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Reflection: 𝑾𝒆𝒆𝒌 𝑰🥚
For the first week, we were all quite eager to touch, observe, and code. Since this was our first encounter with physical robots, it was a truly remarkable experience. We were able to have a look at all the parts of the robot, together with their functions. We even got to watch a demonstration of how it moved and sensed its surroundings, which was a very fun moment not only for the group, but for the class in general. This was also the week where we got to know who were the people we are to work with for the entire quarter. Ultimately, we were all satisfied with each other, knowing that each of our individual capacities would play an important role to the contribution of success in the coming activities.
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Reflection: 𝑾𝒆𝒆𝒌 𝑰𝑰🥚
For the second week, we had the opportunity to get ready for our first competition with the other groups. The goal of the tournament was to knock three bottles in the shortest amount of time over various distances. However, since our group's supposed robot was disassembled, we had to rebuild the entire thing from scratch. Although being unable to code was distressing, we were given enough time to retrieve the time we had lost. Despite this, the process of building the robot was quite fun. It was also a learning opportunity for us to educate ourselves with the parts of the robot. Even though it was a week full of confusion and stress, we managed to get through it and still have fun.
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Reflection: 𝑾𝒆𝒆𝒌 𝑰𝑰𝑰🥚
For the third week, our actual competition took place in here. It was quite nerve-wracking to prepare for it for only 30 minutes, especially since we had to keep checking our code while immediately constructing a design. While half of the group was focused on checking the programming of the robot, the other half was already creating and conceptualizing our design. This strategy of ours ultimately helped us save time. Even though we were quite disappointed with our overall performance in the tournament, it served as a time for us to reflect and learn from our mistakes. After a short while, we all moved on and made the decision to work harder for the upcoming task.
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Design 1: 𝑨𝒏 𝑬𝒈𝒈-𝒕𝒂𝒔𝒕𝒊𝒄𝒂𝒍 𝑹𝒐𝒃𝒐𝒕
We chose to take inspiration for our first design directly from the name of our robot. A robot named Bot-log who likes eggs, was created after being inspired by eggs themselves. So, with our first design, we wanted to make that come through and translate.
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ENGINEERING NOTEBOOK 1
I. OBJECTIVES
1.) Properly employ the utilization of drive train blocks
2.) Properly code the robot in navigating the bottles
3.) Knock the bottles in the shortest time possible with the correct distances and angles
4.) Develop a knowledge on the use of drive train blocks for coding
II. CODE & SET - UP ILLUSTRATION
(refer to the image attached below)
III. QUESTIONS
1.) What are the blocks used in your chosen lesson? Give their usage in your own words.
• Set Drive Velocity to __% - This block codes the robot to your desired amount of speed.
• Drive Forward or Reverse for __ in or mm - This block codes the robot to go either forward or reverse for the desired measurement either in inches or millimeters.
• Turn Right or Left for __degrees - This block codes the robot to turn left or right for the desired amount of degrees.
• Stop Driving - This block codes the robot to stop. It's usually typed in after all the coding is done.
2.) How essential are the block programs to your expected outcome?
In totality, these blocks are what program the robot or what tells the robot to do. Without them, it's ultimately not possible to make the robot move to your desired outcome. For example, in our task, we couldn't make the robot move forward for 20 inches without the 'Drive Forward for 20 in' block. From our experience, the blocks make coding robots much easier. You would just need to calculate the angles and distances, and input them into the blocks. Overall, it shows that, without these, there won't be a clear way to tell the robot to carry out the specific action you want it to do.
3.) Please list down the block problems while doing the block programs. How did you troubleshoot and solve the problems?
• Calculating the angles and distances for each bottle during the stage of our robot competition that involved preparation was challenging. But we made an effort to measure and quantify each bottle's distance accurately according to the measurement of each box that was advised to us by our teacher. From there, we multiplied the amount of boxes in the distances with the number of inches for each block on the arena. It was also through primary experimentation and constant testing of our code. We had no alternative but to test our coding for each modification we made in order to know whether or not we had achieved our desired results, even though it sounds laborious to edit the code, download it into the robot, and test the robot onto the arena.
• Another problem was the unpredictable course of the robot when you activate it in the arena. As our teacher mentioned, there are much more aspects we should consider. This included the battery capacity, appropriate wiring, the arrangement of the blocks, and even the placement of the robot when you first set it up. We identified what needed to be changed or modified as a result of the tests we conducted. We have to start over with the robot at a different location if it turns or directs in the opposite direction. Additionally, we had to verify the wiring and coding twice and always charge the battery to 100%.
4.) What are the science or math concepts you applied while doing the lesson?
Since we were setting angles, calculating distances, and generally working with numbers in the blocks during the lesson, Geometry was what we mostly employed when it came to concepts in Math. For instance, we use the turn right for 75 degrees when we want to make the robot turn to that specific degree. It is apparent that we modified the coding in accordance with our chosen code by applying values with units of percentages, degrees, inches, or millimeters, which are also concepts of Math.
For Science, we can see concepts such as interaction, motion, direction, and force which can all be rooted to Physics and Mechanics. This can be seen with the movements of the robot as it knocks down every single bottle in the arena. Aside from this, Engineering and Computer Science were employed as well since we also created bumpers that should be adequate for knocking the bottles, and even programmed the robot utilizing each block to do the desired function.
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Reflection: 𝑾𝒆𝒆𝒌 𝑰𝑽🥚
For the fourth week, we had to get ready for the second activity, which involved using bumpers and a sensor. We were still quite perplexed after the first phase of coding because the robot would just spin around over and over again or it would just stay in one position and not move. We made an effort to constantly revise the code and reevaluate the measurements, angles, and building blocks we employed. However, no matter what we did—including with the teacher's assistance—the spinning of the robot was unable to be solved. We even came to a funny hypothesis that bot-log was "possessed" as a result of our encounter.
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Reflection: 𝑾𝒆𝒆𝒌 𝑽🥚
For the fifth week, this was our competition proper. During the preparation, our dilemma was still unresolved. We tried reaching out to our teacher once more, and this time she instructed us to take out the robot's "gyro." Removing this proved to be the solution to our dilemma. We succeeded in finishing the tests with a few minor adjustments. After this, we moved on to creating the design of our robot. This part was quite easy already since our group was delegated and divided into doing 2 tasks at a time. We had ours checked when all was prepared and ready. This time, we were genuinely happy with how we performed.
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Design 2: 𝑳𝒊𝒈𝒉𝒕𝒏𝒊𝒏𝒈 𝑴𝒄𝑩𝒐𝒕-𝒍𝒐𝒈
For our second design, we wanted it to be race-car inspired. So, taking reference from the very famous Lightning McQueen, his concept, together with eggs was combined in order to form our design. We wanted to show everyone that bot-log IS speed.
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ENGINEERING NOTEBOOK 2
I. OBJECTIVES
1.) Properly employ the utilization of bumper and sensor blocks.
2.) Properly code the robot to navigate itself throughout the maze, both going forward and reverse.
3.) Develop a knowledge on how bumpers and sensors work when applied to a robot.
II. CODE & SET - UP ILLUSTRATION
(refer to the image attached below)
III. QUESTIONS
1.) What are the blocks used in your chosen lesson? Give their usage in your own words.
• Set Drive Velocity to __% - This block codes the robot to your desired amount of speed.
• Drive Forward or Reverse for __ in or mm - This block codes the robot to go either forward or reverse for the desired measurement either in inches or millimeters.
• Turn Right or Left for __degrees - This block codes the robot to turn left or right for the desired amount of degrees.
• Wait Until - This block stops the proceeding code blocks until its condition is made true.
• ___ < ___ - This block codes the robot to detect that the first value is lesser than the second value
• ___ or ___ - This block detects true when at least one of the inputs are made true. Otherwise, it is detected false.
• Distance __ in inches - This block codes the robot to use the front distance sensor of the robot in the specified distance in inches.
• Bumper __ pressed? - This block codes the robot to use the bumpers when it is touched or pressed by an object.
• define ___ - This block is used to make definition for a main block. Essentially, a set of codes is placed under here.
• Stop Driving - This block codes the robot to stop. It's usually typed in after all the coding is done.
2.) How essential are the block programs to your expected outcome?
All together, these building blocks are what instruct or code the robot. Without the blocks, there will be no output or outcome. In the end, you can't get the robot to move in the direction you want it to without them. Having done this task before, I can tell you that if you don't use the right blocks, the robot won't move, sense, or turn. This only serves to highlight how crucial these blocks are to achieving your objectives. For instance, using the 'bumper__ pressed?' block is crucial if you want the robot's bumper to be touched first before moving ahead. This also applies to the 'Wait until' block if you want the robot to wait until the condition is made true before executing the next blocks.
3.) Please list down the block problems while doing the block programs. How did you troubleshoot and solve the problems?
• During the coding process of this specific activity, it becomes increasingly difficult to understand the descriptions of the blocks since you employ more than just the drive train blocks. From our experience, it was hard trying to grasp blocks such as the 'Distance __ in inches' and '___ < ___ ' especially since both work hand-in-hand. However, we were able to conduct research using online resources, and some of these were even clarified by classmates or the teacher. In essence, once the definitions of each block were laid out in front of you for easy reference, understanding each block got simpler. It was also through constant experimentation and testing that we got to know how each block functions as we were evaluating the robot with whatever coding we had put in the blocks.
• Another problem we encountered is that, sometimes the values you put do not directly correlate to your desired outcome when you finally test the robot. Mainly, it was just through constant readjusting of the values that we were able to finally get what number we should put in the blocks. We also learned that putting an extra allowance or two on the values are important to ensure that the values won't lack. However, in cases that there were slight detours from the ideal path, we adjusted or led the robot as it approached the course. There were also situations when the values weren't the problem, but the robot itself. We tried double checking the wires and the devices that was connected to the laptop and the robot. Eventually, we resorted to testing another group's coding through our robot with their consent, and found out that the same is through no matter what coding is done. With this, we simply followed instruction from our teacher and re-assessed each code and wiring once more.
4.) What are the science or math concepts you applied while doing the lesson?
For math, we were able to apply concepts of inequalities, and the proper usage of angles and measurements, which all fall under fields of Algebra and Geometry once more. The concept of inequalities are evident when it is applied with the '___ < ___ ; ___>___; or the ___=___' blocks. The usage of angles and measurements are also seen as you input the values of these to instruct the robot where to go and where to turn.
As for Science, it's evident that concepts in technology are employed. For instance with the sensors, Science define these as analytical tools that help us sense the world around us. It's also evident that Engineering and Computer Science are present here since we are constantly building, making readjustments, and programming the robots. Aside from this, concepts from Physics such as direction can also be noticed here since we see the robot follow a certain path, according to the code that was made.
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E-JOURNAL: 𝑾𝒉𝒂𝒕 𝒅𝒊𝒅 𝑰 𝒍𝒆𝒂𝒓𝒏 𝒇𝒓𝒐𝒎 𝒕𝒉𝒆 𝒎𝒐𝒅𝒖𝒍𝒆?
I was able to understand a wide range of topics throughout the discussions and activities that had been arranged for us. To be more precise, I learnt how to create and program robots as well as their numerous components and functionalities including the proper utilization of drive train, bumper, and sensor blocks using the Vex Robot. It was also explained to me in great detail about each do's and don'ts, which helped me understand what I should and shouldn't do when creating, programming, and designing the robot especially when handling the numerous components and parts of it. Finally, I have learned to be morally patient, strategic, and creative. This experience has taught me that errors are inevitable to happen, it's a matter of how you handle and troubleshoot the obstacles you come to encounter.
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E-JOURNAL: 𝑾𝒉𝒂𝒕 𝒂𝒓𝒆 𝒎𝒚 𝒓𝒆𝒂𝒍𝒊𝒛𝒂𝒕𝒊𝒐𝒏𝒔 𝒇𝒓𝒐𝒎 𝒕𝒉𝒆 𝒕𝒐𝒑𝒊𝒄𝒔 𝒅𝒊𝒔𝒄𝒖𝒔𝒔𝒆𝒅?
I have realized and confirmed that being able to learn about robotics can enhance inventiveness, analytical thinking, and values of precision and consistency. Relaying to the topics discussed, I have understood that it is crucial to learn about the designated topics because robotics is very relevant and important in this generation knowing that technology is such a significant aspect in our modern world today. It's very much probable that things like robotics are the ones that will define the future of our world. And this highlights the vital idea of knowing basic concepts of it.
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