NXT-G Online Professional Development Classes will begin at 3:30pm EDT

1. NXT-GOnline Professional DevelopmentClasses will begin at 3:30pm EDT

2. Class Notes • Homework turn-in log is on forum • If you note any discrepancies, please contact Christine at christine@rec.ri.cmu.edu • ARF Recordings • WMV conversion produces an audio error • ARF files are smaller (about 75% smaller) • Requires a special player (link on forum)

3. Web Videos • Welcome to the Frontier • NXT Video Trainer 2.0 • Feedback welcome • Only hosted online (please don’t share outside class) • NVT2 plans (upgrade option)

4. Arm Control • Intro: The Complete Palette • REV1 vs. NVT approach • Lab: NVT2 Arm Control • http://www.education.rec.ri.cmu.edu/products/nxt_video_trainer2/advanced/arm/armcontrol.html • FIRST PAGE WILL BE MISSING • If you finish early, start the Continue challenge • Press the “checkmark” button when you are on the Continue challenge

5. Motor vs. Move • How to tell them apart • What’s really different? • When do you use each? • NVT vs. REV1 redux

6. Data Hubs • Lab: NVT2 Values • http://www.education.rec.ri.cmu.edu/products/nxt_video_trainer2/advanced/values/values.html • FIRST PAGE WILL BE MISSING • DO ONLY THROUGH #4 • Press the “checkmark” button when you are done with Step 4

7. Data Hubs • What does a Data Hub do? • Override typed settings • Wiring tips • Click, don’t drag • Don’t make anchors • More ports are hiding… • “Jiggling” wires • What kinds of things canbe data sources?

8. Real-Time Loops • Lab: NVT2 Values • http://www.education.rec.ri.cmu.edu/products/nxt_video_trainer2/advanced/values/values.html • FIRST PAGE WILL BE MISSING • DO ONLY #5 • Press the “checkmark” button when you are done with Step 5

9. Speed of Sound • What is the data source? • What is the differencebetween these two blocks?

10. Speed of Sound • What doesn’t a Data Hub do? • Update on its own

11. Real-Time Loops • Program Flow & Data Flow • Data is “pushed” • When the source block runs,the data is pushed (once) throughthe wire and sits at the destination • Program Flow is still King • Data will wait at its destinationas long as it needs to • The program flow does notfollow the flow of data • Trace through the program

12. Real-Time Bugs (1/3) “This should move at the speed of sound for a specific distance.” Task Lv.1 - Identify the problem Lv.2 - Identify the underlying cause Lv.2 - Identify a solution Lv.2 - Explain why the solution solves the problem Lv.3 - Identify the student’s misconception Lv.3 - Explain how you would attempt to correct the student’s misconception

13. Real-Time Bugs (2/3) “This should move at the speed of sound for a specific distance.” Task Lv.1 - Identify the problem Lv.2 - Identify the underlying cause Lv.2 - Identify a solution Lv.2 - Explain why the solution solves the problem Lv.3 - Identify the student’s misconception Lv.3 - Explain how you would attempt to correct the student’s misconception

14. Real-Time Bugs (3/3) “This should move at the speed of sound for a specific distance.It turns the motors on, then watches the sound sensor,and uses the rotation sensor loop to know when to stop.” Task Lv.1 - Identify the problem Lv.2 - Identify the underlying cause Lv.2 - Identify a solution Lv.2 - Explain why the solution solves the problem Lv.3 - Identify the student’s misconception Lv.3 - Explain how you would attempt to correct the student’s misconception

15. Throttle Control Challenge • Steps 8-11 not done yet • Use the third motor to create a “throttle” lever for your robot • You may have to partly disassemble the arm • Attach a “handle” to the motor • Desired behavior: • Start with the handle resting against the motor body • Push the handle forward to increase the robot’s speed • Pull the handle back to decrease the speed

16. Throttle Control Challenge

17. Throttle Control Challenge • Begin the challenge now • Use the third motor to create a “throttle” lever for your robot • You may have to partly disassemble the arm • Attach a “handle” to the motor • Desired behavior: • Start with the handle resting against the motor body • Push the handle forward to increase the robot’s speed • Pull the handle back to decrease the speed

18. Homework • This is Week 6 • All assignments due at beginning of class, Week 8 • This week’s assignment: • Find a cardboard box bigger than your robot • Data Hub Troubleshooting (DOC) • Poster Assignment, Part 1 • Identify one critical concept we have covered (or is related to something we have covered), that you think will be most useful to your students • Create a poster in any format you want that will help to explain the concept to your students • Some format ideas: Real paper (take a picture), digital paper, PowerPoint, HTML, Flash, blog entry…

19. Closing Thoughts • Class activity: Arm Control • NXT-G concept: Complete Palette • Class activity: Random Speed • Programming concept: Values • NXT-G concept: Data Hubs and Wiring • Class activity: Speed of Sound • Programming concept: Sensor Values • Programming concept: Real-time loops

20. Additional Notes • Concept examples • Program flow • Line tracking explained • How to find a threshold • The Three Commandments of Switch-Loops • Meta-concept examples • Why sensors matter to robots • Iceberg: Surface Problem vs. Real Problem • Top 10 Real Math opportunities in NXT-G robotics