In a Teacher workshop this week we were looking at ways of following a line. In these workshops I stick with a simple 'wiggle' algorithm just using a Switch statement and some Move Blocks. The group picked it up quickly and we had a little bit of time left at the end, so naturally the question arose, "How do we make it stop at the end?" I took them through a few easy implementations, but when I got home, it occurred to me that we had a similar conversation on the mailing list last year - full discussion here There were quite a few great solutions and ideas put forward (thanks Esther, Ian, Randall, Elwood, Amy and Jon) and I thought it might be useful to turn those ideas into actual code so teachers could get a better idea of how each worked. Simple Line Following (No Stop) Using the very basic line following program shown below, the robot will turn left to see the line and then right to avoid the line. Repeat this forever and the robot will 'wiggle' its way down the line.
John Middendorf and John Burfoot tossed around a few ideas on the mailing list about how best to utilise the on-board programming of the NXT in the classroom. John M put together this simple but effective little worksheet that would work quite nicely in a classroom :)
Let us know if you have some success with it!
A common request I get from Teachers is how to use Bluetooth. So common in fact, that I thought it a good idea to make a few video's outlining how I go about it.
I've broken it down into 3 parts
- Part 1: Connecting 2 NXT's together. This shows you what menu items you need to choose (4:00)
- Part 2: Simple Bluetooth communication. Having an action on one NXT trigger a Bluetooth message to be sent to the other NXT which inturn generates a new action (5:31)
- Part 3: Using one NXT as a remote, to control a second NXT. This requires constant Bluetooth messages to be sent from the Master NXT to the Slave NXT (16:47)
So while these don't cover *everything* you can do with Bluetooth, I hope it gets people started!
What have you done / would you do, with a Bluetooth connection? Let me know in the comments below.
This is an activity I've run with Students and Teachers on quite a few occasions with great success. I thought it was finally time to document it and create a template in case other might find it useful.
In just about every subject at school, there is vocabulary to be learnt (parts of a tree, names of characters in a book, different uses of onions in medieval society etc..) When I was in school, the teacher would give us all the words to learn as well as their definitions. To test if we had learnt them, we were given some 'interactive' activities - word searches, crosswords, connect the word to the description etc. I guess it worked ok, but with the web tools that are available nowadays, it is possible to make it far more engaging for the students. Having the students create their own crosswords (with clues) which are then shared with other students, forces them to think not only about the words they need to use, how it will be layed out, but also how the clues are too be written. Too much information and it's too easy. Too little (or possibly incorrect) information, and you can't solve it.
By putting them into groups to create their crossword, you also can get them to check each others work, "Is their enough info in that clue?", "Is there a better way of phrasing that clue?" etc.
Using Google Sheets, it is very easy to constuct a simple crossword within a small group.
I created a template for it that anyone is free to use (just let me know how it works in your class!)
Students come up with a list of words to suit a topic. They then start inserting those words into a crossword, making sure they share at least one letter with an existing word. Words and clues are colour matched (by using the fill colour tool) so you know what clues match to the crossword.
The great thing about Google Sheets is that you can then delete all the letters, but the background colours will remain so you know where the words go :)
It's a common problem for teachers. You have a bunch of LEGO kits you use in your class, and within a few months, it turns into a huge sea of plastic parts. That makes it difficult for your students to find the parts they want, wasting very valuable class time.
So what is the best way to store all that precious LEGO? Back in 2009, with the help of the community on the LEGOengineering mailing list we put together a document that highlight a variety of different ways. Roll around to 2013 and ther are a lot more LEGO kits out there and plenty of teachers looking for good ideas.
So once again we put the call out to the mailing list to help share some ideas. I've collated all the ideas that came through and created a Google Doc with the info.
While it might not be perfect for your classroom, it might have some good ideas you can borrow :)
How do you store your LEGO? send me some pics and I'll add them to the list!
I was contacted by the IAIS Fraunhofer Institute in Germany asking if they could translate my article into German as they felt many German teachers would benefit from it :)
With the release of the new EV3 Mindstorms system (more info), I've had a few emails from teachers asking me what they should do; Stick with the NXT or go with the EV3? I've been very lucky to have had the EV3 for a few months to check it out and my answer is - 'it depends'
I'm going to preface all of this by pointing out that I have seen some AMAZING teaching being done all all types of robotics kits. It is far more important what you do, rather than what you do it with. I still see teacher effectively teaching and engaging kids with the RCX units. The new EV3 units in no way make the NXT (or RCX) obsolete.
“Children learn best when they are actively engaged in constructing something that has a personal meaning to them – be it a poem, a robot, a sandcastle, or a computer program.” — Seymour Papert
Just quickly, the differences. Hardware wise, there is a new intelligent brick (the EV3 unit) and new sensors (Gyro). There are a different arrangement of LEGO parts but as with all LEGO, it all fits together so NXT beams and pins will fit the EV3 beams and pins. In my opinion, the EV3 is more 'evolutionary' rather than 'revolutionary'. We lose the Sound sensor, which in my opinion was the best sensor of all in a classroom.
Software wise, the new software is very nice. All the parameters for each block are visible on the block itself (no configuration panels anymore). This great as it means you can do a 'print screen' and see all the parameters of each block at once. You can zoom in and out which is handy and the inbuilt documentation tool is fantastic. Datalogging has received a boost, with a return to the old RoboLab idea of additionally processing the data rather than just viewing it. There are a bunch of other bells and whistles and they have taken on a lot of feedback to make some of the niggly things in NXT a bit easier to do (ie, multiple switch cases). The new software is backwards compatible with the NXT (although the EV3 brick is not compatible with the NXT-G software)
A few extra points of note
- Once again there will be a Retail (Home) version as well as an Education version. As with the NXT I am predicting this will cause a huge amount of confusion. The Edu version will come with the rechargable battery, something that is invaluable in a classroom situation.
- I have heard unofficially that NXT's will continue to be supported until 2015. What 'supported' means exactly I'm not too sure, hopefully it means you can continue to buy sets and spare parts although I'm sure they will become increasingly difficult to find as time wears on.
- The EV3 will not be available for purchase until the second half of 2013. This means at best July / August and at worst you may not actually have them in your hands until late in the year.
- The price is a little more expensive. A single set is currently slated at US$339 (vs the current US$295 for the NXT) Multiple kits will get you a slight discount.
- There is Curriculum available and is touted as being 40+ hours and linking with curriculum standards. I'm not sure if this will be an additional purchase or which countries curriculum it is referring to (I am assuming US)
So where does that leave teachers / educators / schools? I think that will depend on what your current situation is. New to robotics or have existing NXTs (or even RCXs!)
No current robotics investment:
For those schools with no robotics at all and are looking to jump in, if you can hang on until the end of the year, then I highly recommend getting the EV3. It is a fantastic product and will stand you in good stead for many years to come. The RCX was around for around 8 years before the NXT came along and the NXT has been out for a similar amount of time.
Have had your NXT kits for a number of years and staff / students are comfortable with them:
Again I would recommend the EV3 when you budget rolls arounf to getting more robots. The concepts are the same and your students and staff should transition easily to the new setup (students usually quicker than the staff!). You can switch over to the new software and still program all your original NXTs. If you've had NXTs for a while you probably find that you have a few teachers that are keen to push the boundaries and try something new.
Just started out with NXTs in the last year or so:
This is probably the trickiest situation to be in. It's a hard call, but I would suggest you stay with the NXTs. Try and stock up on a few in case they become rare in the coming year. You'll want to consolidate your program an trying to run 2 systems at the same time will confuse novice teachers. It is far better to have a confident teacher on older hardware, than a clueless teacher on the latest technology. The NXTs will easily last you another 4-5 years and in that time you can then look to do a swap over.
Don't get sucked into what I often hear called the 'shiny shiny' effect. Technology is only as good as the person using it, and just because you have something fancy, doesn't mean your students are going to learn any better by just having it.
I said it earlier and will say it again - The new EV3 units do not in any way make the NXTs obsolete. Take the time to evaluate what you are doing, and make a decision on what you are trying to achieve, and then decide the best way to implement that.
If anyone ever has any questions, please don't hesitate to contact me.
**these views are completely mine, and are in no way connected to the LEGO group**
A few teachers have chimed in with some really good advice. One option I didn't think about was keeping the NXT hardware and purchasing the software. This keeps all the kids in the same development environment and when the time / budget does arrive to purchase EV3, you don't have to worry about 2 programming languages.
The physical building technique stays the same between NXT and EV3 (pins and beams as opposed to the RCX studs and plates) so there is less of a learning curve to transfer in this respect.
Additionally, there will be some schools doing a wholesale upgrade to EV3 so will have plenty of second hand NXT's on offer
The other major point was that there is already a huge amount of teacher resources / books / support already in existance for the NXT. No doubt the curriculum put out by LEGO Education will be good and authors will be quick to release their own material, but these things do take time.
(thanks to Craig, Martijn, Paul, Gina and Ian for their feedback)
Just a quick post with updates to the DomaBot Global Map. I now have schools / organisations in 15 countries using my design. Still waiting to hear back from Teachers in Ghana and South Korea to see if their happy to add their schools into the mix which would make 17 countries :)
Are you using the DomaBot design? Know someone who is? Please let me know!
View DomaBots around the world in a larger map
On September 22/23, we held the Australian Championships for RoboCUp Junior. This year we saw over 140 teams and over 400 kids from all over Australia come to Canberra to show off their creations. I am constantly amazed at the ability of these students and what they are able to create. We make it a point to interview every team to make sure that the work is substantially their own (not some well meaning but overhelpful teacher or parent). I spoke to quite a few teams, who despite being in grade 10,11 or 12, knew more than I did after my first year of my Engineering Degree!
Photos below (I was helping mainly in the Rescue challenge so there are a few more of those than the Dance or Soccer)
Here are a few videos that others took of the event:
Thanks www.robotsquare.com for send this through to me. As part of a RISE project (Robotics Inspired Science Education), close to 400 students from 10 regions of Ghana were able to take part in a robotics workshop. The amazing thing (and humbling for me) is that they used my robot design for part of the workshops.
They're also using the RoboCupJunior Australia Rescue mat (which I also had a big part in creating) as part of their project challenge.
I've emailed the Ghana Robotics Academy Foundation to see if there is anything else I could do to help :)
The mission of Ghana Robotics Academy Foundation (GRAF) is to design accessible and innovative programs that will excite and motivate young Ghanaians to pursue careers in science, technology and engineering, build self-confidence, knowledge and life skills. RiSE introduces students to the excitement and experience of solving real world problems by applying, science, technology, engineering and math skills, all using LEGO Mindstorms.
The inaugural RiSE 2011 workshops were held at Tamale, Accra and Takoradi, it was a celebration of Science, Technology and Teamwork. RiSE 2011 workshop had close to 400 students from all 10 regions of the country. The diversity of the participants was remarkable and each student brought different experiences, interest, and ambitions. In addition, each student demonstrated talents they didn’t know they had.
You can find the full report here - http://foundation.ghanarobotics.org/