Robotics Task: Intro
Subject Area:
Engineering and Technology
Age or Grade:
9th through 12th grade
Estimated Length:
1-3 full class periods
Prerequisite knowledge/skills:
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•Simple Machines
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•Freshman physics and understanding of position, velocity and acceleration
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•Use of Microsoft Windows operating environment
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•Basic understanding of how vehicles move
Description of New Content:
Students will learn how to design, build, and program an autonomous robot to move forward exactly 6 feet.
Students will learn about:
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•a text-based programming structure
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•linear motion control
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•Motor Outputs
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•logical and syntax errors
Materials Needed:
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•LEGO Mindstorm kit for every 2-3 students
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•Computer for every Mindstorm kit
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•Brix Command center software
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•at least 6 AA batteries per kit (rechargeable recommended)
Procedure
Hand out kits and have students go through the inventory checklist to both familiarize students with their kits and to hold them accountable for damaged or missing parts. Make it clear to students that they will be charged for any parts missing or damaged. Present the power point lecture or equivalent that introduces the parts of the mindstorm kits and the introduction task. Give students 1-3 full class periods for this introductory task. Emphasize to the students that the robots do exactly what they are programmed it to do and that there is no such thing as a "dumb robot" just a "dumb programmer"
You can also introduce the types of programming errors for students to begin using it in their programming vocabulary:
syntax error - not programming with a language, style or vocabulary that the robot can understand, i.e. "spelling, punctuation, or grammar" mistakes. The program will not run at all.
logical error - the program runs, but doesn't perform how you intended. This is the "dumb programmer." For instance, you want the robot to drive forward for 10 seconds, but instead the way you programmed it, it drives forward forever.
Make it clear to students to keep their robots as simple as possible. The purpose of these exercises is functionality and not looks. Explain to them the common engineering saying of KISS, Keep It Simple Stupid! Or, for the more politically correct acronym, Keep It Simple Silly!
Evaluation:
Have students turn in a complete description of how their program works, any problems encountered, and the solutions to the problems. In addition, have the students turn in a copy of their programming code.
The code required for the task was essentially given to students in the power point lecture. Their understanding can be assessed by their success in translating the information from the lecture to their program.
References: