Piaget’stheoryofcognitivedevelopment[1] isconsideredafundamentalpedagogicaltoolthat indifferentapproaches,educatorsatdifferent levelsandsituationwidelyuse.Thevastmajorityofstudentshavetendency tolearninaconcretemannerbyexperiencingor feeling,andprocesstheinformationactivelyby experimentingdoingoractingupon[2].Hands-onexperimentalactivitieshavelong timeprovedtobeoneofthemosteffectiveways todrivethestudentstoasuccessfullearningof scienceandtechnology[3].Constructivismisapedagogicalapproach whereinastructuredwaythelearningprocessis centredintheprocessofbuildingorconstructing something

Costa, Manuel F. M.

Fernandes, J. F.

Universidade do Minho: RepositoriUM

Selected Papers on Hands-on Science 92ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008Growing up with RobotsCosta MFM and Fernandes JF IntroductionPiaget’s theory of cognitive development [1] is considered a fundamental pedagogicaltool that in different approaches, educators at different levels and situation widelyuse.The vast majority of students have tendency to learn in a concrete manner byexperiencing or feeling, and process the information actively by experimenting doingor acting upon [2].Hands-on experimental activities have long time proved to be one of the mosteffective ways to drive the students to a successful learning of science andtechnology [3].Constructivism is a pedagogical approach where in a structured way the learningprocess is centred in the process of building or constructing something [4].The development of computers and computer science gave the educator of scienceand technology new invaluable tools [5] that soon lead to new approaches toconstructivism [6] and to the use of the concept of artificial life as a reality every daycloser to our lives. The idea of using the construction of robots or automated systems as a pedagogical tool [7] emerged naturally and is proving to be veryeffective in science and technology education in different age or development levels.The process of conceptualisation design and construction of a robot leads thestudents to positive cognitive development. The students as to, both, on one handunderstand a real dynamic object, mechanism or living being in their complexity,and, on the other hand to reproduce and integrate those concepts and behavioursin a simplified, as needed or required, but effective artificial mechanism. More than amere mechanism it may be considered to be an artificial organism.The students have to realize accept and cope with the difference between the realsituation they are dealing with and the artificial “organism” they built and that behaveaccording to the “will” and control and conception capability of the studentsthemselves.School’ Robotics. An ExperimentIn July 2004 the world championship of the Robocup Junior League will take placein Lisbon [8]. The Robocup Junior League is an initiative that supports local, regionaland international robotic events for young students. Essentially robots or teams ofSelected Papers on Hands-on Science 93ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008robots idealised constructed and programmed by groups of school students have tocompete in a number of competitions from robotic dance to football. Thepedagogical approach lays on the autonomous voluntary and committed learningby practice and hands on experimental activities. Students with different interests andstrengths will work together as a team to achieve a common goal.“RoboCupJunior aims at bringing together many of these ideas, promoting project-oriented, team-based education, giving children with a variety of interests andabilities an opportunity to pick their own challenges while contributing to the progressof the whole” [8].Responding to a call from the Portuguese Unidade Ciência Viva [9] of the formerMinistry of Science and Technology, the first author induced and presented, threepedagogical projects aiming the development of teams of robots to participate in theRobocup2004 world championship. The projects were located in three differentschools on the Minho northwest region of Portugal.The Basic and Secondary School of Celorico de Basto lays in a rural area that inspite of the improvements in the last years has a limited access to science andculture.The College Teresiano of Braga is a traditional and prestigious basic school in the town of Braga. The school as a strong catholic focus as the city of Braga itself.The third one is a vocational school (CENATEX) in the industrial town of Guimarães with older students that will in most cases leave the school directly to a technicalemployment in the industries of the region.Growing up with RobotsThe students develop their activities working in teams, in a methodical, autonomousand responsible way.They learn by working and integrating knowledge and competences in a wide rangeof subjects: mathematics, physics and mechanics, electricity and electro-mechanics,construction and design, electronics and computers, programming and artificialintelligence… Not only had they chosen the types and characteristics of the robotsand teams to be established as they choose their own ways of solving the problemsthat might appear along the way. They project, develop and improve their ownrobots. Aiming to participate in festivals workshops and competitions, working and learning how to understand and use technologies and activities already of greatimportance and that in a few years will become fundamental in our everyday life:robots and automation, programming and artificial intelligence.All three projects [10] were structured in four main phases:1. presentation and popularization and motivation of teachers and students for the theme.2. establishment of the conditions that may allow the students involved of eachteam to form, the autonomous development of their activities.3. development of the robots teams, the knowledge and expected competences.4. participation in tournaments, competitions and activities of demonstration/ popularization of robotics, automation and artificial intelligence.Selected Papers on Hands-on Science 94ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008Figure 1. The Robocup 2004 logoThe projects involved the establishment of 18 robotic teams built by almost 100students. Many more students from 10 years old up to 18 years old were involvedin support groups or fan clubs. Indirectly nearly one thousand students from theseand other schools of the region take contact with robotics in lectures, demonstrationsor festival organised by or with the participation of our students.Types and Main Rules of the CompetitionsThere are 3 types of ROBOCUP JUNIOR [8] competitions: soccer, dance andrescue. The two first ones will be described in more detail below. In the footballcompetition on or two robots play against others in a small soccer field colour- coded in shades of grey and using a special IR light emitting ball, with rules that“approaches” those of regular soccer.In the rescue competition the robots have to race to rescue “victims” from artificialdisaster scenarios including uneven terrain and different obstacles.In dance one or more robots perform choreography according to music chosen bythe team, eventually in an appropriate scenario.In all competitions there are two age levels: primary (up to 14 years old) andsecondary (from15 to 18 years old). Robotic Soccer JuniorTeams of autonomous mobile robots play games in a rectangular field with groundcolour- coded in shades of grey. In the robotic soccer are used contact, light andinfrared light sensors that allow the robots to identify the field, the opponents, andthe ball. Other sensors may also be used. Thus the robot is a structure somewhat complex requiring important programming skills. Teams must be prepared tocalibrate their robots based on the lighting conditions at the venue. Selected Papers on Hands-on Science 95ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008Figure 2. Rules must be obeyed! Figure 2. To find the IR ball… the first major difficulty Figure 3. Ball found?… lets kick it towards the goal! The opponent’s one… of course! The need of controlling in a well balanced way the movement of the robots accordingto the readings of the sensors that the robot should have, renders the building andprogramming of this type o robots a complex task. Upon the age level differentkinds of robots were assembled and programmed [10].Soccer RulesTeam.For the 1-on-1 League, a team shall consist of one and only one (1) robot.For the 2-on-2 League, a team shall consist of no more than two (2) robots.Playing Field.Size.The playing field for the 1-on-1League is 87 cm by 119 cmThe playing field for the 2-on-2League is 122 cm by 183 cmSelected Papers on Hands-on Science 96ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008Figure 4. Diagram of a robotic’ football playing field for the 1-on-1 leagueThe floor of the playing field is covered with a printed, matte greyscale. The playingfield should be placed so that it is flat and level. The field may be placed on a table or on the floor.Walls are placed all around the field, including behind the goals. The walls are 14 cmhigh and are painted matte black.The width of each goal for the 1-on-1 League is 29 cm, centred on the shorter end of the field.The width of each goal for the 2-on-2 League is 45 cm, centred on the shorter end ofthe field.The back and sides and floor of the goal (inside the field) are painted matte grey:75% matte white and 25% matte black.Teams must come prepared to calibrate their robots based on the lighting conditionsat the venue.Robot DiameterFor the 1-on-1 League, the upright robot must fit inside an upright 18cm diameter cylinder. For the 2-on-2 League, the upright robot must fit inside an upright 22cm diameter cylinder. Robots will be measured with all parts fully extended.HeightThe robot height must be 22cm or less.ControlRobots must be controlled autonomously but must be started manually by humans.The game will consist of two 10-minute halves. There will be a 5-minute break in between the halves. The game clock will run for the duration of the game (two 10-minutes halves), without stopping (except when robots are damaged).A well-balanced electronic ball shall be used. The ball will transmit infra-red (IR)light.Selected Papers on Hands-on Science 97ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008Ball Movement. A robot cannot hold a ball. The ball must be visible at all times.Other players must be able to access the ball.Ball Capturing Zones. Ball capturing zones are defined as any internal spacecreated when a straight edge is placed on the protruding points of a robot. The ballcannot penetrate the Ball Capturing Zone by more than 2cm.Robotic Dance JuniorOne or more robots perform to music, in a display that emphasizes creativity ofcostume and movement.As there is no mandatory use of sensors, and thus a somewhat simplifiedapproach to robotics, the focus of the activities dealing to the setting up of the kind ofteams will be both the dynamical control of the machine and design and creativity. Dance’ rules:Stage:The dance stage will be a flat area of 10m x 5m.There will not be any direct spotlight on the stage.Teams are permitted to provide their own scenery.Robots:Size: Robots may be of any size.Team: There may be any number of robots on a team. Each team may perform oneand only one routine.Control: Robots must be controlled autonomously. Humans may start robots, eithermanually or with remote control.Costumes: Costumes are encouraged.Routine:Duration: The duration of a routine is no more than two (2) minutes.Music: Teams must provide their own audio source.Humans: Human team members may perform along with their robots. However,human team members must not touch the robots (except to start them). Start ofRoutine. An official will start the music for the routine. One human team member willstart each robot, either by hand or remote control. Teams are allowed to repeat theirroutine, at the discretion of the officials. Judging.Routines will be judged by a panel of five officials. The five officials will be designated prior to the tournament. The officials shall not have any relationship with any of theteams entered in the tournament.Routines will be judged according in the following categories:1. Programming.2. Construction.3. Costume.4. Choreography.5. Creativity.6. Originality.7. Entertainment Value.Selected Papers on Hands-on Science 98ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008Scores from 1 to 10 (best) will be assigned to each team for each category.Winners.A winner will be chosen for each category, as the team with highest total score forthat category. More information concerning these projects can be found in the websites created bythe project students: http://robos.no.sapo.ptConclusionIn-class hands-on experimental activities have a very positive impact in the largemajority of the students involved. The construction of robots and robots’ teams is achallenging activity that students regardless of their age level, take in a veryresponsible and committed way.The fact that the large majority of our teams were chosen in the Portugueseselection’ competition for participation in the world robotics championshipRobocup’2004, (representing over 40% of the Portuguese teams in thecompetitions they will participate), is important.However, by far, the most important outcome of the project is the self-confidenceand responsibility our students developed and that it is in a very positive wayreplicating among their colleagues. Figure 5. Some of the dance robots that participated at the Robotica’2003 National Robotics Festival in LisbonFigure 6. The sweet flavour of victoryAcknowledgementsThe authors would like to acknowledge the support of Unidade Ciência Viva on theprojects PR-14, PR-15, and PR-22.The support of the “Hands-on Science” Comenius 3 network over last months is also acknowledge in particular in what concerns the support to the realization of theIntensive course in “Introduction to Robot’ Programming, November 22, 2003, Braga,Portugal” and of the “1st Robot’ Sports Meeting, December 22, 2003, Guimarães,Portugal”.Selected Papers on Hands-on Science 99ISBN 978-989-95336-2-2 ©Hands-on Science Network 2008References[1] Piaget J and Inhelder B, La psychologie de L'enfant, P.U.F.: Paris, 1966.[2] Kolb DA, Experimental learning: Experience as source of learning and development, Prentice Hall: Upper Saddle River, 1984.[3] Costa MFM, The importance of experimentation on teaching the basics of opticsat elementary and high schools, Proc. Soc. Photo-Opt. Instrum. Eng., 3190: 228-232, 1997.[4] Harel I and Papert S, Constructionism, N J Ablex Publishing Corp, 1995.[5] Papert S, Mindstorms: Children, Computers, and Powerful Ideas, Basic Books: New York, 1980.[6] Kafai Y and Resnick M, Constructionism in Practice: Designing, Thinking, andLearning in a Digital World, Lawrence Erlbaum: Mahwah, 1996.[7] Pagliarini L, Lund HH, Miglino O and Parisi D, Artificial Life: A New Way to BuildEducational and Therapeutic Games, In Proceedings of Artificial Life V, MITPress/Bradford Books: Cambridge, 1996.[8] www.robocup2004.pt[9] www.cienciaviva.pt[10] robos.no.sapo.ptPaper presented at the 1st International Conference on “Hands on Science. Teaching and Learning Science in the XXI Century",  Ljubljana, Slovenia, July 5 to 9, 2004. 

Growing up with Robots

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Growing up with Robots

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Universidade do Minho: RepositoriUM