Ingles - Arduino - Tema 17

Explorer

start

In October 1957 the Soviet Union launched the artificial satellite Sputnik 1, which was the start of the space race. Great strides have been made since then, such as American astronauts launching the "Apollo" program, which would lead, for example, to first time, a man to the moon. This was fulfilled on July 20, 1969. Surely you have heard it before!

Are you ready for this intergalactic experience?

• Put on your astronaut suits, get on the spaceship and the countdown begins!... We suggest that previously in teams, you can exchange on the following items:
• Have you ever seen a spaceship?
• How do you suppose they work?
• What elements do you think a spaceship has?

We propose the challenge of building an explorer robot (like the Spirit probe), using various distance sensors, floor sensors and QroxDuo construction bricks. The objective is that said prototype can avoid various obstacles that can be found on the planet Mars. After completing the construction, they will be able to operate the probe with a control so that it moves and moves based on the programming they carry out.

Objectives of the activity

• Get students to approach issues related to science and space technology.
• Promote the observation and exploration of space.
• That students can know and explore the use of distance sensors and other sensors, especially to avoid obstacles.

Objectives of the activity:

• Formulate different concrete solutions to a problematic situation using robotic devices, identifying the dimensions of design, construction, operation and use.
• Work collectively and collaboratively to solve problems, favoring the exchange of ideas, and communicate clearly and in sequence the strategies of solution to the problems raised.
• That they can program effectively so that the prototype meets the objectives set.

Resources needed for the activity

Way of working

1. The students will work and investigate previously with their teacher on the subject matter.
2. Later they will be organized into work teams and will begin to solve the challenge posed, developing all the assembly and programming of the same.
3. They will carry out the corresponding tests and tests and will solve collectively the problems that arise.n.

• Kit 504 of Probots
• Computers or notebooks.

First part: *Assemble the robot *Assembling the robot Step by step *Functional validation

• Second part: Programming the robot
• How to program
• Program validation

Activity evaluation

Verification and testing in response to the objectives of the activity

We propose that based on some premises to consider, stopping thinking about right and wrong, start thinking about solving problem situations and transforming the error into a reviewer of ideas and not into an object of frustration. For this we share a rubric so that collectively and with the help of the teachers they can mark the items and options that they consider and correspond:

What did they learn and how did they do it?

In this activity, the students have approached issues related to space science and technology, promoting the observation and exploration of space. They have recognized various sensors and their possible uses, incorporating them into the various prototypes developed. Faced with the shared problem, they have proposed and designed some pre-designed solutions, which they have tested with their colleagues, modified, etc. They have always worked collectively and collaboratively to solve problems, favoring the exchange of ideas.

extra challenge

It is suggested as an extra activity that students can share and compare the various prototypes created, incorporating down and up ramps, as can be seen in the example, and where speed, distance, time, etc. measurements can be made.

wall

vehicle

step

ramp

ADDITIONAL CHALLENGE

Para ello tendremos que marcar en el suelo: 0, 1, 2 y 3 metros, etc.Entre todos los integrantes tomarán los tiempos que el vehículo tarda en recorrer diferentes tramos, es necesario trabajar en equipo para organizar la información.Posteriormente podrán concluir colectivamente, por ejemplo:

• ¿Cuál fue el vehículo más rápido?
• ¿Fue igual de veloz en todas las distancias?
• ¿Por qué piensan que un auto es más rápido que otro? ¿Qué variables interfieren en este proceso?
• ¿Cambian los resultados si cambia la inclinación de la rampa? ¿Por qué creen que sucede?