Electric Generator Design Project Report

October 26, 2009

The Innovators
Matt Dalrymple
Travis Watson
Jonathan Schworer

The objective of this project was to create a device that demonstrates to students in
middle school how to convert mechanical energy to electrical energy. We designed our generator
with a fishing reel connected to a metal shaft connected to an acrylic disk with magnets attached
so the disk would spin the magnets past coils of wire to light up a red LED. When the fishing
reel handle is turned at a quick but reasonable pace, the red LED blinks brightly. This indicated
that we have successfully converted mechanical energy into electrical energy. The design may be
further improved by replacing the fishing reel with an acrylic gear set, allowing the project to be
replicated more easily.

Contents
Introduction ..................................................................................................................................... 3
Design Procedure ............................................................................................................................ 3
Problem Definition...................................................................................................................... 3
Constraints and Criteria .............................................................................................................. 3
Research ...................................................................................................................................... 4
Alternative Solutions .................................................................................................................. 4
Analysis....................................................................................................................................... 5
Decision ...................................................................................................................................... 6
Specifications .................................................................................................................................. 6
Bill of Materials .......................................................................................................................... 6
Fabrication instructions ............................................................................................................... 6
Assembly Instructions ................................................................................................................. 6
Recommendations and Conclusions ............................................................................................... 7
Appendix ......................................................................................................................................... 9
CAD Drawings............................................................................................................................ 9

Introduction
It was our goal in this project to create a generator, which is defined as a device that
converts mechanical energy to electrical energy. Not only did we want to create a generator, but
create one that is simple enough that students in middle school can grasp the concept of how it
works. After some trial and error, as well as further refinement after we had it working, we
developed a smooth and simple to operate device. The following report details, in order of the
Oakes text design process, what we were up against and how we arrived at our final design.

Design Procedure
Problem Definition
The process of using electromagnetism to create electricity has been around for a long
time and is widely used, so the problem is creating a device that demonstrates the process to
students in middle school. In order for them to grasp the concept, it has to be simple. Also, with
their typically short attention spans, it has to be somewhat unique and interesting. We needed to
work within our limited amount of electromagnetism knowledge, keep the overall cost fairly
low, and come up with an operable device in a relatively short period of time.
PROBLEM STATEMENT: Create a device that demonstrates to students in middle
school how to convert mechanical energy to electrical energy.

Constraints and Criteria

CONSTRAINTS
-Show mechanical energy being converted to electrical energy
-Operable by students in middle school
-Safe for students in middle school
-Overall size no larger than 1H x 1W x 2L
CRITERIA
-Simple
-Appeals to boys and girls
-Durable
-Draws and keeps students attention
-Cost effective
We chose our constraints because they are the major needs involved. It did not matter
how the conversion process was shown, but it had to be designed so students in middle school
could figure out how to use it without hurting themselves or each other. We also had to limit the
overall size of our device so it can be placed in the display cases at Sanford Middle School.
Our criteria also contribute to a final product that will give the students a clear lesson in
electromagnetism and power production. It is important for the device to be simple because our
target audience has little to no previous knowledge of how mechanical energy is converted to
electrical energy. We do not want them to get overwhelmed. While engineering has traditionally
been a male dominated field, there are both boys and girls in our target audience, so it needs to
appeal to both. Durability is a concern because students in middle school are not typically known
for being gentle with things. We can visualize them pulling the devices away from one another
and pushing the devices to their limits to see who can create the most power. To teach them a

lesson on what they may consider a boring topic, the device needs to catch their attention and
hold it long enough for them to understand how it works. Finally, since we are all students on
limited budgets, the model needed to be fairly cheap.

Research
Early on in this project, we were given a lecture on electromagnetism. We knew that one
of the best ways to reproduce this was passing magnets by a fixed coil of wire. We also knew
that an LED was one of the simplest ways to show that this power was being produced. Prior to
getting an LED from the lab, we tried hooking up both 12V and 6V halogen bulbs to our device
but neither showed any signs of illuminating. Because there are so many colors of LEDs to
choose from, we decided it would be a good idea to find out if different colors required different
voltage to light up. Based on the website www.theledlight.com, non-high-brightness red requires
only 1.7 volts; whereas, high-brightness red needs 1.9V, orange and yellow need 2V, and green
needs 2.1V. Whites and blues require even more. Since we didnt know how much voltage we
would be able to produce, we decided to use a single red LED as our diode/power indicator.
We also learned that a diode only allows current to flow in one direction. Therefore,
without a rectifier, the LED would flicker. We decided, in the interest of simplicity and holding
students attention, that we would omit the rectifier.
Beyond learning about the LEDs and rectifiers, it was mostly a matter of trial and error
with coil to magnet orientation, speed of the magnets, number of magnets, number of coils, and
size of the coils.

Alternative Solutions
Alternative #1 (Figure 1) One of our early designs consisted of magnets fixed to a shaft
with a hand crank on the end of the shaft. When the crank was turned, the magnets would rotate
inside a large, fixed coil of wire. The wire leads (ends) would be connected to an LED. All the
components would be mounted on a wood frame.
Alternative #2 (Figure 2) Another one of our ideas was to build a small box,
approximately 6x6x2, and mount the magnets on a shaft that passed through the box. A crank
would be attached to one end of the shaft to make turning the shaft easier. Wrapping magnet wire
around the box would then serve as the coil. Similar to our previous design, the wire leads would
have connected to an LED, which also would have been mounted to the box in some fashion.
Alternative #3 (Figure 3) Our third alternative involved a horizontal shaft passing
through and supported by two wood mounts. On the end would be a bracket, shaped like a three
dimensional fork, with a magnet attached at the end of each prong. A coil would then have been
suspended between the fork prongs so the magnets would rotate around the coil as the shaft was
turned. Similar to the others, the wire leads would be directly connected to an LED.

Analysis
Alternative #1 (Figure 1) Our first design was simple. There were no hidden parts or
extra parts cluttering it up. There was only one coil and no gears. As far as appealing to boys
and girls, this design was boring and had basically no special appeal to either gender. With a low
number of moving parts, it would have been durable. As long as the shaft mounts were solid, the
crank would have been about the only thing that could have broken. It also would have been cost
effective, with a minimal amount of wood for the base, only one bulb, one coil of wire, and two
magnets.
We scrapped this idea early on, however, because of the orientation/rotation of the
magnets relative to the coil. The magnets would have rotated parallel to the coil and inside it.
Therefore, the magnetic fields would not have cut across the coil, and least not completely.
Because of that, little to no voltage would have been induced into the coil. Even if the orientation
of the coil to magnets was corrected, this design likely would have required exposed gears to
generate enough power.
Alternative #2 (Figure 2) Our second design was even simpler than our first. Like the
first, it contained magnets on a shaft spinning past a coil and inducing voltage to illuminate an
LED. The major differences were the coil-to-magnet orientation and the construction of the base
frame. The main durability issue we saw with this design was keeping the magnets centered so
they didnt rub the sides of the box as the crank was turned. The LED was also a concern. With
this compact layout, the LED likely would have had to be outside the frame, where it could be
easily broken. Like the first, this model would have had no specific appeal to boys or girls and
was somewhat boring. Of the three alternatives and the final product, this would have been the
cheapest to build.
We liked the simplicity of this design, but were concerned with generating enough
voltage. The shaft can only be turned so fast with a human cranking at a 1:1 ratio. Affixing gears
to this setup would have made it quite cumbersome. We felt more confident with the coil-tomagnet orientation here, but we didnt feel that the strongest parts of the magnetic field would be
close enough to the coil, especially using the FabLab provided magnets.
Alternative#3 (Figure 3) For our third design, we went back to a larger platform. We
wanted to be able to adapt gears if necessary. Simplicity was on par with the others, but
durability was slightly less. The four prongs of the fork, which were to be made of wood, would
have been liable to break if bumped against something. Appeal to the students likely would have
been a little better because there would have been more movement. The fork containing the
magnets would spin, rather than just the shaft with the magnets directly attached as in
Alternatives #1 and #2 (Figures 1 and 2). As far as cost, this design would be very similar to
Alternative #1 (Figure 1) because they contain almost identical components, just with a different
layout.
The primary reason we rejected this one was the durability issue with the prongs of the
fork. We also realized at this point that the best way to orient the magnets and coils was face to
face. We liked the rotating shaft and base setup, but also realized the need for the shaft to rotate
faster and more smoothly to generate enough speed to light the LED.

Decision
The design that we agreed upon was a modified version of Alternative#3 (Figure 3). We
came to this decision with the use of the decision matrix in Figure 9. Instead of having a pronged
fork as a base for the magnets, we opted to glue the magnets to a disk of acrylic. To orient the
coils of wire in a way that would produce electricity, we mounted the coils on a vertical piece of
wood, and placed it as close as possible to the magnets without touching them.
Our final design was a solution to the problems with Alternative#3 (Figure 3). The disk
was simpler than the pronged fork. It was also more durable. This design would also keep the
students attention better because a simple disk does not hide parts of the design like the pronged
fork would.

Specifications
Bill of Materials
plywood
1x6x6 pine board
Snoopy fishing pole
1 5/8 wood screws (8)
1 dia. Steel rod
Locking collars (2)
Magnet wire (3100ft spool)
Magnets (4)
LED (1)
nuts (2)
Acrylic (4 dia. Circle)
Zip ties (12)
Nylon bushings (2)
TOTAL COST

$6.97
$3.24
$9.99
$0.25
$0.50
$5.00
$19.95
$8.20
$0.30
$0.24
$2.00
$0.60
$4.00
$61.24

Fabrication instructions
Cut out the three pieces of the shaft support and the coil plate (Figure 6) out of wood,
including one support top (Figure 4) and two support sides (Figure 5). Out of the plywood, cut a
1x18 piece to be your base. Use a laser cutter to cut a 4 diameter disk of acrylic, with a hole in
the center just slightly smaller then diameter.

Assembly Instructions
The base for our end product is similar to Alternative #3 (Figure 3). Use the three piece
shaft support, made of wood, and mount it to a plywood base using screws. Insert the
nylon bushings into the upper horizontal holes of the support sides (Figure 5). A steel rod,
threaded at both ends is then mounted in the shaft support. Insert the fishing rod into the lower
horizontal holes of the support sides (Figure 5). Attach locking collars on either side of the shaft

support to prevent the shaft from sliding forward or backward. One end of the threaded rod is
screwed into the center of an old fishing reel. The reel must be drilled and tapped to accept the
rod. With an internal gear ratio of approximately 4:1, cranking the reel handle easily spins the
shaft much faster than could be done by hand. Leave a short section of the fishing rod intact and
insert/glue it into holes in the shaft support, to prevent the reel from rotating. At the opposite end
of the shaft, attach a 4 diameter acrylic plate using a nut on either side. On the acrylic plate,
glue four magnets at evenly spaced intervals around the perimeter of the plate. At this point, the
project should look like Figure 7 and 8 without the fishing reel. Parallel to the plate, mount a
piece of wood to the base (Figure 6). Two coils of wire (500 turns each) are attached with zip ties
to the wood, positioned as close as possible to the magnets without contacting them. The ends of
each coil of wire pass through holes drilled in the wood and are then spliced together with the
leads of a red LED.
When the handle of the fishing rod is turned, it spins the shaft. The shaft then spins the
acrylic plate, thus moving the magnets past the coils of wire. This induces a voltage into the
wire, which illuminates the LED. The faster the handle is turned, the brighter and steadier the
light becomes.

Recommendations and Conclusions

We feel that our model fits well within the constraints. It converts the mechanical energy
of the cranking motion to the electrical energy required to illuminate the LED. While it is not a
highly polished product, it operates very smoothly and without much effort. It is operable by
students in middle school, safe, and compact.
As far as the criteria, it is plainly visible how it works. We feel that our model will be one
of the best when it comes to gaining the attention of the students. Most other projects are
complex workings of acrylic, magnets, gears, and wire. Ours is the only one that incorporates a
Snoopy fishing pole. We envision the students fighting each other for the chance to crank it the
fastest. This will quickly teach them that the faster the magnets move past the coil, the more
power is generated. Fishing is generally thought of more as a boys thing, but when it comes to
the generator models, we feel ours will be the least intimidating, so the girls will be more likely
to give it a try.
The simplicity of our model contributes to its durability. The wood base structure keeps
everything rigid and would likely protect the working parts if it was mishandled. The only
exposed moving parts are the shaft, which spins in high quality nylon bushings, and the
acrylic plate that is wedged solidly between two nuts on the end of the shaft.
The final criterion is cost effectiveness. Our model accomplishes the goal of showing the
conversion of mechanical energy into electrical energy with a minimum amount of parts. To
reproduce our model using all new components would cost $61.24, but ours was made with scrap
wood, a 20 year old fishing pole, and many other things that were just odds and ends. As far as
FabLab supplied parts, all we used was two coils of 500 turns of wire, four magnets, one LED,
and a small scrap of acrylic.
The primary limitation of our model is the ability for it to be reproduced in another
FabLab. Considering its end use, we felt it was more important for it to be unique, durable, and
simple than replicable. In order for it to be more replicable, the fishing reel would have to be
replaced with an acrylic gear set, preferably with a similar ratio to the reel, since that works very
well. Our model could easily be adapted to create more power if need be, by adding more coils

and more magnets. However, in the interest of simplicity, we decided it was only necessary to
create enough voltage to power one LED. Again, our goal was primarily to show the conversion
of mechanical energy into electrical energy, so once we could light the LED, we did not do any
further refinement beyond making it operate more smoothly. Research could be done on the
orientation of the magnets, the number of coils, methods of interconnecting coils, and connecting
multiple LEDs. This further research was simply not necessary, and a more advanced setup may
have been a detriment to the goal of this project.

Appendix
CAD Drawings
Figure 1

Alternative #1

Figure 2

Alternative #2

Figure 3

Alternative #3

Figure 4

Support Top

Figure 5

Support Sides

Figure 6

Coil Plate

Figure 7 Completed Support And Shaft Without Fishing Reel

Figure 8

Completed Support And Shaft Without Fishing Reel

Figure 9

Decision Matrix

Alternative #1
Alternative #2
Alternative #3
Chosen
Design

Simplicity
20%
7
8
5
6

Boy and Girl Appeal

10%
5
5
6
6

Durability
25%
6
8
4
6

Attention Getting
40%
4
3
8
9

Cost
5%
8
9
7

Total
540
575
615

720