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Sumo-bot action at the McCoy Elementary competition.

Sparking Elementary Invention with Sumo-Bots

by Peggy Reimers May 15, 2019

written by Peggy Reimers

Looking for a robotics challenge to finish out the school year? Why not hold a Sumo-Bot competition?

Last May, I was invited to McCoy Elementary School in Georgetown, Texas to see the sumo robots in action. The little bots moved across a ring, attempting to push the other out, just like the traditional form of Japanese wrestling. After the competition, I chatted with G/T teacher Tina Bertucci, and she gave me the lowdown on their robotics adventure.

Tina started our conversation with, “I have been doing LEGO robotics for a long time with my G/T kids. But then, Janae Pierce, the librarian, and I got together and we wanted to have this opportunity for all students, not just gifted and talented.”

Janae started the pilot program with ten LEGO MINDSTORMS EV3 kits. Students met in the library the first year with a 7:30 a.m. start. Tina said, “They loved it!” Several grants later, and all that student enthusiasm has taken them where they are now.

How the Competition Works

The Sumobot Bracket on paper for audience viewing. — Photo by author.

Starting the third week of school, the five fifth-grade classes at McCoy Elementary spend 45 minutes of their Friday science class learning about robotics. They follow a simple curriculum which meets the time allotted for robotics. Starting in February, they get down to business on the Sumo-bot Challenge.

That’s right. Sumo-wrestling robots.

New teams are formed with three to four students. The teams have four weeks to design and build their sumo bots. The next four weeks are then spent on programming.

The McCoy Sumo-Bot Competition is a two-day event. The first day of competition starts in each classroom with double elimination game play. The two winners from each class will then move forward to compete the next day. Tina and Janae created the bracket for the McCoy Elementary Sumo-Bot Competition final competition. The lunchroom is the place to be with all the fourth and fifth graders, invited guests (parents and grandparents), and school administrators. I was so honored to be a special guest.

Rules for the Sumo-Bots

McCoy Elementary allowed me to share the rules they have created for their Sumo-Bot competition. Check them out, and consider what rules you might use in the classroom.

Robots must start facing directly away from each other, not touching, in the center of the arena. On “Ready, set, LEGO!” each team will press the start button simultaneously.
The robots will proceed in combat until one unit is disabled or removed from the ring. A robot is considered “removed” from the ring when the drive system falls off the edge and touches the floor. One whose body hangs over the edge is not considered “off” until it physically tips off the edge and touches the floor.
A sumo-bot that disables or removes the enemy gets a win credited to it, and if a robot “suicides,” the other robot gets a win credited to it. Should one robot become disabled (flipped on its back or side, for instance) and is unable to move, the ring officials will award the victory to the remaining robot.
If the judge determines that both robots are stuck in an entanglement or deadlock for at least one minute, the judge will call for a Reset. If the judge declares a Reset, the clock is stopped, the robots are put back in starting positions, and the robots will be reactivated and clock restarted.
A match is over after five minutes or after one “Win” occurs. If there is no victor after five minutes, teams will reset and start over. At the end of each round, the contestants are responsible for making sure the ring is clean and ready for the next round.
The judgment of the ring officials is final.

Create Your Own Sumo-Bot Ring

After attending the competition, I wanted to add the Sumo-Bot Challenge to the Mission Possible Summer Camp: LEGO EV3 Robotics. The only item necessary to complete the addition of the Sumo-Bot Challenge was a Sumo-Bot ring. Following are my step-by-step directions to make your own.

Step 1: Gather Your Materials

2 oz. white acrylic paint
8 oz black acrylic paint or 1 can of spray paint
Painters tape
Foam brush
36” circular piece of wood. (1x36x36)

The paint, tape, and foam brush can be easily be found at Walmart. Hunting down a piece of circular wood was a bit more challenging. I finally found the perfect piece of wood at Lowe’s. Not all the stores carry this product, so it is best to look online at their availability. I had to travel to San Marcos to find one. My best advice is to get online and check out both Home Depot or Lowes.

At the time I was looking for one, Home Depot carried these round panels, but only in 24” — which is too small for the LEGO EV3 robots.

Step 2: Tape the Outer Edge to Paint the Inner Circle

First, you will need to mark off a two-inch rim from the edge. There are many ways to do this, but I used a ruler and made a small mark every inch. Then I took my blue tape and taped from mark to mark around the board. I taped all the way to the edge in case I overshot my spraying ability.

Step 3: Paint the Large Inner Circle

I took my spray can of black paint and sprayed the center. Let the paint dry completely.

Note: My spray paint might have been old as it left fine particles on the surface. I brushed them off, but my advice is to use the black acrylic paint.

Step 4: Prep and Paint the Edge White

The next step was to place another ring of blue tape along the edge of the inner black circle. I took more time on this taping as I wanted to make as smooth a rounded edge as possible. Go ahead and use your foam brush for the white paint. Let the first coat dry completely and then give it a second coat. For the last step, carefully peel off the blue tape.

If you make a sumo-bot ring, please email me at preimers@tcea.org with additional tips and tricks you can share with future builders. And feel free to send pictures of your Sumo-Bot Competition, as I would love to hear how your contest goes!

Featured image and sumo-bot ring photos by author.

May 15, 2019 0 comment

Getting Started with WeDo 2.0 Robotics

by Peggy Reimers August 23, 2018

written by Peggy Reimers

The LEGO MINDSTORMS EV3 tends to get all the glory, but it is time to give some props to its little brother, the WeDo 2.0. The second generation of WeDo has been gracing elementary classrooms for the past two years. And this last spring, the WeDo 2.0 software received a nice overhaul. Read on for the rundown on this robotics classroom tool.

What is it?

An elementary robot-based learning system
A STEM solution with a large emphasis on science exploration
Discovery-based approach with collaboration in mind

What is included?

280 LEGO building elements
Electronics include a low-energy Bluetooth smart hub, motor, motion sensor, and tilt sensor
Drag and drop classroom-friendly software
40+ hours of standards-based projects

Who is it for?

Geared for ages: 7+
Best for two students per set
Free LEGO curriculum designed for grades 2-4
The difficulty level of the open projects covers fifth grade science standards.

What device do I need for programming the WeDo?

Windows or Mac computer
iPad
Chromebook
Make sure you check out the Hardware Specs before you buy devices.

The WeDo 2.0 Curriculum

EIght Getting Started Projects
EIght Guided Projects – Science
Eight Open Projects.- Science
Four Guided Projects – Computational Thinking
Four Open Projects – Computational Thinking

Each of the projects has three phases. In the Explore phase, students connect to a scientific question or an engineering problem, establish a line of inquiry, and consider possible solutions. Next is the Create phase where students will build, program, and modify a LEGO® model. Last, each project ends with the Share phase. Students present and explain their solutions using their LEGO builds. The students document what they have created in the integrated Documentation tool in the software.

(You will not want for ideas and projects with the WeDo 2.O curriculum included in the software.)

Action Plan to Start with WeDo 2.0

Visit the great website provided by LEGO to get started. This quick start will get you unboxing your pieces, labeling your parts. and downloading the software.
Try out a few of the Getting Started projects. These small builds will give you an idea of building and programming.
To get started with the curriculum, I would choose #2: Speed. With this particular guided project, your students will:

Explore race car features.
Create and program a race car to investigate what factors would make it go faster.
Document and present ways to make their race car go the fastest.

Hopefully this blog will get you started on the right track with WeDo 2.0. TCEA is offering a training on it on October 20, 2018.

Feature Image: WeDo 2.0 Milo Rover, by LEGO Education

August 23, 2018 0 comment

Coding/Computer Science Robotics STEM/STEAM

Collaboration, Creativity, and Teamwork at State Robotics Contest

by Joe Vasquez April 10, 2018

written by Joe Vasquez

Students from across the state gathered this past weekend to participate in the annual TCEA State Robotics Contest. Teams had the opportunity to put their collaborative critical-thinking skills to the test as they showcased their inventions and went head-to-head with other state finalists in the Arena division. Two hundred teams of up to four students each gathered in Hutto to test their skills. Each team had already competed at the Area level against more than 1,400 teams.

Arena Contest

This year’s challenge, Mastering Mars, allowed students the opportunity to task their robots to prepare the Martian environment for human settlement and iron mining. Each team’s robot had to complete as many tasks as they could within the two-minute time frame. Teams were allowed to use one LEGO Mindstorms programmable processing unit, LEGO-branded motors and sensors, other LEGO-branded devices, and non-LEGO parts not to exceed the five dollar limit.

It was impressive to see both Intermediate (grades 4-8) and Advanced (grades 9-12) state teams put their problem-solving skills to the test as they attempted to complete each task on the game field. Anticipation mixed with excitement filled the room as teams watched in awe as their robots performed. One contestant in the Arena Pit mentioned being able to test the robot’s capabilities and see what it can and can’t do as part of the thrill of competing. Overall, a great sense of teamwork, problem-solving, and creativity radiated throughout the groups.

Inventions Contest

As Arena contestants battled it out for the top spot, Invention participants exercised their creative-thinking skills by designing a robot to solve a real-world problem of their own choosing. From iPotty toilet assistance for the elderly to oil pipe sealing robots, students of all ages let their imaginations run free to create exciting solutions to make the world a better place. Other solutions offered to save lives, assist entomologists to gather insect specimens, and collect dangerous metal objects, among others.

In addition to providing functional prototypes of their creations, Inventions teams had to keep a detailed logbook of their progress and come up with polished presentations and marketing plans for their ideas. When asked what was their favorite part of competing at the state level, an intermediate team agreed it was the ability to create new initiatives through their inventions while being able to assist others in the process.

I hope this insider’s look into this year’s competition encourages you to incorporate robotics into your classroom while allowing your students to develop their problem-solving and critical thinking skills further. If you’re interested in learning more about our program and how your students can join other robotics teams next year, click here. You might also want to check out the amazing EV3 robotics workshop TCEA is offering July 16-20. This five-day robotics workshop will show you how to use LEGO MINDSTORMS to help your students develop a love of STEM along with valuable critical thinking, problem-solving, and collaboration skills. Whether you’re an educator, librarian, or administrator, this week-long learning opportunity will give you the knowledge, resources, and best practices to introduce a successful robotics program at your school this fall.

April 10, 2018 0 comment

Educational Trends

The Ed Tech Legacy of Seymour Papert

by Alexis Cline August 8, 2016

written by Alexis Cline

At age 88, Dr. Seymour Papert passed away this July 31, 2016. While you may or may not recognize his name, Dr. Papert had a real impact on your life and your teaching career, especially when it comes to technology in education. Here are just a few of the ways Papert’s work influences teaching and learning today.

1. In the 1960s, decades before laptops and personal computers, Papert postulated that “Computer programming and debugging can provide children a way to think about their own thinking and learn about their own learning.”¹

2. Dr. Papert’s book Mindstorms: Children, Computers and Powerful Ideas (1980) has been called the “seminal work on technology and learning.” The book postulated, “technology, rather than threatening traditional education, could enhance and support the type of learning educators believed in.” ² LEGO’s EV3 Robotics kits are named “MINDSTORMS” in honor of Papert.

3. Papert’s examination of learning and technology led him to champion a Constructionist philosophy. In its simplest form, this is the idea that children create knowledge from experience. If you teach robotics, have a makerspace, or use computers to help students learn, you are following Papert’s Constructionist belief. ³

4. Papert, then a mathematics professor, served as co-director of the Artificial Intelligence Lab at MIT, where his collaboration with Professor Marvin Minsky resulted in the book Perceptrons, “which marked a turning point in the field of artificial intelligence.” ⁴

5. Dr. Papert, who enjoyed boundless curiosity and intellect, was one of the cofounders of the MIT Media Lab, which, “continues to focus on the study, invention, and creative use of digital technologies to enhance the ways that people think, express, and communicate ideas, and explore new scientific frontiers.” ⁵Scratch and Scratch Junior, well-know, programming software, were both developed by the people at the MIT Media Lab.

6. In an August 1, 2016 memorial blog post, Dr. Mitch Resnick, a former student, longtime collaborator, and friend of Papert, is quoted, saying, “For so many of us, Seymour fundamentally changed the way we think about learning, the way we think about children, and the way we think about technology.” ⁶

Dr. Papert’s legacy is one TCEA proudly celebrates. His understanding of hands-on, minds-on learning and his early recognition of technology’s transformative potential in education laid the groundwork for the limitless possibilities and access to information now afforded to students around the world. While he will be sorely missed, his endowment will live on.

Sources
1. Harel, Idit, and Seymour Papert. Constructionism Research Reports and Essays: 1985-1990. Norwood, NJ: Ablex, 1991. Print.
2. Rifkin, Glenn. (2016, August 1). Seymour Papert, 88, Dies; Saw Education’s Future in Computers. New York Times, A21.
3.Harel, Idit, and Seymour Papert. Constructionism Research Reports and Essays: 1985-1990. Norwood, NJ: Ablex, 1991. Print.
4. “In Memory: Seymour Papert.” MIT Media Lab, 1 Aug. 2016. Web. 1 Aug. 2016.
5. “MIT Medi Lab FAQs.” MIT Media Lab, n.d. Web.
6. “In Memory: Seymour Papert.” MIT Media Lab, 1 Aug. 2016. Web. 1 Aug. 2016.

August 8, 2016 0 comment

Robotics STEM/STEAM

Rocky Mountain Robots #ISTE2016

by Peggy Reimers June 17, 2016

written by Peggy Reimers

What can I say? When I get to train educators about robotics, life is always good!

I am so excited to be facilitating a hands-on workshop called Build and Program a LEGO Robot on Sunday morning, June 26 from 8:30 to 11:30 a.m. in Denver, Colorado. I cannot think of a better way to kick off ISTE 2016. The only way to learn robotics is to do it! Participants will spend the entire three hours of the workshop building and programming a MINDSTORMS EV3 robot. Built into the training will be classroom activities and management tips that will make the robotics program run smoothly.

If you are subject to acute mountain sickness (aka altitude sickness) or won’t be able to make it to ISTE this summer, consider coming to Austin instead in the fall for a learner-driven workshop designed to give you hands-on, minds-on experience with EV3 robotics. Save the date, September 15-16, 2016 on your calendar. Whether you are a novice or experienced educator, this workshop will build your engineering knowledge and skills, establishing a solid foundation in building and programming. Additional topics that will be covered include on-brick programing, classroom management techniques, and EV3 sensor activities which can be modified to fit any grade level.

Featured Image: ISTE 2016 logo.

June 17, 2016 0 comment

Coding/Computer Science Educational Trends Robotics STEM/STEAM

Five Paths to an IoT-Powered Learner

by Miguel Guhlin April 8, 2016

written by Miguel Guhlin

The Internet of Things (IoT) : a network of physical objects enhanced with electronics, software, sensors, and network connectivity that give it identity, and allow it to collect and exchange data over the Internet. Experts estimate that the IoT will consist of almost 50 billion objects by 2020. (source: adapted from Wikipedia)

“How cool is that?” asked my son as we walked the freezer aisles at the local Target store. They lighted up as we walked towards them to pick up frozen strawberries and blueberries for protein shake mixes. In the near future, this data will be relayed via the Internet to Target Headquarters, keeping track of the frequency with which thousands of customers access their products. What if learning could be like that with each book/eBook that students reach for feeding data into what was most used or accessed? The real challenge isn’t in that there are so many physical objects (50 billion by 2020) being enhanced. The question is will your children and mine be able to create and control them?

Join the ongoing TCEA Microsoft Innovative Educator (MIE) SkypeChat via your mobile device or online. Explore and share concepts at the intersection of teaching, learning, leading, and technology!

An example of practical uses of the IoT could include “smart” digital highlighters that enable you to highlight paper documents, then transfer highlighted text from the printed page to your favorite repository of data (e.g. Google Docs, Dropbox, OneNote/OneDrive). Or you can scan text with your digital highlighter and it will read the text aloud to you (source). But preparing our children for this “just around the corner” future involves doing more than simply buying IoT devices pre-made.

Let’s briefly explore five paths that you can help learners walk to achieve IoT-powered learning:

Embrace the language of things.
Unlock the future with hands-on, digital experiences.
Build digital connections into physical spaces.
Make the future.
Create augmented learning experiences.

Ready? Let’s get started!

#1 – Embrace the language of things.

How many of us began learning to play a musical instrument, then stopped because someone said “You know, you’re never going to be that good at it.” At a time when each of us can contribute a small, unique part to a whole concerto or our voices to a global choir, we need to reject that thinking. For IoT, embracing the language of connected objects involves learning to program, or in today’s parlance, code.

Many of us have already become familiar with the “HourofCode.org” resources. These resources make it possible for our children to learn programming that is essential to enhancing each physical object. WHY: learn to program so you can have a VOICE in a world where everything is connected to each other. Go back and read that again. We’re not learning to code because it’s popular or because it’s what the President said to do. Rather, we are doing it so we can each have a voice in an interconnected world of things. What will your song be in a world of connected things? Consider the following quote in light of the Internet of Everything:

“Those who cannot claim computers as their own tool for exploring the world never grasp the power of technology… They are controlled by technology as adults–just [as they were]…controlled [by] them as students.”

(source: Toward Digital Equity: Bridging the Divide in Education Editors: Gwen Solomon, Nancy J. Allen, and Paul Resta)

It should come as no surprise that coding is only the first step. The next is as powerful: interacting with simple computing devices.

#2 – Unlock the future with hands-on, digital experiences.

When I purchased my first Raspberry Pi, I was shocked at how simple it was. “What’s the point of working on an under-powered computer?” I said to myself. Still, I soon had it powered up and working. The experience quickly opened my eyes. What learner wouldn’t want to jump into the command line to get this technology to work?

Later, as I observed students during a summer STEM academy with the Raspberry Pi, I realized it was Raspberry Pi’s simplicity that offered a learning opportunity to control devices that are far less powerful than my smartphone, but, when taken together, can do much more. Simple devices that, when combined, enable learners to accomplish great things; just Raspberry Pi and the Internet of Things (IoT). That is the lesson.

And don’t limit yourself to Raspberry Pi. Find what “turns on the light” in your students’ eyes. That can include a plethora of “kits” to get you started (thanks to Nicholas Keith, TexasEdTech Blog, for the list!) such as those listed below:

#3 – Build digital connections into physical spaces in your classroom.

As shared in these videos, proximity-aware experiences through iBeacon technology enable you to connect physical objects to digital feedback in ways that are special and unique to each student. These serve as a way to introduce your students to the increasing “other-awareness” of physical objects, like books, a writing center, a technology center in your classroom, or specialized rooms in a library or classroom. Here are some quick ideas for Bluetooth-powered iBeacons in classrooms:

Use the beacons as digital bulletin boards for courses or buildings for students.
See if a child is in class, keeping better track of when s/he arrived (this can be controversial, though).
Teachers can broadcast information about their classes or exams (source: 100 Use Case Scenarios for iBeacon).
Applications abound for assisting special needs children (and adults) as they move around campus, accessing physical objects.

#4 – Make the future.

If you aren’t familiar with classroom maker spaces, you may want to watch this video introduction from K-3 students. Remember, the focus is on helping students create devices they can program. It’s okay if they aren’t the equivalent of your computer or smartphone, but serve as an introduction to the Internet of Things. Students become makers, persons who create and share. And your classroom can become that space where students learn by doing, creating, and printing. For example, kinder students in Mark Simmons’ school district use iPad apps like TinkerPlay and 123D to design robots and share them via cloud storage. Mark makes them real by 3D-printing kindergarten students’ creations. You can start small, with a maker space in a box or a “MysteryBag,” or pop-up maker spaces, or you can go big with a wealth of ideas online.

Note: Would you like an introduction to maker spaces? Consider attending the day-long TCEA Makers event offered in May, July, and September!

#5 – Create augmented learning experiences.

“Virtual, 3D objects appear,” says Digital Tech Frontier, “in the real world, attached to real objects.” Augmented Reality (AR) enables students to bring reality and the Internet together. (Watch this short video introduction to AR from CommonCraft.) AR offers a real-time view of the physical environment that is supplemented by a computer-generated sensory input that can include video, images, sound, and/or global position system (GPS) data. Students are able to create a real-time, digital view of the world around them using simple but powerful apps like Aurasma, AR Flashcards, AR Toolkit, Crayola Color Live!, Fetch! Lunch Rush!, Quiver, and NASA 3D Spacecraft.

You can see that AR is directly tied to the Internet of Things, such as Daqri’s 4D Studio. Some sample AR experiences include recorded video reviews of content (e.g. books, movies) tagged to the physical object (e.g. book). This makes it possible for students to gain an advanced preview of the object (source). Another possibility could include students explaining how they solved a problem or overcame an obstacle and making that available in the physical space where the problem appears. And getting students designing AR prepares them to create a holographic way, perhaps, using Microsoft Hololens, of interacting with each other. Can you imagine how excited students could be about designing holographic games, such as combining Minecraft with MS Hololens?

Intrigued by a path yet?

Worried that this is too technical? Don’t feel bad about getting a late start! One of the benefits of starting down the road after others have begun is that these five paths are clearly marked by those who have gone before you. And remember that your students are eager to share what they learn on this journey with you. Allow yourself and your students the opportunity to become IoT-empowered learners, creators, makers, and collaborators.

April 8, 2016 0 comment

Educational Trends

Tech Trends Heading Your Way

by Dr. Bruce Ellis February 16, 2016

written by Dr. Bruce Ellis

This year will be filled with a variety of technology trends that are gaining in popularity. And just because something is popular doesn’t mean that it has valuable implications on education. These trends, however, do provide cause to consider them and how they can enhance teaching and learning. While some may not hit your district this year, they definitely are building momentum in many schools across the nation. Below are our predictions for educational tech trends this year.

CODING – Even if you don’t teach computer science, your students can greatly benefit from the logical thinking and problem solving that is reinforced through coding. Students as young as kindergarten are able to participate thanks to simple apps that start them on the basics. For more information on coding and how you can get started, visit code.org.
BLENDED LEARNING – More and more teachers are looking to see how they can augment their face-to-face time in the classroom with an online platform that allows for learning beyond the walls. Popular terms for blended learning include flipped classroom or flipped learning. You can easily start by using Edmodo or Google Apps for Education.
3D PRINTING – It seems that everyone wants in on the craze of designing and printing your own object. And with prices falling to less than $350 for a small 3D printer, many teachers are starting to put one on their wish list. Besides having students design and print items that are related to content they are learning about, many are also printing manipulatives to use in their classroom.
VIRTUAL REALITY – No longer is virtual reality confined to hard-core geeks. With Google Cardboard and Expeditions, virtual reality is becoming mainstream and using devices your students may already be bringing to school.
MAKER SPACES – Promoting problem solving and critical thinking is what maker spaces are all about. They may be as simple as a closet with recycled objects or as fancy as a room that would compete with brand-name craft and electronic stores. Either way, teachers are finding out how they can engage their students in fun learning activities with a purpose. Here is a list of sites that include how to get started by creating your own maker space. Or check out our blog about setting one up.
INTERNET OF THINGS – It doesn’t matter if it is a watch, a refrigerator, or your car. If it connects to the Internet, then it is part of the Internet of things. With more ways of being connected, teachers are realizing the growing need to reinforce good digital citizenship even in the early grades since their digital footprints may be started much sooner than they were with us.
ROBOTICS – Once reserved for schools like MIT, USC, and Purdue, robotics has revived many students’ love of learning and given them a realization of 21st century skills that they are really good at. Schools may be introducing it at the high school through Tech Apps courses such as Robotics Programming and Design or even in afterschool clubs using LEGO Mindstorm EV3. TCEA even has statewide robotics competitions for students to demo their talents!
DRONES – A popular novelty that has dropped significantly in price, many districts are now considering how these can be used for instructional purposes in specialized classes as well as considering future jobs that students might be interested in that involve designing, deploying, and managing drones. Learn more in this blog.
WEARABLE TECHNOLOGY – It seems that many teachers (and students!) are getting smart watches that connect with their phone to keep them more in touch with their friends and their online social networks. A few are even starting to add smart rings to their accessories. You can read about a variety of smart rings to learn which might be a best fit for you.
SMARTER, INTERACTIVE TOYS – Apps are evolving to include manipulatives that interact with the device to provide 21st century-style learning that goes beyond just learning the alphabet. Items such as the Osmo, CogniToys, and Ozobot are opening new learning avenues for students.

Which of these trends are happening at your school? Better yet, how are you preparing your students to compete with skills that prepare them for jobs that are just on the horizon? Let us know – we’d like to hear from you!

February 16, 2016 0 comment

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