In this activity, you will create your own robotic earthworm! To do this, you will need to understand how an earthworm moves. Start by watching this video, then read this explanation. An earthworm moves using circular and longitudinal muscles, as well as bristles called setae. The earthworm can push the setae out of its body to grab the soil around it.
In 2017, year 3 students in Hong Kong used the Hummingbird to learn about human body systems. This six-week inquiry-based project was designed by Leigh Thomas at Renaissance College using Agency by Design resources from Project Zero of the Harvard Graduate School of Education. The purpose of this project was for students to study a body system in detail and create a representation that illustrated the function and importance of that system.
A mechanism enables you to transform the rotation of a motor into another type of motion. In this series of lessons, you will use laser cut parts to explore mechanisms involving cranks, cams, and cables. PDF files are provided for each lesson. You will need to cut these files from cardboard using a laser cutter. The lessons will guide you through assembling these parts to make sturdy, modular mechanisms.
A mechanism enables you to transform the rotation of a motor into another type of motion. In this series of lessons, you will use LEGO® Technic parts to explore mechanisms involving cranks, gears, and cables. Paper templates are provided to guide you in cutting and folding cardboard boxes and accessories to make sturdy, modular mechanisms.
At first, earth science standards may seem far beyond the reach of a robotics activity. However, students can use the Hummingbird to get some hands-on experience with important concepts such as the Coriolis effect, the phenomenon that determines the direction in which a storm rotates. Stephanie Reilly's earth science students at Plum High School used the gear motor to create Hummingbird models of the Coriolis effect and then produced videos to explain what they learned. This project took place in a learning support class over five 42-minute sessions.
Kim Wilkens and Tom Weis started the school year by challenging their eighth grade science students to create a device for a student with cerebral palsy. During this project at St. Anne's-Belfield School, students learned about the Design Thinking process and researched cerebral palsy. Then they used this process and their research to brainstorm ideas to address the needs of a theoretical student with cerebral palsy. They then chose an idea to prototype using the Hummingbird.
Informal learning spaces can provide students with in-depth experiences that are difficult to facilitate within the constraints of a traditional classroom. Michael Weidinger, Rebecca Dieffenbach, and Will Bennett facilitate the STEM club at Queens Lake Middle School to enable students to explore robotics via long-term projects. The STEM club meets once a week for one hour during most of the school year.
Grade 4 students at Saigon South International School learn about engineering, design, and programming within a fully integrated unit that focuses on coding for a purpose, energy, and service-based learning. Students investigate where energy is wasted in their lives and design prototypes to help them reduce energy waste. This project introduces students to the engineering and design cycle in the context of a service-based project.
The contraction of flexor and extensor muscles to move a joint is a complex system that can be difficult for students to visualize and understand. Brett Slezak and Amanda Waronsky are using robotics to help their seventh grade students better understand the biomechanics of joint movement. They combine the health and PE classes at Springdale Junior/Senior High School to complete this project with 40 students in roughly eight 45-minute class periods.
EPIC (Electronic Project Interdisciplinary Creation) was developed in the Mt. Lebanon School District (PA) as a collaboration between Cindy Bronen, a middle school science teacher, and Amy Barone, who teaches middle school history. This is as an end-of-year interdisciplinary project in which students learn basic programming skills and demonstrate something they learned in science or history during the year. This is an open-ended project; in the first year, topics ranged from a diorama depicting the Battle of the Alamo to projects depicting Newton's laws of motion.