The Move Craig Kielburger Secondary School part 1

Work on the new school is proceeding apace. Dan and I had our first look at what will be our new digs on Feb 1. The 2 rooms pictured here replace the V135 Robotics lab facility at Drury. 1107 will be a Computer Lab and 1108 will be a Technology Lab with workbenches and CNC machines.

Calling V135 "Robotics" was a spontaneous gesture so I'm thinking about the name for 1108. The idea of something like a "Hacker Space" appeals to me but may sound too geeky.

Will the Tech. Design lab be the new Library?

We have been building the resources available to our students in our Tech. Design (Robotics) lab this year. Earlier this fall an old CNC lathe (last used 15 years ago) went out to be refurbished. We anticipate its return shortly. In the mean time an old vinyl cutter caught the eye of our students. They make original vector graphics produced by tracing original or bitmap artwork in Corel Draw. The old cutter has been replaced by a new model that is faster and more accurate on small details. Along with a heat press the students will be able to produce custom t-shirts. The students also use a CNC router and a Desktop CNC mill to complete design projects.


As I think about the robotics lab in our new school, Craig Kielburger Secondary, I've been thinking about how neat it would be to add a 3D printer to the mix. That's why this weeks Spark episode really grabbed my attention. Have a listen. Maybe 'Hacker Space' would make a better name for shop?
.... I wonder!

ACSE Arduino Presentation notes

Slide Notes
1 Cover
2 Why Arduino? Demise of OOPic made me look around and start comparing.
Aside OOPic Raptor currently under development.
3 Chart side by side comparison.
- all similar
- all basic von neuman, single step ALU
- some pipelining and more modern characteristics but basically all one instruction per clock tick
- Arduino development board (currently UNO) price very competitive
- sparked international interest due to open source nature
4 Why Microcontrollers are a great fit with curriculum and broad-based philosophy
- can teach basic electronics
- can teach interfacing
- can teach robotics
- opportunity for students to explore and design projects
5 Why Arduino? - cheap, robust, open source,
- started Microcontroller Investigation thread on blog in June 2010
- spent time at home playing and learning
- OOpic and electronics experience helped me
- have introduced OOPic into OISE AQ courses with excellent results
- all candidates able to expand their knowledge and skills using this platform
6 7 8 On line community: Make, Instructables, Arduino.cc
- grade 12 students able to take ideas and projects and apply in the classroom
- examples of Arduino daughter boards manufactered in class
9 Open source, exciting range of 3rd party developers
- 2 examples: 1 driving LCD another driving the Pong game
10 Getting started - plug it in, Load the driver - in drivers folder
- may be difficult depending on admin. restrictions on computer
- Mac, PC or Linux
11 Start the software
- work through learning and playground ideas
- try blink, fading and LED bar graph (if you have one)
- many youTube videos
12 C, J all the same
13 Main Arduino.cc page organization



14 Learning example - uses Fritzing
15 Fritzing.org for great graphics software to go along with Arduino and breadboards
- free software - produces jpg. files like slide 14
16 - a line follower robot built during the 2 week AQ this summer
- one built by Igor Kourinnyi on display
17 - novices able to complete stepper motor driver
- improved confidence and understanding
18 - sources for Hardware:
- Creatron Inc, 255 College St. Toronto, creatroninc.com
- Robotshop.ca
- Abra
- CanaKit
- Deal Extreme (rev 1 with a different USB to serial chip)

What does "Tech Savy" mean to you?

Lots of stuff worth considering in this CBC Spark episode. Sure Junior can type 120 wpm on a smart phone but can he do an effective search for material for his essay?

Arduino bot

This is an Arduino based bot built by the OISE Computer Technology Grade 11-12 teachers in July.
Top view.
Side ViewBottom viewFront 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 Servo Modification - http://www.flickr.com/photos/randomskk/2569969633/ There were also two resources that we use for the programming of the line sensor QRE1113. One was for specifications and the other was for programming. Line Sensor Specifications – http://www.robotshop.com/world/sfe-digital-ir-line-sensor-qre1113-2.html Programming - http://bildr.org/2011/06/qre1113-arduino/
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: Collect all needed parts Modifying HS-311 servo motors for continuous rotation Cut the baseboard to accommodate Arduino UNO board and breadboard for electronic connections Attach brackets to servo motors so they can be attached on the baseboard Drill holes and attach modified servo motors to the underside of the baseboard Attach wheels to the servo motors Attach the “third leg” to the underside of the baseboard so the robot can move smoothly Attach Arduino UNO board with Velcro and breadboard to top of the baseboard (breadboard is preferred at the front of the breadboard) Install battery holder (4 AAs) on the underside of the baseboard with Velcro. Connect (used) AC/DC Power Supply Adapter Plug to the 9v battery pigtail. Connect wires of the servo motors to the Arduino board through the breadboard (Red wire - 5V, Black wire - GND and Yellow wires - pin 9 or pin 10 PWM of the Arduino) Write a program on the Arduino board so it can control rotation of the wheels Design the front board (front loaders) to be attached to the baseboard to accommodate QRE1113 line-sensors Attach two QRE113 line-sensors on the inside bottom of the front loader. One on each side of the front-loader Solder the wires to the line-sensors so they can be connected to the breadboard. The sensors should be about 3 – 5mm from the ground Connect wires from line sensors to the breadboard so they can be monitored and controlled by the Arduino UNO (Vcc – 5V, GND – GND and OUT – pin 3 or pin 5 PWM on the Arduino) Modify the program on the Arduino so it can accept the outputs of the line-sensors, determine outcome and output commands to control the rotation of the wheels Load the program to the Arduino and test the robot using already made board with pattern of black lines

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

Robotics - Rubric

Arduino piano

Here's a cool Arduino project for seniors.

Inspire high school students’ career aspirations and goals

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 13^th. 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.