Kang Usman Wins the CC Code Challenge (Week 26)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Kang Usman of Jakarta, Indonesia for winning the CC Weekly Code Challenge for Week 26! Kang will receive an IAR Kickstart: KSK-FM3-48PMC-USB.

Kang’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Kang answered:

Line 46: need [ and ]. it should be translate([0,0,2*ThreadThick])

2013_code_challenge_26_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

Member Profile: Walter O. Krawec

Walter O. Krawec

Walter O. Krawec

LOCATION:
Upstate New York

OCCUPATION:
Research Assistant and PhD Student, Stevens Institute of Technology

MEMBER STATUS:
Walter has been reading Circuit Cellar since he got his first issue in 1999. Free copies were available at the Trinity College Fire Fighting Robot Contest, which was his first experience with robotics. Circuit Cellar was the first magazine for which he wrote an article (“An HC11 File Manager,” two-part series, issues 129 and 130, 2001).

TECH INTERESTS:
Robotics, among other things. He is particularly interested in developmental and evolutionary robotics (where the robot’s strategies, controllers, and so forth are evolved instead of programmed in directly).

RECENT TECH ACQUISITION:
Walter is enjoying his Raspberry Pi. “What a remarkable product! I think it’s great that I can take my AI software, which I’ve been writing on a PC, copy it to the Raspberry Pi, compile it with GCC, then off it goes with little or no modification!”

CURRENT PROJECTS:
Walter is designing a new programming language and interpreter (for Windows/Mac/Linux, including the Raspberry Pi) that uses a simulated quantum computer to drive a robot. “What better way to learn the basics of quantum computing than by building a robot around one?” The first version of this language is available on his website (walterkrawec.org). He has plans to release an improved version.

THOUGHTS ON EMBEDDED TECH:
Walter said he is amazed with the power of the latest embedded technology, for example the Raspberry Pi. “For less than $40 you have a perfect controller for a robot that can handle incredibly complex programs. Slap on one of those USB battery packs and you have a fully mobile robot,” he said. He used a Pololu Maestro to interface the motors and analog sensors. “It all works and it does everything I need.” However, he added, “If you want to build any of this yourself by hand it can be much harder, especially since most of the cool stuff is surface mount, making it difficult to get started.”

Guido Cargnino Wins the CC Code Challenge (Week 25)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Guido Cargnino of Grugliasco, Turin, Italy  for winning the CC Weekly Code Challenge for Week 25! Guido will receive an Elektor 2012 & 2011 Archive DVD.

Guido’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Guido answered:

Line #14: *p and *q must be used.

2013_code_challenge_25_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

A Love of Teaching, a Lifetime of Robotics: An Interview with John Blankenship

John Blankenship

John Blankenship

John Blankenship has spent decades teaching robotics—and written many books on the subject. His love of teaching inspired him to co-develop the RobotBASIC robot programming language. I recently caught up with John to discuss some highlights from his teaching career and what’s next for RobotBASIC—Nan Price, Associate Editor

 NAN: How did you become interested in robotics?

JOHN: As a child, I often saw robots on television but was fully aware that there were no computers capable of making such fictional creations a reality. In the 1970s, microprocessors such as Intel’s 8080 and MOS Technology’s 6502 gave me hope that real robots would eventually become part of our future.

I found I could motivate my students by linking lab projects to robotic topics. For example, instead of just graphing the output from an active filter, I had my students use op-amps to detect an ultrasonic wave so they could later build a ranging sensor. I firmly believe that if you want to motivate students, you must give them projects with a purpose.

 NAN: You spent more than 30 years teaching programming, electronics, and robotics. What did you gain from that experience?

 JOHN: I enjoyed teaching electronics, but I loved teaching programming. Nothing else even comes close to develop critical thinking skills in students. Watching those skills develop was the reason I taught.

After seeing how my hardware robotic projects motivated students, I knew I wanted something similar for my programming classes. Eventually I developed a library of C routines that simulated a simple on-screen robot. What made the simulated robot special is that it supported numerous sensors (an electronic compass, two levels of proximity sensors, a ranging sensor, line detection, beacon detection, color tracking, and more) that enabled students to solve relatively complex, real-world robotics problems without building any hardware.

This structure made programming fun because it gave programming assignments a purpose. Students no longer had to be convinced that it was important to learn the syntax for a loop or how “if” statements controlled flow to make decisions—they wanted to learn details so they could use them to solve the exciting problems being proposed for them. Which would you find more exciting: writing a program to count the number of words in a string or teaching a robot to follow a line? Better yet, imagine motivating students by having a contest to see whose robot could follow a line the fastest.

NAN: How and why did you develop the RobotBASIC programming language?

MINOLTA DIGITAL CAMERA

RobotBASIC can control real robots just as easily as the simulation.

 JOHN: When I retired from teaching I wanted a way for other teachers to utilize a simulated robot to motivate their students. I could have just published my C libraries, but that generally would have limited their use to college classes where C is usually taught. I felt strongly that much younger students needed to be introduced to programming so they could develop not just logical thought, but also an appreciation for math and engineering.

I love the C language (RobotBASIC is written in C), but in my opinion, it is far too cryptic to be used as a first language. I wanted to encase my routines in a BASIC-like language that would enable nearly anyone to program a simulated robot.

I began writing my own language and was reasonably pleased with the initial efforts. I demonstrated the program to a good friend of mine, Samuel Mishal, who is easily the greatest programmer I have ever known. After politely applauding my efforts, he showed me an interpreter he had been working on to help him with a DSP project. His language was very polished and far superior to my work. He integrated my simulator with his interpreter and we named it RobotBASIC.

Even though we planned from start to freely distribute RobotBASIC, we knew teachers could not devote time to learning a language that was just a robot simulator. We began adding new features and capabilities. The more we added, the more excited we became. We started testing the new language by developing robotic behaviors and writing simple video games. Every time we needed something special, we added it to the language.

Figure3

RobotBASIC has all the commands necessary to write simple video games.

RobotBASIC currently has nearly 900 commands and functions—far more than most languages. More importantly though, since there are built-in functions to handle many things programmers normally have to do themselves, the language is very fast for an interpreter.

We felt RobotBASIC was an ideal language for introducing high school students to programming, but we wanted more. We added hardware I/O capabilities and created a wireless protocol that enabled RobotBASIC to control real robots with the same programs that control the simulation. At that point, the language could easily handle college-level projects but we knew the BASIC stigma would be a problem. To help with this, we added the option to use a modified C-style syntax, making it easier for students to transition to C or even Java.

Figure4

This simulation shows the effects of friction on a spring’s movement.

We also decided to address some backward capability by adding legacy-style I/O commands, making it easy to teach basic programming skills to even fifth graders. This enables school systems to utilize RobotBASIC from lower grades through high school without having to teach a new environment when new capabilities are needed. And if the C-style syntax is introduced in the upper grades, students will be better prepared for college programming courses.

 NAN: What are some uses for RobotBASIC?

JOHN: Even though students’ needs were a driving force in our development process, RobotBASIC’s I/O capabilities make it a great language for hobbyists involved with robotics or other electronic-oriented projects. For example, it only takes a few lines of code to gather data from a remote temperature sensor using a wireless link and to transmit that information to another user over the Internet.

RobotBASIC also has many commands that facilitate flicker-free animation and simulation. This means teachers have the option of motivating students by teaching how to write simple video games.

As much as I love the robot simulator, I have to admit that many students get even more excited about animation than they do about robots. The point is that RobotBASIC provides many options.

Figure2

The simulated robot can be programmed to solve a maze.

 NAN: You offer several types of RobotBASIC seminars geared toward children, university students, and robot clubs. You also lead seminars introducing programming and robotics. What do you enjoy most about teaching? What do attendees gain from your seminars?

 JOHN: I love teaching and I especially love showing teachers new ways to motivate their students. I understand that every school and teacher is different and I make sure I satisfy their goals by customizing each and every presentation based on their individual needs. I am always amazed that schools can’t believe that RobotBASIC is totally free. There are no acquisition costs, no upgrade fees, and no licenses—ever! RobotBASIC is free for hobbyists too. Circuit Cellar readers can download a copy from RobotBASIC.org.

 NAN: Are you currently working on or planning any robotics-related projects?

Figure6

The speed and flight path of these darts is controlled with finger movements on a tablet’s touchscreen.

JOHN: Many RobotBASIC users have been asking for a more advanced book on animation and video games. Unfortunately, my work on our new RobotBASIC Robot Operating System (On a Chip) has been monopolizing all my time for the last couple of years. Now that it is finally finished, I have started writing again.  I think the new book will be worth the wait because it also discusses how RobotBASIC can interact with the new Windows 8 sensors (e.g., cameras, compass, accelerometer, touchscreen, etc.) The chapter I am currently working on enables darts to be thrown using finger movements on a tablet’s touchscreen.

NAN: Do you have any advice for Circuit Cellar readers who are considering building their own autonomous robots?

 JOHN: I think the biggest mistake most robot hobbyists make is they spend far too much time constructing a robot before having a detailed understanding of its sensory needs and the algorithms necessary to accomplish their goals. If they would test their ideas first with our simulator, they would have the information necessary to build a platform that can actually meet their needs. Furthermore, they could control their real robot with the very same programs they developed on the simulator.

Q&A: Marilyn Wolf, Embedded Computing Expert

Marilyn Wolf has created embedded computing techniques, co-founded two companies, and received several Institute of Electrical and Electronics Engineers (IEEE) distinctions. She is currently teaching at Georgia Institute of Technology’s School of Electrical and Computer Engineering and researching smart-energy grids.—Nan Price, Associate Editor

NAN: Do you remember your first computer engineering project?

MARILYN: My dad is an inventor. One of his stories was about using copper sewer pipe as a drum memory. In elementary school, my friend and I tried to build a computer and bought a PCB fabrication kit from RadioShack. We carefully made the switch features using masking tape and etched the board. Then we tried to solder it and found that our patterning technology outpaced our soldering technology.

NAN: You have developed many embedded computing techniques—from hardware/software co-design algorithms and real-time scheduling algorithms to distributed smart cameras and code compression. Can you provide some information about these techniques?

Marilyn Wolf

Marilyn Wolf

MARILYN: I was inspired to work on co-design by my boss at Bell Labs, Al Dunlop. I was working on very-large-scale integration (VLSI) CAD at the time and he brought in someone who designed consumer telephones. Those designers didn’t care a bit about our fancy VLSI because it was too expensive. They wanted help designing software for microprocessors.

Microprocessors in the 1980s were pretty small, so I started on simple problems, such as partitioning a specification into software plus a hardware accelerator. Around the turn of the millennium, we started to see some very powerful processors (e.g., the Philips Trimedia). I decided to pick up on one of my earliest interests, photography, and look at smart cameras for real-time computer vision.

That work eventually led us to form Verificon, which developed smart camera systems. We closed the company because the market for surveillance systems is very competitive.
We have started a new company, SVT Analytics, to pursue customer analytics for retail using smart camera technologies. I also continued to look at methodologies and tools for bigger software systems, yet another interest I inherited from my dad.

NAN: Tell us a little more about SVT Analytics. What services does the company provide and how does it utilize smart-camera technology?

MARILYN: We started SVT Analytics to develop customer analytics for software. Our goal is to do for bricks-and-mortar retailers what web retailers can do to learn about their customers.

On the web, retailers can track the pages customers visit, how long they stay at a page, what page they visit next, and all sorts of other statistics. Retailers use that information to suggest other things to buy, for example.

Bricks-and-mortar stores know what sells but they don’t know why. Using computer vision, we can determine how long people stay in a particular area of the store, where they came from, where they go to, or whether employees are interacting with customers.

Our experience with embedded computer vision helps us develop algorithms that are accurate but also run on inexpensive platforms. Bad data leads to bad decisions, but these systems need to be inexpensive enough to be sprinkled all around the store so they can capture a lot of data.

NAN: Can you provide a more detailed overview of the impact of IC technology on surveillance in recent years? What do you see as the most active areas for research and advancements in this field?

MARILYN: Moore’s law has advanced to the point that we can provide a huge amount of computational power on a single chip. We explored two different architectures: an FPGA accelerator with a CPU and a programmable video processor.

We were able to provide highly accurate computer vision on inexpensive platforms, about $500 per channel. Even so, we had to design our algorithms very carefully to make the best use of the compute horsepower available to us.

Computer vision can soak up as much computation as you can throw at it. Over the years, we have developed some secret sauce for reducing computational cost while maintaining sufficient accuracy.

NAN: You wrote several books, including Computers as Components: Principles of Embedded Computing System Design and Embedded Software Design and Programming of Multiprocessor System-on-Chip: Simulink and System C Case Studies. What can readers expect to gain from reading your books?

MARILYN: Computers as Components is an undergraduate text. I tried to hit the fundamentals (e.g., real-time scheduling theory, software performance analysis, and low-power computing) but wrap around real-world examples and systems.

Embedded Software Design is a research monograph that primarily came out of Katalin Popovici’s work in Ahmed Jerraya’s group. Ahmed is an old friend and collaborator.

NAN: When did you transition from engineering to teaching? What prompted this change?

MARILYN: Actually, being a professor and teaching in a classroom have surprisingly little to do with each other. I spend a lot of time funding research, writing proposals, and dealing with students.

I spent five years at Bell Labs before moving to Princeton, NJ. I thought moving to a new environment would challenge me, which is always good. And although we were very well supported at Bell Labs, ultimately we had only one customer for our ideas. At a university, you can shop around to find someone interested in what you want to do.

NAN: How long have you been at Georgia Institute of Technology’s School of Electrical and Computer Engineering? What courses do you currently teach and what do you enjoy most about instructing?

MARILYN: I recently designed a new course, Physics of Computing, which is a very different take on an introduction to computer engineering. Instead of directly focusing on logic design and computer organization, we discuss the physical basis of delay and energy consumption.

You can talk about an amazingly large number of problems involving just inverters and RC circuits. We relate these basic physical phenomena to systems. For example, we figure out why dynamic RAM (DRAM) gets bigger but not faster, then see how that has driven computer architecture as DRAM has hit the memory wall.

NAN: As an engineering professor, you have some insight into what excites future engineers. With respect to electrical engineering and embedded design/programming, what are some “hot topics” your students are currently attracted to?

MARILYN: Embedded software—real-time, low-power—is everywhere. The more general term today is “cyber-physical systems,” which are systems that interact with the physical world. I am moving slowly into control-oriented software from signal/image processing. Closing the loop in a control system makes things very interesting.

My Georgia Tech colleague Eric Feron and I have a small project on jet engine control. His engine test room has a 6” thick blast window. You don’t get much more exciting than that.

NAN: That does sound exciting. Tell us more about the project and what you are exploring with it in terms of embedded software and closed-loop control systems.

MARILYN: Jet engine designers are under the same pressures now that have faced car engine designers for years: better fuel efficiency, lower emissions, lower maintenance cost, and lower noise. In the car world, CPU-based engine controllers were the critical factor that enabled car manufacturers to simultaneously improve fuel efficiency and reduce emissions.

Jet engines need to incorporate more sensors and more computers to use those sensors to crunch the data in real time and figure out how to control the engine. Jet engine designers are also looking at more complex engine designs with more flaps and controls to make the best use of that sensor data.

One challenge of jet engines is the high temperatures. Jet engines are so hot that some parts of the engine would melt without careful design. We need to provide more computational power while living with the restrictions of high-temperature electronics.

NAN: Your research interests include embedded computing, smart devices, VLSI systems, and biochips. What types of projects are you currently working on?

MARILYN: I’m working on with Santiago Grivalga of Georgia Tech on smart-energy grids, which are really huge systems that would span entire countries or continents. I continue to work on VLSI-related topics, such as the work on error-aware computing that I pursued with Saibal Mukopodhyay.

I also work with my friend Shuvra Bhattacharyya on architectures for signal-processing systems. As for more unusual things, I’m working on a medical device project that is at the early stages, so I can’t say too much specifically about it.

NAN: Can you provide more specifics about your research into smart energy grids?

MARILYN: Smart-energy grids are also driven by the push for greater efficiency. In addition, renewable energy sources have different characteristics than traditional coal-fired generators. For example, because winds are so variable, the energy produced by wind generators can quickly change.

The uses of electricity are also more complex, and we see increasing opportunities to shift demand to level out generation needs. For example, electric cars need to be recharged, but that can happen during off-peak hours. But energy systems are huge. A single grid covers the eastern US from Florida to Minnesota.

To make all these improvements requires sophisticated software and careful design to ensure that the grid is highly reliable. Smart-energy grids are a prime example of Internet-based control.

We have so many devices on the grid that need to coordinate that the Internet is the only way to connect them. But the Internet isn’t very good at real-time control, so we have to be careful.

We also have to worry about security Internet-enabled devices enable smart grid operations but they also provide opportunities for tampering.

NAN: You’ve earned several distinctions. You were the recipient of the Institute of Electrical and Electronics Engineers (IEEE) Circuits and Systems Society Education Award and the IEEE Computer Society Golden Core Award. Tell us about these experiences.

MARILYN: These awards are presented at conferences. The presentation is a very warm, happy experience. Everyone is happy. These things are time to celebrate the field and the many friends I’ve made through my work.

Low-Cost SBCs Could Revolutionize Robotics Education

For my entire life, my mother has been a technology trainer for various educational institutions, so it’s probably no surprise that I ended up as an engineer with a passion for STEM education. When I heard about the Raspberry Pi, a diminutive $25 computer, my thoughts immediately turned to creating low-cost mobile computing labs. These labs could be easily and quickly loaded with a variety of programming environments, walking students through a step-by-step curriculum to teach them about computer hardware and software.

However, my time in the robotics field has made me realize that this endeavor could be so much more than a traditional computer lab. By adding actuators and sensors, these low-cost SBCs could become fully fledged robotic platforms. Leveraging the common I2C protocol, adding chains of these sensors would be incredibly easy. The SBCs could even be paired with microcontrollers to add more functionality and introduce students to embedded design.

rover_webThere are many ways to introduce students to programming robot-computers, but I believe that a web-based interface is ideal. By setting up each computer as a web server, students can easily access the interface for their robot directly though the computer itself, or remotely from any web-enabled device (e.g., a smartphone or tablet). Through a web browser, these devices provide a uniform interface for remote control and even programming robotic platforms.

A server-side language (e.g., Python or PHP) can handle direct serial/I2C communications with actuators and sensors. It can also wrap more complicated robotic concepts into easily accessible functions. For example, the server-side language could handle PID and odometry control for a small rover, then provide the user functions such as “right, “left,“ and “forward“ to move the robot. These functions could be accessed through an AJAX interface directly controlled through a web browser, enabling the robot to perform simple tasks.

This web-based approach is great for an educational environment, as students can systematically pull back programming layers to learn more. Beginning students would be able to string preprogrammed movements together to make the robot perform simple tasks. Each movement could then be dissected into more basic commands, teaching students how to make their own movements by combining, rearranging, and altering these commands.

By adding more complex commands, students can even introduce autonomous behaviors into their robotic platforms. Eventually, students can be given access to the HTML user interfaces and begin to alter and customize the user interface. This small superficial step can give students insight into what they can do, spurring them ahead into the next phase.
Students can start as end users of this robotic framework, but can eventually graduate to become its developers. By mapping different commands to different functions in the server side code, students can begin to understand the links between the web interface and the code that runs it.

Kyle Granat

Kyle Granat, who wrote this essay for Circuit Cellar,  is a hardware engineer at Trossen Robotics, headquarted in Downers Grove, IL. Kyle graduated from Purdue University with a degree in Computer Engineering. Kyle, who lives in Valparaiso, IN, specializes in embedded system design and is dedicated to STEM education.

Students will delve deeper into the server-side code, eventually directly controlling actuators and sensors. Once students begin to understand the electronics at a much more basic level, they will be able to improve this robotic infrastructure by adding more features and languages. While the Raspberry Pi is one of today’s more popular SBCs, a variety of SBCs (e.g., the BeagleBone and the pcDuino) lend themselves nicely to building educational robotic platforms. As the cost of these platforms decreases, it becomes even more feasible for advanced students to recreate the experience on many platforms.

We’re already seeing web-based interfaces (e.g., ArduinoPi and WebIOPi) lay down the beginnings of a web-based framework to interact with hardware on SBCs. As these frameworks evolve, and as the costs of hardware drops even further, I’m confident we’ll see educational robotic platforms built by the open-source community.

John Safrit Wins the CC Code Challenge (Week 24)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to John Safrit of Mebane, North Carolina, United States  for winning the CC Weekly Code Challenge for Week 24! John will receive a CC T-shirt and a one-year subscription to Circuit Cellar.

John’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. John answered:

Line#22: need to terminate space string, add: space[d]=’’;

2013_code_challenge_24_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

I/O Raspberry Pi Expansion Card

The RIO is an I/O expansion card intended for use with the Raspberry Pi SBC. The card stacks on top of a Raspberry Pi to create a powerful embedded control and navigation computer in a small 20-mm × 65-mm × 85-mm footprint. The RIO is well suited for applications requiring real-world interfacing, such as robotics, industrial and home automation, and data acquisition and control.

RoboteqThe RIO adds 13 inputs that can be configured as digital inputs, 0-to-5-V analog inputs with 12-bit resolution, or pulse inputs capable of pulse width, duty cycle, or frequency capture. Eight digital outputs are provided to drive loads up to 1 A each at up to 24 V.
The RIO includes a 32-bit ARM Cortex M4 microcontroller that processes and buffers the I/O and creates a seamless communication with the Raspberry Pi. The RIO processor can be user-programmed with a simple BASIC-like programming language, enabling it to perform logic, conditioning, and other I/O processing in real time. On the Linux side, RIO comes with drivers and a function library to quickly configure and access the I/O and to exchange data with the Raspberry Pi.

The RIO features several communication interfaces, including an RS-232 serial port to connect to standard serial devices, a TTL serial port to connect to Arduino and other microcontrollers that aren’t equipped with a RS-232 transceiver, and a CAN bus interface.
The RIO is available in two versions. The RIO-BASIC costs $85 and the RIO-AHRS costs $175.

Roboteq, Inc.
www.roboteq.com

CC281: Overcome Fear of Ethernet on an FPGA

As its name suggests, the appeal of an FPGA is that it is fully programmable. Instead of writing software, you design hardware blocks to quickly do what’s required of a digital design. This also enables you to reprogram an FPGA product in the field to fix problems “on the fly.”

But what if “you” are an individual electronics DIYer rather than an industrial designer? DIYers can find FPGAs daunting.

Issue281The December issue of Circuit Cellar issue should offer reassurance, at least on the topic of “UDP Streaming on an FPGA.” That’s the focus of Steffen Mauch’s article for our Programmable Logic issue (p. 20).

Ethernet on an FPGA has several applications. For example, it can be used to stream measured signals to a computer for analysis or to connect a camera (via Camera Link) to an FPGA to transmit images to a computer.

Nonetheless, Mauch says, “most novices who start to develop FPGA solutions are afraid to use Ethernet or DDR-SDRAM on their boards because they fear the resulting complexity.” Also, DIYers don’t have the necessary IP core licenses, which are costly and often carry restrictions.

Mauch’s UDP monitor project avoids such costs and restrictions by using a free implementation of an Ethernet-streaming device based on a Xilinx Spartan-6 LX FPGA. His article explains how to use OpenCores’s open-source tri-mode MAC implementation and stream UDP packets with VHDL over Ethernet.

Mauch is not the only writer offering insights into FPGAs. For more advanced FPGA enthusiasts, columnist Colin O’Flynn discusses hardware co-simulation (HCS), which enables the software simulation of a design to be offloaded to an FPGA. This approach significantly shortens the time needed for adequate simulation of a new product and ensures that a design is actually working in hardware (p. 52).

This Circuit Cellar issue offers a number of interesting topics in addition to programmable logic. For example, you’ll find a comprehensive overview of the latest in memory technologies, advice on choosing a flash file system for your embedded Linux system, a comparison of amplifier classes, and much more.

Mary Wilson
editor@circuitcellar.com

Rob Tholl Wins the CC Code Challenge (Week 23)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Rob Tholl of Calgary, Alberta, Canada for winning the CC Weekly Code Challenge for Week 23! Rob will receive a CCGold Issues Archive.

Rob’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Rob answered:

Line 14: need &array[c] to write to the proper memory location

2013_code_challenge_23_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

Mike Brown Wins the CC Code Challenge (Week 22)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Mike Brown of Meldreth Cambs, United Kingdom for winning the CC Weekly Code Challenge for Week 22! Mike will receive an IAR Kickstart: KSK-TMPM061-JL.

Mike’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Mike answered:

Line 9: Use “div.container” to select the div class ‘container’

Note: an acceptable alternate answer was to change the “class” to “id” on line 23 as indicated in the image below.

2013_code_challenge_22_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

Brian Shewan Wins the CC Code Challenge (Week 21)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Brian Shewan of Nova Scotia, Canada for winning the CC Weekly Code Challenge for Week 21! Brian will receive an Elektor 2012 & 2011 Archive DVD.

Brians’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Brian answered:

Line #4 – Missing ‘.’ after ‘PROGRAM-ID’. Change to “PROGRAM-ID. JUST-A-TEST.”

2013_code_challenge_21_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

Rudolf Steger Wins the CC Code Challenge (Week 20)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Rudolf Steger of Niedersachsen, Braunschweig, Germany for winning the CC Weekly Code Challenge for Week 20! Rudolf will receive a CC T-Shirt and one year digital subscription/renewal.

Rudolf’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Rudolf answered:

Line 13: the accept statement is missing the “do”

2013_code_challenge_20_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

Kevin Hannan Wins the CC Code Challenge (Week 19)

We have a winner of last week’s CC Weekly Code Challenge, sponsored by IAR Systems! We posted a code snippet with an error and challenged the engineering community to find the mistake!

Congratulations to Kevin Hannan of Marietta, Georgia, USA for winning the CC Weekly Code Challenge for Week 19! Kevin will receive a CCGold Issues Archive.

Kevin’s correct answer was randomly selected from the pool of responses that correctly identified an error in the code. Kevin answered:

Line 17: WHERE should be HAVING

2013_code_challenge_19_answer

You can see the complete list of weekly winners and code challenges here.

What is the CC Weekly Code Challenge?
Each week, Circuit Cellar’s technical editors purposely insert an error in a snippet of code. It could be a semantic error, a syntax error, a design error, a spelling error, or another bug the editors slip in. You are challenged to find the error.Once the submission deadline passes, Circuit Cellar will randomly select one winner from the group of respondents who submit the correct answer.

Inspired? Want to try this week’s challenge? Get started!

Submission Deadline: The deadline for each week’s challenge is Sunday, 12 PM EST. Refer to the Rules, Terms & Conditions for information about eligibility and prizes.

Q&A: Jeremy Blum, Electrical Engineer, Entrepreneur, Author

Jeremy Blum

Jeremy Blum

Jeremy Blum, 23, has always been a self-proclaimed tinkerer. From Legos to 3-D printers, he has enjoyed learning about engineering both in and out of the classroom. A recent Cornell University College of Engineering graduate, Jeremy has written a book, started his own company, and traveled far to teach children about engineering and sustainable design. Jeremy, who lives in San Francisco, CA, is now working on Google’s Project Glass.—Nan Price, Associate Editor

NAN: When did you start working with electronics?

JEREMY: I’ve been tinkering, in some form or another, ever since I figured out how to use my opposable thumbs. Admittedly, it wasn’t electronics from the offset. As with most engineers, I started with Legos. I quickly progressed to woodworking and I constructed several pieces of furniture over the course of a few years. It was only around the start of my high school career that I realized the extent to which I could express my creativity with electronics and software. I thrust myself into the (expensive) hobby of computer building and even built an online community around it. I financed my hobby through my two companies, which offered computer repair services and video production services. After working exclusively with computer hardware for a few years, I began to dive deeper into analog circuits, robotics, microcontrollers, and more.

NAN: Tell us about some of your early, pre-college projects.

JEREMY: My most complex early project was the novel prosthetic hand I developed in high school. The project was a finalist in the prestigious Intel Science Talent Search. I also did a variety of robotics and custom-computer builds. The summer before starting college, my friends and I built a robot capable of playing “Guitar Hero” with nearly 100% accuracy. That was my first foray into circuit board design and parallel programming. My most ridiculous computer project was a mineral oil-cooled computer. We submerged an entire computer in a fish tank filled with mineral oil (it was actually a lot of baby oil, but they are basically the same thing).

DeepNote Guitar Hero Robot

DeepNote Guitar Hero Robot

Mineral Oil-Cooled Computer

Mineral Oil-Cooled Computer

NAN: You’re a recent Cornell University College of Engineering graduate. While you were there, you co-founded Cornell’s PopShop. Tell us about the workspace. Can you describe some PopShop projects?

Cornell University's PopShop

Cornell University’s PopShop

JEREMY: I recently received my Master’s degree in Electrical and Computer Engineering from Cornell University, where I previously received my BS in the same field. During my time at Cornell, my peers and I took it upon ourselves to completely retool the entrepreneurial climate at Cornell. The PopShop, a co-working space that we formed a few steps off Cornell’s main campus, was our primary means of doing this. We wanted to create a collaborative space where students could come to explore their own ideas, learn what other entrepreneurial students were working on, and get involved themselves.

The PopShop is open to all Cornell students. I frequently hosted events there designed to get more students inspired about pursuing their own ideas. Common occurrences included peer office hours, hack-a-thons, speed networking sessions, 3-D printing workshops, and guest talks from seasoned venture capitalists.

Student startups that work (or have worked) out of the PopShop co-working space include clothing companies, financing companies, hardware startups, and more. Some specific companies include Rosie, SPLAT, LibeTech (mine), SUNN (also mine), Bora Wear, Yorango, Party Headphones, and CoVenture.

NAN: Give us a little background information about Cornell University Sustainable Design (CUSD). Why did you start the group? What types of CUSD projects were you involved with?

CUSD11JEREMY: When I first arrived at Cornell my freshman year, I knew right away that I wanted to join a research lab, and that I wanted to join a project team (knowing that I learn best in hands-on environments instead of in the classroom). I joined the Cornell Solar Decathlon Team, a very large group of mostly engineers and architects who were building a solar-powered home to enter in the biannual solar decathlon competition orchestrated by the Department of Energy.

By the end of my freshman year, I was the youngest team leader in the organization.  After competing in the 2009 decathlon, I took over as chief director of the team and worked with my peers to re-form the organization into Cornell University Sustainable Design (CUSD), with the goal of building a more interdisciplinary team, with far-reaching impacts.

CUSD3

Under my leadership, CUSD built a passive schoolhouse in South Africa (which has received numerous international awards), constructed a sustainable community in Nicaragua, has been the only student group tasked with consulting on sustainable design constraints for Cornell’s new Tech Campus in New York City, partnered with nonprofits to build affordable homes in upstate New York, has taught workshops in museums and school, contributed to the design of new sustainable buildings on Cornell’s Ithaca campus, and led a cross-country bus tour to teach engineering and sustainability concepts at K–12 schools across America. The group is now comprised of students from more than 25 different majors with dozens of advisors and several simultaneous projects. The new team leaders are making it better every day. My current startup, SUNN, spun out of an EPA grant that CUSD won.

CUSD7NAN: You spent two years working at MakerBot Industries, where you designed electronics for a 3-D printer and a 3-D scanner. Any highlights from working on those projects?

JEREMY: I had a tremendous opportunity to learn and grow while at MakerBot. When I joined, I was one of about two dozen total employees. Though I switched back and forth between consulting and full-time/part-time roles while class was in session, by the time I stopped working with MakerBot (in January 2013), the company had grown to more than 200 people. It was very exciting to be a part of that.

I designed all of the electronics for the original MakerBot Replicator. This constituted a complete redesign from the previous electronics that had been used on the second generation MakerBot 3-D printer. The knowledge I gained from doing this (e.g., PCB design, part sourcing, DFM, etc.) drastically outweighed much of what I had learned in school up to that point. I can’t say much about the 3-D scanner (the MakerBot Digitizer), as it has been announced, but not released (yet).

The last project I worked on before leaving MakerBot was designing the first working prototype of the Digitizer electronics and firmware. These components comprised the demo that was unveiled at SXSW this past April. This was a great opportunity to apply lessons learned from working on the Replicator electronics and find ways in which my personal design process and testing techniques could be improved. I frequently use my MakerBot printers to produce custom mechanical enclosures that complement the open-source electronics projects I’ve released.

NAN: Tell us about your company, Blum Idea Labs. What types of projects are you working on?

JEREMY: Blum Idea Labs is the entity I use to brand all my content and consulting services. I primarily use it as an outlet to facilitate working with educational organizations. For example, the St. Louis Hacker Scouts, the African TAHMO Sensor Workshop, and several other international organizations use a “Blum Idea Labs Arduino curriculum.” Most of my open-source projects, including my tutorials, are licensed via Blum Idea Labs. You can find all of them on my blog (www.jeremyblum.com/blog). I occasionally offer private design consulting through Blum Idea Labs, though I obviously can’t discuss work I do for clients.

NAN: Tell us about the blog you write for element14.

JEREMY: I generally use my personal blog to write about projects that I’ve personally been working on.  However, when I want to talk about more general engineering topics (e.g., sustainability, engineering education, etc.), I post them on my element14 blog. I have a great working relationship with element14. It has sponsored the production of all my Arduino Tutorials and also provided complete parts kits for my book. We cross-promote each-other’s content in a mutually beneficial fashion that also ensures that the community gets better access to useful engineering content.

NAN: You recently wrote Exploring Arduino: Tools and Techniques for Engineering Wizardry. Do you consider this book introductory or is it written for the more experienced engineer?

JEREMY: As with all the video and written content that I produce on my website and on YouTube, I tried really hard to make this book useful and accessible to both engineering veterans and newbies. The book builds on itself and provides tons of optional excerpts that dive into greater technical detail for those who truly want to grasp the physics and programming concepts behind what I teach in the book. I’ve already had readers ranging from teenagers to senior citizens comment on the applicability of the book to their varying degrees of expertise. The Amazon reviews tell a similar story. I supplemented the book with a lot of free digital content including videos, part descriptions, and open-source code on the book website.

NAN: What can readers expect to learn from the book?

JEREMY: I wrote the book to serve as an engineering introduction and as an idea toolbox for those wanting to dive into concepts in electrical engineering, computer science, and human-computer interaction design. Though Exploring Arduino uses the Arduino as a platform to experiment with these concepts, readers can expect to come away from the book with new skills that can be applied to a variety of platforms, projects, and ideas. This is not a recipe book. The projects readers will undertake throughout the book are designed to teach important concepts in addition to traditional programming syntax and engineering theories.

NAN: I see you’ve spent some time introducing engineering concepts to children and teaching them about sustainable engineering and renewable energy. Tell us about those experiences. Any highlights?

JEREMY: The way I see it, there are two ways in which engineers can make the world a better place: they can design new products and technologies that solve global problems or they can teach others the skills they need to assist in the development of solutions to global problems. I try hard to do both, though the latter enables me to have a greater impact, because I am able to multiply my impact by the number of students I teach. I’ve taught workshops, written curriculums, produced videos, written books, and corresponded directly with thousands of students all around the world with the goal of transferring sufficient knowledge for these students to go out and make a difference.

Here are some highlights from my teaching work:

bluestamp

I taught BlueStamp Engineering, a summer program for high school students in NYC in the summer of 2012. I also guest-lectured at the program in 2011 and 2013.

I co-organized a cross-country bus tour where we taught sustainability concepts to school children across the country.

indiaI was invited to speak at Techkriti 2013 in Kanpur, India. I had the opportunity to meet many students from IIT Kanpur who already followed my videos and used my tutorials to build their own projects.

Blum Idea Labs partnered with the St. Louis Hacker Scouts to construct a curriculum for teaching electronics to the students. Though I wasn’t there in person, I did welcome them all to the program with a personalized video.

brooklyn_childrens_zoneThrough CUSD, I organized multiple visits to the Brooklyn Children’s Zone, where my team and I taught students about sustainable architecture and engineering.

Again with CUSD, we visited the Intrepid museum to teach sustainable energy concepts using potato batteries.

intrepid

NAN: Speaking of promoting engineering to children, what types of technologies do you think will be important in the near future?

JEREMY: I think technologies that make invention more widely accessible are going to be extremely important in the coming years. Cheaper tools, prototyping platforms such as the Arduino and the Raspberry Pi, 3-D printers, laser cutters, and open developer platforms (e.g., Android) are making it easier than ever for any person to become an inventor or an engineer.  Every year, I see younger and younger students learning to use these technologies, which makes me very optimistic about the things we’ll be able to do as a society.