Download Lesson iRobot

Lesson: Programming iRobots
For: Geometry
Unit: End Chapter 1
By:
Peter Konstantopoulos
Standards
• 2.2.11.B Use estimation to solve problems for which an exact answer is
not needed.
• 2.2.11.E Recognize that the degree of precision needed in calculating a
number depends on how the results will be used and the instruments
used to generate the measure.
• 2.3.11.A Select and use appropriate units and tools to measure to the
degree of accuracy required in particular measurement situations.
• 2.3.11.B Measure and compare angles in degrees and radians
• 2.3.11.C Demonstrate the ability to produce measures with specified
levels of precision.
• 2.9.11.G Solve problems using analytic geometry
• 2.9.11.I Model situations geometrically to formulate and solve problems.
Important Knowledge, Concepts,
Principles, Skills, and Facts
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Distance = Rate x Time
Measurement – distance and angles.
How to measure angles with a protractor.
Coordinate System.
Objectives
• Students will be able to program an iRobot to
complete a series of simple task.
• Given a maze, geometry students will be able
to use their measurement and angle
knowledge to guide their robot through it.
Assessment
• Students will receive 25 points for completing
Challenge one.
• Students will receive 25 points for completing
Challenge two.
• Students will receive 50 points for completing
Challenge three
• Students will be deducted 2 points every time
they hit a wall.
• The group that finishes in the shortest time will
receive 10 bonus points.
Materials
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Laptop with Flash Program Software
iRobot
iRobot Maze Software
Maze made out of 2x4's
Procedures
Warm-up
• If you had to guide a blind person through the
maze, and you could only talk to them on the
phone, how would you do that?
• Have the students share out.
Procedures
• Arrange students into pre-determined groups.
• Students will then be told that a programming
language is how we tell the iRobot what to do.
• There will be three challenges.
Challenge 1 and 2 will be completed on the first
day. Challenge 3 will be completed on the
second day.
Challenge 1
• Introduce students to the
go forward code.
• Students will have to
program the iRobot to
travel a straight distance
and stop in a specific zone.
• Once the group passes the
first challenge, then we can
move on to the second.
• Completion of this task will
earn the student 25 points.
Challenge 2
• Introduce students to the code that will make
the iRobot travel around a corner.
• Students will once again have to make the
iRobot travel a specific short distance and stop
in a zone.
• Once the group passes the second challenge,
then they can move on to the third.
• Competition of this task will earn the student
25 points.
Challenge 2 Course
Challenge 3
• The students will now have to program the
iRobot to travel through a maze.
• The group will be graded on how far the iRobot
makes it through. If the iRobot finishes the maze,
they earn the next 50 points. (Proportional points
will be rewarded for how far the iRobot makes it)
• Two points will be deducted every time the
iRobot hits a wall.
• The team whose iRobot finishes with the fastest
time will early 10 bonus points.
Challenge 3 Course
Closure
• Have the students think about several reasons
why it may be important to program iRobots,
or any robot, to complete a task.
• Why is it important to know geometry for this
lab, and for robot programming?
Extension
• Students will write a short 2 page reaction
paper.
• Part one will be about their iRobot lab
experience.
• For part two, the students will research new
developments in Robotics and write about
two specific examples.
Other Labs
• Dr. Gail Rosen and her students, as part of the
D K-12 program will come in and perform
several other labs with the students.
DNA Trees
Procedures
• Students will learn how to program Matlab to
create evolution trees and determine how far
back a common ancestor existed.
The Tree
Intro to Bio Informatics
• Students use the NCBI (National Center for
Biotechnology Information) to compare genes in
Human, Dogs, and Pigs.
• Students will upload and examine the GULO-P
gene in Humans.
• They will then run the sequence through the
BLAST program and compare the gene to that of
a pig.
• The students will then perform the same task
and compare the human GULO-P gene with that
of a dog.