Lesson Modules
Teaching Tips:
Show the video to the class. The topics in this lesson will be how many kicks and steps NAO can make within the battery percent left.
After watching the video, ask students how much energy NAO needs to attempt a kick or makes a step. Lead the discussion so students understand NAO uses different energy power to do a different motion.
Have students answer the question and share with the class. Tell them their answer much be only in one word.
Watch the video and think about how much energy power NAO requires to attempt a kick or step. Do you think NAO uses the same energy power to do different actions? If not, which action requires more energy power between kicks and steps?
Teaching Tips:
Students can try to solve this problem with multiple strategies. Possible strategies are:
- using additions/subtractions
- using a table
- using an equation
- using a graph
- using the x,y-intercepts
While the students are working on this challenge individually or in a small group, monitor who is using what strategy. Give the students a limited time (10 minutes are recommended).
At the end of this module, have the students present their strategy and explain why.
Make a connection between the strategies and lead the thought process to use the standard form and use the x, y-intercepts as a key information.
If time allows, discuss the cons. and pros. of each strategy.
You can show how to use the Math tool to the class by using the class view.
Share the poll results with the class either before or after the student presentation.
Play the interactive tool below to explore the standard form and its applications on Nao robot.
Read the descriptions in the box and try to make a connection between what you read and the given inequalities. Discuss with your team members about the meaning of each number and the variables (x and y).
Find the maximum number of kicks/steps NAO can make within the battery left.
Click on "Generate New Battery Percents" button to try with different numbers.
Use the Math tool as needed to answer the question above.
Teaching Tips:
Students will use Choregrephe program to figure out the given challenge.
They need to know how much battery percent is used for each kick and step.
You can have a quick discussion with the class on how to figure that out by using the program. The program already includes kick and step motion box.
At the end of this module, have students present how they solved the challenge and why they did what they did.
Discuss with the class about cons and pros of each strategy and lead the discussion that using a standard form is beneficial for this type of information.
Connect NAO robot to your computer and open Choregraphe program.
Your challenge is to figure out how many steps and how many kicks NAO can make with the battery left.
You want to check how much battery is left.
You want to check how much battery is used for kicks and steps.
With your group, use this Choregraphe file and propose how many kicks and steps NAO can do with the battery. You should show your thought process.
Counter
To make NAO perform an action multiple times, you want to use the "Counter" block.
There are three inputs you need to define: 1) initial value, 2) step value and 3) final value.
The initial value is when the counter starts counting. Step value is how much you want the next value to be different from the previous value. The final value is the last number the counter counts.
In the set above, the counter will count 0 (initial), 1 (the next number is 1 more than 0), 2, 3, 4, and 5 (the final).
Move to
When you want NAO to move to a destination, you want to use the "Move to" block.
You should define how much NAO should move by setting the x and y. Nao thinks x distance is to move forward and y distance is to moveto the side (right/left). You need to think about how many meters NAO's one step takes. How can you figure that out? One hint is that you make X = 1 meter and count how many steps NAO makes and calculate how many meters is equal to the number of steps you want NAO to do.
note: leave Theta θ always zero for this setting.
Teaching Tips:
Have students reflect on what they've learned. You can have the access to the data from the dashboard.
If time is allowed, have a quick discussion with the class about what went well and what could have been done differently.
After this lesson and activity, you should be able to understand why we use the standard for other than slope-intercept form and point-slope form and be able to write the equation in standard form for a real-life context.
Check how much you've learned about each concept. Your answer will not be graded but used for the next lesson so it is important to be totally honest.
- Not at all
- Not really
- Kind of understood
- Pretty much understood
- Totally got it
