Robot Relaxation
2 hours
Ages 7-13
What Will You Make?â
You’ll build a cardboard robot using micro: bit and servos that can nod yes and no with.
What Will You Learn?â
You will learn the basics of coding position servo motors and creating sequences and algorithms. You will also learn the basics of coding the micro:bit LED array and using pause blocks while programming in Makecode.
Make a Little Bot
Cut Boxes
We recommend that you build your bt with 2 3″x3″x3″ boxes and the full-sized position servos, but this robot can also be made using any small box that you have available. If you do not have 3x3x3 boxes or the full-sized servos, be prepared to get creative and improvise with the design.
Start by taping one side of each cardboard box shut. Cut the flaps off of one box to create 1 open side. Set them aside. You will need some of these tabs later.
Make the Eyes
Use one flap to make cut out eyes, if you want. We traced a small coin to make circles, but you can make any shape you want! Use a blade to cut out your robotâs eyes.
Place a piece of making tape on one of the tabs. This tab will become your robotâs eyes. Hot glue the tab into the box so that the tape surface is lined up with the holes you created in the previous step. Use a marker to draw some eyes for your robot.
Cut a Hole for the Servo
Choose which side of your box will be the top. Place the position servo with the circular servo horn on the center-top of the box. Trace around the base of the servo. Use the blade to cut out a rectangular hole for the servo. Be sure to cut inside the line. This will ensure that the servo has a nice, snug fit.
Calibrate Motors
We want to make sure our robots can look both left and right, so we have to make sure our servo is calibrated. To do this, turn the servo clockwise until it stops. This is position 0. When your robot looks all the way to the right, this will be the servo position.
Turn the servo 90 degrees counter clockwise. When your robot looks forward, this will be the servo position. Keep the servo at position 90 for the remainder of the build.
Hot glue the second servo to the circular servo horn.
Attach the Head
To ensure that the robotâs head is centered on its body we will need to make some spacers. Cut one of the tabs in half. This will create 2 squares. Glue the first square to the âXâ servo horn. Glue the second square to the first square. Just as we did before, we need to make sure that this servo is calibrated. Turn it clockwise until the position servo stops, then turn it 90 degrees.
Glue the inside of the head to the second cardboard square.
Close the tabs and tape up the body. Make sure to leave the ends of the servo wires outside the box.
Need more help?
Get more details and watch videos of the building process on the Birdbrain Technology website.
Code Yes or No
Code the Buttons
Use the micro:bit A and B buttons to program your Little Bot to nod yes and no. Use the video tutorials to learn to program using the A and B buttons as inputs, as needed. Download the code to the micro:bit and insert it into the Hummingbird Controller. Connect your servos to the controller and test your robot.
Position Servos
The position servo is a motor that moves to a particular angle. The Hummingbird position servo can move to any angle from 0° to 180°.
Use the video tutorials to learn to program using the position servo, as needed.
Sample Code
Press A to nod yes. Press B to nod no. Check out this example code for yes and no.
Tip!
If your Little Botâs head goes back and forth rather than up and down, make sure the second position servo is attached to the SIDE of the head, not the back of the face.
What Is Happening Here?
Using Servos
This robot uses 2 servos to control a 2-axis head. A servo (a.k.a. servomotor) is a rotary actuator (mechanical device) that allows for precise control of angular position, velocity and acceleration. It consists of a motor coupled to a sensor. The micro:bit controller sends signals to the servo when the buttons are pushed that make the servo arm change position.
What Is Next?
Program an Emotion
Pick an emotion and program your Little Bot to act out the emotion.
Consider what head positions would communicate the emotion you chose. Use angles to control these. Consider how fast or slow the positions should change to communicate that emotion. Use pause blocks to control this. Consider if some motions may be repeated to communicate this emotion. Use repeat loops to control this. Program the 2 position servos to act out that emotion.
Get someone else to guess which emotion you programmed!
About CodeJoy Education
CodeJoy (Kelsey Derringer and Matt Chilbert) created a live webinar studio that captures the essence of what it means to learn in a classroom. They combine multiple cameras, studio-quality video production, and thoughtful teaching to create an authentic classroom experience that you can join from anywhere. Think of a CodeJoy class as a live, fully- interactive TV show. CodeJoy uses humor, special effects, and narrative storytelling to engage and educate students about robotics and coding – allowing students to control REAL robots in REAL time during the session. Classes can serve large or small audiences, from a single classroom to an entire district!
Materials:
- STRUCTURAL
- Cardboard
- Paper Cups
- Craft sticks
- TP tubes
- Plastic cutlery
- Recyclable materials
- TOOLS
- Box cutter
- Scissors
- Tape
- Hot glue
- DECORATION
- Permanent markers
- Pipe cleaners
- Feathers
- Googly eyes
- Art supplies
Suggested Technology:
- Hummingbird Robotics Kit -Â Find out more HERE.
- Computer, Chromebook, iPad, or tablet for programming
Additional Resources:
See More Projects in these topics:
Arts & Crafts Electronics Engineering Games Microcontrollers Paper Crafts Programming Robotics STEM or STEAMSee More Projects from these themes:
Art/Craft Studio Carnival/Theme Park The Canteen (Mess Hall and Recycling Station) The Depot (Airport/Space Station/ Racetrack) The Shop (Makerspace)CodeJoy LLC
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are Kâ12 science content standards. Learn more.Forces and Motion
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).Measurement & Data
- Grades K-2
- CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- CCSS.MATH.CONTENT.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
- CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
- CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
- CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
- Grades 3-5
- CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
- CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
- CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
- CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
- CCSS.MATH.CONTENT.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
Ratios & Proportional Relationships
- Middle School
- CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
- CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
- CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
- CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
Kâ12 Computer Science Framework
The Kâ12 Computer Science Framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all. The guiding practices include:- Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- Communicating About Computing
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.Kâ12 Computer Science Framework
The Kâ12 Computer Science Framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all. The guiding practices include:- Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- Communicating About Computing
ISTE Standards (International Society for Technology in Education)
The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide.1.1 Empowered Learner
- Summary: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
- 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
- 1.1.b Students build networks and customize their learning environments in ways that support the learning process.
- 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
- 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
1.2 Digital Citizen
- Summary: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
- 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
- 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
- 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
- 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
1.3 Knowledge Constructor
- Summary: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
- 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
- 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
- 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
- 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
1.4 Innovative Designer
- Summary: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
- 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
- 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
- 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.
- 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
1.5 Computational Thinker
- Summary: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
- 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
- 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
- 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are Kâ12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are Kâ12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.