# Mechatronics (MAE 3780) Lecture 1: Introduction | Cornell University, Spring 2025

https://www.youtube.com/watch?v=7sJmcca1snE

[00:00] so welcome to Mae 3780 mechatronics I am
[00:05] so welcome to Mae 3780 mechatronics I am Dr benino I a visiting lecturer here in
[00:08] Dr benino I a visiting lecturer here in the Sibly School of mechanical and
[00:09] the Sibly School of mechanical and aerospace engineering I have taught this
[00:12] aerospace engineering I have taught this course three times now this will be the
[00:14] course three times now this will be the 4th since 2018 I also teach an online
[00:17] 4th since 2018 I also teach an online version of the class that we developed
[00:19] version of the class that we developed for E Cornell but I have not taught in
[00:22] for E Cornell but I have not taught in person here since 2021 so I'm guessing
[00:25] person here since 2021 so I'm guessing most of you have no idea who I am so I'm
[00:27] most of you have no idea who I am so I'm just going to start by briefly
[00:29] just going to start by briefly introducing myself before I talk a
[00:30] introducing myself before I talk a little more about what we are going to
[00:32] little more about what we are going to do in the class so I live here in itha
[00:36] do in the class so I live here in itha with my wife Dr Aaron Henry teaches in
[00:38] with my wife Dr Aaron Henry teaches in the shelter medicine program at the vet
[00:40] the shelter medicine program at the vet school um they provide all the animal
[00:42] school um they provide all the animal care for the Tomkins County SPCA in case
[00:45] care for the Tomkins County SPCA in case any of you have ever volunteered there
[00:47] any of you have ever volunteered there um our two kids Natalie age 8 and Josh
[00:50] um our two kids Natalie age 8 and Josh age four who does not like holding still
[00:51] age four who does not like holding still for pictures um the toddlers are
[00:54] for pictures um the toddlers are exhausting so if I ever look really
[00:55] exhausting so if I ever look really tired he is probably why um we also have
[00:59] tired he is probably why um we also have our dog Riley and our cat trouble fuzzy
[01:02] our dog Riley and our cat trouble fuzzy bottom who is what happens when you a
[01:03] bottom who is what happens when you a four-year-old Nam a cat um I got my PhD
[01:07] four-year-old Nam a cat um I got my PhD in the Harvard micro robotics lab
[01:09] in the Harvard micro robotics lab working on the robo project graduated
[01:11] working on the robo project graduated from there in
[01:13] from there in 2012 left Academia completely for a
[01:16] 2012 left Academia completely for a while to work in kids science education
[01:19] while to work in kids science education so I think it be kind of like Bill and N
[01:20] so I think it be kind of like Bill and N but not famous um doing fun things like
[01:23] but not famous um doing fun things like putting googly eyes on robots um for a
[01:26] putting googly eyes on robots um for a nonprofit called Science Buddies which
[01:27] nonprofit called Science Buddies which some of you may have heard of if you
[01:29] some of you may have heard of if you were into science fairs as a kid and
[01:32] were into science fairs as a kid and also some more kind of advanced High
[01:33] also some more kind of advanced High School level stuff um getting more
[01:35] School level stuff um getting more similar to what you're going to be doing
[01:36] similar to what you're going to be doing in this class so enough about me let's
[01:40] in this class so enough about me let's talk about this class what is
[01:42] talk about this class what is mechatronics and why should you care so
[01:45] mechatronics and why should you care so most of you are mechanical engineers we
[01:47] most of you are mechanical engineers we do get some cross enrollment from other
[01:49] do get some cross enrollment from other departments I am a mechanical engineer
[01:51] departments I am a mechanical engineer by training my undergraduate degree is
[01:52] by training my undergraduate degree is in mechanical engineering so the
[01:54] in mechanical engineering so the perspective from which I teach this
[01:56] perspective from which I teach this class and address a lot of the topics is
[01:58] class and address a lot of the topics is really from the mechy perspective and
[02:00] really from the mechy perspective and kind of geared towards that
[02:02] kind of geared towards that understanding so mechanical engineering.
[02:05] understanding so mechanical engineering as a profession really has its roots in the industrial revolution right.
[02:07] steam engines things that at the time were exploding a lot and people got together and said hey we should probably have some standards around how these things are built so they don't keep blowing up.
[02:14] and that's how asme was born as a Professional Organization okay fast forward 150 years give or take most modern systems that Engineers work on now are electromechanical.
[02:29] okay so all the classic stuff Planes Trains automobiles boats you know things that mechanical engineers worked on and developed throughout the 1900s kind of gradually got more and more electronics and controllers integrated into them until today we have super complex electromechanical systems like this.
[02:45] so my pitch to you on day one and what I will try to remind you of as we go through the class is that even if you have no interest in this stuff as a mechanical engineer and you're kind of rolling your eyes like if I wanted to have to learn circuits I would have done electrical I don't want to have to do this is even if you you know are not the
[03:03] this is even if you you know are not the one designing the circuits or writing one designing the circuits or writing the code you are probably going to have to work with the people who are and you need to at least understand their language right
[03:11] you're not the one designing the circuit but you're the one strapping it to a rocket to send it to Mars okay
[03:17] you're not the one writing the software to control the motors but you're the one designing the arm that the motors are connected to okay so that's kind of the case in a big organization like NASA or you know a large company and those of you on Project teams here kind of have I'm not involved with project teams but have sub teams where you may kind of be familiar with that structure um or you could wind up in a much smaller environment say like a startup or a grad school robotics lab where things are a lot more interdisciplinary and the lines between mechanical and electrical engineering robotics computer science all get very blurry and you do actually wind up doing a lot of this work yourself so I'll try to come back to that um as we get to kind of different topics throughout the semester and remind you why it may be relevant to you as a mechanical engineer okay
[03:56] so what are we going to actually do in the class um out of curiosity raise your hand if you have seen the robot competition in Duffield at the end of a
[04:04] competition in Duffield at the end of a previous semester okay so maybe halfish.
[04:07] previous semester okay so maybe halfish of you a little less so um if you haven't actually seen the competition.
[04:11] you may have seen these photos plastered all over the TVs and Upson these are kind of the Department's favorite TR PR photos because they show smiling excited students.
[04:19] um many of you probably know Dave Paro by now I'm guessing who clearly gets very enthusiastic uh shearing for students in this um so for those of you who have haven't seen the competition.
[04:30] we have a little highlight reel from previous year um this is just kind of a one minute overview the sound is great um so I forgot that they edited this with the jazzy music but um there's Kirby I think most of you had last semester.
[04:47] so um I'd like to describe this competition as BattleBots but less violent okay.
[04:52] your goal is not to destroy the other robot it's this little Arena and I'll talk about this um more at the end of the day today um with these little cubes and there is some objective with kind of arranging or pushing the cubes around within a one minute time.
[05:05] cubes around within a one minute time period.
[05:09] um there's me when I had more hair.
[05:11] this is in 2019 um we do this in kind of a tournament style so students compete against each other.
[05:16] the winner of the student tournament then faces off against a robot brought by asml which is a company that sponsors this class.
[05:23] um so they the asml logo on the shirt.
[05:27] um you'll be kind of hearing more about them throughout the semester.
[05:29] um then they bring a robot every year and the student winner faces off against them.
[05:35] um I have not been keeping track of the wins and losses.
[05:38] I think that students had a pretty bad losing streak for a while but then maybe in the early 2020s we kind of came back and upset them.
[05:43] so I don't remember how it's gone the last couple years but you know going to win that competition.
[05:47] so that is the end goal that is the fun thing at the end of the semester.
[05:51] how do we get there.
[05:52] okay what of the topics we're actually to cover in the class.
[05:55] so we're going to start out with circuits and initially some very basic things that you should remember from phys physics which is a prerequisite for this class.
[06:02] okay there is a initial homework assignment that's kind of going to be hopefully dust off.
[06:05] kind of going to be hopefully dust off the cobwebs from if you took physics.
[06:07] the cobwebs from if you took physics last year last semester but then we're going to get into some more advanced stuff that you usually don't see in an intro physics class so introducing things like diodes transistors operational amplifiers if these diagrams just look like squiggles and mean nothing to you don't worry about it it will make sense by the end of the semester combining resistors and capacitors which you should have seen before to build filters so kind of a bunch of new C topics but then the difference between this class and a pure circuits or pure physics class is we're now connecting stuff to a microcontroller right so are interfacing code with the circuits to control them and you're going to learn about all the little bits and pieces and sensors and things that you can kind of actually do interesting stuff with circuits instead of just doing math with own law right you're going to learn how to read data sheets so you have some part with 16 pins where do you connect which wires what do the pins do what are the maximum voltage ratings so you don't accidentally burn the thing where do you buy all of this stuff I'm guessing most of the mechis are probably familiar with
[07:06] of the mechis are probably familiar with McMaster Car by now okay so think of Digi key kind of like big Master but for electronics right so you all will get again I'll talk more about this later but you get a budget for extra parts for your robot at the end of the semester so if you want to buy an extra motor or something kind of leeding through and deciding how to do that um we are going to learn instrumentation which again most of of you should have taken System Dynamics last semester this used to be flip mechatronics used to be offered first in the fall um so in theory all should have used an osilloscope before in my experience people kind of treat the oscilloscope like this scary thing with lots of buttons and knobs that you don't want to touch um one of my objectives in this course is to have the oscilloscope be your friend and something that you are not afraid of and think of it as a useful tool to visualize what is going on in circuits so again thinking of this as a mechanical engineer I think the problem we usually run into is that Newtonian physics is intuitive to us right we throw something up it comes back down I push something it moves okay electricity
[08:09] push something it moves okay electricity is not is literally all around us like.
[08:12] is not is literally all around us like in the walls in this room surrounding us.
[08:14] in the walls in this room surrounding us but you can't see the individual.
[08:16] but you can't see the individual electrons moving around and as a human.
[08:19] electrons moving around and as a human if you can feel electricity that's.
[08:21] if you can feel electricity that's usually bad right so as opposed to kind.
[08:23] usually bad right so as opposed to kind of forces and motion and things that.
[08:25] of forces and motion and things that make sense to us at the time and.
[08:27] make sense to us at the time and distance scales that we experience.
[08:29] distance scales that we experience universe as humans you can stare at a c.
[08:31] universe as humans you can stare at a c like there's a circuit inside this.
[08:32] like there's a circuit inside this little clicker I'm holding right but I.
[08:34] little clicker I'm holding right but I can't see what's happening so the.
[08:36] can't see what's happening so the oscilloscope is very useful for kind of.
[08:39] oscilloscope is very useful for kind of visualizing what's happening when you're.
[08:41] visualizing what's happening when you're trying to get your robot working for the.
[08:43] trying to get your robot working for the competition and it's not working and you.
[08:44] competition and it's not working and you have no idea why because you're just.
[08:46] have no idea why because you're just staring at it but it's not visibly.
[08:47] staring at it but it's not visibly broken right so we're going to come back.
[08:49] broken right so we're going to come back to that a lot this semester um using the.
[08:52] to that a lot this semester um using the Arduino which again I'll talk more about.
[08:54] Arduino which again I'll talk more about this later some of you out of curiosity.
[08:56] this later some of you out of curiosity raise your hand if you have used an.
[08:57] raise your hand if you have used an Arduino for something before Okay so.
[08:59] Arduino for something before Okay so again maybe roughly half a class um.
[09:02] again maybe roughly half a class um we're probably going to go a little more.
[09:03] we're probably going to go a little more under the hood than what you've done.
[09:05] under the hood than what you've done previously um particularly when it comes.
[09:07] previously um particularly when it comes to kind of the functionalities of all.
[09:09] to kind of the functionalities of all the different pins and the code and.
[09:11] the different pins and the code and again don't panic if you've never seen this before.
[09:12] we'll talk more about this later you know if you have used it this code over here on the left probably looks familiar to you.
[09:17] if you haven't just glancing at it you see how basically this is a nice human readable language with English command words.
[09:26] right so even if you haven't seen a language you can probably look at this and start to think digital.
[09:31] right High digital right low okay I'm turning turning something on and off with this code.
[09:35] right so this is the code to Blink an LED kind just literally just flashing a little LED on and off.
[09:39] it's kind of the hello world equivalent um with circuits and microcontrollers.
[09:43] in this class we're going to be learning to code in binary with something called registers.
[09:47] so these are kind of individual memory locations in a microcontroller um and there are kind of some advantages and neat things about learning to do it like this even though it is harder.
[09:56] people kind of grumble about it first we don't not going get to this later in the semester.
[10:01] but I'll kind of come back to the motivation for learning to do everything that way.
[10:04] um a couple things I want to let you know about kind of the recent history of this class and things that have changed.
[10:09] um I guess most so were you
[10:13] have changed um I guess most so were you guys in like late middle school or early High School when the pandemic hit you.
[10:17] High School when the pandemic hit you weren't at Cornell yet right.
[10:19] I'm getting old so it all just kind of PS together for me now um so March 2020 this class was taught in the fall um we were preparing for it we didn't know if we were going to be able a to do anything in person at all right.
[10:31] if we would be able to do um you know have to be fully remote um so we explored a really neat online circuit in our doino simulator that lets you both build a circuit and run the code side by side in a single browser window um in preparation for having to go fully virtual which thankfully we didn't have to do.
[10:47] I'll talk that more about that more in a second um but even after the pandemic kind of ended and everything came back in person we realized that this is a really great teaching tool um because these tiny little lecture hall desks is way too in here to actually kind of prototype circuits but you can bring laptops and follow along with me as I do this um which I find to be way more useful than just watching me write code on a projector okay.
[11:12] I don't think learning to program like that um is very
[11:14] learning to program like that um is very useful so we will still be using this um.
[11:17] useful so we will still be using this um it's not a replacement for iners you.
[11:19] it's not a replacement for iners you know Hands-On physically building the.
[11:21] know Hands-On physically building the things but um this is going to be a.
[11:23] things but um this is going to be a useful lecture tool and for some things.
[11:24] useful lecture tool and for some things like pre-lab.
[11:26] like pre-lab assignments um we are also another major.
[11:28] assignments um we are also another major change.
[11:29] change you are all going to get individual.
[11:31] you are all going to get individual circuit kits okay so we are not.
[11:33] circuit kits okay so we are not replacing group labs in a group project.
[11:36] replacing group labs in a group project but the problem we had with this class.
[11:39] but the problem we had with this class historically again using the.
[11:40] historically again using the oscilloscope as an example is that.
[11:43] oscilloscope as an example is that students would divide and conquer tasks.
[11:45] students would divide and conquer tasks in the labs and if there's one person in.
[11:46] in the labs and if there's one person in your group who already knew how to use.
[11:48] your group who already knew how to use an oscilloscope great you're the.
[11:49] an oscilloscope great you're the oscilloscope person because that lets us.
[11:51] oscilloscope person because that lets us get this done quickly and get out of.
[11:53] get this done quickly and get out of here and I 100% do not blame students.
[11:55] here and I 100% do not blame students for doing that because I did the exact.
[11:57] for doing that because I did the exact same thing as an undergrad right your.
[11:58] same thing as an undergrad right your goal is just to get the lab done as.
[12:00] goal is just to get the lab done as quickly and efficiently as possible so.
[12:02] quickly and efficiently as possible so my lab partner and I divided tasks she.
[12:04] my lab partner and I divided tasks she looked at the data sheets and picked out.
[12:06] looked at the data sheets and picked out all the right parts and handed them to.
[12:07] all the right parts and handed them to me and I put them in the breadboard we.
[12:09] me and I put them in the breadboard we just did that for the whole semester the.
[12:10] just did that for the whole semester the problem is if you do that then one.
[12:13] problem is if you do that then one person one or two people in the lab.
[12:14] person one or two people in the lab group never learn to use the.
[12:15] group never learn to use the oscilloscope right so you are all going.
[12:17] oscilloscope right so you are all going to get right here a little pocket sized.
[12:19] to get right here a little pocket sized oscilloscope that is smaller than your.
[12:21] oscilloscope that is smaller than your phone a multimeter breadboard LEDs.
[12:24] phone a multimeter breadboard LEDs resist resistors all that stuff so you.
[12:27] resist resistors all that stuff so you individually learn all of these skills.
[12:29] individually learn all of these skills and don't somehow get through the entire.
[12:31] and don't somehow get through the entire class without learning something um but.
[12:33] class without learning something um but again this is not a replacement for.
[12:34] again this is not a replacement for group projects there also are still.
[12:36] group projects there also are still going to be group labs and the final.
[12:40] going to be group labs and the final project is done in groups but this is to.
[12:41] project is done in groups but this is to make sure you all kind of go into the.
[12:43] make sure you all kind of go into the final project having a more even.
[12:45] final project having a more even exposure to those skills okay I want to.
[12:49] exposure to those skills okay I want to clarify what this class is not again.
[12:52] clarify what this class is not again because we have cross R mon from other.
[12:53] because we have cross R mon from other departments and some people may not have.
[12:55] departments and some people may not have taken the mechi curriculum coming into.
[12:57] taken the mechi curriculum coming into it so this is not a mechanical design.
[13:00] it so this is not a mechanical design class again most of the sophomores and.
[13:02] class again most of the sophomores and it used to be called mechanical.
[13:03] it used to be called mechanical synthesis it's called mechanical design.
[13:04] synthesis it's called mechanical design now um so I'm not sure which version.
[13:06] now um so I'm not sure which version everybody took but we're not doing gears.
[13:10] everybody took but we're not doing gears pulleys 3D printing machine shop all.
[13:12] pulleys 3D printing machine shop all that kind of stuff was covered um at the.
[13:14] that kind of stuff was covered um at the sophomore level for the.
[13:15] sophomore level for the meis and we're not getting really deep.
[13:19] meis and we're not getting really deep into kind of full-blown upper level.
[13:21] into kind of full-blown upper level circuit analysis like you're not going.
[13:22] circuit analysis like you're not going to finish this class and pop the case.
[13:24] to finish this class and pop the case off your computer and understand how the.
[13:26] off your computer and understand how the motherboard works okay we're looking at.
[13:28] motherboard works okay we're looking at kind of those screenshots I showed.
[13:29] kind of those screenshots I showed earlier smaller simple circuits with.
[13:31] earlier smaller simple circuits with three four maybe half a dozen components.
[13:34] three four maybe half a dozen components or something but not you know this is.
[13:37] or something but not you know this is 4,000 level ECE territory so we're not.
[13:39] 4,000 level ECE territory so we're not going there okay so another thing I want.
[13:43] going there okay so another thing I want to talk about briefly is the difference.
[13:46] to talk about briefly is the difference between mechatronics and Robotics.
[13:47] between mechatronics and Robotics because interestingly you will get.
[13:49] because interestingly you will get different answers if you ask different.
[13:51] different answers if you ask different people this question um there is a paper.
[13:54] people this question um there is a paper linked in the Leer slides which I'll.
[13:55] linked in the Leer slides which I'll post after this um where they actually.
[13:58] post after this um where they actually survey people in industry people in.
[13:59] survey people in industry people in Academia and students and all three.
[14:01] Academia and students and all three groups gave different answers as to.
[14:03] groups gave different answers as to whether megatronics is part of Robotics.
[14:04] whether megatronics is part of Robotics or vice versa um I will give you my take.
[14:07] or vice versa um I will give you my take as far as this class and the Cornell.
[14:10] as far as this class and the Cornell curriculum is concerned in case you're.
[14:11] curriculum is concerned in case you're looking at it and going well the the end.
[14:14] looking at it and going well the the end project is a robot competition why isn't.
[14:15] project is a robot competition why isn't this called robotics instead of mechatronics.
[14:17] this called robotics instead of mechatronics um when people talk about mechatronics.
[14:20] um when people talk about robotics I think of higher level things.
[14:22] robotics I think of higher level things like human robot interaction artificial intelligence.
[14:24] like human robot interaction artificial intelligence navigation mapping kind of higher level computational things.
[14:27] higher level computational things um robots also includes Dynamics and mechanism design and all that kind of lower level stuff.
[14:29] um robots also includes Dynamics and mechanism design and all that kind of lower level stuff.
[14:31] mechanism design and all that kind of lower level stuff um but I view mechatronics and what we're teaching in this course more is that lower level hardware interaction and interacting with sensors and motors.
[14:33] lower level stuff um but I view mechatronics and what we're teaching in this course more is that lower level.
[14:35] mechatronics and what we're teaching in this course more is that lower level hardware interaction and interacting with sensors and motors.
[14:36] this course more is that lower level hardware interaction and interacting with sensors and motors.
[14:39] hardware interaction and interacting with sensors and Motors not I'm going to build something to map out and drive around the hallways of this building.
[14:41] with sensors and Motors not I'm going to build something to map out and drive around the hallways of this building.
[14:43] build something to map out and drive around the hallways of this building right that's autonomous mobile robots.
[14:45] around the hallways of this building right that's autonomous mobile robots which is one of the 4,000 level me electives you can go take.
[14:46] right that's autonomous mobile robots which is one of the 4,000 level me electives you can go take.
[14:49] which is one of the 4,000 level me electives you can go take which is a usually a used to be taught by Professor Paz.
[14:50] electives you can go take which is a usually a used to be taught by Professor Paz.
[14:52] which is a usually a used to be taught by Professor Paz I'm not sure who's teaching it now.
[14:55] usually a used to be taught by Professor Paz I'm not sure who's teaching it now but it's kind of a popular follow this class.
[14:56] Paz I'm not sure who's teaching it now but it's kind of a popular follow this class.
[14:59] but it's kind of a popular follow this class pardon me.
[15:02] me so kind of looking at a map of classes and how we're connecting them all here.
[15:07] so kind of looking at a map of classes and how we're connecting them all here.
[15:08] classes and how we're connecting them all here most of you should have taken an intro programming class.
[15:11] all here most of you should have taken an intro programming class um used to be either it's out of curiosity how many of you took the mat lab version.
[15:14] an intro programming class um used to be either it's out of curiosity how many of you took the mat lab version.
[15:15] either it's out of curiosity how many of you took the mat lab version.
[15:18] you took the mat lab version okay so I think they have switched this over so
[15:19] think they have switched this over so freshmen now are all taking python um
[15:23] freshmen now are all taking python um but I guess that lag there so we still
[15:25] but I guess that lag there so we still have people who have taken mat lab some
[15:26] have taken python all of our programming
[15:28] is going to be in C which you may or may not have seen before but you once you
[15:31] know how if statements work in one
[15:33] language it's kind of just a matter of learning where the parentheses going in
[15:34] the next language right so don't be afraid if you haven't learned um C
[15:37] before you should have taken the intro
[15:38] Physics course which you know also talks about electromagnetic waves and spectrum
[15:43] and all that um but um 's law resistors
[15:45] that kind of stuff should be familiar should have taken mechanical design so
[15:47] in this class again we're connecting all of this stuff with a microcontroller
[15:51] okay okay so using a program to control the circuit which is then connected to a
[15:53] motor interfacing with a mechanical system this is kind of very broad right
[15:55] so if there is a specific thing you're more interested in here there are other
[15:57] classes you can go take that are to go deeper than we have time to do in this
[15:58] class so you've got an entire programming class on C an entire 4,000 level ECE course on
[16:19] level ECE course on microcontrollers two other full-blown microcontrollers two other full-blown circuits courses which most of the circuits courses which most of the mechis probably aren't also going to mechis probably aren't also going to take those because you're taking take those because you're taking mechatronics to fulfill your circus mechatronics to fulfill your circus requirement requirement and then again various 4,000 5,000 level and then again various 4,000 5,000 level electives like autonomous mobile robots electives like autonomous mobile robots so that's kind of the I might not have so that's kind of the I might not have every all the course titles perfectly every all the course titles perfectly updated here and everything but that's updated here and everything but that's kind of the general idea okay that was a kind of the general idea okay that was a fire hose of information in the first 15 fire hose of information in the first 15 minutes any questions so far kind of on minutes any questions so far kind of on high Lev stuff and like what we're high Lev stuff and like what we're covering in the class or what the class covering in the class or what the class is or is or isn't thought I saw a hand over here but isn't thought I saw a hand over here but I think you were just suggesting your I think you were just suggesting your here okay we're good okay let me here okay we're good okay let me remember all right Switching gears a bit remember all right Switching gears a bit um I want to take a minute to talk about um I want to take a minute to talk about mental health because this is something mental health because this is something that means a lot to me personally and that means a lot to me personally and clearly Cornell kind of has a fraught clearly Cornell kind of has a fraught history with um in terms of so I I joke history with um in terms of so I I joke about it but it means a lot to me in about it but it means a lot to me in terms of removing the stigma around terms of removing the stigma around talking about it and getting right so.
[17:20] talking about it and getting right so here's the deal at this point especially.
[17:22] here's the deal at this point especially with the pandemic like half the people in this room have been to therapy okay.
[17:24] in this room have been to therapy okay.
[17:26] myself included and I can stand here and I see some nods thank you.
[17:28] myself included and I can stand here and I see some nods thank you.
[17:30] I can stand here and say that in front of almost 200 people like who cares there's nothing to like be ashamed of.
[17:31] here and say that in front of almost 200 people like who cares there's nothing to like be ashamed of.
[17:33] like be ashamed of so if this is something where you know I hear students like oh I hear this's a really long wait time or I know somebody who didn't like their therapist um or you know I don't want people to know I'm in therapy like trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:35] so if this is something where you know I hear students like oh I hear this's a really long wait time or I know somebody who didn't like their therapist um or you know I don't want people to know I'm in therapy like trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:37] like oh I hear this's a really long wait time or I know somebody who didn't like their therapist um or you know I don't want people to know I'm in therapy like trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:38] time or I know somebody who didn't like their therapist um or you know I don't want people to know I'm in therapy like trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:40] their therapist um or you know I don't want people to know I'm in therapy like trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:43] want people to know I'm in therapy like trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:45] trust me take it from someone who has been there just make that first appointment it is worth going okay.
[17:46] been there just make that first appointment it is worth going okay.
[17:48] appointment it is worth going okay.
[17:50] this is all with the caveat that I'm not a mental health professional so this doesn't mean like my office hours or therapy session um but I find that it kind of makes it easier for everyone in this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[17:51] is all with the caveat that I'm not a mental health professional so this doesn't mean like my office hours or therapy session um but I find that it kind of makes it easier for everyone in this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[17:52] mental health professional so this doesn't mean like my office hours or therapy session um but I find that it kind of makes it easier for everyone in this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[17:53] doesn't mean like my office hours or therapy session um but I find that it kind of makes it easier for everyone in this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[17:57] therapy session um but I find that it kind of makes it easier for everyone in this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[18:00] kind of makes it easier for everyone in this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[18:03] this course so you the Tas and me if we all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[18:04] all kind of take a collective deep breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[18:05] breath and Ratchet down the stress level as I know Cornell students have a tendency to kind of get a little high strung about things um.
[18:07] as I know Cornell students have a tendency to kind of get a little high strung about things um.
[18:08] tendency to kind of get a little high strung about things um.
[18:12] I am here to support you and help you succeed in this class.
[18:13] support you and help you succeed in this class.
[18:15] class I don't want to make your life more difficult than it needs to be that does not mean I just make it easy and give you all A's okay.
[18:17] more difficult than it needs to be that does not mean I just make it easy and give you all A's okay.
[18:19] does not mean I just make it easy and give you all A's okay.
[18:21] give you all A's okay this class is rigorous it is difficult I have an obligation to teach you the material but I think I can do that in a supportive manner um I also find that it is help if there's kind of a ground up or student Le approach to this and not just top down like what you're getting from your professors of the administration so be honest raise your hand if you have ever been on either side of this conversation I see some smirks raise your hands be honest come on okay so I did not make this up I literally overheard this the first week I was teaching here between two of my Tas and it kind of caught me off guard it was like my answer would have been like it was nice I went to the beach I don't know so please don't do this to each other okay clearly like addressing the whole culture around project teams and internships and clubs and all of that is like way bigger than this just this one course or me as a visiting lecturer but I figure it can't hurt to start somewhere so kind of again take a deep breath think of each other as collaborators and kind of potential
[19:21] collaborators and kind of potential future co-workers that sort of thing.
[19:23] future co-workers that sort of thing you're not all in this in like a bloodthirsty competition against each other.
[19:26] um again just kind of deep breath ratchet down the stress level.
[19:30] I also kind of like to attempt to address um this self-perpetuating myth among students that to get a job you need to do a million things for your resume.
[19:41] right I think this kind of carries over from like clearly you all got anel you were very successful in high school.
[19:46] a lot of people did a lot of extracurriculars to kind of build your college application.
[19:52] um that's not how it works for getting a job um finally and then we'll kind of get back on track for some of the more boring course Logistics stuff.
[19:57] um you know you all saw like half the people in here is raised their hands about having used an Arduino before and I'll explain this graph in a minute.
[20:06] um this is something people get kind of worried about like oh I'm going to be at a disadvantage like there's people who were on their High School robotics team or they're doing this on a project team and I've never even touched a breadboard before like how am I going to succeed in this class.
[20:16] so there's a lot going on here each dot in this graph represents a
[20:22] here each dot in this graph represents a group of three so the final competition
[20:23] group of three so the final competition was in groups of three students the xais
[20:26] was in groups of three students the xais is that group's average final in the
[20:29] is that group's average final in the class so bigger is better the Y AIS is
[20:32] class so bigger is better the Y AIS is the rank in the final competition so
[20:34] the rank in the final competition so lower is better number one means they
[20:36] lower is better number one means they want the competition blue dots nobody in
[20:38] want the competition blue dots nobody in the group had any prior Arduino
[20:40] the group had any prior Arduino experience or sorry blue dots somebody
[20:42] experience or sorry blue dots somebody in the group at least one person in the
[20:44] in the group at least one person in the group did have prior uino experience red
[20:46] group did have prior uino experience red dots nobody did look at the lower right
[20:48] dots nobody did look at the lower right corner of the graph right it you know
[20:51] corner of the graph right it you know there's a couple blues in there but like
[20:53] there's a couple blues in there but like largely dominated by groups with no
[20:54] largely dominated by groups with no prior Arduino experience and if you look
[20:56] prior Arduino experience and if you look up here some of the people who actually
[20:57] up here some of the people who actually did the worst
[20:59] did the worst did have priority when your experience
[21:00] did have priority when your experience so I don't want to flip that anxiety and
[21:03] so I don't want to flip that anxiety and make you think like if you do have
[21:05] make you think like if you do have experience you're now doomed somehow
[21:07] experience you're now doomed somehow right but the point is there isn't just
[21:08] right but the point is there isn't just some clear bifurcation here where the
[21:10] some clear bifurcation here where the class went and you know people who had
[21:13] class went and you know people who had prior Robotics are aruin experience had
[21:15] prior Robotics are aruin experience had some huge advantage over people who
[21:17] some huge advantage over people who didn't okay and then the coding stuff is
[21:19] didn't okay and then the coding stuff is going to be kind of different from what
[21:21] going to be kind of different from what most of you have seen before and we're
[21:22] most of you have seen before and we're going to try and get everybody um kind
[21:25] going to try and get everybody um kind of on the same page and excuse me for
[21:26] of on the same page and excuse me for one second as I mute my mic so I don't
[21:28] one second as I mute my mic so I don't blow my into all of your
[21:36] ears okay so again that's kind of the
[21:39] ears okay so again that's kind of the whole like if you were nervous about
[21:40] whole like if you were nervous about this class for whatever reason we going
[21:42] this class for whatever reason we going to try and Ratchet that down switching
[21:45] to try and Ratchet that down switching to the more boring Logistics stuff okay
[21:49] to the more boring Logistics stuff okay I could not pick my favorite it's in the
[21:51] I could not pick my favorite it's in the syllabus meme so I just took a
[21:52] syllabus meme so I just took a screenshot of all of them I am not going
[21:54] screenshot of all of them I am not going to stand here and read the syllabus to
[21:56] to stand here and read the syllabus to you um but I will kind of over some of
[21:59] you um but I will kind of over some of the major things that I want you to know
[22:01] the major things that I want you to know and kind of address My Philosophy about
[22:03] and kind of address My Philosophy about this um one for deadlines and extensions
[22:08] this um one for deadlines and extensions um I realize that as students it is
[22:11] um I realize that as students it is probably really annoying to at any given
[22:13] probably really annoying to at any given time be taking four different classes
[22:15] time be taking four different classes that all have different policies on
[22:17] that all have different policies on attendance and extensions and drops and
[22:19] attendance and extensions and drops and slip days and all of that stuff as an
[22:21] slip days and all of that stuff as an instructor I wish it was more
[22:23] instructor I wish it was more standardized it would be easier for me
[22:24] standardized it would be easier for me if the department just told me this is
[22:26] if the department just told me this is the policy use that but every class is
[22:29] the policy use that but every class is different different numbers of
[22:30] different different numbers of assignments instructors have different
[22:31] assignments instructors have different preferences all of that stuff so this
[22:33] preferences all of that stuff so this class is modeled hopefully to be very
[22:36] class is modeled hopefully to be very similar in other me courses you have
[22:38] similar in other me courses you have taken um regarding slip days and all
[22:40] taken um regarding slip days and all that stuff again I'm not going to stand
[22:41] that stuff again I'm not going to stand here and read the rules to you but it's
[22:43] here and read the rules to you but it's in the syllabus um my personal
[22:45] in the syllabus um my personal philosophy on this is also kind of that
[22:48] philosophy on this is also kind of that this is supposed to prepare you for the
[22:49] this is supposed to prepare you for the real world having a job right and
[22:52] real world having a job right and sometimes the real world has hard
[22:53] sometimes the real world has hard deadlines okay you want to go work for
[22:55] deadlines okay you want to go work for NASA or space SpaceX there is a launch
[22:57] NASA or space SpaceX there is a launch date you cannot show up at late for that
[22:59] date you cannot show up at late for that or forget okay this class has a final
[23:01] or forget okay this class has a final robot competition you cannot show up the
[23:03] robot competition you cannot show up the day after the competition with your
[23:05] day after the competition with your completed robot right like competition
[23:07] completed robot right like competition is over you missed it um that being said
[23:09] is over you missed it um that being said hopefully for intermediate non-critical
[23:12] hopefully for intermediate non-critical deadlines you get a job with some
[23:14] deadlines you get a job with some reasonable work life flexibility right I
[23:16] reasonable work life flexibility right I think especially since the pandemic and
[23:18] think especially since the pandemic and kind of younger Generations like my
[23:20] kind of younger Generations like my generation and yours have gotten a
[23:22] generation and yours have gotten a little better about this in terms of
[23:23] little better about this in terms of workplace expectations um but you know
[23:26] workplace expectations um but you know hey I had a family emergency can I get
[23:27] hey I had a family emergency can I get you that report tomorrow shouldn't be
[23:29] you that report tomorrow shouldn't be the end of the world so that's kind of
[23:31] the end of the world so that's kind of my Approach here I very much live that
[23:34] my Approach here I very much live that as a parent of two young children like
[23:36] as a parent of two young children like our 4-year-old was up in the middle of
[23:37] our 4-year-old was up in the middle of the night for some reason and then there
[23:38] the night for some reason and then there was a 2-hour delay this morning because
[23:40] was a 2-hour delay this morning because it was so cold so my wife and I were
[23:42] it was so cold so my wife and I were juggling child care and getting to
[23:43] juggling child care and getting to campus like it happens okay you guys
[23:46] campus like it happens okay you guys have different reasons than I do um and
[23:48] have different reasons than I do um and then that is all okay up to a point
[23:50] then that is all okay up to a point right it can't become a weekly recurring
[23:52] right it can't become a weekly recurring thing so again there's slip days and all
[23:55] thing so again there's slip days and all that stuff in the syllabus but you don't
[23:57] that stuff in the syllabus but you don't get more okay it's not Ed my six slip
[23:59] get more okay it's not Ed my six slip days but I don't think this one should
[24:00] days but I don't think this one should count can I have seven okay that's so
[24:02] count can I have seven okay that's so don't ask that's not how that works um
[24:06] don't ask that's not how that works um announcements we all get too many emails
[24:08] announcements we all get too many emails my experience is that if you post too
[24:10] my experience is that if you post too many announcements they just kind of
[24:11] many announcements they just kind of become noise and people start to tune
[24:13] become noise and people start to tune them out so my plan is to reserve canvas
[24:16] them out so my plan is to reserve canvas announcements ideally for more important
[24:19] announcements ideally for more important things like hey I made a mistake in
[24:21] things like hey I made a mistake in lecture here's the correction I forgot
[24:23] lecture here's the correction I forgot to mention this in
[24:24] to mention this in lecture not homework one is posted
[24:27] lecture not homework one is posted reminder homework one is Friday remind
[24:29] reminder homework one is Friday remind your homework one is due tonight right
[24:30] your homework one is due tonight right because then I think people start kind
[24:32] because then I think people start kind of tuning it out um the caveat there is
[24:35] of tuning it out um the caveat there is that I didn't know it was due is not an
[24:38] that I didn't know it was due is not an excuse okay again think of this as
[24:40] excuse okay again think of this as preparing you for the real world you
[24:42] preparing you for the real world you might get a job where your boss points
[24:44] might get a job where your boss points at you in a meeting and tells you to do
[24:45] at you in a meeting and tells you to do something verbally that's it they're not
[24:47] something verbally that's it they're not going to write it down for you they're
[24:48] going to write it down for you they're not going to send you an email they're
[24:49] not going to send you an email they're not going to put it in the calendar for
[24:50] not going to put it in the calendar for you there is no canvas with deadlines
[24:52] you there is no canvas with deadlines right you just have to remember to do it
[24:54] right you just have to remember to do it so I might announce something in lecture
[24:56] so I might announce something in lecture that doesn't necessarily mean there's
[24:57] that doesn't necessarily mean there's going to be equivalent digital followup
[25:00] going to be equivalent digital followup announcement for everything okay this
[25:03] announcement for everything okay this class does not have a single textbook
[25:06] class does not have a single textbook because we are covering so many
[25:07] because we are covering so many different topics there are a ton of
[25:09] different topics there are a ton of resources and videos on canvas kind of
[25:11] resources and videos on canvas kind of slide Decks that sort of function as the
[25:14] slide Decks that sort of function as the textbook equivalent and I made a lot of
[25:16] textbook equivalent and I made a lot of videos during the pandemic um so if you
[25:19] videos during the pandemic um so if you ever do miss a lecture again I'm not
[25:22] ever do miss a lecture again I'm not going to post an announ announcement
[25:24] going to post an announ announcement that says if you miss today's lecture
[25:25] that says if you miss today's lecture watch this video but you're all Cornel
[25:28] watch this video but you're all Cornel students you can probably figure out
[25:29] students you can probably figure out today's lecture notes were about
[25:31] today's lecture notes were about capacitors I should probably watch the
[25:32] capacitors I should probably watch the video about capacitors right I think you
[25:34] video about capacitors right I think you guys can make that
[25:35] guys can make that connection Ed discussion and this
[25:37] connection Ed discussion and this shouldn't be that different from other
[25:39] shouldn't be that different from other classes you have taken the default is
[25:42] classes you have taken the default is that all questions go on Ed discussion
[25:44] that all questions go on Ed discussion the exception is personal questions for
[25:46] the exception is personal questions for me right so if it's about a SDS
[25:49] me right so if it's about a SDS accommodation um concerns about your
[25:51] accommodation um concerns about your performance in the class that sort of
[25:52] performance in the class that sort of thing for that you email me but you
[25:54] thing for that you email me but you don't email the ta's homework health
[25:56] don't email the ta's homework health questions right that goes in either off
[25:58] questions right that goes in either off hours or Ed discussion so it's public
[26:00] hours or Ed discussion so it's public for everyone um you can be anonymous to
[26:02] for everyone um you can be anonymous to each other we understand sometimes
[26:03] each other we understand sometimes people might be embarrassed about asking
[26:05] people might be embarrassed about asking and again I guarantee you if you're
[26:07] and again I guarantee you if you're confused there's probably at least a
[26:08] confused there's probably at least a dozen other people who are confused so I
[26:10] dozen other people who are confused so I should probably know about that so in
[26:12] should probably know about that so in general I'd encourage you not to worry
[26:13] general I'd encourage you not to worry about it um you can be anonymous to your
[26:15] about it um you can be anonymous to your peers you cannot be anonymous to the
[26:16] peers you cannot be anonymous to the instructors and again I think that is
[26:18] instructors and again I think that is similar to the settings most other
[26:19] similar to the settings most other people
[26:20] people use um any Logistics questions again all
[26:25] use um any Logistics questions again all that is in the syllabus um I don't I
[26:27] that is in the syllabus um I don't I don't even have it all memorized I have
[26:28] don't even have it all memorized I have to go look up some of it myself but that
[26:30] to go look up some of it myself but that should all be on
[26:31] should all be on campus okay yes uh what are lab reports
[26:35] campus okay yes uh what are lab reports do with respect to the labs that they
[26:36] do with respect to the labs that they were done during um we don't have lab
[26:39] were done during um we don't have lab reports anymore so sorry the question if
[26:40] reports anymore so sorry the question if you can hear in the back is when are lab
[26:41] you can hear in the back is when are lab reports do um at least for next week
[26:45] reports do um at least for next week there is no lab report it's more kind of
[26:47] there is no lab report it's more kind of a data sheet that um the T check off as
[26:50] a data sheet that um the T check off as you go through the lab um I guess since
[26:53] you go through the lab um I guess since you asked that question um I this is a
[26:55] you asked that question um I this is a good time to mention preemptively you
[26:57] good time to mention preemptively you know I mentioned the individual kits um
[26:59] know I mentioned the individual kits um you will be using those on homework
[27:01] you will be using those on homework assignments and I think sometimes people
[27:03] assignments and I think sometimes people Grumble about the length of the homework
[27:05] Grumble about the length of the homework assignments in this class I don't know
[27:07] assignments in this class I don't know if you've heard rumors of this from
[27:09] if you've heard rumors of this from previous students but the total workload
[27:12] previous students but the total workload has decreased in other areas so this
[27:14] has decreased in other areas so this class used to have six Labs with lab
[27:17] class used to have six Labs with lab reports and three exams it is now down
[27:20] reports and three exams it is now down to four Labs no lab reports and only one
[27:23] to four Labs no lab reports and only one exam but some of those and previous Labs
[27:26] exam but some of those and previous Labs that used to be done in a group were
[27:27] that used to be done in a group were only one person would use the
[27:29] only one person would use the oscilloscope have now been shifted to
[27:30] oscilloscope have now been shifted to the homework um so the net workload is
[27:33] the homework um so the net workload is intended to be the same but if you
[27:34] intended to be the same but if you approach the problem sets the same way
[27:37] approach the problem sets the same way you would approach a class that has
[27:39] you would approach a class that has weekly paper and pencil only problem
[27:41] weekly paper and pencil only problem sets you're going to be in trouble like
[27:42] sets you're going to be in trouble like they do it 11:00 p.m. on Friday don't
[27:44] they do it 11:00 p.m. on Friday don't sit down at 600 p.m. on Friday to start
[27:46] sit down at 600 p.m. on Friday to start them okay there are only I think six
[27:48] them okay there are only I think six homeworks total throughout the semester
[27:50] homeworks total throughout the semester so they'll usually be um the first one
[27:52] so they'll usually be um the first one is an exception it's all paper and
[27:54] is an exception it's all paper and pencil um it's only out for a week um
[27:56] pencil um it's only out for a week um that should be much faster but most of
[27:59] that should be much faster but most of the other problem sets are going to be
[28:00] the other problem sets are going to be out for a period of either two or 3
[28:02] out for a period of either two or 3 weeks um kind of think of them as like a
[28:04] weeks um kind of think of them as like a little mini lab you're doing yourself so
[28:05] little mini lab you're doing yourself so again start ahead don't wait till Friday
[28:08] again start ahead don't wait till Friday night to start them and if you start
[28:10] night to start them and if you start thinking wow this is really long and
[28:12] thinking wow this is really long and miserable remember that there are fewer
[28:13] miserable remember that there are fewer labs and no Labs okay so the idea is to
[28:15] labs and no Labs okay so the idea is to kind of balance out the net
[28:17] kind of balance out the net workload um all right immediate to-do
[28:21] workload um all right immediate to-do list again I'm not usually going to
[28:23] list again I'm not usually going to devote a ton of lecture time to kind of
[28:25] devote a ton of lecture time to kind of going over Logistics stuff since these
[28:26] going over Logistics stuff since these are only 50-minute lectures
[28:28] are only 50-minute lectures um but there are a lot of moving things
[28:31] um but there are a lot of moving things all at once when this class starts um so
[28:34] all at once when this class starts um so I am kind of excuse me going to go over
[28:37] I am kind of excuse me going to go over the immediate kind of this week list of
[28:39] the immediate kind of this week list of things to do there is a multiple choice
[28:42] things to do there is a multiple choice concept test on canvas that is due
[28:44] concept test on canvas that is due tomorrow night this is really intended
[28:47] tomorrow night this is really intended to help me see what you all actually
[28:50] to help me see what you all actually remember from physics okay because it's
[28:52] remember from physics okay because it's one thing to say oh the prerequisite
[28:53] one thing to say oh the prerequisite class should cover this material it's a
[28:55] class should cover this material it's a different thing to see what people
[28:56] different thing to see what people actually retain a semester or a year
[28:58] actually retain a semester or a year later um this is only graded on
[29:00] later um this is only graded on completion okay so there is an I don't
[29:02] completion okay so there is an I don't know option for every question please be
[29:05] know option for every question please be honest and if you either don't remember
[29:06] honest and if you either don't remember or have just never seen a topic before
[29:08] or have just never seen a topic before go ahead and click I don't know it kind
[29:10] go ahead and click I don't know it kind of changes where maybe I think it's
[29:11] of changes where maybe I think it's about 30 questions the first half are
[29:14] about 30 questions the first half are things you in theory should remember
[29:15] things you in theory should remember from physics and the second half is
[29:18] from physics and the second half is stuff we're going to cover in this
[29:19] stuff we're going to cover in this course that is not covered in physics
[29:21] course that is not covered in physics 2213 or whatever the number is um but
[29:25] 2213 or whatever the number is um but again maybe some people have seen in
[29:26] again maybe some people have seen in other places um
[29:28] other places um and don't panic it shows up as a graded
[29:30] and don't panic it shows up as a graded quiz on canvas because that allows me to
[29:32] quiz on canvas because that allows me to see what percentage of people got each
[29:34] see what percentage of people got each question right um but the Tas will then
[29:37] question right um but the Tas will then just manually go in and override the
[29:38] just manually go in and override the grade and give you full credit just for
[29:40] grade and give you full credit just for doing it okay so you it kind of helps me
[29:42] doing it okay so you it kind of helps me calibrate the first week or so with the
[29:44] calibrate the first week or so with the course B don't more people know so
[29:45] course B don't more people know so please take that seriously again if you
[29:47] please take that seriously again if you don't know um go ahead and Mark I don't
[29:49] don't know um go ahead and Mark I don't know um office hours I have not
[29:52] know um office hours I have not scheduled those yet there is a poll
[29:54] scheduled those yet there is a poll under the administrative section on
[29:56] under the administrative section on canvas to try and figure out what times
[29:58] canvas to try and figure out what times work best for the most students possible
[30:01] work best for the most students possible um again this is not a
[30:03] um again this is not a guarantee um my experience in the past
[30:05] guarantee um my experience in the past is that many you know I am getting my
[30:08] is that many you know I am getting my kids in bed and then going to bed at
[30:09] kids in bed and then going to bed at 9:00 p.m. myself but many of the
[30:10] 9:00 p.m. myself but many of the undergrads and Tas are night owls anyway
[30:12] undergrads and Tas are night owls anyway so sometimes they're happy to hold
[30:14] so sometimes they're happy to hold office hours from like 10: to midnight
[30:15] office hours from like 10: to midnight or something um we will also there are
[30:19] or something um we will also there are only four labs in the non-lab weeks we
[30:21] only four labs in the non-lab weeks we will be using these scheduled lab
[30:23] will be using these scheduled lab sections as office hours so even if the
[30:25] sections as office hours so even if the poll doesn't work out and you can't make
[30:27] poll doesn't work out and you can't make the other ones
[30:28] the other ones um you should be able to at least make
[30:30] um you should be able to at least make your scheduled lab section um I haven't
[30:32] your scheduled lab section um I haven't scheduled mine yet there is not another
[30:34] scheduled mine yet there is not another class in this room until one I think so
[30:37] class in this room until one I think so I will probably tend to just stick
[30:38] I will probably tend to just stick around immediately after lecture um for
[30:41] around immediately after lecture um for questions and then during lab weeks that
[30:43] questions and then during lab weeks that doesn't work well for people in the
[30:45] doesn't work well for people in the Monday Wednesday Friday first lab
[30:46] Monday Wednesday Friday first lab section because you have to run over to
[30:47] section because you have to run over to lab so we'll kind of figure out how that
[30:49] lab so we'll kind of figure out how that works again that poll is on canvas I
[30:52] works again that poll is on canvas I will probably look at it on Friday and
[30:53] will probably look at it on Friday and have the TA schedule office hours based
[30:55] have the TA schedule office hours based on that
[31:01] there is no lab this week um lab one
[31:03] there is no lab this week um lab one starts next week we do them in full week
[31:05] starts next week we do them in full week so it doesn't mess up the Monday through
[31:07] so it doesn't mess up the Monday through Friday section schedule um there is a
[31:09] Friday section schedule um there is a preab assignment that we you will submit
[31:12] preab assignment that we you will submit on canvas um go read the instructions if
[31:15] on canvas um go read the instructions if you're confused about something ask on
[31:17] you're confused about something ask on that discussion I'm not going to stand
[31:18] that discussion I'm not going to stand here and read all of that here um what I
[31:20] here and read all of that here um what I want you to do before class Friday I
[31:23] want you to do before class Friday I mentioned tinkercad is create a
[31:25] mentioned tinkercad is create a tinkercad account instructions for doing
[31:27] tinkercad account instructions for doing this are on canvas you should create the
[31:29] this are on canvas you should create the account with your Cornell Google login
[31:33] account with your Cornell Google login because we're going to and I see people
[31:35] because we're going to and I see people taking pictures I am going to post these
[31:36] taking pictures I am going to post these slides on on canvas after lecture but
[31:38] slides on on canvas after lecture but obviously if you want to take a picture
[31:39] obviously if you want to take a picture now go for it um we will be using these
[31:41] now go for it um we will be using these there's a feature called Tinker cat
[31:43] there's a feature called Tinker cat classrooms that kind of lets you break
[31:44] classrooms that kind of lets you break up into lab sections for the pre-lab
[31:46] up into lab sections for the pre-lab assignments I would like you to have
[31:48] assignments I would like you to have this account created before walking in
[31:50] this account created before walking in the lecture on Friday so we're not
[31:51] the lecture on Friday so we're not wasting the first 5 minutes of class
[31:52] wasting the first 5 minutes of class with people creating an account for the
[31:54] with people creating an account for the first time and bring a laptop to class
[31:57] first time and bring a laptop to class on Friday so this is one of the
[31:58] on Friday so this is one of the requirements for this class if you don't
[32:01] requirements for this class if you don't have one the library has both short and
[32:04] have one the library has both short and long-term laner laptops so I will let
[32:06] long-term laner laptops so I will let you know in advance when you're going to
[32:08] you know in advance when you're going to need one I'm not going to do like a
[32:09] need one I'm not going to do like a surprise everybody get your laptops out
[32:11] surprise everybody get your laptops out in case that's not something you usually
[32:12] in case that's not something you usually carry around um this Friday will be the
[32:15] carry around um this Friday will be the only time early in the semester we do it
[32:17] only time early in the semester we do it because we're kind of getting ready for
[32:18] because we're kind of getting ready for lab one and learning how to use RedBoard
[32:21] lab one and learning how to use RedBoard and then later in the semester when we
[32:23] and then later in the semester when we get more heavily into the coding
[32:24] get more heavily into the coding component there will probably be a few
[32:26] component there will probably be a few weeks straight
[32:28] weeks straight me um I have had people try to use
[32:31] me um I have had people try to use Tinker cat on Tablets before you know if
[32:33] Tinker cat on Tablets before you know if you have a tablet with a keypad or
[32:35] you have a tablet with a keypad or something um with mixed results so if
[32:38] something um with mixed results so if you do have an iPad that you want to
[32:40] you do have an iPad that you want to take notes on or something I would
[32:41] take notes on or something I would recommend trying it out first um I
[32:43] recommend trying it out first um I definitely when not trying a phone your
[32:45] definitely when not trying a phone your screen's going to be way too small to
[32:46] screen's going to be way too small to kind of do this I mean your vision might
[32:48] kind of do this I mean your vision might be better than mine at this point but
[32:49] be better than mine at this point but even then I think a screen is not really
[32:51] even then I think a screen is not really enough real estate to build a circuit
[32:53] enough real estate to build a circuit and um type code okay um and then we're
[32:57] and um type code okay um and then we're going to be using I don't think this is
[32:59] going to be using I don't think this is posted yet the Tas are still um sorting
[33:02] posted yet the Tas are still um sorting out the T classroom thing that will be
[33:04] out the T classroom thing that will be ready to go for lab next week for you to
[33:05] ready to go for lab next week for you to submit the
[33:07] submit the preab and finally homework one is posted
[33:11] preab and finally homework one is posted and I'm not going to post multiple
[33:12] and I'm not going to post multiple reminders that it's posted and about the
[33:14] reminders that it's posted and about the due date and everything um that is due I
[33:17] due date and everything um that is due I think in the middle of next week and
[33:18] think in the middle of next week and this as opposed to the multiple choice
[33:20] this as opposed to the multiple choice concept test which is kind of conceptual
[33:22] concept test which is kind of conceptual stuff without
[33:23] stuff without calculations this is really basic owns
[33:26] calculations this is really basic owns law type stuff that you should remember
[33:27] law type stuff that you should remember physics but if you don't again no shame
[33:30] physics but if you don't again no shame that's what office hour is discusser for
[33:32] that's what office hour is discusser for is to go ahead and ask um that is graded
[33:34] is to go ahead and ask um that is graded for correctness though it's not kind of
[33:36] for correctness though it's not kind of credit just for doing it like the
[33:39] credit just for doing it like the concept test
[33:40] concept test is logistics questions and that is not
[33:43] is logistics questions and that is not necessarily an exhaustive list um but
[33:45] necessarily an exhaustive list um but it's kind of the excuse me some of the
[33:48] it's kind of the excuse me some of the major stuff at the beginning
[33:51] here good okay now for the fun part the
[33:56] here good okay now for the fun part the robot competition so I have some videos
[33:58] robot competition so I have some videos of competitions from a prior year and
[34:01] of competitions from a prior year and this kind of you'll see in a second this
[34:03] this kind of you'll see in a second this is kind of an overhead camera looking
[34:04] is kind of an overhead camera looking down on three different matches and I
[34:08] down on three different matches and I want you to just kind of start thinking
[34:10] want you to just kind of start thinking today about this competition at the end
[34:12] today about this competition at the end of the semester like even if you don't
[34:13] of the semester like even if you don't know how you're going to do it yet you
[34:16] know how you're going to do it yet you can start thinking about the mechanical
[34:17] can start thinking about the mechanical design and strategy for your robot and
[34:19] design and strategy for your robot and then kind of circle back to whatever you
[34:21] then kind of circle back to whatever you wind up writing down today but first I
[34:24] wind up writing down today but first I want you to just kind of look at these
[34:26] want you to just kind of look at these matches and write down things you notice
[34:27] matches and write down things you notice go wrong I I'll explain kind of the
[34:29] go wrong I I'll explain kind of the objective as we get into the first video
[34:30] objective as we get into the first video here so we have a board with a black
[34:33] here so we have a board with a black border and two sides a yellow side and a
[34:36] border and two sides a yellow side and a blue side a bunch of Cubes scattered in
[34:38] blue side a bunch of Cubes scattered in the middle the color of the cubes does
[34:40] the middle the color of the cubes does not matter okay the cubes can just be
[34:43] not matter okay the cubes can just be randomly colored the objective in a one
[34:46] randomly colored the objective in a one minute period is to push as many of the
[34:48] minute period is to push as many of the cubes as possible to the opponent side
[34:50] cubes as possible to the opponent side of the board okay with limited sensor
[34:54] of the board okay with limited sensor information so there are no cameras and
[34:55] information so there are no cameras and computer vision here the robots do not
[34:57] computer vision here the robots do not have kind of a complete map of exactly
[34:59] have kind of a complete map of exactly where every cube is and where the other
[35:01] where every cube is and where the other robot is they basically have sensors
[35:04] robot is they basically have sensors that can detect the line to help them
[35:06] that can detect the line to help them avoid driving off the edge and they have
[35:08] avoid driving off the edge and they have sensors that can detect what color
[35:09] sensors that can detect what color they're on they can optionally use an
[35:13] they're on they can optionally use an ultrasonic sensors using Sonar like a
[35:15] ultrasonic sensors using Sonar like a bat to look out in front of them and
[35:17] bat to look out in front of them and detect the other robot but that's pretty
[35:18] detect the other robot but that's pretty much it again no cameras no kind of
[35:20] much it again no cameras no kind of really Advanced computation the robots
[35:23] really Advanced computation the robots also have to
[35:25] also have to start Lou I to be
[35:30] um they have to start within a believe
[35:33] um they have to start within a believe it's an 8X 8 in Cube but can then deploy
[35:37] it's an 8X 8 in Cube but can then deploy up to a 18in diameter cylinder so you'll
[35:40] up to a 18in diameter cylinder so you'll see a lot of robots kind of have arms
[35:42] see a lot of robots kind of have arms that deploy or something at the
[35:43] that deploy or something at the beginning to try and sweep more
[35:46] beginning to try and sweep more cubes so just kind of again given what I
[35:49] cubes so just kind of again given what I told you so far you don't need to know
[35:50] told you so far you don't need to know all the details about how everything
[35:51] all the details about how everything works but you know kind of what you know
[35:53] works but you know kind of what you know about the objective and what the robots
[35:54] about the objective and what the robots have available to them anything you saw
[35:57] have available to them anything you saw go wrong in this first
[36:17] match adding insult to injury there
[36:28] okay so there was one here's another one
[36:31] okay so there was one here's another one two different
[36:33] two different robots with kind of two different
[36:35] robots with kind of two different mechanical designs you see this one kind
[36:37] mechanical designs you see this one kind of drops this little bucket thing behind
[36:39] of drops this little bucket thing behind it to drive around and try and gather
[36:41] it to drive around and try and gather the cubes this one is more kind of a
[36:44] the cubes this one is more kind of a think that literally might just be a
[36:45] think that literally might just be a piece of construction paper tape in
[36:46] piece of construction paper tape in front kind of
[36:49] front kind of um using as a snow
[36:53] plow um and I guess I should have
[36:55] plow um and I guess I should have clarified every team gets the same kind
[36:57] clarified every team gets the same kind of base kit to build your robot um so
[37:00] of base kit to build your robot um so the chassis the Arduino the wheels and
[37:03] the chassis the Arduino the wheels and Motors the battery pack and then you get
[37:05] Motors the battery pack and then you get a budget for additional fabrication of
[37:07] a budget for additional fabrication of Parts on top of that um it was $40 in
[37:10] Parts on top of that um it was $40 in 2021 I don't know if that has gone up
[37:12] 2021 I don't know if that has gone up with inflation I need to chef with the
[37:14] with inflation I need to chef with the lab staff but for things like um laser
[37:17] lab staff but for things like um laser cutting wood or acrylic or you know
[37:20] cutting wood or acrylic or you know additional Parts you want to order from
[37:21] additional Parts you want to order from mcmas additional Motors that kind of
[37:23] mcmas additional Motors that kind of thing so not a huge budget we can't blow
[37:25] thing so not a huge budget we can't blow thousands of dollars on each robot
[37:27] thousands of dollars on each robot there's usually about 50 robots in the
[37:30] there's usually about 50 robots in the competition um but enough to kind of
[37:32] competition um but enough to kind of make each robot uni okay so there was
[37:34] make each robot uni okay so there was another match here is the third match
[37:39] another match here is the third match and I don't remember if this is a
[37:40] and I don't remember if this is a championship match but the team on the
[37:42] championship match but the team on the left here ultimately won the
[37:44] left here ultimately won the competition because they figured
[37:46] competition because they figured something out in order to win you don't
[37:50] something out in order to win you don't need to get all of the cubes to the
[37:52] need to get all of the cubes to the other side you just need to get the
[37:54] other side you just need to get the majority of the cubes to the other side
[37:57] majority of the cubes to the other side so they just built a heavy robot that
[38:00] so they just built a heavy robot that deployed two big arms drove forward a
[38:02] deployed two big arms drove forward a foot and
[38:04] foot and stopped and they really pissed everyone
[38:08] stopped and they really pissed everyone else off because this was an incredibly
[38:11] else off because this was an incredibly simple
[38:12] simple design but it worked really well and
[38:15] design but it worked really well and there were a lot of and look this other
[38:17] there were a lot of and look this other robot is just sort of helplessly
[38:18] robot is just sort of helplessly flailing around but this one's too heavy
[38:20] flailing around but this one's too heavy and it can't push it or move these
[38:22] and it can't push it or move these cubes there were a lot of teams that
[38:25] cubes there were a lot of teams that actually got kind of angry cuz they
[38:26] actually got kind of angry cuz they spent a lot of time on a more
[38:28] spent a lot of time on a more complicated design that didn't work well
[38:32] complicated design that didn't work well right so just because something is
[38:33] right so just because something is complicated and you spent a lot of time
[38:34] complicated and you spent a lot of time on it doesn't necessarily mean it's
[38:36] on it doesn't necessarily mean it's going to win right there was a um one of
[38:38] going to win right there was a um one of the really cool ones I remember there
[38:41] the really cool ones I remember there was a team that built a mechanism to
[38:43] was a team that built a mechanism to spool out black tape to try and spoof
[38:46] spool out black tape to try and spoof the border and trick the other robot
[38:48] the border and trick the other robot into not driving over the tape awesome
[38:51] into not driving over the tape awesome idea but like the mechanism was too
[38:53] idea but like the mechanism was too complicated and it just on game day it
[38:55] complicated and it just on game day it didn't work that well right so that team
[38:56] didn't work that well right so that team was really mad that they just lost to
[38:58] was really mad that they just lost to the heavy robot that did nothing so
[39:01] the heavy robot that did nothing so um cool but we kind of wanted to close
[39:03] um cool but we kind of wanted to close that loophole so after doing a couple
[39:06] that loophole so after doing a couple years of pushing all the cubes to the
[39:08] years of pushing all the cubes to the other side we switched it to having the
[39:10] other side we switched it to having the goal to bring all the cubes back to your
[39:12] goal to bring all the cubes back to your side so you at least kind of had to do
[39:14] side so you at least kind of had to do something to grab them or like drive
[39:16] something to grab them or like drive over and turn around and you couldn't
[39:17] over and turn around and you couldn't just drive forward we have done that for
[39:20] just drive forward we have done that for a few years now and we want to switch
[39:22] a few years now and we want to switch things up again so this year the goal is
[39:25] things up again so this year the goal is going to be for your robot to gather the
[39:27] going to be for your robot to gather the Cubes but it doesn't matter what side
[39:30] Cubes but it doesn't matter what side they end up on okay so make sure that's
[39:33] they end up on okay so make sure that's you do not you do not have to pick them
[39:35] you do not you do not have to pick them up the cubes can still be touching the
[39:37] up the cubes can still be touching the board but they need to be touching your
[39:39] board but they need to be touching your robot so kind of Imagine or imagine the
[39:41] robot so kind of Imagine or imagine the Outer Perimeter of whatever your robot
[39:43] Outer Perimeter of whatever your robot is the cubes need to be inside that
[39:45] is the cubes need to be inside that perimeter whichever robot has gathered
[39:48] perimeter whichever robot has gathered the most Cubes at the end of one minute
[39:50] the most Cubes at the end of one minute wings okay so what I want you to we have
[39:54] wings okay so what I want you to we have a little under 10 minutes left what I
[39:56] a little under 10 minutes left what I kind of want you to do with the
[39:57] kind of want you to do with the remaining time remaining time you have
[40:00] remaining time remaining time you have start thinking about how you're going to
[40:01] start thinking about how you're going to do that okay what given what I've told
[40:03] do that okay what given what I've told you again about the rough budget and
[40:07] you again about the rough budget and Fabrication you'll have access to the
[40:09] Fabrication you'll have access to the RPL what would the mechanics design for
[40:11] RPL what would the mechanics design for robot be like what would your algorithm
[40:14] robot be like what would your algorithm be do you sweep around the edge do you
[40:16] be do you sweep around the edge do you die straight to the middle you avoid the
[40:19] die straight to the middle you avoid the other robot try to crash into the other
[40:22] other robot try to crash into the other robot pish off the end there's no right
[40:24] robot pish off the end there's no right or wrong answer to that
[40:28] or wrong answer to that go ahead people next to you could be
[40:29] go ahead people next to you could be your teammates right kind have a good
[40:31] your teammates right kind have a good time start thinking about col
[40:37] strategy kind do I I will around
[40:42] strategy kind do I I will around addition questions