SILO 6.3 Robotics

This unit extends the application of block-based coding through the use of sensors to explore robotics and artificial intelligence. The following video (2:57) explains four components which are common to all robots, namely:

This photo show a possum hanging upside down in regional New South Wales, Australia. The possum is demonstrating its intelligence by learning how to adapt to the recent installation of security lights. The small white object on the left of the possum is a moth which is attracted to the light. The possum hangs upside down to activate the light which then attracts unsuspecting moths which fly towards the silently waiting possum. Similarly, artificial intelligence finds structure and regularities in events to acquire and develop skills.

Using Artificial Intelligence with the micro:bit

It is common for people to think of Artificial Intelligence (AI) as a tool to get things done, but it is important to remember that humans can train a machine learning model to follow instructions. The following video (6:23) titled Getting started with micro:bit CreateAI shows some examples of how this can be achieved in the classroom. Step by step instructions are available at https://createai.microbit.org/.

Acceleration and accelerometers

This video (5:48) explains acceleration and accelerometers using examples from smartphones. An activity towards the end shows how this technology can be applied to making a digital dice using a micro:bit.

Light detection

Using LEDs

Potentiometers

Note: This is an extension of an activity which was first introduced in SILO 4.3 'Sensors'.

By using the following code, the simulator will display the resistance on a scale of 0 to 1023 if you drag your cursor along Pin 0 on the bottom left-hand side.

Connect a pot to your micro:bit as follows (Image source for diagram https://www.teachwithict.com/potentiometer.html). Note: The photo shows a pot which is designed to be mounted onto a Printed Circuit Board (PCB) so there are three pins rather than rounded lugs but you can't see this through the black tape. The alligator clips had less metal to attach to so the wires have been soldered on to make it easier to use in a classroom. The wires also happened to be different colours to those in the diagram.

Diving the output number by 102 creates a scale of 0 to 10. (1023 divided by 10 is actually 102.3 and you could use 102.3 if you want to be increase your accuracy.)

Diving by 102 will give you a decimal number most of the time. By adding the 'Round' function to your code you can convert the output number to an integer (i.e., whole number).

The output number is actually back-to-front because full volume is achieved when the resistance is lowest.The following interactive simulation is based on Ohm's law which you learned about in SILO 6.2 'Electronics'. Resistance and current are inversely proportional which means that as the resistance decreases the current increases. Try moving the sliders to see this for yourself.

Based on your new understanding of resistance and current, how can you modify your code so that the current is increased when the resistance is decreased?

In a mockumentary movie about rock music from the 1980s, the guitarist insisted that his amplifier is the loudest because it goes up to 11 rather than 10. Full volume (i.e., lowest resistance) could be called any number, such as 327, but it would not affect the volume. However, as a challenge, see if you can calibrate your code accordingly to go up to 11. Hint: There are two changes which you will need to make.

Connecting two micro:bits together

The following video (8:30) includes extensive technical advice about browsers and firmware so feel free to skip ahead to focus on the pedagogical points about connectivity. In the end you will be able to measure and graph temperature in real time.

The following screenshot shows three ways in which a micro:bit can sense and display temperature.

1. LED screen

2. Stream over USB

3. Stream over radio - Remote

Using electric motors as generators to measure airflow

This video (5:13) featuring students from Drummond Memorial School shows how electric motors can be used as generators to measure airflow when connected to a micro:bit.

You could choose to have the reading displayed continuously or when triggered by pressing a button. The example below displays the power level continuously. The connections are to Pins 0 and GND.


SILO 6.3 (DRAFT) Year 6, Term 3: Robotics Focus: Robotics Scope and sequence: Binary numbers
Learning intention: Students use coding and electric sensors to interact with electronic devices.
NSW Syllabus	Australian Curriculum (version 9.0)
"A student explains how digital systems represent data, connect together to form networks and transmit data." (ST3-11DI-T)	"Students learn to explain how electrical energy can be transformed into movement, sound or light in a product or system." (AC9TDE6K02)

SILO 6.3 (DRAFT)

Year 6, Term 3: Robotics

Focus: Robotics Scope and sequence: Binary numbers

Learning intention: Students use coding and electric sensors to interact with electronic devices.

Introduction to the topic

Can anyone guess what is in the photo below?