Stepper motors in students' projects - when and how to use them

Developments in simplifying the programming of PIC Microcontrollers have made the devices more accessible to students and to school technology departments. Following our paper on interfacing with the PIC, our research I has shown that although many Key Stage 3 and 4 students are now beginning to use PICs in their design and make projects, for many students driving LEDs to simulate output devices is still as far as they wish to get. Our research also shows that recently in many schools much progress appears to have been made and DC motors and other inductive devices are being interfaced with the PIC and both Key Stages 3 and 4. We have been asked to take the initial paper a little bit forward and produce some guidelines for driving stepper motors. This paper provides a short background on the functionality of stepper motors and goes on to describe some possible ways of driving s

Interfacing Students' Projects with the PIC Microprocessor

Recent developments in simplifying programming of PIC Microprocessors have made the devices more accessible to students and to school design and technology departments. Our research I has shown that although many Key Stage 4 students are now beginning to use PICs in their design and make projects, for many students driving LEDs to simulate output devices is as far as many get. Our research also suggests that many students are having difficulty using the IC for driving output devices such as motors and solenoids because of the inductive loads created by the device. This induction effect causes electronic noise, which in turn effects the reliability of the PIC and often causes the program to malfunction. This paper looks at some general solutions to the problem and provides students with some ready-made solutions that could be incorporated into their design and make projects

Reviews

The following publications have been reviewed by the mentioned authors;Textile Innovation - reviewed by Helen WilsonTransferring Designs to Textiles - reviewed by Helen WilsonFood Solutions - reviewed by Jonty KinsellaICT Activities for Food Technology - reviewed by Jenny JupeGCSE Food Technology for OCR - reviewed by Karen O'MahonyFocus on Wood Joints - reviewed by Alison HardyDesigning for the future - reviewed by Ian CapewellLearning to Teach Design and Technology in the Secondary School - reviewed by Jenny JupeUnlocking Potential - reviewed by Rowland DyeThe E-learning Revolution - reviewed by Les Porte

Reviews

The following publications have been reviewed by the mentioned authors;Supporting Science, Design and Technology in the Early Years - reviewed by Alan CrossDazzle Plus - reviewed by David FosterDesign and Bake - Wheat and Other Cereals - reviewed by Marion RutlandDesign and Technology and the Historic Environment - reviewed by Michael LawrenceThe Millennium Train - reviewed by Chris SnellGCSE Food Technology for OCR: Pupil Book and Teacher's Resource File - reviewed by Roy BallamRaising Achievement in Design and Technology: Resistant Materials - reviewed by Roman M. GawelThe Possibilities Schools - A Blueprint for Education - reviewed by Andy BreckonKites Resource Pack: Key Stage 3 Design and Technology - reviewed by Mark HudsonICT and the Learning Revolution - reviewed by Les Porte

Reviews

The following publications have been reviewed by the mentioned authors;Technology Education - A World Wide Concern - reviewed by Dr Thomas GinnerLiving Materials - Practical Activities in Science and Technology - reviewed by David FosterSTEP Design and Technology: Resistant Materials - reviewed by Les PorterSTEP Design and Technology: Food - reviewed by Jenny JupeTERU Diagnostic Tests in Design and Technology - reviewed by Bill GoddardUnderstanding Practice in Design and Technology - reviewed by Melanie FasciatoTeaching Design and Technology - reviewed by John HillD&T Alive at Alton Towers Key Stage 3 - reviewed by John DurrellSucceeding with Autocad - reviewed by P WhittakerTIckle the Senses! - reviewed by Ali FarrellThe Fast Food Diner - reviewed by Margaret Jepso

Reviews

The following publications have been reviewed by the mentioned authors;Design and Technology Frames - reviewed by Mark HudsonDiscoveries - reviewed by Melanie FasciatoProgressio in Primary Design and Technology - reviewed by Rob BowenPrimary Design and Technology: Introducing Birds and Conservation to the Curriculum - reviewed by Bridget A. EganFood Tables and Labelling - reviewed by Jonty KinsellaExploring Materials CD-ROM Education Pack - reviewed by Chris SnellSkills in Resistant Materials Technology - reviewed by Mark HudsonDo3D - reviewed by Les PorterDesign and Technology Textiles Foundation Course - reviewed by Helen WilsonFocus on Plastics - reviewed by Chris SnellUnderstanding Industrial Practices in Textiles Technology - reviewed by Jenny JupeDyson Education Box - reviewed by Jenny JupeEdison 3.0 - reviewed by Jean Allma

Reviews

The following publications have been reviewed by the mentioned authors;Let's Go Bananas with Fyffes - reviewed by Melanie FasciatoLiquids Mean Life - reviewed by Jonty KinsellaDesign and Make It! Food Technology for KS3 - reviewed by Dawn WilliamsFidget - reviewed by George AsquithFinding out about Managing Waste - reviewed by Ann MacGarryHands on! - reviewed by Les PorterSkills in Graphic Products and Teacher's Resource Pack - reviewed by Michael LawranceResistant Materials to GCSE - reviewed by Roman M. GawelInventing the Modern World - reviewed by David SpendloveC for PICmicro Microcontrollers - reviewed by David FosterHow Things Work Today - reviewed by Mark HudsonMachi-work: Education for Participation - reviewed by Maggie RogersOne Good Turn - reviewed by John Egglesto

Reviews

The following publications have been reviewed by the mentioned authors;Technology Education for Teachers - reviewed by Bill GoddardUnderstanding Design and Technology Key Stage 2 & 3 - reviewed by Melanie FasciatoElectronics Tasks and Assignments - reviewed by Trevor TaylorOutline Scheme of Work 'Working towards Capability' - reviewed by Bill GoddardCADpius - reviewed by Les PorterTechnology 1 - reviewed by Richard AgerDigital Electronics - reviewed by David FosterAn Introduction to Usability - reviewed by Anne RiggsHow do they do that? - reviewed by Jonty KinsellaD & T Routes: Graphic Products - reviewed by George AsquithD & T Routes: Textiles - reviewed by Jillian MellorD & T Routes: Resistant Materials - reviewed by Chris SnellD & T Routes: Food - reviewed by Margaret JepsonD & T Routes: Control Products - reviewed by Chris WoodD & T Routes: Core Book - reviewed by Jenny JupeD & T Routes: Teacher's Resource - reviewed by Jenny Jup

Planning Framework Options for The Massachusetts Ocean Plan (DRAFT)

The Massachusetts Ocean Partnership (MOP) Planning Frameworks Team, in consultation with the Massachusetts Executive Office of Energy and Environmental Affairs (EEA), and based on collective experience and a review of ocean, coastal and resource management programs from the US and other countries, suggests that nine elements are essential components of the framework for the Massachusetts Ocean Plan and its implementation. While management plans and programs generally have these elements in common, there are a range of options for carrying out each program component. These options were presented to structure and inform the development of the Massachusetts Ocean Plan. For the most part, the range of options represents those that were considered to be appropriate under the Commonwealth’s existing legal and administrative structure and responsive to the requirements of the Massachusetts Ocean Act. However, the general concepts these options represent are likely to be transferable to other jurisdictions (especially in the United States) and can inform future ocean management and planning in Massachusetts. Additionally, options or their core elements can be combined to create additional alternatives within one of the nine planning components