Gas station without pumps

2020 January 11

First week of class W2020

Filed under: Circuits course — gasstationwithoutpumps @ 21:16
Tags: , , , , , ,

I’ve just finished the first week of class for BME 51A (Applied Electronics for Bioengineers), and it has been a rather hectic week.

First, I had about 5 people sign up for the class at the last minute (from 56 to 61), which drove the BELS staff to having to do a lot of expensive last-minute purchasing of additional items for the parts kits.  It also meant that when we handed out the parts kits on Tuesday, several of them were incomplete and so more items had to be handed out during the Thursday lab period.  Since getting their kits, 2 students have dropped taking us down to 59, and one other has told me that they might drop (assuming that they can get a coherent plan together for an independent study to replace the course).  This enrollment is less than last year’s 82 students, but still a fairly large number, given that the BELS labs can only accommodate about 24 students.  I’m using two lab rooms for the first section and one for the second section, and have hired 3 group tutors (one for each lab room and time) to work along with me in the labs.

The first week’s labs consist of soldering headers onto the Teensy LC boards and installing software: Python with SciPy (using the Anaconda install), gnuplot, Arduino+Teensyduino, PteroDAQ.  For the first time in years, everyone got their soldering done within the allotted lab times!  I don’t know what was different this year that made it work as it was supposed to.  One thing that helped a little was that when students soldered the male headers on the wrong side of the boards (which happens every year, despite all the written, pictorial, and verbal warnings I can give), I had them cut apart the male headers to unsolder, then gave them new male headers to solder on.

Software installation is always a problem, because students are attempting to install on a variety of platforms, and something is always incompatible. Here are some problems that came up this year:

  • Gnuplot on old Mac OS X systems would not install with homebrew, as qt could not be installed—it insisted that you needed the full Xcode (not just the command-line subset), but Apple will not provide the full Xcode for such old, unsupported systems.  There may be already compiled versions of gnuplot for these old systems, but I have not gone looking for them. I’m not sure what to recommend to these students, other than updating to a system that Apple still supports.  I can’t recommend updating to Catalina, as they will lose all 32-bit apps, some of which will never be ported to newer versions of macos (for example, I lost access to Finale Notepad, which is no longer available on Macs—probably because Apple makes it so very difficult for third-party software developers to maintain their code).
  • Gnuplot on new Mac OS X systems installs and runs, but produces bad PDF files.  The workaround for this was posted at https://stackoverflow.com/questions/57698204/gnuplot-pdf-terminal-exhibits-font-issues-on-mac. The answer to that stackoverflow question had two lines to fix the problem:
    brew uninstall --ignore-dependencies pango
    brew install iltommi/brews/pango
    

    The problem is that the default homebrew “bottle” for gnuplot points to a broken version of pango, and you have to remove that version and install an older version.  This one I knew about, because it had bitten me when I was trying to finish the book in December.

  • The standard Arduino+Teensyduino installation fails on macos Catalina (10.15). I knew about this one also, as I had tested the PteroDAQ install after I had “upgraded” to Catalina (which broke nearly everything).  The workaround is a beta release of Teensyduino (currently https://forum.pjrc.com/threads/59030-Teensyduino-1-49-Beta-5), which is pointed to from the Teensyduino installation page, but many of the students with macos Catalina did not notice the pointer.  One nice feature of the Teensyduino beta release is that it includes the Arduino IDE, so that you don’t need to install Arduino first.
  • The PteroDAQ GUI seems to be crashing on macos Mojave (10.14)—logging the user out when they try to run “python daq” as usual.  I think that this may be a weird filesystem thing, as it seemed to make a difference whether PteroDAQ had been cloned from GitHub or downloaded as a zip file, and whether the files were on the hard drive or on a Google Drive.  The only thing that seemed to work consistently was to clone the files from GitHub onto the hard drive of the laptop, then run the app that is in pterodaq/extras/maclauncher/ .  Why the launcher app works, when invoking “python daq” directly from a terminal results in logging the user out, is a mystery to me.
  • On macos Catalina, PteroDAQ can’t find the board if it is connected to the laptop through a USB2 hub connected to a USB3 port (I ran into this problem on my laptop before classes started also).  Apple has once again scrambled their USB stack, and USB Serial no longer seems to be visible through a USB2 hub (though the USB device is visible, the serial interface does not seem to be).  This hasn’t caused a problem for any students yet, as direct connection to a USB3 port works ok, and connection from hubs on USBC ports seems to be ok (probably because they are USB3 and not USB2).
  • One student had trouble getting PteroDAQ to run on his Windows 8 machine, with the python program crashing on trying to access the list of ports.  No one else with Windows 8 was having trouble, and his machine was running extremely slowly (slower even than the ancient “Barbie” laptop that I used for testing Windows implementations of PteroDAQ), so I suspect he was having hardware or malware problems on his machine.

I think that nearly all the students got their software installed—at any rate, people left the lab early on Thursday and were not queuing up for installation help, as they had in previous years.  Only one student asked for installation help during Friday office hours (the one with the probably bad hardware or malware), and there were no requests on Piazza for help.  If I’m right that everyone got things installed, then we are well ahead of previous years.

On Thursday, before lab, one of the group tutors ran a tutorial session on \LaTeX, which about half the class attended.  That should help somewhat in the prelabs to be turned in on Monday.

I’ve changed grading logistics this year.  Rather than hiring just 2 graders, I hired 6, and rather than having them work whenever they have time, I have scheduled grading sessions where we get together and grade in the same room.  On Thursday, we took just over 2 hours (with 5 graders, counting me) to grade homework 1, and today 6 of us got homework 2 graded in about an hour.  I graded the first quiz by myself Wednesday night.  So far, we have managed to keep the turn-around time to about a day, which is much better than last year, when the 2 graders were overloaded.

Monday’s assignments will be stressing our grading system a bit, as we have a lot coming in, but I couldn’t schedule a grading session until Wednesday at noon.  I’m hoping that we can get both homework 3 and the first prelab graded before Thursday’s lab.  If necessary, we can just give a turned-in/not-turned-in grade for the first prelab, as they are turning in a more complete draft of the same prelab on Friday, but I’d much rather give them feedback so that they can correct mistakes before the Friday draft.

So far, the quiz and homework scores look pretty good, so I’m hopeful that this will be a high-performing class this year.  It would be really nice to give out more B+ (and even A-) grades and fewer C grades.  I’m keeping my fingers crossed (even though that makes typing the blog post hard).

9 Comments »

  1. It seems like your gas station has pumps.
    And they work.

    Comment by cindy knoke — 2020 January 11 @ 22:32 | Reply

  2. Have you considered having your students use a virtual machine to run a class standardized linux image? Then you can choose how much of it you build yourself for them and how much to teach about software installation, plus avoid the frustration and waste of time recounted in this semester opening post? I see PteroDAQ is supported by linux besides mac and windows. (Disclaimer: I’m a linux open/free software fan.)
    Seth

    Comment by chaikens — 2020 January 12 @ 07:21 | Reply

    • No, because virtual machines add yet another thing that can fail to run and be difficult to install. Getting virtual machines to have proper access to USB ports is an additional difficulty. If I provide an image, I need to be the one to debug it, and maintaining a working image for one machine type is hard enough—getting one that will run all the programs under Windows 8, Windows 10, and 4 different macos systems is probably not feasible.

      Besides, I want students to be able to continue to use the tools in other courses and after they graduate, so the tools must be ones that they see as being usable on their machines, no matter what those machines are—not as a special-purpose image that they discard as soon as the course is over.

      Students who are willing to deal with installing linux have already installed it. I like Linux, and I’ve been a Unix user since the late 1970s (not sure exactly when I started using Unix, but I was at Stanford, so 1974–1982), but I won’t force students to learn it in addition to everything else that is piled into this course. (They do get Linux command-line stuff in other courses in the major, so I don’t have to overload this course with it.)

      Comment by gasstationwithoutpumps — 2020 January 12 @ 07:45 | Reply

  3. So at Waterloo we’ve been using crowdmark to mark many assignments and exams through a web interface. I’ve definitely run the ‘mark all the exams in a room on a day’ thing but TAs seem to prefer asynchronous marking. Not sure which is actually best. I do like not having piles of old exams though.

    Comment by plam — 2020 January 12 @ 13:27 | Reply

    • For the last two years I used the “grade when you have time” model, and it worked ok the first year (with very diligent graders), but delays got huge last year, as the graders were overwhelmed. It doesn’t matter to me whether the graders prefer synchronous or asynchronous grading—what matters is that the students in the class get feedback in time to do them some good. We use Canvas’s misnamed “SpeedGrader” to do the feedback on the PDF files that students submit through Canvas.

      Comment by gasstationwithoutpumps — 2020 January 12 @ 14:24 | Reply

      • It’s less of a big deal to get super-timely marks for summative assessments like final exams vs assignments for sure.

        Comment by plam — 2020 January 12 @ 15:01 | Reply

        • Agreed. The final design report at the end of the quarter only has to be graded by the time that grades are turned in (usually giving me about a week). Everything before then is feedback that can affect what students do in lab and what they write in the next design report.

          Comment by gasstationwithoutpumps — 2020 January 12 @ 19:55 | Reply


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