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Copy of Using Robotics to Engage Students in Technology

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by

Pam Williams

on 6 August 2013

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Transcript of Copy of Using Robotics to Engage Students in Technology

What is STEM?
Why Robotics
Technology Driven World
Some Technology changes
since 2000
WeDo & Lego Mindstorm Robotics
High School Robotics
Changes to Consider
FLL - FIRST LEGO League
Using Robotics to Engage
Student in Technology
100 Black Men of Rome
A Bit about Me
Material Needed for the Class
How to Arrange you Room
How will you store your parts?
How to start your
class into Robotics
Classroom Set-Up
High School Robotics
FTC & FRC
LEGO Mindstorms
Jr FIRST LEGO League
WeDo Robotics
"Can "I" really teach robotics?"
Documenting the Robot
Why Document?
Photos and Videos
Blogs
Websites
Facebook
YouTube
The new guy on the Block
Engineering
5. Prototype
3. Brainstorm Solutions
1. Identify The Problem
2013
Robotics engages kids through STEM based learning
Project based learning
Problem based learning
Hands-on Learning
Collaborative Learning
Authentic Learning & Assessment
Constructivist Learning
Science
Technology
Engineering
Math
These all come together when
teaching and learning
robotics
2000 - GPS, Texting
2001 - Wikipedia, Napster
2004 - Facebook
2005 - YouTube
2006 - Twitter
2007 - iPhone Gen 1
These have changed the way people interact with the world around them.
- Use a computer
- Navigate the web
- Send & Receive Emails
- Use a Word Processor
- Insert Pictures
If you know how to:
Then you already have the skills to manage the LEGO Robotics Kits
If you have an understanding of:
- Simple Machines
- Simple Structures
- Basic 3D computer Design (CAD, Sketch-Up)
- Basic Machine Shop Skills
Then you are ready to start teaching High School Robotics
Students work independently
Students work in small groups
Student have a great deal of freedom to move and work about the room
Project and Problem Based Learning
Open-ended, students work at their own pace, learning how they feel comfortable.
Social learning experience
My Favorite Activities
What is a Robot
Human Programming
The Name Game
Have the kids get into small groups and answer questions about robots, and then come back as a group and discuss. Some questions are:
"What is a robot?" "What do robots do?" " Where are robots used?"
This is a great way to learning programming. Set a ball on one table and have the kids one at a time "program" you by giving you just one "command" (ie "Move your left hand down 5 inches") See if you can get the Ball from one table to the other before you get through all the kids.
Break kids into pair and have them sit back to back, then give one kid a LEGO model consisting of 4-5 parts. They must they describe to their partner using only words of how to build the model.
Don't just hand the kids a robot or challenge and say "GO!" This may work for a few advanced students but the majority would not know where to start.
http://jerleckitechnologylab.com
http://www.elklogics.com
https://www.facebook.com/ElkLogics
https://sites.google.com/site/regionalecoeconomicdevelopment/home
LEGO EV3
Why do people feel like they can't?
Nervous about the technology
Feel they will need to become an expert
If they don't know an answer they feel like they have failed
Think that programming is beyond their abilities
The truth is, you don't need to be the expert. You will learn and discover right along with the kids. Even I learn new things each and every year. This keeps robotics a fun and exciting way to learn.
LEGO kits for the class (groups of 2-4 students)
Computers (PC or Mac)
Storage that is secure and safe
A way to document the robots
Camera
Video Camera
Journals
Table space next to the computers for building
A place to keep extra spare parts
A open floor space or area with a table to run the robot
Room for students to get up and move
A place where the whole group can gather
Talk about the robots
Show off the robots
Look at programming
Good way to keep track of progress
Helps to stay on task
Cuts down on wasted time
Easy to give Assessment
Kids have something to remember their work
Easy to take pictures and videos. Then share and post them with ease.
The Missing "E" in STEM Curriculum
The 8 Step Process
2. Research
Clearly define the problem for which you design will be a solution. This clarity will provide impetus and focus for the work to come. It may be useful to revisit this starting phase from time to time, especially when encountering problems or overwhelmed with possible approaches.
Get information about the problem that will help focus and inform thinking and next steps. This may be seen as having two stages of its own.
4. Generate Ideas
List possible approaches and solutions. List every way to solve the problem that comes to mind. It is helpful to describe these in several ways, such as written descriptions, diagrams in 2-D and 3-D, or brief notes on a whiteboard. It may also be useful to describe next step work that would be done for each solution.
Select the best solution from this list. Choose the solution that seems as if it will be the most likely to succeed and explain why. The explanation will give greater clarity and focus for the work to come and will help down the road when the success of failure of the solution is evaluated.
6. Test and Evaluate
Prototype of model the solution. Come up with a fully defined “test” version of the solution. This is done before fully committing and investing in a final solution. It may save time, money, and resources by revealing flaws in the design before it’s too late to change directions.
Test and Evaluate the solution. Using your prototype, evaluate the success of your solution. Does it do what it is supposed to do? Does it solve the problem without creating others? How close does it come to satisfying the need identified at the beginning of the process?
8. Refine the Design
Report your solution. As you prepare a presentation to explain the solution, you’ll achieve greater clarity and focus. In the report explain why the solution was needed – How it works – how it solves the problem. Also, present your thinking on how the solution will affect the world (take this as far as practical), the project’s costs, how will it affect people, and any other expected outcomes.
Refine your solution. Based on all of the above, what next steps, would you engage in to carry the design process further? What did you discover by testing and evaluating and reporting on your solution?
Standards for Technology
Outlined by Matt Jerleki
Focused towards grades 6-8
MS.2 Describe Technology as a system with inputs (sender), process (message), outputs (receiver), resources, feedback.
MS.3 Understand the integrated relationship of technology with other academic fields, particularly language arts, math, science, and social studies.
MS.4 Describe technology as it is applied in the context of communication, construction, design, manufacturing, transportation, and related technolgies.
MS.5 Work cooperatively and productively in groups to design and use technology to solve technological problems.
MS.10 Specify solutions to stated needs and opportunities using appropriate technical means.
Technology
4. Critical Thinking, Problem Solving,
& Decision Making
The Technology of Drawing
National Educational
Technology Standards (NETS)
1. Creativity & Innovation
apply exsting knowledge to generate new ideas, products or processes
create original works as a means of personal or group expression
use models and simulations to explore complex systems and issues
identify trends and forcast possibilities
2. Communication and Collaboration
interact, collaborate, and publish with peers, experts, or others employing a variety of digital enviroments and media
communicate information and ideas effectively to multiple audiences using a variety of media and formats
contribute to project teams to produce original works or solve problems
From "Getting Started with LEGO Robotics: A Guide for K-12 Educators" - by Mark Gura
3. Research & Information Fluency
plan strategies to guide inquiry
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
evaluate and select information sources an digital tools based on the appropriateness to specific tasks
process data and report results
identify & define authentic problems & significant questions for investigation
plan and manage activities to develop a solution or complete a project
collect and analyze data to identify solutions and/or make informed decisions
use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship
advocate and practice safe, legal, and responsible use of information and technology
exhibit a positive attitude using technology that supports collaboration, learning, and productivity
demonstrate personal responsibility for lifelong learning
exhibit leadership for digital citizenship
6. Technology Operation and Concepts
understand and use technology systems
select and use aplications effectively and productively
troubleshoot systems and applications
transfer current knowledge to learning of new technologies
Drawing by hand is something that can be used many times later in life as a great way to communicate ideas.
It is not based on how well the drawing is done. It is how it gets the idea across, and how well it is labeled.
Have the focus be on showing the different aspects of the robot. The more detail the better. Show the same thing from different view points. Label the different parts of the drawing.
Science
9-12 Concepts
Data Collection
5-8 Concepts
K-4 Concepts
properties of objects and materials
position and motion of objects
light, heat, electricity, and magnetism
technological design
understanding about science and technology
abilities to distinguish between natural objects and objects made by humans
properties and changes of properties in matter
motions and forces
transfer of energy
abilities of technological design
populations, resources, and environments
natural hazards
risks and benefits
science and technology in society
structure of atoms
structure and properties of matter
chemical reactions
motions and forces
conservation of energy and increase in disorder
interactions of energy and matter
population growth
natural resources
environmental quality
science and technology in local, national, and global challenges
Math
What Processes are Applied
Math Based Activities
What Content is Applied?
Number and Operations
Algebra
Geometry
Measurements
Data Analysis and Probability
Problem Solving
Reasoning and Proof
Communication
Connections
Representation
Gear Ratio
Light Sensor Threshold
Calculating a 90 deg. Turn
The math behind gears and the ratios they can create.
How to follow a line, find light, dark, or certain colors by creating a threshold.
Creating a circle with the robot and using math to find the correct wheel degrees to create a 90 deg turn.
The Aha Moment
Great for Building.
Great for the Classroom.
Great for FLL
Website Resources
http://firstlegoleague.org/
http://www.nxtprograms.com/
http://www.legoeducation.us
http://firstlegoleague.org/challenge/teamresources
http://www.techbrick.com/
https://www.facebook.com/EthosFLL
Questions?
Brian Boehler
Robotics Director
ETHOS Science Center
boehler.brian@gmail.com
576.266.7149
2521 Industrial Parkway
https://www.facebook.com/EthosFLL
https://www.facebook.com/ETHOSScienceCenter
http://www.ethosinc.org/
https://twitter.com/ethossciencectr
http://www.youtube.com/ethossciencecenter
How to make your classroom work for Robotics
The Mat
The Challenge!!!!

Full transcript