MODULE 8: Science Inquiry. and Programming. 4-H Robotics Year-Round Training Guide. 2011National 4-H Council. All Rights Reserved. Revised

Transcription

1 Science Inquiry and Programming Robots 4-H Robotics Year-Round Training Guide

2 ACKNOWLEDGEMENTS Authors Denise E. Frebertshauser, University of Maryland Saundra Wever Frerichs, University of Nebraska Cynthia Loope, University of Nebraska Amy L. Rhodes, University of Maryland Ann C. Sherrard, University of Maryland Melissa A. Simulcik, University of Maryland Kendra B. Wells, University of Maryland Author and Project Director Pam Garza, Garza & Associates Design Shawn Newton Design Reviewers Torey Earle, University of Kentucky Janet Edwards, Washington State University Linda Horn, University of Connecticut Bill Pabst, University of Missouri Reviewed and revised June 2014 Edward J. Bender, National 4-H Council Saundra Wever Frerichs, University of Nebraska Amy L. Rhodes, University of Maryland Ann C. Sherrard, University of Maryland Kendra B. Wells, National 4-H Council Regardless of which module or combination of modules you might be using, there is valuable information in Getting Started and we recommend you review it as an important part of any preparation for delivering this training. MODULE 8: 4-H Robotics 8-i

3 Science Inquiry and Programming Robots Participants should have prior experience building and programming with the NXT Kits before participating in this training. OUTCOMES: Participants will be able to: Explain the structure and navigate the Robotics Platforms Track of the 4-H Robotics Curriculum Identify the sensors in the LEGO MINDSTORMS Kit and be able to use a sensor in building and programming a robot Know how to use the LEGO Programming Software and be able to write a simple program Increase their familiarity with Science Inquiry and be able to identify ways Science Inquiry investigations can enhance learning through robotics Develop and evaluate questions that will enhance positive youth development using the Experiential Learning Model TIME: 2.5 HOURS (add 20 minutes if they need to build robots) Introduction to Curriculum (15 minutes) Exploration of Sensors (35 minutes) Build a Robot (if not using robots from an earlier module) (20 minutes) Program a Robot (60 minutes) OVERVIEW: Introduction to the Curriculum (Steps 1 3): This activity provides an overview of the 4- H Robotics: Engineering for Today and Tomorrow curriculum and introduces participants to the Robotics Platforms Track. Exploration of Sensors (Steps 4 7): Participants identify the sensors in the LEGO MINDSTORMS kit and explore how the sensor collects information about its environment. Program a Robot (Step 8 11): Participants learn to use the LEGO programming software to write simple programs that use sensor input to control the movement of their robot. (They will also build a robot if needed.) Implementing with Youth Steps (12 13): Participants examine how the Experiential Learning Model (ELM) was utilized in this module and how they can evaluate and develop good questions when using ELM in their program. Implementing with Youth (35 minutes) MODULE 8: 4-H Robotics 8.1

4 MATERIALS: HANDOUTS: LEGO MINDSTORMS Kit with sensors, microprocessor and USB cable (1 kit per 1 3 participants) Computers with LEGO MINDSTORMS Software and 4-H Robotics Platforms Curriculum installed (1 for each kit) Chair (1 per group) Flat object such as a notebook/binder (1 per group) Objects such as binders for the robot to approach, but not run into. 4- H Robotics Engineering for Today and Tomorrow Handout (1 page) Utilizing Your Robotics Notebook Handout (1 page) Robotics Notebook Module 6, (pages 2 4) Handout (4 pages) Asking Good Questions Handout (1 page) Post Its: What? So What? and Now What? (see Preparation) Tailor s measuring tape (1 for each testing station) 12-inch ruler (1 per group) Tape Module 8: Science Inquiry and Programming Robots (PowerPoint Presentation: Note there are two versions - Select the correct presentation for the kit you are using) For additional resources visit MODULE 8: 4-H Robotics 8.2

5 PREPARATION: Charge the battery packs for the microprocessors. Set up testing stations. (It is best if each group has their own station, but if space does not allow this then two groups can share a testing station.) 1. Find some space by a wall that is unobstructed and close to the computer workspaces. The wall areas should be blank with no shelving or other things set in front of it (for example, chairs and tables). 2. Beginning at the wall, place the flat measuring tape on the floor, extending it out from the wall. Secure both ends and several places in the middle of the tape to the floor with masking tape. (Make sure it is flat against the floor.) Note this training guide is designed to work with the LEGO MINDSTORMS EV3 or NXT Kit. Be sure to select correct PowerPoint presentation for the kit you will be using. It is not recommend that you use both kits in a single training. Load the LEGO programming software, and 4-H Robotics Platforms Curriculum on computers for participants. (The trainer will not need the curriculum on their computer. It will be easier to just use the PowerPoint slides and the LEGO programming software.) To create Post Its: write What? So What? and Now What? on three half-sheets (5 x 8 ) of paper. Print and cut in half the Asking Good Questions Handout (enough copies for each person). Copy handouts one for each participant except where noted above. Set out the Robotics Notebook Handout at each participant s table space. You may want to adapt the introduction and wrap-up of this module, depending on what modules you have done prior to this. MODULE 8: 4-H Robotics 8.3

6 TRAINER NOTES: STEP 1: Welcome (5 minutes) Welcome to Module 8 of the 4-H Robotics Year-Round Training Guide. In, we will be getting acquainted with 4-H Robotics Programs and the opportunities these programs offer to youth. This is one of nine modules available for trainers, who are helping volunteers and staff develop a successful robotics program. As you build and program a robot using an ultrasonic sensor and the LEGO MINDSTORMS Kit and Software, you will become more familiar with Science Inquiry and the Robotics Platforms Track of 4- H Robotics: Engineering for Today and Tomorrow. You will also discover the importance of the Experiential Learning Model when working with youth and the robotics curriculum. My name is and I ll be your guide in this module. All facilitators can introduce themselves at this time. We want you to enjoy your time with us and want you to feel comfortable doing so. Please feel free to go to the restroom or move around the room as needed. While we dive into the world of technology, we ask that you silence yours by turning off electronic devices for the length of our training time. Point out any other useful information such as the location of restrooms and water at this time. MODULE 8: 4-H Robotics 8.4

7 STEP 2: Curriculum Overview (7 minutes) TRAINER TIP: If you are doing all the modules at one time or even in sequence, you may want to modify the following descriptions to better suit the needs of your audience. The 4-H Robotics Curriculum was developed through a rigorous process that included formative evaluation, student and leader feedback and impact assessments. There are three different tracks to the curriculum, each one designed to meet the diverse requirements of 4-H clubs, after-school programs, the needs of individual youth, and school enrichment activities. Each track presents: Basic physical science concepts related to robots The Scientific Inquiry Process The Engineering Design Process Technology tools for learning and communications An exploration of Science, Engineering and Technology (SET) careers The three tracks include Virtual Robotics, Junk Drawer Robotics and Robotics Platforms. Distribute the handout 4- H Robotics: Engineering for Today and Tomorrow. MODULE 8: 4-H Robotics 8.5

8 4- H Virtual Robotics broke new ground for 4-H by moving into digital curriculum. This is an online computer game for individual learners to experiment with building and programming robots in a virtual environment. It includes videos, simulations, and animations. The 4- H Junk Drawer Robotics Track guides learners through the design, construction and testing of robots using everyday objects and is more in line with traditional 4-H Curriculums. This curriculum was designed for youth to lead. The third track, Robotics Platforms, is an online curriculum, which challenges youth to apply engineering processes in designing, building, and programming robots. When using a commercial robotic kit, such as LEGO MINDSTORMS, VEX, TETRIX, or CEENBot, youth will build skills and knowledge as they learn about robotics. The tracks are all sequential, building on what was done before, so starting with the first book or module is the best approach with all three tracks of the curriculum. It is possible to start with whichever track works best for your particular situation and it is okay to do all three tracks with the same group of youth. Some of the concepts are repeated from one track to another, which will reinforce learning, but the activities are different. Standards are identified and help direct the development of the curriculum in how to be age appropriate and how to build understanding, but the developers did not allow the constraints of a classroom (for example, 45-minute activities) to constrain the curriculum. A Facilitator s Guide accompanies each track. For this training, the group will explore a sample activity from 4- H Robotics Platforms. MODULE 8: 4-H Robotics 8.6

9 STEP 3: Overview of 4- H Robotics Platforms (3 minutes) Is anyone familiar with LEGO MINDSTORMS NXT Kit? (Share) What have you done with the kit? (Share) Has anyone worked with LEGO MINDSTORMS RCX Kit? (Share) Has anyone worked with LEGO MINDSTORMS EV3 Kit? (Share) Has anyone programmed a robot using one of these kits? (Share) Has anyone used any other robotics kits? (Share) There are many robotics platforms to choose from and the 4-H Robotics Platforms curriculum was designed to be compatible with a variety of platforms or kits. In this training we will be using (Describe the kit used in this training). In 4-H Robotics Platforms, Modules 1 through 5 focus on the basics of building robots, the Engineering Design Process and programming. Modules 6 through 10 introduce the Science Inquiry Process, exploring sensors, and more in-depth programming. Module 11 presents three challenges, which allow youth to apply what they have learned. There is also a Robotics Notebook, which is a learning tool for youth as well as a place for recording data, allowing them to emulate scientists and engineers who keep a record of their work. Distribute the Utilizing Your Robotics Notebook Handout. This training explores parts of Module 6: Exploring Robot Sensors, Module 8: Using Sensors and Module 9: Programming with Sensors of Robotics Platforms. It is designed for leaders who have some familiarity with robotics kits and programming. You will find that youth can learn to build and program a robot quickly, but they may not really understand how it works. The 4- H Robotics Platform Curriculum is designed to build understanding therefore we will begin by exploring the sensors. Then we will build and program a robot. MODULE 8: 4-H Robotics 8.7

10 TRAINER TIP: This training can be used with the LEGO MINDSTORMS NXT or EV3 Kit. There is just one training guide for both kits. Be sure you select the correct PowerPoint presentation for the kit you are using. It is not recommended to use both types of kits in a single training. STEP 4: Introduce Sensors (10 minutes) Before we look at the robot sensors, let s think about humans: What sensors do humans have? (eyes, ears, nose, touch) (Share) What do these sensors sense? (color, sound, smell) (Share) Robot can sense things in their surroundings similar to the way humans do when it comes to sound, and light. But they also have sensors that humans don t have, such as ultrasonic and rotation. Robotic sensors gather information about their surroundings. In robotics, anything that can be detected, can be used by a robot to make decisions. Distribute the kits to the groups. Find the sensors in your kit and determine the function of the sensors. Give participants a minute to look at their sensors. Hold up a sensor and ask: Can someone explain what this sensor senses? (Share) What type of information do you think it provides? (Process and Generalize) Sensors: Light/Color Sensor: The NXT light sensor can detect ambient light levels or reflected light levels (using the built-in red LED). It senses light on scale of 0 to 100 where 0 is dark and 100 is very bright. The digital EV3 Color can also detect the intensity of light. Additionally, it can differentiate between seven different colors or the absence of color, so it can sort objects by their color. MODULE 8: 4-H Robotics 8.8

11 Touch Sensor: This sensor is basically the same in both the NXT and EV3 kit. It detects whether it is currently released, pressed or pressed and released. Sound Sensor: This sensor is not included in the EV3 kit. The NXT sound sensor measures volume on a scale of 0 to 100 with 0 being silent and 100 very loud. This sensor is hard to use in a room full of excited youth. Ultrasonic Sensor: The NXT sensor measures distance (centimeters or inches) between the sensor and objects in the environment. It uses ultrasonic sound waves and their echoes to locate objects. The EV3 sensor works in the same way, but is more accurate and has a greater range. The EV3 sensor can also be used as a sonar. Gyro Sensor: This sensor is new in the EV3 kit. Like the rotation sensor in the NXT kit it can measure how far the robot has traveled, but it also measures changes in orientation (+/- 3 degrees accuracy). It can be used to build balancing robots with high accuracy in their movement. We are going to explore the ultrasonic sensor, which measures distance. You need to know about the sensor s sensitivity to the stimulus; such as the line of sight and zone of detection. In your exploration of the ultrasonic sensor you will also discover the types of things that interfere with the sensor or could cause faulty information. Open the curriculum on your computers to Module 6, page 2. Find the section Exploring the Ultrasonic Sensor and follow the instructions. You have until (about 5 7 minutes) to complete this. TRAINER TIP: Participants will view the short video How to See Sensor Values (module 6, page 2). There is no sound with the video. It demonstrates the process of viewing a reading from the light sensor. Remind them they will use this process with the ultrasonic sensor. The video shows how to: Turn the brick on with the orange button (dark gray button on EV3) Scroll with the right gray arrow key until you come to View Note: on EV3 this is Port View MODULE 8: 4-H Robotics 8.9

12 Select View by pressing the orange button Scroll with the right gray arrow key until you come to the light sensor (remind participants they will select the ultrasonic sensor) Select the sensor by pressing the orange button Use the gray arrow key and orange button to select which port the sensor is connected to As you move objects in front of the sensor, watch how the numbers change. STEP 5: Understanding the Zone of Detection (3 minutes) Bring the group back together. In order to program the robot with the sensor you need to know the region where the sensor detects objects. To do this you will perform some simple tests. Humans can focus their vision on one thing, but can still see other things around it. This is known as peripheral vision. Let s try it out. Stand up and put your hands down at your sides and focus on an object directly in front of you. This is your line of sight. As you stay focused on the object, you can also detect other things around it (the periphery). Now extend your right arm straight out in front of you. While keeping your eyes on the object in front of you, slowly move your extended arm back until you can no longer see it in your peripheral vision. Now do the same thing with your left arm. Everything in between your two arms is part of your zone of detection. Now try this moving your arms up and down to determine the upper and lower limits of your zone of detection. The zone of detection for humans is quite large. The human brain is very sophisticated and can distinguish and understand the different types of information it senses in the zone of detection. Robots are not as sophisticated. When the robot sensor is pointed in one direction, it will see things in its zone of detection. Therefore, it is important to determine the sensor s zone of detection. MODULE 8: 4-H Robotics 8.10

13 STEP 6: ACTIVITY Determine the Zone of Detection (17 minutes) Distribute Robotics Notebook Module 6 Handout if you have not already done so. Move to page 3 (of Module 6) and find the instructions for Discover the Sensors Zone of Detection. Your group will use a test station to do this investigation. Use the Robotics Notebook to record your findings. You will have until (10 12 minutes) to work on this. It may be helpful to write the ending time for determining the zone of detection on a flipchart or whiteboard. This is one way you can depict your data. You may come up with other ways to depict data or the zone of detection. TRAINER TIP: Participants will: Set up a chair at their test station about 1 meter from the wall. There should not be any obstructions between the chair and the wall. Set their robot on the edge of a chair, so that it is pointing toward the wall. The ultrasonic sensor should give a stable reading of about 80 to 120 cm. From a distance of about 20 cm to the side of the sensor they will move a flat object (such as a notebook) perpendicularly away from the baseline toward the wall, while watching the sensor readings. They will locate the point at which the sensor first detects the object. Note the sensor readings when the object is at the edge of detection. Does the reading fluctuate? Even if the object is motionless, they may find that the sensor bounces between readings. There may not be a clean edge of detection. They will measure and MODULE 8: 4-H Robotics 8.11

14 record the distance from the baseline to the point where the sensor first detects the object. (For groups that are struggling, it might be easier to set the brick and sensor/robot on the floor to determine the right and left boundaries of the Zone of Detection.) Then move further away from the sensor along the baseline and repeat step two. Repeat these measurements from the other side and from the top and the bottom. They will use these measurements to make a rough sketch in their Robotics Notebooks (Module 6, page 2) of the Zone of Detection. Suggest to each group that they repeat the procedure a third time, starting at a distance less than 20 cm to the side of the sensor. Here are some ideas and questions for groups who finish early. 1. Try using the ultrasonic sensor on different objects such as a ball, pencil, or soda can. Does it sense different objects differently? 2. Can it detect small objects? From what distances? 3. Are there places within the zone of detection where the object is invisible to the sensor? 4. Place two or more objects in front of the sensor. Which one does it detect? How can you tell? Record your observations on page 2 of the Robotics Notebook (Module 6). When the group has finished this task, draw them back together and ask the following questions: What surprised you about the data you collected? (Share) Zone of Detection is not uniform between right and left sides or upper and lower sides. How would you describe your zone of detection? (Share) You can expect differences between the robots be sure to point this out to the group. MODULE 8: 4-H Robotics 8.12

15 STEP 7: ACTIVITY Determine the Range (10 minutes) Now you have a better understanding of your robot s Zone of Detection. The sensor can only accurately sense things if the distance between the object and the sensor is not too short or too long. This is called the range. Next you will conduct tests that will help determine the range of distances for which your particular ultrasonic sensor can provide reliable data. There may be variability between sensors. Find page 4 (Module 6) in the curriculum. We are going to do the Ultrasonic Test. You will have until (5 10 minutes) to follow the directions in your notebook. It may be helpful to write the ending time for this exercise on a flipchart or whiteboard. TRAINER TIP: To determine the range, participants will return to their testing station and set the microprocessor on the floor (not the chair) about 1 meter (100 cm) away from the wall, pointing the ultrasonic sensor directly at the wall. Each group should decide on what part of the sensor to measure from (for example, the front, middle or back) and use the same spot each time. Participants will: Measure the actual distance Record the distance and the reading from the microprocessor on Table 2 (Robotics Notebook, Module 6, page 4) Repeat these steps for each of the distances listed in Table 2; then calculate the difference between the actual measurement and the sensor reading. Using this data, they will be able to determine the range in which their sensors are able to reliably detect objects. MODULE 8: 4-H Robotics 8.13

16 STEP 8: Inquiry (10 minutes) TRAINER TIP: 4-H has a number of online resources that have been developed to provide a background for understanding Science Inquiry methods. Below are ones that may be particularly useful as you prepare to present this module. Experiential and Inquiry- Based Learning Methods in Non- formal Programs with Youth Presented by Pam Larson Nippolt, Ph.D., University of Minnesota Extension, Center of Youth Development (held November 10, 2010). This webinar and paper provides a background for understanding experiential learning and inquiry-based learning methods as they relate to 4-H Science. You will find The Intersection of Inquiry-based and Experiential Learning on the 4-H Online Learning Center in a course called Science Podcast and Webinar Archives. This and many other STEM content can be found at: Experiential and Inquiry- Based Learning Methods in 4- H Science This is a training activity to engage educators in three educational experiences to improve understanding of inquiry and the experiential learning cycle. Understanding/Inquiry-Based-Learning/Inquiry-Based-Learning.dwn Inquiry Theory to Practice For additional resources on inquiry-based learning and building understanding in Science, Technology, Engineering, and Math (STEM) related programming, check out these important resources: 4-H Science professional development library at 4-H.org: and, The 4-H Online Learning Center at: (There is a log in required but it is free and easy) MODULE 8: 4-H Robotics 8.14

17 Bring groups back together. Let s review what we have done in this activity. We have identified the sensors in the kit. We have explored the ultrasonic sensor and learned a little about how it works. So what did you learn about sensors? How well did the sensor readings match the actual measurements? (Share) What happened to the sensor readings at the shortest and longest distances on the chart? (Share) What are the limits of the sensor? (Process and Generalize) If they have not mentioned the following point be sure to bring it up: It is important to note that the sensor cannot distinguish where a detected object is within its Zone of Detection. It can sense the object and give a distance, but can not determine if the object is straight ahead, to the right or to the left. You have used Scientific Inquiry to figure out how the sensor worked. There are many components to inquiry including hypothesizing, predicting outcomes, planning and carrying out investigations. Inquiry also involves youth interpreting data, reaching conclusions, and communicating their findings with others. As they learn, youth connect previous knowledge with their current experience and build new ideas. Use the following questions to lead a discussion about inquiry. What was the question you were trying to answer? (Share) How did you collect data in order to answer that question? (Share) MODULE 8: 4-H Robotics 8.15

18 How did the data you collected help you answer the question? (Process and Generalize) How could you communicate your findings? (Apply) There are different levels of Science Inquiry. The experience you had today is considered a structured inquiry: How could you use robots to create a more open inquiry experience? (Share) How can incorporating Science Inquiry help youth understand robotics? (Share) You have explored the range and zone of detection for your ultrasonic sensor. The next thing you need to understand is how to program the robot to use the sensor data. TRAINER TIP: If the group completed training Module 6: An Experiential Model of Building Robots recently, they can use the robots from that training. If not, they will need to spend the next 20 minutes building their robot in order to start programming. The instructions for building the robot can be found on page 3 in Module 1 of the Robotics Platforms Curriculum, or Step 5 in Professional Development Module 6: An Experiential Model of Building Robots. STEP 9: ACTIVITY Programming Commands (15 minutes) TRAINER TIP: Commonly, when we hear the word threshold we think of a doorway. Indeed, an original meaning of the word threshold is a piece of wood or stone placed under a door. Crossing the threshold marks a new beginning. Another use of the term is when we talk about a pain threshold. We say someone has a high pain threshold if they can tolerate a lot of pain before they change their behavior. In robotics, we talk about setting a threshold value in a program. That is, when a sensor value reaches (or crosses) a certain point, the robot will change its behavior. For example, let s build a robot with an ultrasonic sensor facing forward. We can use the MODULE 8: 4-H Robotics 8.16

19 sensor to program the robot so it gets close to a wall, but does not run into it. How close to the wall we want the robot to get is our threshold value. When the ultrasonic sensor value reaches the threshold, we want the robot to stop. TRAINER TIP: The LEGO MINDSTORMS NXT and LEGO MINDSTORMS EV3 programming software are different. Before the workshop, familiarize yourself with the basics of the software your group will be using and be prepared to demonstrate basic elements of the programming environment. Open the LEGO programming software on your computer so that participants can follow along with what you are doing. We are going to explore some of the LEGO programming software s capabilities. Open the software on your computer and start a new program. Orient participants to the elements of the programming environment. If you are unsure about how to describe the program, there are many resources online to provide an overview of the EV3 or NXT programming. BE sure to include these points in your orientation: Starting program Command menus or palettes Action (green) Flow (orange) Sensor (yellow) Data (red) we will not use these commands today Advanced (blue EV3 or red NXT) we will not use these commands today Drop and drag process to select command blocks Saving programs When you learned how to program your robot to move, you used the Move (NXT) / Move Tank (EV3) command and learned how to adjust the parameters. Today we will learn how to use some new programming blocks or commands. MODULE 8: 4-H Robotics 8.17

20 Wait Command When programming in the language for your LEGO robot, the Wait command tells the robot to do what it is doing until something else happens. The something else could be a number of things, such as a specified amount of time passing, or reaching a particular sensor value (threshold). Demonstrate the Wait command then ask: What do you think this program will do? (Process and Generalize) If time allows, borrow a robot from a participant and demonstrate what this program does. TRAINER TIP: Wait Block Drag a Move Tank/Move command from the action menu (green) to the start/sequence beam. Check to be sure you have the correct ports selected. Drag a Wait command from the flow menu (orange) to the start/sequence beam. Select the Ultrasonic Sensor in the Wait block. Check to be sure you have the correct port selected. Set the parameters for distance. Ask the group How far from the wall should it stop moving? LEGO- NXT- G programming environment Ask the group what should it do after it stops moving? Turn? Back up? Drag a Move Tank/Move command from the action menu (green) to the start/sequence beam. Check to be sure you have the correct ports selected. Set it to back up, turn or stop motors as the group decided. MODULE 8: 4-H Robotics 8.18

21 Switch Command The programming logic we have used so far enables the robot to do one thing until something happens and then it can do something else. However, what if you want the robot to do two different things based on the data from the sensor? In that case you would want to use a Switch (or if-then statement). A Switch is a programming structure that asks a true/false question. If the response is true, then one thing will happen. If the response is false, then another thing will happen. Demonstrate the Switch Command and ask. What do you think this program will do? (Process and Generalize) TRAINER TIP: Switch Command Drag a Switch command from the flow menu (orange) to the start/sequence beam. Select the Ultrasonic Sensor in the Switch block. Check to be sure you have the correct port selected. Set the parameters for distance to < 20 centimeters. Drag a Sound command from the action menu (green) to each part of the Switch block and select different sounds for it to play: EV3 programming environment - For instance, play Object Detected if <20 cm - Play Good Job if > 20 cm MODULE 8: 4-H Robotics 8.19

22 Programming Loop Sometimes you may want the robot to do the same thing over and over again until it meets a certain condition. In this case you would want to work with a programming Loop. Demonstrate a Loop and ask: What do you think this program will do? (Process and Generalize) TRAINER TIP: Programming Loop Drag a Loop command from the flow menu (orange) to the start/sequence beam. Select the Ultrasonic Sensor in the Loop block. Check to be sure you have the correct port selected. Set the parameters to exit the loop if something is detected at < 20 centimeters. Now you need to tell the robot to move if it detects nothing < 20. Drag a Move Tank/Move command from the action menu (green) and place it inside the loop. Check to be sure you have the correct ports selected. Set it to move forward unlimited. LEGO- NXT- G programming environment Now you need to tell the robot what to do after it exits the loop. Drag a Move Tank/Move command from the action menu (green) and place it after the loop. Set it to back up, turn or stop motors as the group decided. MODULE 8: 4-H Robotics 8.20

23 Switch Within a Loop Another command that might be useful with sensors is programming a Switch within a Loop. With a Switch within a Loop, you can program the robot to move around the room autonomously and avoid obstacles. Demonstrate the Switch within a Loop and ask: What do you think this program will do? (Process and Generalize) If time allows, borrow a robot from a participant and demonstrate what this program does. TRAINER TIP: Switch Within a Loop Drag a Loop command from the flow menu (orange) to the start/sequence beam. Set the Loop parameters to Count. Set the count to 3. Drag a Switch command from the flow menu (orange) and put it inside the loop. Select the Ultrasonic Sensor in the Switch block. Check to be sure you have the correct port selected. Set the parameters for distance to < 20 centimeters. Drag a Sound command from the action menu (green) to each part of the Switch block and select different sounds for it to play for each option of the switch. Drag a Move Tank/Move command from the action menu (green) and place it in the Switch command >20. Check to be sure you have the correct ports selected. Set it to back up, turn or stop motors as the group decided. EV3 programming environment MODULE 8: 4-H Robotics 8.21

24 The Help box is very helpful when you learning how the program works. In NXT, this is located in the lower right corner. In EV3, select Content Help from the Help menu. You can position the box where you want on the screen. The Help box will give you tips about whatever is currently selected on the screen. You can click on the button for more information/help. Minimize the programming window and return to PowerPoint slide 18. STEP 10: Program a Robot (60 minutes) Now that you have learned some new skills, your next challenge is to program a robot with an ultrasonic sensor, to move up to an object and stop as close as it can without knocking the object over or running into it. You will have until (35 minutes) to complete this challenge. It may be helpful to write the ending time for this exercise on a flipchart or whiteboard. Progressive Challenges: As groups successfully meet the first challenge give them a second or third challenge. Do not post the new challenges on the board; instead explain the new challenge to individual groups when each group has finished the challenge they are working on. This way groups do not get discouraged with a list that seems daunting or when they see other groups are moving at a faster rate then they are. (See Progressive Challenges Box below.) Move up to an object and go around it. Move about the room without running into anything. Move around an object and return to the starting point. MODULE 8: 4-H Robotics 8.22

25 Encourage groups to talk with each other and share ideas. Be sure to stress that there are different ways to set up the program and arrive at the same solution. If they ask, Will this work? respond with I don t know, give it a try. Remember there is not one right answer. TRAINER TIP: Progressive Challenges are a tool you can use as a leader to keep a diverse group engaged. Before you begin, decide how much time to allocate and create a list of two to four challenges that build on one another. As a group completes one challenge, give them another challenge to work on. The goal is to keep all groups working on a challenge for the time allocated. At the end of the time, each group should feel they accomplished the challenge set forth for them, even if they did not all reach the same end point. STEP 11: ACTIVITY Asking Good Questions (17 minutes) Draw the group back together. Many of you may have worked with or seen the Experiential Learning Model. It is important to keep this model in mind when working with youth. Let s review the Model. One of the most important pieces of the model is the experience, but to be meaningful, the experience must have a purpose What is your intent? or Why are you doing this activity? The purpose is the objective or the outcome you want to achieve. The objective might be the acquisition of knowledge or mastery of new skills. Being very clear about the purpose will help you better facilitate the youth's learning experience. MODULE 8: 4-H Robotics 8.23

26 What do you think was the purpose of your experience programming with sensors? My purpose was for you to become more familiar with the LEGO MINDSTORMS Robotics Kit and the 4-H Robotics Platforms curriculum. Share explores a deeper meaning of the experience. Some think of the share as What happened? or the What?. Tape the What? Post It on the flipchart of the Experiential Learning Model by Share. This is the time for learners to describe their experience and some of the challenges they met. As they share they will gain new insights about their experience. As a learner, what would you like to share about your experience programming your robot? Now give participants an opportunity to share their experiences. Process and Generalize is getting into the So What?. Tape the So What? Post It on the flipchart of the Experiential Learning Model by Process and Generalize. Now is the time for learners to think about its significance. What was most important about what they did? How does it relate to their daily lives? This is where analysis of the experience comes in an exploration of the deeper meaning of the content. Ask participants: What did you learn about yourself as you programmed your robot? What problems arose reapeatedly? How did you handle them? What advice would you give to a leader learning how to use the LEGO MINDSTORMS Kit? Apply can be thought of as Now What? Tape the Now What? Post It on the flipchart of the Experiential Learning Model by Apply. MODULE 8: 4-H Robotics 8.24

27 Now, what are you going to do with this information? This is the point where leaders can ask questions to help learners realize the new knowledge they have gained and how it will affect them in their daily lives, or community. We are going to ask you to apply what you have learned in this activity. One way to help facilitate learning is to ask questions. Distribute the Asking Good Questions Handout. Working with your group, you will think about good questions to use with youth to enhance their learning. You will: 1. Select six good questions you would use with youth (you can select from these questions or create your own). 2. Identify where each question you selected fits in the Experiential Learning Model. 3. Decide if you need additional questions to cover all components of the model. You will have until (5 7 minutes) to work with your group then we will regroup and share your ideas. TRAINER TIP: It is okay if different people identify a single question with different parts of the Experiential Learning Model. Ask them why it fits with that component. There is no single way of doing this activity. Draw the group back together. Let s start with a good Share question. MODULE 8: 4-H Robotics 8.25

28 Who has an example? Who has a good question to encourage youth to Process and Generalize? What would be a good Apply question? Questions are a good way to implement the Experiential Learning Model, but you can use other strategies too. What are other ways to encourage youth to share, process and generalize, and apply what they have learned? (skits, drawings, presentations solving a challenge) STEP 12: Understanding Progressive Challenges (3 minutes) The last part of building and programming your robot included progressive challenges. Now that you have experienced a progressive challenge, how would you describe them? Why might you want to use progressive challenges with youth? (Process and Generalize) How did the progressive challenges support your exploration? (Process and Generalize) Having a series of progressive challenges makes it easier to keep the entire group engaged by providing focus for groups that finish early while still allowing others to learn at their own pace. It also provides a feeling of success for all groups. Everybody accomplishes a challenge. MODULE 8: 4-H Robotics 8.26

29 STEP 13: Wrap-Up (15 minutes) If you are presenting another 4- H Robotics Training Module directly after Module 4 or using the post- assessment, adapt the following to fit your training schedule. Our goal in this training, similar to the 4- H Robotics Platforms Curriculum, is not to teach you all about robotics, but to provide resources so you are equipped to go out and learn more. We do not expect our youth to be robotics experts when they complete the curriculum, but we believe they will have gained skills in learning about robotics, just as you have today. What can you do to help yourself continue learning about programming? (Apply) What about this curriculum are you most excited to use? (Apply) What will be your first steps for using this curriculum? (Apply) Thank you for participating. We hope you have enjoyed this experience and that you have fun working with 4-H Robotics Platforms and youth. Direct participants to dismantle their robots and put away their kits and computers. Be sure to allow 10 minutes for the clean-up. If you choose to develop a 4-H Robotics program in your area, there are eight other training modules available to you. Module 1: Comprehensive Robotics Overview Module 2: Recruitment and Partnerships Module 3: Community Resources Cultivation Module 4: LEGO WeDo Introduction Module 5: Using Technology to Deliver a Robotics Program (Virtual Robotics Curriculum) Module 6: Experiencing Engineering Design (Junk Yard Robotics Curriculum) Module 7: An Experiential Model of Building Robots (Robotics Platform) Module 9: Expansion, Enrichment, Endurance: Your Year-Round Robotics Program Provide participants with information about upcoming training opportunities and answer any remaining questions. This concludes Module 8: (Exploring Robotics Platforms). MODULE 8: 4-H Robotics 8.27

30 HANDOUT 4-H Robotics: Engineering for Today and Tomorrow The 4-H Robotics Curriculum uses robotics as a means of engaging youth and developing interesting and challenging experiences with science, engineering and technology. It also uses a variety of media and means to engage youth. It is a much broader project than most of the robotic curriculums currently available, which often focus on a single platform or mode of delivery. As they participate in 4-H Robotics: Engineering for Today and Tomorrow, youth: Build understanding of basic science concepts related to robotics Apply the processes of scientific inquiry and engineering design Build skills in science, engineering and technology Use the tools of technology to enhance their learning; Explore related careers and Apply the skills and knowledge they are developing to new challenges It is comprised of three separate tracks; each designed to meet the diverse requirements of 4-H clubs, after-school programs, individual youth and school enrichment activities. The Virtual Robotics Track of the project will provide youth with opportunities to build and test virtual robots. Participants will enjoy the challenges of interacting in a virtual environment as they learn basic science and robotics concepts without investing in expensive materials or supplies. This track will make use of videos, simulations, animations and other media to convey content in a meaningful and engaging manner. The Robotics Notebook for this track will be a real-world notebook in which students record their designs and respond to questions as they work and learn in the virtual environment. The Junk Drawer Robotics Track will challenge participants to build robots from everyday items. In each module youth will learn about a different aspect of robotics and then design and build a robot using what they have learned. This track emphasizes developing knowledge and developing skills, as well as applying what they have learned as participating youth design and build their own robots. Youth will use their Robotics Notebook to record their learning experiences, robotic designs and data from their investigations. In the Robotics Platforms Track, youth will use a commercial robotics kit to explore the world of robots. The activities developed for this track can be used with a variety of commercial robotics kits such as LEGO Mindstorms, TETRIX, CEENBot TM or VEX. As participants experience each module in a level, they will develop scientific knowledge and technological understanding that will enable them to master the challenge presented at the culmination of that level. As they progress through each module, the Robotics Notebook will help youth to keep a record of their progress and serve as an important learning tool. Each level will build upon the prior level as youth develop a broader and deeper understanding of robotics. Strong Partnerships: This initiative is built upon a strong network of partnerships across the U.S. led by the University of Nebraska. Partners in the project include: University of Nebraska, University of California, Global Design Challenge Award, University of Idaho, Montana State University, University of Connecticut, University of Maryland, and Iowa State University Extension. MODULE 8: HANDOUT 4-H Robotics 8.28

31 HANDOUT Utilizing Youth Robotics Notebooks Keeping a Robotics Notebook Each module of the 4- H Robotics Curriculum includes prompts and questions to guide youth in creating their own Robotics Notebook. Printed notebooks are available for Junk Drawer Robotics. For Robotics Platforms and Virtual Robotics, you will print notebook pages for each module. A small three- ring binder will work best for keeping these pages together and allow youth to add additional pages as needed. Youth will use their notebooks to answer questions, record data, create sketches of their design ideas and record their learning experience. As a leader, you will: Ensure that youth have their notebooks handy while they are working Provide structures to make meaningful use of the notebooks Create a system of accountability appropriate for your program The end of each session is a good time to check notebooks and ask youth to reflect on what they have learned. However, checking throughout the session will encourage more active use of the Robotics Notebook. Here are some prompts you can use to encourage youth to reflect on their experiences: Have you written or made a drawing in your notebook today? Based on what we ve been doing today, what Aha! experience are you taking home? What is something that happened to day that you would like to learn more about? What have you learned today that may be helpful in our next session? What worked best for you today? What did you wish you could change today? Storing Robotics Notebooks You will need to decide whether youth will store their notebooks at home or at your meeting place. This decision will probably depend on how much space you have available. If you plan to store the notebooks, be sure to give learners plenty of time to write during your session. At the end of each session, designate a location for the notebooks and organize them so they are easy to retrieve. If you plan to have youth take their notebooks home, you may give them additional ideas to reflect on between sessions. There is a risk that they might forget or lose the notebook at home, so have a plan for dealing with missing notebooks. Using notebooks to create grades or accountability for learners The Robotics Notebooks are designed to prompt reflection, but they can also be used for purposes of assessment or accountability for learners. Robotics Notebooks can be used to document attendance as youth record the date for each module. Responses to the prompts in each module can be graded using a teacher- generated rubric. To provide a valid assessment of learning, it is important that youth understand the rubric that will be used to assess their performance. You can extend the usefulness of the notebooks to create accountability by adding your own questions. For assessment purposes, you may choose to create both open- ended and factual questions for each module. MODULE 8: HANDOUT 4-H Robotics 8.29

32 HANDOUT MODULE 8: HANDOUT 4-H Robotics 8.30

33 HANDOUT MODULE 8: HANDOUT 4-H Robotics 8.31

34 HANDOUT The Ultrasonic Sensor Measuring Distance Now that you have set up and connected the ultrasonic sensor to the microprocessor. Now, let s turn it on so you can see measurement values from the sensor, let s now examine the sensor readings a little more carefully so that we can get a better idea about what the sensor measures and how well it does it. Set up the following Ultrasonic Sensor Test Station: Directions: Find some space by a wall that is unobstructed. The wall area should be blank with no shelving or other things set in front of it (e.g., chairs, tables). You will need about 2 meters of space in front of the wall to do your work. 1. Lay out 2 meter (or yard) sticks end to end on the floor perpendicular to the wall as shown in the picture. This is our ultrasonic sensor test station. 2. Set the microprocessor on the floor at about 1 meter (100 cm) away from the wall, pointing the ultrasonic sensor directly at the wall. 3. Note: you will need to decide on what part of the sensor to measure from, e.g., the front, middle, or back. Be sure to use the same spot each time. 4. Move the microprocessor and sensor toward the wall to each of the Actual Distances indicated in Table Use the table below to record your sensor readings. 6. Calculate and record the differences between Actual and the Sensor measurements. MODULE 8: HANDOUT 4-H Robotics 8.32

35 HANDOUT Be sure to enter the units you are using to measure. Set the View function to view the Ultrasonic Sensor in cm (centimeters). Now, go back to the sketch you made showing the sensor line of sight and zone of detection and identify in the sketch the approximate region where the ultrasonic sensor is the most reliable. MODULE 8: HANDOUT 4-H Robotics 8.33

36 HANDOUT Asking Good Questions 1. How well did your robot do in the challenge? What did it do well? What couldn t it do? 2. Describe how you solved the first challenge? 3. Describe how someone else solved the first challenge. 4. What programming commands did you use? 5. How would you improve the design of the robot? 6. How would you improve the programming of the robot? 7. What was the most surprising thing you learned? 8. What did you find difficult? 9. What suggestions do you have for someone else that wants to learn about programming robots? 10. Are you better at designing, building or programming? Why? 1. How well did your robot do in the challenge? What did it do well? What couldn t it do? 2. Describe how you solved the first challenge? 3. Describe how someone else solved the first challenge. 4. What programming commands did you use? 5. How would you improve the design of the robot? 6. How would you improve the programming of the robot? 7. What was the most surprising thing you learned? 8. What did you find difficult? 9. What suggestions do you have for someone else that wants to learn about programming robots? 10. Are you better at designing, building or programming? Why? MODULE 8: HANDOUT 4-H Robotics 8.34