Laboratories Every Time: Have Students Sign In, save the sheet, and get it to Adina. First Lab Session: Windows lore (finding and starting Matlab, transferring files off thumb drives into the Proper matlab directory. This is the material in the "managing disks, files, starting matlab" bullet under "Resources" on the main page. Remind that Microsoft - specific formats are NOT ACCEPTABLE. you don't have to deal with them. If you do, there are specific penalties you must impose. This material is in the "Archiving and Submitting" bullet video (show it) and reiterated in the "grading policies" link up above on the main page. It would be good to go through that in front of the class. Also you could review the next bullet under resources, "submitting assignments in BB" You could demonstrate basic matlab functionality... Matlab: command, edit, workspace, etc. windows Help, both at command level and up at browser level fn list in lower left corner fn argument completion debugger elementary file management: pwd, ls, cd Remind students of the "What to hand in" link (4th bullet under resources). May want to display it publicly. Matlab as calculator: get students started on first assignment. You should probably go through the first assignment (link in rightmost column, labelled "Programming Asst. 1" You might find the material in the 3rd column, "Calculator Notes" to be useful: just little things to demonstrate and try. --------- Using the Projector: This is a first draft, please tell us if there are discrepencies, mistakes, omissions, etc. You sit down at the star-trek(TM) console and firmly press the middle of the slanted touch screen. After that I think you get a display that invites you to punch it again. don't be shy, you need some force to get its attention. At that point you'll see controls for sound, lights, and possibly projectors, but if not direct projector controls there'll be yet another place to punch to get them. They're a little misleading. you see two screens and a red off and green on button, and it looks like you can control each side separately, or that one's off and one's on. Just push the big greeen ON button, and both screens should drop and both projectors come on. Far as I know they should by default be showing what's on the console, but if they're not maybe you can find a control display with set of choices across tthe bottom; shouldn't need that at all, but PC is the right choice. Sound control works in an obvious way. It can't be too hard if I can do it, and furthermore I was pretty much just following my nose. It's probably pretty hard to break anything but Randal managed it by random or mischievious curiosity, so I wouldn't get too adventurous. At the end, find the projector control and press the red OFF button to turn both projectors off, which should also raise the screen. --------- Later Labs: Mostly labs will be students working on assignments with TAs there to consult, answer questions. TA needs to understand the language features (easy) and the subject matter (may need to read the tutorials and do some exercises) in order to help 1-on-1 in lab sessions. The on-line ``Notes'' that go along with some of the lecture overheads may be helpful for demonstrations. --------- Hardware Labs: LED and LVDT Labs. Probably softscope is worth learning about, given the inital problems experienced by our pilot students in the LVDT lab. LED Lab TA Checklista 1. If you are puzzled, stuck, feeling insecure, mail Adina or a professor. Questions are a sign of involvement and commitment. 2. Read and understand the tutorial, the assignment, and whatever you need from the DAQ Toolbox documentation (see the course website or follow some pointers in the assignment) to answer any questions from student or know how to figure them out. 3. Familiarize yourself with the hardware: breadboard, LEDs, resistors, and of course the 6009. 4. Familiarize yourself with the software and hardware interaction. Do part of the project, for instance. Make sure you can set things up for digital output, analog output, analog input, and that everything works as you expect. Teams are OK for this; share the experience. 5. In your labs, a. Limit attendence to a number your TA team that is comfortable with. I've encouraged "sloshing" between labs, going to more than 1/week, etc. I figure 20 team-pairs for a TA team of 3 is about maximum practical. Feel free to turn people away rather than get too many teams in at once. b. Get everyone to sign the usual Lab sign-in sheet and get the result to Adina by your usual procedure. c. You may have to deal with singles: partnerless students. If you have an even number, no problem. If there's an odd number, the remaining student can probably work by himself. OR you can kick him out, tell him to come back when he's hooked up. Your call. The issue is how many kits we have: not clear we can spare 4 extra if every lab has a loner. d. Check out a kit to every team. Check-out sheet is in the storeroom. Each team gets one kit, which they'll use for the duration of the LEB lab (with luck, one night). Kits are in the left-hand storage closet. They are numbered. One member of each team takes responsibility for each kit. Make sure each kit you sign out has what they need. (Read assignment instructions). e. Keep things moving. Delays are on "their" side. They should have read and understood everything you now know (see above). Their goal: finish everything in 2 hours. There is some slop since the people early in the week can come back for another lab. That's fine: if they have any sense they'll come to labs early in the week. f. Answer all questions with the competent authority we're paying you for. g. At the end of the lab, collect the kits, MAKE SURE all the components are there (especially the 6009 and breadboard). No need to check off the return but annotate any problems. h. Return the Kit sign-out-and-in sheet is in the Storeroom in an obvious spot for the next TA team. 6. Report any systemic, personality, procedural, or other problems we can fix to Adina or the profs, whomever is most appropriate.