Wiring up Variables to Switches

Be gentle fair readers, this is the first time I've tried to blog anything. There's plainly a lot of interest on the programming environment (I hope to get back to studless construction later), but I thought I'd throw another example out. I used a variable and some simple structres (like Switch and Loop blocks, just covered by Jim) to show you one way to record the highest sound level from the sound sensor. Take a look:
The first thing I did was define a variable I called Maximum, to hold the highest sound level the robot senses. Then the program enters a loop (technically, a "loop until" type structure - it checks the exit condition at the end, just like the graphics imply). Inside the loop, I get the current value from the sound sensor (hooked to port #2 - the block shows you this right on the icon), and "wire" that value into a Compare block, that compares it to the current value of the variable. The result of that comparision is a logical condition: True or False. I then take that result, and wire it into a Switch block, allowing two different courses of action depending on what logical value the Compare block wired out. Finally, the loop checks to see if the "left arrow" button on the front panel of the NXT is pressed, and if it is it will exit the loop.

Notice all the comments? I didn't do that with a text editor after I took the screenshot, that's a built-in tool in the editor. Notice how wires are different colors? That way you can keep straight different types of information (numbers, logical, text). Wires can branch and connect one output plug to multiple input plugs, and the editor keeps you from wiring the wrong type of data in (try to connect a number to a logical? The editor won't let you, but instead display a "broken" wire). Notice the little "plug" near the beginning of the loop structure? That's a counter: I can wire out a number from there, that will increment every time through the loop. There's actually a lot of hidden stuff in simple program fragments like that. The Switch block, by the way, is shown here in "tabbed" view: by clicking on those two tabs at the top (the check for True, the X for False) and can see the two sequences of code that the Switch could execute. Not only is this a little less space-consuming, but it's the only way to make multi-case Switch statements.

Brian Davis


Anonymous said…
Beautiful. Love this!

Definitely a glimpse at the power embedded in the system from the get-go!

Thank you!
Anonymous said…
I wonder,

How many of the FLL teams end up writing code using variables such as these?

I'm starting a new FLL team at my elementary, and I'm curious as to what level of programming I should be expecting the kids to shoot for...

Anybody have any guidance?

- Jake Covert
jakecovert [at] gmail [dot] com
Anonymous said…
I would think it would depend on the complexity of the challenge, and how often the kids end up changing constants around that they could instead load into variables to permit them to quickly change parameters of a program.

One thought would be to record tire diameter (or circumference) in a variable so that common code could be reused as you swap out tire sizes.

Another use of variables that immediately comes to mind is initial calibration of light sensor 'background noise' (to compensate for floodlights that are associated with press coverage, for example).

Back when computers were TRS-80s and the programming language was BASIC, I had exposure to simple programs as early as 5th grade, with more advanced topics covered in middle (6-8) and then moving into advanced concepts through high school.

Times have changed (and I'm dating myself), so I would recommend speaking with any other educational professional who's familiar with 'where the kids are' in terms of programming complexity, and then use that as your guiding light. Kids are a lot farther along with technology than 10-15 years ago.
Unknown said…
How would you write the pseudo code for this?
I always get confused when have to include variables in it

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