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Robotics

Robotics. Lego NXT Mindstorms. Created by Emily RCG Williams for the South Pasadena Education Foundation. Robotics Introduction. What is a Robot? What are examples of a robot? What can robots do? What can’t robots do? How are robots used in our daily lives?.

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Robotics

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  1. Robotics Lego NXT Mindstorms Created by Emily RCG Williams for the South Pasadena Education Foundation

  2. Robotics Introduction • What is a Robot? • What are examples of a robot? • What can robots do? • What can’t robots do? • How are robots used in our daily lives? Created by Emily RCG Williams for the South Pasadena Education Foundation

  3. Introductions • Write five interesting things about you. Created by Emily RCG Williams for the South Pasadena Education Foundation

  4. Introductions • How is teamwork important in designing and building robots? Created by Emily RCG Williams for the South Pasadena Education Foundation

  5. Definition of a Robot • What is a Robot? • A robot is a device that is built to independently perform actions and interact with its surroundings. Created by Emily RCG Williams for the South Pasadena Education Foundation

  6. Watch Video Clips • After watching the video clips… • Which of the clips showed actual “robots?” • Explain the difference between a robot and a remote controlled machine/toy Created by Emily RCG Williams for the South Pasadena Education Foundation

  7. Day 1 - Agenda • Reflection discussion • Complete Robot Educator – Common Palette • Activity .01 & .02 • Start building Tri-Bot • Robot Educator – Common Palette Activity .03 Created by Emily RCG Williams for the South Pasadena Education Foundation

  8. Day 2 - Reflection • How are robots used in our daily lives? • What is possible with a Robot? • What are some unexpected Robots? Created by Emily RCG Williams for the South Pasadena Education Foundation

  9. Day 2 - Agenda • Reflection discussion • Come up with a team and bot name and make poster for team • Finish building Tri-Bot • Robot Educator – Common Palette Activity .03 • Introduce basic programming • Work on Programming • Common Palette Activity .03 – Building • Drive forward Created by Emily RCG Williams for the South Pasadena Education Foundation

  10. Day 2 – Drive Forward Challenge • Drive forward 17 cm. • Drive forward for 2 rotations and record the distance traveled in your journal • Drive forward in a straight line for 100 cm. turn 1800 and drive forward in a straight line 100 cm. • Drive in a square on the practice mat Created by Emily RCG Williams for the South Pasadena Education Foundation

  11. Day 3 - Reflection • In what ways do robots need to interact with their surroundings? • Give specific examples of a robot and the type of movement or sensors it will need. Created by Emily RCG Williams for the South Pasadena Education Foundation

  12. Movement • Define Types of movement: • Locomotion – The ability to move from place to place (move from place to place) • Localization – To perform functions in a specific area (turn head) • Manipulation – To touch or move by mechanical means (move other things around) • Cooperation - To work together (two motors working together for movement) Created by Emily RCG Williams for the South Pasadena Education Foundation

  13. Day 3 - Agenda • Reflection discussion • Definitions of types of movement • Watch “Robo Cup Dog Soccer” identify each type of movement • Finish Drive Forward Challenge • Start Bump and Run Challenge Created by Emily RCG Williams for the South Pasadena Education Foundation

  14. Drive Forward Challenge • Drive forward 17 cm. • Drive forward for 2 rotations and record the distance traveled in your journal • Drive forward in a straight line for 100 cm. turn 1800 and drive forward in a straight line 100 cm. • Drive in a square on the practice mat Created by Emily RCG Williams for the South Pasadena Education Foundation

  15. Bump and Run Challenge • Attach a touch sensor to your Bot (pgs 49-53 in large book) • Program the touch sensor • Write a program for ‘Bump and Run’ using the ‘Loop’ block, where robots must run down a corridor, bump into a wall, and return to the start. • Bump & Run Races • Have groups which complete this extend the program by putting a ‘Forever’ loop around the previous program to make the robot continuously go back and forth between two walls. Created by Emily RCG Williams for the South Pasadena Education Foundation

  16. Day 4 - Reflection • In real life why is it important to be specific when giving directions? • Write down the step by step directions of how to fold a paper airplane. Created by Emily RCG Williams for the South Pasadena Education Foundation

  17. What do we need the robot to do? • Moving: The robot must be able to control some set of actuators to move how and when we want it to. We must be able to reliably place the robot anywhere we want. • Sensing: The robot must be able to perceive its environment through sensors locate obstacles to avoid, and objects of interest that we want it to interact with. • Plan/Act: The robot must be able to make decisions using its processor based on it’s sensors and feed them to it’s actuators to be able to move. Created by Emily RCG Williams for the South Pasadena Education Foundation

  18. What is a sensor? • Takes readings from physical environment and turns it into an electrical message/signal • Sensors we will work with: • Touch- hit something and it react • Light- can sort by color or detect light from dark • Sonar/ultrasonic- tells how far away things are • Sound- tells how loud something is Created by Emily RCG Williams for the South Pasadena Education Foundation

  19. What is a processor? • It is the logic circuitry that responds to and processes the basic instructions that drive a computer. • A computer needs to be able to: • Receive inputs from the sensors, and convert the sensor readings into perceptions • Make decisions based on it’s perceptions Created by Emily RCG Williams for the South Pasadena Education Foundation

  20. What is a processor? Continued • Use these decisions to change its environment (or move itself in the environment) using its actuators. • Each of the previous three things is programmed by the user using a programming language. • Takes readings from physical environment and turns it into an electrical message/signal Touch- hit something and it react Created by Emily RCG Williams for the South Pasadena Education Foundation

  21. What is an actuator? • Takes electrical message and turns it into a physical action. For example: • Electric motors receive electricity which makes their axles turn. These can be connected to wheels, which can make the robot move • Pumps receive electricity which makes them compress liquid through tubes which can make a robotic arm move around. This arm can push, pull, and lift things in the world. Created by Emily RCG Williams for the South Pasadena Education Foundation

  22. Created by Emily RCG Williams for the South Pasadena Education Foundation

  23. Day 4 – Instruction • Understand loops exit with an “until” statement • Understand programming of the touch sensor Created by Emily RCG Williams for the South Pasadena Education Foundation

  24. Day 4 - Agenda • Discussion/Reflection • Giving clear directions – Paper Airplane • Definitions of parts of a robot • Programming with loops • Bump and Run Challenge & Races Created by Emily RCG Williams for the South Pasadena Education Foundation

  25. Bump and Run Challenge • Attach a touch sensor to your Bot (pgs 49-53 in large book) • Program the touch sensor • Write a program for ‘Bump and Run’ using the ‘Loop’ block, where robots must run down a corridor, bump into a wall, and return to the start. • Bump & Run Races • Have groups which complete this extend the program by putting a ‘Forever’ loop around the previous program to make the robot continuously go back and forth between two walls. Created by Emily RCG Williams for the South Pasadena Education Foundation

  26. Detect and Run Challenge • Groups that finish the bump and run quickly can do a “Detect and Run” challenge • Attach the ultra sonic sensor to your Bot • Program the ultra sonic sensor • Write a program for “Detect and Run” using the Loop block, where robots must run down a corridor, detect the wall, and return to the start. Created by Emily RCG Williams for the South Pasadena Education Foundation

  27. Day 5 - Reflection • Read the Time for Kids article – “Robots at Work” • How are robots helping people? • How are robots entertaining people? • Which robot in the article would you like to have? • What kind of task would you like to see a robot created for? Created by Emily RCG Williams for the South Pasadena Education Foundation

  28. Day 5 - Agenda • Article Discussion/Reflection • Finish Challenges • Go Forward • Bump and Run • Detect and Run • Begin building and programming for maze completion Created by Emily RCG Williams for the South Pasadena Education Foundation

  29. Ultra Sonic Sensor • Ultra Sonic sensor sends out a high frequency chirp from one circle and the sound wave bounces off an object and returns to the microphone in the other circle. • Because sound travels at a constant speed ~1,125 ft/s the processor can calculate the distance the sensor is from an object and respond based on the programming. Created by Emily RCG Williams for the South Pasadena Education Foundation

  30. Ultra Sonic Sensor • In what situations might an Ultra Sonic sensor fail? • Far away • Angle • Absorbency • Multiple surfaces • Multiple signals Created by Emily RCG Williams for the South Pasadena Education Foundation

  31. Writing a Program • In your journal write out the program directions for your Bot to make it through the maze using the touch sensor, the ultra sonic sensor and loops. Created by Emily RCG Williams for the South Pasadena Education Foundation

  32. Maze Completion Challenge • Look at the maze carefully and consider what sensors will help your bot complete the maze • Design your bot for the maze challenge • Program your bot for the maze challenge • Your bot will be scored for accuracy and the amount of time it takes for your bot to complete the maze Created by Emily RCG Williams for the South Pasadena Education Foundation

  33. Day 6 - Reflection • What have you learned about the following things: • What is a robot (in your own words) • Building a robot • Programming a robot • What parts do robots need? Created by Emily RCG Williams for the South Pasadena Education Foundation

  34. Day 6 - Agenda • Discussion/Reflection • Time Trials – Maze Challenge • Adding Grabber Arms & Light/Dark Sensor • Program Bot to follow a line and grab ball at the end of the line, turn right 90 degrees and drop the ball. Created by Emily RCG Williams for the South Pasadena Education Foundation

  35. Day 7 - Reflection • Read the article “Robots on the job: • List each robot in the article • What is one capability of each robot? • What is one challenge for each robot • Which of the robots do you feel would be most useful? Why? Created by Emily RCG Williams for the South Pasadena Education Foundation

  36. Day 7 - Agenda • Discussion/Reflection • Finish Time Trials – Maze Challenge • Adding Grabber Arms & Light/Dark Sensor • Program Bot to follow a line and grab ball at the end of the line, turn right 90 degrees and drop the ball. Created by Emily RCG Williams for the South Pasadena Education Foundation

  37. Day 9 - Reflection • What is my team doing well? • What does my team need to work on? • How can I be a better teammate? Created by Emily RCG Williams for the South Pasadena Education Foundation

  38. Day 10 – Group Activity • Watch Search & Rescue Video Clip • What do the robots need to be able to perform these functions? • Write directions for your teammates to perform a search and rescue mission of a treasure of your choice. Include sensors and loops: • Use “until” • Use touch sensors Created by Emily RCG Williams for the South Pasadena Education Foundation

  39. Search & Rescue Challenge • Build and Program a bot to move around the white mat randomly until an item is detected by the touch or ultra sonic sensor. Then the bot needs to pick up the item with the grabber arms and move it to “safety” off the white mat. Created by Emily RCG Williams for the South Pasadena Education Foundation

  40. Day 11 – Reflection • What has your team done well? • What does your team need to work on? • In what ways have you personally contributed to helping your team be successful? • What do you do that might get in the way of your team working together successfully? Created by Emily RCG Williams for the South Pasadena Education Foundation

  41. Day 11 – Reflection • What goals do you have for the remainder of the program? • What will you do to work better as a team? Created by Emily RCG Williams for the South Pasadena Education Foundation

  42. Search & Rescue Challenge • Build and Program a bot to move around the white mat randomly until an item is detected by the touch or ultra sonic sensor. Then the bot needs to pick up the item with the grabber arms and move it to “safety” off the white mat. Created by Emily RCG Williams for the South Pasadena Education Foundation

  43. Day 12 – Reflection • Should Robots look like humans or should they look like machines? • Why does it matter? • Read “Why, Robots?” • What did you find interesting about the article? Created by Emily RCG Williams for the South Pasadena Education Foundation

  44. Day 13 – Reflection • What cool things do you think you could create with your LEGO NXT kit? Created by Emily RCG Williams for the South Pasadena Education Foundation

  45. Day 14 – Reflection • What recommendations do you have for building a bot that will do well in the Sumo Challenge? • What should be avoided? • What programming suggestions do you have? Created by Emily RCG Williams for the South Pasadena Education Foundation

  46. Sumo Challenge • Build and Program a bot to move around the competition area until it detects another bot. Then have your bot push, shove or tip over the other bot. The loser of the challenge is the first bot to be tipped over or moved outside competition arena. Created by Emily RCG Williams for the South Pasadena Education Foundation

  47. Sumo Challenge • What should the rules and expectations be for the Sumo Challenge? Created by Emily RCG Williams for the South Pasadena Education Foundation

  48. Sumo Challenge Rules and Expectations • Play fairly / good sportsmanship • Be calm / no smack talk • No death bots/no destructive bots • Once the battle starts no additional changes/repairs • No touching the other teams robots • 20 lock = Draw • If both bots move off the mat without contact = Draw • Both robots move off mat at the same time = draw • No more then 2 bots on the mat at a time • No people on the mat during the battle • Once there is a winner stop the battle • Battle Limit = 2 minutes Created by Emily RCG Williams for the South Pasadena Education Foundation

  49. Day 15 – Reflection • Introduce Green City Challenge • Parent Invitation to Robotics Showcase Wednesday, July 20th @ 12:30 Created by Emily RCG Williams for the South Pasadena Education Foundation

  50. Day 15 - Agenda • Discussion/Reflection • Green City Challenge • Design, Build and Program a bot to complete each of the green city challenges Created by Emily RCG Williams for the South Pasadena Education Foundation

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