report project intelligent play object - de versie[1](1)

8/14/2019 Report Project Intelligent Play Object - De Versie[1](1)

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Chapter Page

Pressure cooker 3

Analyzing & Abstracting – Creating acommunal vision

4

1



Creating Opportunities – Picking the right concept

5

Perceiving – Putting the information tothe test

6

Validating – Let the children play 7

Analyzing – The new and improved 8

Doing – Testing and making the prototypes

9

Perceiving and Doing – The newtechnology

10 and 11

Integrating – Making the whole 12

Realization – The concept description 13 and 14

Appendix1. List of criteria

2. Crucial questions3. Brainstorm technique4. Matrix5. The three concepts

6. Books we used as magnetconcept8. Summary of what we thoughtwas useful9. Interview expert10. Primary school visit13. Magnet order14. Circuit16. Materials

15 to 251515161617

1718 and 192021 and 22232425

Index

2



Pressure Cooker

Of course we, as every project group, started off with the pressure cooker.We were a bit surprised by the approach of the beginning on our project,

because we expected more or less an introduction to the study and a generaltake off. But we tried to make the best of it, started reading our projectdescription and started brainstorming.Surprisingly, this went pretty well and we already had lots of (diverse) ideas.Of course with the pressure cooker we had a tight schedule, so decisions hadto be made quickly. Eventually we chose our idea of a ‘touchscreentable’,which was a lot like the entertaible from Philips we heard later on. Because aworking prototype was impossible within this pressure cooker, we tried toexplain our concept by the use of a role-play.Although we didn’t really notice it yet, we actually already learned a lotabout our project. We received our feedback where was said that one of the

main principles of our project was (and is) that our concept had to bepractical; you have to be able to carry it with you. In other words, our ‘table’wouldn’t fit the bill as a good idea for this project. Furthermore, the expertstold us that the design of the table wasn’t the big issue, but that the softwarewas the tricky part. And of course because our concept was a lot like the

entertaible, it already warned us that we always have to keep track off thelatest designs/products in our target area.

3



Analyzing and Abstracting – Creating a communal vision

We felt we already did a lot of brainstorming within the pressure cooker, and

because we kept stuck with the ‘table’ idea, any other significant idea wasn’t

rising.So we were seeking another approach, and we found it! We begun verifying

our target group and made up a list of questions of which we thought were

crucial for our project. Additionally, we also thought of certain criteria 1 of our

project which we thought could help us with coming up with (better) ideas.

We also had some ‘crucial questions’ 2 which could help us focus more on

specific areas. This way we knew more about what we were designing and

also for whom. Although we weren’t really sure about things like the age of

the target group and what kind of feedback we were looking for, this exercise

did help us a lot on generating new ideas. So we were looking for a newbrainstorm technique which could help us more than what we did in the

pressure cooker. We found a brainstorm technique 3 that fitted our approach

and it helped a lot. At the end we had a whole bunch of ideas to pick from.

1 The list of criteria can be found in the appendix2 The ‘crucial questions’ can be found in the appendix3Explanation of the brainstorm technique can be found in the appendix

4



Creating Opportunities – Picking the right concept

After doing some more research by reading books and looking on the

internet, we decided to change our target group and we picked the ages

between 8 and 10 years. We felt they would have more interaction with an

intelligent object and we thought they would understand our concept in abetter way and of that knowledge we could benefit in creating our product.

Our new brainstorming technique paid off and before we noticed it we had

three concepts 4 that were all entitled to be our final concept. As a result, we

set up a matrix 5 with criteria we thought was important. The criteria are

more detailed than the previous list, this way we could measure the

differences even better.

After filling in the Matrix we decided to pick the Magnetic Ball. Its

innovativeness attracted us the most. Moreover, as you can see the

magnetic ball also consists of different aspects of the other two ideas, whichmeant in our team that everyone was pleased with choosing this concept.

We did make the decision pretty early in the process. The reason we did this

is that we could focus more on the concept, so we could dig deeper in the

details.

4 The brief explanation of the three concepts can be found in the appendix5 The matrix we made can be found in the appendix

5



Perceiving – Putting the information to the test

Because we had some (‘basic’) magnets in our possession, we were able to

try some things out. Although we already collected some books 6 considering

magnetism, we didn’t quit study it yet and we just wanted to find out inpractice. That’s why we went to the Matrix (Tue) and there we made some

prototypes with clay. Our idea was to attach several magnets to each other,

in the form of cube, on which all the same poles were directed to the outside.

But while we were trying to realize this, we noticed that wasn’t that easy as

we thought it would be. The magnetic field started to intervene with one

another and the shape of a cube was hardly reasonable.

This didn’t stop us however, and we put some clay around our ‘magnetic

cube’ and tried to shape a ball out of it.

This fairly succeeded as you can see in our video clip 7 we shot during this

prototyping. But we also got the point that our concept wasn’t that easy to

realize as we originally thought, but we still thought it was possible. So to be

a little more sure we dived into our books and learning more about magnetic

fields. This helped us to gain more knowledge 8, and it also delivered us a

‘maybe’ solution.

So to be absolutely sure it was possible we tried to get contact with an

expert of physics. When we started the meeting we were still thinking it

might work, but the first thing the expert (M.J. de Graaf ) told us was that it

wasn’t possible. We asked a lot more than only if it could work or not. So

after the ‘interview’ 9 we were a bit down, because our idea was kind of

broken. But we didn’t give up just yet.

6 The list of books we used for the ‘magnet study’ can be found in the appendix7A link to the video clip: http://www.student.tue.nl/W/y.bekker/Prototype%203.wmv 8 A summary, of what we thought was helpful from the books, can be found in the appendix9 The Interview can be found in the appendix

6

http://www.student.tue.nl/W/y.bekker/Prototype%203.wmv







Validating – Let the children play

But our ball wasn’t our only concern, because we made this product for children.But we weren’t even sure children of the age group we choose liked our idea. So tocheck if the concept is really as fun for children as we think, we visited a primary

school. We went to a school in Best and asked the children a couple of questions 10 and let them play with magnets. We tried to figure out what kind of games childrenplay in general and if our concept would fit in that picture.

Our conclusion was that group five, ages around 8 and 9 years, had a better idea of our concept and that was exactly what we wanted to hear. We also noticed thatthey were more able to interact with our idea and had already come up withdifferent games even when they didn’t see the product yet. Another importantanswer we received from this survey was that almost all children preferred feedbackin the way of light.

The conclusion came in handy for our interim-presentation, because we still didn’thad a new idea of how our ball would work. We only showed one of the possibilitiesthe expert told us. We made the best of it and it went pretty well in the end. We gotsome good feedback and it triggered our minds that had some thinking to do again.Maybe what we thought of our final concept would still change.

10 The questions and results can be found in the appendix7



Analysing – The new and improved

Although we were a bit disappointed that our original idea wouldn’t work, we

were still discussing about another approach. The expert told us several

things. One of those things was that we could also think of different shapeslike a cylinder or a cube.

But we weren’t really feeling that

idea and we thought that the use of

our ball was a crucial part of our

product which would make it a

playful object. So we discussed even

more and our expert told us we could

also think of a ball in a ball. The inner

ball would be divided in two halfs: a

north pole and a south pole, but oneof them is heavier than the other

one, so that one will always drop

down. Furthermore, the outer ball

was the one which will start to role

while the inner ball keeps ‘hanging’

on the same place. We really liked

this idea and so we decided to go on with it.

8



Doing – Testing and making the prototypes

This week we wanted to do as much on prototyping as possible. Because we

still were excited about the ‘ball in ball’ principle, we already had come up

with different ways of how we thought we could realize this. We had alsobought several balls of foam.

First we wanted to know how it exactly works if you put some extra weight to

a certain pole. Accordingly we made a very simplified prototype 11, with two

wheels on both sides, a wheel bar and of course the magnets.

So that worked! The next step was of how we wanted to integrate this in our

ball concept.

We determined to cut two foam balls in half and afterwards scoop them out.

The idea we had was to fill one of these balls with magnets and of course

one more than the other, to create a difference in weight. This wouldeventually become the inner ball.

But how could we accomplish to let the inner ball roll within the outer ball?

We tried different things, but none of them worked.

We used oil, but the oil was too greasy and the inner ball got stuck, so this

didn’t work. We couldn’t use liquid either, because then it would all sink to

the bottom.

Another approach was the use of tiny corals, but because the ball and the

corals moved too stiff together, this also didn’t work.

Again we contacted expert de Graaf and he suggested us to look at the

Powerball, which was something like our product, in a way it uses the same

technology. Furthermore he also noticed that we could perhaps use a

gyroscope.

11A link to this movie-clip: http://www.student.tue.nl/W/y.bekker/Wiel_Prototye.avi 9

http://www.student.tue.nl/W/y.bekker/Wiel_Prototye.avi






Perceiving and Doing – The new technology

We took a better look at the gyroscope, because this technology we wanted

to use for our next prototype. A gyroscope is a device for measuring or

maintaining orientation. The device is a spinning wheel or disk whose axle isfree to take any orientation:

Wikipedia showed us an animation of the gyroscope and this help us in order

to form a better understanding of how the gyroscope worked. We wrote down

the basics of the gyroscope we thought were most important to arrive with a

working gyroscope ourselves. With this information we went to the city to

collect our materials and started to put them together in the Matrix.

Although our outer circle was a bit bigger than in the picture (see above), we

did try to see if it worked and it did. Besides, our outer circle would becomeour ball anyways, so the shape of that ring wasn’t that important.

We were lucky however, because although we didn’t notice it when

purchasing, but our gyroscope frame almost fitted perfectly in our ball of

foam.

So we had a working gyroscope, but because we didn’t have any well-

working, strong magnets yet, we couldn’t really test it to arrive at a working

concept.

Therefore we clicked on the Internet and visited the site 12 our expert de

Graaf suggested.

And it certainly was a useful site. We managed to order the magnets we

thought we needed; we chose ring magnets, rods and discs 13. The site

offered us information about the intensity of the magnet and the

measurements. The only downside was that the magnets had to come all the

12 The link to the site: www.supermagnete.de13 The evidence of ordering can be found in the appendix

10

http://www.supermagnete.de/

http://en.wikipedia.org/wiki/Image:3D_Gyroscope.png






way from Germany, which meant we had to wait for another week with our

prototype.

We decided to go the E-atelier and actually became aware that our electronic

skills weren’t where they should be in order to create an interactive glove as

we had in our minds. And because we didn’t follow a workshop about this,we didn’t have the opportunity to do so, we weren’t capable of designing the

glove as we just described above.

We did manage however to come up with a drawing of a circuit 14 which

represents the intention we had with our glove. Moreover, the LED-lights

weren’t the only issue we came across; sensors and a wireless connector

were strongly discouraged by the staff of the E atelier, because that was just

too difficult for freshmen like us.

Finally our magnets arrived and while some group members were working on

the report, others went to the matrix to still make, a bit simplified, model of

our concept.

We took the rods and although it fitted in the gimbal, it was hard to make it

heavier on one side, and that’s why we used a mixture of different magnets

to arrive at the same principle. And this did work as you can see in a video

clip 15 we made.

We put this in our ball and... it didn’t work. This was because our gyroscope

was too big and in combination with the ball, the distance was too big in

order to affect the magnet in the ball with the glove in a significant way. You

were able to see it did have some influence, but not enough to make the ball

spin. So we tried some alternative, where we cut another foam ball in half

and we put a heavy metal block in it. This heavy block was foreseen from

two rods, attached to each other, and we glued the ball back together again.

And another failure, because the ball was too heavy to make it move. Again

it wasn’t a total failure, because there still was some influence between ball

and glove, but too weak to win from gravity.

Nevertheless we were happy with what we got and painted the balls to arrive

at a certain visual concept which represents our idea.

14 The circuit with calculations can be found in the appendix15 The link to the video clip: http://www.student.tue.nl/W/y.bekker/ Gyroscoop.wmv

11

http://www.student.tue.nl/W/y.bekker/Wiel_Prototye.av






Integrating –

Making the

whole

We wanted to

have a workingprototype in

the end, and

although we

couldn’t own a

working ball

yet, we were

able to think

about the

glove a bit

more.

Our feedback was becoming more and more a selling feature and not so

much an additional option as it seemed before. This time we arrived at a

better design of our glove, focused on the feedback it will give:

As you can see the glove consists of a circle full of LED-lights and they are

strongly dependant of the movement of the Magnetic Ball. We were thinking

of a speed/rotation sensor in the ball, and

the harder you would spin the ball, the

more lights would light up.

And all of a sudden we were reminded that

we still hadn’t a catchy name for our

concept yet. We tried to come to a name

by just all coming up with different

solutions of what we thought could be a

name for our concept. The one led to the

other and in the end we chose: dIIlusion.

We really liked this name, because you can

pronounce the name in different ways: The

Illusion or di illusion or delusion. And as you can see, it can mean different

things as well, but still all come back to a certain ‘magic’ meaning and that is

exactly what we wanted to achieve with our product.

12



We made a short and a long description

about our concept. In order to inform

anyone in one or in ten minutes about our

concept, both with the same basic

understandings of what our product is,

what you could do with it and why our

product excels from other competing

products. We also made a list of all the

materials our product consists and what

the price will be16

16 The list can be found in the appendix13



Realization – The concept description

Our concept is based on the magic of magnets combined with different

feedback options to keep an interesting, open ended and enjoyable object.

We choose a ball and glove for this to create the best effect. With the glove

you can control the ball without touching it. There are magnets in both the

ball and the glove which repel each other. Since a monopole ball was

impossible. We were going for the ball with a gyroscope in it. For our concept

we needed something that kept the magnet in the middle without letting it

spin, but with the possibility it could spin. So we used the idea of a gyroscope

because of the three axes. This way, if we made the middle circle heavy and

the outer circle a sphere, we had a rolling ball with a center magnet that

wouldn’t spin. When a magnet comes close it acts like a monopole, the ball is

spinning but only pole is constantly on the top side.

We wanted to create an open ended object, so basically when children grab

our product they will start playing but here they can do whatever they want.

Already the magnets alone provide a lot of fun for the children, they really

like to explore the working of the magnets and try all sort of different things.

Here they can already think of different games to play but with feedback this

gets even more interesting and fun.

By moving the ball with the glove the ball will react and starts to emit

different colors of light. A speed sensor in the ball will have influence on the

color. The speed sensor is also connected to the glove were the LED’s, which

are positioned in a circle, will act as some sort of way to measure your

speed. For example if only one LED’s is enlightened on your glove you are

rolling the ball with a low speed and the ball has a certain color at that

moment, if you are rolling the ball faster more LED’s will lighten up and also

the ball will change color. This will allow the children to explore the ball and

the glove and think of different games connected to the different colors.

However when you push too hard, the magnets inside the ball will eventually

flip over and starts to attract to your glove. Because our concept is based on

the repulsive force of magnets, we did not want the user to touch the ball. So

when the ball does get stuck to your glove there will be a reaction in the

form of red lights flashing. Of course you don’t want the ball to get attracted

to your glove, so you quickly have to flip your hand so the ball gets repulsed

again. This also adds a challenge into our concept which is important to keep

a concept interesting.

14



So we had the idea of a concept which uses the magic of magnets but why

did we choose for a ball and a glove and not just any other form? First of all

the ball is a very common object every child knows what it is and what they

can do with it. But we wanted to go further than an ordinary ball. We found

out that children really enjoy magical or mysterious things they also like to

explore and discover everything. Magnets are ideal for this because children

don’t really know how they work, but you can do some magical things with

magnets. So we decided to

create a magnetic ball.

The next issue that came

along was: how do you

control this magic ball?

Because we wanted to

create a magical effect we

thought that it would bemost effective when you

really interact with the ball

yourself. For this reason

we brought in a glove.

Now you can control the

magic ball with your own

hands. This way the children will really get a magical feeling17.

17

17Movie clip of overall process: www.student.tue.nl/W/R.martens/projectipo.wmv

15

http://www.student.tue.nl/W/R.martens/projectipo.wmv






16



Appendix

1 List of Criteria

Open ended or goal oriented Open ended

Multiple objects or just one One

Playable with one person or in agroup

group

Movable or static Movable

Everyone has his own object or oneper group

Everyone his own

Feedback as in? Light

Bigger than bag or not Has to fit in thebag

2 ‘Crucial questions’ Target group: Children between 2 – 8 years (Global)

Aim: An interactive product which gives feedback while using it.

What is a game? An individual or group activity, where the user’s

amusement is the most important factor. The game has to have rules, but

these rules shouldn’t be too complex to understand for its users. Moreover,

the game has to be motivating that you experience the game as challenging

or educational.

How do you achieve an interactive product? An interactive product ischaracterized by giving feedback on different handlings with the product.

What are game rules and challenges? Rules can help a game to be fun, or to

keep the fun factor alive. This can be achieved by inserting rules which

prevent from cheating. With rules you also create challenges. Challenges

make the game a little bit harder because you have to stick by the rules. But

17



by making the game a little bit harder it keeps its appealing factor so it will

not be boring. On the other hand, if you make it to hard it not be fun either.

So rules have to be in just right.

18



3 Brainstorm technique

We all had several sheets on which we all began writing or drawingsomething down. As soon you finished that possible idea of an intelligentplay object, you passed it on or put it in the middle of the table. Thensomeone else did the same and took for example that specific sheet onwhich you just wrote your idea and then he could more or less adjust yourconcept with what he thinks would make the concept better.

4 Matrix

Criteria Concepts:

‘’Cube’’ ‘’MagneticBall’’

‘’WeaponGlove’’

Feedbackpossibilities

Creative freedom

Entertainmentfactor

Safety

Team play

Customizepossibilities

In- and outdoorobject

Innovative

Mobility

Interesting to bothgender

9 6 8

5 9 5

4 9 7

8 6 5

3 7 9

1 5 5

5 8 6

2 8 8

6 8 8

8 7 4

Total 51 72 65

19



5 The three concepts

– The Cube: We were thinking of a cube that would give light. Children

would be able to make all kinds of different ‘light puzzles’ or little

buildings they can play in. This concept was still a bit from the pressurecooker as well, because we were thinking of making some kind of

software where the children could form some kind of path by ‘clicking’

the cubes together and then a character (male/female/animal) would

walk that path accordingly on how you chose to use the cubes. We

were also thinking of magnetic cubes which can be attached to each

other only one way, and that would represent a certain color.

– Magnetic Ball: This ball was meant to be a monopolar ball, which

children would be able to push off with a (magnetic) glove. We wanted

to create some kind of magnetic feeling for the kids as they are playingwith the object.

– The Weapon Glove: We wanted to design several gloves with sound as

feedback. As the name already says, the glove has to serve as a

weapon. We came to this idea by looking at our own childhood and

what we really liked to do. Because our group is full with guys, it wasn’t

that difficult: playing war! Power Rangers, Action Man, Ninja Turtle, you

name it. That’s why we wanted to design a glove which would make a

sound when: being swung around (the sound of a sword), being pushed

on (the sound of a gun) and so on.

6 Books we used as magnet references

Title Author Isbn

The Secret World of Magnets

Howard Johnson,Steven P.Davis,Gerhard H.

Beyer

Driving Force: theNatural Magic of Magnets

James D.Livingston

0-674-21644-X

Magnetic Materials:Fundamentals anddevice applications

Nicola A.Spaldin

0-521-01658-4(pb). - 0-521-81631-9 (hb)

20



21



8 Summary of what we thought was useful

Two complementary ways of developing the theory and definitions of

magnetism are:

– The ‘physicist’s way’ based on circulating currents (cgs)

– The ‘engineer’s way’ based on magnetic poles (SI)

The two developments lead to different views of which interactions are more

fundamental, to slightly different-looking equations, and the two different

sets of units.

The force between two magnetic poles is proportional to the product of their

pole strengths, p, and inversely proportional to the square of the distance

between them:

The Cgs-system: F= p1p2/r2 … F in Dyne and r in cm

1 dyne = 10-5 Newton

A pole of unit strength is one which exerts a force of one dyne on another

unit pole located at a distance of one centimeter.

The unit of pole strength does not have a name in the cgs-system, and so a

force between poles in the SI-system is defined as:

F=1/4π*µo p1p2/r2

With 1/4π*µo as the constant of proportionality, called the permeability of freespace and has the value of 4*10-7 Wb/Am.

A field of unit strength, H, is one which exerts a force of one dyne on a unit

pole.

According to the SI-system: H=1/4π*µo p/r2 (Ampere/m)

We were looking for a monopole magnet, well rather a magnetic ball which

would be completely monopolar.

However, these don’t exist (yet) and probably isn’t possible for us to develop

either. We came to this conclusion by looking for a comparison with

something in our natural environment and we quickly came up with our own

earth! Earth’s magnetic field (and the surface magnetic field) is

approximately a magnetic dipole, with one pole near the north and the other

near the geographic South Pole. An imaginary line joining the magnetic poles

would be inclined by approximately 11.3° from the planet’s axis of rotation.

22



Corner spins

Using the spins (vortex) of an individual corner of a magnet

We found a way which is based on interactions between magnetic structures

that cause one to drive to the other. The following structure uses a series of

magnets with only one corner exposed so that the spins (vortex) of that

corner only is used to interact with the spins of a curved magnet, which is to

be driven.

Illustration:

This section exposes only the spins (vortex) on one corner.

Notice that, within the structure, the only spin (or vortex) that is exposed,

and affects anything above the magnets, is the one at the uppermost corner;the other North Pole vortex is ‘’shorted out’’, and the South Pole vortices are

below the structure.

23



9 Interview expert

Is it possible to create a ball which has only one polarity?

Ofcourse we knew they didn’t exist, but we thought there were different

ways of realizing this.

- We wanted to take a ball of foam and attach magnets to it, all

directed with the same polarity to the outside. You could compare it with a

disco ball of magnets.

- We wanted to us to principle which is explained above (with the

illustration). This was exactly what we needed, but the main question was:

How do you integrate this in a ball?

The expert told us that he appreciated we already thought it out this much,

but that we also have to respect ‘the rules of nature’. Magnetism is a force

and you can’t alter it to your own needs. He told us that a monopolair ball

just wasn’t possible, in any way, and that we weren’t the first ones who

thought of it. He did like our ‘disco ball’ concept, but he said that your

magnetic fields within the ball would enhance each other which would

eventually mean that the ball will ‘explode’.

How strong should our magnets be to have a working prototype inthe end?

Our expert reminded us that magnetism is a power which only works on a

very short distance: if the distance to the magnet is bigger than the magnet

itself, according from the formula 1/r 3 that would mean that when you are 10

times as far, your magnetic force is 1000 times as weak.

But our expert didn’t really know how strong they have to be, because

magnets are underestimated very quickly. He advised us to visit the internet

site www.supermagnete.de and to look for some suitable magnets we

perhaps could use in our project.

Will the magnet have any influence on the LED-lights we want to

integrate in our glove?

No

24







10 Primary school visit

We went to a primary school in Best, there we asked children from group 3

and 5 which games they like to play at home and at school and what kind

of games they could think of with our concept.

We started with some general questions.

Group 5:

• What kind of games do you like?

- Playing tag - Hockey

- Bouncing with a bal - Lego

- Monopoly - Tinkering

- Playing tennis - Playing football

- Table tennis - Playing dodge ball- Drawing - Playing horse

- Basketball - ‘Apenkooi’

- Building sheds - Baseball

- Water fights - TV-games

• Which games do you miss on the playground?

– Playing football

– Cycling

• Would you rather play outside or inside?

– Outside!

• If you have to choose between light, sound and vibration as a form of

feedback in your glove, which one would you choose?

– Lights, because then we’re able to think of different games as well. For

example, teamplay or when a specific light represents a different action.

• Which kind of game would you play with ‘the magnetic ball and glove’'

– Who can punch the ball the furthest

– Playing snatch

– Catching when jumping on a trampoline

– ‘Lummeltje’

– Game with each other and the one with the ‘best moves’ wins

– A game who crosses a different distance the fastest25



• Could you come up with a name for our product?

– ‘De alles-handschoen’

– ‘De zweefbal’

– ‘De magneetbal’– ‘De bestuurbal’

– ‘De magische bal’

Group 3:

• What kind of games do you like?

- Building towers

- Playing firefighters

- Hide and seek

- Playing tag- Playing with a skipping-rope

- Cleaning sand with a wheelbarrow

- Pokémon

- Playing football

- ‘Apenkooi’

- ‘ink fish basketball’

• Would you rather play outside or inside?

– Outside!

• If you have to choose between light, sound and vibration as a form of

feedback in your glove, which one would you choose?

– Light and sound, but the light should we choose ourselves, for example pink

for the girls.

• Which kind of game would you play with ‘the magnetic ball and glove’'?

– Run off with the ball

– Playing tag with the ball– Passing through the legs

– Rolling some kind of circuit

13 Magnet order

Hartelijk dank voor uw bestelling bij www.supermagnete.de

>

26



> U heeft de volgende SuperMagneten besteld:

>

==============================================

==

>

> Artikel: R-19-09-06-N

> Beschrijving: Ring N42, Vernikkeld, Diameter 19,1/9,5 mm, Dikte 6,4 mm

> Aantal: 10

> Prijs per stuk: EUR 0,80

> Prijs: EUR 8,00

>

> Artikel: S-10-02-N

> Beschrijving: Schijf N42, Vernikkeld, Diameter 10 mm, Dikte 2 mm

> Aantal: 10

> Prijs per stuk: EUR 0,27> Prijs: EUR 2,70

>


> Beschrijving: Staaf N40, Vernikkeld, Diameter 10 mm, Lengte 40 mm

> Aantal: 2


> Prijs: EUR 6,96

>


> Beschrijving: Schijf N45, Vernikkeld, Diameter 20 mm, Dikte 2 mm

> Aantal: 5


> Prijs: EUR 2,60

>

>

==============================================

==

> Subtotaal: EUR 20,26

> Plus verzendkosten: EUR 6,50> Totaal factuurbedrag: EUR 26,76

> incl. 19% BTW

14 Circuit

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The circuit with an open

switch

The circuit with a closed

switch

Before we built the circuit we had to calculate the value of the resistor, we

did this in the following way:

The tension is 3.0 V (2 batteries)

The ampèrage of the LED’s is 0.033 A (this was told by the staff of the e-

atelier)

There are 6 LED’s with an ampèrage of 0.033 A each, so 6x0.033=0.198 A

R=U/I R=3,0 V/ 0.198 A= 15 Ω

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16 Materials

The magnet in the ball is iron Price: 0,50 euro

The ball itself is made from white foam. It’s light and it happened to be the

right size for the gyroscope. Price: 1,00 euro

The gyroscope is made from wood. We found some wooden rings at a shop

by accident. If we would use iron rings it could affect the magnetic power.

Price: 1,50 euro

We’re gonna can the ball with rubber. I think it’s a good material because it

rolls smoothly on most surfaces and it’s shockabsorbing. And you can paint iteasily. Price: 5,00 euro

The glove will be made of synthetic material that feels good and has a bit of

a stretch Price: 5,00 euro

The glove will have feedback in it. The materials we use for that are:

-batteries (to power it)

-wiring (to connect the components)

-a switch (for the on/off of the LED)-a resistor (else the LED will have too much power)

-LED’s (for the feedback)

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report project intelligent play object - de versie[1](1)

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