Raftstem Basic Unit
Raftstem Basic Unit
Raftstem Basic Unit
RAFTSTEM
Grades 3-8
Robotics Basics 2015JUN27
Robotics Basics 1
Overview Materials
This material is designed to provide you with the basic information needed to Robotics Basics PowerPoint file is
construct and program a robot for use in your classes. Once a robot is provided for introducing the unit.
assembled, many different lessons can be designed to include programming it
to perform in various ways. Remember that the focus of your lessons should be Roborobo kit #1 components
the content specified by the Georgia Performance Standards for your grade
§ CPU board (1)
level – not robotics for the sake of robotics. The hands-on robotics activities
§ DC motor (2)
should enhance the instruction you are already doing rather than add a lot of
§ Wheels (2)
new content to your curriculum.
§ Battery case (1)
§ AA batteries (4)
Objectives § Fiberboard main frame (1)
§ Fiberboard mid frame (1)
The following standards can be addressed by learning activities that include § L-frame 1x2 (2)
basic robot construction and programming. Numerous other standards can be § L-frame 2x2 (2)
addressed using learning activities with an assembled robot. § Motor frame (4)
§ 7mm support (4)
n MCC5.NBT.1 Recognize that in a multi-digit number, a digit in one
§ 20mm support (6)
place represents 10 times as much as it represents in the place to its
§ 35mm support (5)
right and 1/10 of what it represents in the place to its left.
§ Self-tapping screws (2)
n S5CS4. a. Observe and describe how parts influence one another in
§ Machines screws (43)
things with many parts.
§ Nuts (26)
n S5CS3. Students will use tools and instruments for observing, measuring,
§ Cap nut (1)
and manipulating objects in scientific activities.
§ Wires (8)
n SS5H9 The student will trace important developments in America
§ Phillips screwdriver (1)
since 1975.
§ Nut driver (1)
n SS5E1. f. Give examples of technological advancements and their
§ Rogic software running on
impact on business productivity during the continuing development of
Windows OS
the United States (such as the development of the personal computer
and the internet).
n ELACC5RI7 Integration of Knowledge and Ideas: Draw on Other Resources
information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem Use the Parts List to identify
efficiently. components needed to assemble to
robot. Note that the materials listed
above are just what is needed to
Activities assemble the basic robot and not
inclusive of everything in the
The learning activities described below are designed to guide integrated
Roborobo kit #1.
science, technology, engineering, and mathematics (STEM) instruction that
also includes social studies and English language arts. The Assembly Instructions will provide
guidance for you or your students to
1. Discuss some of the reasons STEM is important and talk about
construct a robot that can be used in a
technological developments since 1975.
variety of ways. Follow instructions
2. Explain some of the history of robots and how they contribute to
carefully and look at the pictures for
productivity in manufacturing and business.
guidance. Note that mounting the
3. Ask students to do some research about how robots and intelligent
motors correctly is particularly
machines are becoming more and more capable of “human work.”
important or the robot will not
4. Have students work in teams of 2, 3, or 4 to assemble the robot
operate properly.
designed for this lesson. The Parts List and Assembly Instructions support
this activity.
Robotics Basics 2
5. Assign students to write a reflection paper about assembling the robot.
They should include a description of any steps that were difficult, how
they measured the size of parts where dimensions were given, and
how they think the robot will operate once it is programmed.
6. Navigate to the Hour of Code website (http://code.org/learn) and
demonstrate the first steps of Code with Anna and Elsa. Provide an
opportunity for students to individually complete this online activity.
If a computer lab is not available, assign it as homework.
7. Discuss the following Hour of Code programming blocks. What do
they do and how do they work?
a. Move
An Hour of Code Review Guide is
b. Turn
provided to assist with discussion of
c. Repeat
work students have completed using
d. Set color
that website. This item also includes
e. Jump
some activities to demonstrate
f. Create a circle (function)
programming without using a
8. Complete the activities described on the Hour of Code Review Guide.
computer.
Volunteers from the class move to demonstrate how the various blocks
work. These learning activities can be done without using a computer. The Programming Without a Computer
9. Use the Programming Without a Computer instruction guide to further instruction guide provides further
demonstrate how robotics programming code works. The activities on directions for activities to enhance
this sheet begin with simple English commands and move on to understanding of robotics
demonstrate Rogic (programming software for Roborobo robots) programming code.
programming code.
10. Launch the Rogic program using a SMART board or projection A Rogic program file is provided that
screen. Demonstrate the basic blocks in this software. Make uses all of the functions of the robot
comparisons between the Hour of Code programming blocks and the for this activity. The function of this
Rogic commands: Move >> DC Motor, Turn >> DC Motor, Repeat program enables the robot to do
>> Loop, Set color >> ON (used with LED), Jump >> Break, Create nothing until a push button is pressed.
a circle >> Functions. When the left button is pressed the
a. DC Motor LED’s light red, amber, and green;
b. ON the buzzer sounds for .1 second; and
c. OFF then all turn back off. This can be
d. Delay repeated as many times as desired
e. While until the right button is pressed. The
f. Loop left button routine has a break when
g. Break the right button is pressed and the
h. IF Else robot moves forward until it senses a
i. Functions barrier. It then reverses on the right
11. Use the settings of .1 to 11.1 and .2 to 2.22 in the delay chip to motor and moves forward again. It
demonstrate that a digit in one place represents 10 times as much as it will continue to reverse each time it
represents in the place to its right and 1/10 of what it represents in the senses a barrier near one or both IR
place to its left. Note that the total range of the delay chip is .1 to 25 sensors.
seconds.
12. A number of additional programming challenges can be used with this
robot to address standards. Simple programs that involve turning on
and off the LEDs in a prescribed manner or more complex programs
that control the robot as it navigates an obstacle course can be
implemented.
Robotics Basics 3
Differentiation
Modifications in the planned learning activities to meet the needs of learners
who will be challenged can be implemented in a number of ways. Since much
of the work can be completed with students working in teams, assembling a
range of capabilities in each team is a good strategy. Also, providing less focus
on robot assembly, and more on programming is a viable strategy for those
learners who are either too young or find the assembly operations too difficult.
Evaluation
Assessment Instruments
The learning related to the listed standards should be evaluated in the same
manner as would be implemented if robots were not being used to enhance Several types of assessments are
learning. Assessments should be completed in the areas of mathematics, needed to measure learning outcomes
science, social studies, and English language arts. Evaluation of learning of STEM instruction using robotics
specific to robotics can also be administered either as a part of the research activities.
plan or to gain insights into the clarity and effectiveness of the curriculum.
Usual and customary evaluations
A robotics assessment for the RAFTSTEM project is currently under should be used for mathematics,
development and will be made available soon. science, social studies, and English
language arts.
Robotics Basics 4
Parts List
CPU Board – This circuit board contains
the “brains” of the robot. It holds the
CPU as well as input, output, and power
circuitry. The CPU used by Roborobo is
the ATmega8A. The chip has 8KB of
memory and 23 I/O ports. Letters and
numbers identify the holes around the
edges.
DC motor – The motors on this robot
operate on direct current. They can turn
at set speeds in either forward or reverse.
1
Get ready to attach the DC motors to
the main frame. A total of eight
machine screws will be needed. Be
sure the motors are turned the right
way. The motor shafts should be
closer to the front edge (where letters
are) than to back edge of main frame.
2
Find the CPU board and four nuts.
The CPU board has letters and
numbers along the edges to label the
holes.
3
Find six 20mm supports, two
machines screws, and two nuts.
4
Find two 2x1 L-frames, two IR
sensors, four machine screws, and
four nuts.
5
Install one of the 2x2 L-frames to the
edge of the CPU board using screws
with nuts in holes I15 and K15.
Attach the other 2x2 L-frame using
screws with nuts in holes I1 and K1 of
the CPU board.
Wiring:
In every case, be sure black wire
connects to the pin with a white
triangle or a white strip next to it.
6
Hour of Code Review Guide
This review sheet can be used to guide discussion of Hour of Code programming blocks
after students complete the Anna and Elsa programming activities on their own. In
situations where students might have difficulty with this activity and differentiation is
needed, working with a partner would be recommended. Sample learning activities are
provided for each block.
move: This command is used to make a motion in a forward or backward direction. The
distance of the motion is in pixels and can be 50, 100, 150, 200, or 300.
Have a volunteer come to the front of the room and demonstrate the movement for the
following – move forward by 15 steps. In this case each step is equivalent to a pixel in the
Anna and Elsa code block.
turn: The figure can rotate either right or left. The degrees of rotation can be 45, 60, 90,
120, or 180.
Have another volunteer come to the front of the room and demonstrate the following –
move forward 3 steps, turn right by 90 degrees, move forward 2 steps.
repeat: When an action or several actions need to happen more than one time, this
command allows that to happen. Actions can be repeated from 3 to 10 times.
Have a volunteer demonstrate the following – repeat 4 times, move forward 2 steps, turn
right by 90 degrees. Give guidance on this activity if needed.
1
set color: This command can be used to set the color of lines being drawn. There are 9
choices of colors.
Take out some construction paper in several colors – yellow, blue, red, green, black. Have
a volunteer demonstrate the following – set color blue, move forward 2 steps, set color
green, turn right by 90 degrees, set color red. The volunteer should hold up the piece of
construction paper with the specified color when that command is executed and move as
instructed in the next command.
jump: Use this command to move the figure forward or backward without drawing a line.
The distance is set in pixels and can be 50, 100, 150, 200, or 300.
Have a volunteer demonstrate the following – jump forward by 1 hop, turn left by 90
degrees, move forward 4 steps, jump forward by 1 hop.
create a circle: This command is like a function that combines several other blocks into a
single block.
Have a volunteer move 1 step forward, turn slightly, move 1 step forward, turn slightly,
and repeat this process until they walk in a circle. Suggest that small steps be taken so that
there will be enough space for this action to be completed. While this will likely not take
360 steps and turns, it will demonstrate the principle behind this command.
Here are the blocks that the “create a circle” command replaces.
2
Programming Without a Computer
This guide provides instructions for several activities that demonstrate the logic and
execution of robotics programs. Some of the items are generic and applicable to any type of
robotics system and others are specific to the Rogic programming application. Activities in
this guide are based on work originally developed by Anna Conner.
To begin these activities you will need to have three volunteers come to the front of the
room to demonstrate various “program” commands. If desired, the persons demonstrating
the movements can be informed of them and practice in advance. For purposes of
instructions volunteers are identified as V1, V2, and V3. Have some chairs available for the
volunteers to sit in as needed.
Activity 1
V3 begins in standing position.
Does V1 have a hand raised?
YES – V3 takes three steps forward
NO – V3 remains still
Activity 2
V3 begins in seated position.
Is V2 smiling?
YES – V3 stands
NO – V3 remains seated
Activity 3
V3 begins in standing position.
Does V1 have a hand raised?
YES –
Does V2 have a hand raised?
YES – V3 walks forward two steps
NO – V3 walks backwards three steps
NO –
Does V2 have a hand raised?
YES – V3 sits down in chair
NO – V3 raises a hand
Activity 4
Have V1 and V2 link arms to demonstrate how a robot with two motors and wheels can
turn.
V1 walks forward and V2 pivots.
V1 walks forward and V2 walks backwards.
Provide guidance as needed but illustrate that when both walk in opposite directions the
rotation or turn is quicker than when one walks and the other pivots.
1
Activity 5
What instructions do we need to give for V3 to walk in a square?
Walk forward three steps
Turn right 90 degrees
Walk forward three steps
Turn right 90 degrees
Walk forward three steps
Turn right 90 degrees
Walk forward three steps
Turn right 90 degrees
Activity 6
Sometimes we want something to continue indefinitely. We do this by checking a
condition over and over again.
Sometimes V2 has a hand raised and sometimes the hand is not raised.
V3 begins in a standing position.
If V2 has a hand raised then V3 should sit down.
Else if V2 does not have a hand raised then V3 should stand up.
V3 continues to check whether V2 has a hand raised or not until time is called.
Activities that follow are based on Rogic programming blocks or code. Rogic is the
software that is used to create programs for Roborobo robots. The blocks are very similar
to other robotics programming as well as to the Hour of Code activities and the MIT
Media Lab created Scratch. Rogic code should be displayed by using either a projection
screen or a SMARTboard.
2
Activity 7
Activity 8
3
Activity 9
Activity 10
4
Activity 11
Provided with the instructional materials is a program that uses the various features of the
Robotics Basics robot that is built when the assembly instructions are followed. The
program is named robotics_basics.rpj and it uses the two push button switches, the IR
sensors, the LEDs and buzzer, and the motors. Following the activities in this guide this
program could be projected on a screen or SMART board, explained, and then
demonstrated using the assembled robot.