.... I wonder!
Top view.
Side View
Bottom view
Front view.Thanh Nguyen
Paresh Christian
George Goutziomitros
Esteban De Los Santos Lezama
Richard Davies
Jackie Griffith
Course: TEJAQ Grade 11/12
Teacher: Mike Druiven
OISE
August 3, 2011
Robotics - Lesson Plan
|
Topic: Computer Technology TEJ4M – How to Create a Robot
|
Notes |
|
Context: Approximately 20 – 25 Instructional Days
| |
|
Learning Outcomes:
A3.1 use technical terminology to accurately describe the specifications for electronic components and computer interfaces; A3.2 describe the function and operation of various input devices, output devices, and electronic circuits used in interface and control systems; A3.5 research and select components based on circuit requirements; B1.3 construct and test connection media for interfacing a computer with an external device; B3.1 use a design process and appropriate software design circuits; B3.3 safely construct electronic circuits for interfacing or robotic applications using appropriate materials, tools, and techniques, including soldering; B3.4 test and troubleshoot electronic circuits, using appropriate methods and test equipment and modify the circuits to meet design requirements if necessary; B5.2 apply programming concepts including subroutines, parameter passing, decision and repetition structures, arrays, and character representation; B5.3 use a design process to create a program that interacts with a real-world device; B5.4 write a low-level program that runs on a real or simulated controller device.
| |
|
References:
Part Supplier in Montreal - http://robotshop.com/ca
Servo Specifications - http://www.servocity.com/html/hs-311_standard.html One was for specifications and the other was for programming. http://www.robotshop.com/world/sfe-digital-ir-line-sensor-qre1113-2.html
| |
|
Tools Required:
Phillips screw driver, soldering iron, pliers, wire cutters, wire strippers, multi meter, super glue, safety glasses, drill press, band saw machine, needle nose pliers, scissor, electrical tape.
| |
|
Step-by-Step Instructions:
|
|
|
Extension Activity:
Addition of two antennas in order to transform the robot in a light seeking vehicle.
We can connect 2 antennas to the robot. Each antenna has an LDR at the end connected as the diagram illustrates below. When there is more light hitting the voltage read in the Analog pin increases. The idea is simple.
If the difference between the absolute value of the two LDR readings is smaller or equal than a pre-tested value d, then continue moving forward (the value d has to be found through experimentation). Else, if the reading from LDR1 is smaller than the reading from LDR2, then turn right. Else turn left.
The pseudo code for the main loop would be the following:
if (|LDRVal1 - LDRVal2|<=d) { // continue moving forward } else if (LDRVal1 < LDRVal2) { // turn right } else { // turn left }
|
| ||
|
Parts List:
|
| ||
| Item | Part # | Quantity |
|
| Standard Servo motor | HS-311 | 2 |
|
| Microcontroller board, i.e Arduino Uno board with 14 digital input/output pins and 6 analog inputs, a 16 MHz crystal oscillator, a USB connection, a power jack, an ICSP header, and a reset button |
| 1 |
|
| Breadboard |
| 1 |
|
| Line sensor | QRE 1113 | 2 |
|
| Wires solid | # 22 size | 3m |
|
| Nut and bolts | (4-40, 6-32) | lots |
|
| Battery Holder (for 4 AA 1.5 v batteries) |
| 1 |
|
| AA battery 1.5 |
| 4 |
|
| 9 volt Battery cap |
| 1 |
|
| USB A / B cable |
| 1 |
|
| Wheel SW 2-5/8” Diameter | RB-Sbo-86 | 2 |
|
| Velcro |
| 15cm |
|
| Plastic board |
| 14cm x 8cm |
|
| LDR (for extension activity) |
| 2 |
|
| Resistor (for extension activity) | 100 kilo ohms | 2 |
|
| (used) AC/DC Power Adaptor |
| 1 |
|
|
| |||
|
| |||
|
| |||
|
| |||
|
| |||
|
| |||
| RUBRIC | ||||
| Categories | Level 1 50% | Level 2 60% | Level 3 70% | Level 4 80% |
| Knowledge of content |
demonstrates limited understanding of functionality of parts and proper wiring |
demonstrates some understanding of functionality of parts and proper wiring |
demonstrates considerable understanding of functionality of parts and proper wiring
|
demonstrates thorough understanding of functionality of parts and proper wiring |
| Thinking |
uses creative thinking processes in the design and layout of the robot with limited effectiveness |
uses creative thinking processes in the design and layout of the robot with some effectiveness |
uses creative thinking processes in the design and layout of the robot with considerable effectiveness
|
uses creative thinking processes in the design and layout of the robot with high degree of effectiveness |
| Communication |
the layout and organization of the robot allows debugging with limited effectiveness |
the layout and organization of the robot allows debugging with some effectiveness |
the layout and organization of the robot allows debugging with considerable effectiveness
|
the layout and organization of the robot allows debugging with high degree of effectiveness |
| Application |
the line following test of the robot was successful with limited effectiveness |
the line following test of the robot was successful with some effectiveness |
the line following test of the robot was successful with considerable effectiveness
|
the line following test of the robot was successful with high degree of effectiveness |
Do you enjoy your career and find real value in the work you do? Do you feel that your ICT skills play a key part in your current and future success? If so, perhaps you would be interested in giving a career talk to high school students, providing inspiration about your job and the many other opportunities available in ICT-related careers.
As a member of the Canadian Coalition for Tomorrow’s ICT Skills (CCICT), we are helping recruit role models to visit schools in the Toronto area for CCICT’s CareerMashup initiative. Planned for the last two weeks of October, CareerMashup is a week-long festival of events and activities raising awareness about today’s interesting and varied ICT-related careers.
We are also looking for individuals willing to talk about their careers for video profiles on CareerMash, a new online career network developed by the CCICT.
Why your help is needed
Employing more than one million Canadians, ICT activities are the foundation of our knowledge economy. More Canadians work in ICT than in agriculture, forestry, fishing, mining, oil and gas, utilities and auto-manufacturing combined. The demand for employees with specialized ICT-related skills continues to grow. Despite this, there is an alarming decline in ICT-related post-secondary enrolments.
Research has shown that when considering careers and post-secondary options, many high school students are unaware of the exciting new jobs and opportunities out there. If they think of these jobs at all, they think of them as desk-bound and boring. As you are well aware, this is not the case.
An industry-led coalition, CCICT was formed to address this urgent issue and help reverse the trend.
Training provided
The role model training will take place on Tuesday, September 13th. CCICT will manage all of the logistics, provide training and assist with presentation content. If you are interested in being a role model and/or participating in a video profile, please contact me.
CCICT is looking for many different role models, but especially entrepreneurial types and those in a wide variety of specialized fields like digital media, health informatics, product innovation, medical research, green infrastructure, mobile technologies and applications etc. Here is a list of characteristics (keeping in mind these are just loose guidelines):
- lively, engaging personalities
- comfortable speaking to groups
- diverse range of ethnic backgrounds
- strong female representation
- wide range of industries with an emphasis on ICT, finance, business, environment, health and wellness, media, manufacturing, arts and culture, and transportation
- wide range of career types from those working in large organizations to entrepreneurs and the self-employed
In addition to organizing the school visits, CCICT will provide each role model with training and help preparing their presentation. We are looking for role models who will commit to visiting at least one school (for 1/2 to a whole day) in October, and who will come to a training session on September 13th in Toronto.
Some of the external experiments that used the PC or Apple i/o cards were found during clean up. Above is a stepper motor driver controlled directly from an Apple II i/o card.
This is a temperature probe that uses op-amps and an A to D converter for rather accurate T measurements. The probe is a 2n2222 epoxied into the end of a pen barrel.
.... not sure but lots of familiar parts!
Digital dice made using wire wrap technology.
A binary number game. The black header holds a 7 segment display driven by a random number generator. The student would set the DIP switches to make the same number in binary and push the button. The circuit will indicate Too High, Correct or Too Low.
This hand made PC ISA slot interface card used the 8255 chip to provide three 8 bit digital i/o ports. The DIP switch is part of setting the address of the card. A 25 pin (D sub) cable connected the card to an experimenter card made using the same wire wrap technology as the interface card.
These experimenter boards gave the students 8 LEDs, a 7 segment display, 8 DIP switches mounted on the white header and access to 8 i/o pins via the terminal strip to connect external circuits and experiments.
These first two photos show one of the Apple II interface cards we used. These were made using wire-wrap technology. Each card provided two 8 bit digital i/o ports labelled A and B. We would use a ribbon cable like this:
.... to connect to a hand made experimenter board like this.
Here students could control the LEDs or read the position of DIP switches mounted on the white header.
Printing out the game board lends itself to using a 2 dimensional array, lets call it board.
I have not been doing much with hardware this semester. My senior classes are Computer Studies (programming). Some of the students expressed an interest in learning PHP - MySQL. This summer, at the CEMC summer institute for teachers, I was introduced to a package called XAMPP which essentially allows you to run Apache and MySQL databases from a USB Flash drive. I tried a few tutorials out and put together one of my own. The students were successful with my tutorial and were able to continue on and try out things on their own. One of the students, Shameel Khan, extended his learning by creating a Facebook-like application. Shameel documented his work in the form of 8 tutorials. This experience is a good extension to the Javascript lessons many students completed in grade 10.
