During our second meeting of robotics club we continued to work through our worksheet. The challenges on the worksheet were established to begin generating a solid foundation of controlling the robot. We explored how to control the robot based on seconds, degrees and rotations.
Seconds
The robots are able to be controlled by the amount of time you specify. For example, I can say to run the block of code for 3 seconds. Based on how much power I specified and which direction the motors should turn will dictate which direction and how far it will travel in 3 seconds.
Degrees
The robot can also be controlled by how many degrees you would like the wheel to turn. Again, students have to tell how much power to provide and which direction to steer, but the robot will only move based on the number of degrees specified.
Rotations
The last way to control the robot is based on how many rotations you would like the wheel to move. Like the other methods, power and direction are specified and then the robot will move the specified number of rotations.
Many of the questions required students to code their robot to move based on one of the three options listed above. We began to identify the correlation between degrees and rotations. If a wheel rotation is 360 degrees, then we can connect that making the robot move for 1800 degrees is the same as 5 rotations since 360 x 5 = 1800.
We will continue to use math in our challenges and demonstrate how many of our options for controlling the robot are related.
Seconds
The robots are able to be controlled by the amount of time you specify. For example, I can say to run the block of code for 3 seconds. Based on how much power I specified and which direction the motors should turn will dictate which direction and how far it will travel in 3 seconds.
Degrees
The robot can also be controlled by how many degrees you would like the wheel to turn. Again, students have to tell how much power to provide and which direction to steer, but the robot will only move based on the number of degrees specified.
Rotations
The last way to control the robot is based on how many rotations you would like the wheel to move. Like the other methods, power and direction are specified and then the robot will move the specified number of rotations.
Many of the questions required students to code their robot to move based on one of the three options listed above. We began to identify the correlation between degrees and rotations. If a wheel rotation is 360 degrees, then we can connect that making the robot move for 1800 degrees is the same as 5 rotations since 360 x 5 = 1800.
We will continue to use math in our challenges and demonstrate how many of our options for controlling the robot are related.