S11 Work with programmable systems
This area of the audit has been marked at '1' meaning very little knowledge if not any at all
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What I have learnt and what I now understand
Today in our sessions we were taught that a programmable system is a system that can be controlled through code and programming. I learnt that this is normally through a PIC micro controller or computers on a chip. I now understand that these micro controllers are basically a small computer on a single integrated circuit and actually lots of products such as washing machines, DVD players and microwaves use PICs.
In addition, I have now learnt that these PICs are programmed using either an interface connected to a computer or a programmer board. Once the code has been created the PIC is then unplugged from the programer and inserted into the device to be controlled or downloaded via a cable on to the chip.
From my understanding, now I know that the PICs are used to sense a number of inputs and on or off outputs depending on the programming, we have also been told taught that they are available in 8, 14, 18, 20, 28 or 40-pin versions but generally speaking the higher number of pins the more facilities on the chip.
During our session today we were then introduced to other programmes apart from PICAXE, which allow us to programme systems. First of all I began to use the software scratch.
Today in our sessions we were taught that a programmable system is a system that can be controlled through code and programming. I learnt that this is normally through a PIC micro controller or computers on a chip. I now understand that these micro controllers are basically a small computer on a single integrated circuit and actually lots of products such as washing machines, DVD players and microwaves use PICs.
In addition, I have now learnt that these PICs are programmed using either an interface connected to a computer or a programmer board. Once the code has been created the PIC is then unplugged from the programer and inserted into the device to be controlled or downloaded via a cable on to the chip.
From my understanding, now I know that the PICs are used to sense a number of inputs and on or off outputs depending on the programming, we have also been told taught that they are available in 8, 14, 18, 20, 28 or 40-pin versions but generally speaking the higher number of pins the more facilities on the chip.
During our session today we were then introduced to other programmes apart from PICAXE, which allow us to programme systems. First of all I began to use the software scratch.
Initially, I began to explore the programme and see what I could do in order for the avatar or cat to move around the screen.
I did not have much of a problem with using this software and I believe it is aimed at year 7 students and as a result is very user friendly.
As a learner I was able to identify that it is a good introduction to systems and almost mimics some common concepts in terms of flow chart diagrams and coding itself using other software. Although you are not using terminators or decision boxes in flow charts the underlining principles are the same and I was able to make these links at a early stage. I understand that like flow chairs, and circuit diagrams each section of the program is vital and will determine each step within the system, the program also needs be told to start and finish in order to work just like the flow charts that we have made in simulations and our own projects for systems and control.
Once I had grasped the basics of the software I then began to play around with text and animating the characters around the screen. It was interesting to see the different things that you could do but I found that this was not the best example of a programmable system at it's fines and if I was going to learn more I needed to move on. None the less, it was a good introduction to learning the software and to recognise and learn how the software responded to the program that you created.
Below are two Youtube videos that I have published, these demonstrate my time experimenting with Scratch and the outcomes.
Underneath each Youtube Clip also shows the system that I created on Scratch for the animations to play
I did not have much of a problem with using this software and I believe it is aimed at year 7 students and as a result is very user friendly.
As a learner I was able to identify that it is a good introduction to systems and almost mimics some common concepts in terms of flow chart diagrams and coding itself using other software. Although you are not using terminators or decision boxes in flow charts the underlining principles are the same and I was able to make these links at a early stage. I understand that like flow chairs, and circuit diagrams each section of the program is vital and will determine each step within the system, the program also needs be told to start and finish in order to work just like the flow charts that we have made in simulations and our own projects for systems and control.
Once I had grasped the basics of the software I then began to play around with text and animating the characters around the screen. It was interesting to see the different things that you could do but I found that this was not the best example of a programmable system at it's fines and if I was going to learn more I needed to move on. None the less, it was a good introduction to learning the software and to recognise and learn how the software responded to the program that you created.
Below are two Youtube videos that I have published, these demonstrate my time experimenting with Scratch and the outcomes.
Underneath each Youtube Clip also shows the system that I created on Scratch for the animations to play
Once I was a bit more familiar with the software I then began to programme a Lego crocodile. These were provided in class and included a motor and a USB connection so that the code can be transferred to it.
This picture shows the code or diagram that I created in order for my crocodile to open it's mouth. I soon learnt that you can change the timing on the diagram and this dictated whether or not the jaws of the crocodile would speed up or slow down whilst opening and closing. Whats more, whilst experimenting myself and another course mate discovered that when we decreased the time to 0.1seconds the motor was not able to turn enough for the jaws to fully close and as a result the top of the jaw jerked backwards and forwards slightly.
As I have mentioned earlier I have found Scratch a really good introduction to coming to terms with the idea of programing and I can understand now why it is important for students to be introduced in this way.
Looking back I felt that I have learnt more whilst programming the crocodile rather then animating the avatars on screen, as a learner I found that it was really important for me to actually see the effects of the programme on a system that moves or has input/outputs, that way you are able to change the programme and see the results straight away.
Below is another Youtube video that I have published showing my crocodile responding to the code.
This picture shows the code or diagram that I created in order for my crocodile to open it's mouth. I soon learnt that you can change the timing on the diagram and this dictated whether or not the jaws of the crocodile would speed up or slow down whilst opening and closing. Whats more, whilst experimenting myself and another course mate discovered that when we decreased the time to 0.1seconds the motor was not able to turn enough for the jaws to fully close and as a result the top of the jaw jerked backwards and forwards slightly.
As I have mentioned earlier I have found Scratch a really good introduction to coming to terms with the idea of programing and I can understand now why it is important for students to be introduced in this way.
Looking back I felt that I have learnt more whilst programming the crocodile rather then animating the avatars on screen, as a learner I found that it was really important for me to actually see the effects of the programme on a system that moves or has input/outputs, that way you are able to change the programme and see the results straight away.
Below is another Youtube video that I have published showing my crocodile responding to the code.
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Analysis of new gained knowledge and the next step
When I first approached this area of the audit I did not have any clear understanding as to what it may entail. For this reason I graded the area as a '1' meaning little knowledge if not any at all. I feel that now I have had the chance to explore within the sessions and within my own time I am a great deal clearer as to what this translates to in systems and control.
As a learning experience I found myself being quite successful when using the software in Scratch and I did not have many issues with using it what so ever. In my opinion, I was particularly successful when I was programming the Lego crocodile it was at this point that I really came to grips with this idea of programming a system. This really helped me mainly because I was able to see how the program was transferred to a system that was reliant on inputs/outputs, as I changed the program as well it was useful to see how the crocodile changed and responded.
Unfortunately, I spent quite a lot of time experimenting with scratch and I was not able to use more complex systems and software for example using NXT to program the robots. Although, I am now quite comfortable with using Scratch. I would say that because I spent to much time on one programe In some ways this was a unsuccessful part of my learning experiences. I had noticed that my other course mates had already began using the Robots whilst I was still using the first programme so I was aware that my progress was slightly slower than others. Maybe this is a reflection upon my time management? Now I almost feel slightly behind and would have learnt more about this area of the audit and programming itself if I had the chance to move on during the session.
In respects to this, I am aware that every learner learns content in different paces, and now that I acknowledge where I may have gone wrong this is not to say that I am not able to further my development at a later date in my own time. In fact I intend now to explore the other software and systems that can be programmed and this will be part of my next step in further development within the area of the audit.
I intend to look at NXT programming in the hope to widen my understanding and knowledge of other programmable systems. In addition, I would like to include some other examples at a later date of other examples of the programmable systems apart from the ones that we have explored in the session today. I am sure that we will have a chance to program other systems which will help to support my learning and perhaps we have already done so and I have not even realised!
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Analysis of new gained knowledge and the next step
When I first approached this area of the audit I did not have any clear understanding as to what it may entail. For this reason I graded the area as a '1' meaning little knowledge if not any at all. I feel that now I have had the chance to explore within the sessions and within my own time I am a great deal clearer as to what this translates to in systems and control.
As a learning experience I found myself being quite successful when using the software in Scratch and I did not have many issues with using it what so ever. In my opinion, I was particularly successful when I was programming the Lego crocodile it was at this point that I really came to grips with this idea of programming a system. This really helped me mainly because I was able to see how the program was transferred to a system that was reliant on inputs/outputs, as I changed the program as well it was useful to see how the crocodile changed and responded.
Unfortunately, I spent quite a lot of time experimenting with scratch and I was not able to use more complex systems and software for example using NXT to program the robots. Although, I am now quite comfortable with using Scratch. I would say that because I spent to much time on one programe In some ways this was a unsuccessful part of my learning experiences. I had noticed that my other course mates had already began using the Robots whilst I was still using the first programme so I was aware that my progress was slightly slower than others. Maybe this is a reflection upon my time management? Now I almost feel slightly behind and would have learnt more about this area of the audit and programming itself if I had the chance to move on during the session.
In respects to this, I am aware that every learner learns content in different paces, and now that I acknowledge where I may have gone wrong this is not to say that I am not able to further my development at a later date in my own time. In fact I intend now to explore the other software and systems that can be programmed and this will be part of my next step in further development within the area of the audit.
I intend to look at NXT programming in the hope to widen my understanding and knowledge of other programmable systems. In addition, I would like to include some other examples at a later date of other examples of the programmable systems apart from the ones that we have explored in the session today. I am sure that we will have a chance to program other systems which will help to support my learning and perhaps we have already done so and I have not even realised!
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Further development
Within our projects for systems and controls we have already begun to fabricate PIC systems using system diagrams or flow charts so I know that these are examples of programmable systems. We have also used seven segmant displays and this again would be yet another instance where we have been exploring this area of the audit within our lesson. Below are two images showing the seven segmant display code and the system responding to the code. This was created using PICAXE. Both of these images are displayed in other areas of the audit, so I have already written about what I have learnt and understand from the experience, I just wanted to include them here to show that I understand and recognise that they are other examples of programmable systems.
The Youtube clip below is a video that demonstrates my project for systems and control. You can see this system working here and it has been programmed using a PIC with the software PICAXE. Therefore, I am aware that this is yet another example of a programmable system.
Using NXT programming
As I had previously mentioned I wanted to be able to widen my knowledge and experiment with NXT programming with the Robots as further examples of programmable systems.
Today was really interesting actually and I have learnt a fair amount too by exploring and using the software. Initially, I was just trying to get used to the program and learn how it worked and to be honest I did not have too many problems at all, in fact I noticed like all of the programming software that we have used so far they all require some sort of sequence diagram in order it to flow and function. I learnt as well that just like PICAXE you can download the program you have created on NXT via a USB which enables the system (in this case the robot) to work.
To start with I just created a basic program so I could see how the robot responded and it was quite nice to see the quick results. The picture below just shows an example of the sequence asking the robot to move forward and then make a sound.
As I had previously mentioned I wanted to be able to widen my knowledge and experiment with NXT programming with the Robots as further examples of programmable systems.
Today was really interesting actually and I have learnt a fair amount too by exploring and using the software. Initially, I was just trying to get used to the program and learn how it worked and to be honest I did not have too many problems at all, in fact I noticed like all of the programming software that we have used so far they all require some sort of sequence diagram in order it to flow and function. I learnt as well that just like PICAXE you can download the program you have created on NXT via a USB which enables the system (in this case the robot) to work.
To start with I just created a basic program so I could see how the robot responded and it was quite nice to see the quick results. The picture below just shows an example of the sequence asking the robot to move forward and then make a sound.
I have learnt and now understand that you can create more complex sequences or programs on here using light and heat sensors, and even infra-red. Dean explained also that the robot can sense if something is close but I think that this is just a matter of experimenting further with this area and if I do get a chance to give this a go then I shall show some of this evidence within this area of the audit.
Today I had another go at programming the robot and decided to have a play around with sound, images and movement. I programmed the software to use noise and also show a picture on the screen. Although it was not very challenging it was interesting to see the other things you could with with the robot. You can see below a screen shot the programme on NXT, and directly below this image is a youtube video of the robot responding to the code.
Today I had another go at programming the robot and decided to have a play around with sound, images and movement. I programmed the software to use noise and also show a picture on the screen. Although it was not very challenging it was interesting to see the other things you could with with the robot. You can see below a screen shot the programme on NXT, and directly below this image is a youtube video of the robot responding to the code.