S11 Work with programmable systems
Initial skills rating *
September 2011
I have never worked with programmable systems. I would not have a clue what to do. This is all getting rather daunting.
I have never worked with programmable systems. I would not have a clue what to do. This is all getting rather daunting.
Picaxe project.
11th November 2011
Ok we have had a few lessons and now we have to make something that uses our Picaxe chip and board but I don’t get it.
I understand the assembly of the board no problem. We have written a few simple programs that light up bars of a number display board and I understand that. But I am not getting the link between what we have done and what we can do.
I am off to look for some existing projects to see if I can understand the possibilities a little better……some grasp at all would be good…..I think my personal chip has a malfunction as I have no lights coming on!
Hmmm. I have jumped around the internet and visited the Picaxe official website.
As silly as I may sound I am trying to hold input process output in my head….yup think I have got it.
Oh I feel a little bit silly now. I have just seen some little components such as motors, heat sensors, solenoids etc. We can use these as well can’t we? That is how you get little bits of plastic casing to respond to the program. So THIS is MY MISSING LINK.
I could make a robot then couldn’t I? Is my chip big enough?
Bit more bouncing around the internet…..Robots seem to have bigger chips.
Hmm there is something in my notes about what is easy and hard as far as projects go.
Yes I was in the lesson and yes it is all there in my notes…… but now with a little independent research I understand it.
Off to work on my project now.
19th February 2012
Today’s tutorial from Dean introduced me to a wide variety of kits that use analogue circuits which are available from various suppliers. Each circuit is programmed using compatible software. However before proceeding with the tutorial Dean first clarified than the difference between digital and analogue systems.
Digital circuits have inputs that are either ‘on’ or ‘off’ whereas analogue circuits use variable signals. The three main analogue inputs most commonly used in school are light, temperature and sound. Because sound is the most difficult of the three analogues and successful outcomes are desirable, guidance away from using sound may be preferable. Light is detected using a sensor (LDR), temperature uses a thermistor and sound uses a microphone. Other analogue inputs include humidity sensors and accelerometer to name but two. However depending on how the system is programmed these can be turned in to digital inputs by restricting the system to questions like is the light on or off.
Scratch
Scratch is the software programming system that uses drag down commands. The programs are downloaded to models via a USB cable. This is suitable for Lego interfaces. The programs can also be simulated within the program using the animated cat, other sprites are available to download. Spites are the little animated characters.
Flowol
Flowol we have used before which uses programmable command boxes and can be tested using mimics available within the program.
Lego produced a range of kits. The one. I used today used NXT a again the program uses drag and drop system. This system also uses a USB Port to transfer information to the kit had. The kit that can be seen here has a light sensor that can be programmed to follow masking tape a round floor. It had an infra-red sensor which could follow things like your hands, a microphone for detecting sound and a bumper at the back to prevent the model going too far.
Picaxe we have used before, like Flowol it uses programmable command boxes. Picaxe also uses a program called Logicator which is more likely to be found in schools. Picaxe is a relatively cheap product that has been designed to be used in schools. In Picaxe create add on modules are available that can be connected to the motherboard. All circuits are available to download free and only require to be joined by lines. These would be ideal for year seven and eight projects.
Arduino
Finally we have Arduino. This system requires the most complex programming which is written in C. Starter kits are available for about £40.00 complete with a little manual. There are many plug-in shields available to attach to the motherboard such as an MP three player shield. There was an interesting product called a lily pad which can be sewn into closing and work in conjunction with conducted threads.
I would really a like to experiment further!
Today’s tutorial from Dean introduced me to a wide variety of kits that use analogue circuits which are available from various suppliers. Each circuit is programmed using compatible software. However before proceeding with the tutorial Dean first clarified than the difference between digital and analogue systems.
Digital circuits have inputs that are either ‘on’ or ‘off’ whereas analogue circuits use variable signals. The three main analogue inputs most commonly used in school are light, temperature and sound. Because sound is the most difficult of the three analogues and successful outcomes are desirable, guidance away from using sound may be preferable. Light is detected using a sensor (LDR), temperature uses a thermistor and sound uses a microphone. Other analogue inputs include humidity sensors and accelerometer to name but two. However depending on how the system is programmed these can be turned in to digital inputs by restricting the system to questions like is the light on or off.
Scratch
Scratch is the software programming system that uses drag down commands. The programs are downloaded to models via a USB cable. This is suitable for Lego interfaces. The programs can also be simulated within the program using the animated cat, other sprites are available to download. Spites are the little animated characters.
Flowol
Flowol we have used before which uses programmable command boxes and can be tested using mimics available within the program.
Lego produced a range of kits. The one. I used today used NXT a again the program uses drag and drop system. This system also uses a USB Port to transfer information to the kit had. The kit that can be seen here has a light sensor that can be programmed to follow masking tape a round floor. It had an infra-red sensor which could follow things like your hands, a microphone for detecting sound and a bumper at the back to prevent the model going too far.
Picaxe we have used before, like Flowol it uses programmable command boxes. Picaxe also uses a program called Logicator which is more likely to be found in schools. Picaxe is a relatively cheap product that has been designed to be used in schools. In Picaxe create add on modules are available that can be connected to the motherboard. All circuits are available to download free and only require to be joined by lines. These would be ideal for year seven and eight projects.
Arduino
Finally we have Arduino. This system requires the most complex programming which is written in C. Starter kits are available for about £40.00 complete with a little manual. There are many plug-in shields available to attach to the motherboard such as an MP three player shield. There was an interesting product called a lily pad which can be sewn into closing and work in conjunction with conducted threads.
I would really a like to experiment further!
I worked for the Lego robot and managed to get him to go backwards, forwards and turning the different speeds. The sound outputs I used the included pre-programmed fanfare, sneezing go and applause. The little liquid crystal display was used to display smiley and sad faces. This was very easy to achieve and the results were very quick. Of course the model was able to do a lot more then I programmed it to do.
I never did get to program a little crocodile even though I have tried since but the technician couldn't find them. I understand they are very basic kits that only snap up and down. This is only to be expected and will be reflected in the unit price.
Check the batteries!
21st March 2012
Wrote a plan of action which fell apart because only one Lego robot was charged, he died half way through the program. This is so incredibly frustrating but it has made me realise two things. One the value of a good technician and secondly when planning ahead check on the resources. CHECK the batteries. Ok that may not have been something I could have controlled today but it is something I will have to think about and plan for in the future.
Wrote a plan of action which fell apart because only one Lego robot was charged, he died half way through the program. This is so incredibly frustrating but it has made me realise two things. One the value of a good technician and secondly when planning ahead check on the resources. CHECK the batteries. Ok that may not have been something I could have controlled today but it is something I will have to think about and plan for in the future.
Where to turn when your electronics kit does not work the way the instruction leaflet said it would?
17th march 2012
I still don't get it. I don't really understand how to get started when it comes to electronics. For example if I wanted to know how a hinge works I could put one in my hands and experiment with it and just through manipulation I would be able to see cause and effect.. I could walk around this building and look at hinges in use and see how they have been set in. I could go to the library and get a book off the shelf and look at diagrams and if I were feeling really conscientious I would even read the words that go with the diagrams. But when it comes to electronics what do you do. Where do you go? How do you learn? How do you know what invisible electricity is doing?
I could push aside the Arduino kit I have bought and to some degree there may be some sense in this if I want to complete a finished Design innovation project but another part of me is saying coming to university was about making the most of this opportunity to learn and pushing my comfort zone. I realise I have very little time to spare and must come to a conclusion quickly about whether to continue with Arduino or take my tutors advice and abandon it. I think I need to do a little bit of research to see if I can resolve my issues quickly or whether getting to grips with electronics will have to wait until the summer holidays. Either way I just don't want this subject to elude me in the same way I did not want using a computer to remain difficult. That in itself is an idea, it has taken me seven months to get this far with computers. Maybe I must first work out what I want to achieve and then work out whether or not it is possible.
When I get a chance I am going to talk to the member of my class that has made the biggest progress with electronics to see how she got started and where she turns to resolve problems.
I have taken a look at two books related to Arduino and discussed what effects I am trying to achieve with my design innovation project.
The first book Banzi. M, Getting started with Arduino(2011) Sebastopol, Make:Books is a bit of a magazine type read.The preface includes how Banzi got started. The second book is Margolis,M. (2011) Arduino Cookbook Sebastopol, O'Reilly media. This book is much more technical but is going way beyond what I want to achieve at the moment. The other book that is growing in popularity in our class is Electronics for dummies. I am going to see if they have a copy of this in the library.
I still don't get it. I don't really understand how to get started when it comes to electronics. For example if I wanted to know how a hinge works I could put one in my hands and experiment with it and just through manipulation I would be able to see cause and effect.. I could walk around this building and look at hinges in use and see how they have been set in. I could go to the library and get a book off the shelf and look at diagrams and if I were feeling really conscientious I would even read the words that go with the diagrams. But when it comes to electronics what do you do. Where do you go? How do you learn? How do you know what invisible electricity is doing?
I could push aside the Arduino kit I have bought and to some degree there may be some sense in this if I want to complete a finished Design innovation project but another part of me is saying coming to university was about making the most of this opportunity to learn and pushing my comfort zone. I realise I have very little time to spare and must come to a conclusion quickly about whether to continue with Arduino or take my tutors advice and abandon it. I think I need to do a little bit of research to see if I can resolve my issues quickly or whether getting to grips with electronics will have to wait until the summer holidays. Either way I just don't want this subject to elude me in the same way I did not want using a computer to remain difficult. That in itself is an idea, it has taken me seven months to get this far with computers. Maybe I must first work out what I want to achieve and then work out whether or not it is possible.
When I get a chance I am going to talk to the member of my class that has made the biggest progress with electronics to see how she got started and where she turns to resolve problems.
I have taken a look at two books related to Arduino and discussed what effects I am trying to achieve with my design innovation project.
The first book Banzi. M, Getting started with Arduino(2011) Sebastopol, Make:Books is a bit of a magazine type read.The preface includes how Banzi got started. The second book is Margolis,M. (2011) Arduino Cookbook Sebastopol, O'Reilly media. This book is much more technical but is going way beyond what I want to achieve at the moment. The other book that is growing in popularity in our class is Electronics for dummies. I am going to see if they have a copy of this in the library.