Gas station without pumps

2014 July 28

PWM controller

Filed under: Uncategorized — gasstationwithoutpumps @ 21:37
Tags: , ,

For the last couple of days I’ve been working on designing and building a PWM controller capable of handling moderately large currents at modest voltages (5A @ 9V). I don’t need high PWM frequency (4kHz should be plenty), but some of the loads I’m thinking of are rather nonlinear (very little current at low voltages, large but constant current at higher voltages).

I decided to try using an ATtiny chip as the PWM controller, because they are very cheap and can be programmed from the Arduino IDE (using an Arduino board as the ISP programmer).  I first prototyped the design using a Arduino ProMini (so I could add debugging statements and not have to worry about the 1kByte flash limitation of the ATtiny13A).  Once that was working, I rewrote the code for the ATtiny, doing some hand optimization to reduce the code size. I got it down to 880 bytes, but I can see why C is more popular than C++ for the really tiny processors—the C++ and Arduino overhead accounts for about 150 of the 1k bytes of flash!  I could make my code much smaller if I made it more special purpose and did everything in C rather than C++, but once it fit in the 1024 bytes, I stopped worrying about the size.

PWM controller using ATtiny 13A

PWM controller using ATtiny 13A

The design I came up with uses a low-dropout regulator to provide 5V for the ATtiny13A. A potentiometer provides analog input and a nFET provides a low-resistance switch for the output. I used the AOI518, because I have some on hand, but they are reaching the “end of life” so some other nFET may need to be used in a future design (perhaps one of the others in the series, such as the AOI516 which has a slightly lower on-resistance but a slightly higher gate capacitance).

The capacitors C1 and C2 are to keep the switching of the large load from propagating spikes into power supply.  The 470µF capacitor with a 5A current spike should limit the voltage slew to 10.6V/ms—with a 4.7kHz current square wave, this would be about a 1.1V triangle wave.  A polymer electrolytic is used (despite the price) to keep the effective series resistance small.  The one I’m using has an ESR of 9mΩ (@100kHz) and a ripple current up to 6.1A.  The leakage current could be as high as 1.5mA though.  C1 is a small ceramic capacitor to remove higher-frequency noise.  The big Schottky diode on the input is just to provide protection against accidentally hooking the circuit up backwards. I should probably add a 60¢ resettable fuse as well, to keep the current from getting excessive if there is a short.

When there is no load, the maximum current draw is 1.9mA for the pullup resistor R2, 0.9mA for the pot, 4–6mA for the ATtiny13A, and up to 1.5mA for C2, for a total of 8.3–10.3mA.  With a typically 80% efficient 9v switching power supply, this is a waste of about 100mW, or about 0.9kWh/year.

The pullup resistor R2 is not strictly necessary, but was added to keep the PWM pulses clean, turning all the way off even when the load had only tiny current draw—otherwise I could not get very low duty-cycle pulses to work well—the nFET acted as if it were a 1.3nF capacitor and kept a low voltage even when the nFET was off.  With the 4.7kΩ pullup, the voltage goes up appropriately, with a time constant of about 6µs.

So far, I’ve not tried the circuit with a large load—just with a small load that takes 13mA.  With that tiny a load, I don’t see any ripple in the power supply from the PWM.  With a 210mA load, the ripple on the power supply is noticeable: on top of the 20mV of ripple at about 20MHz with no load, I see 30mV of ripple synchronized with the switching of the PWM, when switching 210mA with a duty cycle of 1/2.  Without the 470µF polymer capacitor, the synchronized ripple is more like 200mV, indicating that the capacitor is indeed smoothing out the ripple.

The 30mV swing on 210mA implies that I should see about a 710mV swing if switching 5A.   That shouldn’t cause a problem in my design, but I do need to allow a little more voltage so that the swing isn’t a problem.  I could also use a bigger capacitor, but the polymer electrolytics are a bit expensive, and the regular wet electrolytics can’t handle a big ripple current—one with the same 6A ripple current rating would be 20 times the volume and 3 times the price of the polymer capacitor.

The high-frequency noise is almost certainly coming from the ATtiny, as it is synchronized with the PWM signal. The 5V power supply at the ATtiny is showing a 40mV ripple, which is large considering that there is a bypass capacitor on the Vdd pin.  There is a lot of inductance from the wiring on the board though, which could be increasing the propagation of the high-frequency noise.

2014 March 22

What makes teaching programming difficult?

I’ve been following Garth’s CS Education Blog for a while, and his post Teaching programming is not getting easier resonated with me, particularly the lines

In programming memorization is a trivial part of the skill set needed to succeed. The primary skills needed are problem solving, strategizing, devolving problems into sub-tasks, interpreting, and general full bore head scratching. Those are an absolute bugger to teach, especially to kids that are not all that interested in learning those difficult skills.

I am not primarily teaching programming to beginners—my bioinformatics course has three programming courses as prerequisites and my applied circuits course does not require students to do any programming—but the same issues come up in all my courses.

Even after three previous programming courses, a lot of students have not had much practice at breaking a problem into subproblems or intelligent (rather than random) debugging. The block diagrams and “systems thinking” for the applied circuits class are precisely analogous to the decomposition of a software problem into modules, classes, or subroutines. Even in the senior thesis writing course that I taught for the last couple of years, a lot of the feedback is on getting students to structure their writing—to look at the thesis as having parts that communicate different information or with different audiences and getting the interfaces between the parts to work.

Almost all engineering requires similar problem-solving skills of decomposition into subproblems, designing and debugging parts independently, and debugging the interactions between parts. Teaching these skills in any context is difficult, and many teachers end up teaching special-purpose tricks that solve one type of problem but that does not help the student learn to solve novel problems.

Garth recognizes the problem in his own teaching:

I used to be a math teacher and math has somewhat the same thinking requirements and the same issues.  The big difference is the kids would have 10 home work problems a night, 8 of which were very easy to do so they would do those and ignore the hard ones.  The result would be an 80%.  With math there are a lot of problems with incremental steps of difficulty for almost any new concept.  Those students that can do the 70 or 80% in math survive just fine.  In math I usually have several different teaching strategies for a concept.  I have multiple “gimmicks” for devolving problems to make them easier to solve.  I have other math teachers to ask for new approaches and a whole lot of cool stuff on the internet to use as resources.   Programming on the other hand has diddly.

He learned some strategies for teaching math: assigning large numbers of small problems of gradually increasing difficulty, giving up on teaching most of the students to reach mastery, and providing gimmicks for students to memorize for the common problem types. These approaches have not worked for him teaching computer science—why not?

One difference is that the computer is not very forgiving of students who get things almost right—one punctuation mark wrong and the computer does the wrong thing or rejects the student’s attempt. Getting 70–80% of the way is not enough—students have to get the details right and not just the general picture.

Another difference is the one he notes: there are a lot more math teachers than CS teachers, particularly in K–12, so there is a lot more pedagogical content knowledge (knowledge of how to teach a subject) available in math. He notes that many CS teachers rely on a rather simple pedagogy:

After watching a number (3) of programming teachers teach it seems the teaching strategy is pretty consistent: show and tell and hope.

I wonder how much of the math pedagogy is really effective, though. A lot seems to be of the memorize-this-trick form, which gets students through their standardized tests, but does not develop transferable skills in problem decomposition or debugging.

The content in math and physics courses is also much more stable than in CS courses—what is taught at the high-school level has not changed much in the last century.  The main differences have been a loss of some tools (slide rules and trig tables) in favor of tools that are easier to use and teach with (calculators). Having a stable subject to teach allows teachers and textbook writers to experiment with how to teach, rather than what to teach. Although a lot of pedagogical experimentation fails (and the field of education is not very good at separating the successes from the failures), there are a lot of techniques available to choose from.

CS, however, keeps changing what is considered essential for a first course.  Fortran, LISP, Pascal, C, C++, Java, Python, Perl, Scratch, Processing, Alice, and other languages have all been proposed as “first” languages, and the programming language is often chosen for social rather than pedagogic reasons.

What topics are taught and in what order are often driven by the choice of language.  For example, LISP makes it easier to talk about recursion early, but makes it difficult to talk about strict type checking. Java and C++ force spending a lot of time on explaining data types and data type declaration. Python allows easy handling of sets and associative maps (“dict” in Python), but makes talking about information hiding and data abstraction somewhat more difficult. Scratch allows early discussion of race conditions in parallel programs, but not of complex data structures or program syntax.

CS teachers disagree about what order is most appropriate to present the topics in—not just the week-by-week order, but even what belongs in the first year and what in the second or third year. I think that in many cases the order doesn’t matter all that much—there are several different ways to get to a similar endpoint, and different students will respond well to different approaches. In the new bioengineering curricula that I’ve proposed, different concentrations have different programming requirements, with the bioelectronics track requiring bottom-up programming that teaches low-level interfacing to microprocessors in C, and the biomolecular track starting with bioinformatics-like programming tasks in Python.

Some of the teaching practices at colleges have not been helpful for developing desired skills.  For example, automated grading programs, which look just at I/O behavior of programs, are becoming more popular in huge college CS classes (and especially in MOOCs). But with automated grading students get almost no feedback on the decomposition into subproblems and clarity of documentation—those skills that are most needed for advancing in the field or transferring the learning to other domains.

I did end up teaching a tiny amount of programming in my freshman design seminar this past quarter: Arduino programming in C for gathering information from a thermistor or phototransistor and using it for simple on-off control (Twelfth day of freshman design seminar and Sixteenth day: Arduino demo).  I did not spend enough time on the programming, and a lot of it was “show and tell and hope”, so I suspect that only one or two of the students can do any programming independently now, but several who were not interested in programming became more interested in learning, which is all I expected of the course. The 2-unit course is only about 1% of their undergraduate education, so I can’t expect to make huge changes in their competence.

Next year I will spend more time on programming and on physical prototyping in the freshman design course, as those are areas that the students identified as having the most effect on them. So I may get to the point in the freshman seminar where I’ll also be facing the challenges of teaching CS concepts to beginners, rather than just piquing their interest.

One thing I think I will do in the freshman design seminar next year is to make the students actually wire up a thermistor or phototransistor to an Arduino board early in the quarter.  Having both a hardware and a software component to a design should help students learn problem decomposition and debugging, as there are obvious hardware/software boundaries—it can’t all be just one mushy “thing” in their heads.

The thermistor is particularly attractive as it requires several changes of representation—from temperature to resistance, to voltage, to ADC reading, back to  a numerical representation of temperature. Since the course is intended for bioengineers, the notion of sensors and different representations of what they sense is an important concept to build on, and temperature is a concept that they are familiar enough with that they can easily check whether what they are doing is working. Note that the data representation here is not just a software concept—the main constraint on the design is the analog-to-digital interface on the Arduino, which only measures voltage between 0 and 5V.

Having a thermistor lab early also works as part of a build-a-physical-prototype theme. I’m not going to use lab fees and handing out a lab kit, either, but make them find and order their own parts. One of the problems this year was students not realizing that getting parts requires a lot of lead time—having them experience that early in the quarter will make them more diligent about getting parts in time later in the quarter. To reduce shipping costs, I may have everyone look for parts separately, but then have them pool the orders, if they can agree on which parts they want to get.

In the coming quarter, in the Applied Circuits course, I’ll be trying to work more deliberately on both systems thinking and information representation, getting the students into being explicit about both earlier in the quarter.  (The first lab is a thermistor lab, which I am in the process of rewriting the lab handout for, which may be why it was the example I thought of using for the freshman design course.) I’ve heard discouraging reports about how little transfer there is of problem-solving skills between different subject domains, but I’m hopeful that having students encounter the same problem-solving concepts in several different domains will help them make the transfer.

2014 March 15

Updates on some earlier lessons

Filed under: Circuits course — gasstationwithoutpumps @ 22:30
Tags: , ,

In Still better I-V plot for Schottky diodes, I had some lessons learned at the end of the post:

  1. Higher-resolution ADCs do give smoother curves, with less digitization noise, but they aren’t a panacea for measurement problems. To get most of the resolution, I had to set the ADC to use long sample times and do a lot of averaging. I understand that Freescale Kinetis M series include 24-bit sigma-delta converters for higher precision at much lower speed (24 bits is 7 decimal digits), as well as the high-speed 16-bit successive-approximation converters. Unfortunately, they don’t have a low-cost development board for this series.
  2. Stay away from the bottom end of the ADC range on the KL25Z.  Scale single-ended inputs to have values at least 50, and differential inputs to have values at least 20.  There may be similar problems at the top end of the range, but I did not test for them.
    I wondered if the problem may be switching from the large value for the voltage across the diode to the small voltage across the shunt resistor that was the problem. I tried putting in a dummy read between the voltage and the current reads, but that didn’t help at all. At first I thought that the low-count readings were good with the large shunt resistors, but this is probably an illusion: errors in the current measurement for small currents aren’t visible on the plot, because the voltage across the diode is not changing, and so large horizontal errors in the plot are not visible there.
  3. Watch out for AC noise when trying to measure DC parameters.  If there are semiconductor junctions around, the noise may be rectified to produce an unwanted DC signal.
  4. The differential ADC settings have a range of ±VDDA, not ±VDDA/2. This means that the least-significant bit step size is twice as big for differential inputs as for single-ended inputs. For some reason the Freescale documentation never bothers to express what the differential range is.
  5. Serial USB connections are a bit flakey—the Arduino serial monitor missed a byte about every 200–300 lines.  I looked for anomalous points on the plot, then commented out the lines that produced them—they were almost all explainable by one character having been missed by the serial monitor; e.g., I commented out “662401069     86      19″ right after “660001069       865     17″,  because the last digit of the voltage (the second field) was missing.  The fields were a timestamp (in 24MHz ticks), voltage across the diode (in ADC units), and voltage across the shunt resistance (in ADC units).  [Actually, this was not a new lesson for me—I've had to do the same on almost all files collected from the Arduino serial monitor.  My son's data logger code is better at not losing data, but it is still worthwhile to check for anomalies.]
  6. The 3.3v supply from the Freedom board is much cleaner than the 5v USB supply that I get from the Arduino (unless I use an external power supply with the Arduino), but I can only take about 10mA from the 3.3v supply before it begins to droop.  If I want  more than that, I’d better provide my own power supply (or at least my own LDO regulator from the USB 5v supply).

I’d like to correct a few of those lessons in this post.

  1. A 24-bit sigma-delta converter is really only about 7 bits of accuracy—you are relying on oversampling with a single-bit comparator, then low-pass filtering.  Your resolution is a function of frequency, but the “24-bit” number is misleading—that’s how much precision they carry in the low-pass filter computations, and has little to do with the amount of information you can actually extract from the ADC. I think I was confusing sigma-delta converters (which are fast, cheap, and not very accurate) with dual-slope converters (which are slow and more accurate).
  2. no update.
  3. no update.
  4. no update.
  5. The UART communication from the Freescale KL25Z boards, using MBED’s code on OpenSDA chip to do the UART to USB conversion is much less reliable than the Arduino serial connections.  My son has been doing testing and has found that he can run the Arduino boards up to about 500k baud without losing characters (aside from a small number right after a reset), but the MBED-implemented UART communication on the KL25Z lost tens of character per second even at fairly low speeds (tested own to 62.5kbaud). We suspect a bug in their code in which they ignore the UART port for too long while dealing with the USB side.  (He’s not the first to notice that the MBED serial communication is broken on the KL25Z boards.) Using the MBED USB stack natively on the KL25 chip (not the SDA port), he had no noticeable character losses, so the problem is not on the host computer or the software he was testing with, but on the MBED implementation of the USB serial connection on the OpenSDA chip.
    This bug in MBED’s serial implementation has raised the complexity of the port of the data acquisition system to the KL25Z enormously, as he’ll have to implement a USB stack (or enough of one to do USB serial) on the KL25, rather than using the buggy one on the OpenSDA chip.  The MBED USB stack (written in C++) is not compatible with the bare metal ARM platform he’s been using for the port (which only seems to support C).  He’s gotten the USB code to compile and link, but is having trouble getting it to run—we suspect that some part of the C++ memory management has not been initialized properly.
    We have not checked whether the PEMicro OpenSDA software works for serial communication—since it doesn’t work for downloading software from the Mac, we can’t use it anyway.
  6. As I reported in Diode-connected nFET characterisitics, the 3.3V LDO on the KL25Z boards is actually pretty good: it can be modeled as 3.32V source with a 55mΩ series resistor. I got a steeper voltage drop above 500mA, but that was from overloading the USB 5v supply that was powering the board, not from problems with the LDO.
    I’ve not yet tried powering the board with a beefier power supply on the P5-9V_VIN pin. I suspect that it will be able to handle up to 1.5A without problems (maintaining the 55mΩ impedance).

2014 March 5

Sixteenth day: Arduino demo

Filed under: freshman design seminar,Pressure gauge — gasstationwithoutpumps @ 20:57
Tags: , , , , , ,

Today’s class in the freshman design seminar went well. I started by returning the drafts of the design reports and giving some generic feedback. I realized on reading the reports that I had not given a good explanation of what I meant by describing the components of the system—two of the groups had given me long parts lists on the first page of their reports, something that would only really be appropriate in an appendix. I explained that what I wanted was what the main blocks in the block diagram were, and that they should use the block diagram to organize their report, writing a page for each block. I also suggested that they use the block diagram to partition the project among the group members, with each group member working on a different component, then getting back together to reconcile any discrepancies. Note that this is much more like real engineering group work than the usual K–12 group project, which is usually done most efficiently by turning the whole project over to the most competent member of the group.

After the feedback on design reports, I offered the students a chance to get a demo of building an Arduino program with sensing and motor control. This was a completely extemporaneous demo—I had gathered a number of possibly useful components, but had not tested anything ahead of time nor even figured out what order to do the demo in.  I asked the students if they wanted me to start with sensing or control—they asked for the motor control first.

I started by pulling a motor out of box of motors I had gotten when the elementary school my wife works at cleaned out their closets.  I told the students that I had no idea what the spec of the motor were, but since it came from an elementary school, it probably ran on 3v batteries.  I tested the motor by hooking it up first to the 3.3v, then to the 5v power on my Arduino Uno.  It spun just fine on 3.3v, but squealed a bit on 5v, so we decided to run it on 3.3v.

I then pulled out the Sainsmart 4-relay board that I had bought some time ago but never used.  I explained how a relay worked, what single-pole double-throw meant, and normally open (NO) and normally closed (NC) contacts. I used the board unpowered with the NC contacts to spin the motor, then moved the wire over to the NO contacts to turn the motor off.  I then hooked up power to the board and tried connecting input IN1 to power to activate the relay.  Nothing happened. I then tried connecting IN1 to ground, and the relay clicked and the motor spun.  The inputs to the Sainsmart board are active low, which I explained to the students (though I did not use the terminology “active low”—perhaps I should have).  I did make a point of establishing that the relay provides very good isolation between the control logic and the circuitry being controlled—you can hook up AC power from the walls to the relay contacts without interfering with the logic circuitry.

Having established that the relay worked, the next step was to get the class (as a group) to write an Arduino program to control the motor using the relay. With me taking notes on the whiteboard, they quickly came up with the pinMode command for the setup, the digitalWrite and delay for the loop, and with only a tiny bit of prompting with a second digitalWrite and delay to turn the motor back off.  They even realized the need to have different delays for the on and off, so we could tell whether we had the polarity right on the control.  Here is the program we came up with:

#define RELAY_PIN (3)

void setup()
{   pinMode(RELAY_PIN, OUTPUT);

void loop()
  digitalWrite(RELAY_PIN,LOW); // turn motor ON via relay (or off via transistor)
  delay(1000);  // on for 1 second
  digitalWrite(RELAY_PIN,HIGH); // turn motor OFF via relay (or on via transistor)
  delay(3000); // off for 3 seconds

I typed the code in and downloaded it to the Arduino Uno, and it worked as expected.  (It would be nice if the Arduino IDE would allow me to increase the font size, like almost every other program I use, so that students could have read the projection of what I was typing better.)

I then offered the students a choice of going on to sensing or looking at pulse-width modulation for proportional control.  They wanted PWM. I explained why PWM is not really doable with relays (the relays are too slow, and chattering them would wear them out after a while.  I did not have the specs on the relay handy, but I just looked up the specs for the SRD-05VDC-SL-C relays on the board: They have a mechanical life of 10,000,000 cycles, but an electrical life of only 100,000 cycles.  The relay takes about 7msec to make a contact and about 3msec to break a contact, so they can’t be operated much faster than about 60 times a second, which could wear them out in as little as half an hour.

So instead of a relay, I suggested an nFET (Field-Effect Transistor). I gave them a circuit with one side of the motor connected to 3.3V, the other to the drain of an nFET, with the source connected to ground.  I explained that the voltage between the gate and the source (VGS) controlled whether the transistor was on or off, and that putting 5v on the gate would turn it on fairly well. I then got out an AOI518 nFET and stuck it in my breadboard, explaining the orientation to allow using the other holes to connect to the source, gate, and drain.

I mentioned that different FETs have the order of the pins different, so one has to look up the pinout on data sheet. I pulled up the AOI518 data sheet, which has on the first page “RDS(ON) (at VGS = 4.5V) < 11.9mΩ”. I explained that if we were putting a whole amp through the FET (we’re not doing anywhere near that much current), the voltage drop would be 11.9mV, so the power dissipated in the transistor would be only 11.9mW, not enough to get it warm. I mentioned that more current would result in more power being dissipated (I2R), and that the FETs could get quite warm. I passed around my other breadboard which has six melted holes from FETs getting quite hot when I was trying to debug the class-D amplifier design. The students were surprised that the FETs still worked after getting that hot (I must admit that I was also).

I hooked up the AOI518 nFET using double-headed male header pins and female jumper cables, and the motor alternated on for 3 seconds, off for one second. We now had the transistor controlling the motor, so it was time to switch to PWM. I went to the Arduino reference page and looked around for PWM, finding it on analogWrite(). I clicked that link and we looked at the page, seeing that analog Write was like digitalWrite, except that we could put in a value from 0 to 255 that controlled what fraction of the time the pin was high.

I edited the code, changing the first digitalWrite() to analogWrite(nFET_GATE_PIN, 255), and commenting out the rest of the loop. We downloaded that, and it turned the motor on, as expected. I then tried writing 128, which still turned the motor on, but perhaps not as strongly (hard to tell with no load). Writing 50 resulted in the motor not starting. Writing 100 let the motor run if I started it by hand, but wouldn’t start the motor from a dead stop. I used this opportunity to point out that controlling the motor was not linear—1/5th didn’t run at 1/5th speed, but wouldn’t run the motor at all.

Next we switched over to doing sensors (with only 10 minutes left in the class). I got out the pressure sensor and instrumentation amp from the circuits course and hooked it up. The screwdriver I had packed in the box had too large a blade for the 0.1″ screw terminals, but luckily the tiny screwdriver on my Swiss Army knife (tucked away in the corkscrew) was small enough. After hooking up the pressure sensor to A0, I downloaded the Arduino Data Logger to the Uno, and started it from a terminal window. I set the triggering to every 100msec (which probably should be the default for the data logger), the input to A0, and convert to volts. I then demoed the pressure sensor by blowing into or sucking on the plastic tube hooked up to the sensor. With the low-gain output from the amplifier, the output swung about 0.5 v either way from the 2.5v center. Moving the A0 wire over to the high-gain output of the amplifier gave a more visible signal. I also turned off the “convert to volts” to show the students the values actually read by the Arduino (511 and 512, the middle of the range from 0 to 1023).

Because the class was over at that point, I offered to stay for another 10 minutes to show them how to use the pressure sensor to control the motor. One or two students had other classes to run to, but most stayed. I then wrote a program that would normally have the motor off, but would turn it full on if I got the pressure reading up to 512+255 and would turn it on partway (using PWM) between 512 and 512+255. I made several typos when entering the program (including messing up the braces and putting in an extraneous semicolon), but on the third compilation it downloaded successfully and controlled the motor as expected.

One student asked why the motor was off when I wasn’t blowing into the tube, so I explained about 512 being the pressure reading when nothing was happening (neither blowing into the tube nor sucking on it). I changed the zero point for the motor to a pressure reading of 300, so that the motor was normally most of the way on, but could be turned off by sucking on the tube. Here is the program we ended up with

#define nFET_GATE_PIN (3)

void setup()
{   pinMode(nFET_GATE_PIN, OUTPUT);
    pinMode(A0, INPUT);

void loop()
{ int pressure;
  if (pressure < 300)
  {    digitalWrite(nFET_GATE_PIN,LOW);  // turn motor off
  {   if (pressure>300+255)
      { digitalWrite(nFET_GATE_PIN,HIGH);  // turn motor on full
      {    analogWrite(nFET_GATE_PIN,pressure-300); // turn motor partway on

Note: this code is not an example of brilliant programming style. I can see several things that I would have done differently if I had had time to think about the code, but for this blog it is more useful to show the actual artifact that was developed in the demo, even if it makes me cringe a little.

Overall, I thought that the demo went well, despite being completely extemporaneous. Running over by 10 minutes might have been avoidable, but only by omitting something useful (like the feedback on the design reports). The demo itself lasted about 70 minutes, making the whole class run 80 minutes instead of 70. I think I compressed the demo about as much as was feasible for the level the students were at.

Based on how the students developed the first motor-control program quickly in class, I think that some of them are beginning to get some of the main ideas of programming: explicit instructions and sequential ordering. Because we were out of time by the point I got to using conditionals, I did not get a chance to probe their understanding there.

2014 February 19

Twelfth day of freshman design seminar

Filed under: freshman design seminar — gasstationwithoutpumps @ 23:12
Tags: , , ,

My counts of which days were which in the freshman design seminar were all messed, so three of my blog posts were misnamed:

date which day of class blog post
Mon 2014 Jan 6 1 First day of freshman design seminar
Wed 2014 Jan 8 2 Second day of freshman design seminar
Mon 2014 Jan 13 3 (Baskin lab tour) Third day of freshman design seminar
Wed 2014 Jan 15 4 Fourth day of freshman design seminar
Wed 2014 Jan 22 5 Fifth day of freshman design seminar
Mon 2014 Jan 27 6 Sixth day of freshman design seminar
Wed 2014 Jan 29 7 (Biomed lab tour) Biomed lab tours and online discussions
Mon 2014 Feb 3 8* Seventh day of freshman design seminar
Wed 2014 Feb 5 9 no post (ill and group tutor ran class)
Mon 2014 Feb 10 10* Ninth day of freshman design seminar
Wed 2014 Feb 12 11* Tenth day of freshman design seminar
Wed 2014 Feb 19 12 Twelfth day of freshman design seminar (this post)

Today we started by having the students turn in their Arduino programming homework, then start writing the program as a group. I told them that I particularly wanted those who had trouble with the assignment to provide input—I’m trying to get them to realize that questions and confusion are normal, and that the right action to take in college is to ask questions, rather than to hide ignorance.

This particular assignment was expected to be hard for them—I had not done the scaffolding for it that I had originally planned, but threw them into it with very little preparation. I told them that, but also that I was trying to get them used to looking things up and figuring them out, rather than waiting to be told exactly what to do. Again, I’m trying to get them out of the “regurgitate what the teacher said” mode that K–12 education has trained them into. If I accomplish nothing else this quarter, I hope to increase their willingness to ask questions (of their teachers and of the things they read).

We did get the program written, with some digressions into the difference between “==” and “=” in C++ and the convention in C and C++ that 0 is false and any other value is true. I also managed to work in the importance of good variable names to tell people what things meant, though this particular program doesn’t need any variables.  The students now have the notions of serial execution, conditional expressions, if-statements, digital I/O, serial communication (we had a digression into baud rate), and the Arduino setup/loop structure, which may be enough for their projects—they may also need analogRead(), which I should be sure to demo on Monday.

I then typed in the program we had created together and demoed it with Arduino. I had deliberately left in a bug that I had spotted (no space between the printing of the different fields), and the class spotted it and came up with a reasonable correction when the first output came out.

We only had about 10 minutes left, so I gave them feedback on their project proposals:

  • Type homework for college classes!  Two of the groups had turned in hastily scribbled notes.
  • Give explicit specifications for the project.  How big an incubator? How precisely does the temperature need to be controlled? How fast does temperature have to change for PCR? What temperatures are needed and how precisely? How many tubes need to be run through the PCR machine at once?  How much acceleration does the centrifuge need to produce? How precisely does the speed need to be controlled?
  • Provide a block diagram giving all the components of the system (power supply, motor, fan, rotor, temperature sensor, … ) and lines showing the connections.  I talked about the importance of specifying the interfaces between components so that people could work simultaneously on different parts, and the need to renegotiate interfaces if the initial specification of them caused problems.

We talked a bit about prototyping—I want them to build something and learn enough to make an improved design, even if they don’t get a fully functional prototype.

For Monday, I assigned them the task of fleshing out the specifications for their project and producing a block diagram, filling in as many details as they could.  The group tutor is going to try to find time to meet with each group for an hour before then, to help them with flesh out their designs.


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