Nxt g online professional development classes will begin at 3 30pm edt
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NXT-G Online Professional Development Classes will begin at 3:30pm EDT. Slalom Challenge. How was it? Line Tracking questions? What problems did you encounter? Slowed it down too far Thin tape, robot overshoots Fatter tape! Don’t stretch out the electrical tape. Troubleshooting Scenario 3.

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NXT-G Online Professional Development Classes will begin at 3:30pm EDT

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Nxt g online professional development classes will begin at 3 30pm edt

NXT-GOnline Professional DevelopmentClasses will begin at 3:30pm EDT


Slalom challenge

Slalom Challenge

  • How was it?

  • Line Tracking questions?

  • What problems did you encounter?

    • Slowed it down too far

    • Thin tape, robot overshoots

      • Fatter tape!

      • Don’t stretch out the electrical tape


Troubleshooting scenario 3

Troubleshooting Scenario 3

  • What is the student trying to do?


Troubleshooting scenario 31

Troubleshooting Scenario 3

  • What was wrong? (Use your marker)

Doesn’t move past the line before turning

Moves a set distance each time instead of Unlimited; “jams” the loop!


Troubleshooting scenario 2

Troubleshooting Scenario 2

“It should go around the box to each black line, stopping whenever there’s an obstacle, then continuing after.”

  • What happened here?

    • Oops.


Troubleshooting scenario 21

Troubleshooting Scenario 2

“It should go forward for one second, then turn until it sees the wall, but it doesn’t ever turn.”

  • Here’s the right version

  • Serendipity


What s wrong

What’s Wrong?

  • Misunderstandings occur at many levels

    • If you take the problem at face value...

    • This isn’t a “picked the wrong mode” problem

    • Many responses placed student misunderstanding on the level of behavior planning and selection

  • What is a good way to do planning?


Obstacle course prep

Obstacle Course Prep

  • VIEW NOW: NVT Obstacle Course 1

  • What is the first problem solving technique?

    • Analysis

    • Break down the problem into smaller pieces

  • What is the second problem solving technique?

    • Iterative Design

    • Build the solution around each piece in order

  • The secret to programming is not-programming

    • Failing to plan is…

    • … planning to fail


Analysis

Analysis

  • NVT Obstacle Course 2-3

  • Break the problem down into steps

    • Steps 1-5 match the stated objectives

    • Review your analysis

    • What did we find?

    • We missed some…

      • Add them in (2.5 and 3.5)

  • Work in Progress!


Iterative design

Iterative Design

  • NVT Obstacle Course 4-5

  • Failed approaches

    • Everything at once

      • Fails why?

    • Everything in pieces

      • Fails why?

  • Iterative approach

    • Do one step

    • Test

    • Do next step; repeat


Solve the problem

Solve the Problem

  • Complete the challenge

  • DON’T use steps 6-8 in the video!

  • Abbreviated Journal Assignment

    • Present (1 min) on one interesting problem you found and solved

    • Compressed version of multi-day class work session

  • Checkpoints

    • Each time you reach a whole-numbered objective, write the number of the objective in chat (private to me if you want)

  • If you get done early…

    • Formalize your presentation about the problem in your journal


Breakout presentations

Breakout Presentations

  • Breakout session

    • 2 groups

    • May need to mute/unmute yourself to get voice working after you join the breakout room

    • 1 minute limit per presenter

      Side note: Breakout sessions are not recorded by the WebEx software


Engineering in the classroom

Engineering in the Classroom

  • Project-based learning

    • Context

    • Teamwork

    • Problem solving

    • Time management


Engineering in the classroom1

Engineering in the Classroom

  • Supports groups working at different paces

    • Checkpoints

      • Formative feedback for pacing

      • Mitigate off-course errors

    • Documentation (Journal + Presentation)

      • Summative and formative feedback

      • Reflective practice

    • Concrete progress

      • Every group can see and gauge its progress

      • Deadlines and performance are not arbitrary


What can you teach with robots

What can you teach with robots?

  • Updates!

    • <add updates>


Choose your challenge

Choose your Challenge

  • NVT Challenges

    • Choose one Challenge for homework

    • Different skills, different focuses


Homework

Homework

  • Complete the Additional Challenge you picked

    • Document one interesting problem+solution from your chosen challenge

    • Post your solution and journal entry as a Reply to the problem in the HW5 area

  • Build the Gripper Arm

    • Building instruction link is in the FORUM


Closing thoughts

Closing Thoughts

  • Class activity: Homework Review

    • Troubleshooting revisited

  • Class activity: Problem Solving

    • Engineering concept: Analyzing a problem

    • Engineering concept: Iterative Design

  • Class activity: Engineering

    • Teacher concept: Engineering in the Classroom


Bonus types of mistakes

Bonus: Types of Mistakes

  • Syntax

    • Mechanical structure of the program

    • Move Block: Motor C, unlimited, 75% power

  • Robot Semantics

    • Meanings of those commands

    • Turn on the robot’s left motor at 75% power

  • Context, Intent, and Planning

    • Higher level semantics

    • Effects in environmental context

    • Intended effects


Syntax errors

Syntax Errors

  • Illegal formation of commands

  • Syntax mistakes are hard to make in NXT-G

    • Example: Disconnected icon


Robot semantic errors

Robot-Semantic Errors

  • Mistakes about the meaning of a command

    • Example: Duration vs. Unlimited

      • Student does not realize program flow implications and uses Duration in a Forward until Touch behavior

    • Example: Reversed motors (L/R)

      • Student misinterprets Motor C as the right motor, and the robot turns the wrong way


Environment semantic context errors

Environment-Semantic(Context) Errors

  • Mistakes because of environmental constraints or conditions

    • Example: Light Sensor threshold

      • Student calculates threshold in morning, runs in afternoon

    • Example: Sharpness of line track

      • Student’s robot does not turn hard enough in a line track and the robot “loses” the line going around a curve


Program intent mismatch errors

Program-Intent Mismatch Errors

  • Mistakes because student chooses an inappropriate programmed behavior for a desired robot effect

    • Example: Wrong way

      • Student tries to copy-paste a left-side line track, but takes a similar-looking right-side track instead and the robot goes the wrong way at a fork

    • Example: Wrong wait

      • Student tries to implement an obstacle-detection behavior using Wait Blocks


Problem semantic planning errors

Problem-Semantic (Planning) Errors

  • Mistakes because student’s intended action is incorrect

    • Example: Wrong Turn

      • Student misreads the board and plans a left turn instead of a right turn

    • Example: Missing Step

      • Student wants to move two dark lines, but does not move clear of the first dark line before looking for the second


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