Using Robotics to Inspire

Parrot’s Mambo, Airborne and Rolling Spider drones

Explore and tinker with heading and direction to move the Sphero around a maze. 

Computing outcomes: • Construct algorithms, in order to solve problems or for creative expression that involve the use of sequencing, events and loops. • Program an object to move through a range of directions.

Maths: • Estimate and construct angles in degrees. • Reflect upon and evaluate solutions to problems. • Construct a range of 2D shapes, classify through examinations of angles.

Firstly explore how far a sphero can move at 100% speed, 50% speed etc. 

Icons made by Freepik and Pixel Buddha from www.flaticon.com is licensed by CC 3.0 BY

#BeyondCode - Introducing Sphero Edu by Sphero Education:  https://m.youtube.com/watch?v=f21VLjQwtoY

In September 2014, in England the subject of ICT was replaced by Computing. The change was implemented in part to ensure that children have the necessary skills to become digitally literate with knowledge of computing, enabling them to be prepared for the future workplace. The aims of the new curriculum for computing are to ensure that all pupils.

Can understand and apply the fundamental principals and concepts of computer science, including abstraction, logic, algorithms and data representation. Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems. Are responsible, competent, confident and creative users of information and communication technology.”

Created by James Radburn and Matt Warne

Sphero Takes Computer Science Beyond Code

Sphero Takes Computer Science Beyond Code by Sphero Education:  https://www.youtube.com/watch?v=XIO4OGljCc0

Computing outcomes: • Construct algorithms, in order to solve problems or for creative expression that involve the use of sequencing, events and loops. • Program an object to move through a range of directions.

Icons made by Freepik from www.flaticon.com is licensed by CC 3.0 BY

With masking tape in hand set up a bowling course. Allow students brainstorm strategies to knock down the pins. Encourage them to think about experiment with speed, delay, and heading commands to get the Sphero ​to knock down the pins. Explore did the program work as expected?what changes would you make to make the program more effective? Challenge: can you add obstacles before knocking down the pins (for example, ramps with the ​pins on a platform at the top, or ramps).

To create a crumble buggie see the excellent website of Phil Bagge: http://code-it.co.uk/cb. Also check out his own version of robot wars. 

Using a raspberry pi explore the Pi2Go at: http://4tronix.co.uk/

Explore breakout boards for the micro it to create a robot at https://www.kitronik.co.uk/

Sphero Edu offering a whole range of different block and text based coding activities

What is Sphero SPRK Edition? by Sphero Education:  https://www.youtube.com/watch?v=Yg8LmEkI_0c

design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal] understand the hardware and software components that make up computer systems, and how they communicate with one another and with other system understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

Above are the statutory requirements that pupils in Key Stage 3 should be taught to do. Requirements that specifically relate to coding and computer science are in red. 

For further ideas to use a Sphero, check out &quot;Activity Ideas with Sphero.” Check out this book on the iBooks Store: https://itunes.apple.com/gb/book/activity-ideas-with-sphero/id1021372161?mt=11

For further ideas to use a Sphero, check out &quot;Every can code.” Check out this book on the iBooks Store

Coding and Robotics for K-5 with Dash &amp; Dot by Wonder Workshop Check out this book on the iBooks Store: https://itun.es/gb/x7EM7.l

Explore the relationship between heading angles and ​the number of sides in a polygon through the manipulation of Sphero’s path.

Challenges to extend: • Display a few different 2D shapes, ask pupils to discuss the size of the angles in each shape. Can they program a robot to move around the outline of these shapes? • Can you calculate the perimeter of the shapes you have drawn?

Icons made by Icon Pond from www.flaticon.com is licensed by CC 3.0 BY

To the right is an example of an algorithm that will move the SPRK+ in the shape of a square. Once pupils have created their algorithms they can tap &apos;Start&apos; at the top of the screen to run it. This is just one of a number of different algorithms that can be used to program the SPRK+ to move around a square.

Computing outcomes: • Construct algorithms, in order to solve problems or for creative expression that involve the use of sequencing, events and loops. • Program an object to move through a range of directions. • Using logic to predict the path of the robot • Debugging errors in code • Decomposing the maze into small sections. How far will the robot run at 50% power for 1 second?

Maths: • Estimate and construct angles in degrees. • Reflect upon and evaluate solutions to problems. • Determine how many degrees turn the robot needs to move (90 degree right turn)

Icons made by Prosymbols from www.flaticon.com is licensed by CC 3.0 BY

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Above are the statutory requirements that pupils in Key Stage 1 &amp; 2 should be taught to do. Requirements that specifically relate to coding and computer science are in red. 

Wonder Workshop Dash Robot

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. create and debug simple programs. use logical reasoning to predict the behaviour of simple programs.

Pupils should be taught to: use technology purposefully to create, organise, store, manipulate and retrieve digital content. recognise common uses of information technology beyond school. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

What can we figure out about time, speed and distance?

By coding the distance and time of a robot, allow pupils to investigate its speed at 100% power, 50% power and 25% power. 

Computing outcomes: • Construct algorithms, in order to solve problems or for creative expression that involve the use of sequencing, events and loops.

Maths and Science: • Calculate speed the speed of a robot.

If it travels 4mph how quick should it travel at 50% power?

If a robot goes at a certain speed for a certain amount of time, we know it will go a certain distance. But how are these related? If an object moves faster, we know it will move further, but by how much? With most robots you can change the speed and time to roll. So by measuring the distance it travels you can work out the speed. 

Explore and tinker with heading and direction to move a robot to mix colours. Remember Sphero SPRK+ is waterproof!

Computing outcomes: • Construct algorithms, in order to solve problems or for creative expression that involve the use of sequencing, events and loops. • Program an object to move through a range of directions.

Art: • Explore how primary colours can mix to make secondary colours

Painting with Robots: Sphero 2.0 Street Art by Sphero (https://m.youtube.com/watch?v=obw31l-onFU)

Icons made by Baianat from www.flaticon.com is licensed by CC 3.0 BY

Contents Page

Curriculum objectives Different types of programmable robots A variety of apps Examples of using sphero across the curriculum

- instructions for the use of robots - Unplugged set of instructions - persuasive writing: posters / benefits

- using paint, Explore how atoms move in solid liquid and gas states.  - explore the movement of plannets

- Maze problem solving - Computer algorithms - Robots in use today - how can these assist us? - can you code the steering by tilting the iPad?

- exploring internal and external angles of polygons - coordinates -distance measurement - speed calculations - explore Sphero sensor data (gyroscope, roll, yaw)

Name

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