Robotics Curriculum Guide - ISL

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Robotip - It is extremely important to have students cover their IR tower and robotwhenever multiple users are beaming programs. When not in use, robots should beturned off so they don’t pick up stray signals. If a robot receives a signal from multipleIR towers at the same time the firmware becomes corrupt and needs to be downloadedagain. (Open the “Download” Helper Link on the Robotics Educator for details.)Technological Concepts taught in this lessonElectronic ControlPolarityBasic ProgrammingScientific MethodLogical ThinkingProportionEstimationMeasurementResources:Robots, ROBOLAB software, working IR towerDownloading helper link – found in the Programming Module helper pages sectionIR Tower helper link – found in the Programmer Module helper pages sectionROBOLAB Programming Tutorial – Robotics Educator/Programming Module top levelFunctions Palette helper link – found in the Programmer Module helper pages sectionSimple programming exercises worksheet from the Robotics Academy siteROBOLAB PowerPoint presentation 1 “motors, speeds, and sounds”Basic ROBOLAB worksheet and quizRCX maintenance PowerPoint presentationElectronic Generator PowerPoint presentationHuman to Robot programming challenge from the Robotics Educator WorkbookTeacher will:Prepare a presentation demonstrating continuity and polarity.Describe the parts of an electric circuit.Ask students to list examples of electronic control in their lives. Divide the list into twocategories: examples of simple electronic control and examples that involveprogramming and logic.Prepare a presentation that demonstrates how to use ROBOLAB TM to program the RCXto turn motors, timers, and sounds on and off.Demonstrate the following ROBOLAB features to students before they start theirprograms:© Carnegie Mellon Universityall rights reserved12
• Programmer mode• Help Screen• Functions Palette• Tool Palette• IR Tower• Downloading a programHave the students go to the “Motors and Timers” exercises in the Programming Moduleand write the programs, then download them to Tankbot and test their programs. Eachexercise is designed with a simple challenge. Demonstrate how to build the programs.The focus of the exercise is explained below:Robotip – wiring the icons is tricky at first. Open the tools palette under window inROBOLAB. Demonstrate how to wire icons. Icons cannot be place on top of wires andhave them work. Demonstrate to the class how to move from one icon in the toolspalette to another. Hit the space bar when you are working with the tools palette andyou will toggle between the wiring tool and the selection tool. This can be a greattimesaver.• Moving Forward – This is the simplest of programs. The student will wire up motorsA&C with the arrow on the icon pointing toward the right (forward) they will place a 4-second timer next to the icon and then an ABC stop icon. The exercise is designedto introduce simple electronic control; turning on an actuator (motor) for a fixedamount of time and then turning it off. Ask the students what would happen if therewas no ABC stop icon at the end of the program. Try it. The robot would continue tomove forward forever. This is the first lesson on the importance of implicitly tellingthe robot everything you would like it to do when programming.Robotip – students need to be taught how to save their work. If they do not setup a filestructure then their programs will be all over the computer. This is a good time toreview how you want them to save their work, where you want them to save their work,and how often their work should be backed up. In the next exercise the student willmodify their first program. This is an excellent time to teach them about the save-asfunction when saving edited programs.• Moving Forward then Reverse – In this program the student learns how to changepolarity using ROBOLAB. They are required to add to their previous program byinserting a reverse (arrow pointing left) motor icon for A&C, they will add a 4 secondtimer and a stop. Students are required to select and delete a wire from the previousprogram, move the red stoplight icon to the right to make room for the new icons andthen begin adding and wiring the new icons.© Carnegie Mellon Universityall rights reserved13
Page 1 and 2: Robotics Curriculum GuideTo the tea
Page 3 and 4: Index for Robotics Curriculum Guide
Page 5 and 6: Organizers for using the Robotics E
Page 7 and 8: http://www.rec.ri.cmu.edu/education
Page 9 and 10: The following handouts:• Tankbot
Page 11: Unit Four Introduction to Electroni
Page 15 and 16: Unit Five Introduction to Programmi
Page 17 and 18: TeamworkResources:Sense-Plan-Act sl
Page 19 and 20: Unit Introduction to the Touch Sens
Page 21 and 22: Students will:List the parts of an
Page 23 and 24: Technological Concepts taught in th
Page 25 and 26: the feedback from the light sensor.
Page 27 and 28: Technological Concepts taught in th
Page 29 and 30: Unit Introduction to Temperature Se
Page 31 and 32: ResourcesContainers and Timers Powe
Page 33 and 34: Unit Introduction to MechanicsNote
Page 35 and 36: Unit Introduction to GearsNote to t
Page 37 and 38: Enrichment Activities:Use the inves

Robotics Curriculum Guide - ISL

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