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ContentsScope and Sequence ............................................................................................ 12

Introduction ......................................................................................................... 24

Unit 6: I am Robot! ............................................................................................... 28

Introduction ................................................................................................................................. 32

What is a Robot? ......................................................................................................................... 35

Main Parts of a Robot ............................................................................................................... 37

Robotics Competitions ............................................................................................................. 39

Edison Robot ................................................................................................................................ 43

EdWare Icons ............................................................................................................................... 47

‘Flash LED’ Block ......................................................................................................................... 48

‘Play Beep’ Block ......................................................................................................................... 50

‘Loop’ Block .................................................................................................................................. 51

Task 1: Light with Sound .......................................................................................................... 52

‘Play Music’ Block ....................................................................................................................... 53

Task 2: Play a Single Note ........................................................................................................ 54

‘Single Drive’ and ‘Dual Drive’ Blocks .................................................................................. 55

Task 3: Move Straight ................................................................................................................ 56

Task 4: Turn Edison Around Its Centre ................................................................................ 57

Task 5: Turn Edison Around Using Only One Wheel ...................................................... 58

Task 6: Turn Edison Around an Outside Centre of Rotation ....................................... 60

Task 7: Move at an Angle ......................................................................................................... 64

Unit 7: Do Not Crash! ........................................................................................... 70

Infrared (IR) Sensor .................................................................................................................... 75

Detect an Obstacle .................................................................................................................... 78

Task 1: Sensing Obstacles in All Directions ....................................................................... 82

Task 2: Detect Obstacle and Avoid ...................................................................................... 82

Part 1: Read the Program ......................................................................................................... 83

Part 2: Program Improvement ............................................................................................... 84

Task 3: Sensing Obstacles with Light Indication ............................................................. 85

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If else ............................................................................................................................................... 86

Multiple Obstacle Detection .................................................................................................. 86

Multiple if-else ............................................................................................................................ 90

Task 4: Accurate Obstacle Detection ................................................................................... 91

Task 5: Avoid Obstacles with Light Indication ................................................................. 93

Unit 8: Lights On! ............................................................................................... 100

What is Light? ............................................................................................................................ 104

Refraction Experiment ............................................................................................................ 105

The Speed of Light ................................................................................................................... 106

How the Human Eye Works ................................................................................................ 107

Light Sensor .............................................................................................................................. 109

Variables ...................................................................................................................................... 110

Instructions to Create a Variable ........................................................................................ 111

Alarm System ............................................................................................................................ 112

Task 1: Smart Alarm System ................................................................................................ 114

Task 2: Follow the Light .......................................................................................................... 114

Task 3: Smart Lighting Control System ............................................................................ 118

Extension Activity: Optical Illusions ................................................................................... 119

Unit 9: Follow the Line ....................................................................................... 124

Line Following Robots ............................................................................................................ 129

Detect Reflective/Non-reflective Surfaces ...................................................................... 132

Task 1: Falcon Mat .................................................................................................................... 133

Task 2: Drive Until Black ......................................................................................................... 134

Task 3: Follow the Line – Class Competition ................................................................. 136

Task 4: Robot-Sumo – Class Competition ....................................................................... 137

Extension Activity: Colour Wheel ....................................................................................... 140

Unit 10: Next Step .............................................................................................. 144

Wait Until Keypad Pressed .................................................................................................... 148

Task 1: Wait Until Play Button is Pressed ......................................................................... 149

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Task 2: Control Motors Direction Using Keypad .......................................................... 149

Finite Loops ................................................................................................................................ 150

Task 3: Light/Beep Controlled Pattern .............................................................................. 153

Task 4: Square Shape Drive .................................................................................................. 154

IR Communication ................................................................................................................... 155

What is Next? ............................................................................................................................. 156

Electrical Circuit ........................................................................................................................ 157

Microcontrollers ....................................................................................................................... 159

Machines ..................................................................................................................................... 160

Edison and LEGO compatibility ........................................................................................... 164

Unit 11: 3D Shapes and Nets ............................................................................ 172

Lesson 1: Faces, Edges and Vertices: ................................................................................. 178

Starter Activity ........................................................................................................................... 178

Task 1 ............................................................................................................................................ 181

Task 2 ............................................................................................................................................ 183

Extension Task ........................................................................................................................... 185

Lesson 2: 2D and 3D shapes ................................................................................................. 186

Starter Activity ........................................................................................................................... 186

Main Task .................................................................................................................................... 178

Unit 12: Orthographic Projection ..................................................................... 196

Lesson 3 Dimensioning .......................................................................................................... 207

Task ............................................................................................................................................... 208

Unit 13: Scratch .................................................................................................. 210

Lesson 1 - Introduction to SCRATCH ................................................................................ 212

What is SCRATCH? ................................................................................................................... 214

Who is Scratch for? .................................................................................................................. 214

Getting Started ......................................................................................................................... 215

Exploring the interface ........................................................................................................... 216

Script Area .................................................................................................................................. 217

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The Stage .................................................................................................................................... 217

Sprites List ................................................................................................................................... 218

Lesson 2 - Scratch program (Sprites and backdrop) ................................................... 222

Add, edit, and draw a Sprite. ................................................................................................ 224

Task 1 ............................................................................................................................................ 226

Sprite Information ................................................................................................................... 227

Task 2 ............................................................................................................................................ 228

Adding a backdrop to the stage. ........................................................................................ 228

Task 3 ............................................................................................................................................ 230

Lesson 3 - Scratch program (Use of costumes) ............................................................. 232

First Program: Hello World ................................................................................................... 234

Make the Sprite speak ............................................................................................................ 234

Task1 ............................................................................................................................................. 239

Make the sprite Walk .............................................................................................................. 239

Task 2 ............................................................................................................................................ 246

Make the sprite Walk and talk ............................................................................................. 246

Task3 ............................................................................................................................................. 248

Final Project .............................................................................................................................. 250

End of Term Project: Design A Real-life Product or Device Using Edison .... 252

Introduction .............................................................................................................................. 255

Technical Knowledge .............................................................................................................. 256 Design .......................................................................................................................................... 257

Project Assessment (Optional) ............................................................................................ 258

Student Competencies Check List .................................................................... 262

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Unit Topic Aim

6 I am Robot!For students to review all of Edison’s output (light, sound and motion) and learn the different centres of rotation Edison can rotate around.

7 Do Not Crash! To introduce students to the two obstacle sensors in Edison.

Scope and Sequence

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Key Competencies Vocabulary

1. Students can explain the importance of programming in their lives.

2. Students can explain what a program code is.

3. Students can explain the advantage of using the loop block for repeating an action, instead of duplicating the blocks.

4. Students can control the piezo sounder and the two LEDs in the same program.

5. Students can program the robot to play notes.

6. Students can use the event wait block to get the correct timing between notes.

7. Students can program the robot to move in all directions.

8. Students can explain the difference between the centres of rotation.

robot, computer, program code, algorithm

1. Students can understand the concept of infrared sensors.

2. Students can program Edison to detect obstacles at different sides of the robot.

3. Students can blink Edison’s LEDs or generate sound if an obstacle is detected.

4. Students knows how to use the logic if-else statement.

5. Students can program Edison to avoid obstacles while it is moving.

obstacle, IR sensor, detect obstacle block, if block

Scope and Sequence

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Unit Topic Aim

8 Lights On! To introduce students to light sensors and how they work,

9 Follow the LineTo introduce students to the line sensor in Edison. Students will learn how to make their robot detect the line, follow it, or stay behind it.

Scope and Sequence

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1.Students understands that light travels in waves in straight line.

2.Students can program Edison to sense light changes.

3.Students can program Edison to follow a light source.

4.Students successfully created a smart light system

ambient light, energy, variable, refraction

1. Students understands the line tracker concept, how it works and where it can be used.

2. Students can program Edison to detect reflective and non-reflective surfaces.

3. Students can participate in robotic competitions.

line following robot, reflective surface, non-reflective surface,

reflection, arch, atmosphere, droplet

Scope and Sequence

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Unit Topic Aim

10 Next StepTo introduce students to advanced concepts in robotics and become familiar with basic electrical circuits, microcontrollers and simple machines

113D Shapes and Nets

The aim of this unit is to build upon students’ basic graphics terminology and processes while vastly improving the students spatial and visualisation skills.

Scope and Sequence

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Student will learn to:

1 Program Edison to act based on its own keypads.

2. program Edison using finite and infinite loops.

3. Able to communicate between different Edisons.

4. Able to use the two types of variables in Edware based on the application.

5. Able to create a program based on the response of the robot.

6. Can define a microcontroller and locate the one in Edison.

7. Can list the simple machines and locate the ones in Edison.

finite loop, electrical circuit, battery, microcontroller

1. Can develop skills in graphical representation.

2. Can develop a range of skills in the management of spatial problems.

3. Can discover the properties of geometric shapes.

4. Can learn keywords in everyday graphics.

dimension, 2D shape, 3D Shape, cone, cylinder, sphere, cube, right

angle, cuboid, a net, triangular, prism

Scope and Sequence

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Unit Topic Aim

12Orthographic Projection

This unit aims to improve the students’ visualisation and problem solving skills through graphical representation.

12 Scratch To introduce students to the Scratch programming language.

ProjectDesign A Real-life Product or Device Using Edison

Students will use Edison to solve everyday problems by acting as a product or device.

Scope and Sequence

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1. Can develop skills in graphic representation

2. Can develop a range of skills in the management of spatial problems and visualisation

3. Able to learn keywords used in everyday graphics

4. Able to learn what is a Plan, Elevation and End Elevation

Elevation, Plan, End Elevation, Orthographic Projection, Dimension

1. Students are able to define what the Scratch program is used for?

2. Can understand why we use the Scratch program.

3. Able to learn about the main parts of the Scratch window.

4. Can identify how to add, edit and draw a sprite.

5. Can add motion and learn how to use costumes using loop.

6. Can save projects.

7. Can add sounds (music loop).

Interface, Stage, Sprite, Blocks, Scripts, Backdrop, Add, Thumbnail,

Costume, Control, Scripts, Loop

1. Can identify the design requirements, and plan for a solution to meet these requirements.

2. Can program their device using the Edware App.

3. Can document their product design and also development and present the finished product to their class.

Scope and Sequence

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Focus

1- Encourage students to become active, rather than passive users of technology. 2- Understand the role of the information and communication technologies in everyday professional and private activities. 3- Improve problem-solving and logical thinking skills. 4- Support real-life communication and social interaction between students. 5- Understand the concept of programming. 6- Learn the basics of sequential programming and the delivery of precise commands. 7- Give students opportunities for hands-on innovation. 8- Prepare students for the world outside the classroom doors by improving their communication and collaboration skills. 9- Encourage students to think, touch, build, measure, and evaluate by making them emotionally and physically engaged in their environment.

Technical Knowledge

1. Understand how more advanced electrical and electronic systems can be powered and used in their products, such as circuits with heat, light, sound and movement as inputs and outputs.2. Apply computing and use electronics to embed intelligence in products that respond to inputs such as sensors, and control outputs such as actuators, using programmable components such as microcontrollers.3. Apply understanding of computing to program, monitor and control products

Design

1. Use research and exploration, such as the study of different cultures, to identify and understand user needs.2. Define a requirement specification and divide the problem into sub-problems that can be resolved separately.3. Generate, develop, model and communicate their ideas through discussion, sketches, prototypes.4. Evaluate different ideas and products against their own design criteria and consider the views of others to improve their work.

Scope and Sequence

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Make

1. Demonstrate a working prototype of a robot or programmable device.2. Select from and use a wider range of materials and components according to their functional properties and aesthetic qualities.

Evaluate

1. Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.2. Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.3. Analyse and evaluate their own learning processes using relevant methods.

Scope and Sequence

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Introduction

Welcome to the World of Robotics

The World of Robotics is a comprehensive, hands-on course that will give you and your students the experience, tasks and skills you need to successfully participate in the Robotics field. Designed for the novice, the course will take you and your students on a journey of discovery, stimulating curiosity through engaging activities and real-life applications.

The course contains ten sequential units, the first five are to be completed in one semester and the units (6 - 13) to be completed the following semester. The term will be completed by an end of term project

Clear Outcomes for Progressive Learning

The World of Robotics is designed with clear aims, learning outcomes and key competencies for each unit. The units are structured to lead students step by step through the learning process and tasks necessary to meet the learning outcomes and master the key competencies.

� At the beginning of each unit, the unit aim and learning outcomes are clearly defined so that students will know what they will be studying.

� Each unit contains tasks that must be completed and are linked to the key competencies.

� Each task builds on prior knowledge, and leads to a carefully controlled productive stage.

� Students cannot progress to the next unit until the key competencies have been mastered.

� The activities in each unit support and consolidate the learning and are necessary to achieve the key competencies.

� The structure of each unit allows for flexibility of delivery, and the time allocation is based on the teacher and class environment.

Introduction

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� The student material is replicated in the Teacher Guide with the inclusion of all answers and annotations for activities and tasks.

Understanding the World of Robotics

Six Points to Help You Get Familiar with the Course

1. Look at the list of Contents in the Student Book; you will see that the book is organised into thirteen units. Each unit covers a specific function and lists the number of tasks to be completed, with each task is targeting a specific outcome. Units 6 - 13 are a complete program. It is expected that teachers will move at a pace that allows for flexibility as per their class dynamics, while ensuring student learning and mastery of competencies.

2. Look at the Scope and Sequence; you will see that for each unit there is a clear aim, a set of expected learning outcomes, key competencies, key words and links to STEAM where applicable. The learning outcomes support the mastery of the key competencies for each unit.

3. Skim through a unit of the Student Book and compare it against the same unit in the Teacher’s Guide. Each unit is replicated in the Teacher’s Guide but with the inclusion of answers and teaching tips.

4. Each unit has a key competencies check list to be monitored by the teacher. This ensures that students have a clear understanding of each step before progressing through the units.

5. Students work in pairs for this course and, in the interest of success, once pairs are established, they should remain the same throughout the course.

6. Note that the course is unit-based not lesson-based. This allows for pacing of learning to suit class and location.

Introduction

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Teaching Tips

Teachers should go through the unit themselves before teaching it to the students, taking note of any areas that may be difficult. Note what resources need to be in place for the required tasks, for example computer access and charged batteries. Take time to read the learning outcomes and how they link to the key competencies.

At the beginning of a lesson, summarise the lesson using bullet points. Draw the students’ attention to the summary at the beginning, and at the end of the lesson. Link these to the learning outcomes and key competencies.

Before beginning the class session, go through the learning outcomes and key competencies with the students, and explain the difference. Draw students’ attention to the number of tasks and activities. Make sure the students are clear on the requirements and steps within the unit.

Explain that all tasks must be completed as they are directly linked to the key competencies, and that the activities support and consolidate their learning. Some activities will be completed in groups, in pairs or as a teaching it. Some activities may need to be skipped, depending on teacher discretion and student competency.

Where possible, link tasks to personal experience or scientific promotions within the community.

Teachers may wish to break a unit into ‘learning chunks’ that suit students’ competency levels, ensuring that the program is completed within the semester timeframe. Ensure appropriate time is available at the end of each session to pack up and store robotic equipment. Promote student responsibility and care for the equipment being used in the robotics sessions.

Introduction

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STEAM

STEAM symbols are used to indicate cross-curricular links.

NOTE: Science and technology are constant themes. The focus will change depending on the content or activity.

Introduction

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Unit 6 - I am Robot

Overview

In this unit, you will review Edison’s output, and use this information to do specific activities.

Aim

For students to review all of Edison’s output (light, sound and motion) and learn the

different centres of rotation Edison can rotate around.

Learning Outcomes

1. Identify where they see programming in their lives.

2. Say why it is important to follow steps.

3. Review the main parts of a robot.

4. List all of Edison’s sensors and actions.

5. Control the blinking of the two LEDs.

6. Program Edison to generate sound.

7. Program Edison to move in any direction.

8. Identify the different centres of rotation.

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Unit 6 - I am Robot

Key Vocabulary

Word Image Meaning

robota machine you can program to do tasks

computera computer is an electronic machine that stores information to work with and gives out the results

program codeinstructions you can put into a computer to make it do something

algorithm a set of steps to be followed

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Unit 6 - I am Robot

Introduction

Technology is the collection of techniques, skills, methods and processes used to make goods or services. Technology can be part of machines which can be operated without a lot of knowledge about how they work..

Technology is all around you, such as cell phones, computers and digital washing machines. These are all programmed to work in special ways.

A program includes algorithms.An algorithm is step by step of instructions written to do a specific task.

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Unit 6 - I am Robot

Activity 1Algorithms

a. List the steps to make a cup of tea for yourself.

These are the steps you could follow, one by one:

1. Put water into a kettle.

2. Turn the kettle on.

3. Get your cup and spoon.

4. Put a tea bag into the cup.

5. When the water in the kettle has boiled, pour water into the cup.

6. Stir the tea and remove the tea bag.

7. Throw the tea bag into a rubbish bin.

8. Take sugar from the cupboard.

9. Add as many spoons of sugar as you want in the tea.

10. Stir the tea.

11. Drink the tea.

b. Can you stir the tea before you put the tea bag in the cup?

No because I will be stirring water only. I cannot stir the tea if there is no tea in

the cup.

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Unit 6 - I am Robot

c. When you wake up in the morning, what do you do? Explain the algorithm (list the steps).

1. Get out of bed.

2. Take a shower.

3. Clean my room.

4. Eat breakfast.

5. …

A computer, is an electronic machine that stores information that it will work with, and then gives out the results. For a computer to work, it needs programs. A program is a set of instructions (commands) that a computer must follow in a set order or sequence.

Activity 2Computer Programs We Use

What computer programs have you used?

Answers will vary.

Examples:

Edware, Paint, Microsoft Word, Excel, PowerPoint, …

Programming can improve your problem-solving skills and help you give clear commands. If you combine programming with an idea, you can ‘bring it to life’ (make it real). You can also build things and program them, which may help solve everyday problems around you.

Robots are the most interesting things that can be programmed to do tasks.

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Unit 6 - I am Robot

What is a Robot?

A robot is a machine that can do the work of a human. Robots can be automatic, or they can be computer-controlled. Look at the following images of different types of robots.

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Unit 6 - I am Robot

Activity 3

Types of RobotsComplete the following table by matching the type of robot to its application (how it is used). Choose the application from the following words.

cleaning robot space exploration robot military robot

fun and entertainment robot medical robot industrial robot

industrial robot fun and entertainment robot space exploration robot

military robot medical robot cleaning robot

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Unit 6 - I am Robot

Main Parts of a RobotA robot has three main parts:

1) Sensors/Input Sensors tell the robot about its surroundings (what is around it). Here are some common examples of sensors in robots:

� Light sensors detects light or brightness.

� Sound sensors allow measurements of relative intensity of sound.

� Touch sensors are sensors that must be touched by an object to operate.

� Temperature sensors detects (find out) the surrounding temperature.

2) Control System (Brain) A control system is a device that manages or controls the behaviour of other systems. These act as the ‘brain’ in any robotic system. They come in various shapes, types and sizes.

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Unit 6 - I am Robot

Activity 4Edison BrainDraw an arrow to where you think the control system is on the Edison Robot.

3) Actuator/Output: An actuator is the part of the robot that performs a physical action. Here are some examples of different types of actuators.

buzzer fan motor

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Unit 6 - I am Robot

Can you name another type of actuator/output?

LED lights.

Robotics CompetitionsThe Mohamed Bin Zayed International Robotics Challenge (MBZIRC) is an international robotics competition. The competition is held every two years. It has a total prize and team sponsorship of 18,000,000 AED.

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Unit 6 - I am Robot

Another robotics competition is the UAE AI(Artificial Intelligence) and Robotics Award for Good. The competition encourages research. It also encourages the use of artificial intelligence and robotics to help improve health, education and social services. The reward has a top prize of 1,000,000 AED at the national level, and over 3,500,000 AED at the international level.

"Humanity is on a journey. From the discovery of fire to the industrial revolution, we are on a constant voyage of discovery. Robotics and artificial intelligence are the

next step."

His Highness Sheikh Mohammed bin Rashid Al Maktoum

Activity 5Robot DesignImagine you are entering the UAE Al & Robotics Award for Good. In this task, you must design a robot to enter in the competition. You can choose from the health or education categories.

Before you start designing your robot, you should answer the following questions:

1) What useful job will your robot do?

Answers will vary.

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Unit 6 - I am Robot

2) How will you tell your robot what to do?

Answers will vary.

3) What will power your robot?

Answers will vary.

4) What will make your robot move?

Answers will vary.

5) What material will you use to make your robot?

Answers will vary.

6) What will you call your robot?

Answers will vary.

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Unit 6 - I am Robot

Draw your robot design in the box:

Answers will vary.

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Unit 6 - I am Robot

Edison RobotYou will use a set of commands, or instructions, to teach Edison. You must teach Edison to understand its input and control its output. The set of commands or instructions is called a program.

The input, program and output are used in all working technologies.

Activity 6Robot Input/Outputa. List three different types of input for a robot.

Answers may vary.

1. keypad

2. sound sensor

3. light sensor

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Unit 6 - I am Robot

b. List three different types of output for a robot.

In Term 2, you programmed your Edison with a software called ‘EdWare’. This software uses picture blocks to build a program.

You need to know where to find Edison's sensors. The sensors are the inputs. For example, your Edison robot can sense light and sound, the same way your eyes and ears do. Look at the pictures of Edison. Can you remember where he has sensors?

Answers may vary.

1. ...........................................................................................................................................................................................................................................................................................................................................

2. ...........................................................................................................................................................................................................................................................................................................................................

3. ...........................................................................................................................................................................................................................................................................................................................................

buzzer

LED light

motor

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Unit 6 - I am Robot

Edison already has some programs and each program has its own barcode. A barcode is a code made of numbers and parallel lines of varying (different) widths. Barcodes can be read using a machine.

The Edison mat has many barcodes. You can use these barcodes to tell Edison which program to run.

To read a barcode, follow these four steps:

1. Put Edison on the right side of the barcode.

2. Press the record (round) button three times.

3. Edison will drive forward for a short distance and then he will scan the barcode.

4. Press the play (triangle) button once and Edison will run the program.

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Unit 6 - I am Robot

Activity7Edison Mat TasksLook at the Edison mat you have in the class. What are the tasks that you can do with Edison using the barcodes?

Line tracking

Sumo wrestle

Bounce in borders

Clap controlled driving

Avoid obstacles

Follow the torch

This term, you will use new blocks which will make your Edison smarter. Before you start, you need to review all the components (parts) you have already used.

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Unit 6 - I am Robot

EdWare IconsThe four main types of icons in EdWare are: control icons (red), read icons (blue), data icons (green) and flow icons (yellow).

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Unit 6 - I am Robot

Activity 8Icon Block InvestigationList all the blocks you used last term. Hint: There are seven.

I used the following blocks:

‘flash LED’

’play beep’

’play music’

’single drive’

’dual drive’

’event wait’

’loop’ or ’loop start’

Flash LED’ BlockEdison has two red LEDs on the top of his body.They are known as the Left LED and the Right LED.To control both at the same time, you need to add another LED block, and change the settings for each one.

Remember: When you use two blocks, one after the other (one for the left and one for the right), it doesn’t matter which one comes first.

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Unit 6 - I am Robot

LED stands for Light Emitting Diode.

An LED is not the same as the original light bulb invented by Thomas Edison. It has no filament or special wire that produces light when electricity passes through it. LEDs use advanced semiconductor material, the same material found inside computer chips.

LEDs are better than traditional light bulbs. They last longer, are more robust and use much less power.

Here are some everyday examples where LEDs are used:

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Unit 6 - I am Robot

Answers may vary.

To control the timings, another block called event wait is used. The event wait blocks tops the program for a certain amount of time. The amount of time is based on your input.

Play Beep BlockSpeakers in a sound system change electrical signals into tiny backward and forward movements. These tiny movements cause changes in air pressure. These changes can be heard as sound when they reach a person or an animal ear.

List some devices where speakers are used.

Answers may vary.

Edison has a slightly different type of speaker to that found in an ordinary sound system. It is called a piezo transducer. The advantage of the piezo transducer is that it does not use much power, and it is not expensive.

Name two other places where LEDs are used.

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Unit 6 - I am Robot

Loop’ BlockIf you want to repeat an action many times, what blocks do you need to use?

The answer is loop blocks.

These blocks make Edison repeat a program forever. You can use it to repeat for a certain number of times, or until something else happens.

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Unit 6 - I am Robot

Task 1Light with SoundProgram Edison to:

1. Turn ON the left LED, beep once, and wait for five seconds. After five seconds, Edison will turn OFF the left LED, and waits for another five seconds. The program repeats the previous (earlier) commands forever.

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Unit 6 - I am Robot

2. Beep and turn both LEDs ON for one second, and then Edison will turn both LEDs OFF for one second. He will repeat this task an infinite number of times.

‘Play Music BlockA speaker is a device that converts (changes) electrical signals into tiny backward and forward movements that make small, rapid changes in air pressure.

Edison’s little piezospeaker can produce musical notes. You can easily program him with the play music icon. You can play a single musical note, or a tune string using this block.

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Unit 6 - I am Robot

Task 2Play a Single NoteProgram Edison to play the ‘A (6th)’ musical note.

For the same note “A (6th)”, try the other choices. What is the difference?

Each note has a different sound except for the last one ‘Rest’ which does not

make any sound but lasts as if it is a note.

Edison also allows you to use a string (series) of notes at the same time.

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Unit 6 - I am Robot

Single Drive’ and ‘Dual Drive’ BlocksA motor is an electrical machine. It changes electrical power into mechanical power. Edison has two motors with wheels. He can be driven forward or backwards and make turns.

1. What does Edison do when both motors are rotated (turned) at the same speed and in the same direction?

Edison move forward or backwards.

2. What does Edison do when both motors are rotated at the same speed but in opposite directions?

Edison rotates around its centre (near the stop and record buttons).

Robots Moving

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Task 3Move StraightProgram Edison to move forward for three seconds at half the speed (speed equals 5).

What would you change if you wanted Edison to move faster?

Either increase the speed in single drive blocks or increase the time in the event

wait block.

Unit 6 - I am Robot

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Task 4Turn Edison Around Its CentreThe centre of Edison lies in the middle of the distance between the two wheels (almost between the stop and record buttons). If you need Edison to turn around its centre, you need to give each motor the same speed but in opposite directions. Here are two tasks to try:

� The first task is when the right motor is moving forward while the left motor is moving backward.

� The second task is when the right motor is moving backward while the left motor is moving forward.

Using the same program as in Task 3, try each task by setting the values below:

Task 1 Task 2

1st single drive block:

Left motor, forward, speed = 6

2nd single drive block:

Right motor, backward, speed = 6

Event wait block:

Second pass = 3


Left motor, backward, speed = 6


Right motor, forward, speed = 6

Event wait block:

Second pass = 3

Unit 6 - I am Robot

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Task 5Turn Edison Around Using Only One WheelEdison can turn around using only one of its wheels, if the wheel in the direction that Edison wants to turn, is not moving. The circle of rotation when turning around one of the wheels is greater than the circle when turning around the robot centre.

Here are two tasks to try.

� The first task is when the right motor is moving either forward or backward while the left motor is not moving.

� The second task is when the left motor is moving either forward or backward while the right motor is not moving.

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Using the same program as in Task 3, try each task by setting the values as they are listed:

Task 1a Task 1b


Left motor, stop



Event wait block:

Second pass = 3


Left motor, stop



Event wait block:

Second pass = 3

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Task 2a Task 2b




Right motor, stop

Event wait block:

Second pass = 3




Right motor, stop

Event wait block:

Second pass = 3

Task 6Turn Edison Around an Outside Centre of RotationIn the previous tasks, you learned:

1. When both motors rotated (turned) at the same speed and in the same direction, Edison moved forward or backward.

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2. When both motors rotated at the same speed but in opposite directions. Edison rotated around its centre.

3. When one of the motors moved but the other one did not, Edison turned around the wheel that did not move.

The last situation to look at, is when both motors are rotating in the same direction but at different speeds.

What do you think will happen? Where will the centre of rotation be?

The robot will rotate and the circle of rotation will be bigger than the previous

two. The centre of rotation is outside the robot.

If you want to turn to the right, which wheel will be faster?

The left wheel.

Using the same program as in Task 3, try each task by setting the values below:

Note: The length of the orange arrows indicates the wheel speed compared to each other.

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Task 1a Task 1b





Event waitb block:

Second pass = 3





Event waitb block:

Second pass = 3

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Task 2a Task 2b





Event waitb block:

Second pass = 3





Event waitb block:

Second pass = 3

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Task 7Move at an AngleUsing the same program as in Task 3, change the timing to get the angle that you need. You also need to try different timings to get the angle you want. Choose the speed that gives you the correct direction of rotation.

The timing values depend on the speed of the motors, the surface on which the robot is driving on, and the battery life.

1. Turn right for a half rotation by stopping the right wheel.

Set the time to 0.9 sec in the event

wait block. The right motor is

stopped. The left motor is forward

with a speed of 6.

2. Move back, and to the left for a quarter rotation. The centre of rotation is outside the robot.

Set the time to 1.2 sec in the event

wait block. The direction of the right

motor is backwards with a speed of

6. The direction of the left motor is

backwards with a speed of 2.

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How many degrees are in a half rotation ?

180 degrees

How many degrees in a full rotation?

360 degrees

How many degrees in a quarter rotation?

90 degrees

Another block in EdWare can be used to control Edison’s motors.

The dual driveblock lets you control both motors at the same time. It sets the speed and the direction of rotation for the whole robot, instead of each motor.

To control the direction of Edison, choose one of the eight choices. The ninth choice stops Edison immediately. It stops both motors at the same time.

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Activity 9Complete the crossword.

Down

1. A device that converts (changes) electrical signals into tiny backward and forward movements that make small, rapid changes in air pressure. (speaker)

2. The is the place that power or information enters. (input)

4. The is the place that power or information leaves. (output)

5. This is an electrical machine that converts electrical power into mechanical power. (motor)

Across

3. This is a series of instructions that can be put into a computer to make it perform. (program)

6. This is something that emits (gives off) light when an electric current passes through it. (LED)

7. This is a machine that is programmed by a computer to carry out actions. (robot)

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End of Unit Assessment1. Where you can see programming used in your life? Write your answers in the box.

Answers will vary.

2. List some devices that you use in your daily life that have LEDs, buzzers and motors.

Answers will vary.

3. Think about the components you have learned about. What other applications can you make? What other uses can you think of?

Answers will vary.

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Student Ref lectionList five things you learned in this unit.

Answers will vary.

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Key Competencies

These must be achieved before the student can move onto the next unit.

1. Student can explain the importance of programming in their lives.

2. Student can explain what a program code is.

3. Student can explain the advantage of using the loop block for repeating an

action, instead of duplicating the blocks.

4. Student can control the piezo sounder and the two LEDs in the same

program.

5. Student can program the robot to play notes.

6. Student can use the "even wait" block to get the correct timing between

notes.

7. Student can program the robot to move in all directions.

8. Student can explain the difference between the centres of rotation, based on

the speed and direction of each motor.

Unit 6 - I am Robot

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