Robotics Class Outline
Class 1 -- Robotics and Programming Concepts
Welcome
Introduce self, behavior expectations, etc.
First Impressions -- What does everyone think we are doing?
What is a Robot?
Activity 1 from Activity Pack
Programming
- Using “step left, step right, turn left 90, turn right 90, stop” write a program to get a student around the room (make sure there are some obstacles to program around).
- Change the room around, then try to run the same programs. Introduce the concept of the program responding to events (like bumping into things) and the repeat loop. (same instructions as before, but add the repeat until bump into something other instructions endrepeat instruction. Does new program handle room changes better?
- Introduce the concept of the light sensor, simplify initially with the idea that the sensor can “see” different colors (the fact that the colors are represented by numbers to the RCX is not relevant, yet...) Place black tape on the floor and have students write a program using the same instructions as before, except that they can “repeat until color...” to follow the black line. Use a christmas wrap tube as the “sensor” for student robots to follow. See http://www.brickshelf.com/cgi-bin/gallery.cgi?i=14426 for a picture of a student running a program. Make sure everyone gets a chance to program and be programmed. Make sure you discuss the problem of knowing which direction to turn to find the black line when the robot runs off it (especially as the line curves, make sure the tape line has left + right curves.
- Bring out a pre-built and pre-programmed line following robot, demonstrate several possible algorithms (left/right hunter, edge following, etc.)
Hands-On
- Assign kids into groups of about 4 each (one group per robotics set available)
- distribute sets, batteries, etc. to each team. Emphasize importance of keeping track of all pieces. See http://www.brickshelf.com/cgi-bin/gallery.cgi?f=1446 for PDF files useful with Avery full sheet labels and the Plano 1258 box with 3500, and other stowaway plastic boxes to assist with inventory control.
- Have them follow worksheet 4A check that from the ROBOLAB starter set to set up their RCX and download the firmware.
Clean up
- All pieces put away in proper place.
- Pass out homework 1
- Discuss homework policy (due next meeting, heavier thursday than tuesday, don’t ever let class homework take a lower priority than robotics homework, etc.)
Class 2 Outline
Homework review
- Find out who has homework done
- Go over the homework assignment as a class, watch for insightful answers, etc. Reenforce concepts that they seem weak in. Emphasize that the homework was particularly difficult, and you don’t mind wrong answers as much as you mind not trying.
- Collect work
Hands-on
- Distribute kits to teams
- Make sure all teams have instructions for making the bumper car I’ll try to get my instructions on brickshelf soon.
- Quickly go over how the instructions are structured, highlighting of pieces added in each step, etc.
- Give students the class period to build the bumper car. Wander among the teams and make sure they are on the right track. If kids finish early, encourage them to experiment with the car and the built-in RCX programs. Discuss the gearing used, etc.
Clean-up
- Completed robots into the case, other pieces into the right place.
- Pass out homework II
Class 3, 4, 5 outline
The purpose of these classes is to build the student’s
familiarity with ROBOLAB programming, using the bumper car
robot they built in class 2 as the platform to execute the
programs.
Homework review
- Find out who has homework done
- Go over the homework assignment as a class, watch for insightful answers, etc. Reenforce concepts that they seem weak in. * Collect work
- Return graded homework from previous meeting.
Hands-on
- Distribute kits to teams
- Teams should work together to complete worksheets in the “B” and “C” series for the “Car” team from the ROBOLAB starter activity pack. Up to 5C (stop before 5C, the fastest car).
- Walk among the teams and help them to discover answers to their questions, problems etc. Do not hand them the answers!
- If teams finish early, encourage them to help other teams.
- Support experimentation beyond the worksheets, but don’t let teams get too far behind...
Clean-up
Class 6 outline
Today’s class builds on the previous homework, allowing the
students to put into practice the ideas they came up with
for making a fast car.
Homework Review
- Find out who has homework done
- Go over the homework assignment as a class, watch for insightful answers, etc. Reenforce concepts that they seem weak in. Don’t discuss the ways of making the car faster!
- Collect work
- Return graded homework from previous meeting.
Hands-on
- Allocate 60-90 minutes for teams to make desired changes to their cars to make them faster, change the sensor configuration, etc. and to write the racing program.
RACE!
- Set up the race course (long straight area, black tape at each end. Cars start with their back wheels on the start line).
- Make sure that the distance past the finish line is factored into the determination of “winner”. Run a race with all cars, but if fastest car is way past the finish line when it stops, time all cars and add 1 second for each 6 inches past the line. See if the winner changes...
- Hand out suitable prize to winning team.
Discuss the next challenge
- The Can-Do challenge from the Team Challenge activity set
- Brainstorm possible strategies.
Clean up
- Completed robots into the case, other pieces into the right place.
- Pass out homework VI
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