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Kids Robotics training

The main purpose of the project was to enhance science and math learning experiences through educational Robotics for students who have not had this type of opportunity in their regular school setting. The project had multiple goals to support its main purpose.

The primary goals were to develop and test curriculum, curriculum materials and supplemental resources.

A secondary goal was to examine the use of practical applications for the technology within a non-traditional educational environment in order to anticipate technical difficulties in our implementation plan.

The Project was composed of four stages

  • Curriculum Development
  • First Implementation
  • Innovation and Modification
  • Second Implementation

Curriculum Development

Throughout the development process, we asked a set of questions. We attempted to divide the students’ learning process into three broad phases , engaging them through a series of Challenges. Construction Programming Application

1 Construction

In the Construction phase, students design and build two structures: a handcart and a robot. The main purpose of making students build both is to illustrate the differences between manually-operated and machine-controlled objects. First they build a simple handcart, a four-wheeled vehicle without motors, sensors or an RCX. The curricular content here centers on mechanical engineering design principles. The handcart is used to help students learn about the concepts of forces and motion. First, they build a ramp and let their handcart roll down the ramp. Second, they calculate how far it will travel when they let go of the cart at the top of the ramp. Then they measure how far it actually goes. This also provides lessons in scientific method – hypothesis, prediction and measurement. Students learn about statistical analysis using multiple trials and errors.

2 Programming

For several reasons, including classroom management and maintaining topic focus, it is beneficial for all students to use the same robot design when first learning programming. This assures that the same program will make every students’ robot move in the same way. This is extremely useful when trying to teach fundamental programming to a large number of students. The key programming concepts covered include: sequential execution, ordering, logic, conditional statements, repetition, nesting and debugging. To ensure that students understand the material, handouts with challenges are given to students during each class. Students are given multi-step challenges so that those who catch on quickly will have a more difficult task to work through while others finish the early challenges. Students complete the challenges in groups, allowing them to cooperatively develop and test their solutions. The programming phase is composed of four sections Basic Construction Basic programming Touch sensor programming Light sensor programming Touch sensor programming Light sensor programming Mobile app development Mobile controlled robotics Topics covered in each programming section include Basic - Begin/End, Motors, Wait For Time, Stops, Music. Touch Sensor - Wait For Event, Jumps, If/Else, Loops. Light Sensor - Wait For Event, Jumps, If / Else, Loops.

3 Application

The third phase of the curriculum focuses on pulling together all of the previous lessons in order to solve more complex challenges. Groups record the time to complete the task and try to make improvements to lower their time. In addition to using acquired programming skills, we observe that many students used creativity and design skills to develop extensions such as bumpers. Advanced programming topics covered in the application section include Nested Structure, Multi-tasking, parallelism, event-handling and the use of both light and touch sensors.

Implementation

In the first two lessons (Basic Construction and Basic Programming), we decided to give students sample programs to copy. They seemed to have an easier time learning by example, starting with working code, testing its limitations, modifying it and testing again. We tried to cater to the various needs of our students. Sometimes this meant presenting the material in numerous ways. For example, some students were having difficulty understanding when to use different programming structures like conditional statements and for loops. First, we discussed the power each structure adds to a program. Then we created a mapping of English words to the various structures – words like forever, continuously, repeatedly or for X number of times signal the use of a jumps and loops. The students were divided into groups. Each group used one robot kit. Although we feel that 3 students per group is optimal, forcing the students into larger groups would not be beneficial to the teachers and the students. Some of the students absolutely refused to work with other students, and others only wanted to work with certain people. Despite these issues, we were told by the staff that students responded better in the robotics class than in other classes. This demonstrates that educational robotics has the potential to attract this population of students and to provide an effective and motivating learning experience. We also found that disinterested students could be enticed to participate with challenges they found “cool”.This encouraged us to develop more “cool” challenges to attract these potential learners.

Innovation and Modification

The First Implementation stage provided us with valuable experiences that helped us modify and create more useful and effective curriculum materials, which we then used in the Second Implementation stage. These include additional lessons as well as supplementary materials to accompany all lessons. We have developed further lessons that demonstrate high school math and physics concepts using the robots. These lessons allow students to explore the scope of the physical robots while experimenting with basic principles. As a result, we developed a workbook and a design journal. The workbook contains Tips and Tricks. Similarly, Tips and Tricks is aimed at helping students avoid and troubleshoot problems. The design journal presents ways for students to reflect on how they solved challenges as well as to identify their personal contributions to their group.

Topics to be covered

Sr No Topics to be Covered Time
1 Construction Sat-Sun 2 hr 30 min
2 Programming Sat-Sun 2 hr 30 min
3 Application Sat-Sun 2 hr 30 min

What We Provide

  • We provides you with the basic knowledge of Robotics so that the child gets familiar with the underlying principles of Robotics.
  • We are here to prepare your child for the technology driven future.
  • We provide a platform where your child can explore his/her ideas along with gaining knowledge about Robotics.
  • We also provide hands-on practice sessions so that they can be groomed to compete with the competitive world.
  • Certificates will be provided to children.
  • Our training courses also include coding.
  • We also provide skills which will be advantageous for kids for their coming future.

Training Batches For Kids Robotics training

Fast Track Batch Regular Batch Weekend Batch Weekend Special Batch
Students for whom it is feasible to attend classes on consecutive days can look forward for the Fast Track Batch. Students who want to attend classes daily can join the Regular Batch which will start asap. Students who live far away or are busy on weekdays can register themselves for the Weekend batch which will start asap. Students who prefer weekend classes with slow pace of learning can register themselves for the Weekend Special Batch.
Duration : 1 Month Duration : 2 Month Duration : 2 Month Duration : 1 Month
Time : 01:30 PM - 04:00 PM Time : 04:00 PM - 05:00 PM Time : 11:00 AM - 1:30 PM Time : 10:00 AM - 2:00 PM
Days : Mon to Fri Days : Mon to Fri Days : Sat and Sun Days : Sat and Sun