Art Robot Module STEMinistas (Sixth, Seventh, and Eighth Grade)

Transcription

1 Art Robot Module STEMinistas (Sixth, Seventh, and Eighth Grade) Module Rationale: Students become electrical engineering artists through the challenge of constructing an artcreating robot from simple circuits. Girls will learn and discuss elements of electrical engineering and different forms of art. Girls will design and build a robot that will autonomously create art. Girls will test, evaluate, and share their artistic creations. Each session will focus on one of more aspects of the design process. Session One Focus on: Introduction to Electrical Engineering and LittleBits (Define Problem, Brainstorm Solutions, and Design) Girls will explore the concept of electrical engineering and the design process by experimenting with LittleBits. Girls will be introduced to simple circuits through challenge cards and exploring the functions of LittleBits. Session Two Focus on: Art Robot Challenge (Design, Build, and Test) Adapted from LittleBits Educator Resource: Girls will design and build their robot to create their chosen form of art. The girls will use various art materials, building components, and LittleBits pieces to create their robot. Throughout their building they will test their robots. Session Three Focus on: Art Robot Challenge (Build, Test, and Share) Girls will finalize their building and testing of their LittleBits robot. Using their finalized prototype, they will present their robot to the whole club. 2015, Science Clubs for Girls Art Robot Module, v1 Page 1

2 Session One Focus on: Introduction to Electrical Engineering and LittleBits (Define Problem, Brainstorm Solutions, and Design) Name Game/Team Builder (10-15 mins) Introduction to a simple circuit and Little Bits (15 mins) Experimenting with LittleBits using Task/Challenge Cards (~ mins) Introduce Art Robot Challenge (~15 mins) Wrap-Up, Clean-Up and Reflection (~10 mins) Session Objectives By the end of this session, your girls will: 1. Know the science topic behind LittleBits and circuits 2. Use aspects of the design process in exploring simple circuits through LittleBits 3. Learn about LittleBits and how pieces work together to perform a certain function Before Club Begins Discuss with your mentoring team who will be responsible for what portions of the session and prepare in advance of clubs Create nametags if possible and not already done Prepare LittleBits so each group has the basic parts (battery and power (blue) and green output) Distribute journals Age Appropriate Definitions Electrical engineering branch of engineering dealing with the design, construction, and practical uses of electrical systems Circuit- a closed path of several connections that electricity flows through Robot a device guided by automatic controls, often performing complex and repetitive tasks Materials Needed for Session: Activity 1: Introduction to LittleBits Per Club Per Group Per Girl LittleBits kit LittleBits challenge cards LittleBits info and instruction guide Various LittleBits components (power and battery (blue) and green LED bit necessary) Journal Pencil 2015, Science Clubs for Girls Art Robot Module, v1 Page 2

3 Introduction to Electrical Engineering and LittleBits ***If girls have used LittleBits before, you could have them assist in teaching the basics and work with students new to Little Bits. You could also have them be in groups together, do some of the Task Cards for refresher, and move onto the Art Robot Challenge.*** Introduce the STEMinista of the Module Remind the girls they are focusing on electrical engineering and art in this module. Now introduce the biography of a woman in both or either field. If you, as a mentor, are in either field please introduce the work you do and more about yourself to the girls as well. STEMinista of the Module: Yoky Matsuoka Vice president of Technology and Analytics at Twitter, and formerly the Vice President of Technology at Nest, which makes programmable home products such as thermostats and security systems. Previously, she was an associate professor of Computer Science and Engineering at the University of Washington. She moved to the U.S. from Japan at age 16. When she was that age, she was a semi-professional tennis player, once ranking 21st in Japan, but was eventually sidelined by injuries (she broke her ankle for the third time); her interest in robotics began with the idea of a robotic tennis player, which she later decided was unrealistic. She received her Bachelor degree from the University of California, Berkeley and a Master degree and Doctorate degree in electrical engineering and computer science from the Massachusetts Institute of Technology. Question of the Day: What is the purpose of a flashlight and how do you think it works? Can you think of any way to improve the design of a flashlight? A flashlight offers an excellent tool to begin exploring electrical engineering concepts. Discuss the difference between necessary (such as the bulb) and useful (such as protective cover over bulb) parts of a flashlight. Who invented the flashlight? Joshua Lionel Crown invented a flowerpot that would light up when a button was pressed. It didn't sell. In 1898, he sold the idea to his salesman, Conrad Hubart, a Russian immigrant. Hubart took parts of the flowerpot idea and turned them into an "electric hand torch." Because the bulbs and the batteries weren't very powerful, the torch gave only a "flash" of light. The company became the American Ever-Ready Company. Although Hubart arrived from Russia with no money, he died in 1928 with an estate worth over $15 million. Ever since then the company also known as Energizer has kept going and going and going... LittleBits are small magnetic pieces of electronics that snap together to form circuits that light up, buzz, spin, lift, etc. You can show this video ( to give an overview of what LittleBits can do (and why they are so cool). 2015, Science Clubs for Girls Art Robot Module, v1 Page 3

4 Activity 1: A Simple Circuit Divide the girls into small groups. There should be enough materials and LittleBits parts for four groups. Each group should have a power bit, battery, and LED bit in front of you. Ask the girls to use the LittleBits to make the light bulb light. This is called a simple circuit, Circuitry Diagramming 1. Introduce the symbols for wire, battery, and lamp that are above. 2. Ask the students to draw a diagram using the symbols of how they made their bulb light. It should look something like this: 3. Discuss what was necessary to light the bulb. (The wire had to go from one end of the battery to either the side or bottom of the bulb. Whichever bulb part, side or bottom, wasn't touching the wire had to touch the other end of the battery.) 4. Explain that this is called a "circuit," which must have a source of electrons (battery) and a way for the electrons to flow from and back to that source. An easy way to understand a circuit is to think of it as a "circle." Define simple circuit: A combination of elements or components that are connected to provide paths for electrical current flow to perform some useful function. 5. Define an electric current: subatomic particles called electrons flowing through wires and electronic components. It is similar to the flow of water through pipes. Just as water is pushed through pipes by a pump, electric current is pushed through wires by a battery. In an electric current, like charges repel and unlike attract. That is, two negatives will repel each other; a negative and a positive will attract each other. Now take the time to go through the different LittleBits parts. Have girls in their groups begin to test the different pieces and read the available info cards included in the kit. Assign each group a few different bits to report out to the larger group about. You can add explanations and information from the below LittleBits 101 to help the girls. 2015, Science Clubs for Girls Art Robot Module, v1 Page 4

5 LittleBits 101: What is a Power Bit? Power bit is actually connecting the battery in series with a voltage regulator that step down the 9V battery to 5V output. This is Direct Current (DC) circuit with +5V and -0V (ground). This regulated 5V will be used by the input bits and output bits. Note: The power signal +5V is ignored to simplified the learning together by discarding the operational amplifier, current limiting resistor, capacitor and zener diode. What is a LED Bit? An LED bit or Light Emitting Diode that convert electrical energy into light energy. This LED is connected in parallel with the circuit. The voltage signal will determine the brightness of the LED that operates from 0 to 5V. Note: The operating amplifier (OP- AMP), resistor and capacitor are ignored for easy understanding. What is a Button Bit? Button is an electrical devices that allow/disallow current to flow through the circuit. It is connected in series with the signal from adjacent bits. The button will connect the signal bits from the left side to the right side. All signals at (0 to 5V) will pass through when the button is press. Note: The limiting resistor and capacitor are ignored for easy understanding. What is a Dimmer Bit? A dimmer is actually a potential meter or a variable resistor connected across the signal and ground. It acts as a divider to divide the voltage as per the turning of the knob. The dimmer bit is connected in series with the signal but have a tap off point which can varies the incoming signal to ground. (0 to 5V output). If the incoming signal is 3V, then the variable output is 0 to 3V. (not 5V). Note: The operating amplifier (OP-AMP) and capacitor are ignored for easy understanding What is a Pulse Bit? A Pulse bit is regulating (adding) the input sign into a pulse cycle output. The duty cycle is 50%, which makes it a pulse output. The duration of the pulse or frequency is tune by turning the speed with a screwdriver. You can set during of pulse from 0.1 second to few seconds. The input will be the same as the output during the pulse output. The rest is ground. This continuous operation will cause the signal to flashing. Note: The Integrated Circuits (IC), amperation amplifier, resistor, capacitor and AND gate are ignored for easy understanding. What is a Vibration Motor Bit? Vibration Motor Bit converts electrical energy into kinetic energy. The strength of the vibration (kinetic energy) will vary with the signal input (0 to 5V). The vibration motor is connected in parallel with the circuit. Note: Note: The operating amplifier (OP-AMP), motor IC, resistor and capacitor are ignored for easy understanding. What is a Bargraph Bit? Bargraph bit is make up of 5 LED which is light up at various signal input. The LEDs are connected in parallel and are turn on at different voltage. The individual LEDs are on at 1V, 2V, 3V, 4V and 5V respectively. Therefore when 5V signal is connected, all 5 LED will light up. Therefore when 3V signal is connected, all 3 LED will light up. Note: The resistor and amplifier are ignored for easy understanding. Experimenting with LittleBits using Task and Challenge Cards Task Cards Designed and Created by Collette J. Continuing in small groups have the girls use the Task and Challenge Cards. If girls are new to LittleBits have them start on the 1-12 colored cards labeled Makerspace- LittleBits 101. Girls may go in any order or work their way from task card 1 to 12. Girls who are more advanced can move on to the LittleBits Challenge Cards. Encourage the girls to understand how the simple circuit works and how each bit works. Many bits purposely alter or change the amount of electricity going through the circuit. Use the small purple screwdriver to adjust the bits 2015, Science Clubs for Girls Art Robot Module, v1 Page 5

6 Introduction to the Art Robot Challenge Take some time towards the end of the session to introduce next week s Art Robot Challenge Generative art refers to art that, in whole or in part, has been created with the use of an autonomous system. You have been hired by a famous artist to create a compact machine that will produce works of arts on its own. This artist must create several pieces of art for a show next week. The type of art is undefined and your choice. They are confident you will be able to help them. Requirements Your machine/robot must create a type of art Ideally you want the machine to be autonomous and make the art just by powering the LittleBits pieces Materials for the challenge (each group) From the Little Bits kit Art Supplies 1 battery and cable Bottle of glue 1 usb power Pack of crayons 1 slide dimmer Pack of markers 1 bargraph Pack of colored pencils 1 dc motor Roll of scotch tape 1 bright led Roll of masking tape 1 long led 20 craft sticks 1 branch Scissors 1 button Jar of play-doh 1 dimmer 1 pulse 1 pressure sensor 1 servo Shared Materials LittleBits: fans, buzzers, vibration motors, sound triggers, light sensors, roller switches Art supplies: glitter, Lego components, construction paper, plain white paper Supplies **LittleBits are sensitive and expensive equipment so please remind the girls to be cautious and respectful of them as they are creating their robot** Reflection After clean-up and putting away LittleBits have a whole group discussion and journal time on today s session. As a group and individually in journals, summarize the topic and question of the day. You can use these questions, or your own, to prompt their thinking. What parts of the design process did you use today? What is the purpose of LittleBits? What were some things you discovered about electricity today? 2015, Science Clubs for Girls Art Robot Module, v1 Page 6

7 Session Two Focus on: Art Robot Challenge (Design, Build, Test, and Share) Name Game/Team Builder (10 mins) Art Robot Challenge (50-60 mins) Wrap-Up, Clean-Up and Reflection (~15-20 mins) Session Objectives By the end of this session, your girls will: 1. Design and create an autonomous machine to create art 2. Re-inforce the knowledge of how circuits work through their art creating robots 3. Present their art and end robot result to others Before Club Begins Discuss with your mentoring team who will be responsible for what portions of the session and prepare in advance of clubs Prepare LittleBits and art materials so each group has the required amounts Distribute nametags and journals Age Appropriate Definitions Resilience the capacity to recover quickly from difficulties Switch- electrical component that can break an electrical circuit, interrupting the current of diverting it from one conductor to another Materials Needed for Session: Activity 1: Art Robot Challenge Per Club Per Group Per Girl LittleBits kit Art supplies 1 battery and cable 1 usb power 1 slide dimmer 1 roller switch 1 dc motor 1 bright led 1 long led 1 branch 1 button 1 dimmer 1 pulse 1 pressure sensor 1 servo 1 bargraph Bottle of glue Pack of crayons Pack of markers Pack of colored pencils Roll of scotch tape Roll of masking tape 20 craft sticks Scissors Jar of play-doh Journal Pencil Have the girls get into their previous week s groups and re-introduce the art robot challenge. 2015, Science Clubs for Girls Art Robot Module, v1 Page 7

8 Question of the Day: What is art to you and how is it created? Exploration (~10 mins) Time to brainstorm bot designs. Students will likely have no problem generating a long list of unique ideas, some realistic and others not. Let students run with their imaginations. Later, during the actual building in the prototyping stage, students will discover what is possible and what is not. Encourage students to record their ideas in their journal. This will help students document their process as well as prepare to present to their peers later on in the lesson. Design (~15 mins) Have groups sketch their designs. They can include notes such as which LittleBits modules, accessories, and supplies they are planning to use as well as how their drawing bot will move and make art. During this time, it can be helpful to ask guiding questions such as: How can drawing bots be activated or turned on? Will they use a button, dimmer, pulse, light sensor, or sound sensor? What art materials are best suited for the project? What supplies will work best to attach LittleBits modules and art supplies to the bots? Build and Test (~30 mins) Give the groups time to prototype their design. Students will encounter problems and change their design as they build. Ask groups to document these problems and solutions in their journals Pause the class periodically to troubleshoot common problems being encountered around the room as well as share successful building strategies discovered by groups. This gives students time to reflect on what is working and what is not in their design. Girls will have one more session to finalize their robots. All arts and crafts pieces can remain for the next week but LittleBits must be put back into their case and be stored in a secure location. Make sure the girls have detailed accounts of what attachments they used in order to replicate next week. Clean up and organizing LittleBits will take some time, so ask the girls to help with clean up. As with all technology resources, advise the girls to use care and return them to your program manager. Reflection After clean-up and putting away LittleBits have a whole group discussion and journal time on today s session. As a group and individually in journals, summarize the topic and question of the day. You can use these questions, or your own, to prompt their thinking. What parts of the design process did you use today? How did simple circuits help you create art? What was something you liked about another group s art robot? 2015, Science Clubs for Girls Art Robot Module, v1 Page 8

9 Session Three Focus on: Art Robot Challenge (Build, Test, and Share) Name Game/Team Builder (10 mins) Art Robot Challenge (50-60 mins) a. Build and Test (30 mins) b. Presentations (20 mins) Wrap-Up, Clean-Up and Reflection (20 mins) Session Objectives By the end of this session, your girls will: 1. Finalize their robot to make the type of art each group decided 2. Defend their choices to use certain LittleBits to accomplish their desired goal/art 3. Present their art and final robot result to the whole club Before Club Begins Discuss with your mentoring team who will be responsible for what portions of the session and prepare in advance of clubs Prepare LittleBits and art materials so each group has their materials from last week Distribute nametags and journals Age Appropriate Definitions Open circuit an electrical circuit that is discontinuous, meaning no current can flow Closed circuit- an electrical circuit that is continuous, meaning current can flow Materials Needed for Session: Activity 1: Art Robot Challenge Per Club Per Group Per Girl LittleBits kit Materials from last two Journal Art supplies weeks Pencil Question of the Day: What were some problems you came across when building and testing last week? How did you get past them? Remind the girls this is the last session they will have to work on their art robots. They will share their final prototype with the whole club at the end of the session. Build and Test (~30 mins) Give the groups time to finalize their art robot. They should build upon what they were building last week. As they are finalizing have the girls think about what type of art they are making, what LittleBits attachments they are using for what purposes, and how they overcame any difficulties they encountered. Ask them what tests they can have their robot do to ensure it is doing what they designed it for. What are they using to make sure the robot is autonomous (makes a product on its own)? 2015, Science Clubs for Girls Art Robot Module, v1 Page 9

10 Share (~20 mins) When final drawing bots are complete, have groups share their bots with everyone. Groups should include: Their brainstorming process Their sketch(es) Problems encountered during the prototyping stage along with their solutions Characteristics of their final design Sample piece(s) of art created by their bot A description of the LittleBits attachments used and how they were used Features they designed and built to ensure their bot is autonomous Reflection After clean-up and putting away LittleBits have a whole group discussion and journal time on today s session. As a group and individually in journals, summarize the topic and question of the day. You can use these questions, or your own, to prompt their thinking. What parts of the design process did you use today? How did simple circuits help you create art? What was something you liked about another group s art robot? Remind the girls this is the end of the module and that next week they will be starting a new project and STEM topics. Remind the girls of their experience as electrical engineers and artists. What do they think about electrical engineering now? What about the interaction of science and art? What other places do they see this combination of STEM and art (STEAM)? If you are in need of some examples: designs below were created at the AIGA workshop: -Spiral Bot: -Unknown: -C Robot: , Science Clubs for Girls Art Robot Module, v1 Page 10