Students firstly make their own LEGO NXT robots. They will work in groups of three. They shall built the robot, with three wheels, following specific steps. Then they have to put on an ultrasonic sensor, taking initiative in the design of the robot, without having any instructions to follow. The next step is to make the robot ho straight ahead and then turn right. This is an introductory activity to the main challenge which is to make the robot recognize the empty space between two obstacles. Then the robot shall move between the obstacles, simulating a “parking” procedure.
Subject Related:
- Study a turn of a robot based on time, or on rotations of the wheel. Choose the best measure to achieve the goal.
- Program the ultrasonic sensor.
Skills Learning Outcomes:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Digital artifacts:
Robotic artifacts:
Gender: both
Age Group: 12 - 15 Years
Class Size: medium
(Ideal) Group Size: 3
(Ideal) Grouping Suggestions: gender,ability
Special needs and abilities:
Environment: lab,indoor
Style of room: Students in groups of three (3), around light mobile tables with a laptop and a robot available for them in each group.
Sessions: 4
Session Duration: 2h00
Total Duration: 8h00
Actions:
Relationships:
Roles in the group:
Support by the tutor(s):
Price per Kit: No Cost
Technology Needed: Computers
Teaching Methods:
| PHASE 1: INTRODUCTION AND EXPERIMENTATION | |
| Description: | Children are engaged in discussion about robotic behaviors and how the creator-programmer can give the desired functionalities and characteristics to a robotic device. Students are introduced to available parts, sensors, motors. They experiment with different values and settings and observe the results on the class floor. |
| Duration: | 120 minutes |
| Type: | Introductory , Exploration , Experimentation |
| Orchestration: | |
| Teaching Methods: | Instruction , demonstration by example , discussion , experimentation |
| Subject Related: | Study a turn of a robot based on time, or on rotations of the wheel. Choose the best measure to achieve the goal. , Program the ultrasonic sensor. |
| Skills Learning Outcomes: | Programming with LEGO NXT in LEGO programming environment , Students will be Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, compare strategies and artefactsable to... , Students make and test hypotheses in practice about the robot actions based on their own program, make assumptions, test possible solutions, trying to develop their strategy in order to achieve the best solution. |
| PHASE 2: SEQUENTIAL PROGRAMMING | |
| Description: | Students implement their first programs that have programming blocks in a row. No loops or selection structures are needed. The first program should move the robot on a predefined path on the floor. The robotic vehicle is pre-assembled so students have to focus on programming and debugging their own programs. After a successful first program, they are asked to enhance the program by repeating the movements on the floor and ensuring that the robot returns to the initial position. |
| Duration: | 120 minutes |
| Type: | Reflection , Exploration , Experimentation |
| Orchestration: | |
| Teaching Methods: | Instruction , demonstration by example , discussion , experimentation |
| Subject Related: | Study a turn of a robot based on time, or on rotations of the wheel. Choose the best measure to achieve the goal. , Program the ultrasonic sensor. |
| Skills Learning Outcomes: | Programming with LEGO NXT in LEGO programming environment , Students will be Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, compare strategies and artefactsable to... , Students make and test hypotheses in practice about the robot actions based on their own program, make assumptions, test possible solutions, trying to develop their strategy in order to achieve the best solution. |
| PHASE 3: USING LOOPS | |
| Description: | Students try to find a way to simplify their programs by avoiding using the same sequence of blocks many times in the same program. Almost spontaneously they try to use loops with programming blocks. With teacher assistance, they recognize the usage, the conditions and the characteristics of the new programming structure and also the role of the sensors in executing a loop block. |
| Duration: | 120 minutes |
| Type: | Reflection , Exploration , Experimentation |
| Orchestration: | |
| Teaching Methods: | Instruction , demonstration by example , discussion , experimentation |
| Subject Related: | Study a turn of a robot based on time, or on rotations of the wheel. Choose the best measure to achieve the goal. , Program the ultrasonic sensor. |
| Skills Learning Outcomes: | Programming with LEGO NXT in LEGO programming environment , Students will be Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, compare strategies and artefactsable to... , Students make and test hypotheses in practice about the robot actions based on their own program, make assumptions, test possible solutions, trying to develop their strategy in order to achieve the best solution. |
| PHASE 4: GIVING “SMART” BEHAVIOR: THE USAGE OF SELECTION/SWITCH BLOCKS | |
| Description: | A robot in order to be “smart” (autonomous) has to avoid any obstacle that could be in its path. Students discuss the new problem and are introduced with a new programming block: ”switch block”. Firstly they use the new block once to avoid one obstacle. Very soon they realize that this is not a very “smart” behavior and of course this is not a real-life solution. So, they are encouraged to combine the “switch block” with the “loop block” to have a permanent solution. Students experiment with the position of the two blocks in the program as well as with the various settings that read and control the sensors and motors. |
| Duration: | 100 minutes |
| Type: | Reflection , Exploration , Experimentation |
| Orchestration: | |
| Teaching Methods: | Instruction , demonstration by example , discussion , experimentation |
| Subject Related: | Study a turn of a robot based on time, or on rotations of the wheel. Choose the best measure to achieve the goal. , Program the ultrasonic sensor. |
| Skills Learning Outcomes: | Programming with LEGO NXT in LEGO programming environment , Students will be Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, compare strategies and artefactsable to... , Students make and test hypotheses in practice about the robot actions based on their own program, make assumptions, test possible solutions, trying to develop their strategy in order to achieve the best solution. |
| PHASE 5: FEEDBACK AND EVALUATION | |
| Description: | In addition with the activity sheets that students complete during activity phases, finally they discuss in classroom the difficulties, the different solutions, the limitations that may have found in every step. They also fill in an evaluation questionnaire and teacher gets short informal open interviews from students that want to share their experience. |
| Duration: | 20 minutes |
| Type: | Evaluation , Exploration , Experimentation |
| Orchestration: | |
| Teaching Methods: | Instruction , demonstration by example , discussion , experimentation |
| Subject Related: | Study a turn of a robot based on time, or on rotations of the wheel. Choose the best measure to achieve the goal. , Program the ultrasonic sensor. |
| Skills Learning Outcomes: | Programming with LEGO NXT in LEGO programming environment , Students will be Develop collaborative skills, take roles within groups, communicate with other groups to exchange ideas and tips, compare strategies and artefactsable to... , Students make and test hypotheses in practice about the robot actions based on their own program, make assumptions, test possible solutions, trying to develop their strategy in order to achieve the best solution. |
PHASE 5: FEEDBACK AND EVALUATION: In addition with the activity sheets that students complete during activity phases, finally they discuss in classroom the difficulties, the different solutions, the limitations that may have found in every step. They also fill in an evaluation questionnaire and teacher gets short informal open interviews from students that want to share their experience.
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