If Technology is our future, why aren’t we teaching our kids to create it?

Canada Free Press ^ | 05/07/16 | Megan Barth

[Sean_Anthony]

With all of the smart technology in this technological age, maybe we should look at instituting smarter curriculum for our future leaders. That isn't rocket science. It's computer science

We have to do everything we can to encourage the entrepreneurial spirit, wherever we find it. We should be helping American companies compete and sell their products all over the world. We should be making it easier and faster to turn new ideas into new jobs and new businesses. And we should knock down any barriers that stand in the way. Because if we’re going to create jobs now and in the future, we’re going to have to out-build and out-educate and out-innovate every other country on Earth. -- President Barack Obama, September 16, 2011

Fantastic sound bite, but….

[mainestategop]

Because our schools are to busy teaching our children to be marxists and slaves that’s why...

[CodeToad]

Because schools, colleges included, are too busy being money machines and don’t want students to drop out. So, schools dumb things down to keep grades up. I am watching this first hand right now. It is stunning. Professors that ask what student know so they can dumb classes down to their level.

[BfloGuy]

Despite the ever increasing digitalization of our society, computer science remains an afterthought in our K-12 educational system.

Automobiles are a very important part of our society, too, but we don't teach auto mechanics much, either.

Teach the little beggars some math, how to read, and put history back in the curriculum. The ones who are interested will learn how to program computers.

We don't need courses on everything.

[9YearLurker]

It’s a class thing. Most of the upper-middle class and their children aspire to be in the arts on some level—filmmaker, musician, artist or writer. If more prosaic, consulting/finance or law/medicine. Engineering and technology have long been for the rising working and lower middle class.

But our working and lower-middle class at this point neither tend to have our best and brightest (because social mobility has to a fair degree sorted us out by ability) and they have more social troubles, on average, than driven ambition.

[Black Agnes]

Because the population control nazi’s have already decided that your children won’t be reproducing in order to BE a part of the future.

[GingisK]

I taught an after school class at North Gwinnett High School in Suwanee Georgia this semester. Things went well enough that they are opening a digital electronics class this coming fall within the regular curriculum. I can send a syllabus to anyone who Freepmails me for that purpose.

Since I am not a certified teacher one of their teachers will be the teacher of record, and I will be an instructor of some sort. I probably will not get paid ... but they are working on some angle.

The background information is that I am a retired embedded hardware/software engineer with time on my hands. I've boot-strapped this stuff by mentoring FIRST Robotics, adding all sorts of side classes.

It can be done. Be creative.

[GingisK]

Because our schools are to busy teaching our children to be marxists and slaves that’s why...

No, it is because the teachers and administrators don't know or understand that material. That is where I have stepped in to provide remedy.

[rockrr]

Fantastic sound bite, but….

Where the rubber meets the road, the only ones he was encouraging were the Clockboy types.

[wideminded]

My son goes to a public elementary school. I had been planning to teach him about programming for a project we were working on, but I found that I didn’t have to because he had already learned quite a lot about it in school.

[Democrat_media]

Government schools are useless.

Anyone can learn how to code in any computer languauge just by using Google and Youtube. I didn't learn anything I could use in the job market nor the real world even in 20 years of government brainwashing school and 10 years of college. All I learned was from Google and the Internet and Youtube

[null and void]

Because if we train our own kids, why would we need H-1Bs????

[Dick Bachert]

This is a crisis we'd better get a handle on before it's too late -- if it isn't already!

[GingisK]

Anyone can learn how to code in any computer languauge just by using Google and Youtube.

There is a lot more, and better, material in books. Internet material is mostly lame. There is more to programming than just the languages.

[edh]

“Since I am not a certified teacher one of their teachers will be the teacher of record, and I will be an instructor of some sort. I probably will not get paid ... but they are working on some angle.”

I have nothing but sincere admiration for your efforts!!! I have often thought about doing *exactly* what you are doing when I hit retirement age (I never plan on retiring ... I *love* FPGA design).

I’ll PM you ... I want to see your syllabus. You deserve public praise though ... THIS IS HOW WE TEACH OUR KIDS!!!! People take the initiative to create courses based on life experience and pass that experience on to those kids that love to absorb knowledge.

I love the whole concept of teacher certification by the way. A friend of mine has a PhD in molecular biology. She’s qualified to teach at virtually any university on the planet, yet isn’t qualified to teach in public schools in the area. I guess those additional 18 credits in “teaching” are some kind of magic instructions :-).

[GingisK]

Government schools are useless.

This is YOUR Nation. It is "Of the People, by the People, and for the People". If something does not suit you, it is up to YOU to fix it. I was able to turn the course of the school, so you can do the same; but, only if you really care enough to put forth a lot of actual effort.

Otherwise, you can just be an unhappy blogger like the rest of them.

[GingisK]

...I have often thought about doing *exactly* what you are doing when I hit retirement age...

Oh, you need to really do it then. The kids who took that class are smart, enthusiastic, and eager learners. I enjoyed every millisecond with them. It is just wonderful to witness the epiphany of a byte going out of a port to turn a motor on; and, they are so shocked when they understand it! (I started them with assembler once we got to the uP.)

[GingisK]

Introduction

A NGHS Community School Course is to be offered to teach students how to program and use small microcontrollers in an embedded control environment. The presentation will be centered upon hands-on laboratory work where working circuits will be constructed and observed in operation. Students will own their lab station hardware, allowing them to build and test circuits at home even after the course has been completed.

An embedded controller is a microprocessor based electronics package that is “embedded” as the control element of a functional appliance or apparatus. Dishwashing machines, microwave ovens, television sets, computer printers, DVD players, and even automobiles are examples of devices that gain functional behavior though an internal microcomputer. Battery chargers, medical monitoring instruments, test and measurement equipment, and aircraft navigation and stability controls are also examples of devices containing embedded microcontrollers. Even toys that are driven by microcontroller electronics are more the rule than the exception.

C as the Language of Choice

Some people have speculated that the C programming language has become obsolete and fallen into disuse. They postulate that learning C is a wasted effort and could not possibly lead to meaningful career choices. These assumptions are based entirely upon observations of career paths related to web programming or business data processing where high-level language features are needed to relieve the programming burdens of sophisticated screen presentations and data management. The C language remains the tool of choice in Electrical Engineering or Software Engineering careers. Language features that are not available in the high level programming environments are crucial to the development of embedded controllers, operating systems, communications systems, audio/visual display systems, or any other system where the software must efficiently interact with the hardware.

Embedded controllers are often based upon microprocessors with very small memories. The devices used for this course range from only 8 to 128 kilobytes of program space. These environments are completely devoid of any sort of operating system. The high level languages with their huge runtime memory requirements, particularly .NET or the Java Virtual Engine, simply will not fit into such a microcontroller. Switches, sensors, lights, motors, valve solenoids, and other electromechanical devices characterize the embedded operating environment. Those devices are physically connected in some fashion to the microcontroller’s pins; and, application software must monitor input pins and set the state of output pins in order to make the system behave as intended. To that end, control software must manipulate internal features of the microprocessor. High level languages typically cannot directly access feature registers of the processor. The C language, on the other hand, can control computer hardware directly and eloquently.

The Instructor

The course will be taught by xxxxxx yyyyyyy, who has recently retired following a 40+ year career designing and implementing embedded control systems. Mr. yyyyyyy derived functional behavior based upon customer specifications, devised the overall system architecture, designed electronics circuits, and laid out circuit boards for those systems. He then wrote the software that provided functional animation of those products. These systems would, in some instances, communicate with remote computers; and, Mr. yyyyyyy often designed and implemented the communications protocols connecting them together. On some occasions, Mr. yyyyyyy wrote the applications that ran on the remote machines. The instructor is intimately familiar with all topics to be taught throughout the course.

Course Synopsis

The objective here is to entice potential students to enroll into this course and to convince parents that the course is meaningful and well worth the student’s time as well as the required cash outlay. Instruction will be tightly coupled with the laboratory equipment, and will progress in the following manner:

• Fundamentals of direct current circuits
  Students will learn the basics of simple direct current circuits. This will provide a conceptual understanding of the power source and the load. Ohm’s Law will be used to resolve operational parameters of circuits. Series and parallel circuits will be studied. Students will learn to use switches, pushbuttons, and display lamps including selection of “dropping resistors” for use with LED lamps.
• Introduction to digital logic gates
  Logic gates will be identified and examined. Students will learn the functional behavior of each type of gate as well as an understanding of the purpose of each type. Logic integrated circuits will be wired on the breadboard in order to demonstrate actual usage of each element.
• Combinational logic circuits
  Sophisticated logic circuits composed of a number of logic gates will be explored. This will demonstrate real world applications of digital logic. Students will breadboard working circuits.
• Logic simplification
  Combinational logic can be made more complicated than necessary. That has the potential of adding unnecessary cost to finished circuits. Students will be taught to simplify logic using a couple of techniques.
• Memory elements
  The functional capability of digital electronics increases greatly when circuits can have a memory of previous states or results. Students will learn how digital logic can be combined to “remember” state information through the use of “flip-flop” circuits. Different types of flip flops will be identified put to use on the breadboard.
• Binary number system
  Digital computers are made from large numbers of logic gates. A single “bit” or digit of a binary number can be an input or output of a logic gate. Each binary number is composed of a number of “bits”. Students must know the binary number system and how those numbers are represented on paper or in software source code. How printable characters are encoded within binary numbers is also essential knowledge.
• Binary values in digital logic
  The binary number system and digital logic can now be conceptually combined in the mind of the student. This gives rise to the understanding of the many “registers” present in computer hardware.  Students will learn how numbers are retained within digital systems and passed about through functional elements. Students will discover how digital signals are made to pass into and out of the computer’s digital logic.
• Clocked logic and clock generators
  Complex logic can be rendered difficult to implement due to “glitches” produced in the logic network due to the propagation delay inherent in logic gates. Students will learn about clocked logic, which is instrumental for the implementation of glitch free circuitry. The generation of clock signals will also be studied. Breadboard activities will allow students to gain a practical understanding of clocked logic. Students will be introduced to timing diagrams.
• Binary counters
  Binary values that merely increment at a steadily clocked rate are essential for the internal workings of the digital computer. Students will breadboard such counters and observe their operation. Logic circuits will then be associated with those counters so that different events can be triggered in a fixed sequence based on the timing clock.
• The finite state machine
  Logical behavior of control systems can be quite complicated. Techniques have been devised to simplify and ruggedize sequential controls. One of those tools is finite state automation. Students will be introduced to control implementations based on the finite state machine, including exercises with the breadboard.
• Shift registers and the serial transport of data
  It is often necessary to transport binary data between two or more points using a reduced number of signal lines. The RS232 terminal and USB ports are examples of a serial transport mechanism. Students will learn how shift registers are utilized to send binary values through a serial interface; and, there will be lab activity to gain working knowledge of that process.
• General concepts of the digital computer
  At this point in the course, students know something about all of the major components which are used to implement digital computers. A general treatise regarding computer architecture will be presented so that students can develop an understanding of the inner workings of a simple computer.
• Architecture of the Atmel ATtiny85 microcontroller
  Now a specific microcontroller, the Atmel ATtiny85, will be described in some detail. Students will learn about its register model, organization of its memories, and its internal peripherals. Details regarding its instruction set will also be examined. Programming samples will be rendered to illustrate internal operation of this processor.
• Setting up the microcontroller development environment
  The stage is now set for students to begin programming of the microcontrollers. First the development tools will be loaded onto the student’s computers. Various configuration options will be established. A sample software development environment will be established, and students will learn type in programs and compile them for the target system. Students will be taught how to read the listing file created by the assembler and how to read the link map produced by the linker. The purpose of the linker will be explained.
• Parallel ports of the AVR processor
  The parallel port peripherals of the AVR processor will be examined in detail. Students will learn about I/O port configuration registers and how they must be manipulated in order to prepare the ports for the application. The software means to access input signals from the pins and how to set output pins to specific logic states will be explained. The electrical characteristics of the port I/O pins will be explained.
• A simple application in assembler language
  Now a small program will be developed in the AVR’s native assembly language to output logic states to the microcontroller’s pins. Students will be led through that program so that they fully understand how it works. Next students will be coached into loading that program into the microcontroller on their breadboard using the device programming dongle.
• Introduction to the oscilloscope
  The signals on the sample program’s serial port will be fluctuating at the whims of the application program. Those signals will be way too fast to observe through ordinary means. Students will be taught how to use an oscilloscope to observe the signals. The sample program will be modified to affect signal timing and then the signals observed once again with the oscilloscope.
• Quick introduction to the C language
  At this point some time will be spent familiarizing the students with the C programming language. This is potentially a lengthy process, depending upon the prior knowledge students have of programming and of C in particular. It would be very helpful if students possessed a C language textbook and spent some time studying the language on their own time. Students must gain a functional working knowledge of C before this topic can be at least temporarily suspended.
• A simple application in the C language
  The original application program will now be rewritten in the C language. The compiled program will be loaded onto the breadboard hardware and observed in operation. The compiler generated list file will be examined in order to compare the compiled program to the hand coded assembler program. Implications of those findings will be discussed. Next the program will be modified in order to affect the timings of the output signals. LEDs will be attached to the output pins so that signal fluctuations can be observed through the use of indicator lamps.
• An improved application using pushbuttons
  Pushbutton functionality will be added to the program so that input signals can be utilized to affect the output signals. First, students will learn to condition particular processor pins so that they will accept input signals. Pull-up resistors will be utilized so that pushbuttons can provide usable signals to the input pins. Then the program will be changed in order to affect the original output signals in some manner in response to input signals created by activation of pushbuttons.
• Timer peripherals of the AVR processor
  The timer peripheral in the AVR processor will be examined. This is a multifunction peripheral, so each operational mode will be explained. The sample program will then be modified to replace the software timing loops with timer regulated delays.
• Twinkling lights demonstration using shift register peripherals
  Now the student will become acquainted with the concept of using logic circuits to augment the working environment of the microcontroller. The microcontroller will be made to control sixteen LED lights and flash those lights in an interesting pattern. Two shift registers will be used to provide control signals to the LEDs.
• Architecture of the Atmel ATMEGA88 microcontroller
  A slightly larger and more capable version of the Atmel processor, the ATMEGA88, will now be examined. Students will be introduced to the additional peripheral devices present in this processor. Differences between this new processor and the original one will be illuminated.
• Twinkling lights demonstration using parallel ports
  Students will now be required to rewrite the twinkling lights demonstration for the new processor and all of the LEDs will be connected to pins on the processor rather than shift registers.
• A closer look at monitoring switches with the microcontroller
  Students will now be directed to write a new application where a single pushbutton input will be used to increment a numeric value by one each time the button is pressed. That value will be written to an eight bit parallel port for display using eight LED lights. This program will expose the problem of switch contact bounce to the students. They will learn how software can be used to eliminate the affects of contact bounce. Hardware solutions to the problem will also be examined.
• Serial peripherals of the AVR processor
  The serial port peripherals in the AVR processor will be examined. These are the USART, SPI, and I2C communications controllers. The characteristics of each will be explained along with the details of the configuration registers in each device. The electrical signaling characteristics of each serial peripheral will be studied. The sixteen bit LED lamp field will then be connected to the SPI port and the software rewritten to manipulate the shift registers through that peripheral.
• Serial communications between AVR processors
  Requirements will be levied so that pushbuttons on one AVR processor control LED lamps on another. Communications will be established between the two processors using the USART peripheral. Students will breadboard this application and demonstrate a working system. A couple of enhancements will be made in order to demonstrate two-way communications.
• Interrupts and interrupt service functions
  Students will be introduced to the concept of interrupts and interrupt service functions. The timer peripheral and the USART peripheral will be reexamined in order to gain familiarity with the interrupts that can be triggered by those devices. Interrupt service functions will be written for those peripherals and added to the sample program repertoire. Next, sample programs will be modified to make use of the interrupt-driven peripherals and run on the breadboard.
• Serial communications between the AVR and the PC
  Communications between the development PC and the AVR microcontroller will be established using the USART peripheral and the serial terminal connection in the programming dongle. The first application will have the AVR write the classic “Hello World” statement to the PC. Another program will then be written to allow text commands typed on the PC to precipitate appropriate behavior on the AVR processor.
• Basic motor control circuits
  Practical motor control driver circuits will be described to the students. Explanations will be provided regarding how and why these circuits are employed.
• Simple motor control applications
  The students will be required to implement motor drivers connected to their processors on the breadboard. The motors will be controlled from the PC over the serial port connection previously established. These controls will include simple on/off control and forward/backwards/off functionality.
• Pulse Width Modulation peripherals in the AVR processor
  The PWM mode of the AVR processor’s timer peripheral will be explained in detail. Care will be taken to teach students the purpose of the control bits in the configuration registers. PWM signals will be demonstrated using an oscilloscope.
• Motor control application with speed control
  Students will be required to modify their programs to provide PWM control of their motor drivers. The breadboard circuits will be modified as needed to accommodate those speed controls. The application will also be modified to accept speed control commands through the serial port. The breadboard will then be used to demonstrate motor throttling under control of the student’s PC.
• DC circuits and the analog domain
  Lecture regarding analog signals and how they relate to the typical microcontroller will introduce the students to sensor inputs. Different types of sensors will be described along with typical signal characteristics for each.
• Analog to Digital Converter peripheral in the AVR processor
  The analog to digital converter peripheral, known as the ADC, will be described. The purpose of each control field in the peripheral’s registers will be explained. Students will also be advised of the quirks related to these converters such as the affect of system noise and conversion jitter. Students will breadboard a potentiometer to provide an analog signal to the microcontroller and then write an application to take readings from the ADC. Readings will be displayed either on LED lights or sent through the serial port to the PC for display.
• An application of the potentiometer to motor speed control
  Students will next be required write a program to read the analog signal from the potentiometer and control bidirectional speed of a motor. That program will be made to work on the breadboard.
• Using a potentiometer to sense rotational or linear position
  The students will be required to rework the breadboard so that the potentiometer is used to sense either rotational or linear position of a mechanism. The software must read the resultant analog signal and report the position in appropriate units to the PC via the serial port.
• An application to position a mechanism to a desired position
  This exercise requires the student to augment the position sensor with a motor driven mechanism. Commands from the PC will designate the desired position for the mechanism, and the software shall read the position sensor and then drive the motor so that the mechanism is moved in the appropriate manner to achieve the commanded position.
• Introduction to the R/C servo
  Commercially available servo mechanisms are available in a variety of sizes and torque strengths. They are commanded to position by the application of a pulse width modulated signal that must be repeated periodically. The specifications of the command signal have been standardized throughout the industry. Students will be introduced to these mechanisms and shown control signals on the oscilloscope. Methods of generating those control signals will be explored through open discussion.
• Using an AVR timer to control an R/C servo
  Students will be asked to develop an R/C servo signaling output using the AVR microcontroller. They will be coached into using appropriate timer peripherals in the microcontroller. Students will then implement an interrupt driven servo controller subsystem. The application program will allow commands from the PC to specify target positions for each servo. This system will be built on the breadboard and placed into service.
• Open project development
  At this point in the course, each student is free to design and implement some application that demonstrates embedded programming skills. Additional instruction in the C programming language can be provided at this time if needed. Students may develop games involving the use of pushbuttons and lights or functional mechanisms based upon motors and perhaps sensors. Students are free to develop any number of projects and coaching will be freely available when needed.

Required Supplies and Equipment

The following lists of components are included in order for potential students and their parents to understand why the course fee must be applied and how that cost was determined. These materials will belong to the student, so tinkering with microcontrollers can continue at home even after the course has been completed. In view of lessons learned, experience gained, and the potential for ongoing self gratification, the fee is bargain.

As it now stands, the materials cost each student is $146.78, including The C Programming Language book. Assume a course fee of $150 so that additional sensors, actuators, and spare parts can be made available to students. All of these parts will be obtained by the instructor once fees have been collected.

Required Electronics Components

The following components are required in order for the student to have microcontrollers and peripheral apparatus that can run embedded software that reads sensors and controls actuators. These devices will be plugged into a breadboard, wired together, and then made to run student software.

Component	Part Number	Unit Price	Req Quan	Price
ATtiny85 up, 20MHz, 8-DIP	ATTINY85-20PU-ND	1.67	2	3.34
Atmega88 up, 20MHz, 28-DIP	ATMEGA88A-PU-ND	2.62	2	5.24
Atmega328 up, 20MHz , 28-DIP	ATMEGA328-PU-ND	3.38	2	6.76
Atmega1281 up, 20MHz, 40-DIP	ATMEGA1284-PU-ND	7.67	1	7.67
74HC00 NAND 4CH 2-INP 14-DIP	296-1563-5-ND	0.46	2	0.92
74HC02 NOR 4CH 2-INP 14-DIP	296-1564-5-ND	0.46	2	0.92
74HC04 HEX INVERTER 14-DIP	296-1566-5-ND	0.52	2	1.04
74HC05 HEX INVERTER OD 14-DIP	296-1568-5-ND	0.50	2	1.00
74HC08 AND 4CH 2-INP 14-DIP	296-1570-5-ND	0.46	2	0.92
74HC14 HEX SCHMITT-TRIG INV 14-DIP	296-1577-5-ND	0.54	2	1.08
74HC21 GATE AND 2CH 4-INP 14-DIP	296-8266-5-ND	0.50	2	1.00
74HC32 OR 4CH 2-INP 14-DIP	296-1589-5-ND	0.46	2	0.92
74HC74 DUAL D-TYPE FF 14DIP	296-1602-5-ND	0.46	2	0.92
74HC86 XOR 4CH 2-INP 14-DIP	296-8375-5-ND	0.39	2	0.78
74HC164 8-BIT SHIFT REG 14-DIP	296-8248-5-ND	0.42	2	0.84
74HC166 8-BIT SHIFT REGISTER 16-DIP	296-8255-5-ND	0.48	2	0.96
74HC138 3-8 LINE DECODE 16-DIP	296-1575-5-ND	0.42	2	0.84
74HC193 4-BIT UP/DN CNT 16-DIP	296-8262-5-ND	0.53	2	1.06
74HC573 OCT D-TYPE LATCH 20-DIP	296-1596-5-ND	0.55	2	1.10
IC OPAMP GP 550KHZ RRO 8DIP	MCP6241-E/P-ND	0.25	4	1.00
TC4422 MOSFET DVR 9A NON-INV 8DIP	TC4422AVPA-ND	1.88	4	7.52
ULN2803 8NPN DARL 50V 0.5A 18DIP	ULN2803APGCN-ND	0.72	2	1.44
2N2222 NPN TRANSISTOR TO-92	31229 QT (mpja.com)	0.12	8	0.96
DIODE SCHOTTKY 30V 2A DO41	SR203-TPCT-ND	0.26	8	2.08
Crystal 16.3840MHz 18pF HC49/US	887-1020-ND	0.39	3	1.17
CAP CER 18PF 100V NP0 RADIAL	BC1004CT-ND	0.20	6	0.60
SENSOR ROTARY POSITION 12MM	3382H-1-103-ND	2.73	1	2.73
POT 10K OHM 1/4W PLASTIC LINEAR	3310P-125-103L-ND	2.61	2	5.22
RES 330 OHM 1/4W 1% AXIAL	S330CACT-ND	0.04	16	0.64
RES 1K OHM 1/4W 1% AXIAL	S1KCACT-ND	0.04	4	0.16
RES 30K OHM 1/4W 1% AXIAL	S30KCACT-ND	0.04	16	0.64
CAP CER 10000PF 50V X7R AXIAL	1103PHCT-ND	0.08	4	0.32
CAP CER 0.1UF 50V X7R AXIAL	1109PHCT-ND	0.10	10	1.00
CAP TANT 10UF 10V 10% RADIAL	478-9320-ND	0.46	2	0.92
IC DIP SOCKET 8POS TIN	AE9986-ND	0.18	4	0.72
IC DIP SOCKET 14POS TIN	AE9989-ND	0.22	2	0.44
IC DIP SOCKET 16POS TIN	AE9992-ND	0.25	2	0.50
IC DIP SOCKET 18POS TIN	AE9995-ND	0.27	2	0.50
IC DIP SOCKET 20POS TIN	AE9998-ND	0.29	2	0.58
IC DIP SOCKET 28POS TIN	AE10004-ND	0.42	2	0.82
IC DIP SOCKET 40POS TIN	ED3048-5-ND	0.47	1	0.47
TOTAL:				67.74

Required Development Tools

The following equipment is required in order for the student to assemble components together into a working electronics circuit. This equipment is sufficient to allow the student to build circuits and load software into the microcontrollers while at home.

Component	Part Number	Unit Price	Req Quan	Price
Powered, 5V & 3.3V, 830pt Breadboard	30176 TE (mpja.com)	10.95	1	10.95
Pololu USB AVR Programmer	#1300 (Pololu.com)	19.95	1	19.95
Digital multi-meter	Harbor Freight	6.00	1	6.00
TOTAL:				36.90

Mechanical Devices

Lights and switches are sufficient for the student to learn how to program and use a microcontroller. It is more interesting and enjoyable, however, if the student has motors and other actuators to control. This would allow some sort of vehicle or mechanical movement to be constructed and animated.

Please notice that any sort of motor driven mechanical movement can be used with the student’s hardware. Such devices should be in the 0-6V range, not to exceed 2 amperes

Component	Part Number	Unit Price	Quan	Price
Digital Torque Pro MG996R Metal Gear Servo with Parts This unit provides positional movements like that used to steer wheeled vehicles, move control surfaces on aircraft wings, or other such devices. Any PWM servo will work with the student’s kit.	gearbest.com	5.80	2	11.60
Tamiya 70167 Single Gearbox (4-Speed) Kit This gearbox can be used to drive small wheeled vehicles or other rotary based movements.	Pololu #118	7.55	1	7.55
Tamiya Universal Gear Box This gearbox can be used to make wheel drives or mechanical actuators.	servocity # 70103	9.99		9.99
TOTAL:				29.14

Textbook

Although not strictly required, The C Programming Language by Kernighan and Ritchie is a highly desirable reference book for this class. It is expensive unless a used copy or a foreign-published addition is purchased. It is available for about $13 through this link: http://www.amazon.com/gp/offer-listing/9332549443/ref=dp_olp_new_mbc?ie=UTF8&condition=new

 

[Democrat_media]

Government is the problem not the solution. Government = power = power corrupts, absolute power corrupts absolutely. Corruption = unaccountability : witness the IRS what has happened to those oppressing conservatives? Nothing.

Google and Youtube are the solution. Try it sometime

[antidisestablishment]

I don’t know what Internet you’re on, but there are several great places to learn programming. Books are still invaluable, but there’s never been more opportunities for learning. Most schools today are more interested in programming students than teaching students how to program.