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In lugnet.edu, Rick Kirkwood writes:
> 1) For the time being, I'm committed to the two 1 hr/wk sessions, but I
> wonder if this is an appropriate time period for the task. Is 1 hr enough to
> let a kid work through a problem? http://www.lugnet.com/robotics/?n=7768
> indicates that a longer time period is needed.
That's my posting so let me just qualify that your ambition will decide this
question. If you make "guided tours" through the Mindstorms Universe - then
you can of course do it in 1-hour steps.
However, I think Mindstorms is at it's best when kids have time to build,
tinker, test, experience, re-try again and again until they are satisfied with
the result. A true creative learning environment is difficult to set up from
8:30 to 9:30 Monday.
Take a line tracker. A very simple robot design. If kids are asked to build it
up from scratch they will encounter problems with faulty drive designs, too
big or too small wheels and too high motor speed etc. They will have to learn
why and how to keep speed down, and why and how to extend the light sensor
from the drive wheels. It could take several hours to get it right - but the
children would learn a lot - like why most line trackers have two or three but
not four wheels.
Give the children a working line tracker design and they can learn how to
program it and understand how its sensor works. However, they will know almost
nothing about what really made the tracker do the job (the balance between the
components of the vehicle).
I suggest keeping ambitions low on end-results and let the children have time
to draw some of their own conclusions along the way.
> 2) Any suggestions for a sequence of activities? I am thinking "Get a robot
> that functions ASAP"
I almost always start running the RIS 1.0 tutorial even if I drop the RIS
software as soon as they start building themselves. Kids like it, and it goes
through everything step by step. It even says "You are Amazing!" in the most
un-robotwise way. LEGO did a good job on this.
> Should I offer a "goal", (like Lets design a
> robot that will do this) or just let them follow their won interests?
After an introduction like the RIS 1.0 offers I think the kids should go for
something they really would like to build. Robot-building is like mountain
climbing - it's though to get through but the reward is great - and you need
true commitment to go all the way.
> 3) I currently have one RIS and one Search Sub to provide supplies plus an
> additional motor, touch sensor and rotation sensor.
Some teachers have talents that let them do wonders with limited resources - I
would get an extra RIS.
> 4) What is the best way to get in to RCXCode programming? Do I sit kids
> down at the computer (one at a time?, in 2-person teams? as a group of 6
> with me?) and run through the Mindstorms CD introduction?
I would make groups according to the number of students working together on a
specific project. So with 1 RIS 1x6 and with two RIS 2x3.
Good luck!
Franz-Michael S. Mellbin
---
Franz-Michael S. Mellbin
http://www.fischer-mellbin.com
E-mail: fischer-mellbin@fischer-mellbin.com
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Message is in Reply To:
 | | Teaching robotics
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| I have started an after-school robotics club at my kids' elementary school. I will be spending one hour a week each with groups of K-2nd grade and 3rd-5th grade, 6 kids in each group, working with the RIS set. The school is a gifted magnet school (...) (25 years ago, 10-Nov-99, to lugnet.edu, lugnet.robotics, lugnet.robotics.edu)
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