Course: Intro to Computer thinking with Cubelets (4-6)
6 - Robot Behaviors (1) (4-6)

Teaching Tips:

Tell the class: “I have these robot blocks and you can make different robot creatures with them. Today, we’re going to use some of the scientific techniques of biologists, psychologists, and anthropologists to investigate and understand the robots we make and test. Our robots will do different things and behave in different ways. You’ll learn to collect data and keep track of what they do as well as the things we do that they react to and try to better understand our robots.
 
First, let’s play a game that will help us better understand some robot basics, start thinking about what things we might want to investigate when we build our robots and learn some new scientific vocabulary. “

Materials: tape, envelopes, paper clips, plastic bag, objects of different masses, radio/MP3 player and speakers
 
Teams of one, two, or three children act as robots to complete a task by sensing‐thinking‐acting with restricted parameters/senses/actions. Goals can be simple such as retrieving a box. Multiple “paths” and robots can play at once in order to make this a short introduction. Alternatively, have children take their turns one at a time while others record data and notice how the magnitude of responses can correlate to the magnitude of input/stimuli.


Basic rules

1. Anywhere off the line is “hot lava!” (or an “out”)
2. “Robots” or “Robot teams” can only move forward when sensory input indicates (“sense” agreed upon beforehand. See below)

Suggested progression:

Using two players and adding more senses and “secret senses.” Have teammates/groups try to deduce what the “sense” is/what is being reacted to and ask, “What was the magnitude of that response? Big, medium, or small?”

Teaching Tips:

In order for students to form theories about the sense component of their robot, they must investigate presenting various input and stimuli to the sense Cubelet. Students practice observing behavior and build an understanding of different magnitudes of stimuli/input and their correlation to reaction or output.

Materials: KT06 kits, groups of 1­4 students using each kit.

Initially, all groups use only the Distance, Drive, and Battery Cubelet and investigate “what this robot is sensing/reacting to?”
 
Tell the class: “Remember, robots must have sense and act components. Every robot also needs power. So, to start, I’m going to give each group 3 Cubelets: A Battery Cubelet, a black sensing Cubelet, and a clear action Cubelet that drives. Investigate how many different robot behaviors you can make. and move these Cubelets all around into different configurations. What do you think this robot is sensing? Can you make a theory and then try different ways of testing it?”
 

• Starting with the Distance, Drive, and Battery Cubelet have students keep their own count of varying behaviors and suggest that how the robot moves is a way of keeping track of unique reactions. Students should consider how their choice of inputs/stimuli can tell them more about what makes this robot react. Students will often use their hands over the sensor, and this can lead them to conclude that the black Cubelet is sensing heat or people. But if they also use other objects and are challenged to consider what causes the robot to move faster or slower in any direction this helps direct their investigations of distance.

After this initiate the discussion:

“Being a scientist is so much more than learning how to use the tools in the laboratory.  What else do scientists do?

• [Ask questions]
• [Make hypotheses]

• And how do scientists come up with their hypotheses?

• [Based on research]
• [Based on what has happened before]
• [Based on something they already know that seems similar to this experiment]

• So, based on mental models of what they scientist predicts, what will happen?

• [Do investigations/experiments]
• [Tell about their findings]

• What are ways that scientists tell other scientists about their findings?

• [They write reports/articles]
• [They give talks]

• And in those reports or during those talks, what are some text features they use?

• [Headings]
• [Words]
• [Photographs]
• [Models/Diagrams]

• And what exactly is a model or diagram?

• [A picture you draw and label what’s happening with words]
• [Sometimes they show a whole process, one step after another]
• [Sometimes they’re made on a computer]
• [They’re not just taking a picture of something, they’re trying to show what the scientist thinks is happening or how something works]

“Today, we’re going to try our hand at scientific modeling. What do you think are important parts of scientific models?”

• [must have pictures]
• [must have words - like labels or a caption]
• [has to include important details, but not every single detail]
• [might have pictures of multiple sides of an object or zoom-in boxes]

“What are the three categories of Cubelets blocks?”

• [SENSE, THINK, and ACT]

“Excellent! Yes, SENSE, THINK, and ACT Cubelets all look very different from one another.  And even though SENSE Cubelets look very different from THINK Cubelets, do SENSE Cubelets look very different from each other?”

• [Yes, one eye vs. two eyes vs. knob]

“Yes! Every Cubelet looks at least a little different than every other Cubelet in the set. Today, we’re going to be noticing the details of our Cubelets and drawing what we see. Scientists do this every day at work, so let’s see what we can do as scientists today.”

• If needed, use Cubelets that are not used in Drive Bots to give students some examples of how to look for the details of a Cubelet and how to think about the direction a Cubelet is facing when they’re drawing their models.

Teaching Tips:

Exploring Cubelets 

“Remember that our Learning Goal today is focused on noticing important details and making sure our models show those details. First, I’ll give you ten minutes with your group to practice building different robot constructions that you built last class or that you didn’t have time to build, but wanted to.

• Students go back to tables and build a variety of Drive Bots together.

Modeling 

“Now that you have had time to remember so many of the different robots you can make, it is time to practice modeling like a scientist. Remember, our goal is to pay attention to the important details that make each Cubelet unique and to draw those details on our models.

You can draw a model of any robot construction you built today - it does not have to be the same robot construction as anyone else in your group.  If you need to, take turns building your robot construction so you can look at it from different angles. Which angle will be the best to draw your model so other people can make the exact same Drive Bot as you?”

• Students draw their models.

“Before we put our models to the test, I’d like you to write on a separate sheet of paper a short description of what your robot does. You will not give this paper to anyone else - it is just for you.”

• Students describe how their robot construction moves.

 Notes

• Students will be getting feedback from their classmates, so as you walk around during this Experience before Expertise section, serve mostly as a resource for students who are stuck or are having trouble putting on paper the concept they have in their head. Coach them through asking questions, not suggesting answers.
• Be extra alert for students who are collaborating well and those who need your support.

Teaching Tips:

Students Reflect

Have a few students share about their experience today, either drawing models, interpreting the models, or preparing to revise their models based on feedback