Robot Rovers
2 hours
Ages 7-13
What Will You Make?
Meet the Rover, a simple and silly robot built with the Hummingbird Robotics Kit that can be easily customized to perform different tasks. Rovers work best using untethered or wireless control.
What Will You Learn?
With this project you’ll learn to use rotation servos to make a rover move straight forward and program the distance sensor to avoid obstacles.
Make a Robot Rover
Prepare the Chassis
Tape one side of the box closed. This will be the base of your rover.
Fold in the tabs on the top of the box.
Prepare the Wheels
Next attach the wheels. Snap the X-shaped servo horn onto the rotation servo. The wheel will snap onto the top of the servo horn. Secure the wheel and servo horn into place with the small, black screw included with your servo hardware. Repeat this process for the second rotation servo.
Attach Servos
Hot glue both rotation servos onto the base of your rover. The servos should be oriented so that the servo wires point towards the back of the rover.
Attach Battery Pack
Hot glue the battery pack to the center-rear of the rover.
Attach Caster
Hot glue the ping pong ball to the base of the battery.
Run the Wires
Run the wires into the box. Using a blade, create a small X in the side of the box, near the rotation servo. Use a pencil to widen that X into a larger hole. Feed the servo wire into the hole.
Repeat this step to create holes for the other rotation servo wire and the battery pack wire.
Add Headlights
Next give the rover some headlights. Create 2 X’s along the front of the rover. Feed the Tri-Color LED wires into the box through the X, until just the LED bulb is sticking out of the box.
Repeat this process with the second LED.
Create Steering Wheel
Now create a steering wheel by drawing a circle. We traced the masking tape roll, but your steering wheel can be any size and shape, so long as it fits inside the box.
Cut out the circle. Hot glue a servo horn to the center of the circle. We used the round servo horn, but you can use any servo horn that is available.
Push the steering wheel onto the position servo shaft. Hot glue the position servo into the rover so that the steering wheel is centered in the front.
Mount Distance Sensor
Mount the distance sensor by cutting 2 small cardboard tabs from the scrap cardboard and hot gluing them to the top-front of the rover, so that they stick up like 2 prongs. Slide the distance sensor over the prongs to secure it in place.
Plug in Hummingbird Components
Plug your components into the Hummingbird:
Servo Port 1: Driver left rotation servo
Servo Port 2: Driver right rotation servo
Servo Port 3: Position servo/ Steering wheel
Tri-Color LED Port 1: Tri-Color LED/ Headlight 1
Tri-Color LED Port 2: Tri-Color LED/ Headlight 2
Sensor Port 1: Distance Sensor
Note: If you are using the Hummingbird Duo, the Servo Ports 1 and 2 will be replaced with Motor Ports 1 and 2.
Create Your Character
Draw a character. It can look however you want. Because you don’t see the character’s feet, you can just draw your character’s torso.
Our character was cut from a piece of cardboard that was 15cm by 25cm.
Attach the Character
Fold out the rear flap of the rover. Place your character in the box so that it leans against the rear flap.
Create a bracket to hold the character in place. Cut a small triangle from the scrap cardboard. Hot glue the triangle to the back of the character. Secure the triangle to the rear flap.
If you’d like, you can create some hands and hot glue them to the steering wheel.
Need More Help?
Get more details and watch videos of the building process on the Birdbrain Technology website.
Program a Sensor
Distance Sensor
A distance sensor is a component that collects data based on how close or far you are to the sensor. The range of the distance sensor is 1 to 260 cm.
Use the video tutorials to learn to program using the distance sensor, as needed.
Rotation Servo
The rotation servo is a motor that can rotate at different speeds.
Use the video tutorials to learn to program using the rotation servo, as needed.
Program the Sensor
Determine the threshold for when something is “close.” Program your rover to go forward until it senses something is “close.” When something is close, make your rover stop, turn, back up, etc, to navigate around the obstacle.
Check out this example code.
What Is Happening Here?
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?
Robot Parade Float
Decorate your rover to become a robot parade float. As a group, decide on a theme for your parade. Design your robot rover parade float that fits the theme chosen for your class.
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
- Box
- Ping pong ball
- Recyclable materials
- TOOLS
- Box cutter
- Scissors
- Tape
- Hot glue
- DECORATION
- Permanent markers
- Pipe cleaners
- Feathers
- Googly eyes
- Art supplies
Suggested Technology:
- Hummingbird Robotics Kit - Find out more HERE.
- Computer, Chromebook, iPad, or tablet for programming
Additional Resources:
Vocabulary:
- Chassis: (“CHAS-ee”): the body of the rover.
- Wheels: 2 rotation servos, provide power to the rover
- Caster: something that can balance the rover, sometimes another wheel, in our design this is a stationary ping pong ball
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 K–12 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.
K–12 Computer Science Framework
The K–12 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.K–12 Computer Science Framework
The K–12 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 K–12 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 K–12 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.
