Improving FLL Robot Game. Teacher's Note. 9 out of 10 experiments
What should you as a teacher know when the students are trying to achieve a program and robot attachment that could reproduce their behaviour 9 out of 10 times.
- #479
- 15 Apr 2017
What should you as a teacher know when the students are trying to achieve a program and robot attachment that could reproduce their behaviour 9 out of 10 times.
We will explain inertia non-scientifically so that we make it easy to understand concept.
How to control the speed of the motors and the speed of the robot.
With the last few videos, we entered the math world. Why we do it and what to keep in mind
The task in this tutorial is to execute the program 10 times and to do it yourself. If you have your attachment then use it. If you have our attachment then use it. But execute the program 10 times and make sure that it works.
How to use the robot when the buttons are not accessible.
How great is the great attachment for lifting that we built in this course? How many times can it lift the robot without making an error? How great are your attachments and how could you test them? - the answer is simple. Just try 10 times and they should work at least 9 of them as our attachment is.
In this video, we introduce two pieces: beam with pins and the angular beam with pins
If you've done the calculation following the previous tutorials you would arrive at a result of 18.75 rotations. But this is not the correct answer. The calculation is wrong, because the math model that we've built, although kind of obvious, is not correct. When experimenting the correct number of rotations would be 37.5. This is a large difference. Two times larger. Exactly two times large. Something should be happening here - and this thing is "planetary mechanism"
How to change the direction of a beam from horizontal to vertical.
This is a teacher's note about the math behind calculating gear ratios with for our lifting attachment. It math model we build in previous tutorials is not exactly correct and here is the explanation why.
How to place the cup on the robot so that the challenge is challenging.
Sometimes the answer that you get by calculating seems not to be right. Is it the calculation that is wrong. Probably it is not the calculation, but something is happening with the robot.
In the previous video, we found the correct answer for our task and it is 18.75, or is it?
What should you do as a teacher when the students are calculating the gear ratios and number of needed rotations?
We calculate the number of rotatios when a gear system is involved. The driving wheel will have to do a number of rotations for the driven wheel to rotate to a desired number of degrees. In our specific case when the driven gear wheel is rotate to about 90 degrees the legs will lift the robot.
Let us do a quick recap of the whole lifting mission and its solution
Note for the teacher on making the construction more stable, more durable and using beams for this.
Following the principles from the previous video, try to make the attachment that you've built, more stable and durable.
In this video we discuss the durability of the construction of LEGO robots and how do we make them more durable.
Here is our solution for preventing torsion and bending of the LEGO Mindstorms EV3 axles.
Recap on the attachments, their purpose and how you should use them.
Need to transfer circular into a linear motion. You need a rack. Here is an attachment with a rack for our box robot.
Construct two legs for both sides of the robot. The task for this video is to attach this two legs on both sides and to build a system of gears and axles that power those legs.
Sometimes the way an axle is placed is just not suitable for a certain attachment and you should transfer the motion to another axle a few LEGO units above the current.
This one is very special- an attachment that could lock itself on purpose while working.