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IntroductoryProgramming withEV3Robotics STOMPCurriculum June2014
Notes Description Thisisa9-weekunitdesignedtogiveupperelementaryandmiddleschoolchildrenanintroductiontoprogrammingwithLEGOEV3Robotics.Eachlessonisdesignedtobe60minuteslong,butmaybeadaptedforalongerorshorterblockoftime. Thepurposeofthisunitistoteachthebasicconceptsofprogramming.Thecurriculumisintendedtogivestudentsmoretimetoprogrambyreducingtheamountoftimespentonbuildingeachrobot.Bytheendoftheunit,studentsshouldhaveconfidenceusingLEGOMindstorms. Foralllessons,youwillneedlaptopswithEV3Mindstormssoftware(1forevery2students)andEV3roboticskits(1forevery2students).Thesematerialswillbereferredtosimplyas"EV3Roboticsmaterials"ontheactivitypages. InPractice Beforegoingintotheclassroom,thoroughlyfamiliarizeyourselfwiththeLEGOEV3andMindstormstechnology.ResourcesareavailablethroughtheSTOMPwebsiteandtheCenterforEngineeringEducationandOutreach.Buildandprogramyourself!Besureyouhavedonealloftheactivitiesbeforegoingintotheclassroom.Itwillhelpyoutopredictwhatwillbechallengingforthestudents. Firstlearningtoprogramcanbeverychallengingforstudents.Tokeepstudentsfromgettingfrustratedandlosingfocus,considerbeforehandwhatyouwantyourstudentstospendtimeon.Forexample,ifastudentisstrugglingtoconnecthis/herprogrammingblocks,youshouldenabletheirprogressbyshowingthemwheretoplacetheblocks.Ontheotherhand,ifastudentistryingtofigureouthowtomakearobotarmwave,guidehimorhertothinkaboutwhatmotionsthemotorshouldmake. QuestionsforSTOMPerstoThinkAbout Youmaywanttoconsiderthefollowingquestionsoverthecourseofthesemester:Whatdoyouwanttoseeyourstudentsdoinginthisunit?Whatdoyouhopeyourstudentswilllearn?Howcanyoumaketheactivitiesrelevanttotherealworld?Whatinterpersonalskillsdoyouwantthemtopractice?Howwillyouknowifyourcurriculumissuccessful? QuestionsforYourStudentstoThinkAbout Whatdoengineersdo?Areyouanengineer?Howdoengineersbehaveandworktogether?Howdoengineersfeelaboutfailure?Whatmakesarobotarobot?Whatisprogramming?Whatdosensorsdo?Whatisthepurposeofloops?
TableofContents Lesson1:WhatisProgramming? HumanRobotandCarBuilding Lesson2:MindstormsIntroduction ArtBots Lesson3:SensorsIntroduction TouchSensorChallenges Lesson4:SensorsIntroduction EV3Alarm Lesson5:UsingLoops Seeing-EyeDog Lesson6:Switches NighttimeCreepers Lesson7:FinalProject Begin"ThePerfectPet" Lesson8:FinalProject "ThePerfectPet"Continued Lesson9:FinalProject "ThePerfectPet"Wrap-Up References ImageBibliography
Lesson1WhatisProgramming? Overview:Inthefirstlessonoftheunit,studentswilldevelopasetofclassroomrules,andbuildcarstouseinfuturelessons. LearningGoals: 1. StudentswillbefamiliarwiththeEV3kit.2. StudentswillbefamiliarwithSTOMP. Materials: • LEGOEV3roboticskits• carbuildinginstructionpacketsorequivalentbuildingaid LessonPlan: 1. Introduction(10minutes)o Beginbyintroducingyourself,STOMPandthisprogrammingunit.o Discussclassroombehavior(seeReferences).Recordtheresponsesontheboardandleavethemtherefortheclassperiodforyoutoreferbacktoifyouseeinappropriatebehavior.2. MainActivity(45minutes)o GivethestudentssometimetoexploretheEV3kitsandbuildasimplecar.Itshouldhave2motors,bothfacinginthesamedirection.ThereshouldbeaplacewherethestudentcantapeonmarkersfortheArtBotsactivity.Ifagroupfinishesearly,encouragethemtodesignaLEGOstructuretoholdthemarkersonthecar.o BesuretoexplainthattherearemanyothertypesofEV3robots - youcanevenpullupsomevideos - andthatyouarebuildingthesecarssothatthestudentswouldbeabletospendmoretimeprogramming.3. Wrap-Up(5minutes)o Askthestudentswhattheythoughtaboutthebuilding.Whatwasdifficult?Whatwaseasy?Didanyonemakeadiscoverythey'dliketosharewiththeclass? Modifications: • Ifyouwanttoacceleratetheclass,youcanpre-buildthecarsyourselfandpackthemintotheEV3kitsforthestudentstouse.Then,spendthemajorityofclassdoinganintroductiontoprogramming(seeLesson2). Figure1.SimpleNXTCar
Lesson2ArtBots Overview:Thisclassintroducesstudentstotheconceptofprogramming,andtoMindstorms.Studentswilluseonlythemovementcommandstodrawapictureonapieceofposterpaper. LearningGoals:1. Studentswillbeabletoexplainprogrammingandgiveexamples.2. StudentswillfamiliarizethemselveswiththebasicsofMindstorms.3. Studentswillpracticewritingprogramswiththemovementblocks.4. Studentswilllearnaboutsystematictroubleshooting/debugging. Materials: • EV3roboticsmaterials• projectororpaperprogrammingbricks• markersandposterpaper(mayalreadybeinclassroom) LessonPlan: 1. Introduction(20minutes)o Askthestudents,"Whatisprogramming?"Comeupwithrealworldexamplestogether.o DotheHumanRobotactivity(seeReferences).2. MainActivity(35minutes)o IntroducethestudentstoMindstormsandtherelevantblocks(movementblocks,waitfortime).Programasaclass(seeReferences).DownloadaprogramontoanEV3cartodemonstrate.ThendistributecomputersandEV3cars.Havethemwriteandtestthesamesequenceofblocks.Circulateandtroubleshoot.o Ifthere'stime,begintheArtBotsactivity.Studentsaretodrawapicture(canbeanabstractpicture!)byprogrammingthecarwithonlythemovementblocks.o Remindthekidstotaketurnsprogramming(seeReferencesforhelpfultips).3. Wrap-Up(<5minutes)o Discusstheactivity.Wasiteasyorhard?o Askthestudentstomakepredictions.Whatelsedoyouthinkyoucouldprogramtherobottodo? Modifications: • Ifyoudonothavethedrawingmaterials,makeasimplemazewiththeEV3boxesandhavethestudentsusethemovementblockstonavigatethemaze.
Lesson3TouchSensorChallenges Overview:Programasaclasstointroducethestudentstothesensorblocks,thenhavethestudentscompleteaseriesofchallenges. LearningGoals: 1. Studentswillpracticeprogrammingwiththetouchsensor.2. Studentswillpracticetestingandredesigningtheirprogram Materials: • EV3roboticsmaterials• projectororpaperprogrammingbricks LessonPlan: 1. Introduction(15minutes)o Showthestudentsthe4sensorsintheirEV3kits.Explainwhateachonedoes.o DotheHumanRobotactivityinpairs,focusingonsensors(seeReferences).2. MainActivity(45minutes)o Programasaclasswithaprojectororthelargepaperblocks.Introducethe"waitfor"blockandshowthemhowtosetthetimesetto"unlimited."Dothisbyaskingleadingquestions.Writeaprogramasaclassandgivethestudentsopportunitiesforguidedpractice.Itcanbehelpfultodothisinhalfclassorsmallergroups.o Givethestudentssome(approximately6-8)verysimplechallengestocompletewiththetouchsensor.Eachchallengeshouldbuildonthepreviouschallengesothatonly1blockofthepreviousprogramneedstobechanged.Forexample:1. moveforward,waitinguntiltouched,thenmovebackwardsfor5s2. waitsuntiltouched,thentwistssidetoside10times.3. waituntiltouched,thentwistsidetosideinfinitely(loops!)4. startforward,thenswitchdirectioneachtimethetouchsensoristouched.Tomakeitmorefun,givethewholeclassonechallenge,andthengivegroupsnewchallengesindividuallyastheyarereadyforthem - theclasswillreallygetintotheraceaspect.Modifications: • Ifthestudentsfinishquickly,letthemtrythechallengeswithadifferentsensororjustgivethemadditionalchallenges.• IfthestudentsreallylikedtheArtBotsactivity,incorporatechallengeswithdrawing.
Lesson4EV3Alarm Overview:Thislessonisaflexiblelesson.Ifyourstudentsneedmorepracticeusingsensors,thislessonwillgivethemadditionalpracticeprogrammingwiththeultrasonic,light,orsoundsensor.Ifyourstudentshavestrongunderstandingofprogrammingwithsensors,feelfreetoskipthisweek,orgivethemamorechallengingtask. LearningGoals: 1. Studentswillpracticeprogrammingwiththeultrasonicorsoundsensor.2. Studentswillpracticeapplyingtheengineeringdesignprocessinitsentirety. Materials: • EV3roboticsmaterials• tennisballforultrasonicsensordemonstration LessonPlan: 1. Introduction(5minutes)o Explainhowtheultrasonicsensorworkseitherwithashortvideoorwithatennisballdemonstration(seeReferences).2. MainActivity(50minutes)o ThechallengeforthisweekisforthestudentstobuildanEV3securityalarm.Createabackstorythatlinkstheengineeringcurriculumtotherealworldorotherpartsoftheclass'scurriculum.Perhapsthealarmwillbeputintheclassroomtoprotectfromotherpeoplecomingintotheclassroom.PerhapsitcanbeusedtoprotecttheEgyptianpyramidsfromtombraiders.o Dependingonthecontext,thealarmcanbetriggeredbytheultrasonicsensor,lightsensororthesoundsensor.TheSTOMPersmaychoosethesensorforthewholeclassorleteachgroupchoose.Thestudentsshouldaddthesensortotheircarssoitremainsintactforthenextlesson.o Givethestudentstheremainderofclasstobuildtheiralarms.3. Wrap-Up(5minutes)o Iftimepermits,letsomegroupsvolunteertosharetheiralarmswiththeclassorletthestudentscirculateandsharetheirprojectswithoneanotherinanorganizedway.Iftheteacherwantsstudentstopracticepresentationskills,havethestudentssharegroupbygroup.
Lesson5Seeing-EyeDog Overview:Programasaclasstointroducethestudentstoloopsinprogramming.Thenstudentswilldesignroboticseeing-eyedogs. LearningGoals: 1. Studentswillpracticeusingloopstoprogramrepeatedactions.2. Studentswillpracticetestingandimprovingtheirprogram. Materials/Preparation: • EV3roboticsmaterials• theboxesoftheEV3kits(alreadyintheclass)o UsetheEV3boxestosetupashortobstaclecourse• Otherobstacles(optional) LessonPlan: 1. Introduction(10minutes)o Asktheclasswhattheydidlastweek?Whorememberssomethingcoolaboutprogramming?o Explainhowloopswork.Programasaclass.Writeaprogramthatusesaloop.Downloadanddemonstratetheprogram.2. MainActivityo Presenttheseeing-eyedogchallenge.StudentsmusttrytogettheirLEGOfigurinethroughtheobstaclecoursewithouthittingtheobstacles.o ReviewtheEDP.Beforepassingoutthecars,kitsandcomputers,havethepairstalktooneanothertoplanwhichsensortheywilluse.o Letthestudentsworkontheirprogram.ReferbacktotheEDPtoencouragefrequenttestingandimprovement. Modifications: • Forgroupsthatfinishmorequickly:o TeachthestudentshowtomakesoundsontheEV3ordisplayimages.
Lesson6NighttimeCreepers/FreezeDance Overview:Programasaclasstointroducetheconceptofswitchesinprogramming.Choosebetweenthetwoactivities. LearningGoals: 1. Studentswillpracticeprogrammingwithswitches.2. Studentswillpracticeprogrammingwiththelightorsoundsensor. Materials: • EV3roboticsmaterials• projectororpaperprogrammingbricks• spookyHalloweendecorationsfortherobots(optional) LessonPlan: 1. Warm-Up(10minutes)o Introducethelastprogrammingconcept:switches.Asaclass,programasimpleexampleprogramusingthesoundsensor.Ifthenoiseisbelowacertainlevel,therobotwilldosomething.Ifitisabovethatlevel,itshoulddosomethingelse.Ifyourstudentsseemtobegraspingprogramming,youcanletthemexplorethisontheirown.2. MainActivity(50minutes)o NighttimeCreepers:Thestudentsaretomakewere-robotsthatact"normal"whenthelightsareon,butdosomethingcrazyandspookywhenthelightsareoff!ThisisagoodopportunitytoshowthestudentshowtomakenoisesordisplayimagesontheEV3.Alsoencouragethemtoreconstructpartsoftheirpre-builtcar(i.e.replacethewheelswithscarylegs!)o FreezeDance:Thestudentsaretomakearobotthatstaysstillwhenthesoundisbelowacertainleveland"dance"whenitisaboveacertainlevel.o Beforebuilding,determineathreshold,fortheswitch.Usethedataloggingor"VIEW"featureoftheEV3tomeasuretheambientlightornoiseintheclassroom. Modifications: • Ifgroupsfinishearly:o encouragethemtouseanothersensortopracticeparallelprogrammingo encouragethemtobuildmorefeaturesontotheirrobotordecorateit!• Iftheclassisnotreadytolearnaboutswitches,skipthemaltogether.Youcanadaptthislessontobeamoresimpleprogrammingchallengebyhavingtherobotssimplewaituntilthelightsgooff,thendosomethingcreepyforasetamountoftime.
Lesson7ThePerfectPet(PartI) Overview:Thestudentswillbegintheirfinalproject,tobuildandtrain"ThePerfectPet." LearningGoals: 1. Studentswillpracticeplanningastheydesigntheirprojects.2. Studentswillapplyandreinforcetheirprogrammingknowledge. Materials: • EV3roboticsmaterials• projectplanworksheets(1per2-3students) LessonPlan: 1. Introduction(5minutes)o Presentthefinalproject:Youwantanewpet;howeversomeoneinyourfamilyisallergictoanimalswithfurandafraidofeverythingelse.Youdecidethatyouwillbuildyourselfyourownperfectroboticpet!Yourpetmustuseatleasttwodifferentsensorstointeractwithyou.2. MainActivity(45minutes)o Passouttheprojectplanworksheets(seeReferences).Givethestudentstimetobrainstormandfillthemout.Conferencewitheachgroupandensurethattheirideaisfeasiblebeforeapprovingit.Helpsteerstudentstowardideasyouknowareachievableinthistimeframe.Yourguidanceandinvolvementduringthebeginningstepsiscrucial.o Letthestudentsworkontheirpets.Makesurethatthestudentssavetheirwork.(SeeReferencesfortipsonsavingstudents'programsfromweektoweek)3. Wrap-Up(10minutes)o Havethegroupssharetheirprojectstotheclass(quickly,attheirdesks).Allowtheotherstudentstogivefeedback.Besurethatitispositiveand/orconstructive.Youmayneedtoguidethediscussionbyaskingforonecomplimentandonesuggestionaftereachpresentation.o Collecttheirprojectplanworksheets.ReviewthemwithyourSTOMPpartnertobesurethatstudentsareontherighttrack.Bringtheworksheetsbackthefollowingclass. Modifications: • Ifyouthinkitwouldbehelpful,startwithawholeclassbrainstormbeforebreakingthemupintotheirgroups
Lesson8ThePerfectPet(PartII) Overview:Studentscontinuetheirfinalprojects. LearningGoals: 1. StudentswillpracticeprogrammingwithmultiplesensorsinMindstorms. Materials: • EV3roboticsmaterials• completedprojectplanworksheetsfromlastclass• craftmaterialstodecoratetherobots(optional) LessonPlan: 1. Introduction(10minutes)o Haveeachgroupsharewhatpartoftheprojecttheywillworkonduringclass.Besurethatallgroupsareonschedule.Takenoteofeachgroup'sprogresssothatyoucangivemorehelptogroupsthatarebehindschedule.2. MainActivity(50minutes)o Givethestudentstimetoworkontheirfinalproject.Theyshouldfinishprogrammingtheirrobotsbytheendofthisclassperiod. Figure2.NXTPuppy
Lesson9ThePerfectPetPresentations Overview:Studentswillfinishtheirprojectsandpresenttheirperfectpets! LearningGoals: 1. Studentswillpracticecommunicatingtheirideastotheclass.2. Studentswillevaluatetheirworkandreflectonthedesignprocess. Materials: • EV3roboticsmaterials• craftmaterialstodecoratetherobot(optional) LessonPlan: 1. Introduction(15minutes)o Givethestudentsthefirstportionofclasstofinishtheirrobots.Theyshouldhavecompletedprogramminglastweek.Thistimeshouldbededicatedtocreativetouchesandphysicalfeatures.2. MainActivity(35minutes)o Havetheclasssitinacircle.Groupsshouldsittogether.Setexpectationsforthepresentation(e.g.everymemberofthegrouptalks).Goaroundthecirclehavingeachgrouppresenttheir"perfectpet."o Iftimepermits,letonepersonfromeachgroupcirculateandtalktotheirclassmatesabouttheirprojects.Theotherpersonstayswiththeirprojecttoexplainit.Thenswitchsotheotherpartnercanwalkaroundandseeotherstudents'workupclose.3. Wrap-Upo OptionA:Leadadiscussiontowrapuptheunitasawhole.Examplequestions:Whatwasyourfavorite/leastfavoritepartoftheunit?Whatwasthemostchallengingpart?Whatisthemostimportantthingyoulearned?o OptionB:Youmayconsiderdoingafreewrite.Givethestudentsaguidingquestion(e.g.WhatwasyourfavoritepartofSTOMP?)andhavethestudentswriteordraw(withoutstopping!)for5minutes.Theirfreewritesarefuntoreadafterwards!o Thankthestudentsforalltheirhardworkthissemester!
References SettingClassroomBehavioralNorms Settingclassroomrulesmayseemunnecessary,butitwillhelpgreatlythroughouttherestofthesemester!Taketheextra5minutesatthebeginningoftheunit.Itwillmakeiteasierforyoutocorrectbadbehaviorinlaterclassesbyreferringbacktotherules/norms. Onesimpleandeffectivewaytocreatenormsisbyaskingkidstocompletethesentence"Goodengineers..."Besurethattheyanswerpositively.Forexample,"Goodengineerslistencarefullywhileothersaretalking."insteadof"Goodengineersdon'ttalkwhileotherpeoplearetalking" HumanRobot HumanRobotisafunwaytointroducestudentstotheconceptofprogramming.Thereareavarietyofwaystoleadtheactivity.Herearetwoexamples: 1.Asaclass:OneoftheSTOMPerspretendstobearobot.TheotherSTOMPershouldhelpthestudents"program"him/hertocompleteataskintheclassroom.Thetaskcanbeanythingfromputtingonsocksandshoes(propsrequired)topickingupanitemandthrowingitinthetrashcan.*BesurethatthestudentsgivespecificinawaythatiscomparabletoMindstorms(e.g.havethestudentsspecifywhichleg--rightorleft--thestompershouldlift,justlikethestudentshavetospecifytheportofthemotorthattheywanttomove). 2.Inpairs:ThisactivityisgreatfortransitioningthestudentsfromthinkingaboutprogrammingconceptuallytoactuallyusingtheNXTMindstormstechnology.Itisespeciallyhelpfultoteachstudentsaboutusingsensors.Asaclass,writeasimpleprogramonMindstorms.Then,putstudentsintopairs.Onestudentistherobotandtheotheronewillinteractwithitto"activate"itssensor(i.e.poketheirpartner'sarmbecauseitisthetouchsensor). ProgrammingasaClass Programmingasaclassisagreatwaytointroducetheprogrammingtechnology.LikeHumanRobot,thisactivitycanbealtereddependingonyourclassroomandteachingstyle. Usingaprojectororpaperprogrammingblocks,demonstratetotheclasshowtowriteaMindstormsprogram.Itisimportantthatyoukeeptheclassengagedbyaskingtheclassforadviceandsuggestionsalongtheway.It'simportanttoaskawidevarietyofstudents,notjustthosethatraisetheirhands - youcanevenjustgoinasetorderthrougheverybody.Afterwritingtheprogram,downloadandtesttheprogramonapre-maderobot.Thekidsgetexcitedwhentheyseetheirprograminaction!Ifthereareanybugs,systematicallydebugasaclass.Debuggingcanbeoneofthemostvaluablepartsofprogrammingasaclass.
WorkinginGroups Alloftheactivitiesshouldbedoneinpairs(orifnecessarygroupsof3)sothateachstudentgetsthechancetouseMindstorms.Tofostersharingandcollaboration,havethestudentsalternatewhoisatthecomputerforeachchallengeorevery5minutes.Remindthestudentsthateveniftheyarenottouchingthecomputer,theycanstillcontributeideastoprogramming. Forlarger,moreopen-endedprojects,suchasthefinalproject,itcanbehelpfultohavestudentsadoptrolessuchas"theprogrammer"or"thebuilder"(or"thecommunicator"ifingroupsof3).Theselabelsgivestudentsachancetofocusontheaspectofroboticstheylikebestandhelpstudentsdelegatework. UltrasonicSensorDemonstration Standabout4feetfromawallandbouncethetennisballagainstthewall.Askthestudentstopredict."WilltheballtakemoreorlesstimetoreturntomeifIbackup?"Showthatittakesmoretime.Moveclosertothewallanddemonstratetheopposite.Explainthattheultrasonicsensorsendsoutwaves(insteadofaball)andmeasuresthetimeittakestocomeback.Thisdemonstrationishelpfulasstudentsoftenconfusetheultrasonicsensorforacamera. Video:Click"next"intheupperrighthandcornertogotothepagewiththevideo. http://www.education.rec.ri.cmu.edu/previews/nxt_products/robotics_eng_vol_1/preview/content/reference/helpers/ultrasonic.htm SavingStudentWorkfromWeektoWeek Tosavestudents'programsonMindstormsfromweektoweek,savethemtotheSTOMPDropbox.It'sonalltheCEEOlaptopsorcanbeaccessedthroughtheinternet.Pleasesaveyourstudentsworkneatlyinafolderlabeledwithyouteacher'snameandyourschool.If,forwhateverreason,youcannotusetheSTOMPDropbox,savethestudents'worktothecomputerdesktopundertheirnames.Thenmakeawrittenrecordofwhichstudentswereusingwhichcomputers.Donotlabelthecomputersastapecanleaveadhesivemarksandpost-itnotesfalloff.Bringthesamecomputersbacktothenextclass.YoucanalsomovealltheprogramsfromthedesktopstotheDropboxwhenyougetbacktotheCEEO.
Names:__________________________________________________ ThePerfectPetProjectPlan Imaginethatyou(orafriend)desperatelywantapet.Unfortunately,yourdadisallergictoanythingwithfurandyourlittlebrotherisafraidofanythingwithoutfur.Youdecidethatifyoucan'tadoptapet,you'llmakeone! UsinganypartsfromyourLEGOEV3kitandotherSTOMPmaterials,makeyourownperfectpet!Itdoesnothavetobebasedonarealanimal,butitdoeshavetouseatleastONEsensorandatleastONEmotor. Brieflydescribeyourpet.Whatwillitbeabletodo? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Whichsensorwillyouuse?___________________________________________ Whatwillhappenwhenthesensorisactivated?_____________________________________________________________ Pleaserequestanyadditionalmaterialsyouwillneedtocreateyourpet. _____________________________________________________________ Onthebackofthispage,drawapictureofyourroboticpet.Labelthebrick,thesensor(s)andthemotorsonyourdrawing. STOMPerApproval:_________________________________
ImageBibliography Figure1.SimpleNXTCar http://www.legoengineering.com/wp-content/uploads/2013/06/Screen-Shot-2013-06-26-at-9.40.22-PM.png Figure2.NXTPuppy http://nxtprograms.com/puppy/DCP_4730.JPG
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