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program that can provide a viable result is created. This need is accommodated within the Spin system by providing the ability to stop and start the cogs, as needed, and passing variables and program segments back and forth between the cogs as they are created. The launching and running of the cogs is under the complete control of the programmer. He or she can start and stop any of the eight cogs as seen fit and assign whatever tasks he or she wants undertaken to each of them. The skill required to make these seemingly simple assignments is what separates the good programmers from the not-so-good programmers. I will endeavor to show you how to do this in a relatively straightforward way in this book. Once you understand the basics, you will build on what you have learned here to develop the sophistication needed to do the work required of you on a day-to-day basis. Not only does the programmer have to assign various tasks to the cogs, he or she has to decide when to turn the cogs on and when to turn them off, which of the results being obtained need to be put into the shared memory so that other cogs can read this information when needed, and what variables are needed only locally. All the special techniques needed to make all this work have to be designed and implemented by the programmer. The system we are considering is very powerful and therefore, as can reasonably be expected, requires more skill to be used effectively.
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A classroom analogy is one way to envision a parallel-processing system. Imagine a classroom, a blackboard, eight students, and a teacher. The teacher s job is to assign each student his or her work, to call on one student at a time, and to maintain order. Each student does his or her work in another room, each with its own blackboard, in complete isolation and in silence. Students are invited to come into the classroom one at a time to read whatever is on the blackboard and to write whatever they need to on the blackboard. They read whatever they need to from the blackboard and put other variables, marks, and codes on the blackboard to provide information about the validity of the data they have put on there for the other students. The students use these marks and codes to interact with one another and to pass information back and forth via the blackboard. The following is the case for this scenario: The teacher is the hub. The students are the cogs. The main blackboard is the shared memory (the hub memory, main memory). The students can write selected variables on the blackboard (the hub memory) and other variables on their own blackboards (cog memory, local variables). The students can secure areas of the blackboard with locks. The students can banish and reinstate other students! (Turning cogs on and off.)
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There are other aspects to this analogy, of course, but basically that is how it works.
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Software Setup: the propeller tool environment
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Getting Ready to Use the Propeller
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We will use the Propeller Education Kit provided by Parallax, wired up as they suggest for the initial startup, connected to our IBM-PC through a USB port, working in the Propeller Tool environment. The first thing we have to address in order to use the Propeller chip is the fact that this device runs on 3.3 VDC. The devices used in our day-to-day electronics use both 3.3 and 5 VDC. To keep things simple, we will use 5 volt TTL devices in all our experiments. This means that we need a separate power supply for the Propeller and we have to provide an appropriate interface for all connecting devices, whether they feed information to the Propeller or are being fed information by the Propeller. The 3.3 volt requirement for the power to the Propeller chip is a blessing in that it allows us to isolate the power that the chip is using from all the other devices in our project. The easiest way to get the necessary 3.3 volts is to use a suitable regulator fed directly from the 5V power supply we are using for the rest of the project. (This is the way it is done on the Propeller Educational Kit by Parallax.)
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