on and off according to the light level.

Because this is an if…then command there is no space between input and 0.

Use your finger to cover the LDR and note what happens.

Main: If input0 is on then Dohigh

Low 4

Goto main

Dohigh: High 4

Goto main

ASSESSMENT 51: TESTING THE LDR AS AN ANALOGUE SENSOR

How: The LDR when connected to input 0 can be tested as an analogue sensor by using the

program below.

The ‘readadc’ command is used to read the analogue value (a number between 0 and 255) into

variable b1. Once the number is in b1, it can be tested to see if it is greater than 100 or greater than

50. If it is greater than 100 output 4 is switched on.

If it is between 50 and 100 output 5 is switched on and if it is less than 50 then both outputs are

switched off.

Use your finger to first shade the LDR and then cover it and note what happens.

You will be able to see the value of variable b1 change on the debug screen but you need to have the

download cable connected to do this.



INFRARED CONTROL

As you can see from the schematic diagram right

that the circuit is not complicated and only uses a

few components. The parts list should be self

explanatory and the circuit is easily built using a

breadboard and teaming it up with your KS1084

14M2 module.

Note that the input pin used on the 14m2 is pin 3

Infrared control circuit

Infra-red control circuit mounted on a breadboard

AR1012 UNIVERSAL INFRA-RED TV STYLE REMOTE CONTROL

Before use, the universal remote must be programmed with the special ‘Sony’ transmit code.

1. Insert 2AAA size batteries.

2. Press ‘S’ and ‘B’ at the same time. ‘S’ is in the centre of the arrows.

The top left red LED should light up.

3. Press ‘0’. The LED should flash.

4. Press ‘1’. The LED should flash.

5. Press ‘3’. The LED should go out.

6. Press the red power button (top right).

Note that buttons A, C, D, E, F and G are for setting the remote control into different modes which

are not suitable for using with PICAXE. If one of these button is pressed accidentally then press the

‘B’ button to return the correct mode. We recommend always pressing the ‘B’ button before use.

When a key is pressed on the remote control, the red LED in the top left corner will light and flash

and a number will be sent to the IR receiver connected to the PICAXE microcontroller. The numbers

will correspond to the keys pressed as listed below:




INVESTIGATING AND DESIGNING – ASSEMBLE AND PROGRAM A 14M2 PICAXE

CONTROLLER


Level 9.5 Level 10 Level 10.5

Identified considerations and

constraints within a student-

developed design brief that

required research, and

development of a range of

related evaluation criteria on

page 59.

Identified considerations, constraints

and the needs of a variety of

client/user groups within the design

brief. Then researched and located

information relevant to the design

brief and use it to help with their

design.

Independently developed a design

brief, including specifications

(considerations and constraints) and

identification of a range of relevant

evaluation criteria.

Researched and identified

considerations and constraints,

for the design of the 14M2

picaxe controller, including the

needs of a client or user, and a

range of design factors, and

the characteristics and

properties of materials or

components.

Generated a range of alternative

possibilities, used appropriate

technical language, and justified their

preferred option, explaining how it

provided a solution to the problem,

need or opportunity.

Carried out research, based on

specifications in the design brief,

the needs of the likely

user/consumer/client, related design

factors, proposed materials,

components and processes, and a

social, ethical or environmental

issue related to the design brief,

materials or production.

Developed and justified the

preferred design option from a

range of alternatives, using

appropriate technical language,

detailed evidence of

investigation of design

considerations, and showed an

understanding of the

relationship between inputs,

processes and outputs.

Made critical decisions on materials,

systems components and techniques

based on their understanding of the

properties and characteristics of the

materials and of the relationship


outputs (Systems approach).

Generated a range of clearly

communicated design ideas

(including, for example, supporting

sketches, models) and a justified

preferred option, using a range of

drawing and communication

techniques, conventions, and used

appropriate terminology.

Logically sequenced and

detailed planning of

production stages, showing

resources and calculation of

time and costs

Effectively used ICT equipment,

techniques and procedures to support

the development of their design and

planning. Students take account of

function and performance, energy

requirements, aesthetics, costs, and

ethical and legal considerations that

address the requirements of design

briefs.

Displayed evidence of design

decisions relevant to the design

brief, including design

considerations and/or design

elements and principles, proposed

materials, components and

production processes – provided in,

for example, discussed in the design

brief and evaluation criteria, design

annotations, evaluation grids, and

justification of the preferred option.

Used ICT equipment and

techniques, such as computer-

aided design (CAD) and

modelling, to support stages of

the design process

Identified a range of criteria for

evaluating their robot and planned a

realistic and logical sequence of the

production stages, incorporating

time, cost and resources needed for

production.

Developed a logically sequenced

plan and a list of the materials,

components, equipment and safety

measures needed to produce a

design, including a timeline and

costing.

Level recorded 9.5 10 10.5




PRODUCING – ASSEMBLE AND PROGRAM A 14M2 PICAXE CONTROLLER



Production a 14M2 picaxe

controller that is close to

commercial standards in

terms of the quality,

aesthetic, functionality,

and/or performance

requirements of the design

brief on page 58.

Produced a robot that met the


brief, showing consideration

of quality, aesthetics and

functionality/performance,

and met the expectations of a

user/consumer.

Produced a robot that met the


brief, showing consideration

of quality, aesthetics and

functionality/performance, and

met the expectations of a

user/consumer.

Implemented a range of

production and

finishing/presentation

processes with minimal

supervision and competently

used complex tools and

equipment, with limited

guidance on safety.

Selected and competently

handled materials, and system

components, showing an

understanding of


or function in a system.

Selected and competently

handled materials, and system

components, showing an

understanding of


or function in a system.

Justified the selection and

use of materials based on

physical, chemical, sensory

or aesthetic properties or

system components to

achieve the expected outputs

or other requirements of the

design brief on page 58.

Selected and used a range of

complex tools, equipment,

and production and


processes, showing, after

practice and trailing, a high

level of accuracy,

competency, responsibility

and safety

Selected and used a range of

complex tools, equipment, and

production and


processes, showing, after

practice and trailing, a high

level of accuracy,

competency, responsibility

and safety

Modified or adapted

production methods to

overcome difficulties, with

any changes to the design

plan clearly explained.

Displayed skills in managing

production processes

recording of production work

(for example, in a journal or

log, using ICT (where

appropriate) that described

the use of the production plan

and details of any

modifications carried out.

Displayed skills in managing

production processes

recording of production work

(for example, in a journal or

log, using ICT (where

appropriate) that described the

use of the production plan and

details of any modifications

carried out.

Showed consideration to

safety requirements.

Recorded progress.





ANALYSING AND EVALUATING – ASSEMBLE AND PROGRAM A 14M2 PICAXE

CONTROLLER



Used, safe procedures to test

their 14M2 Picaxe controller.

Used an appropriate

qualitative testing or

checking method

Used an appropriate

qualitative testing or

checking method

Used student-developed

criteria, detailed reference to

test findings, and feedback

from teacher and peers, to

evaluate their 14M2 Picaxe

controller in terms of safety,

function, suitability for the

intended purpose and use of

resources.

Used a range of evaluation

criteria developed from the

design brief, and input from

others (particularly

users/consumers) to assess

their 14M2 Picaxe controller

in terms of suitability for the

intended use,

function/performance,

appearance, quality and

usability.

Used a range of evaluation

criteria developed from the

design brief, and input from

others (particularly

users/consumers) to assess

their 14M2 Picaxe controller

in terms of suitability for the

intended use,

function/performance,

appearance, quality and

usability.

Revised equipment used,

processes, materials and

components and justified

changes proposed to produce

an improved outcome for the

14M2 Picaxe controller.

Considered and analysed the

efficiency and efficacy of the

production processes and the

functional 14M2 Picaxe

controller in terms of safety

and risk.

Considered and analysed the

efficiency and efficacy of the

production processes and the

functional 14M2 Picaxe

controller in terms of safety

and risk.

Critically analysed the social,

cultural, legal and

environmental impacts of

their own and others’ 14M2

Picaxe controller, and of an

innovative new technology.

Identified the possible social,

environmental, cultural and

ethical/legal impacts of their

14M2 Picaxe controller and

those of others.

Identified the possible social,

environmental, cultural and

ethical/legal impacts of their

14M2 Picaxe controller and

those of others.




INTRODUCTION TO THE DESIGN PROCESS

The design process is used to design and manufacture a prototype of an idea. The design process that

you will be using to create your models comprises of the following stages.

The Design Process



AESTHETICS AND ERGONOMICS

What: You will be learning the importance of aesthetics and ergonomics and the roles they play in

the design process.

Why: To enable you to design an individual creative piece that takes into consideration how people

feel about and use your product.

How: Read the following five pages to help you to understand what aesthetics and ergonomics is,

then when you consider them in the design process for your models.

Until recently, function and cost were the only factors that mattered when people bought or

manufactured new products, but that’s all changing. People no longer simply expect the product to be

functional and usable. They also expect it to bring pleasure. Things like aesthetics of the product;

the way it looks, the feel of the material, the tactile response of the controls, and how it suits the user

(ergonomics) is what gives them pleasure. A working knowledge of aesthetics and ergonomics will

help you in designing your products. Let’s have a look them.

AESTHETICS

What is aesthetics?

Aesthetics is all about how you feel (your senses) about a

product and how you respond to it. Putting it simply, if

something is aesthetically pleasing to you, you like it and if

something is aesthetically displeasing to you, don’t like it.

Aesthetics involves all of your senses – vision, hearing, taste,

touch and smell.

On the right is one of David Roys kinetic wood sculptures. Is

it aesthetically pleasing to you? Is it aesthetically displeasing

to you? Discuss this with your friend, then share your

thoughts on how you feel about David’s work, with the class.

If you would like to see David’s kinetic wood sculpture work,

go to his web site, it is worth the visit.

Kinetic wood sculpture by David Roy

SENSES

The following identifies your senses and how you use things to determine how you feel about a

product.

VISION

Colour A quality that products have, and which can be seen.

Shape A distinctive form

Pattern An artistic or decorative design

Line A contour or an outline

Texture The surface of a material, esp as perceived by the

sense of touch

Balance Evenly proportioned, balanced,

Scale The ratio between the size of something real and that

of a model or representation of it

Movement A particular manner of moving.

Vision



EXTENSION UNIT

KS1071 – L293D MOTOR DRIVER MODULE

The L293D is a quadruple high-current half-H driver. It is designed

to provide bidirectional drive currents of up to 600ma from 4.5 volts

to 36 volts DC. This device is designed to drive inductive loads

such as relays, solenoids, DC and bipolar stepping motors in

positive supply applications.

All inputs are TTL compatible. Each output is a complete totem-

pole drive circuit, with a Darlington transistor sink and a pseudo-

Darlington source. Drivers are enabled in pairs, with 1 and 2

enabled by 1,2EN and drivers 3 and 4 enabled by 3,4EN. When an

enable output is high, the associated drivers are enabled and their

outputs are active and in phase with their inputs. When the enable

input is low, those drivers are disabled and their outputs are off and

in the high impedance state. With the proper data inputs, each pair

of drivers forms a full-H (or bridge) reversible drive suitable for

solenoid and motor applications.

The KS1071 L293D motor driver module is designed for use with a PICAXE microcontroller for

interfacing with small DC motors or solenoids. The L293D can be powered from the same 4.5 volt

power supply as the PICAXE to control a small 3 volt motor such as the PM9000. Higher voltage

motors of 4.5 to 36 volts can be used with the L293D by using a separate regulated supply

connected to pin 8. A 220nF polyester capacitor should be connected directly across the motor

terminals to prevent motor noise from interfering with the circuit.

ASSEMBLY HINTS

The printed circuit board for the KS1071 features an integral heatsink on pins 4, 5, 12 and 13.

It is recommended that the L293D be soldered directly to the PCB without the use of an IC

socket so that optimum performance can be achieved without overheating. The L293D is

designed to run warm and does have inbuilt over temperature protection.

The screw terminal blocks need to be ganged together using the dove-tail grooves prior to

soldering into the PCB.

The L293D IC is static sensitive and requires special handling

RESOURCES

Programming And Customising The PICAXE Microcontroller by David Lincoln and by visiting

www.picaxe.co.uk.

http://www.picaxe.co.uk/



ASSESSMENT 85: DESIGN AND MANUFACTURE AN AUTOMATIC VEHICLE

How: Use your 14M2 PIC starter module and the L293D motor driver module that you

completed, to design and manufacture a vehicle that when it strikes an object will reverse,

change direction then proceeds forward.

WIRING DIRECTION FOR YOUR VEHICLE:

Starter Module

L293D Driver Terminal Block Micro Switch Motors

Pin 0 Leg 10

Pin 1 Leg 15

Pin 2 Leg 2

Pin 3 Terminal 2

Pin 4 Leg 7

+V Leg 9

+V Terminal 1

G Leg 12 (G)

Bridge Leg 1 and 8

Bridge Leg 9 and 16

Leg 3 Left hand motor (top)

Leg 6 Left hand motor (bottom)

Leg 11 Right hand motor (top)

Leg 14 Right hand motor (bottom)

Leg 13 (G) Terminal 4

Bridge Leg 16 and 1

Terminal 1 Left hand (centre)

Terminal 1 Right hand (centre)

Terminal 3 Left hand (inside)

Terminal 3 Right hand (inside)

1K resistor across terminals 2 and 3

10K resistor across terminals 3 and 4

104 ceramic capacitor across both motor terminals on left hand and right hand motors

introduction to microcontrollers using picaxe (ses) · ausvels design, creativity and technology...

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