1 / 20

Warm-up Problem

Student: “I want my robot to move close to the wall then stop, but it doesn’t seem to care about the wall at all.”. Warm-up Problem. A student’s program and comments are shown above. Find the mistake in this program and describe a fix for it.

felton
Download Presentation

Warm-up Problem

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student: “I want my robot to move close to the wall then stop, but it doesn’t seem to care about the wall at all.” Warm-up Problem A student’s program and comments are shown above. • Find the mistake in this program and describe a fix for it. • What actions or steps would you take to help this student?

  2. Part 1Troubleshooting

  3. Student Program and Problem Description: “I want my robot to move close to the wall then stop, but it doesn’t seem to care about the wall at all.” Troubleshooting Perspectives • FLL is about student growth • How does it help a student to grow if you solve the problem for him or her?

  4. Student Program and Problem Description: “I want my robot to move close to the wall then stop, but it doesn’t seem to care about the wall at all.” Troubleshooting Perspectives • On the other hand… • Students can’t grow if they’re totally stuck! • How do you help a student who needs help, without solving the problem directly?

  5. Troubleshooting Perspectives • How do you direct someone to your house? • Tell them where your house is • Figure out their own location • Find their own route • Pick them up and take them there • See the sights, but don’t learn the route • Guide them • Take into account where they are • Figure out the best route, given their starting point

  6. Troubleshooting Perspectives • To truly help your students: • Be able to solve the problem yourself • That’s why you’re in this class, right? • Guide students to a solution (don’t “tell” or do it for them) • Follow the STAR: • Student’s intent: What does the student THINK should be happening based on his or her current understanding? • Trace: Trace through the program to identify where the robot’s behavior diverges from the student’s intent • Analyze: What did the student misunderstand? • Revise: Correct the student’s misunderstanding, then change the program to reflect the new understanding

  7. Student Program and Problem Description: “I want my robot to move close to the wall then stop, but it doesn’t seem to care about the wall at all.” Troubleshooting Perspectives • How would you troubleshoot this now? • STAR: Student’s intent, Trace, Analyze, Revise

  8. Part 2Controlling Program Flow

  9. Methods of Repetition • Back to programming! • Intersections Challenge • Write it four times (manual method) • Write it once then copy-paste • Write it once then have the computer repeat it • Teach the computer how to do it once,then tell it to run four times

  10. NVT Repeating Behaviors • Lab: NVT Repeating Behaviors 1-7 only • Check Your Understanding at the end of each video • If you finish early, check in and continue on • Say “done” when you finish Step 7

  11. Loop Block • Controls Program Flow • Trace through this program • Compare to other blocks • How does Move Unlimited affect program flow? • How does Move Duration affect program flow? • How does Wait For affect program flow?

  12. Controlled Loop Block • Limited control over how much looping • Count = Number of times • Sensor = Sensor value (similar to Wait) Sensor value only checked HERE

  13. Looping Limitations • At the end of Repeating Behaviors step 7… • Robot stops correctly if it sees an obstacle just after turning • Why? • Robot does not stop correctly if it sees an obstacle while moving • Why not?

  14. NVT Obstacle Detection • Solve the problem by changing the way we think about behaviors and movement • Lab: NVT Obstacle Detection 1-7 only • Check Your Understanding at the end of each video • If you finish early, check in and continue on • Say “done” when you finish steps 1-7

  15. Switches • Controlling program flow in a different way • Choose between blocks based on a sensor value • Different from waiting or looping

  16. Switches • Switches exist by themselves, but aren’t often seen alone in NXT-G

  17. Switch-Loops • Switch-Loops • Much more common • Much more useful • Repeated observation and reaction • The illusion of continuity • Same technique as animation • Fragile! Rules: • Don’t feed after midnight • Don’t jam the loop with Waits • Some sensors require extra care (Rotation reset) • SAVE EXTRA OFTEN

  18. Line Tracking • Light Sensor Thresholds • (Light+Dark)/2 • Very close relative of Obstacle Detection • Instead of near/far, decide based on dark/light • When do you see “dark”? • When do you see “light”? • Emergent behaviors

  19. For Next Week… • Complete NVT Line Following • NXT Video Trainer > Behaviors > Line Following • ERRATA: NVT 1.0 Line Following 9 missing “Unlimited”s • Build the Obstacle Course • NVT > Challenges > Obstacle Course > 1 to see the course • NVT > Challenges > Obstacle Course > 2 for setup instructions

  20. Closing Thoughts • Class activity: Troubleshooting • Mentor concept: Growth through Troubleshooting • Coach concept: STAR method • Class activity: Repeating Behaviors • Programming concept: Controlling Program Flow • Class activity: Obstacle Detection • Programming concept: The Illusion of Continuity

More Related