ACTIVITY PLAN

IDENTIFICATION AND ACTIVITY INFORMATION

Instructor: Date:
Glenndon Whitaker April 7th, 2019

Activity Title: Subject/Topic of Instruction:

Moving your robot through time and space… Using Ratios to calculate where to move the robot
Lesson Overview: Suggested Time:

Using the Lego EV3 Driving Base, the students 1 Lego League Team meeting
will learn how to move their robot around using Content Standards:
ratios. These ratios are based on time, distance
and wheel rotations. Core values of FIRST:
https://www.firstinspires.org/robotics/fll/core-values
By experimenting, they will determine some
values (ie. How long to go one meter, how far is Materials and Resources:
10 wheel rotations) for the ratios. After that they
will make calculations to see how accurate they 1. Lego Mindstorms EV3 for Education
are. 2. Stop watch/timer
3. Measuring Tape
4. Calculator
5. Scrap paper/pencils
6. Computer/tablet with Lego programming
software
7. Overhead projector
Learning Objective: References:

The Lego League Club member will calculate how 1. Week 1 Robot Assembly Instructions by
far the robot will move using ratios that include Glenndon Whitaker
time, distance and wheel rotations. 2. Lego EV3 Education Software ‘Driving
Base’ build instructions

Assessment Plan:

At the end of the meeting, each team member will discuss their findings and demonstrate their
understanding by showing their programming and results to the group.
IMPORTANT ASSEMBLING/PROGRAMMING INSTRUCTIONS Time Notes

1. All team members will build the Driving Base. Instructions are available
either in the Lego Mindstorms EV3 Education Software, or you can
access the assembly instructions I created at:

https://roboticscourse.weebly.com/robot-assembly.html

2. The most common programming used during this class will be the
“Move Tank” block, seen below. They will either be using the ‘on for
rotations’ or ‘on for seconds’ options depending on the calculations they
make.

“Rotations” “Seconds”

COMPUTATIONAL COMPONENTS AND STUDENT ACTIVITIES Time Notes

The activity will follow this order:

1. Introduction
2. Robot Build (if required)
3. Explanation of major concepts
4. Coach demonstration
5. Student practical
6. Student demonstrations
7. Conclusion
INTRODUCTION Time Notes
What… are they going to learn?
Today we will be going over programming the robot to go a distance of your
choosing. You can’t tell the robot to ‘move forward 2 meters’ but you can tell it
to move forward for an amount of time or how many times you want the wheels
to rotate. To program it for a certain distance we will use our math skills and
make some ratios.

Why… is this important?

An important aspect of completing challenges on the field kit is to tell the robot
where on the board to be. You may want to try and program it precisely to go
a certain distance. This will help you refine it. Along with your calculations and
some trial and error you should be able to get the robot anywhere on the field
you want it to be.

Where... will they apply this information?

Anytime you want to program the robot to move somewhere without the benefit
of a sensor. You will probably use it at some point trying to complete
challenges for the tournament later in the season.

When… can they use this information?

You can use this information right away with many of the programs you will be
creating.

Control statement and evaluation details

Please pay attention and be respectful to your team mates. There will be a
little listening to me, and lots of time to use the robots and figure things out for
yourselves.

At the end you will all demonstrate what you have learned to the group, so
work hard and have fun!

Activity 1: Robot Build Time Notes

Introduction
60 See the EV3 software
Students will build the Driving Base mins or my own personal
assembling instructions
Body

1. Split the children into equal sized groups, the size depending on how
many robot kits you have available
2. Allow them to use the software instructions to build the robot
3. Use the presentation on an overhead projector and use it for the
children to follow along with. Answer questions as required.
Activity Confirmation

Take a look at all the robots, look for any major issues

Activity 2: Explanation of Major Concepts and Demo Time Notes

Introduction
15
Explain and demonstrate: mins
1. Timing the robot to go 1 m
2. Measuring how far the robot goes in 10 rotations

Using those results, show the ratios you can use to calculate for other
distances

Body

Explain that it is experiment time!

1. Make sure 1 meter is marked on the floor and place the robot at the
beginning
2. Run a program that you know will have the robot move forward greater
than one meter
3. Time how long it takes. Display the result.
4. Set the robot down at a start line you have marked on the floor
5. Play a program that has the wheels rotate 10 times.
6. Measure the distance, display the result.

On a white board/flip chart, etc… show some basic calculations using the
ratios.

1. If I want to go 2m, how long would I leave the robot on?

2. How far would I go with 5 rotations? 20 rotations?

Depending on the ages of the team members, you may need more/less
explanations.
Activity 3: Student Practical/Demo Time Notes
Introduction
45
Students use trial and error to apply the concepts just demonstrated and mins
explained to them.

Body

Give the students the chance to find their own values for distance and time.

Move from group to group and check in on them. Talk to them, find out what
they are figuring out.

If it’s too easy, challenge them and see how close they can get to a specific
distance.

Give them a start and end point and see how close they can get just by
measuring and programming their robot on the first try.

The main thing is to have FUN!

Activity Confirmation
5
Have each group give a quick recap of what they did with the robot using what mins
they learned.

Conclusion Time Action

Summary of what they learned

Today we went over programming the robot to go a distance of your choosing.

Using ratios, you can program the robot accurately and guide it to where it
needs to be to complete challenges on the field kit.

Restatement Of Why (From Introduction)

An important aspect of completing challenges on the field kit is to tell the robot
where on the board to be. You may want to try and program it precisely to go
a certain distance. This will help you refine it. Along with your calculations and
some trial and error you should be able to get the robot anywhere on the field
you want it to be.
Remotivation

Remember, Lego League isn’t just about winning, but learning and following
the core values of FIRST. As long as we are working hard and having fun, we
are well on our way.

Overview of next lesson

In our next meeting, we are going to start using sensors to help with navigation
of the robot.