>The graph shows four distinct spikes in the sound level caused by the finger snapping. The spikes peak at 30-50
>The graph shows four distinct spikes in the sound level caused by the finger snapping. The spikes peak at 30-50
>(db?) before the sound level goes back to its normal. The background noise measured is about 2-10 (db?).It is
>(db?) before the sound level goes back to its normal. The background noise measured is about 2-10 (db?).It is
>interesting to note that the spikes increase faster than they fade away. This observation can be due to resonance or >echo from the sound waves which take some milliseconds to fade away.
>interesting to note that the spikes increase faster than they fade away. This observation can be due to resonance or >echo from the sound waves which take some milliseconds to fade away.
>
> ---
># Exercise 3 - sound controlled car
># Exercise 3 - sound controlled car
>
>
>#### Task
>#### Task
...
@@ -113,7 +110,7 @@
...
@@ -113,7 +110,7 @@
>The test was conducted on a table where the car was controlled using voice commands. When the car detected the first >spike it would drive forward, when it heard the second it would turn left, on the third it would turn right and on >the fourth it would stop.
>The test was conducted on a table where the car was controlled using voice commands. When the car detected the first >spike it would drive forward, when it heard the second it would turn left, on the third it would turn right and on >the fourth it would stop.
>
>
>As every word has its own sound profile It could be interesting to investigate if the robot could interpret and act >differently on various voice commands. For instance it might be possible for the robot to recognize the difference >in length of words. However if different words are of equal length it might be difficult.
>As every word has its own sound profile It could be interesting to investigate if the robot could interpret and act >differently on various voice commands. For instance it might be possible for the robot to recognize the difference >in length of words. However if different words are of equal length it might be difficult.
>
> ---
># Exercise 4 - button listener
># Exercise 4 - button listener
>
>
>#### Task
>#### Task
...
@@ -143,14 +140,13 @@
...
@@ -143,14 +140,13 @@
>
>
>```
>```
>In order to make the program terminate we use the S
>In order to make the program terminate we use the S
>
> ---
># Exercise 5
># Exercise 5
>
>
>
> ---
>
># Exercise 6
># Exercise 6
>
>
>
> ---
># Conclusion
># Conclusion
>Through this lab lesson we’ve gained experience with the sound sensor and how it can be used as an alternate >navigation method. We found out that the sensor is able to detect sound in distances between 0-4 metres and that the >obtained value will vary dependently on the distance. We used the sound input to navigate the car in various ways. >First we made it drive, turn and stop after it detects a clap. Furthermore we installed to sound sensors on the car, >and made it drive towards the direction where most sound was detected.
>Through this lab lesson we’ve gained experience with the sound sensor and how it can be used as an alternate >navigation method. We found out that the sensor is able to detect sound in distances between 0-4 metres and that the >obtained value will vary dependently on the distance. We used the sound input to navigate the car in various ways. >First we made it drive, turn and stop after it detects a clap. Furthermore we installed to sound sensors on the car, >and made it drive towards the direction where most sound was detected.
