Archive for the ‘Lesson’ tag
In the previous entry, I shared some of the features of the VEX IQ robots. Also discussed were some ideas on how to get a classroom organized. Now that we have those things established, we can move on to a discussion of how to begin programming the VEX IQ robots.
ROBOTC for VEX IQ has Natural Language commands that will help beginning programmers of the VEX IQ by supplying a set of commands that use “natural” words. For example, the “forward” command will make your robot move forwards for a specified amount of time or distance. The robot will come to a stop after the movement. Here are some examples of the command:
Move the robot forward for 2.5 rotations:
Move the robot forward to 180 degrees:
• forward(180, degrees);
Move the robot forward for 1.5 rotations at 30% speed:
• forward(1.5, rotations, 30);
Move the robot forward for 10 seconds:
• forward(10, seconds);
• forward(10000, milliseconds);
Natural Language also contains other helpful commands; such as, “backward”, “turnLeft”, “turnRight”, and “repeat”. Below is an example of a Natural Language sample program that is located within the Natural Language sample program folder in ROBOTC:
VEX IQ Natural Language – Port Names and Numbers
leftMotor - Port #1
rightMotor – Port #6
armMotor - Port #10
clawMotor - Port #11
touchLEDSensor – Port #3
gyroSensor – Port #4
distanceSensor – Port #7
bumperSensor - Port #8
colorSensor - Port #9
//Configure the Natural Language to use the VEX IQ Clawbot
//Move the robot forward for 1.5 rotations (rotations are the default unit) at 50% speed (default speed)
//Turn the robot right for 1.25 rotations at 50% speed (default speed)
//Move the robot backwards for 720 degrees at 25% speed.
backward(720, degrees, 25);
//Turn the robot left for 2.5 rotations at 50% speed (default speed)
As you can see, there are a couple things that we have to do in order to use the Natural Language functionality. To enable Natural Language, go to “Robot Menu -> Platform Type -> Natural Language”.
The easiest way to get started programming is to open a sample program or to use a template. To open a sample program in ROBOTC, go to File Menu -> Open Sample Program.
To use a Natural Language template in ROBOTC, go to File Menu -> New… -> Natural Language Template.
To make programming easier, Natural Language makes assumptions about the type of robot you are using. To configure your Natural Language program to use our VEX IQ Clawbot, use the following line of code:
More robot models will be supported in future releases.
Finally, you will notice in the sample program that port names and numbers are given specific names and ports. Make sure that your VEX IQ Clawbot’s motors and sensors are configured this way in order to work with the Natural Language commands.
Ok. We are ready to go with programming! What should we do? My suggestion would be to start with the Labyrinth Challenge.
The Labyrinth challenge gives the students an opportunity to engage with the VEX IQ robots and ROBOTC. The students are immediately engaged because they can see and test their robot’s movement as it makes its way through the course. Since this may be the first program that some students write, there are a couple of things worth remembering. First, makes sure the students create a flowchart before they begin programming. For more information on flowcharts, you can look here: VEX Teacher – Engineering.
Second, it is important that the students describe what is going on in their programs with comments. For more information on how to utilize comments, please see here: http://www.robotc.net/vex_full/reference/hp_comment.pdf
Now you are ready to go! Good luck and have fun! Remember, if you have any questions as you are working, please visit the ROBOTC forums.
The VEX IQ robot is a great, new option for middle and high school robotics teachers. With anything new in the classroom, it’s important to have some ideas on how to best implement the new tools in the classroom.
There are some features of the VEX IQ system that teachers will notice initially. The VEX IQ brain has 12 identical ports. This means that any device (either a sensor or a motor) can be plugged into one of the ports. Also, the VEX IQ motors are smart motors; therefore, the motors can hold a position and resist external movements. Some of the sensors for the VEX IQ include a Bumper sensor, a Touch LED sensor, a Gyro Sensor, a Color sensor, and a Sonar sensor. One nice asset of the motors and sensors is the fact that they each have their own upgradeable firmware. As a result, if new features are added, the firmware for the device can be upgraded, as opposed to buying a new sensor and/or motor.
With the VEX IQ Starter Kit, there are over 850 structural and motion components. That many parts allow teachers and students lots of flexibility when it comes to building a robot. But, that’s only if they can find the parts they need. One of the first things that teachers need to do is get their kits organized. The Starter Kit comes with a storage bin and tray that help, but the amount of parts means that different pieces will need to be stored together in the storage bin. If the students know what pieces are located in each section of the storage bin, it will make the building process much easier.
The base robot for the VEX IQ is the Clawbot. The Clawbot include a gripper and a lifter arm. These features immediately grab the attention of most students; they love the idea of being able to lift and grab an object. For teachers, it is a good idea to build the Clawbot before allowing the students the opportunity to do the same. This gives teachers an idea of what problems the students may have as they begin building, and it also allows the teachers to help those students that run into problems. You can’t start anything until all the students have their robot built. Having some groups finish their robot, while other groups lag behind can be an issue. Building a robot first, puts the teacher in the best position to get everyone started off on the right foot.
When it comes time to start building, students can work on different parts of the VEX IQ Clawbot. You can divide the Clawbot into these sections: the Base, the Claw, the Tower, and the Ball Holder. One suggestion to organize a class would be to have two students work on the Base, while one student each works on the Claw, the Tower and the Ball Holder. Or, you could have one student work on each section. It’s important to note that however the class is organized for the building of the Clawbot, there should be a uniform way that the students attach the motors and sensors.
The battery for the VEX IQ robot brain comes charged, so a teacher does not need to worry about doing that preliminarily. So, once the Clawbot is built, the next thing that needs to be done is install the ROBOTC firmware and update the VEX IQ brain, motors, and any sensors that may be on the robot. Click here for directions on how to install the ROBOTC Firmware.
To update the VEX IQ brain, motors, and sensors, the VEX IQ Firmware Update Utility needs to be downloaded to your computer. The Firmware Update Utility and directions on how to utilize it can be found here.
With the next installment, we will take a look at how to set up your first programming lesson. In the meantime, teachers can take advantage of a few readily available resources at Carnegie Mellon’s Robotics Academy VEX Teacher Site and the ROBOTC Wiki to help with questions concerning programming the VEX IQ with ROBOTC.
The challenge for teachers in today’s educational environment is to teach student at their instructional level. Instead of creating an artificial level to instruct the entire class, teachers have to assess each student’s current level and create a plan to ensure that the student has academic growth from that beginning baseline. It’s best to think about this with an example. A sixth grade student has a reading comprehension at a 9th grade level at the beginning of the school year. The student takes assessments during the spring of that school year. When those assessments are scored, it shows that the student is reading at a 9th grade comprehension level. In the past, teachers and parents would be happy with that information, but the recent push towards differentiated instruction has forced educators to look at this information in a new light. What implications does this have for a robotics teacher?
Luckily, teaching robotics seamlessly fits into the demands of differentiated instruction. First, students are encouraged to come up with different solutions to problems. Whether it is a building challenge or a programming exercise, different students are going to come up with different solutions. Students are encouraged to do this in other disciplines also, but robotics is unique because it is so open-ended. There are only so many ways you can solve a math problem, but there is a myriad of different ways to program your robot to accomplish a task.
Secondly, students who are learning robotics are not forced to conform to an artificial ceiling. In another classroom, a teacher has to keep a student’s learning somewhat in line with the rest of the class. When teachers try to differentiate instruction, they create projects or assignments that are open-ended so students can explore those items as much as they can. However, when that assignment/project is completed, students are all brought back to the same point within the curriculum. Teaching robotics revolves around problem-based learning. Therefore, as the students learn how to solve a programming challenge with more sophisticated ROBOTC code, they are accelerating their knowledge both within that project and within the larger curriculum. While some students are mastering the fundamentals of programming their robot to move, other students can be incorporating more complex programming tools, like functions, into their programs. Robotics teachers can point students in the right direction so they can explore different and more intriguing programming concepts to apply to their challenges. It is not necessary that students memorize all of the different programming/building techniques, but that they know how to access the information when they need it. In this way, students are given the tools to create some ownership with their learning. That ownership, combined with the engagement of robotics helps to provide the true key to differentiation: high student interest.
Simply, if students are not interested in what they are doing, they will never develop the intrinsic motivation needed to push their learning. Students will work towards the minimum unless they are engaged and challenged. Teaching robotics provides the perfect platform to accomplish this goal and create a learning environment in which students are receiving individual acceleration and enrichment. Robotics is the perfect means to achieve the end of differentiated instruction.
Now that the physical robot kits are in the classroom and ROBOTC is installed and activated, you should be ready to build the physical robots for your classroom. One of the best features of a LEGO Mindstorms educational robotics kit is that they allow students to create a nearly limitless range of robots; the downside of this, however, is maintaining student-created robots in a classroom. To help with this, ROBOTC and their related Video Trainer Curriculum support several standard models to help keep a baseline in the classroom.
The first of such robots we will look at is the NXT REMbot (which stands for ‘Robotics Education Model), the standard NXT that is used in the ROBOTC Curriculum for TETRIX and LEGO MINDSTORMS. The REMbot utilizes three NXT motors (two for driving, one for the (optional) arm), a Light Sensor mounted below the robot, a Touch Sensor mounted in the front, a Sonar Sensor positioned above the robot, and a Sound Sensor on the side of the REMBot. This model allows for a variety of tasks to be completed and is designed to work with all of the challenges in the ROBOTC Curriculum.
If your classroom will be utilizing the TETRIX kit, the Mantis Robot standard model would be the build of choice. The Mantis Robot utilizes the TETRIX kit to add two TETRIX DC motors (for driving) and a TETRIX Servo (for the arm), as well as the respective motor and servo controllers; all of which are fully programmable in ROBOTC. Sensors can be added using any of the remaining sensor ports (one of which is used by the HiTechnic Motor/Servo controller chain).
Users of the MATRIX kits are not left in the dark however! MATRIX also has several options to use in the classroom, but the Quick Start Rover stands out from the pack. Combined with The Little Gripper, the MATRIX kits can be quickly and effectively set up for a standard robotics classroom. Like the TETRIX bots, the Quick Start Rover can be outfitted with NXT sensors on any of the remaining sensor ports for added versatility. It uses two MATRIX motors for movement and a MATRIX servo for The Little Gripper (all controlled through one MATRIX controller), all of which is fully programmable in ROBOTC.
Visit CMU’s Robotics Academy LEGO site for more information on the different kits available and to find build instructions.