Introduction to mobile robots and domotics – SCOPES-DF
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Lesson Details

Subjects *
Computer Programming, Design
Age Ranges *
11-14,
Fab Tools *
3D Printer, Computers,
Author
Carlos Luna

Author

Carlos Luna

Summary

In this lesson students will have to choose between building a model of a space with 3 automated elements using sensors and actuators of different kinds or building a mobile robot that can move along a predefined path. Both projects will be developed starting from a 3D model of the proposed final product. Students will be able to freely choose materials and technologies they will use to build their models. They will be able to use paper, cardboard, 3D printing, wood or any combination of those materials and techniques. They will also be able to choose what programmable board to use for their atuomation or motion systems.

 

The final product should be functional and wiill be presented in front of the class, to test its capabilities.

What You'll Need

  • Microcontroller board (micro:bit or Raspberry Pi Pico are recommended).
  • Appropriate cables for programming the microcontroller boards
  • Sensors and actuators of different kinds: soil moisture, temperature and humidity, light, sound, UV, DC motors, servomotors, LEDs, RGB LEDs, etc.
  • Recommended to use a rapid prototyping system like Seeeds Grove, with appropriate adaptor boards and sensors to facilitate interconnection of the different parts. This will make it easier to build the electronic part of the systems.
  • Computers with Internet acces and the softeare needed to program the boards used. In the case of micro:bit, MakeCode platform can be used. For Raspberry Pi Pico, Thonny or Mu Editor can be used.
  • 3D modeling sofware, like Tinkercad or Fusion 360.
  • Materials of various types: cardboard, MDF, paper, different kinds of wood like balsa.
  • PLA+ or PETG for 3D printing. Take appropriate caution if using other types of 3D printing filament – always check for toxicity.
  • Glue, double sided tape, and basic tools (screwdrivers, pliers, etc.).

 

Learning Objectives

Students will learn to:

  • Identify the basic working of different kinds of sensors and actuators commonly used in automation and mobile systems.
  • Explain how sensors can be used to trigger predefined actions.
  • Use a microcontroller board (micro:bit or Raspberry Pi Pico are recommended) to control automated elements or to drive a robot.
  • Evaluate the results of combining different sensors, actuators and structures, according to the chosen type of project.
  • Justify the choice of construction materials and technologies based on prototype’s objectives.
  • Design, model in 3D, program and build a functioning prototype of an automated system or mobile robot.

 

Reflection

On one hand, this is an activity that puts into work every area of the STEAM methodology by integrating design, programming, electronics and fabrication. The fact that students can choose what to build and what features include into their prototypes (within limits) encourages autonomy and creativity. Students got highly engaged with the work and team work helped divide tasks based on each of the member’s strengths, be it 3D modelling, programming of building (crafting). The main difficulties appeared with the use of the electronics components and during the programming phase when they had to make everything work together (combining the action of different sensors and actuators working at the same time, in parallel). There were great opportunities for learning from mistakes and refining their designs and construction and programming methods and strategies.

The Instructions

Make your choice

Students will learn the basics on robotics and domotics and will choose the project in which they will work.

Students make a brief investigation on basic robotics and domotics. They will be given examples of automated homes and mobile robots of school level. Then, in groups of 3 or 4, they will share ideas and opinions on these type of applications for technology.

 

Finally they will choose one of the two options for their project and will start outlining the model they will build. At this point this model should be simple, can be hand drawn and should be accompanied by a brief description of the characteristics and features they would like to include.

Planning and design

In this step students will identify the parts they will need for their project. They wil also define the basic structure of the system they will build and will start with the design process.

Based on the ideas outlined on the previous step, students will begin choosing the components that will make up their systems. They will choose the base microcontroller board (based on preference, previous experience and/or availability of parts), typoe os connection system to use and sensors and actuators to include. They will make a basic layout of how things interconnect, and they will distribute the different tasks thay make up their porject:

 

  • Some will start investigating how the sensors and actuators can be programmed with the board they have chosen. The idea is that in this step they will identify and gather everything they will need (in terms of software) to make things work.
  • Others will explore 3D modelling tools to chose the one they will use to make their initial model

 

Finally, they will explore and chose the other materials they will need to build structures and parts, and will make a time table to plan ahead.

 

 

Prototype develpment

In this step students will begin to program the basics of their projects.

The members of the teams who are in charge of the technological tasks will begin testing the different parts of their systems and will begin developing the logic of their programs. They will begin connecting the sensors they want to use and learn how to read data from them. Then they will investigate how to make thing happen based on the data read from the sensors. They should go from simple to complex, adding things one by one and testing in each step.

 

Those in charge of the structural part of the model will begin with the fabrication of the different parts that make up the model. They will test materials for strenght, flexibility, durability ease of use, etc. In this step they will also begin 3D printing the parts that they have decided to build using that technology.

 

At the end of this phase students should be able to make the first functional tests, integrating the technolgical parts with the structural ones.

 

 

Optimizing and debugging

During this phase, students will solve technical problems, improve the stetic of their creations and test that all parts of the systems are working as expected and doing what they should: demonstrate the automation systems (for the domotics projects) or travel along a path (for mobile robots).

Continuing from the previous step, students will continue integrating the different parts that make up their models. The idea is that at the end of this step all models are fully assembled and in working condition.

 

In this step the technical team will focus on solving the problems that might have appeared. Those can be problems with their code, the logic of that code, or some mechanical problem (that shoudl be solved together with the members of the team in charge of the structure).

 

The students in charge of structures will have to be constantly revisiting their designs, deciding if they are accurate or if they need changes. If needed they will rebuild parts, either by making them by hand again, or having them re-printed (in the case of 3D printed parts). This changes can be made for functional reasons but also to make their prototypes have a better finish.

 

Finally, each team will test their prototypes in order to make sure they meet the set goals for each type of project.

Presentation

Teams will show their prototypes, sharing their features but also the problems they faced and the solutions they found.

Each team will, in turn, show the rest of the class the following:

 

  • The initial 3D model
  • The actual physical finished model (prototype)

 

They will also explain how their programs work and what strategies they developed to integrate all parts of their systems and make them work together.

 

They will demostrate wether their models meet the proposed goals or not, and in any case they will tell about the problems they encountered along the way, how they managed to solve those problems and what problems they couldn’t solve. At this point it is important that their pairs, and the teacher, give them feedback on their models and suggestions for possible solutions to the unsolved problems.

 

Finally, the group will share their thoughts and what they have learnt with the activity. They can also discuss about what they would do differently if they had to do it all over again.

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