EVE

Hmmm...we programmed Surry to do simple movement tasks. We began by programming her using the revolutions of the tires and then attached and used the sensors.

Adding the sensors improved her capabilities quite a bit. Surry was able to detect nearby objects, change direction with a clap, follow a straight black line, stop on a black line, and react to touch. Each sensor had pros and cons.

Touch- worked well, but it had to actually hit a heavy enough object in order to function. Sound- very sensitive, a loud classroom will provide challenges. Light sensor- has 2 options, seeing light and dark...sensitive to ambient light.

Reflection 2.

-We connected the different sensors to Surry and tested their functionality. -No science activities, I teach Technology. But it would easily fit in to the Engineering Design Process we will be using, under testing. -TPACK was used to link the parts together in a logical fashion.

Reflection 3

We designed an experiment to show that wheel diameter affects speed.

[|Wheel vs. Speed]
 * Does the technology most effectively allow students to learn the given content and skill objectives?

It does effectively allow the student to learn the given content.
 * Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not?

It is a good fit due to the high interest level for students.

Reflection 4

We loaded a program in our brain brick and then attached it to an assembled robotic arm. We then performed a variety of tasks simulating various surgical procedures.

The lesson was on robotic surgery, and thus added a hands on element to the lesson. It was a very good fit.
 * Does the technology most effectively allow students to learn the given content and skill objectives?
 * Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not?

Link to [|Prezi]

Reflection 5

We put the brain brick back in the vehicle and attached the sensors. We then ran experiments testing the values displayed by the brain brick.

In my class (Technology, as opposed to science) the simplest way to use sensors would be in a problem solving activity using the Engineering Design Process. Example- There has been an accident at Shearon Harris Nuclear Plant. The students need to design a program to get the robot to within 30 cm (the safe distance for the robot) so that the engineers can see what is going on. Students would then perform tests with the ultrasonic sensor to make sure it was calibrated, write a program for SuRRy, and then test it.