Robotics

“Every child can achieve success”Sara Iaturo

Tell me I forgetShow me I remember

Let me do and I understandConfucius

Leaders

Sara IatauroConsultant - EMSB

Mike Downey (CRC Robotics)Tom DowneyBill BedardSelwyn House

Vincent Jansen Pedagogical Consultant LEARN

I-robot

Robots

Design and Technology - UK

• The original robot wars – US

• Modified in UK

• Is now integral into curriculumhttp://www.youtube.com/v/VNbfAkUIey8&rel=1

http://www.youtube.com/watch?v=73YM4V5R5-k

• The design and technology entitlement area (National Curriculum)

• The design and technology entitlement area involves students in:

• developing and applying knowledge and understanding of materials, components, systems and control and how they can be combined and processed for design, industrial and manufacturing purposes

• developing, planning and communicating ideas that take into account technical, social, aesthetic and environmental concerns and respond to needs, function, and industrial practices

• working with tools, equipment and computers (CAD and CAM) to produce quality products through product analysis, focused practical tasks and design and make activities, including activities related to industrial practices

• evaluating processes and products in a discriminating and informed way.

http://www.design-technology.org/

Why Robotics

• Why should we ‘teach’ robotics… include it into the curriculum?

• What are components of educational robotics curriculum?

Hands on

• Primarily a hands on activity

• Design

• Creativity

• Construct knowledge at own pace

• Motivation (fun)

• Skill development

• Self directed / team work

Links to the QEP?

• Incorporates technology

• Competency development

• Authentic tasks

• Open ended

• Inquiry based

• Multi disciplinary

Elementary Cycle 2

• Simple machines (e.g. lever, inclined plane, screw, pulley, winch) ➋

• – Other machines (e.g. cart, waterwheel, windmill) ➌

• – How manufactured objects work (e.g. materials, shapes, functions)

➋ ➌• – Servomechanism and robots

Secondary Cycle One, Yr 2

• Forces and motion• The analysis of technical objects reveals concrete

examples of forces and motion.• Forces acting on the parts of a mechanism can change

their motion and impose mechanical stress that may deform or break them.

• The application of the concept of force enables students to better understand simple machines and their uses.

• The study of forces and motion also makes it possible to understand mechanisms that transmit motion (e.g. gears, pulleys, endless screw) and those that bring about a change in motion (e.g. cams, connecting rods).

Sec. Cycle One, yr 2 p. 247

Types of motion

• Effects of a force

• Simple machines

• Mechanisms that transmit motion

• Mechanisms that bring about a change in motion

Secondary Cycle 2, yr 1

EngineeringThe design or analysis of a technical object or

technological system is based on fundamental concepts of mechanics and on design and analysis processes specific to the field of engineering.

In mechanics, these concepts involve the linking of parts and the most common mechanical functions, as well as the transmission and transformation of motion (familiar types of links, guiding controls and mechanisms that allow for rotational or translational motion). In the design and analysis of an object or a system, such technical knowledge makes it possible to justify the use of different shapes and materials, to apply or explain operating principles and to use or suggest construction solutions.

Many objects and systems designed to meet human needs fall into this category (e.g. stethoscope, inhaler, thermos).

http://www.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/en/6c_QEP_ScienceTechno.pdf

Sec Cycle 2, yr 1…p41

• Mechanics• – Linking of mechanical parts• – Typical functions• – Function, components and• use of motion transmission• systems (friction gears,• pulleys and belt, gear• assembly, sprocket wheels• and chain, wheel and• worm gear)• – Function, components and• use of motion transformation• systems (screw gear system,• cams, connecting rods,• cranks, slides, rotating• slider crank mechanisms,• rack-and-pinion drive)

GRAPHICAL LANGUAGE– Geometric lines– Forms of representation (sketch, perspectivedrawing, oblique projection)– Basic lines– Scales– Orthogonal projections (multiview, isometric)– Sections– Dimensioning– Standards and representations (diagramsand symbols)

Sec Cycle 2 Yr 2

• Mechanics• – Characteristics of the linking of mechanical

parts• – Guiding controls• – Construction and characteristics of motion• transmission systems (friction gears, pulleys• and belt, gear assembly, sprocket wheels• and chain, wheel and worm gear)• – Speed changes• – Construction and characteristics of motion• transformation system (screw gear system, cams,• connecting rods, cranks, slides, rotating slider• crank mechanisms, rack-and-pinion drive)

What’s missing?

• Lesson plans (LES)

• Links to competency development– Problem solving

• Exemplars

• Adapt to your own context

• BabyBot by Bakir Kalajdzisalihovi• • Hi, my name is Bakir Im 13 years old and Im

from Bosnia this is my second robot.In Bosnia exist competition for young tehnical-school students and Im with this robot win a first place in country so Im decide to put my robot on this page. Making this robot take me three month work this robot use akku battery for power ,robot contains four motors two motors are on the wheels one is wather pump and one move pipe on top of bot so robot can shoot wather in multiple direction body of robot is make of aluminium and wheel are make of aluminium too.I operate with this robot with remote from toy becouse parts in Bosnia are very expensive.Problem is heavz of this robot becouse it is too heavy .This robot cost me about 300$ .If some one want to know more about this robot can write on my mail address:

http://www.robotics.com/robomenu/bakir.html

Military inventions

TV Shows

http://science.discovery.com/fansites/howitsmade/howitsmade.html

http://dsc.discovery.com/fansites/build-it-bigger/build-it-bigger.html

http://dsc.discovery.com/fansites/mythbusters/mythbusters.html

http://dsc.discovery.com/fansites/dirtyjobs/dirtyjobs.html

http://dsc.discovery.com/tv/future-weapons/future-weapons.html?dcitc=w99-502-ah-1015

http://dsc.discovery.com/tv/smash-lab/smash-lab.html

http://dsc.discovery.com/convergence/planet-earth/planet-earth.html

Magazines

http://www.popularmechanics.com/how_to_central/

Robotics Links

Some useful links:http://www.robo-crc.ca/index.php?page=about&sub=en1

http://www.science.gc.ca/Educational_Resources

http://ku-prism.org/resources/polar/robotlessons

http://www.sae.org/exdomains/awim/

http://www.zone01.ca

http://en.wikipedia.org/wiki/Robotics

http://www.legoengineering.com/content/view/25/36/

http://www.technologystudent.com/index.htm

http://scratch.mit.edu/

Programming?

• Starting from Scratch

http://scratch.mit.edu/

Other programming tools

• Alice(http://www.alice.org/)

• StarLogo(http://education.mit.edu/starlogo/ )

• Runtime Revolution(http://www.runrev.com/ )

• MicroWorlds(http://www.microworlds.com/company/index.html )

• Thank you for participating.

• Coming soon…all materials

http://learnrobotics.wikispaces.com/

Q3- The 3 Questions of Information Gathering

1. What do I already understand?

2. What more do I need to find out?

3. What sources can I use to find the information?