DEVELOPMENT OF RASPBERRY PI

LABORATORY CIRCUIT TRAINER

 ABSTRACT
The study is focused on the introduction of Raspberry Pi as a center for
making a circuit trainer. The researchers have gathered several compatible
sensors and modules that can be used and has undergone multiple trials of test
for insurance. The researchers have found out that some modules work on a
different version of Raspberry Pi. This is because of the differences in the
architecture of how the computers are made. Though, this is just a minor setback.
The introduction of web base or server base projects has not been thoroughly
studied and thus it is recommended for future researches to dig into this.
 INTRODUCTION
Microcontrollers plays a huge role in the electronics world. Electronics hobbyist, students
and enthusiast alike uses microcontrollers for their own project making. This is because
microcontrollers make circuit making easier since it uses user coded programs.
Microcontrollers are even implemented in schools. For example, in the University of
Mindanao, students in the fields of computer, electrical, electronic engineering and even
in the fields of computing education use microcontrollers and plays a huge role in the
course syllabus. Currently, students use the Programmable Interface Controller (PICs)
made by Microchip Technologies. It is great but it is becoming outdated due to the
demands of users to include more features. The Arduino is an example of what the
users want. It has many features compared to PICs and has a wide range of tutorials
online. Due to the popularity of single-board microcontrollers, many companies have
created single-board computers that can recreate microcontrollers do and also have
fast computing capabilities. An example of this is the Raspberry Pi.
The Raspberry Pi is a low cost, credit-card sized computer and has the ability to
interact with the outside world. It can be used to make electronic projects and
users can learn the Python programming language. From what the researchers
have observed from the theses section in the library, out of fifty (50) researches
gathered from year 2009-2014, only twenty-eight (28) have used
microcontrollers, only two (2) have used the Arduino platform and no one used
the Raspberry Pi. This is due to the students having little to no knowledge of the
Raspberry Pi. The students are not exposed to new technology and are lagging
behind the time. The introduction of Arduino is a good start but it is not enough.
If there are new technologies, it should be slowly implemented.
The student’s education will improve if new technologies are introduced. The
introduction of Raspberry Pi is a good start. Thus, developing a laboratory
circuit trainer based on Raspberry Pi will not only widen the knowledge of the
students but also help them be more competitive.
 OBJECTIVES OF THE STUDY
This study aimed to develop a Raspberry Pi Laboratory Circuit Trainer.
Specifically, the researchers aim to achieve the following objectives:
• To develop a circuit trainer that is capable of performing different kinds of
laboratory experiments.
• To conduct a function test on various modules and components included in the
trainer in terms of:
• General-Purpose Input/Output (GPIO)
• Interfacing
 CONCEPTUAL FRAMEWORK

The researchers had designed a number of laboratory exercises that has been
embedded in the trainer based on two major guidelines as shown in Figure 1
that is followed by the university in implementing programming and circuit
design subjects. Topics that are covered by the device are presented in these
guidelines. If all will be finished, the researchers will design a trainer layout and
construct the main board that will contain various circuit modules based on the
laboratory exercises to be included in the proposed trainer.
 SIGNIFICANCE OF THE STUDY
The development of the Raspberry Pi Laboratory circuit trainer is a new way of
introducing a learning apparatus that benefits the students and teachers of the
University of Mindanao who are inclined in courses that involves programming
and circuit design. With this circuit trainer, we won’t be needing a desktop
computer that is bulky. In contrast, the Raspberry Pi is just a small computer the
size of a credit card which only requires a small power source. Due to the
cheap price of the minicomputer, students won’t have to worry breaking it
during experiments. In the near future, single board computers will become a
hype and will be used by many, so, Raspberry Pi is a good introduction to
create and build educational exercises and projects.
 TARGET BENEFICIARIES
• Students. The circuit trainer will be able to develop student’s
technical and academic expertise when it comes to programming
and circuit designing. While doing some or after the completion of
laboratory exercises, students might be able to build or create
other designs or projects which may further help develop their
academic skills.
• Professors. Professors will also benefit from this project. Since the
traditional way of teaching is through theory, professors could use
the trainers to demonstrate the theories discussed.
 SCOPE AND LIMITATIONS

This study aimed to develop a Raspberry Pi laboratory circuit

trainer to help the students of the University of Mindanao in
performing laboratory experiments. The study is also targeted to a
number of engineering courses specifically, computer engineering,
electronics engineering and electrical engineering. Other
engineering courses not mentioned is either not that related to the
said course or is not within the respective field of study.
The main single-board computer will be the Raspberry Pi 2 model B. Other
Raspberry Pi models or other single board computers not mentioned will not be
used and otherwise is not within the researcher’s scope of study. Python
programming language will be its main programming language which has ties
with C/C++ programming and Java. Other Programming languages such as
C#, PHP, and the like will not be used as basis for the project’s programming
language. In terms of the GPIO, the pins can only tolerate 3.3 volts compared
to Arduino Uno which can accept 5 volts from various outside devices. Aside
from the voltage tolerance, the Raspberry Pi 2 model B has only 1 PWM output.
The Raspberry Pi 2 doesn’t have imbedded analog-to-digital converter (ADC)
and must be bought separately.
 METHODOLOGY

This section contains procedures taken into account for the

development of the device. It includes the design constraints, design
standards, research design, and procedures that will complete the
trainer.
 DESIGN CONSTRAINTS

The researchers at the onset had considered two designs. The design
constrains of both designs will be further discussed. The
consideration of multiple constraints has been observed in
completing the research. These constraints served as a basis on how
feasible the research is. There are a lot of types of research
constraints but the researchers chose only what is best applicable to
the research.
 ECONOMIC CONSTRAINT
Costing is another factor to be based upon. Design A was made by soldering
all components into the circuit board thus this makes replacement expensive
since the whole circuit board is to be done again. Other materials can be
salvaged if one has time. Design B will be much cost effective since the
researchers have used pin headers to put the materials in place. If a certain
module busts, that certain module is the only thing that will be replaced. The
researchers have spent a lot of time on canvassing modules which have quality
but also relatively cheap. The researchers have found out that ordering outside
the country is cheaper compared to buying locally. Although there is the
problem of waiting for the item to be delivered, it does not affect the fact that
the research will be much cheaper.
 ENVIRONMENTAL CONSTRAINT

• Both designs A and B has a Raspberry Pi 2 Model B as the main

computer. Considering that the Raspberry Pi only uses 5 volts, 2
amperes direct current electricity, we can’t deny the fact that this
consumes less electricity compared to a typical desktop computer.
With this, the research helps lessen the consumption of electricity
and will lead to less use of fossil fuels. Also, the researchers will
use little to no hazardous materials in making the circuit trainer.
 MANUFACTURABILITY CONSTRAINTS

• The researchers have considered many things to complete

the trainer. This includes the physical dimensions, circuit
design, and time consumption. With design A, the circuit
components are soldered directly to the circuit board
while design B has pin headers that will be used to insert
the components.
 SUSTAINABILITY

Design A makes sustainability hard since all is wasted when a single

component busts. Since the trainer is to be used by a lot of students,
there is a possibility of items wearing down. The researchers came
up of a design that will make replacement easy. Design B is more
sustainable because of easy component replacement. Since the
trainer is to be used by a lot of students, there is a possibility of
items wearing down. The researchers came up of a design that will
make replacement easy.
 TRADE-OFFS

Design A was discarded by the researchers since it is not that

economic and not easy to sustain as mentioned above. Design B has
been chosen as it is more economical and has potential for
sustainability.
 DESIGN STANDARDS

• IPC-2221 (Generic Standard on Printed Board Design). This standard establishes

the generic requirements for the design of organic printed boards and other
forms of component mounting or interconnecting structures, including PC card
form factors. The organic materials may be homogeneous, rein- forced, or
used in combination with inorganic materials; the interconnections may be
single, double, or multilayered.
• IPC-6011 (Generic Performance Specification for Printed Boards).
• This specification establishes the general requirements for printed boards and
the quality and reliability assurance requirements that must be met for their
acquisition. The intent of this specification is to allow the Printed Board user
and supplier flexibility to develop optimum procedures for the Manufacture
and Procurement of Printed Boards
 RESEARCH DESIGN

• The research study was outlined using the structure of applied

research. It involved the application of basic principles about
circuits and basic concepts of computers. Also, it involves the
application of programming languages that will be used to
communicate with other devices. The design structure was proven
essential for the development of the trainer.
 RESEARCH PROCEDURE

• The study was focused on creating a circuit trainer using the Raspberry Pi. At
the early stage of the research, the proponents have gathered experiments
that is applicable to the said circuit trainer. Next, create a circuit
corresponding to experiment and then test the functionality. After the
functionality test, the circuits were made into a printed circuit board and the
researchers had embedded it to a presentable enclosure.
• The circuit trainer had several different laboratory exercises
followed by observational questions in order to evaluate student’s
progress and learning regarding on what type of experiment they
have performed. The Raspberry laboratory circuit trainer consists
of 26 hardware exercises. The researchers have conducted 15
trials per exercise.
FUNCTIONALITY TEST RESULTS
 Table 1. Light Emitting Diode (LED)

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 2. Active Buzzer

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 3. Passive Buzzer

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 4. Tilt Switch

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 5. Controlling an LED with a button

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 6. Relay

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 7. Led Flowing Lights

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 8. Breathing Led

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 9. RGB Led

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 10. 7 – Segment Display

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 11. 7 – Segment Display with 74HC595 IC

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 12. 4 – Digit 7 – Segment Display

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 13. 16x2 LCD

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 14. Matrix Keyboard

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 15. Ultrasonic Sensor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 16. DHT11

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 17. Dot-Matrix Display

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 18. Photoresistor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 19. Thermistor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 20. LED Bar Graph

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 21. DC Motor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 22. Stepper Motor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 23. ADXL345

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 24. PS2 Joystick

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 25. Passive Infrared (PIR) Sensor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 Table 26. Servo Motor

Functional Stable

No. of Trials Yes No Yes No Remarks

1   Successful

2   Successful

3   Successful

4   Successful

5   Successful

6   Successful

7   Successful

8   Successful

9   Successful

10   Successful

11   Successful

12   Successful

13   Successful
 CONCLUSIONS
• The layout design of the trainer makes it capable of performing
different kinds of laboratory experiments. The components which
were used in the trainer are made up of basic electronic circuit
components to full modules are what makes these activities
important in studying.
• All
of the components used where functioning well based in the
concept for which it was tested on.
 RECOMMENDATIONS

• The development of the Raspberry Pi trainer will be essentially

helpful for all students who are enrolled in subjects that has circuit
testing and programming as a tool to be used for conducting lab
experiments and activities.
• Further
studies can be done to improve the trainer. Since the
Raspberry Pi is a computer itself, future researchers can implement
computer usage to the components used on the trainer. One can
use web based servers to control the components wirelessly.