WEBVTT

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PROFESSOR: I don't have
anything very structured,

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but I just want to get
the conversation going.

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The first question I
have for you guys is,

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tell me about a time you
had to problem solve.

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So I want you to talk to
the person next to you

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and discuss when you had
a problem solve today.

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[SIDE CONVERSATIONS]

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Girld who--

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AUDIENCE: Build.

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PROFESSOR: Do I
have any volunteers

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for some good examples?

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How about on the rest
where-- OK, go ahead.

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AUDIENCE: [INAUDIBLE]

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PROFESSOR: What'd you do to--

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AUDIENCE: Well you have to
figure out where exactly you

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went wrong so you can fix it.

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PROFESSOR: Nice.

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What about you?

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AUDIENCE: It's not very
like an intricate problem,

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but everybody in my
family has an iPhone.

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We all take each other's
chargers if we lose our own.

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So to solve that
problem I got a Sharpie

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and I drew a heart
on my charger.

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PROFESSOR: Oh, nice.

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AUDIENCE: And I
knew this is mine.

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And I couldn't take it anymore.

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[INAUDIBLE]

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PROFESSOR: That's a good idea.

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Anyone else?

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Anyone-- how about for the
raspberry pie activity?

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Did everything work flawlessly?

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AUDIENCE: Probably not.

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PROFESSOR: Yeah?

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AUDIENCE: If I brought
that picture of the camera

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up on the camera it was
upside down and backwards.

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We figured out how to
flip it and make it right.

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PROFESSOR: Oh, nice.

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Was it hard figuring out where
to put that line of code?

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AUDIENCE: Kind of.

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We figured out which section
was brought up on the camera

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and which section was
brought on the computer

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and put it in the right one.

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PROFESSOR: Good.

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How about for processing?

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Any good examples?

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Yeah, in the back.

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AUDIENCE: I had to figure
out what the camera was

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trying to see, so--

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PROFESSOR: How'd
you figure that out?

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AUDIENCE: Well, [INAUDIBLE]

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PROFESSOR: Great.

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My next question is,
how would you improve

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the camera you built today?

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So this time turn to someone
behind you or in front of you,

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and tell them what you
would do differently.

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[SIDE CONVERSATIONS]

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PROFESSOR: Girls who--

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AUDIENCE: Build.

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PROFESSOR: Do I have any
volunteers from the second row?

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Yes?

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AUDIENCE: We said that we'd
make the camera more durable,

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because ours broke
and so did theirs.

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Like the plastic part
where you hold it together.

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PROFESSOR: Nice.

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What kind of material do
you think you would use?

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AUDIENCE: We like metal
or a better plastic.

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PROFESSOR: Did any of you
guys play with Alex's lenses?

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Did you see how
protective they were?

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And a lot of professional
photographers,

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they break them all the time.

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So-- yeah there are ways
to make it more structured

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and prevent it from breaking.

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Any other ideas
besides the case?

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Yeah?

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AUDIENCE: The speed.

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It would take a photo
a couple seconds

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after you pressed the button.

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PROFESSOR: Yeah.

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AUDIENCE: So it would be
a lot easier to photos

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if the moment you see
the image you want,

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if you took the photo it would
get that exact moment instead

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of like two seconds
after of something.

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PROFESSOR: Yeah.

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That's a really good point.

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Anyone else?

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Yeah?

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AUDIENCE: I tried to
make it so that when

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you are zooming the
camera around and looking

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at the image on
the screen it moves

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more smoothly, so that it's not
jerky images as you're moving.

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PROFESSOR: Do you guys
remember how in the code

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it said-- you had code
for displaying that image,

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and then you had code for
displaying the-- or capturing

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the picture that you took
when you pressed the button?

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So when you have that code
for capturing the image,

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when it's displaying
on the screen

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it's actually taking that image
and then displaying it to you.

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So that's a lot of
work for a computer

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to do versus just-- I
think Gavin actually

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had looked at that.

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AUDIENCE: Yeah.

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I was trying to make it faster.

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PROFESSOR: What were your ideas?

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What would you have done?

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AUDIENCE: So there's a
way that you can just

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write some memory
instead of-- so there's

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different types of memory.

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There's RAM versus your
permanent storage on the SD

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card.

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The SD card is a lot slower.

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So you can save it
into your local memory

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and cache it, and
then throw that one

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the screen without interacting
with the file system.

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That should be faster.

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But I didn't get to it.

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PROFESSOR: Sweet.

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The volunteers are thinking
about this stuff, too.

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The last question
I have for you is,

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tell me about an
Instagram filter

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that you changed from the
original instructions.

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So this time turn to
someone next to you,

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but someone different that
you haven't talked to yet.

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[SIDE CONVERSATIONS]

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Girls who--

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AUDIENCE: Build.

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PROFESSOR: OK.

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How about from the third row.

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What did you guys change
with your filters?

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Any volunteers?

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Did you guys just keep it
the same the whole time?

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No?

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What'd you do?

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AUDIENCE: Oh--

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AUDIENCE: Wait.

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PROFESSOR: Oh.

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You can both go.

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AUDIENCE: Oh.

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I did one where
you could click it,

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and then I just put
on the [INAUDIBLE]

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PROFESSOR: Oh, nice.

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Did anyone else do the
image effects change?

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Oh, nice.

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One person back there.

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What about from over here?

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What did you guys do with
the Instagram filters?

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Yeah?

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AUDIENCE: Well, [INAUDIBLE]
the original instructions.

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We changed the colors
on the first one

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from a red-ish, greenish
color to a lavender.

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PROFESSOR: Oh, neat.

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Cool.

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The RGB values?

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AUDIENCE: Yeah.

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PROFESSOR: Yeah?

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You, too?

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AUDIENCE: I messed with
the turn everything

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except the color you clicked
on into grayscale one

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to turn it into--
turn just the color

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you clicked on into black.

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PROFESSOR: Oh, nice.

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Those are all
really great ideas.

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So this concludes the program.

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I hope you guys had
a wonderful time

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and learned about things
that you wouldn't normally

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think about when you
think of computer coding

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and engineering.

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There were a ton of people-- all
the volunteers in the morning,

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and then the ones
in the afternoon,

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and our keynote speakers.

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So they are in the
room next door,

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but let's give them a round of
applause so they can hear you.

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[APPLAUSE]

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And you guys probably caught
on to this, but most of us

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work at MIT Lincoln Laboratory.

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I do ocean robotics there.

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And I hope you got a chance
to talk to your volunteers

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and hear about what
they do at the lab.

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We do all sorts of things.

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And SolidWorks also
sponsored this.

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And MIT OpenCourseWare-- have
any of you guys heard of that?

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Raise your hand if you have.

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Oh, not too many of you.

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Good.

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So MIT OpenCourseWare
is online curriculum.

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So if you guys want
to get this code,

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we're publishing it online
so you can play more with it

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and get the software and
all the instructions.

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We also have a curriculum
and wearable technology.

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So you can check that out, too.

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And all this information will
be sent to you in an e-mail.

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And we also have
a Facebook page,

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it's just Girls Who Build,
and a Twitter account.

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And I'll be posting all
the material and photos

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from this workshop
on those websites.

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So with that, I have a bunch
of fun demos for you guys.

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We have 3D scanning,
and photogrammetry,

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and a light field camera
in the research area.

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So you can rotate
around the stations

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and ask questions and
talk to the volunteers.

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We also have the
computer still set up,

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so you have a little bit
of time to keep playing

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with the code and the cameras.

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So in conclusion, thank
you all for coming.

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And feel free to come
up to me and ask me

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more about camera technology.

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We'd happy to tell you about
other fun projects you can do.

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Thank you, guys.

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[APPLAUSE]