Archive for the ‘robotc’ tag
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 VEX 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 the 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 VEX Squarebot (using the VEX Cortex), one of the standard Cortex models that are used in the VEX Cortex Video Trainer for ROBOTC. The Squarebot utilizes three VEX motors (two for driving, one for the arm), and a wide variety of sensors. These sensors include Quadrature Shaft Encoders, a Sonar Sensor, and a Potentiometer (among others; in total, there are 8 separate sensors on the Squarebot). 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.
A smaller, different alternative Cortex standard robot is the Swervebot. Like the Squarebot, the Swervebot utilizes the VEX Cortex as its main processor and uses two VEX motors for driving. However, the Swervebot’s small chassis does not utilize an arm. Instead, the Swervebot makes clever use of an Omniwheel in the rear for turning and boasts three Line Follower sensors and a Gyroscope (as well as 6 other sensors, for a total of 10) and is perfect for smaller classroom environments.
Finally, the new VEX IQ platform can be quickly assembled and ready to use in a classroom thanks to the IQ Clawbot standard model. Using 4 motors total (two for driving, one for the arm movement, and one for gripper control), the VEX IQ Clawbot can be controlled either autonomously using the VEX IQ sensors (such as the Bumper Switch and Color Sensors), remotely using the IQ Controller, or a pleasant mix of both, depending on which kit is being used.
Visit CMU’s Robotics Academy VEX site for more information on the different kits available and to find build instructions.
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.
A curriculum pacing guide is something that teachers have to consider whenever they examine their curriculum. This fact does not escape teachers of <a href=”http://www.robotc.net”>ROBOTC</a>. Whenever I come across teachers who are just starting to use the ROBOTC curriculum, often their first question revolves around how long the curriculum will take. Once again, teachers are used to having some type of pacing guide that delineates how a subject is to be taught. The ROBOTC curriculum is not organized in that fashion. Instead, the curriculum is organized by topic. The topics include basic programming fundamentals, robot movement, robot sensing, etc. The teacher is then free to spend an appropriate amount of time within each topic.
As teachers, this freedom is welcome. It is welcome because the pacing that comes with most textbooks is an impossible guide to follow. In order to create a true pacing guide, student background knowledge would have to be taken into account. Since every classroom is different (sometimes within the same grade, within the same school), it is impossible to gauge how quickly the students are going to master the concepts as they are presented. Additionally, as the teacher becomes more familiar with ROBOTC, they will find that they spend more time on particular concepts then they did the first time they taught the curriculum. For example, when I first taught ROBOTC, I spent 20 minutes discussing Flowcharts and Pseudocode. Experience has now taught me to spend a significant amount of time on these topics. I also spend much more time talking about Errors. Specifically, what should a student do when they get the dreaded compiler errors in their program? Experience has taught me to spend much more time on thinking about the logic of a program before the writing of ROBOTC and on debugging strategies once the code has been written.
Each of the aforementioned sections of the ROBOTC curriculum contains a programming challenge. The programming challenged is designed to showcase the skills that were emphasized in that section. Each section also contains an assortment of “mini challenges”. These challenges can be used at the teacher’s discretion. They all do not have to be completed. However, they can be very useful. For example, after the students have spent a day or two learning a topic, I will begin the following class with one of these mini challenges. They might not know all of the skills needed to complete the section challenge, but the mini challenge is a good assessment of what has been presented so far in that section. This also serves as a good change of pace for the class. Simply, you can’t learn to program without actually programming. In order to really understand the applications of while loops or if/else statements, students need to apply them. The mini challenges found within the ROBOTC curriculum serve as a great opportunity to scaffold skills toward their more challenging applications.
A beginning teacher of ROBOTC could teach the basic ROBOTC curriculum in one semester. By including many of the mini challenges, the curriculum can be stretched easily over a semester. I often tell teachers who are teaching the class for a year to do this, and then to end the year with a larger programming challenge. After the students have made it through the ROBOTC curriculum, I enjoy introducing them to Multi-Robot Communication. The sensor needed (NXTBee) is inexpensive, and there are a lot of great ideas for activities and programming challenges.
If you have a stronger background in computer science, and maybe you are teaching older students, you may be able to navigate through the curriculum much faster. What then do you do with students if you have them for an entire year? Luckily, there are many great ROBOTC projects on robotc.net. Moreover, the ROBOTC forum is also a wonderful place to look for ideas for projects, in-class competitions, and programming challenges.
Teaching robotics and ROBOTC is a lot of fun. The ability to watch your students apply what they learn in the ROBOTC curriculum in such engaging and open-ended activities is one of the main reasons why.
Once the physical hardware (robotics kits) are secured for a classroom, the next step is to install the software (ROBOTC and Robot Virtual Worlds). It would be nearly impossible to cover every single specific setup that could be encountered on a classroom’s computers, but this blog post will cover the basic installation steps and some of the more common installation issues that educators may run into when installing ROBOTC in a classroom.
The first thing you will need to do is install ROBOTC on the computers in your classroom. To do this, always make sure to grab the latest version of ROBOTC that your license supports from the correct ROBOTC download page. If the wrong version is downloaded and installed, or if there is already a different up-to-date version of ROBOTC installed on the computers, you will not need to uninstall and reinstall the program; instead, you will simply need to activate your license in ROBOTC (more on this later). During the download process, ROBOTC will also attempt to install the necessary drivers for communications with physical robots. Depending on the level of security on the computers, you may need to get your IT department involved in order to ensure that the drivers are installed properly.
Once ROBOTC and the appropriate drivers have been installed, you will need to activate ROBOTC on each computer manually. The license activation ‘unlocks’ the ability to download code to either a physical robot or a Virtual World, depending on which license is used. When ROBOTC is installed on a computer, all versions of ROBOTC (including different robotics platforms, such as the VEX and LEGO platforms, and different compiler options, such as Virtual Worlds compiler options) are installed at the same time. Instead of installing additional copies of the software on the same computer (or opening a new program every time you would like to change the compiler target), the additional platforms and compiler options are ‘unlocked’ by activating their respective keys.
Before we move on to the next blog (Setting up the Robots), here a couple more tips that may come in handy when setting up ROBOTC in a classroom:
- Depending on the programs, policies, and restrictions in place on the machines, your school’s IT department may need to be present for the installation or activation of ROBOTC, Virtual Worlds, or the installation of any drivers for the physical robots.
- If your school’s IT department images and deploys the classroom’s computers, make sure they reference the ROBOTC Deployment Guide on the ROBOTC wiki for important help and information.
- Make sure to check the computers’ hardware to the minimum requirements for ROBOTC or Robot Virtual Worlds before
- Always test one computer first! If there is a problem with the installation, it is better to find out about it early and fix it before they same issue appears on a classroom full of computers.
- John Watson
There is a bevy of materials to help a teacher get started teaching the ROBOTC Curriculum. But what about the teacher that has made it through the curriculum and has a robotics class returning at the beginning of the school year? Whether that teacher is preparing to enter a robotics competition or is planning on creating a cool ROBOTC project, the teacher will still need to determine what the students have retained from the previous year.
Students that have made it through the ROBOTC curriculum should be able to use variables and functions in their programs. A great way to assess this would be to utilize the Robot Virtual Worlds. Students can spend the first week of school trying complete all of the missions within Operation Reset. Working with Operation Reset affords teachers the opportunity to differentiate this beginning diagnostic. Students that have retained more information can work independently, while those students that need more assistance can get the help they need. This is just another great application of Robot Virtual Worlds in the robotics classroom.
If Robot Virtual Worlds is not an option, you can apply the same concept with a physical robot. For students that are already proficient with ROBOTC, a good challenge to begin the year with would be the Chasm Detection.
Another great tool that a teacher can utilize is the debugging of code. This can serve as a good one or two day review of ROBOTC syntax and logic. If a teacher is anxious to get started with a project and wants a quick review, this may be the way to go. One of the nice things about using code is the teacher can get some quick and individual feedback from the students. If time allows, a teacher may use one or two examples of code, see where the students are, and then design a challenge for them. Here is an example of code that the students could troubleshoot.
Hopefully this gives you some ideas of how you can reintroduce ROBOTC to your students. A seamless beginning to the school year will help with all of the projects and activities that you may have planned for the rest of the school year.
- Jason McKenna
Now more than ever, robotics educators are faced with the important question of which kit they should purchase and use. This key question has been made even more intricate in the 2013-2014 school year due to the addition of the new robotics kits, VEX IQ kits. This article will help break down each VEX kit, their capabilities and target audiences, and allow you, the educator, to make an informed decision on which kit is best for your particular classroom.
The VEX IQ system is the brand-new robotics system from Innovation First International (IFI for short, makers of the VEX Robotics Design System). The VEX IQ can be used with any of the all-new hardware and sensors, including a unique plastic snap-fit structural system.
- Sensors include a gyroscope, color sensor, potentiometer, touch LED, and ultrasonic sensor.
- The base kits (either Sensor or Controller kits) are provided with over 650 structural components, 4 plug-and-play ‘smart motors’, at least 2 touch sensors (or more, depending on kit), and the VEX IQ microcontroller (more information on all available kits can be found here).
- The IQ contains 12 smart ports that can be used to control either analog sensors, digital sensors, or servos/motors; the ports are non-typed and can be used to control any piece of VEX IQ compatible hardware that is plugged into it.
- It also includes a micro-USB port for IQ-to-computer communication and a ‘tether’ port for direct connections to an VEX IQ Controller.
- Debugging and programming information can be displayed on the backlit LCD information to increase ease-of-use in real time.
- Wireless communication between the VEX IQ microcontroller and a VEX IQ controller is provided via a set of 900 MHz radio adapters.
- The VEX IQ system will be fully legal in the new VEX IQ Challenge (designed specifically for the VEX IQ system), for students ages 8-14.
- Recommended use: Middle School.
One of the mainstays of the educational robotics world is the VEX Cortex platform. Originally released in 2010 by IFI, the Cortex can be used with the VEX Robotics Design System’s hardware and sensors.
- Includes over 300 metal structural parts, 4 powerful DC motors, the VEX Cortex microcontroller, and a wide variety of fasteners, gears, and other miscellaneous hardware.
- Sensors include touch sensors, an ultrasonic sensor, integrated motor encoders, line following sensors, and a potentiometer; additional sensors are available outside of the base kits.
- Wireless communication between a VEX Cortex and a VEXNet Joystick Controller is possible by using the 802.11b/g VEXNet USB Adapter Keys.
- The VEX Cortex system can be used in the VEX Robotics Challenge (Middle, High School, and College divisions).
- Recommended use: advanced Middle School, High School or College.
We understand that choosing a robotics kit is a tough decision. The number one factor in determining which kit is right for you is the students; depending on the skill level of the students, it may be better to challenge them with a more advanced kit (VEX Cortex) or they made need to start with a simpler kit (VEX IQ.) No matter which kit you decide to use, though, you can rest easy knowing ROBOTC will fully support all of these platforms.
Now more than ever, robotics educators are faced with the important question of which kit they should purchase and use. This key question has been made even more intricate in the 2013-2014 school year due to the addition of the new robotics kit, LEGO MINDSTORMS EV3. This article will help break down LEGO’s kits, their capabilities and target audiences, and allow you, the educator, to make an informed decision on which kit is best for your particular classroom.
The LEGO MINDSTORMS EV3 is the all-new robotics kit from LEGO Education (creators of the LEGO MINDSTORMS NXT system). It is fully compatible with previous NXT hardware (except for the battery), including all plastic structural pieces and sensors.
- Compatibility with the MATRIX and TETRIX metal systems is expected in fall 2013.
- Those starting a classroom from scratch need not worry; the EV3 comes with a total of 541 elements, including a multitude of structural parts (beams, connectors, wheels, gears, etc), 4 different sensor types (color sensor, gyroscopic sensor, ultrasonic sensor, and touch sensor), 3 motors, and the EV3 micocontroller or ‘brain’.
- The EV3 microcontroller sports 4 sensor ports, 4 motor ports, a internal Bluetooth adapter, and a USB slot which can be used with a WiFi adapter for wireless connectivity (as well as microSDHC card slot which supports cards up to 32GB in size).
- It utilizes a Linux-based firmware which allows for on-brick programming and datalogging.
- The EV3 will be legal in the 2013 First Lego League (ages 9-14) and the 2014-2015 First Tech Challenge (High School) competitions.
- Recommended use: Middle School (EV3) or High School (with MATRIX or TETRIX kit).
Now, let’s take a look at the LEGO MINDSTORMS NXT V2.0. Released in 2009, the NXT platform utilizes a plastic snap-fit hardware structure system, with 431 elements included in the base kit.
- These elements consist of both structural pieces (beams, connectors, and axles, to name a few), three interactive servo motors, the NXT microcontroller, and ultrasonic, light, sound, and two touch sensors included.
- There are also many third-party sensors available from sites such as Hitechnic, Dexter Industries, and Mindsensors.
- The NXT is also fully compatible with the MATRIX and TETRIX metal systems.
- Wireless capabilities include built-in Bluetooth and WiFi connectivity (provided by an external Samantha Module adapter).
- The NXT is currently a legal microcontroller for both the First Lego League (FLL, ages 9-14) and First Tech Challenge (High School) challenges.
- Recommended use: Middle School or High School (with MATRIX or TETRIX metal kit).
We understand that choosing a robotics kit is a tough decision. The number one factor in determining which kit is right for you will come down to the students; depending on the skill level of the students, it may be better to challenge them with a more advanced kit (MATRIX or TETRIX kits) or they made need to start with a simpler kit (LEGO NXT or EV3 kits). No matter which kit you decide to use, though, you can rest easy knowing ROBOTC will fully support all of these platforms.
Our inaugural Robotics Summer of Learning competitions are coming to a close on August 31! We have received some great entries, but there is still time to submit your programs for a chance at some awesome prizes.
There are three competitions eligible for prizes: CS2N VEX Toss Up Challenge, CS2N FTC “Ring It Up!” Challenge, and Robot Virtual Worlds Beacons and Barriers. Each competition is broken up into three divisions. Each player is eligible for only one prize per competition.
- Middle School Division – 6th to 8th Grade (for the 2013-2014 School Year)
- High School Division – 9th to 12th Grade (for the 2013-2014 School Year)
- Open Division – Teachers, Mentors, Coaches, Educators, Hobbyists, Everyone!
The prizes are top notch … we are giving away VEX IQ and NXT Kits; ROBOTC and Robot Virtual Worlds licenses; and two $1000 scholarships. Listed below are the official prizes:
The official rules are listed on the official Robotics Summer of Learning page.
You only have a few more days to enter for your chance at these awesome prizes, so sign up today!
Join fellow PA FTC teams at this season’s Pennsylvania FTC Season Kick-off on September 7, 2013 from 11am to 4pm! This season it has expanded to three locations (East/Downingtown, Central/Millersville, West/Pittsburgh), and the three sites will be linked together to form one large virtual Kick-off event. The Pittsburgh event will take place at Carnegie Mellon University’s National Robotics Engineering Center.
Schedule of Events:
11:15 Local Info Sessions / Tours (see below)
1:00 Welcome and Opening Remarks
1:10 Pennsylvania FTC 2013-2014 Season
1:30 Judging / Engineering Notebook Update
2:00 ROBOTC / Robot Virtual Worlds Update
2:30 TETRIX and Matrix Update
3:00 2013-2014 FTC Game Reveal!
3:15 Local Game Discussion
4:00 Event Complete
Tour Information – Teams visiting the West/Pittsburgh region will have a chance to tour the National Robotics Engineering Center – a research hub of Carnegie Mellon University’s Robotics Institute. Teams will learn about how state of the art robotic concepts are being utilized in commercial, agriculture and military applications. Teams will also get to see the research and development labs for Carnegie Mellon’s Tartan Rescue, creators of CHIMP for the newest DARPA Robotics Challenge. Learn more by visiting http://www.rec.ri.cmu.edu.
We had the chance to interview the lead programmer for FTC Team 5037, Kristen McKellar. She is an impressive programmer with a bright future ahead. Check out her story on how her knowledge of ROBOTC helped her win the National 4-H Engineering Challenge …
Are you a ROBOTC student who wants to share your story with us? If so, send us an email at firstname.lastname@example.org!