Learning to Use and Teach Robotics for Social Justice in STEM (Senior Project)

Learning to Use and Teach Robotics for Social Justice in STEM!

Laura Kirby

A senior project submitted to faculty to California State Polytechnic University in partial

fulfillment of the requirements for the degree of bachelors in the Comparative Ethnic Studies

Department of Liberal Arts.

San Luis Obispo

2012

Approved by:

Dr. Jane Lehr

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ABSTRACT

LAURA KIRBY: Learning to Use and Teach Robotics for Social Justice in STEM

(Under the direction of Dr. Jane Lehr)

This research project is about using robotics education to create equity. It is about the

importance of communities working as a whole to understand and provide a solution to the

disproportionate numbers of marginalized group members, including people of color,

women, and people with disabilities, who are not actively involved in science, technology,

education, and mathematics (STEM) education and related professions. It is an attempt to

give multiple audiences and potential educators the opportunity and support needed to

advance their skills by increasing the effectiveness of the methodologies, concepts, and

materials they use. Various perspectives and standards including, elementary school teachers,

community members, United States Education Initiatives 2012, National and Universal

Education Standards 2012, and an ethnic studies lens for equality have shaped the viewpoint

used in research conducted.

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ACKNOWLEDGEMENTS

Thanks to all the distinguished faculty members for their support, patience,

encouragement, and useful suggestions. Special thanks to my senior project advisor Dr. Jane

Lehr and professor Dr. Jennifer Jipson. Dr. Lehr provided detailed guidance and

encouragement throughout the course of preparing for and conducting the research. Her

belief that it was, indeed, possible, that I could complete such a complex and detailed project,

kept me going. I am grateful for the helpful comments she provided on several drafts. The

extra time and support she provided, has inspired me and given me the confidence to not only

finish this project but also to further expand my education. I absolutely cannot thank her

enough. Dr. Jipson provided insightful comments and several contacts. Furthermore, she

provided access to the NXT Robots provided in research conducted.

Thanks to my friends and family for their continuous love, support, and

encouragement. They include, Colleen Blake, Marc Kirby, Karen Kirby, Shawna Kirby,

Angalee Kirby, Michelle Kirby, Blake Snyder, Curtis Thomas and Vy Lu. Your patience

with my seemingly everlasting studies has been fundamental the success of this project.

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PREFACE

This research project it about identifying multiple U.S. concerns and creating

methods that may spark the hope of many to see and work toward a world where social

justice is possible. This study seeks to first give a brief history, introduction, and overview

robots. Second, provide teaching theories that work to promote multicultural inclusivity and

positive education experiences in the second classroom. Third, show an example curriculum

that has been created to strive toward implementing 1 & 2. All three topics have been created

to work toward social justice in STEM education and professions. The goal is to be critical of

technology and create an inclusive atmosphere for people who have been historically

marginalized from the STEM field.

Chapter I: Critical Analysis of STEM Education

In order to move toward inclusivity within STEM, strategic approaches must be taken

to create diverse solutions. In developing strategic approaches, STEM fields within the U.S.

must be critically analyzed to illuminate historical dominate/subordinate systems of power

and exclusion within STEM. Historical foundations within STEM in the U.S. help to expose

systems of power and exclusion within STEM today. A brief summary of the harmful effects

of stereotypes on marginalized group participation within STEM education will be expanded

upon. Furthermore, robotics education as a pathway into STEM education will be analyzed.

A brief definition of robots and robotics will be provided. It understand the work of Ethnic

Studies scholars, Cal Poly’s comprehensive definition of the field of study is given. The

complexities multicultural education and the importance of providing multicultural education

will be discussed. Topics that promote dominate systems of power such as cultural norms,

language exclusion, social constructs and gender will be critically analyzed. Methods for

achieving equitable student participation and success will be introduce. The concept of

intersectionality, coined by Kimberle Crenshaw (1989) will be introduced. Furthermore,

intersectionality as an Ethnic Studies lens will be used to re-vision STEM education and

participation.

Chapter II: Teaching Models

Teaching methods, such as competition in the classroom that may appear to

encourage some students while discouraging others will be discussed. Seymore Papert’s

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Constructionism (1991), will be introduced as a teaching model to be explored and critiqued

with robotics education. Suggested questions for tools for assessment, encouraging and

engaging, will be presented as a method to maintaining confident and successful learners.

Chapter III: Lesson Plans

The lesson plans have been shaped by U.S. educational standards, ethnic studies

perspective, and personal experiences. Additional notes have been placed in with the lesson

plans to guide educators and to show how the previously listed perspectives have been

foundational to the creation of each activity. Furthermore, to help guide your analysis of

what an “effective” curriculum would look like, I encourage you to be very critical of my

work. My creations are mere attempts at a very complex task at creating an inclusive

curriculum for social justice within STEM. The goal of all lesson plans is for all students to

understand that they can be and are engineers. Furthermore, that through design, building,

programming, and presenting they are doing the same work that professional engineers do

today.

The LEGO Mindstroms, NXT Robot was chosen for two its completeness and

availability. After researching the fundamental aspects of robots it was clear that the

previously used simple machines, at Pacheco Elementary, didn’t actually allow students to

inquire and understand how robots work and what they can do. The NXT Robot allows

students to learn the basic concepts of robotics (see Part III, Lesson I). Second, after sharing

my research project progress with several Cal Ploy professors, it was brought to my attention

that there are over 15 NXT robots just sitting in Cal Poly’s Children’s Center Department.

In Lesson 1 – Introduction to Robotics, students will learn the importance of

understanding and designing robots. In Lesson 2 – Design & Build, students will solidify

their designing capabilities and begin to build a robot. In Lesson 3 – Programming &

Presentations, students will program the robot they have created and present to the class the

way that the robot solves the problem. Each lesson incorporates terminology, methods, and

materials used in common STEM education and professions. Based on previous research, the

excitement of students actively enjoy engaging in the Robotics Education, while they

simultaneously learn STEM concepts, and how to think like an engineer will be discussed.

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TABLE OF CONTENTS

LIST OF TABLES................................................................................................................. viii

LIST OF FIGURES ..................................................................................................................ix

LIST OF ABBREVIATIONS....................................................................................................x

Chapter

1. AN INTERSECTIONAL APPROACH TO STEM EDUCATION..................................1

STEM as a Historical System of Oppression ................................................................2

Robotics as a Pathway to STEM Education ..................................................................6

Robotics Defined ...........................................................................................................7! Ethnic Studies Approach to STEM Education ..............................................................8

Intersectionality ...........................................................................................................19

II. TEACHING MODELS: RESHAPING CLASSOM CULTURE...................................20

Teaching Robotics .......................................................................................................20

Classroom & Robotics Competition............................................................................20

Robotic Language........................................................................................................21

Constructionism...........................................................................................................22

Assessment ..................................................................................................................23

III. LESSON PLANS...........................................................................................................25

Lesson I – Introduction to Robotics ............................................................................25

Activity 1 – Discussion on Robotics: Power Point Presentation.....................29

Activity 2 – Understand Role of Robots: Story...............................................38

Activity 3 – Design a Robot: Journal Entry.....................................................44

Lesson II – Design & Build .........................................................................................49

Activity 1 – Discussion on NXT Robots: Power Point Presentation...............58

Activity 2 – Design a NXT Robot: Journal Entry & Checklist ......................65

Activity 3 – Build a NXT Robot: Group Work ...............................................70

Lesson III – Implement & Present...............................................................................72

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Activity 1 – Discussion on Programming: Power Point Presentation ...............0

Activity 2 – Program & Test NXT Robot: Group Work ...................................0

Activity 3 – Group Presentations.......................................................................0

APPENDICIES........................................................................................................................73

LEGO Mindstorms Education NXT User Guide.................................................................73

LEGO Mindstorms Education 9797 Instruction Manual...................................................169

Standards for Technical Literacy.......................................................................................190

SOURCES CITED.....................................................................................................................0

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LIST OF TABLES

Table

1.0 Lesson I, Universal Standards for Technical Literacy 28

1.1 Lesson I, Activity 1 Procedure 30

1.2 Lesson I, Activity 1 PPT 31 – 37


1.4 Lesson I, Activity 2.2 Procedure 43


1.6 Lesson I, Conclusion Procedure 48

2.01 CPU 51

2.02 Motor 51

2.03 Power Source 51

2.04 Lamp 51

2.05 Sensors 52

2.06 Cables 52

2.07 Beams Simplified…………. 53

2.08 Connectors Simplified 54

2.09 Gears Simplified 55

2.10 Miscellaneous Elements Simplified 56

2.11 Lesson II, Universal Standards for Technical Literacy 57

2.12 Lesson II, Activity 1 Procedure 59

2.13 Lesson II, Activity 1 PPT 60 – 64


2.15 Lesson II, Activity 2.1 Procedure 68


3.0

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LIST OF FIGURES

Figure

1.0 Fundamental Systematic Structure of a Typical Robot 27

1.2 The Door-Opener Gripper 27

1.3 Worksheet 1 47

2.0 Beams (Perdue, 2008, p. 34) 53

2.1 Connectors (Perdue, 2008, p. 37) 54

2.2 Gears (Perdue, 2008, p. 42) 55

2.3 Miscellaneous Elements (Perdue, 2008, p. 45) 56

2.4 Worksheet 2 67

2.5 Worksheet 2.1 69

3.0

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ABBREVIATIONS

CPU Central processing unit

ELL English language learners

PPT Power point presentation

STEM Science, technology, education, and mathematics

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CHAPTER I

INTERSECTIONAL APPROACH TO STEM EDUCATION

In order to move toward inclusivity within STEM, strategic approaches must be taken

to create diverse solutions. In developing strategic approaches, STEM fields within the U.S.

must be critically analyzed to illuminate historical dominate/subordinate systems of power

and exclusion within STEM. Historical foundations within STEM in the U.S. help to expose

systems of power and exclusion within STEM today. The exclusion of minority group

members has not only prompted “bad” solutions but has also perpetuated systems of minority

group member oppression. Furthermore, STEM as a male dominated field, has been shaped

from a perspective that continues to contribute to the harmful “scientific solutions” for

women, while perpetuating oppressive social norms. This type of historical approach, that

exposes systems of exclusion, sets forth the foundation for re-visioning a system of inclusion

within STEM.

Why STEM? In the United States, STEM is education is increasingly important to

daily life, an economic imperative.

In a recent edition of STEM Magazine, Amy Hundnall (2012) argued that STEM

literacy has a significant and increasing impact on our day-to-day-lives and that within the

United States, literacy no longer means the ability to read. Hunadall (2012) states that

literacy today means, “computes, investigates and innovates” (Hundall, 2012, p. 4).

Furthermore, Wayne Carley argues that, “The future of American companies rests on

the success of our STEM education efforts in schools across the nation” (STEM Magazine,

2012, p.3). Meanwhile, the National Science Board (2008) reported that the U.S. is currently

experiencing a large decline in national STEM scholars and is increasingly dependent upon

foreign scholars to fill the workforce and leadership demands. The demand for STEM

education was made even more evident with President Obama’s 100Kin10, a program

created to establish 100,000 excellent teachers for STEM in 10 years (In Sputnik Moment for

STEM, U.S. Must Train More, Better Teachers By Talia Milgrom-Elcott & Maya Agaral

Lundhagen, 2012, web).

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CHAPTER I: INTERSECTIONAL APPROACH TO STEM EDUCATION "

Many of today’s top grossing companies and professions are STEM related, such

business include companies like, Google, NASA, IBM, Intel, and all in which hold a variety

of the nations best jobs.

“As an engineer at Google, you’ll work on challenging problems and come up

with solutions that have the ability to improve millions of people’s lives”. “Our work

here requires ideas from just about every area of computer science. Some love

thinking long and hard about difficult problems; others just enjoy getting their hands

dirty building and deploying massive, real-world systems” (Technical Opportunities,

Google, 2012).

http://www.google.com/intl/en/jobs/students/tech/

STEM as a System of Exclusion STEM must not only be hold such high important due to the need of STEM

information in daily life and the an economic imperative for STEM professionals, STEM

must also be analyzed to illuminate systems of oppression and to work toward social justice.

Historical foundations within STEM in the U.S. help to expose systems of power and

exclusion within STEM today.

Historical Foundations. Revealing historical foundations of STEM professions will

allow for a greater understanding and exclusionary practices that have shaped STEM. While

the article, The Engineer in America, by Terry S. Reynolds (1991) discusses the

developmental process of the American engineering profession, the research of Takaki, Hess,

and Sclove is included to create a more accurate image of the degree of exclusion and

harmful effects of what it meant/means for groups to be excluded from such developmental

processes. Reynolds (1991) discusses the roots of engineering from 16th century France, to

its influence of 18th century Britain. Furthermore, he discusses the development of the

engineer profession in 19th century America, In America, engineers were valued first as

military, second as civil, and third as industrial engineers.

In 16th century France, engineers were valued and employed by national defense

organizations, for developing weaponry. It is important to note here, which engineers were

valued and employed. According to David Hess (1995), “the men-only aspect of medieval

scholarship has continued to inform modern science and the technical professions, which

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even today remain occupations dominated by men,” this be proven as we progress through

history. In the 17th century, recognizing the importance of this field, the French military

began expanding and recruiting member participation from poorer nobility and a few

members from upper middle class. In stabilize central authority and for quick deployment of

troops, a national network of roads was constructed. At the beginning of the 18th century, the

royal government relied on engineers to fulfill the desires of national interest (e.g. water

supply systems).

To decrease variation within engineering methods of road construction, the French

government created a “school of roads and bridges.” Engineering students no longer relied on

apprenticeships for education. Furthermore, students were increasingly taught about science

and mathematics as the underlying principles of engineering. At the beginning of the 19th

century, engineering was well established in France. The features it began with remained

prominent characterizations of it, recruitment from lower nobility, upper middle class, formal

education, government funded, employment by state, and emphasis of mathematics and

theory to guide practice.

In 18th century Britain, engineers were employed through civilian projects (“civil”

engineer), had developed a professional identity and had begun to meet regularly to exchange

technical ideas and to promote mutual interest. In contrast to France, engineers in Britain

were from all social classes and apprenticeship training remained the norm (John Rae as cited

by Reynolds, 1991, p. 11). Furthermore, a practical and empirical approach was valued,

while placing suspicion on mathematical and theoretical methods of engineering.

In late 18th century America, the outbreak of the American Revolution sparked a

demand for military engineers. Given the shortage of American engineers, Washington

recruited French engineers to work for the American military. In attempts to create “peace”,

Washington sought methods of protecting the republic by, initiating a permanent group of

engineers in the military and institutionalizing military engineer training (Reynolds, p. 11).

Evidence found in Washington’s Peace Settlement letter to congressman Alexander

Hamilton, supports Reynold’s (1991) findings. Washington suggested the establishment of

“Academies, one or more for the Instruction of the Art Military; particularly those Branches

of it which respect Engineering and Artillery, which are highly essential, and the knowledge

of which, is most difficult to obtain” (Washington, 1783, web). The beginning of engineering

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professions in American was sparked by the onset of the American Revolution and later

institutionalized as means to protect the republic from outside forces.

In the early 19th century America, civil engineering was established as the demand

for improved trade routes increased. State governments competed to develop efficient trade

routes and called upon engineers to develop such methods of transportation. The shortage of

engineers became a barrier to the development of the Erie Canal and the three foreign trained

American engineers leading the project were permitted to promote survey crew leaders to

assistant engineers. During this process a standardized means for recruiting and training civil

engineers was created (Reynols, 1991, P. 14). The intimate association of engineering with

large-scale projects and organizations set in motions the incorporation of engineers with

corporate or government hierarchies.

After reading this last paragraph Reynolds (1991) might have you thinking that this

demand for engineers allowed for many people to become engineers, which in a sense is true;

yet, it is not the whole truth. The demand for engineers was very specific to race and gender,

white male state officials hired white male engineers. Furthermore, as the demand for

engineers increased so did the demand for African slaves. In the 19th century, slavery became

extremely “profitable not only to cotton-producing states from Georgia to Texas but also

what became the slave breeding states of Virginia and Maryland” (Takaki, 2008, p. 76).

Since African slaves were bought and sold from Georgia to Maryland, such improvements on

transportation technologies may have supported this type of slave trade. This evidence shows

how engineering by white men produced advantages for by white, while African slaves did

not reap any benefits from such innovative technologies. Rather,

In the 20th century America, engineering has been established with the rise of large-

scale organizations, such as the military, and large-scale capital investments. At this time,

education was highly institutionalized and paralleled French traditions while maintaining

some aspects of British traditions. America had around 100 university and college training

programs that adapted to the political, geographical, economic and social context of the U.S.

The development of engineer professions in America began as a means of national defense,

then to civil engineering, developing transportation systems and urban infrastructures, and

then to mechanical engineering, developing mechanized factories (Reynolds, 1991, p. 15).

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Given the close association of engineering in large-scale projects and organizations, this has

placed engineers within corporate or government hierarchies (Reynolds, 1991, p. 26).

Stereotypes: Women & Minority Group Members in STEM. Researchers have

documented how stereotypes can be internalized and lower women’s aspirations for science

and engineering careers over time. When girls and boys are told that they are equally capable

in math, the difference in performance essentially disappears. This shows that changes in the

learning environment can improve girls’ achievements in math (AAUW, 2012, p. 2).

Minority group members face similar challenges of stereotypes.

Minority Group Exclusion, Democracy, and Technology. Sclove (1995), it is

argues that just as it is commonly recognized that citizens must help shape legislative

agendas, it is “likewise vital that they have extensive opportunities to participate in

technological research and design” to create technology that represents the view of the

“common good” (P. 180). The exclusion of minority group members has not only prompted,

harmful testing and “bad” solutions but has also perpetuated systems of minority group

member oppression. While some technologies that have been implemented may be looked

back on as one of the many mistakes which we hope will never be repeated, we must think

about where and how that technology was developed in its beginning stages.

The article, Engineering History: Teaching the Past to Non-Liberal Arts Students, by

Micheal H. Carriere (2011), discusses the importance of recognizing the disconnect between

theory and practice. Carriere (2011), a college professor, presents to his class, the optimistic

perspective of engineers within the urban renewal in the 1960’s, along with images and

blueprints of public housing projects. His students initially agree that building up within the

dense cityscape is, in general, a good idea. Yet, when individuals realize these blueprints are

today’s housing projects, students realize the harmful reality of what the public housing

projects mean today.

In the book by Sudhir Vebkatesh (2000), American Project: The Rise and Fall of a

Modern Ghetto he explains that the projects were not always as discouraging as they are

today. For example, many low-income people considered the Robert Taylor Homes as a

place of hope, a “place to call home.” In these early days, it was just that. Yet, the 1950’s the

positive hope quickly disappeared as a lowered income ceiling was placed on individuals

who could live there. Families with incomes above that ceiling were evicted. The social

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history, the problems of public housing in America are still with us for the foreseeable future.

Were large-scale housing projects, located in urban cities, for the most economically

disadvantaged group of people, really a good idea?

You may argue that if the new policy had not been put in place that the design would

have worked. Yet, the problem with that argument is that, it was. Design will always be

affected by society and society will always be affected be design. What I would like to

question is, if diverse group members were active in the design process, would the final

design have looked different. Would it have been able to support the struggles they face,

rather than potentially harming their social position even more? In my opinion, engineering

cannot be created for all people until all people participate in engineering.

Robots as a Pathway to STEM Education In the process of designing and programming robots, students learn important

engineering, math, and computer science concepts (Druin & Hendler, 2000; Martin, 1996;

McCartney, 1996 as cited by Berg, 2002, p. 2). #$%$&'()!*+,(-&'$.!')!/0*)*.&*+!-)!-!/$&*.&'-1!)$1,&'$.!&$!&2*!+')/-0'&3!$4!5'.$0'&3!60$,/!-.+!7$5*.8)!/-0&'('/-&'$.!'.!9:;<!*+,(-&'$.= >*?*1$/'.6!&*(2.'(-1!)@'11)!'.!-11!)&,+*.&)!(-.!7$0@!&$7-0+!*A,-1'&3!7'&2'.!9:;<!-.+!(-.!%*!-(A,'0*+!&20$,62!&2*!,)*!$4!0$%$&)=!9,(2!)@'11)!'.(1,+*B!%,&!-0*!.$&!1'5'&*+!&$B!)/-&'-1!-.+!+'6'&-1!41,*.(3=!:2*!/$)'&'?*!'.&*0-(&'$.)!5-'.&-'.*+!7'&2!0$%$&'()!*+,(-&'$.B!not only serves as a pathway into STEM education, but also as an entry point into

several other subjects.

Robotics to Increase Spatial Skills. In the report, Why So Few? Women in Science,

Technology, Engineering and Mathematics, produced by the American Association of

American Women (AAUW), several of the causes for the continuing disparity of women in

STEM are recognized. It states that spatial skills are one of the largest gender differences in

cognitive abilities. Their studies show that boys and men consistently outperform girls and

women in spatial skills. Spatial skills are considered to be important for success in

engineering and other scientific fields. Furthermore, one can dramatically improve spatial

skills in a short time with a simple training course (AAUW, 2012, p. 2). In conclusion, if

girls grow up in an environment that cultivates their success in STEM, with spatial skills

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training, such that can be found in robotics education, they are more likely to develop their

skills as well as their confidence and consider a future in a STEM field.

Robotics to Increase Digital Fluency. Margolis and Fisher (2003) explain that

females are more likely to use computers actively for communications and Web searching,

they are far less likely to take computer-science courses and get involved with programming

computers (as cited in Rusk, N., Berg, R. and Resnick, M., 2005). The lack of female

participation in developing and creating technology may be partly caused by an

underdeveloped understanding of digital fluency due to education they have been provided

with. It is predicted that digital fluency will become mandatory for, employment,

participating meaningfully in society, and learning in general (Papert and Resnick 1995 as

cited by Resnick, 2002, p. 33). Teachers can begin teaching robotics at a very basic level,

while using the language that reflects digital fluency (see Chapter III, Lesson II).

Robotics to Promote Learning. Robotics materials and practices represent a

motivating and engaging basis for learning across various subjects and more so within the

STEM field. Robotics enables and facilitates inclusive instruction approaches such as,

project-based, hands-on, and group work based learning and assessment (See Chapter III, .

Papert’s Constructionism) A goal is that, through an introduction to robotics education,

students will feel more confident in STEM education, therefore allowing them to learn more

and potentially consider careers in engineering or technology.

Robotics Defined Karel Capeck invented the word “robot” in a 1921 playwright. In Capeck's futuristic play

he combined the Czech words rabota, meaning “obligatory work” and robotnik, meaning

“serf” to create "robot"(Mataric, 2007, p. 2). The word “robot” was used to portray a hope

that one-day robots would relieve humans of the types of jobs that are boring or dangerous

(Rogers, 2004, p.6).

The Robot Institute of America (1979) defined a robot as; "A reprogrammable,

multifunctional manipulator designed to move material, parts, tools, or specialized devices

through various programmed motions for the performance of a variety of tasks." In other

words, Berg (2007) defines robotics as programmable machines that perform actions based

on inputs from sensors (P. 60). Niku (2011) clarifies robots by comparing them to machines.

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He explains that in comparison to machines, which a human controls, robots are controlled

by a computer that runs a program.

The basic components of robots have been noted, labeled, and defined in a variety of

ways. According to the work of Saeed Niku (2011) and Jill Rogers (2004), a summarized list

some basic robot components includes, autonomous behavior, sensors, controller (or central

processing unit; CPU), processor, manipulator (or rover), end effector, and an actuator.

Things items will be further defined in Part III, Lesson I.

According to Niku (2011), “Robotics is an interdisciplinary subject the benefits from

mechanical engineering, electrical and electronic engineering, computer science, cognitive

sciences, biology, and many other disciplines” (P. 4).

Robotics is information needed to design, apply, and use robots in human endeavors. Robotic

systems consist of not just robots, but also other devices and systems used together with the

robots. Robots may be used for a wide array of activities and many are yet to be discovered.

Some examples of today’s use of robots include; manufacturing, underwater and in space

exploration, aiding the disabled, and simply for fun (Niku, 2011, p. 4).

Ethnic Studies Approach to Robotics Education #$!%&'!()**)+,$-!.'/%,)$0!%&'!,12)3%4$/'!)(!4$!5%&$,/!6%78,'.!4223)4/&!%)!

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Ethnic Studies Defined. According to the Cal Poly Ethnic Studies Department

(2012), an Ethnic Studies approach is based upon critical inquiry that advances the analysis

of race, ethnicity, and cultural difference in an increasingly heterogeneous and complex

world. Ethnic Studies examines how social hierarchies frame access to political power,

allocate economic resources, and influence cultural expression. It is argued that by critically

exploring such issues, one can not only develop a greater understanding of the legacy of

racism, discrimination, and injustices in the United State, but also a greater appreciation for

new and emerging knowledge about diverse American peoples and their global and

transnational connections (web). This approach is vital in U.S. education systems as the

student population is increasingly more racially, ethnically, and linguistically diverse, and

science achievement gaps have persisted by race, socioeconomic status, and language

(National Center for Education Statistics, 2011b as cited by Next Generation Science

Standards, 2012, p. 1).

Multicultural Education “An important goal of multicultural education is to

improve race relations and to help all students acquire the knowledge, attitudes, and skills

need to participate in cross-cultural interactions and in personal, social, and civic action that

will help make our nation more democratic and just” (Hammond, 2002, p. x). According to

the Handbook of Research on Multicultural Education “Multicultural education is a field of

study designed to increase educational equity for all students that incorporates, for this

purpose, content, concepts, principles, theories, and paradigms from history, the social and

behavioral sciences, and particularly from ethnic studies and women’s studies” (Banks &

Banks, 2001, as cited by Hammond, 2002, p. x) (p. xii)

Cultural Norms. An Ethnic Studies perspective recognizes the ways that U.S

cultural norms have been in large part shaped by the Anglo-Saxon white middle class ideals,

while placing all who do not fit into this category as both physically and socially deficient

and an outsider. Baynton (2000) argues that the concept of “normality” is used in all aspects

of life as a means of measuring, categorizing, and managing populations. Furthermore,

concepts of natural and normal are ways of establishing the universal, unquestionable good

and right. Both have worked toward establishing social hierarchies that rationalize the denial

!

CHAPTER I: INTERSECTIONAL APPROACH TO STEM EDUCATION "#

of legitimacy and certain rights to individuals or groups. Simultaneous to the establishment

of the cultural meaning of “normal,” “disability” was produced (Baynton, 2000, p. 93).

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304'*3O(!(4)5&34!7*7).04'*3<!Today, more than 20% of school age children speak a

language other than English at home, and limited English Proficient (LEP) students (the

federal term) have more than doubled from 5% in 1993 to 11% in 2007(National Center for

Education Statistics, 2011a as cited by The Next Generation Science Standards, 2012, p. 1).

P&(&01-%!:9!A%'3!BE##QG>!!"#$%"$&'%(&')#'*+&',#)*&-'.*"*&(>!(7&-'+'-0..9!(%*?(!4%04!'3!

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 Dialect – “a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language, a variety of a language used by the members of a group, a variety of language whose identity is fixed by a factor other than geography (as social class)” (Merriam-Webster Dictionary, 2012, web).

!

CHAPTER I: INTERSECTIONAL APPROACH TO STEM EDUCATION ""

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!2 Reference Lesson I, Activity 2 for further explanation and an example of how this may be achieved.

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Social Constructs. Wyer (2009) defines social constructs, also known as social

constructivism or social construction, as the formation of knowledge through human activity.

Given this concept, researchers present their understandings of the natural world (i.e.

scientific knowledge) according to the conventions of their disciplinary theories, vocabulary,

and professional practices. For example, language mediates the understanding of nature

because it is through language that all humans learn about and represent the world (Wyer,

2009, p. 10). The variation that exists in diverse social constructs can be compared to the

variation within diverse cultures (Hess, 1995, p. 3). In conclusion, social constructivism

argues, society3 influences the way in which knowledge is constructed or formed; therefore,

humans are limited in their ability of creating knowledge that, at least in part, does not reflect

the society in which one exists.

In U.S. society, race is an example of a social construct, which has real consequences

and effects. These effects, consequences and the notion that race is created subjectively and

thought of as objective knowledge. The concept of race nothing new to us in U.S. society, it

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!#!H730%':!P!'$%!3766)+0':!75!2%72,%!,0;0+1!0+!(!2(-'03),(-!37)+'-:!7-!-%107+!(+*!$(;0+1!&$(-%*!3)&'76&4!,(/&4!(+*!7-1(+0Q('07+&!?RS57-*!T03'07+(-:4!BC"BF!

!


shapes the way we see others and ourselves. Takaki (1993) argues that race is a social

construct produced by the dominant group in society. The white dominant group imposed

boundaries of group membership by defining race in terms of skin color. It was established

that, if you were black, then you were biologically inferior to a white person. Takaki (1993)

explains that Africans in America were first brought to America as indentured servants. After

completing the terms of their servitude they were freed, and had the status of free men. Yet,

with the growing population of free Africans in America and the demand for cheap labor, the

white population began to fear of losing hegemonic control. It was in this era that, race as a

biological hierarchy was developed and used to justify the enslavement of people of color.

Those with power, the white dominant group, to maintain their power and privilege, socially

constructed the racial boundaries.

Feminist theory defines a social constructionist perspective on gender as one in which

women and men are seen as produced through a “complex system of cultural, social,

psychical, and historical differences” (Fuss xii as cited by Kolmar, 2010, p. 40). Therefore, it

may then be assumed that women’s contributions within society today and throughout history

have been limited not because they have different capacities or natures but because they live

in different social circumstances than men (Kolmar, 2012, p. 40).

Understanding Sex and Gender. In general, social scientists define “sex,” as

category based on reproductive biological features (i.e. male and female physiology), and

“gender,” as a set of socially constructed meanings that are associated specifically with each

sex (i.e. masculine & feminine social behaviors). Like culture, the understandings and

definitions of sex and gender vary depending on time and location. Therefore, the following

conceptions of, 1) “naturally” masculine or feminine, and 2)“natural” for a man or woman,

are subject to change. Many social scholars today agree that the “natural” nature of

masculinity and femininity has been used to rationalize the idea of “innate” differences

between men and women. The lived experiences of real women and real men throughout

history disprove the theory of an innate masculine or feminine nature (Rothenberg, 2007, p.

8).

Gender: A Process, Stratification, and Structure. Judith Lorber (1994) describes

gender as not only a social construct but also as a process, stratification, and structure.

!


Gender as a Process. Lorber (1994) argues that gender is a process, meaning that it

happens at birth and is continuously developed and reproduced throughout our lives.

Furthermore, Lorber (1994) describes gender as two different ways of being, either

“feminine” or “masculine.” The two ways are created through processes that make up the

social construction of gender (Lorber, 1994, p. 54). As a process, gender creates the social

differences that define "woman" and "man." In social interaction throughout their lives,

individuals learn what is expected, see what is expected, act and react in expected ways, and

thus simultaneously construct and maintain the gender order (Lorber, 1994, p. 60).

Gender As System of Stratification. According to Lorber (1994) there are two ways

of stratifying or categorizing a nations people for the necessary division of labor. One way of

choosing people for the different tasks is on the basis of their talents, motivations, and

competence. The second way is on the basis of gender, race, and/or ethnicity. The first is

based on demonstrated skills; meanwhile, the second is based on involuntary assignment of

membership within a specific category of people. Lorber (1994) argues that every society

uses gender and age categories, and constructs similarities, differences, roles and

responsibilities specific to each category (P. 55). Gender a social process that stratifies

certain values and ideas over others, things associated with men are seen as more value and

more prestigious. For example, if men dominate a profession or sport it will receive more

money or hold a higher status.

Gender As A Social Structure. Motivated by the political project of eliminating the

oppression of women, many feminist studies are interested in how the norms and practices of

knowledge production affect the lives of women and are associated with systems of

oppression (Stanford Encyclopedia of Philosophy, 2011). Gender is perpetuated not only by

individuals but also by the social system as a whole; therefore, gender is both ascribed and

achieved (West and Zimmerman 1987; as cited by Lorber, 1994, p. 57). Gender as a social

institution (4) states that gender is a process of creating distinguishable social statuses for the

assignment of rights and responsibilities. Gender composes part of a stratification system that

ranks gender statuses unequally (Lorber, 1994, p. 60).

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$!%&'()*!+,-.(./.(&,!0!'&12*34!-&'()*!5&61-!.7).!6326&8/'3!.731-3*93-!-/'7!)-!:&936,13,.-;!.73!5)1(*<;!7/1),!*),:/):3-;!/,(936-(.(3-;!),8!7&-2(.)*-!=%.),5&68!>,'<'*&238()!&5!?7(*&-&27<;!2011)!

!


The hegemony of the masculine dominant gender ideology is sustained by its ability

to be made invisible (Foucault 1972; Gramsci 1971; as cited by Lorber, 1994, p. 58). For

example, when a woman decides to study engineering in college she may feel uncomfortable

in her classes due to the severe underrepresentation of women students. After a while, this

woman may begin to believe that, engineering is not for her and/or that she simply just

doesn’t like it. This woman may change her major without ever even realizing that the

masculine dominated major caused her feelings of discomfort, which transferred to the

feeling of dislike toward engineering. Alternative solutions, such as finding a female mentor,

may never be discovered because she never knew that her feminine gender role, in contrast to

the surrounding masculine gender roles, was causing the discomfort. In this way, gender’s

invisibility, has prohibited her from seeking alternative solutions other than changing her

major.

Conclusion: Lober (1994) argues that, gender is socially constructed, a process, and

reinforced by social norms. These aspects show the importance for educators to understand

complexities of gender in order to work toward gender equity in their classroom.

Furthermore, until we consistently work towards the deconstruction of both difference and

gender norms, little progress will be made (Cosgrove, 2003, p. 91).

I am not asking you to completely oppose gender (yet, if you would like to that would

work); rather. I argue that we must move toward an understanding of gender that identifies

itself as a 1) social construct that is subject to change; 2) at times, oppressive; 3) plurality5;

and 4) gender groups as having an “open door” policy, where individuals many pass through

and/or be part of several different (and/or similar gender) categories depending on which one

may feel best suits one’s ideals, exploration and/or establishment of identity.

Methods for Gender Equity in Classrooms: In the book, Who’s Invited to Share?

Using Literacy for Equity and Social Justice by Roxanna Henkin (1998), the author argues

that, “A curious thing happens when you start noticing gender inequalities. Suddenly you

cannot stop seeing them. In every social situation you become aware of the different ways

that males and females seem to inhabit their worlds. You want to make a difference.

Education of children you have the opportunity to influence the future.” Gender equity in our !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$!%&'()&*+,!-!.)!/+)+0!12!/13*0+,!*4!56*36!70780(/!12!9*:0(/0!0+64*3;!()3*)&;!(0&*<*1'/;!1(!/13*)&!<(1'=/!7)*4+)*4!)4!)'+14171'/!=)(+*3*=)+*14!*4!)49!90:0&1=704+!12!+60*(!+()9*+*14)&!3'&+'(0!1(!/=03*)&!*4+0(0/+!5*+6*4!+60!3142*40/!12!)!317714!3*:*&*>)+*14?!@A0((*)7BC08/+0(;!DE"D;!508FG!

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classrooms is an important goal for all, one that requires all of our imagination, perceptions,

and courage to achieve (Henkin, 1998, p. 31).

Henkin (1998) provides some insight on specific things that educators can do to

promote gender equity.

1. To prevent pointing out gender differences:

a. Henkin (1998) suggests not using terms, “boy and girls” or “you guys” or

“Mr. and Miss” or “young men and young ladies.” Rather, if educator

wants the class to pay attention one should say, “class,” “second graders,”

or “students.”

2. To prevent gender segregation:

a. While educators strive for students to feel comfortable in the classroom,

which may entail spending time with the same gender, don’t allow

students to segregate themselves into single-gender groups all of the time.

b. A solution to this issue is to have students sit in groups with equal gender

distribution. If desired, a random group selection can be an effective

solution, one could have students’ names on index cards or Popsicle sticks

readily available (Henkin, 1998, p. 38).

3. To prevent students from being ostracized within group work:

a. Educators should make sure everyone is working together and that no one

is ostracized within groups.

4. To prevent disproportional participation:

a. Educators should try to be conscious when calling on children to alternate

between boys and girls. This way you are calling on everyone.

b. Keep in mind that if students “forget” what they want to say, or appear

uncomfortable, give them time to answer but be sure they know they have

the opportunity to say “pass” if they do not want to speak at that specific

moment (Henkin, p. 39). Plus, maybe next they will have a comment to

contribute.

5. To prevent gender segregation within and outside of class time:

a. Model equity and fairness in the classroom.

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b. Set an example. Kids follow the teacher’s lead. We want to make sure

they know we are advocates for justice in our classrooms.

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Intersectionality!! $%&!'()'&*+!(,!-)+&./&'+-()01-+23!'(-)&4!52!6-75&.1&!8.&)/%09!:"#;#<3!

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“multiplex epistemologies” (as cited by Pattynama, 2006, p. 187) as a method to!7&4-0+&!+%&!

+&)/-()!5&+9&&)!+%&!'(7*1&F-+2!(,!7@1+-*1&!-4&)+-+-&/!0)4!+%&!()B(-)B!)&'&//-+2!(,!

B.(@*!*(1-+-'/!:G&7-)-/+!$%&(.23!HE!IJ<E!D&+%(4/!+%0+!+0=&!0)!-)+&./&'+-()01!approach to

provide diverse marginalized group members’ access to STEM through .(5(+-'/!&4@'0+-()!

9-11!5&!0)012K&4E!

Intersectionality. Crenshaw’s (1989) term “intersectionality,” refers to the feminist

concept of how women are positioned as both, women and belonging to a socially

constructed category. The concept attempts to dismantle approaches that construct

individuals as belonging to merely one category or group of people. It then calls for the need

of establishing “multiplex epistemologies” (Pattynama, 2006, p. 187). Furthermore, it

indicates that productive knowledge production must treat social positions as relational.

Intersectionality “aims to make visible the multiple positioning that constitutes everyday life

and the power relations that are central to it” (Pattynama, 2006, p. 187). Scholars on

intersectionality often times critique identity politics for its additive, politically fragmentary

and essentializing tendencies (Pattynama, 2006, p. 187).

In order to create an inclusive classroom and participation in STEM, we must

deconstruct the ways in which systems of power have marginalized groups from STEM and

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10)B@0B&3!4(7-)0)+!'@[email protected]!)(.7/3!&+'E!0/!-)+&.1('=-)B!*-&'&/!(,!0!/+.@'+@.&!(,!

4(7-)0+-()!+%0+!7@/+!5&!4-/70)+1&4E!L(-)B!+%-/!9-11!revel the complexity of marginalized

groups, which will allow us to create multiple methods of achieving inclusive classrooms.

Thus, allowing all individuals live in a society where they can peruse their goals without

constraints of oppressive social constructs.

An intersectional society would allow for an African American girl to study

engineering and get good grades, without being accused of acting like a “boy” or “white.” In

the mean time, it would be socially accepted for her to sit at lunchtime with her African

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American friends, without assumptions made about her not like her white classmates. The

accusations and assumptions listed in this example demonize plural group interaction created

by the dominant group to maintain status. If she is denied her ability to be a woman and an

engineer, she may choose (consciously or not) that her identity is more important than her

educational interests. If she is criticized for her group of friends, that she feels she can most

closely identify with, then she may feel that she is not accepted in white dominant society. As

she is forced from engineering, the white male dominated field maintains its dominance.

It is not until all individuals can maintain successful intersectional group

participation, that oppressive dominant structures will be deconstructed. The information

provided in this project strives to create an environment were individuals will learn how to

work toward, participate in, and envision an intersectional society.

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Many of today’s top grossing companies and professions are STEM related, such

business include companies like, Google, NASA, IBM, Intel, and all in which hold a variety

of the nations best jobs.

“As an engineer at Google, you’ll work on challenging problems and come up

with solutions that have the ability to improve millions of people’s lives”. “Our work

here requires ideas from just about every area of computer science. Some love

thinking long and hard about difficult problems; others just enjoy getting their hands

dirty building and deploying massive, real-world systems” (Technical Opportunities,

Google, 2012).

http://www.google.com/intl/en/jobs/students/tech/

STEM as a System of Exclusion STEM must not only be hold such high important due to the need of STEM

information in daily life and the an economic imperative for STEM professionals, STEM

must also be analyzed to illuminate systems of oppression and to work toward social justice.

Historical foundations within STEM in the U.S. help to expose systems of power and

exclusion within STEM today.

Historical Foundations. Revealing historical foundations of STEM professions will

allow for a greater understanding and exclusionary practices that have shaped STEM. While

the article, The Engineer in America, by Terry S. Reynolds (1991) discusses the

developmental process of the American engineering profession, the research of Takaki, Hess,

and Sclove is included to create a more accurate image of the degree of exclusion and

harmful effects of what it meant/means for groups to be excluded from such developmental

processes. Reynolds (1991) discusses the roots of engineering from 16th century France, to

its influence of 18th century Britain. Furthermore, he discusses the development of the

engineer profession in 19th century America, In America, engineers were valued first as

military, second as civil, and third as industrial engineers.

In 16th century France, engineers were valued and employed by national defense

organizations, for developing weaponry. It is important to note here, which engineers were

valued and employed. According to David Hess (1995), “the men-only aspect of medieval

scholarship has continued to inform modern science and the technical professions, which

!


even today remain occupations dominated by men,” this be proven as we progress through

history. In the 17th century, recognizing the importance of this field, the French military

began expanding and recruiting member participation from poorer nobility and a few

members from upper middle class. In stabilize central authority and for quick deployment of

troops, a national network of roads was constructed. At the beginning of the 18th century, the

royal government relied on engineers to fulfill the desires of national interest (e.g. water

supply systems).

To decrease variation within engineering methods of road construction, the French

government created a “school of roads and bridges.” Engineering students no longer relied on

apprenticeships for education. Furthermore, students were increasingly taught about science

and mathematics as the underlying principles of engineering. At the beginning of the 19th

century, engineering was well established in France. The features it began with remained

prominent characterizations of it, recruitment from lower nobility, upper middle class, formal

education, government funded, employment by state, and emphasis of mathematics and

theory to guide practice.

In 18th century Britain, engineers were employed through civilian projects (“civil”

engineer), had developed a professional identity and had begun to meet regularly to exchange

technical ideas and to promote mutual interest. In contrast to France, engineers in Britain

were from all social classes and apprenticeship training remained the norm (John Rae as cited

by Reynolds, 1991, p. 11). Furthermore, a practical and empirical approach was valued,

while placing suspicion on mathematical and theoretical methods of engineering.

In late 18th century America, the outbreak of the American Revolution sparked a

demand for military engineers. Given the shortage of American engineers, Washington

recruited French engineers to work for the American military. In attempts to create “peace”,

Washington sought methods of protecting the republic by, initiating a permanent group of

engineers in the military and institutionalizing military engineer training (Reynolds, p. 11).

Evidence found in Washington’s Peace Settlement letter to congressman Alexander

Hamilton, supports Reynold’s (1991) findings. Washington suggested the establishment of

“Academies, one or more for the Instruction of the Art Military; particularly those Branches

of it which respect Engineering and Artillery, which are highly essential, and the knowledge

of which, is most difficult to obtain” (Washington, 1783, web). The beginning of engineering

!


professions in American was sparked by the onset of the American Revolution and later

institutionalized as means to protect the republic from outside forces.

In the early 19th century America, civil engineering was established as the demand

for improved trade routes increased. State governments competed to develop efficient trade

routes and called upon engineers to develop such methods of transportation. The shortage of

engineers became a barrier to the development of the Erie Canal and the three foreign trained

American engineers leading the project were permitted to promote survey crew leaders to

assistant engineers. During this process a standardized means for recruiting and training civil

engineers was created (Reynols, 1991, P. 14). The intimate association of engineering with

large-scale projects and organizations set in motions the incorporation of engineers with

corporate or government hierarchies.

After reading this last paragraph Reynolds (1991) might have you thinking that this

demand for engineers allowed for many people to become engineers, which in a sense is true;

yet, it is not the whole truth. The demand for engineers was very specific to race and gender,

white male state officials hired white male engineers. Furthermore, as the demand for

engineers increased so did the demand for African slaves. In the 19th century, slavery became

extremely “profitable not only to cotton-producing states from Georgia to Texas but also

what became the slave breeding states of Virginia and Maryland” (Takaki, 2008, p. 76).

Since African slaves were bought and sold from Georgia to Maryland, such improvements on

transportation technologies may have supported this type of slave trade. This evidence shows

how engineering by white men produced advantages for by white, while African slaves did

not reap any benefits from such innovative technologies. Rather,

In the 20th century America, engineering has been established with the rise of large-

scale organizations, such as the military, and large-scale capital investments. At this time,

education was highly institutionalized and paralleled French traditions while maintaining

some aspects of British traditions. America had around 100 university and college training

programs that adapted to the political, geographical, economic and social context of the U.S.

The development of engineer professions in America began as a means of national defense,

then to civil engineering, developing transportation systems and urban infrastructures, and

then to mechanical engineering, developing mechanized factories (Reynolds, 1991, p. 15).

!


Given the close association of engineering in large-scale projects and organizations, this has

placed engineers within corporate or government hierarchies (Reynolds, 1991, p. 26).

Stereotypes: Women & Minority Group Members in STEM. Researchers have

documented how stereotypes can be internalized and lower women’s aspirations for science

and engineering careers over time. When girls and boys are told that they are equally capable

in math, the difference in performance essentially disappears. This shows that changes in the

learning environment can improve girls’ achievements in math (AAUW, 2012, p. 2).

Minority group members face similar challenges of stereotypes.

Minority Group Exclusion, Democracy, and Technology. Sclove (1995), it is

argues that just as it is commonly recognized that citizens must help shape legislative

agendas, it is “likewise vital that they have extensive opportunities to participate in

technological research and design” to create technology that represents the view of the

“common good” (P. 180). The exclusion of minority group members has not only prompted,

harmful testing and “bad” solutions but has also perpetuated systems of minority group

member oppression. While some technologies that have been implemented may be looked

back on as one of the many mistakes which we hope will never be repeated, we must think

about where and how that technology was developed in its beginning stages.

The article, Engineering History: Teaching the Past to Non-Liberal Arts Students, by

Micheal H. Carriere (2011), discusses the importance of recognizing the disconnect between

theory and practice. Carriere (2011), a college professor, presents to his class, the optimistic

perspective of engineers within the urban renewal in the 1960’s, along with images and

blueprints of public housing projects. His students initially agree that building up within the

dense cityscape is, in general, a good idea. Yet, when individuals realize these blueprints are

today’s housing projects, students realize the harmful reality of what the public housing

projects mean today.

In the book by Sudhir Vebkatesh (2000), American Project: The Rise and Fall of a

Modern Ghetto he explains that the projects were not always as discouraging as they are

today. For example, many low-income people considered the Robert Taylor Homes as a

place of hope, a “place to call home.” In these early days, it was just that. Yet, the 1950’s the

positive hope quickly disappeared as a lowered income ceiling was placed on individuals

who could live there. Families with incomes above that ceiling were evicted. The social

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history, the problems of public housing in America are still with us for the foreseeable future.

Were large-scale housing projects, located in urban cities, for the most economically

disadvantaged group of people, really a good idea?

You may argue that if the new policy had not been put in place that the design would

have worked. Yet, the problem with that argument is that, it was. Design will always be

affected by society and society will always be affected be design. What I would like to

question is, if diverse group members were active in the design process, would the final

design have looked different. Would it have been able to support the struggles they face,

rather than potentially harming their social position even more? In my opinion, engineering

cannot be created for all people until all people participate in engineering.

Robots as a Pathway to STEM Education In the process of designing and programming robots, students learn important

engineering, math, and computer science concepts (Druin & Hendler, 2000; Martin, 1996;

McCartney, 1996 as cited by Berg, 2002, p. 2). #$%$&'()!*+,(-&'$.!')!/0*)*.&*+!-)!-!/$&*.&'-1!)$1,&'$.!&$!&2*!+')/-0'&3!$4!5'.$0'&3!60$,/!-.+!7$5*.8)!/-0&'('/-&'$.!'.!9:;<!*+,(-&'$.= >*?*1$/'.6!&*(2.'(-1!)@'11)!'.!-11!)&,+*.&)!(-.!7$0@!&$7-0+!*A,-1'&3!7'&2'.!9:;<!-.+!(-.!%*!-(A,'0*+!&20$,62!&2*!,)*!$4!0$%$&)=!9,(2!)@'11)!'.(1,+*B!%,&!-0*!.$&!1'5'&*+!&$B!)/-&'-1!-.+!+'6'&-1!41,*.(3=!:2*!/$)'&'?*!'.&*0-(&'$.)!5-'.&-'.*+!7'&2!0$%$&'()!*+,(-&'$.B!not only serves as a pathway into STEM education, but also as an entry point into

several other subjects.

Robotics to Increase Spatial Skills. In the report, Why So Few? Women in Science,

Technology, Engineering and Mathematics, produced by the American Association of

American Women (AAUW), several of the causes for the continuing disparity of women in

STEM are recognized. It states that spatial skills are one of the largest gender differences in

cognitive abilities. Their studies show that boys and men consistently outperform girls and

women in spatial skills. Spatial skills are considered to be important for success in

engineering and other scientific fields. Furthermore, one can dramatically improve spatial

skills in a short time with a simple training course (AAUW, 2012, p. 2). In conclusion, if

girls grow up in an environment that cultivates their success in STEM, with spatial skills

!


training, such that can be found in robotics education, they are more likely to develop their

skills as well as their confidence and consider a future in a STEM field.

Robotics to Increase Digital Fluency. Margolis and Fisher (2003) explain that

females are more likely to use computers actively for communications and Web searching,

they are far less likely to take computer-science courses and get involved with programming

computers (as cited in Rusk, N., Berg, R. and Resnick, M., 2005). The lack of female

participation in developing and creating technology may be partly caused by an

underdeveloped understanding of digital fluency due to education they have been provided

with. It is predicted that digital fluency will become mandatory for, employment,

participating meaningfully in society, and learning in general (Papert and Resnick 1995 as

cited by Resnick, 2002, p. 33). Teachers can begin teaching robotics at a very basic level,

while using the language that reflects digital fluency (see Chapter III, Lesson II).

Robotics to Promote Learning. Robotics materials and practices represent a

motivating and engaging basis for learning across various subjects and more so within the

STEM field. Robotics enables and facilitates inclusive instruction approaches such as,

project-based, hands-on, and group work based learning and assessment (See Chapter III, .

Papert’s Constructionism) A goal is that, through an introduction to robotics education,

students will feel more confident in STEM education, therefore allowing them to learn more

and potentially consider careers in engineering or technology.

Robotics Defined Karel Capeck invented the word “robot” in a 1921 playwright. In Capeck's futuristic play

he combined the Czech words rabota, meaning “obligatory work” and robotnik, meaning

“serf” to create "robot"(Mataric, 2007, p. 2). The word “robot” was used to portray a hope

that one-day robots would relieve humans of the types of jobs that are boring or dangerous

(Rogers, 2004, p.6).





on inputs from sensors (P. 60). Niku (2011) clarifies robots by comparing them to machines.

!


He explains that in comparison to machines, which a human controls, robots are controlled

by a computer that runs a program.


ways. According to the work of Saeed Niku (2011) and Jill Rogers (2004), a summarized list

some basic robot components includes, autonomous behavior, sensors, controller (or central

processing unit; CPU), processor, manipulator (or rover), end effector, and an actuator.

Things items will be further defined in Part III, Lesson I.

According to Niku (2011), “Robotics is an interdisciplinary subject the benefits from

mechanical engineering, electrical and electronic engineering, computer science, cognitive

sciences, biology, and many other disciplines” (P. 4).

Robotics is information needed to design, apply, and use robots in human endeavors. Robotic

systems consist of not just robots, but also other devices and systems used together with the

robots. Robots may be used for a wide array of activities and many are yet to be discovered.

Some examples of today’s use of robots include; manufacturing, underwater and in space

exploration, aiding the disabled, and simply for fun (Niku, 2011, p. 4).

Ethnic Studies Approach to Robotics Education #$!%&'!()**)+,$-!.'/%,)$0!%&'!,12)3%4$/'!)(!4$!5%&$,/!6%78,'.!4223)4/&!%)!

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Ethnic Studies Defined. According to the Cal Poly Ethnic Studies Department

(2012), an Ethnic Studies approach is based upon critical inquiry that advances the analysis

of race, ethnicity, and cultural difference in an increasingly heterogeneous and complex

world. Ethnic Studies examines how social hierarchies frame access to political power,

allocate economic resources, and influence cultural expression. It is argued that by critically

exploring such issues, one can not only develop a greater understanding of the legacy of

racism, discrimination, and injustices in the United State, but also a greater appreciation for

new and emerging knowledge about diverse American peoples and their global and

transnational connections (web). This approach is vital in U.S. education systems as the

student population is increasingly more racially, ethnically, and linguistically diverse, and

science achievement gaps have persisted by race, socioeconomic status, and language

(National Center for Education Statistics, 2011b as cited by Next Generation Science

Standards, 2012, p. 1).

Multicultural Education “An important goal of multicultural education is to

improve race relations and to help all students acquire the knowledge, attitudes, and skills

need to participate in cross-cultural interactions and in personal, social, and civic action that

will help make our nation more democratic and just” (Hammond, 2002, p. x). According to

the Handbook of Research on Multicultural Education “Multicultural education is a field of

study designed to increase educational equity for all students that incorporates, for this

purpose, content, concepts, principles, theories, and paradigms from history, the social and

behavioral sciences, and particularly from ethnic studies and women’s studies” (Banks &

Banks, 2001, as cited by Hammond, 2002, p. x) (p. xii)

Cultural Norms. An Ethnic Studies perspective recognizes the ways that U.S

cultural norms have been in large part shaped by the Anglo-Saxon white middle class ideals,

while placing all who do not fit into this category as both physically and socially deficient

and an outsider. Baynton (2000) argues that the concept of “normality” is used in all aspects

of life as a means of measuring, categorizing, and managing populations. Furthermore,

concepts of natural and normal are ways of establishing the universal, unquestionable good

and right. Both have worked toward establishing social hierarchies that rationalize the denial

!


of legitimacy and certain rights to individuals or groups. Simultaneous to the establishment

of the cultural meaning of “normal,” “disability” was produced (Baynton, 2000, p. 93).

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+1*2!0!LA4035015!;36.'(%M!*3.9!2'35(&4>!035!/'&?!.036)06&!0(!0!4**.!+*1!'3-.)('*3>!4*!

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304'*3O(!(4)5&34!7*7).04'*3<!Today, more than 20% of school age children speak a

language other than English at home, and limited English Proficient (LEP) students (the

federal term) have more than doubled from 5% in 1993 to 11% in 2007(National Center for

Education Statistics, 2011a as cited by The Next Generation Science Standards, 2012, p. 1).

P&(&01-%!:9!A%'3!BE##QG>!!"#$%"$&'%(&')#'*+&',#)*&-'.*"*&(>!(7&-'+'-0..9!(%*?(!4%04!'3!

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 Dialect – “a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language, a variety of a language used by the members of a group, a variety of language whose identity is fixed by a factor other than geography (as social class)” (Merriam-Webster Dictionary, 2012, web).

!

CHAPTER I: INTERSECTIONAL APPROACH TO STEM EDUCATION ""

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!2 Reference Lesson I, Activity 2 for further explanation and an example of how this may be achieved.

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Social Constructs. Wyer (2009) defines social constructs, also known as social

constructivism or social construction, as the formation of knowledge through human activity.

Given this concept, researchers present their understandings of the natural world (i.e.

scientific knowledge) according to the conventions of their disciplinary theories, vocabulary,

and professional practices. For example, language mediates the understanding of nature

because it is through language that all humans learn about and represent the world (Wyer,

2009, p. 10). The variation that exists in diverse social constructs can be compared to the

variation within diverse cultures (Hess, 1995, p. 3). In conclusion, social constructivism

argues, society3 influences the way in which knowledge is constructed or formed; therefore,

humans are limited in their ability of creating knowledge that, at least in part, does not reflect

the society in which one exists.

In U.S. society, race is an example of a social construct, which has real consequences

and effects. These effects, consequences and the notion that race is created subjectively and

thought of as objective knowledge. The concept of race nothing new to us in U.S. society, it

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shapes the way we see others and ourselves. Takaki (1993) argues that race is a social

construct produced by the dominant group in society. The white dominant group imposed

boundaries of group membership by defining race in terms of skin color. It was established

that, if you were black, then you were biologically inferior to a white person. Takaki (1993)

explains that Africans in America were first brought to America as indentured servants. After

completing the terms of their servitude they were freed, and had the status of free men. Yet,

with the growing population of free Africans in America and the demand for cheap labor, the

white population began to fear of losing hegemonic control. It was in this era that, race as a

biological hierarchy was developed and used to justify the enslavement of people of color.

Those with power, the white dominant group, to maintain their power and privilege, socially

constructed the racial boundaries.

Feminist theory defines a social constructionist perspective on gender as one in which

women and men are seen as produced through a “complex system of cultural, social,

psychical, and historical differences” (Fuss xii as cited by Kolmar, 2010, p. 40). Therefore, it

may then be assumed that women’s contributions within society today and throughout history

have been limited not because they have different capacities or natures but because they live

in different social circumstances than men (Kolmar, 2012, p. 40).

Understanding Sex and Gender. In general, social scientists define “sex,” as

category based on reproductive biological features (i.e. male and female physiology), and

“gender,” as a set of socially constructed meanings that are associated specifically with each

sex (i.e. masculine & feminine social behaviors). Like culture, the understandings and

definitions of sex and gender vary depending on time and location. Therefore, the following

conceptions of, 1) “naturally” masculine or feminine, and 2)“natural” for a man or woman,

are subject to change. Many social scholars today agree that the “natural” nature of

masculinity and femininity has been used to rationalize the idea of “innate” differences

between men and women. The lived experiences of real women and real men throughout

history disprove the theory of an innate masculine or feminine nature (Rothenberg, 2007, p.

8).

Gender: A Process, Stratification, and Structure. Judith Lorber (1994) describes

gender as not only a social construct but also as a process, stratification, and structure.

!


Gender as a Process. Lorber (1994) argues that gender is a process, meaning that it

happens at birth and is continuously developed and reproduced throughout our lives.

Furthermore, Lorber (1994) describes gender as two different ways of being, either

“feminine” or “masculine.” The two ways are created through processes that make up the

social construction of gender (Lorber, 1994, p. 54). As a process, gender creates the social

differences that define "woman" and "man." In social interaction throughout their lives,

individuals learn what is expected, see what is expected, act and react in expected ways, and

thus simultaneously construct and maintain the gender order (Lorber, 1994, p. 60).

Gender As System of Stratification. According to Lorber (1994) there are two ways

of stratifying or categorizing a nations people for the necessary division of labor. One way of

choosing people for the different tasks is on the basis of their talents, motivations, and

competence. The second way is on the basis of gender, race, and/or ethnicity. The first is

based on demonstrated skills; meanwhile, the second is based on involuntary assignment of

membership within a specific category of people. Lorber (1994) argues that every society

uses gender and age categories, and constructs similarities, differences, roles and

responsibilities specific to each category (P. 55). Gender a social process that stratifies

certain values and ideas over others, things associated with men are seen as more value and

more prestigious. For example, if men dominate a profession or sport it will receive more

money or hold a higher status.

Gender As A Social Structure. Motivated by the political project of eliminating the

oppression of women, many feminist studies are interested in how the norms and practices of

knowledge production affect the lives of women and are associated with systems of

oppression (Stanford Encyclopedia of Philosophy, 2011). Gender is perpetuated not only by

individuals but also by the social system as a whole; therefore, gender is both ascribed and

achieved (West and Zimmerman 1987; as cited by Lorber, 1994, p. 57). Gender as a social

institution (4) states that gender is a process of creating distinguishable social statuses for the

assignment of rights and responsibilities. Gender composes part of a stratification system that

ranks gender statuses unequally (Lorber, 1994, p. 60).

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The hegemony of the masculine dominant gender ideology is sustained by its ability

to be made invisible (Foucault 1972; Gramsci 1971; as cited by Lorber, 1994, p. 58). For

example, when a woman decides to study engineering in college she may feel uncomfortable

in her classes due to the severe underrepresentation of women students. After a while, this

woman may begin to believe that, engineering is not for her and/or that she simply just

doesn’t like it. This woman may change her major without ever even realizing that the

masculine dominated major caused her feelings of discomfort, which transferred to the

feeling of dislike toward engineering. Alternative solutions, such as finding a female mentor,

may never be discovered because she never knew that her feminine gender role, in contrast to

the surrounding masculine gender roles, was causing the discomfort. In this way, gender’s

invisibility, has prohibited her from seeking alternative solutions other than changing her

major.

Conclusion: Lober (1994) argues that, gender is socially constructed, a process, and

reinforced by social norms. These aspects show the importance for educators to understand

complexities of gender in order to work toward gender equity in their classroom.

Furthermore, until we consistently work towards the deconstruction of both difference and

gender norms, little progress will be made (Cosgrove, 2003, p. 91).

I am not asking you to completely oppose gender (yet, if you would like to that would

work); rather. I argue that we must move toward an understanding of gender that identifies

itself as a 1) social construct that is subject to change; 2) at times, oppressive; 3) plurality5;

and 4) gender groups as having an “open door” policy, where individuals many pass through

and/or be part of several different (and/or similar gender) categories depending on which one

may feel best suits one’s ideals, exploration and/or establishment of identity.

Methods for Gender Equity in Classrooms: In the book, Who’s Invited to Share?

Using Literacy for Equity and Social Justice by Roxanna Henkin (1998), the author argues

that, “A curious thing happens when you start noticing gender inequalities. Suddenly you

cannot stop seeing them. In every social situation you become aware of the different ways

that males and females seem to inhabit their worlds. You want to make a difference.

Education of children you have the opportunity to influence the future.” Gender equity in our !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$!%&'()&*+,!-!.)!/+)+0!12!/13*0+,!*4!56*36!70780(/!12!9*:0(/0!0+64*3;!()3*)&;!(0&*<*1'/;!1(!/13*)&!<(1'=/!7)*4+)*4!)4!)'+14171'/!=)(+*3*=)+*14!*4!)49!90:0&1=704+!12!+60*(!+()9*+*14)&!3'&+'(0!1(!/=03*)&!*4+0(0/+!5*+6*4!+60!3142*40/!12!)!317714!3*:*&*>)+*14?!@A0((*)7BC08/+0(;!DE"D;!508FG!

!


classrooms is an important goal for all, one that requires all of our imagination, perceptions,

and courage to achieve (Henkin, 1998, p. 31).

Henkin (1998) provides some insight on specific things that educators can do to

promote gender equity.

1. To prevent pointing out gender differences:

a. Henkin (1998) suggests not using terms, “boy and girls” or “you guys” or

“Mr. and Miss” or “young men and young ladies.” Rather, if educator

wants the class to pay attention one should say, “class,” “second graders,”

or “students.”

2. To prevent gender segregation:

a. While educators strive for students to feel comfortable in the classroom,

which may entail spending time with the same gender, don’t allow

students to segregate themselves into single-gender groups all of the time.

b. A solution to this issue is to have students sit in groups with equal gender

distribution. If desired, a random group selection can be an effective

solution, one could have students’ names on index cards or Popsicle sticks

readily available (Henkin, 1998, p. 38).

3. To prevent students from being ostracized within group work:

a. Educators should make sure everyone is working together and that no one

is ostracized within groups.

4. To prevent disproportional participation:

a. Educators should try to be conscious when calling on children to alternate

between boys and girls. This way you are calling on everyone.

b. Keep in mind that if students “forget” what they want to say, or appear

uncomfortable, give them time to answer but be sure they know they have

the opportunity to say “pass” if they do not want to speak at that specific

moment (Henkin, p. 39). Plus, maybe next they will have a comment to

contribute.

5. To prevent gender segregation within and outside of class time:

a. Model equity and fairness in the classroom.

!


b. Set an example. Kids follow the teacher’s lead. We want to make sure

they know we are advocates for justice in our classrooms.

!


Intersectionality!! $%&!'()'&*+!(,!-)+&./&'+-()01-+23!'(-)&4!52!6-75&.1&!8.&)/%09!:"#;#<3!

0**.(*.-0+&12!+0=&/!()!0)!>+%)-'!?+@4-&/!1&)/3!9%-1&!*.(A-4-)B!0!7&+%(4!+(!.&CA-/-()-)B!

&4@'0+-()!0)4!?$>D!*0.+-'-*0+-()E!!8.&)/%09!:"#;#<!0.B@&/!+%&!-7*(.+0)'&!(,3!

“multiplex epistemologies” (as cited by Pattynama, 2006, p. 187) as a method to!7&4-0+&!+%&!

+&)/-()!5&+9&&)!+%&!'(7*1&F-+2!(,!7@1+-*1&!-4&)+-+-&/!0)4!+%&!()B(-)B!)&'&//-+2!(,!

B.(@*!*(1-+-'/!:G&7-)-/+!$%&(.23!HE!IJ<E!D&+%(4/!+%0+!+0=&!0)!-)+&./&'+-()01!approach to

provide diverse marginalized group members’ access to STEM through .(5(+-'/!&4@'0+-()!

9-11!5&!0)012K&4E!

Intersectionality. Crenshaw’s (1989) term “intersectionality,” refers to the feminist

concept of how women are positioned as both, women and belonging to a socially

constructed category. The concept attempts to dismantle approaches that construct

individuals as belonging to merely one category or group of people. It then calls for the need

of establishing “multiplex epistemologies” (Pattynama, 2006, p. 187). Furthermore, it

indicates that productive knowledge production must treat social positions as relational.

Intersectionality “aims to make visible the multiple positioning that constitutes everyday life

and the power relations that are central to it” (Pattynama, 2006, p. 187). Scholars on

intersectionality often times critique identity politics for its additive, politically fragmentary

and essentializing tendencies (Pattynama, 2006, p. 187).

In order to create an inclusive classroom and participation in STEM, we must

deconstruct the ways in which systems of power have marginalized groups from STEM and

@)4&./+0)4!/('-01!'()/+.@'+/!/@'%!0/3!(**.&//-A&!B&)4&.!.(1&/3!?+0)40.4!>)B1-/%!()12!

10)B@0B&3!4(7-)0)+!'@[email protected]!)(.7/3!&+'E!0/!-)+&.1('=-)B!*-&'&/!(,!0!/+.@'+@.&!(,!

4(7-)0+-()!+%0+!7@/+!5&!4-/70)+1&4E!L(-)B!+%-/!9-11!revel the complexity of marginalized

groups, which will allow us to create multiple methods of achieving inclusive classrooms.

Thus, allowing all individuals live in a society where they can peruse their goals without

constraints of oppressive social constructs.

An intersectional society would allow for an African American girl to study

engineering and get good grades, without being accused of acting like a “boy” or “white.” In

the mean time, it would be socially accepted for her to sit at lunchtime with her African

!


American friends, without assumptions made about her not like her white classmates. The

accusations and assumptions listed in this example demonize plural group interaction created

by the dominant group to maintain status. If she is denied her ability to be a woman and an

engineer, she may choose (consciously or not) that her identity is more important than her

educational interests. If she is criticized for her group of friends, that she feels she can most

closely identify with, then she may feel that she is not accepted in white dominant society. As

she is forced from engineering, the white male dominated field maintains its dominance.

It is not until all individuals can maintain successful intersectional group

participation, that oppressive dominant structures will be deconstructed. The information

provided in this project strives to create an environment were individuals will learn how to

work toward, participate in, and envision an intersectional society.

!!

! ! !

CHAPTER II

TEAHING MODELS: RESAHPING CLASSROOM CULTURE

Teaching Robotics As an educator interested in teaching NXT Robots, you may be wondering if you

are sufficiently qualified or prepared. The majority of primary and secondary teachers

wonder about their technical abilities (Gura, 2011, p.14). The LEGO NXT Robot kit has

been designed to permit those learning new technical skills to be successful in creating

robots. If one is fairly comfortable using computers (e.g. use email, send and receive

attachments, insert a graphic and manipulate it), then one will probably know enough to

guide your students as they learn with LEGO Robotics (Gura, 2011, p. 14).

Many educators agree that the optimal teaching skill needed is prompting and

guiding students to experiment on their own to find out what they need to know or to

research solutions to problems. You don’t need to know everything about robots and/or

LEGO Mindstorms; rather, your role as learning advisor is to direct students to available

materials, when they aren’t learning from their own trial-and-error experiments and

comparisons with their peers’ efforts (Gura, 2011, p. 16).

Classroom & Robotics Competition Many robotics activities are structured as competitions. For example, FIRST LEGO

League announces a challenge with rules each year, and thousands of teams of young

people compete in local, national, and international tournaments. Competitions are

motivating for many students, but alienating for others (Berg, 2008). An alternative

approach is to offer young people the opportunity to display their work in an exhibition

rather than a competition.

The open-ended nature of the exhibition format accommodates a wider range of

abilities and allows room for a greater variety of creative expression—while still

maintaining the motivational benefits of a public display of projects (Turbak & Berg,

2002, as cited by, Berg, 2008, p. 63). This variation aligns with math and science reform

recommendations for educators to further equity efforts by supporting more collaboration

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and less competition (Beane, 1992; National Research Council, 1996; Sadler, Coyle, &

Schwartz, 2000).

Robot Language

Research by Jipson (2007) finds that when young children begin interacting with

robots they may feel confused about the robots true nature. Children may have trouble

when distinguishing whether robots are living, like humans, or non-living, like an oven.

This confusion may delay a child’s understanding of robots. Jipson’s (2007) research

discusses appropriate language to use to ensure the young learner understands the robot is

an object.

While the research considers appropriate wording to ensure the objectification of

robots, the work does not include the importance of digital language. Children must not

only have a deep understanding that robots are only objects, but also that robots induce

the use of digital language. Children must learn the specific language associated with

technology so they can become fluent and begin to understand and create technology at a

very meaningful level (Resnick, 2002, 33). Digital fluency refers to the language needed

to discuss, design, and create U.S. mainstream robot and many STEM advancements.

Digital fluency means, knowing how to use technological tools and knowing how

to construct things of significance with those tools (Papert and Resnick 1995 as cited by

Resnick 2002, p. 33). Learning a foreign language can be compared with digital fluency.

When one is just beginning to learn a foreign language, one cannot actually express

desired ideas, opinions, stories etc. When one can only express simple phrases like,

“Where is the bathroom?” this is not considered fluent (Resnick, 2002, p. 33). It is not

until one has had lots of experience speaking the language and learn the rules of the new

language that one can begin to speak (or create) stories and ideas that are not only true to

themselves but are also self-representative. Like a second language speaker, a digitally

fluent individual, not only knows how to use technological tools, but also knows how to

construct things of significance with those tools (Papert and Resnick 1995 as cited by

Resnick 2002, p. 33).

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Constructionism

Constructionist learning is a powerful kind of learning according to researchers

Seymour Papert and Mitchel Resinck. Papert (1991) explains Constructionism as being

both similar and different than the Constructivism learning theory (N instead of V).

Similarly, they both describe learning as “building knowledge structures”, that learning is

an active process in which learners construct new ideas or concepts based upon their

current/past knowledge (Papert, 1991, p.1; Burner, 1960, as cited by Roger, 2010, p. 3).

Papert’s (1991) educational theory of Constructionism, adds the idea that this

powerful learning happens especially in a context where the learner is consciously

engaged in constructing a public entity (P. 1). Constructionism focuses on the physical

building of meaningful objects while learning. According to Bers et al,

“Robotics naturally addresses the four basic tenants of Constructionism: 1)

learning by designing meaningful projects to share with the community, 2) using

concrete objects to build and explore the world, 3) the identification of powerful

ideas that are both personally and epistemologically significant, 4) and the

importance of self reflection as a part of the learning process” [4].

Papert (1980) uses his research to support his claim that the universality of

computers has the power to stimulate and appeal a variety of interests (P. viii).

Furthermore he argues that, “Anything is easy if you can assimilate it to your collection

of models” (Papert, 1980, p.vii). As children learn models (or concepts), they begin to

feel a close connection to the information. A deep understanding of models used to make

computers work; will then be applied to new concepts within science and mathematics

(Papert, 1980, P. 5). Papert (1980) argues that the model for successful learning is the

way a child learns to talk, a process that takes place without deliberate and organized

teaching (P. 8). The constructionist approach states that children learn best through hands

on experimentation and a decreased authoritative role of educators. While Papert’s (1980)

work demonstrates the need for flexibility, he does not address the specific consideration

of minority group perspectives and how his understanding of “flexibility” may be very

different, and continue to exclude the already marginalized groups from STEM.

Research by Bers (2008) supports the work of Papert (1980) and shows how

constructionism can be an effective approach to teaching robotics. Bers (2008) further

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explains the benefits of constructionism, “when children build their own mechincal/

electronic objects, they have created experience from which they learn new concepts of

space, time, and causality” (P. xii). Similar to Papert, Bers argues that computers are

educational technologies that can be used as tools for supporting the design, the

construction, and the programming of projects people feel a close connection to (P. 4).

Assessment Assessment plays a powerful role in U.S. education, and it has a greater negative

impact on students who do not come from White, European-American, and middle-class

backgrounds (Basterra, 2011, p. xiii). Educators must establish a perspective that is open

new evaluating methods, a perspective that welcomes change in order to keep up with the

dramatic changes in society today. Evaluating practices should be supported by theories

that address cognition, language, and culture (Basterra, 2011, p. xiii). Students’

achievement assessment must be a holistic consideration of each individual child.

One solution to creating a more inclusive system of evaluation may be to ask

various types of verbal questions. Test methods may include simple observation and non-

threatening questions and/or prompts. It is important to note that, questions not only serve

for evaluating but also for engaging students. The teaching information listed below was

published by Indiana State University’s, Center for Teaching and Learning on March 2,

1999. It has been modified to fit the needs of robotics educations for second graders.

Question Types:

- Yes/No Questions. Reduce your reliance on simple-answer questions. Too many yes/no

or one-word answers may lower involvement.

- Focus Questions. Do not ask broad, general questions and expect specific or detailed

answers. Use questions to focus the students on the specific task. Instead of asking "what

do you think about robots?" ask a question about a specific robot.

- Probing Questions. In order to prepare adequately, educators should assume that

students may not give a complete answer to your question; therefore, prepare questions

that ask for more details that arrive at the desired response. There is no need to

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concentrate on one student, if student begins to struggle or already gave an answer, re-

direct the question around the room.

- Follow-up Questions. To maintain the students engagement, have some generic follow-

up questions ready. One might ask, "Who would agree with that answer?" or "Does

anyone think differently.” Guide the students in looking for more complex responses,

which will lead to further retention and understanding.

- Responding. It is vital to respond to students in a supportive way. When you listen

actively, restate, elaborate, praise, or redirect with follow-up questions, students are

more likely to participate.

Sample questions will be provided in Chapter III, Lesson I PPT, Lesson 2 PPT, and

Lesson III PPT.

Lesson 1: Robots & Design Process

Educators’ Guide, Universal STEM Standards, & Activities I-III

This lesson was developed to provide a multicultural approach and an entry point to

robot education, not only for students but for educators as well. The goals of this section is

for all students to; 1) understand basic role of engineering robots and robots themselves; 2)

develop a personal connection with robots and robotics content; 3) express themselves

creatively through designing. Main objectives include; 1) understand the use and role of

engineering and robots in U.S. society; 2) anyone can create solutions and; 3) anyone can

design a robot. All activities will work toward maintaining and encouraging students’

excitement and participation within robot education and upcoming activities.

Educators Guide: Introduction to Robots I hope you are excited as we are of the potential opportunities that robotics education will

provide for you! For the purpose of the following lesson plans, let’s make sure we have a

basic and common understanding what the word “robot” and what a constitutes a basic

“robot.”





on inputs from sensors (P. 60). Saeed Niku (2011) clarifies robots by comparing them to

machines. He explains that in comparison to a machine, which a human controls, a robot is

controlled by a computer that runs a program. While the standards for what is considered a

robot vary from country to country, in general, robots are controlled by computers1. In

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general, the U.S. defines robots as a device that is easily reprogrammed (Niku, 2011, p. 2-3).


ways. Below is a summarized list of the basic robot components according to the work of

Niku (2011), Introduction to Robotics; Analysis, Control, Applications and Jill Rogers

(2004), Robo Info: Fun Facts and Activities (Niky, 2011, p. 6-8; Rogers, 2004, p 2-3).

1. Autonomous behavior - behavior that responds to feedback (outside influences) without

human help.

2. Sensors – collect information about the internal features of the robot or to interact with

the outside world. Sensors allow the robot to receive and react to feedback. Sensors are

devices that transmit information to the controller about its parts and the environment.

Sensors for robots are like human senses because they send messages (feedback) to the

controller.

3. Controller (or Central Processing Unit; CPU) - Once the sensors gather information and

send feedback, the robot needs a method of receiving it or understanding what the signals

mean. Humans do this with their brain. It is your brain that tells you how to respond to

your senses.

4. Processor – is generally a computer, and requires much of the same equipment (e.g.

operating systems and programs). In some cases, the controller and processor may be

integrated to form one unit.

5. Manipulator (or rover) – is the main body of the robot and allows the device to respond,

to feedback to do something. The body consists of structural elements such as joints that

are of metal, plastic or other materials.

6. End effector - is connected to the last joint of the manipulator that generally handles

objects, makes connections to other machines and/or performs tasks. Figure 1.2, created by

Honeybee Robots (2012), provides an example of the manipulator and end effector.

7. Actuator – an actuator is another name for a motor. The actuator is controlled by the

controller and works to make the manipulator move. Actuators in a robot are like muscles

in the human body. Figure 1.0, created by Jose Santos (2010), clarifies how parts of the

systematic structure within a basic robot respond and interact with each other.

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Universal STEM Standards for Technological Literacy

Standard1 Benchmark

Topic Grades K-2:

Topic Covered:

Standard (1) The Characteristics and Scope of Technology

- Natural world and human-made world - People and Technology

Activity 1: Interactions of technology and the natural world will be discussed. Explore technology as human-made objects. Activity 2: Ways that people can use technology. Activity 3: Students as “people” and engineers will further develop their relationship with technology.

Standard (4) The Cultural, Social, Economic, and Political Effect of Technology

Helpful or Harmful

Activity 1: Various robots that help humans will be discussed. Potentially harmful effects of robots will be mentioned. Activity 2: Robots are made to help humans solve a problem. Students consider how a robot can help characters in the story. Activity 3: Students will design a robot to help the characters in the story. Students consider how a robot could be harmful to the characters in the story.

Standard (6) The Role of Society in the Development and Use of Technology

Needs and wants of individuals

Activity 1: Look at why a variety of robots were created to fulfill the needs of humans. Activity 2: Students will identify a problem. Activity 3: Students will use their individual ideas to shape what they see as the best solution. Various solutions will be shared with the class.

Standard (8) The Attributes of Design

- Everyone can design - Design is a creative process

Activity 1: Robots are made in all different shapes, colors, and sizes. Activity 2: Students invent and discuss A robot can help the characters in the story. Activity 3: After viewing several different types of robots, and listening to a story where a problem will be identified, students will be asked to openly design and draw a robot.

Solve problems through design

Activity 1: Each robot has a special design that helps a human achieve something or solve a problem (e.g. Clockly, has wheels that allow it to run away. See slide 5). Activity 2: Students will define specific features of the robot that will help the characters in the story. Activity 3: Students will draw the solutions they came to from Activity 2.

Standard (11) Apply Design Process

(

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Lesson I: Activity 1 Power Point Presentation – Understanding Robots

The power point presentation (ppt.) was created to lead an open student-educator

discussion about robots. Through an open discussion and various images of robots and an

explanation of how they have been designed and constructed to help humans, students will

hopefully begin to conceptualize the wide variety and potential for different types of robots

and the ways that they can help humans. Each slide has corresponding notes that educators

should consider to work toward equity and the use various STEM related topics such as

digital language within the classroom.

Goal: Understand basic role of engineering robots and robots themselves

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23,%"134-((

1. Computer 2. Digital copy of Lesson I Power Point 3. Hard copy of Lesson 1 Power point 3. Overhead Projector 4. White wall/Projector Screen((

- Print out and read through slides. - Read through all information and feel free to take notes, in the margins, on anything you find particularly interesting. Your excitement will carry over to the students. (See slides listed on following pages.) (

9 min. educator instruction.

Each slide (14 total) must be well rehearsed and should take about 40 sec. each, to describe. (ICEX members - Since several people will be participating as educators, you may want to divide up the slides but to not turn each slide into a personal 5-minute presentation.)(

7 min. student questions and/or comments

- Throughout the presentation ensure students questions and comments are addressed. If a student appears disconnected, ask that student a simple question (e.g. Do you like this robot Ana?) - This time schedule is vital, being that the ppt. should be structured as a discussion rather than a lecture.

4 min. cushion ( Time that will be used for switching slides/activities.

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Table 1.1: Lesson I, Activity 1 Procedure

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Lesson I: Activity 2 Story & Discussion – Too Many Apples

The following short story, Too Many Apples, was written primarily to appeal to

second-grade native Spanish speakers, who are now English Language Learners (ELL). The

moral of the story is that anyone can make robots and robots are created to help people. The

character names where chosen to; 1) portray gender neutrality, Fer can be a nickname for

Fernando/a and Ale can be a nickname for Alejandro/a and; 2) show that minority group

members can be/are active in robotics. At the bottom of each section, which has text written

in Spanish, an English translation is written in italics. After the story is read, students will be

asked to help think of ways that a robot can help Ale and Fer accomplish their seemly too

challenging of a goal.

Research by Nava (2008), states that ELL’s are more successful when they build on

to prior knowledge (P. 137). It was stated that building on the student’s cultural heritage is a

big link to success. Spanish language and common names, as part of ones cultural heritage

are used in this section to guide ELL learners into successful language learning patterns.

Furthermore, Nava (2008) finds that “building a positive imagery of the student’s cultural

experiences by connecting visuals with content knowledge produces the best result” (P. 137).

Even if you do not have Spanish speakers in your class, this story may be used as a

method to teach the language tolerance and the diversity of languages in the United States. If

this is the case, or if the majority of the students do not speak any Spanish, you can play the

audio version of the story and pause the story to translate the Spanish text (translation give at

the bottom of each page). This may begin to teach students the uniqueness and depth of

languages that one does not know, which most likely exist in their everyday lives. As ELL

educators or educators without ELL students, all educators must respect student’s (and

people in general) cultural and linguistic differences (Nava, 2008, p. 137).

Goal: All students develop a personal connection with robots and robotics content.

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Table 1.3: Lesson I, Activity 2 Procedure

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Carefully read over entire story (

- Ensure that you understand the complete story. - The story is written in two languages and about a potentially a new topic. - Many questions may arise, both among the students and you.

43,%"135-((

1. Audio copy of story 2. Audio player & speakers

- Test out the audio before you present the story to the class. While the speakers may seem loud enough, the classroom is a very noisy place, even when students are not talking (we found this out Winter 2012, when two 10 inch speakers did not produce loud enough audio, many students in the back of the class could not hear).

5 min. audio story - The audio version of the story takes about 5 minutes in total to play.

5 min. periodic pauses(

- Stop periodically to ensure all students are engaged in story.

Ask class: - (Sec. 1) Raise your hand if you like to climb on things too?

Ask a student: - (Sec. 2) What do you think the family should do with all of the extra apples?

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5 min. facilitated discussion (See Table 1.7)

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Short Story: Too Many Apples!

Written by Laura Kirby2 Section 1 (page 1 & 2):

- Narrator: Ale and Fer live on a beautiful apple orchard, una granja de manzanas, with their

mamá, papá, and dog named Sasha. After school, Ale and Fer climb the apple trees and help

their parents pick apples.

- Mamá: “Fer, pasame otra manzana,” gritó Mamá.

- Ale: “Mmm… me gusta comer nuestras manzanas,” dijo Ale.

- Papá: “Las manzanas de nuestos arboles son deliciosas porque crecen con mucho cariño de

nuestra familia,” dijo Papá.

- Fine print: (“Fer, pass me another apple,” called Mamá.)

- Fine print:(Mmm… I like to eat our apples,” said Ale.

- Fine print: (“Our apples are delicious because they grow with lots of love and care from our

family,” said Papá.)

Section 2 (page 3 & 4):

Narrator: One Saturday afternoon, after a long morning of picking apples in the orchard, the

family realized that they had too many apples!

Papá: “¿Qué vamos a hacer con tantas manzanas?” les preguntó Papá.

Mamá: “No podemos comernos las todas,” dijo Mamá.

- Fine print: (“What are we going to do with so many apples?” asked Mamá.)

- Fine print: (“We cannot eat all of them,” said Papá.)


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Narrator: Fer and Ale had a great plan! They could share the apples with their friends in the

neighborhood.

Fer: “¡Queremos compartir las mazanas con nuestros amigos del barrio!” dijo Fer.

Ale: “Sí, queremos compartir las manzanas con Lu, Shawna, Namid, y Peta,” dijo Ale.

Mamá: “Muy buena idea,” dijo Mama.

- Fine print: (“We want to share the apples with our friends in the neighborhood,” said Fer)

- Fine print: (“Yeah, we want to share the apples with Lu, Shawna, Namid, and Peta,” said Ale.

- Fine print: (“What a good idea,” said Mamá.)


Narrator: So the children filled their wagon with the red apples and began their journey.

Fer: “¡Mira!” Allí está Lu,” dijo Fer.

Ale: “Hello Lu. We are here to share our apples with you,” said Ale.

Lu: “Thank you. I love apples,” said Lu.

- Fine print: (“Look! There is Lu,” said Fer.)


Narrator: The children said goodbye to Lu and continued to Shawna’s house.

Fer: “¡Mira!” Allí está Shawna jugando afuera de la casa,” dijo Fer.

Ale: “Hello Shawna. We are here to share our apples with you,” said Ale.

Shawna: “Thank you. I love apples,” said Shawna.

Fer: “What is that you are playing with?” asked Fer.

Shawna: “This is my robot. I am thinking of new ways to design and build it. Can you help

me?” said Shawna.

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Fer: “I have an idea. You could build a robot that can help people tie their shoe laces,” said

Fer.

Ale: “Yeah, and you could name it, Bow Tie, because it can tie bows,” said Ale.

Shawna: Thank you for the great ideas,” said Shawna.

Fine print: (“Look, there is Shawna playing outside of her house,” said Fer.)


Narrator: As the children closed the gate to Shawna’s house, they realized that they were

starting to feel tired.

Fer: “This wagon is heavy and I’m feeling a little tired,” said Fer.

Ale: “Yo también, pero todavía nos faltan dos casas,” dijo Ale

Fer: “How are we going to deliver the apples to Namid’s house and Peta’s house?

Shawna: “I have an idea! My robot can help you deliver the apples,” said Shawna.

Fine Print: (“Me too, but we still need to go to two more houses,” said Ale)

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- To ensure clarity ask class if there are any questions about what happened in the story.

Ask class: 1. In your mind, can you imagine how a robot could help Fer and Ale? - Give class about a minute to sit quietly and think about this. This will ensure all students have the opportunity to process this new information. 2. Can you think of a way a robot can help them? - Prepare an example or two, incase students do not raise their hands. This idea may be too abstract. An example may help guide their understanding of the question you are posing.

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5 min. facilitated discussion

3. What would you name this robot? - Names should hopefully reflect concepts of naming robots previously given. If students are struggling do not discourage them, rather give a few examples.

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Lesson 1: Activity 3

Journal Entry – Design a Robot The Journal Entry worksheets were created in response to the struggle that the second

grade students had with the previously used Know, What to Know, Learned (KWL) Charts.

The Journal Entry worksheets aims improve students’ comprehension of concepts presented

through simple writing skills and creative design. This “journal” approach is used in hopes

that students can express themselves in a non-threatening way. Students will be asked to

reflect and record personal ideas. All answers will be good answers because, like most

common journal entries, it is through the record of personal expression that makes a journal a

journal.

Students will design a robot to help the characters in the story. Students will be asked

to also consider, how a robot could be harmful to the characters in the story. As students

begin to design their first robot, it is important that they feel comfortable enough to be

creative and build positive experiences with robotics education. In order that all students feel

included and confident both during and after this activity, please consider the information

that follows.

While we might think we are being a great teachers by enforcing “good ethics”, it is

important to note that these “ethics” are cultural norms and they vary greater depending on

the time, place, manner etc. In 2011, I spent the year studying abroad in Mexico, where I

worked twice a week as an elementary school teacher. After the first few weeks of teaching, I

was convinced that the students were “cheating” and did respect me as a teacher. Most of us

can agree that the United States, cheating is a form of dishonesty and shows disrespectful

behavior toward the teacher. I was a new teacher, from California and my only elementary

school teaching that I had to reference, was from my personal experiences. I had no cross-

cultural education previous to teaching in Mexico, therefore I had no idea how cope with or

work with students in a culture that varies so greatly with the classroom in the U.S. It was not

until several conversations with my Mexican friends took place, that I began to understand

my misconceptions of the students in my classroom.

The work of John Hover (2009) Differentiating Learning Differences from

Disabilities: Meeting Diverse Needs Through Multi-tiered Response to Intervention,

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describes cooperative versus competitive learning expectations. Hover (2009) explains that

cultural variance greatly affects expected classroom behavior (P. 44). Depending on one’s

culture, the degrees in which cooperation, competition, and individualism are taught vary

significantly (Grossman, 1995, as cited by, Hover, 2009, p. 44). This explains my

misunderstanding of the students in my classroom. In some cultures, such as in Mexico,

cooperatively sharing information is encouraged and supported. In some U.S. schools, this

type of conduct may be misinterpreted as copying or cheating (Smith, 1991, as cited by,

Hover, 2009, p. 44). Conversely, some cultures, such as in the U.S., teach children to be self

reliant, when completing work and solving problems (Grossman, 1995, as cited by Hover,

2009, p. 44). This type of student performance should not be misinterpreted as inability to

work with others or as conflict generating behaviors. Within many cultures, cooperative

leaning is preferred over competitive learning. The cultural variance of expected classroom

behavior may provide significant problems for many students; therefore, classroom

instruction be independent and competitive based (Hover, 2009, p. 44).

Goal: Students express themselves creatively through designing. Students recognize how

much they have learned about robots.

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- Print worksheet - Contact educator to see if students already have colored pencils(

- There should be enough copies for each student and educator, and then a few extra for students who may want to start over. - If students to already have colored pencils you may opt out of buying enough for all of the students. - Each educator should bring colored pencils for their own use. Keep in mind that you may be sharing your pack with students in your group.

43,%"135-((1. Worksheet 1 2. Colored pencils

- Colored pencils will encourage the students to feel comfortable and creative with designing. If a student desires to use a lead pencil that is fine too.

5 min. handout and explain worksheet

- Each student and educator should be encouraged to work independently on worksheet.

5 min. fill out worksheet(

- Encourage students to think of their own design; yet, this may be too much of a challenge for some. Do not discourage the efforts of students who look at their peers work for ideas. - As students and educators work to complete the same task, this should reduce the student-teacher hierarchy. Show the students that you as excited as they are to design a robot.

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- It is okay if the students to not finish. Encourage them to finish it at home. - Call on students to share their work with the class.

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Figure 1.3: Worksheet 1

!

Design and draw what your robot looks like.

Let’s Explore Robots!

My name is

Robots help people, animals, and the environment.

My robot helps

My robot can

My robot’s name is

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>(?<.7($#:@(;$(- Signal to students that your time with them is coming to an end and that it is time to clean up. 21*%(

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Lesson 2: Design & Build Educators’ Guide, Universal Standards, & Activities I-III

! This lesson was developed to provide a multicultural approach and an entry point to

robot education, with the use of LEGO Mindstorms NXT Robot, not only for students but for

educators as well. The goals of this section include for all students to understand that they

can be; 1) engineers; 2) designers; and 3) builders. Main objectives include; 1) engineers

identify potential problems and probable solutions; 2) broaden personal connection and

confidence; and understand that robots are built from a design and available resources; 3)

advance spatial, group work, and assembly skills through the construction of a NXT Robot.

All activities will work toward maintaining and encouraging students’ excitement and

participation within robot education and upcoming activities.

Educators Guide: Introduction to LEGO Mindstorms LEGO NXT Robotics may be used with a broad range of ages and ability groups.

Robotics help to create an inclusive atmosphere because the activities are flexible and

adaptable to the needs of specific student populations. Robots increase most students’

motivation toward STEM and classroom education (Gura, 2011, p.16).

You Can Teach Robotics! As discussed in Chapter II, robots can be taught by all

educators. More specifically LEGO NXT Robotics has been developed in way that allows

unspecialized teachers to bring hands-on robotics into their classrooms. Furthermore, LEGO

Robotics is compatible with a trial-and-error approach, and teachers who don’t have

backgrounds in engineering can still guide students just as well as those who are specifically

trained for teaching engineering-oriented design and build processes (Gura, 2011, p.16).

Naming the Parts. Many of the LEGO Mindstorms parts have no official name; yet,

this becomes important as the language associated with robots and technology is being

developed. David Perdue (2008) published a book titled, “The Unofficial LEGO Mindstorms

NXT Guide” which was written to help effectively plan, build, and program NXT robots,

also lays out and solidifies a vocabulary appropriate for naming the parts. The vocabulary

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given in the guide both 1) reflects engineering, digital, and technical languages, and; 2)

describes the role that the parts play in construction. Educators should do their best to use the

correct names with the parts, this will allow the students to learn and feel connected to the

new vocabulary.

This section provides information on the standard programming blocks. In creating

digital fluency, students will need to begin learning technical terms for the parts used in

building the robot. Do your best to reference to each piece with the names provided below.

All of the pieces can be placed into five general categories: 1) Electronics, 2) Beams, 3)

Connectors, 4) Gears, and 5) Miscellaneous Elements (Perdue, 2008, p. 33). Perdue (2008)

further breaks down each specific part with a specific name. Given that his work provides

over 70 names for the individual parts, I have created general categories that make getting to

know the names of the parts a more practical task.

Before moving on, it is highly recommend that educators watch “NXT Introduction”

the audio NXT Tutorial at (http://www.ortop.org/NXT_Tutorial/html/- essentials.html).While

not absolutely necessary, the book The Unofficial LEGO Mindstorms NXT Guide by David

Perdue (2008), would be very helpful to creating new NXT Robot lessons and to further

one’s understanding of NXT Robots.

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Table 2.01: CPU Table 2.02: Motor

Table 2.03: Power Source Table 2.04: Lamp

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E. Sensors

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F. Cables

Electrical Cable (7) - Enables: Robot to distribute information - By: Providing an electrical connection

USB Cable (1) - Enables: Robot is synch with computer - By: Providing an electrical connection

Converter Cable (3) - Enables: Robot to activate light - By: Providing an electrical connection

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E. Sensors

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F. Cables

Electrical Cable (7) - Enables: Robot to distribute information - By: Providing an electrical connection

USB Cable (1) - Enables: Robot is synch with computer - By: Providing an electrical connection

Converter Cable (3) - Enables: Robot to activate light - By: Providing an electrical connection

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Figure 2.0: Beams (Perdue, 2008, p. 34)

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Table 2.09: Gears Simplified

Figure 2.2 Gears (Perdue, 2008, p. 42) (

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Universal Standards for Technological Literacy

Standard Benchmark

Topic Grades K-2:

Topic Covered:

Standard (2) The Core Concepts of Technology

- Systems - Resources - Processes

Activity 1: The process of design, build, test will be introduced. Activity 2: Different attributes of technology will be discussed including the system within robots and various attributes. Various resources needed will also be covered here. Activity 3: Students will take a hands-on approach to connecting all three benchmark topics, while building a NXT robot.

Standard (3) Relationships Among Technologies and the Connections Between Technology and Other Fields

- Connections between technology and other subjects

Activity 1: Students will be introduced to the problem-solving model and asked to consider which subjects have similar models. Activity 2: Will show that through design, the creation of technology is similar to the subject of art. Activity 3: Connections of group work to physical education and/or sports will be introduced.

Standard (9) Engineering Design

- Engineering design process - Expressing design ideas to others

Activity 1: Introduction to several steps of building a robot. Activity 2: Students will be asked to share their design with their group. Activity 3: Students will start with mere LEGO pieces and construct a robot, the process of building will be portrayed.

Standard (10) The Role of Troubleshooting, Research and Development, Invention, and Innovation, and Experimentation in Problem Solving

- Asking questions and making observations - All products need to be maintained

Activity 1: Students will be encouraged to observe a problem and make a prediction on how to solve it. Activity 2: Activity 3: The maintenance of energy as robots’ power source will be discussed. Students will be asked to consider the durability of completed robot and pieces.

Standard (11) Apply Design Process

- Solve problems through design - Build something - Investigate how things are made

Activity 1: The robot was created for a special purpose. The design of the robot attempts to reflect that purpose. Activity 2: Students will investigate how something is made through noting the pieces and the corresponding manual. Activity 3: Students will work in groups to build a robot.

(

Table 2.11: Lesson II, Universal Standards for Technical Literacy (

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Lesson II: Activity 1 Power Point – Understanding Engineers & NXT Robot This power point presentation (ppt.) was created to lead an open student-educator discussion

about the engineering process and robots. Through an open discussion students should obtain

an understating of identifying a problem and creatively thinking about potential solutions.

The ppt. also serves as a background to use during various activities, that will remind

students what the current task that is expected of them. Each slide has corresponding notes

that educators should consider to work toward equity and the use various STEM related

topics such as digital language within the classroom. Goal: Students have a deeper understanding of the engineering problem solving model, what

robotics really is and that they are engineers.

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1. Computer 2. Digital copy of Lesson 2 Power Point 3. Hard copy of Lesson 2 Power point 3. Overhead Projector 4. White wall/Projector Screen((

- Print out and read through slides. - Read through all information and feel free to take notes, in the margins, on anything you find particularly interesting. Your excitement will carry over to the students. (See slides listed on following pages.) (

5 min. educator instruction.

Each slide (8 total) must be well rehearsed and should take about 40 sec. each, to describe. (ICEX members - Since several people will be participating as educators, you may want to divide up the slides but to not turn each slide into a personal 3-minute presentation.)(

7 min. student questions and/or comments

- Throughout the presentation ensure students questions and comments are addressed. If a student appears disconnected, ask that student a simple question (e.g. Do you like this robot Ana?) - This time schedule is vital, being that the ppt. should be structured as a discussion rather than a lecture.

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4 min. cushion ( - Time that will be used for switching slides/activities.

Table 2.12: Lesson II, Activity 1 Procedure(

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Table 2.13: Lesson II, Activity 1 PPT (

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Table 2.13: Lesson II, Activity 1 PPT cont.(

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Lesson II: Activity 2 Journal Entry – Design a NXT Robot (See Worksheet 2)

Here the students have the opportunity to use an NXT Robot to design ways that it

can help the children in the story. Students should think of ways the NXT Robot can help

deliver the apples to the two houses that Ale and Fer are too tired to go to. This is a very open

ended assignment. If some students struggle with this part that is okay. These ideas are

abstract.

Goal: Design a NXT Robot to create a solution. Broaden personal connection and confidence

through design; and understand that robots are built from a design and available resources.

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!"%23"3,1#+(

- Print worksheet - Contact educator to see if students already have colored pencils(

- There should be enough copies for each student and educator, and then a few extra for students who may want to start over. - If students to already have colored pencils you may opt out of buying enough for all of the students. - Each educator should bring colored pencils for their own use. Keep in mind that you may be sharing your pack with students in your group.

43,%"135-((1. Worksheet 2 2. Colored pencils



- Each student and educator should be encouraged to work independently on worksheet.


- Encourage students to think of their own design; yet, this may be too much of a challenge for some. Do not discourage the efforts of students who look at their peers work for ideas. - As students and educators work to complete the same task, this should reduce the student-teacher hierarchy. Show the students that you as excited as they are to design a robot.

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- It is okay if the students to not finish. Encourage them to finish it at home. - Call on students to share their work with the class.


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Figure 2.4: Worksheet 2

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Journal Entry – Checklist (See worksheet 2.1) ( The following worksheet was created to allow all students to feel like they are part of

the building process. Furthermore it introduces the children to the technological language

used in building robots. Keep in mind, the goal is not to have students memorize the terms,

rather that students begin to identify and feel comfortable with such language.

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!"%23"3,1#+(

- Print Worksheet 2.1 - Locate NXT Robot Kit

- There should be enough copies for each student and educator. - ICEX educators should contact Jenifer Jipson about accessing Minstorms NXT Robot kits. Jennifer has already given ICEX members permission to use kits at Pacheco Elementary. The kits have not been inspected for missing pieces and/or instruction manual.

43,%"135-((1. Worksheet 2.1 2. Colored pencils



- Many of the words will be challenging for the students, the educator should read the items on the list while the students identify a few of the parts.


- Each student and educator should be encouraged to fill out individual worksheets; yet, this is a group activity. Encourage group work as turn taking as the students locate the items. - As students and educators work to complete the same task, this should reduce the student-teacher hierarchy. Meanwhile, showing them that they are doing the same work that engineers do.

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- It is okay if the students to not finish. - Call on a group and have each student within the group share a LEGO part with the class that they learned about.

Table 2.15: Lesson II, Activity 2.1 Procedure

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Figure 2.5: Worksheet 2.1

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Lesson II: Activity 3 Construct – Build a NXT Robot This lesson aims to introduce the students to robot construction, using Mindstorms,

NXT Robots. In prearranged groups, the students will discuss robot options and choose one

of four robot models to assemble, and assemble it. This will also demonstrate the idea that

sometimes, the same parts can be used to do different things. %345(675589(:466(7;<4=7(=37(

<346>?79(@A8B=(AB46>49C(?8A8=5D((E=(:466(=7@<3(=37F(=3@=(AB46>49C(?8A8=5(45(49=?4954<@66G(

?7:@?>49CD(E=(538:5(=37F(=37(F8>B6@?4=G(8H(?8A8=5D(I8?(>7=@467>(495=?B<=489(89(=37(!""#

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Goal: Build a NXT robot and expand spatial, group work, and assembly skills through the

construction process.

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!"#$%&'"%( )#**%+,-(.(/'00%-,1#+-(

!"%23"3,1#+( - NXT Robot Kit - There should be enough kits for each group of students.

43,%"135-((

1. NXT Robot Kit 2. Instruction Manual 9797

- Reference appendix p. Instruction Manual 9797, a copy of this manual is also included with each NXT Robot kit.

15 min. build

- Group should work together to decide upon a robot to build. - Educator should locate the robot in Instruction Manual 9797. - Allow students to find the pieces and begin building. - Students will most likely need verbal guidance but do your best to allow them to do all of the building. Furthermore, given them time to think about the answer. If it becomes too much of a challenge for students then educator may provide some assistance. - Remember to be patient, the students are willing to try several times before they give up; plus, you should encourage this type of approach. Our goal is to promote the idea that all students are engineers.

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- It is okay if the students to not finish. - Call on each group and have a student share with the class what robot they chose and what they plan to do with it. - Since the ICEX educators have such limited time at Pacheco Elementary, each group educator should complete the NXT Robot before the next instruction day.


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LEGO Mindstorms Education NXT

User Guide

NXT User Guide

2

WELCOME TO LEGO® MINDSTORMS® EDUCATIONLEGO® MINDSTORMS® Education is the next generation in educational robotics, enabling students to discover Science, Technology, Engineering and Mathematics in a fun, engaging, hands-on way.

By combining the power of the LEGO building system with the LEGO MINDSTORMS Education technology, teams of students can design, build, program, and test robots. Working together on guided and open-ended engineering projects, the team members develop creativity and problem-solving skills along with other important mathematics and science knowledge. Students also become more skilled in communication, organization and research, which helps

prepare them for future success in higher levels of schooling and in the workplace.

The next technology - now.LEGO MINDSTORMS Education features an advanced 32-bit computer-controlled NXT brick, Interactive Servo Motors, Sound, Ultrasonic and other sensors, Bluetooth communication and multiple downloading capabilities. The icon-based LEGO MINDSTORMS Education NXT Software is built on the LabVIEW™ software from National Instruments, an industry standard with applications in many engineering and research fi elds.

Curriculum. Inspiration. Support.The LEGO MINDSTORMS Education website www.MINDSTORMSeducation.com is your main resource for curriculum, training, product information and support. Our partners provide a strong network of information, technical advice, and teacher support as well. Carnegie Mellon Robotics Academy is our partner for developing curriculum materials and activities. Tufts University Center for Engineering Education Outreach (CEEO) is our partner for product development, workshops and conferences. In addition, local support is provided by our trade partners. If you are interested in a competitive challenge, check our website to fi nd out more about the FIRST LEGO LEAGUE.

Start here.This User Guide provides an overview of the components and features in the LEGO MINDSTORMS Education NXT materials.

Enjoy!

Introduction

3

Introduction

Build. Program. Test. ................................... 4

Technology

Overview ......................................................... 5

Installing Batteries In The NXT ................ 7

Connecting The NXT Technology ........... 9

About The NXT Brick ................................... 11

NXT Main Menu ............................................. 14

Touch Sensor ................................................. 23

Sound Sensor ................................................ 25

Light Sensor ................................................... 27

Ultrasonic Sensor ......................................... 29

Interactive Servo Motor ............................. 31

Lamps .............................................................. 33

Using Bluetooth ............................................. 34

Software

Installing The Software .............................. 44

Your First Program ....................................... 46

Software User Interface ............................. 48

The Robot Educator .................................... 50

Programming Palette .................................. 53

The Confi guration Panel ............................ 57

The Controller ................................................ 57

Parts List For Base Set #9797 ...................... 58

Useful Information

Download To Multiple NXTs ...................... 61

Troubleshooting ............................................ 63

Table of Contents

Introduction

4

Build. Program. Test.

BuildBuild your robot. Specifi c building instructions for a robot are provided with this User Guide. There are also building instructions for the same robot in the NXT Building Guide found in the Base Set #9797 and in the Robot Educator, which is part of the LEGO® MINDSTORMS® Education NXT Software.

ProgramProgram your robot using the LEGO MINDSTORMS Education NXT Software. Many examples are included in the Robot Educator part of the software. Download your program to the NXT brick with the wireless Bluetooth connection or the USB cable.

TestRun your program. What happens? Did your robot perform as you expect? If not, adjust your robot or your program and try again!

Start HereIf you prefer to start by building and programming using the NXT brick display without a computer, go to the NXT Building Guide.

Introduction

5

Attaching the sensorsSensors can be plugged into any input port numbered 1-4. Any wires except the converter wire can be used to connect the sensors.

The default settings used for the test programs on the NXT and for many sample programs in the Robot Educator are as follows:Port 1: Touch SensorPort 2: Sound SensorPort 3: Light SensorPort 4: Ultrasonic Sensor

Technology

NXT BrickAn intelligent, computer-controlled LEGO® brick, the NXT is the brain of the LEGO MINDSTORMS® Education robot.

Touch SensorsEnable the robot to respond to obstacles in the environment.

Overview

Light SensorEnables the robot to respond to variations in light level and color.

Sound SensorEnables the robot to respond to sound levels.

Ultrasonic SensorEnables the robot to measure distance to an object and to respond to movement.

6

Attaching the Motors and LampsMotors or Lamps can be plugged into any output port A, B, or C.

The default settings used for the test programs on the NXT and for many sample programs in the Robot Educator are as follows:

Port A: Motor or a Lamp for an extra functionPort B: Motor for movement; for a two-Motor chassis, often this is the left side.Port C: Motor for movement; for a two-Motor robot, often this is the right side.

Overview

Interactive Servo MotorsEnsure that robots move smoothly and precisely.

Technology

Lamps & Converter CablesAdd lamps and then program fl ashing lights, or use them to activate the Light Sensor, or just for fun! Three Lamps and three Converter cables are included in the Base Set.

Rechargeable batteryProvides power to the NXT so the robot can move and respond.

7

1 2 Rechargeable battery

The rechargeable battery fi ts into the bottom of the NXT. To install the rechargeable battery, move the plastic tab on the side with your thumb to open the back.

The NXT comes with an extra cover that is used when 6 AA batteries are used. (See details on the next page.)

Holding the rechargeable battery, press in the plastic tab and snap the battery into place.

Installing Batteries In The NXT

To recharge the battery, attach one end of the power adapter cord (sold separately) into the charge plug just below the NXT input ports. Attach the other end of the power adapter cord into the wall socket. The battery may also be charged when not inserted into the NXT.

• The green indicator light turns on when the power adapter is connected to the NXT.

• The red light turns on when the battery is recharging. The red light turns off when the battery is fully recharged.

• Fully recharging the battery requires approximately four hours.

• The NXT can be used when the battery is recharging; however, recharging then requires more time.

• This Li-Ion Polymer battery can be recharged up to 500 times.

When you fi rst use the rechargeable battery in the NXT itself, attach the transformer and let the battery and NXT charge together for approximately 20 minutes before starting. You may also need to do this if the rechargeable battery was completely depleted before recharging. Note: You will need to charge the battery fi rst before using it.

Technology

8

Other battery types

The NXT also operates using six AA/LR6 batteries.• Alkaline batteries are recommended.• Rechargeable AA/LR6-type batteries can be used;

however, the power performance of the NXT may be reduced.

Batteries lowWhen the battery power is low, this icon fl ashes on and off in the NXT display.

Installing Batteries In The NXT

The NXT will Sleep to conserve power. To change the time or set Sleep to Never, go to Settings/Sleep/Never [Settings/Sleep/Never]. You can also change the Settings to wait before going to Sleep from 2, 5, 10, 30, or 60 minutes.

Technology

Important!• Never mix different types of batteries in the NXT.• Always remove batteries prior to long-term

storage.• Promptly remove depleted batteries from the NXT.• Only recharge batteries under adult supervision.• Never attempt to recharge non-rechargeable

batteries.

C B A

1 2 3 4

9

Connecting MotorsTo connect a Motor to the NXT, plug one end of a black wire to the Motor. Plug the other end into one of the output ports (A, B, C).

Connecting sensorsTo connect a Sensor to the NXT, plug one end of a black wire into the Sensor. Plug the other end into one of the input ports (1, 2, 3, 4).

Downloading and uploadingThe USB port and wireless Bluetooth connection are used for downloading and uploading data between your computer and the NXT.

If your computer has Bluetooth, you can download programs to the NXT without using the USB cable.

If your computer does not have Bluetooth, you must use the USB cable or buy a Bluetooth dongle for your computer. (Read more about the wireless Bluetooth connection on pages 34-43).

Connecting the NXT Technology

Technology

Note that ALL of the black 6-wire cables can be used in both input and output ports, sensors and motors. Work sensors MUST be attached to the input ports (1-4) and motors MUST be attached to the output ports (A-C).

1

2

3

10

Turn on the NXT.

Connect the PC and the NXT with the USB cable.

Connecting the NXT to a Macintosh with a USB cableMake sure the LEGO MINDSTORMS Education NXT Software is installed before connecting your NXT to your Macintosh. (See the installation instructions on page 45.)Turn on your NXT.Connect the USB cable to the NXT.Connect the USB cable to the Macintosh and you’re ready to go.

Make sure the LEGO® MINDSTORMS® Education NXT Software is installed on your computer before connecting the NXT to the computer. See page 44 for installation instructions.

Connecting the NXT Technology

When the PC identifi es the NXT it will automatically fi nalize the installation of the LEGO® MINDSTORMS® Education NXT Software.

Technology

11

NXT InterfaceThe NXT brick is the brain of the LEGO® MINDSTORMS® Education robot. It is a computer-controlled LEGO brick that provides programmable, intelligent, decision-making behavior.

Power PlugIf you are using the rechargeable battery and need to recharge it, or if you are not using 6AA batteries, you can connect a power adapter to the NXT using the power plug. (Power adapters are sold separately.)

USB portConnect a USB cable to the USB port and download programs from your computer to the NXT (or upload data from the robot to your computer). You can also use the wireless Bluetooth connection for uploading and downloading.

USB iconWhen you connect your NXT to a computer with a USB cable, a USB icon will be displayed. If you disconnect the USB cable, the icon will disappear.

Bluetooth iconThe Bluetooth icon shows the current status of any wireless Bluetooth connections. If there is no Bluetooth icon shown, Bluetooth is Off.

Bluetooth is On but your NXT is not visible to other Bluetooth devices.

Bluetooth is On and your NXT is visible to other Bluetooth devices.

Bluetooth is On and your NXT is connected to a Bluetooth device.

USB connected and working fi ne.

USB connected but not working properly.

Output portsThe NXT has three output ports labeled A, B, and C for Motors or Lamps.

About The NXT Brick

Technology

About The NXT Brick

12

Technology

Input portsThe NXT has four input ports for attaching sensors. The sensors must be attached to port 1, 2, 3, or 4.

LoudspeakerWhen sounds are included in a program, you can hear them through the Loudspeaker.

Battery levelThe battery icon displays the NXT power level. When the battery power is low (below about 10% capacity), the battery icon fl ashes on and off.

Running iconWhen the NXT is turned on, the running icon spins. If the running icon stops spinning, the NXT has frozen and you must reset it. (See page 63 for Troubleshooting steps).

Turning off your NXT1. Press the Dark Grey button until you

see this screen.2. Press the Orange button to turn off the

NXT. Press the Dark Grey button to go back to the NXT main menu.

NXT buttonsOrange: On/Enter.Light grey arrows: Navigation, left and rightDark Grey: Clear/Go back.

13

Technical specifi cations• 32-bit ARM7 microprocessor• 256 Kbytes FLASH, 64 Kbytes RAM• 8-bit microprocessor• 4 Kbytes FLASH, 512 Byte RAM• Bluetooth wireless communication,

Bluetooth class II V2.0 compliant• USB 2.0 port• Four input ports, six-wire digital platform• Three output ports, six-wire digital platform• Dot matrix display, 60 x 100 pixels• Loudspeaker, 8 KHz sound quality• Power source: Rechargeable lithium battery

or six AA Batteries• Plug for power adapter: US: 120VAC 60Hz UK, EU, AUS: 230~ 50Hz

Naming the NXTYou can change the name of your NXT by going to the NXT window in the software. This window is accessible from the Controller. NXT names can be at most eight characters long.

NXT display optionsYour NXT has many other features. Read more about them on the following pages.

About The NXT Brick

Technology

14

In the My Files submenu you can store all the programs that you have made on the NXT or downloaded from your computer.

Files are automatically placed into the appropriate folders. When you download a program using a Sound fi le to the NXT, the program will be placed under Software fi les while the sound data will be placed under Sound fi les.

When you Select a fi le, you can send it to other NXT units. Read more about this in the section Connecting Your NXT to Another NXT on page 42.

My Files

NXT Main Menu

Technology

There are three different subfolders:

Software fi les – programs you have downloaded from your computer.

NXT fi les – programs you have made on the NXT.

Sound fi les – sounds that are part of a program that you download.

1 2 3

15

NXT Program

NXT Main Menu

Technology

Select Forward. Use the Light Grey Arrow buttons to move through the choices and then press the Orange button Enter to make your selection.

Select Touch. Select Backward.

You don’t need a computer to program a robot. Using the NXT Program submenu, you can make many programs without your computer.

Try this program to see how easy it is.

Make the robot go back and forth when the Touch Sensor is pressed. First, the robot will move forward until the Touch Sensor is pressed, and then it will move backwards. When its Touch Sensor is pressed again, the robot will move forward once again. This will continue indefi nitely until you stop the program.

Make sure the sensor and motors are connected to the right ports. The Touch Sensor is connected to port 1. The Motors are connected to ports B and C.

1.

2.

3.

4.

4 5 6

16

NXT Main Menu

Technology

Select Touch again. Now select Loop to make the program run again and again until you turn off the NXT.

Now you can run the program. Simply select Run.

Try these programs as well.

1 2 3

17

The Try Me feature allows you to experiment with the Sensors and Motors using programs that are ready to run.

To start, press the Light Grey Arrow on the left to go to Try Me. Then press the Orange button to select Try Me.

Try Me

NXT Main Menu

Select some other Try Me programs to experiment with other Sensors and the Motors. Try Me fi les can be deleted in the Settings submenu (see page 19). However, to get them back onto the NXT, you would need to download the fi rmware again (see page 63).

Technology

Press the Orange button to select Try-Touch. Press the Orange button again to Run the Try-Touch program.

Make sure the Touch Sensor is in port 1.Press the Touch Sensor button.

The program Loops continuously so press the Dark Grey button to stop the program.

ImportantUse the default port settings for the Motors, Lamps and Sensors as explained on pages 5-6. See pages 23-33 for specifi c examples using each of the Sensors and the Motor.

1 2 3

18

View

Connect Sensors or Motors to the NXT port(s). View will help you select the right port or check the default settings.Select View in the NXT display.

In the View submenu, you can do a quick test of your Sensors and Motors and see the current data for each.

NXT Main Menu

Technology

Select the icon of the Sensor or Motor that you want to test. You can only get readings from one sensor or motor at a time.

Select the port to which the Sensor or Motor is attached.

The data from the Sensor or Motor appears on the display.

19

Settings

In the Settings submenu, you can adjust the different settings of the NXT, such as Loudspeaker volume or Sleep mode. In this submenu, you can also delete the programs that you have stored in the NXT memory.

NXT Main Menu

Technology

Sleep mode: You can set your NXT to be turned off after 2, 5, 10, 30 or 60 minutes when it is not being used. You can also select the Never setting so that the NXT remains on until you turn it off. Please be aware that this drains the batteries more quickly.

Change Volume:Here you can adjust the volume of the NXT speakers in a range of 0 (Off) to 4 (Loud).

Delete all programs:You are able to delete the programs from four subfolders: Software fi les, NXT fi les, Sound fi les, and Try Me fi les.

20

Bluetooth - NXT main menu

In the Bluetooth submenu, you can set a wireless connection between your NXT and other Bluetooth devices, such as other NXT units, mobile phones, and computers.

You can use a wireless connection to download programs without using a USB cable. You can even program a mobile telephone to control the NXT!

Read more about wireless Bluetooth communications on pages 34-43.

NXT Main Menu

Technology

General Icons:

21

My Files

Software fi les Sound fi les NXT fi les

NXT Program

Forward 5Backward 5 EmptyTurn left 2

Turn rightBack right 2Tone 1

Forward

Turn left Back left

Tone 2 Back left 2

Turn right 2

Back right

Backward

Port 1: Touch Sensor Port 2: Sound Sensor

Port 3: Light SensorPort 4: Ultrasonic Sensor

Port B/C: L/R motors

NXT Main Menu

Technology

Empty Touch Dark Light

Wait 2Object

StopLoop

Sound

Wait 5Wait 10

File name: Untitled

Main menu

File exists. Overwrite?SaveRun

DeleteSending fi les File savedSend

22

View

Ambient lightRefl ected lightSound dBASound dB

Light Sensor*Temperature C*Temperature F*

Motor rotationsRotation*

Bluetooth Settings Try Me

Volume

Touch

My contactsVisibility On/Off

Visible On

Invisible Off

Search

Port 1 2, 3, 4, A, B, C

Ultrasonic inchUltrasonic cm

Delete fi les

Deleting all fi les! Are you sure?

Connections

Motor degrees

Sleep

NXT Main Menu

Technology

ConnectingSearching

Connection?Turning on

Failed! Line is busy

23

Touch Sensor

Technology

Press and hold the Touch Sensor button while watching the NXT display. You should see a one (1) on the display.

Now release the Touch Sensor button. You should see a zero (0) on the display.

ViewSee the current Touch Sensor response on the display using View. A zero [0] means the Touch Sensor button is not pressed. A one [1] on the display means the Touch Sensor button is pressed.

Connect the Touch Sensor to NXT port 1.Select View in the NXT display.Select the Touch icon.Select port 1.

The Touch Sensor is a switch: it can be pressed or released.

Suggestions for useYou can add the Touch Sensor to an NXT model and then program the model behavior to change when the Touch Sensor is pressed or released.

Programming ideas using the Touch Sensor are included in the Robot Educator.

Pressed Released Bumped

24

Touch Sensor

Technology

Try MeUse the appropriate program in the Try Me submenu (see page 17) to quickly see how it works.

ProgramYou can also use the Program [Program] feature to create programs right on the NXT without using a computer. See the Program section on page 15 to create a program using the Touch Sensor to turn on and turn off a sound.

1 32

25

Sound Sensor

Technology

ViewTest the Sound Sensor’s ability to measure sound volume using View. Connect the Sound Sensor to NXT port 2.

Make sounds into the microphone (Sound Sensor) and see the readings on the NXT. Try also to read the sounds around you: How loud are the nearest voices?

Suggestions for useYou can add the Sound Sensor to an NXT model and then program the model behavior to change when the Sound Sensor is activated.

Programming ideas using the Sound Sensor are included in the Robot Educator.

Select View in the NXT display.Select the Sound dB icon.Select port 2.

The Sound Sensor detects the decibel level: the softness or loudness of a sound. The Sound Sensor detects both dB and dBA.dBA: the sounds human ears are able to hear.dB: all actual sound, including sounds too high or low for the human ear to hear.

The Sound Sensor can measure sound pressure levels up to 90 dB – about the level of a lawnmower. Sound sensor readings on the LEGO® MINDSTORMS® NXT are displayed in the percentage [%] of sound the sensor is capable of reading. For comparison, 4-5% is like a silent living room and 5-10% is about the level of someone talking some distance away. From 10-30% is normal conversation close to the sensor or music played at a normal level and 30-100% represents a range from people shouting to music playing at high volumes. These ranges are assuming a distance of about 1 meter between the sound source and the Sound Sensor.

26

Sound Sensor

Technology


ProgramYou can also use the Program feature to create programs right on the NXT without using a computer.See the Program section on page 15 to create a program using the Sound Sensor to control a sound.

1 32

27

Light Sensor

ViewYou can test the Light Sensor in different ways using View. Viewing refl ected light turns on the fl ood light in the sensor.

Suggestions for useYou can add the Light Sensor to an NXT model and then program the model behavior to change when the Light Sensor is activated.

Programming ideas using the Light Sensor are included in the Robot Educator.

Technology

Select the Refl ected light icon. Select the port in which you have placed the sensor.

Viewing Reflected Light to see ColorsConnect the Light Sensor to the NXT.Select View in the NXT display.

Hold the Light Sensor close to the different colors in your surrounding and see the different readings. You can use the color chart on page 66 of this guide or page 69 of the NXT Building Guide.

The Light Sensor enables the robot to distinguish between light and darkness, to read the light intensity in a room, and to measure the light intensity on colored surfaces.

This is what your eyes see.

This is what your robot sees using the light sensor.

1 32

28

Light Sensor

Technology

Select the ambient light icon. Select the port in which you have placed the sensor.

Viewing Ambient lightViewing Ambient light turns off the fl ood light so that the sensor reads only the light around it.Connect the Light Sensor to the NXT.Select View in the NXT display.

Test the Light Sensor’s ability to read the surrounding light by measuring the light level in different parts of the room. For example, fi rst hold the sensor against the window, then hold it under the table. Notice the difference in the readings. Higher numbers indicate more light (as a percentage of the light the sensor can read). Lower numbers indicate a lower amount of light.


ProgramYou can also use the Program [Program] feature to create programs right on the NXT without using a computer. See the Program section on page 15 to create a program using the Light Sensor to control a Motor.

1 32

29

Ultrasonic Sensor

ViewTest the Ultrasonic Sensor’s ability to measure distance using View.Connect the Ultrasonic Sensor to the NXT.Select View in the NXT display.

Try to measure the distance to an object. Move the object closer and see the different readings.

Select the Ultrasonic Sensor icon.Select the port in which you have placed the sensor.

Technology

The Ultrasonic Sensor enables the robot to see and recognize objects, avoid obstacles, measure distances, and detect movement.

The Ultrasonic Sensor uses the same scientifi c principle as bats: it measures distance by calculating the time it takes for a sound wave to hit an object and come back – just like an echo.

The Ultrasonic Sensor measures distance in centimeters and inches. It is able to measure distances from 0 to 2.5 meters with a precision of +/-3 cm.

Large-sized objects with hard surfaces provide the best readings. Objects made from soft fabrics, from curved objects (e.g. a ball), or from very thin and small objects can be diffi cult for the sensor to read.

Suggestions for useYou can add the Ultrasonic Sensor to an NXT model and then program the model behavior to change when the Light Sensor is activated.

Programming ideas using the Ultrasonic Sensor are included in the Robot Educator.

Note: Two Ultrasonic Sensors in the same room may interfere with each other’s readings.

30

Ultrasonic Sensor

Technology


ProgramYou can also use the Program feature to create programs right on the NXT without using a computer.See the Program section on page 15 to create a program using the Ultrasonic Sensor to control a Motor.

31

1 2 3 4

Interactive Servo Motor

Technology

The three Interactive Servo Motors provide the robot with the ability to move. Using the Move [Move] block automatically aligns their speed so that the robot moves smoothly.

Built-in Rotation SensorThe Interactive Servo Motors all have a built-in Rotation Sensor. The rotational feedback allows the NXT to control movements very precisely. The built-in Rotation Sensor measures the Motor rotations in degrees (accuracy of +/- one degree) or full rotations. One rotation is 360 degrees, so if you set the Motor to turn 180 degrees, the hub will make half a turn.

ViewTest the Rotation Sensor’s ability to measure distance.Connect the Motor to the NXT.Select View in the NXT display.

Select the Motor rotations icon.

Suggestions for useThe built-in Rotation Sensor in each motor along with the Power confi guration in the Move or Motor blocks in the Software (see page 53-55) allow you to program different speeds for your Motors and move the robot accurately.

Select the port in which you have placed the Motor.Now try to attach a wheel to the Motor and measure the rotations by pushing the wheel over the fl oor.

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Interactive Servo Motor

Technology


ProgramYou can also use the Program [Program] feature to create programs right on the NXT without using a computer.

See the Program section on page 15 to create a program using the Motors.

Tachometer for Built-in Rotation Sensor

Motor core

Built-in gearing

Hub with an axle hole for attaching a wheel

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1 2 3

Lamps

Technology

The Lamps can be turned on and off, creating fl ashing patterns of light. They can also be used to activate the Light Sensor or to show that a motor is on or to indicate the state of a sensor. You can also use them to liven up your robot “eyes” or other features.

Use the converter cables to attach Lamps to output ports A, B, or C. There are three Lamps and three converter cables included.

ViewUse the Lamps to activate the Light Sensor.Select Ambient Light.

Use the Lamps to activate the Light Sensor.Select Ambient Light.

Shine the Lamp near the Light Sensor.

Notice that the reading changes.

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Using Bluetooth®

Technology

Bluetooth is a communication technology that makes it possible to send and receive data without using wires. Using the Bluetooth features, you can set up a wireless connection between your NXT and other Bluetooth devices, such as other NXT units, mobile phones, and computers.

Once the Bluetooth connection is set up, you can use it for these features:• Downloading programs from your computer without using a

USB cable.• Sending programs from devices other than your computer,

including your own NXT.• Sending programs to various NXT units either individually or

in groups. A group can contain up to three NXT devices.

If you have a mobile phone with Bluetooth capability, you can use it to control robots. You may even be able to use it as an advanced sensor, such as a camera sensor.

Visit www.MINDSTORMSeducation.com, for more information on mobile phone requirements.

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21

Using Bluetooth

Technology

Before you set up a wireless Bluetooth connection, make sure that your computer has Bluetooth capability.

If your computer does not have Bluetooth built-in, you must use a Bluetooth USB dongle. Make sure that you use the right type of Bluetooth USB dongle. Read more about the different types of Bluetooth dongles at www.MINDSTORMSeducation.com

Making The Connection To A PC

Make sure that the NXT is turned on. Also make sure that Bluetooth is set to On and that the NXT is set to Visible. (Read how in the Bluetooth Submenu on page 40). Also make sure that Bluetooth is installed and enabled on your computer.

Find the Controller at the lower right work area in the software. Click on the NXT window button (the one on the upper left) and the NXT window opens.

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Using Bluetooth

Technology

Click Scan. Your computer automatically searches for Bluetooth devices.

After a short interval, a list of devices appears in the window on the computer screen. Select the device to which you want to establish the connection and click the Connect button.

Note: You can increase the number of devices found by clicking Scan multiple times.

When you connect to a device for the fi rst time, a Passkey window pops up. Enter the passkey to use with this device (the default passkey is 1234) and click OK.

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Using Bluetooth

Technology

Make sure that the NXT is turned on. Also make sure that Bluetooth is set to On [On] and that the NXT is set to Visible. (Read how in the Bluetooth Submenu on page 40). Also make sure that Bluetooth is installed and enabled on your computer.

Enter the passkey on your NXT and confi rm the connection by pressing the Orange [Enter] button. If you have chosen the default passkey, just click the Orange [Enter] button.

In the NXT window, the status of your NXT has now changed from Available to Connected. Your NXT and computer are now connected and can share data.

Making The Connection To A Macintosh

Find the Controller at the lower right work area in the software. Click on the NXT window button (the one on the upper left) and the NXT window opens.

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Using Bluetooth

Technology

The NXT that you want to connect to appears in the NXT window as available. Click the Connect button.

A list of devices appears in the Select Bluetooth Device window on the screen. Select the device to which you want to establish the connection and click the Select button.

Click Scan. The Bluetooth device window pops onto the screen.

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Using Bluetooth

Technology

Your Macintosh and NXT are now connected and can share data.

Enter the passkey on your NXT and confi rm the connection by pressing the Orange [Enter] button. If you have chosen the default passkey, just click the Orange [Enter] button.

When you connect to a device for the fi rst time, a Passkey window pops up. Enter the passkey to use with this device (the default passkey is 1234) and click OK.

The Pair with a Bluetooth Device window pops up. Select the NXT. Click Pair.

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Using Bluetooth

Bluetooth Submenu On NXT

Technology

SearchSearch for other Bluetooth devices. After you have chosen the Search icon, the NXT will automatically start to search for other Bluetooth devices to which it can connect.

BluetoothSelect the Bluetooth submenu on the NXT display.

My ContactsThis list includes the devices to which your NXT has previously been connected. Devices in this contact list can automatically connect to your NXT and send it data without using a passkey. To add devices to My Contacts [My Contacts], use the Search function.

ConnectionsThis list includes all the devices to which your NXT is currently connected. You can connect to three items at one time (Lines 1, 2, and 3) and one can connect to you (Line 0). You can only “communicate” with one at a time.

41

Using Bluetooth

VisibilityUse the Visible option to make your NXT visible or invisible to other Bluetooth devices when they do a Bluetooth search.

PasskeyThe Passkey ensures that only Bluetooth devices approved by you can connect to your NXT. Whenever you connect to a Bluetooth device for the fi rst time using your NXT, you will be asked for a passkey. Select the preset passkey 1234 or make up your own code. Other Bluetooth devices must know your passkey in order to confi rm a connection with your NXT.

On/OffYou can turn your Bluetooth function on or off. If you turn off Bluetooth, your NXT cannot send or receive data and you will have to use the USB cable for downloading programs. To save battery power, turn off the Bluetooth function when it is not in use.

Note: Bluetooth is turned off by default.

Technology

Bluetooth and the NXT Window

You can also view the connection status in the NXT window in the software. There you can change the name of your NXT, check the battery and memory levels, and delete programs on your NXT.

Check the connection status in the icon bar at the top of the NXT display. If there is no Bluetooth icon shown, Bluetooth is Off.

Bluetooth is On but your NXT is not visible to other Bluetooth devices.

Bluetooth is On and your NXT is visible to other Bluetooth devices.

Bluetooth is On and your NXT is connected to a Bluetooth device.

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Using Bluetooth

Technology

Select the Bluetooth submenu on the NXT display.

Select the Search icon to search for other Bluetooth devices. Your NXT automatically searches for Bluetooth devices in a range of 0-30 meters (roughly 0 to 33 yards).

Depending on how many are detected in the area, the Bluetooth devices will appear in a list on the NXT display after a few seconds.

Select the device to which you want to connect. Remember that you can give each NXT a unique name – see Naming the NXT on page 13.

Select the line on which you want the connection to be listed (1, 2 or 3). You can connect your NXT to three different devices at the same time.

Connecting Your NXT to Another NXT

If you connect to a device for the fi rst time, your NXT asks for a Passkey. Just press Enter to use the default passkey 1234 or make up your own code. The other Bluetooth device must know your passkey in order to confi rm the connection. This means the two NXT bricks need to enter the same passkey in order to connect.

If you want to connect your NXT to more than one Bluetooth device, you can start a new Search or go to My Contacts submenu to select a trusted contact.

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1 2

Using Bluetooth

Technology

Make sure that your NXT is connected to the NXT to which you want to send the program (see page 42, Connecting your NXT to another NXT). Select the My Files submenu in the NXT display and Select the program you want to send.

Select Send.Select the connected devices to which you want the program sent (Lines 1, 2 or 3).

Your NXT then sends the fi le.

Connecting to more than one NXTYou can connect three NXT bricks or other Bluetooth devices to your NXT at the same time. However, you can only communicate with one device at a time.

Sending files from NXT to NXTIt’s easy to send programs from your NXT to another NXT:

Connecting your NXT to a mobile phoneIf you have a mobile phone with Bluetooth capability, you can use it with LEGO® MINDSTORMS® Education NXT. Go to www.MINDSTORMSeducation.com to download the MINDSTORMS Bluetooth connection program for your mobile phone. On the website, you can also fi nd more information on how to connect the NXT to your mobile phone.

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Installing the Software

Software

About the SoftwareLEGO Education and National Instruments jointly developed the LEGO® MINDSTORMS® Education NXT software. The software has an intuitive drag and drop interface and graphical programming environment that makes it easy enough for a beginner yet equally powerful for an expert. LEGO MINDSTORMS Education NXT software is an optimized version of the professional NI LabVIEW graphical programming software used by scientists and engineers worldwide to design, control and test products and systems such as MP3 and DVD players, cell phones, and vehicle air bag safety devices.

Windows• Intel Pentium processor or compatible, 800 MHz

minimum• Windows XP Professional or Home Edition with

Service Pack 2• 256MB of RAM minimum• Up to 300 MB of available hard disk space• XGA display (1024x768)• 1 available USB port• CD-ROM drive• Compatible Bluetooth adapter (optional)*

Macintosh• PowerPC G3, G4, G5 processor, 600 MHz minimum• Apple Mac OS X 10.3.9 or 10.4• 256 MB of RAM minimum• Up to 300 MB of available hard disk space• XGA display (1024 x 768)• 1 available USB port• CD-ROM drive• Compatible Bluetooth adapter (optional)*

*Supported Bluetooth software includes Widcomm Bluetooth for Windows (newer than v. 1.4.2.10 SP5), and the Bluetooth stacks included in Microsoft Windows XP (with Service Pack 2) and Apple Mac OS X (10.3.9 and 10.4). For more details on compatible Bluetooth adapters, see www.MINDSTORMSeducation.com

System RequirementsBefore installing the LEGO® MINDSTORMS® Education NXT Software, make sure that your computer meets the system requirements.

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Installing the Software

Software

Microsoft WindowsExit all open programs.Insert the CD-ROM.If the CD-ROM does not run automatically:- click the Start [Start] button (at the bottom left-hand corner of

the computer screen)- click Run [Run]- type d:\autorun.exe (where d: is your CD drive)- Follow the on-screen instructions

Apple MacintoshExit all open programs.Insert the CD-ROM.

Open the “LEGO MINDSTORMS NXT” CD-ROM and double-click Install.Select your preferred language.Follow the on-screen instructions.

When the installation procedure is complete, click Finish. You are now ready to use the LEGO® MINDSTORMS® Education NXT Software and create programs to control robots!

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Your First Program

Software

This simple program will make the NXT play a sound fi le. It will help you understand how to connect your computer to the NXT.

Start the software on your PC or Macintosh by double-clicking the program icon.

Type in the name of your fi rst program, or just click Go!

First, click on the Sound block icon in the programming palette.

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Your First Program

Software

Drag a Sound block and drop it to the right of the Starting point in the work area.

Your program is now ready to download and run.

Make sure you turn on your NXT and connect the USB cable to both your computer and the NXT (see page 9, Connecting the NXT Technology).

Locate the Controller in the lower right corner of the work area. Click Download and run (the center button) and listen to what happens.

Congratulations, you have completed your fi rst program!

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Software User Interface

Software

A quick overview1. Robot Educator2. My Portal3. Tool bar4. Work area5. Little Help window6. Work area map7. Programming palette8. Confi guration panel9. Controller10. The NXT window

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Software User Interface

Software

Robot EducatorHere you can fi nd building and programming instructions using the Robot Educator model.

My PortalHere you can access www.MINDSTORMSeducation.com for tools, downloads, and information.

The tool barThe tool bar includes the most frequently used commands from the menu bar in an easy-to-reach location.

The work areaThis is the space on the screen where programming takes place. Drag programming blocks from the programming palette to the work area and attach the blocks to the sequence beam.

Little Help windowHere you can always get help if needed.

The work area mapUse the pan tool on the tool bar to move around the work area – and use the work area map [tab in the lower right corner] to get an overview.

The programming paletteThe programming palette contains all of the programming blocks you will need to create your programs. The tabs at the bottom of the palette let you switch between the common palette [containing the most frequently used blocks], the complete palette [containing all of the blocks], and the custom palette [containing blocks that you can download or create on your own].

The configuration panelEach programming block has a confi guration panel that lets you customize the block for the specifi c input and output that you want.

The ControllerThe fi ve buttons on the Controller let you download programs (or parts of programs) from your computer to the NXT. With the Controller you can also change the settings of the NXT.

The NXT windowThis pop-up window provides information about the NXT memory and communication settings.

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Robot Educator

Software

The Robot Educator is a series of tutorials that shows how to program a two-Motor robot using the main features of the LEGO® MINDSTORMS® Education NXT Software.

The challenge presents a situation to solve using the building and programming examples or on your own.

Click to see a list of challenge examples for the palette. Click again to open the example.

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Robot Educator

Software

Follow the building instructions to build the Robot Educator model.

Over in the workspace, drag and drop the blocks to match the program shown in the Programming Guide.

Download the sample program to your robot and see how the robot responds!

In the Common palette are many program examples using the seven Common blocks.

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The Robot Educator

Software

A series of examples show how the Complete palette icons can be used to program a model.

To see a list of examples for specifi c NXT Technology, click an item under Select.

Go to My Portal to fi nd useful information and updates related to the LEGO® MINDSTORMS® Education NXT Software.

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Programming Palette

Software

When you are done creating a program, you download it to the NXT. Remember to turn on and connect your NXT before downloading a program.

The programming palettes contain all of the programming blocks that you need to create programs. Each programming block includes instructions the NXT can interpret. You can combine the blocks to create a program.

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Programming Palette

Common Palette

Software

To simplify its use, the programming palette has been divided into three different palette groupings: the Common palette, the Complete palette and the Custom palette (containing blocks that you create or download from the web).

The Common palette is recommended as a starting point.

Record/Play blockThe Record/Play block enables you to program the robot with physical movement - and later play back the movement elsewhere in the program.

Wait blockThe Wait block makes your robot wait for sensor input, such as a sound or a time interval.

Sound blockThe Sound block enables your robot to make sounds, including pre-recorded words.

Loop blockUse the Loop block if you want your robot to continue to do the same things again and again, such as moving forward and backward until a Touch Sensor is pressed.

Display blockThe Display block enables you to control the display on the NXT. You can type, show icons or even draw through your program.

Switch blockThe Switch block enables the robot to make its own decisions, such as going left when it hears a loud sound and turning right when it hears a soft sound.

Move blockThe Move block makes your robot Motors move or Lamps turn on.

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Programming Palette

Complete Palette

Software

Common blocksThe Common blocks are the same blocks available in the Common palette.

Action blocksThe Action blocks allow you to control specifi c types of behavior related to various output devices: the Interactive Servo Motor, NXT Sounds, NXT Display, Bluetooth (Send), Motors* and Lamps*.

Sensor blocksUse these blocks in combination with the sensors on your robot to control behavior. The blocks correspond to Touch, Sound, Light and Ultrasonic Sensors; NXT buttons; Rotation of the Interactive Servo Motors, Timers, Bluetooth (Receive), and Touch*, Rotation*, Light*, and Temperature* Sensors.

Flow blocksThese blocks allow you to create more complex behaviors. Blocks include control for Repeat, Wait For and Variable conditions; blocks to Stop behavior or logical fl ow in a program; and Decision blocks to program responses to specifi c sensor conditions.

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Programming Palette

Complete Palette

Software

Data blocksSet up Boolean logic, random conditions, ranges and threshold for sensors and logical comparisons using these blocks.

AdvancedUse these blocks to add text, convert data to text, control the sleep function of the NXT, save fi les on the NXT, calibrate sensors, and reset motors.

Custom Palette

My BlocksUsing the My Blocks, you can save a program as one block that you can then reuse in other programs.

Web DownloadsUsing the Web Downloads block, you can save programs that you download from your friends’ e-mail or from the Portal or from a website such as www.MINDSTORMSeducation.com

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The Configuration Panel

Software

Each programming block has a confi guration panel in which you can adjust the settings of the selected block. When a block is selected in the work area, its confi guration panel becomes visible and active at the bottom of the screen.

By changing the parameters on each confi guration panel, you can change how a particular block will behave. For example, to make your robot move faster, you can change the Power [Power] property on the Move block confi guration panel.

The ControllerThe fi ve buttons on the Controller communicate from your computer to the NXT brick:

The Download button downloads the program to the NXT. You can then run the

program from the NXT.

The NXT window button gives you access to the NXT memory and communication

settings.

The Stop button stops a running program.

The Download and run selected button downloads and runs just a pieces of your program code (e.g. a single block or just a few blocks). You will then be able to see how the small sequence of your program performs on the NXT without having to download the whole program.

The Download and run button downloads a program to the NXT and then starts running the program.

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Parts List For Base Set #9797

LEGO® Bricks

1x 4120158 Minifi gure, legs, orange

1x 4275606 Minifi gure, body, white with surfer

1x 4261269 Minifi gure, head, yellow

1x 609326 Minifi gure, ponytail wig, black

1x 448521 Minifi gure, cap, red

2x 4299119 Hub, 18X14, grey

1x 306544 Brick, 1X2, yellow translucent

1x 306541 Brick, 1X2, red translucent

1x 306548 Brick, 1X2, green translucent

2x 4153005 Tire, 24X14, black

4x 281526 Tire, 30.4X4, black

4x 4494222 Hub, 24X4, grey

The LEGO® MINDSTORMS® Education NXT set #9797 is the main set for building NXT robots.Here is a list of the building elements included in the set.

4x 4239896 ! beam, 3X5 curve, dark grey

2x 4225033 Connector peg, 3-module double, grey

2x 4119589 Connector peg, 2-module double, black

4x 4211432 Gear, 8-tooth, grey

4x 4113805 Bushing, axle extender, black

4x 4210857 Cross block, 3-module, dark grey

20x 4211775 Cross block, 2-module, grey


2x 4211434 Gear, 24-tooth crown, grey

2x 4211688 Connector peg, handle, grey

2x 4211635 Gear, 20-tooth double bevel, grey


4x 4211398 Plate, 1X2, grey

8x4121667 Cross block, double, black

10x 4206482 Connector peg with friction / axle, blue

8x 4186017 Connector peg with axle, beige

2x 4211052 Tile, 1X2, dark grey

10x 4211622 Bushing, grey

10x 4239601 Bushing, !-module, yellow

8x 4140801 Connector peg with bushing, black

8x 4211388 Brick, 1X2, grey

4x 4211387 Brick, 2X2, grey

4x 4248204 Gear, 4-tooth, black

2x 471626 Gear, worm, black

4x 4177431 Gear, 12-tooth double bevel, black

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LEGO® Bricks

2x 4255563 Gear, 36-tooth , black

2x 4211449 Plate with holes, 2X8, grey



4x 4211445 Plate, 1X4, grey

36x 655826 Connector peg with friction, 3-module, black

60x 4121715 Connector peg with friction, black

2x 4100396 Belt, 24mm, red

2x 4107783 Angular block, 2 (180º), black

2x 4210655 Cross block, 2X1-module, dark grey

2x 4210935 Studded beam, 1X2 with cross hole, dark grey

2x 70905 Belt, 33mm, yellow

4x 4211442 Studded Beam, 1X8, grey





4x 4211443Studded Beam, 1X16, grey

4x 4210667Angular beam, 4X2-module, dark grey




2x 4210755 Beam, 11-module, dark grey







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LEGO® Bricks

1x 4100758Ball, 52 mm, blue

1x 4493444USB cable

1x 4494062Rechargeable battery, NXT

1x 4296825NXT

1x 4297174Ultrasonic Sensor, NXT

3x 4297008Interactive Servo Motor, NXT

1x 4296969Sound Sensor, NXT

2x 4296929Touch Sensor, NXT

20 CM/8 INCH

50 CM/20 INCH

35 CM/14 INCH

1x 4296917Light Sensor, NXT

4x 4297209Tire, 56X26, black

4x 4297210Hub, 30X20, grey

1x 4156530Ball, 52mm, red

1x 4297187Cable, 20 cm

4x 4297188Cable, 35 cm

3x 4494063Converter cable, NXT

2x 370826 Axle, 12-module, black





1x 4235858 Gear/turntable, 24-tooth inner/56-tooth outer, black

2x 4297185Cable, 50 cm

2x 4263624 Axle, 5!-module, dark grey

8x 4142865 Axle, 2-module, red

14x 4211815 Axle, 3-module, grey

8x 4211639 Axle, 5-module, grey

3x 74880 Lamp, 1X2, white

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Download to Multiple NXTs

Useful Information

This function allows you to download one or more programs to multiple NXTs. This is especially useful if you need to load a number of NXTs with the same program(s) for a competition or classroom assignment.

When the programs that you would like to download are open, launch the function by choosing Download to Multiple NXTs … in the Tools menu. This will launch the Download to Multiple NXTs dialog box.

1. Choose NXTs lists all of the NXT bricks that are currently available.

2. Choose Programs lists all of the programs that are currently open.

By default, all NXTs and all programs are selected when the Download Multiple NXTs window opens.

You can click the check boxes to deselect NXTs or programs.

Before using this function, make sure that all of the programs you would like to download are open in the software. When you open more than one program at the same time, the program names appear as tabs along the top of the work area.Also, make sure your NXT bricks are “Available” by clicking Scan in the NXT window. Otherwise, they will not appear in the Download to Multiple NXTs window.

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Download to Multiple NXTs

Useful Information

When you are ready, click the Download button below the program list. This begins the download process. The Progress column displays the download progress.

There are several possible Status and Progress options displayed in the Choose NXT area of the Download to Multiple NXTs window.

Status:Available – if the NXT can be selected but is not for this download.Unavailable – if the NXT is not seen by the computer.Connected – if the NXT is selected and ready for downloading.

Progress:Skipped – if you did not select that program fi le.Downloading – if it is in progress.OK – when downloading that program is complete.Error – if a problem is encountered during the downloading process.

Click the Close button when you are fi nished downloading programs to multiple NXTs.

Note: If you do not see an NXT on the list, close the Download to Multiple NXTs window and open the NXT window. Make sure that all the NXTs have been confi gured in this window before opening the Download to Multiple NXTs window.

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Troubleshooting

Useful Information

Resetting the NXTIf the running icon stops spinning, the NXT has frozen and you must reset it. Follow these steps to reset the NXT:

1. Make sure that the NXT is turned on.2. Press the reset button that is located on the back of your

NXT in the LEGO® Technic hole in the upper left corner. Use, for example, an unfolded paperclip to press the button.

3. If you press the reset button for more than 4 seconds, you will need to update the fi rmware.

Updating the firmware in the NXT from your computer1. Make sure that the NXT is turned on. Note: If you have

just reset your NXT (see above) the display will not show anything. A ticking sound will tell whether it is turned on or not.

2. Make sure the NXT and computer are connected with the USB cable.

3. Go to the Tools pull-down menu in the software menu bar and select Update NXT Firmware.

Select the fi rmware you want to update. Click download.

Note: The Windows “Found new hardware wizard” will pop-up the fi rst time you update your fi rmware. Complete the wizard by following the on-screen instruction before you continue.

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Troubleshooting

Useful Information

Managing NXT MemoryYou can download other fi les to the NXT until the memory is full. When the memory is full, you can select programs to delete in order to make space.

For more Troubleshooting help, go to www.MINDSTORMSeducation.com

Clicking Delete All removes only your programs, not your system fi les.

65

Useful Information

US:Model: LEGO MINDSTORMS NXT FCC ID:NPI53788

This device complies with part 15 of the FCC Rules.Operation is subject to the following 2 conditions:

1. This device may not cause harmful interference.2. This device must accept any interference received including interference that may

cause undesired operation.

Warning:Changes or modifi cations to this unit not expressly approved by theparty responsible for compliance could void the user’s authority tooperate the equipment.

NOTE:This equipment has been tested and found to comply with the limits for a Class B digital device, pursuant to part 15 of the FCC Rules. These limits are designed to provide reasonable protection against harmful interference in a residential installation. This equipment generates, uses an can radiate radio frequency energy and, if not installed and used in accordance with the instructions, may cause harmful interference to radio communications. However, there is no guarantee that interference will not occur in a particular installation. If this equipment does cause harmful interference to radio or television reception, which can be determined by turning the equipment off an on, the user is encouraged to try to correct the interference by one or more of the following measures:

- Reorient or relocate the receiving antenna.- Increase the separation between the equipment and receiver.- Connect the equipment into an outlet on a circuit different from that to which the

receiver is connected.

Consult the dealer or an experienced radio/TV technician for help.

CAN:Model: LEGO MINDSTORMS NXT FCC ID: NPI53788

Cet appareil est conforme aux exigences de la section 15 des règlements du Conseil supérieur de l’audiovisuel (FCC). Son fonctionnement ast soumis aux 2 conditions qui suivent:

1. Cet appareil ne peut causer de brouillage nocif.2. Cet appareil doit accepter tout brouillage reçu y compris le brouillage pouvant

engendrer un code d’opération non souhaité.

Avertissement :Les changements ou modifi cations apportés à cette unité et n’ayant pas été expressémentautorisés par l’équipe responsible de la conformité aux règlements pourraient annuler lapermission accordée à l’utilisateur quant à l’opératuib de l’équipement.

REMARQUE :Cet équipement a été testé et déclaré conforme aux limites défi nies dans la section 15 de la réglementation FCC et applicables aux appareils numériques de classe B. Ces limites sont fi xées pour obtenir une protection satisfaisante contre les interférences nuisibles dans les installations résidentielles. Cet équipement produit consomme et peut émettre de l’énergie radioélectrique et il risque, s’il n’est pas installé et utilisé conformément aux instructions, de provoquer des interférences nuisibles avec les communications radio. Il est cependant impossible de garantir que des interférences ne surviendront pas dans une installation particulière. Si cet équipement est la cause d’interférences genant la réception de programmes radio ou télévisés, ce qui peut être déterminé en mettant l’appareil hors tension et de nouveau sous tension, il est demandé à l’utilisateur de tenter de remédier au problème à l’aide d’une ou plusieurs des mesures suivantes:

- Réorienter ou déplacer l’antenne de réception.- Augmenter la distance séparant l’équipement et le récepteur.- Raccorder l’équipement sur une sortie appatenant à un circuit différent de celui auquel

le récepteur est connecté.

Consulter le revendeur ou un techicien radio-télévision expérimenté pour obtenir de l’aide.

UK:The LEGO Group hereby declares that the LEGO® MINDSTORMS® Education Base Set (9797) complies with the requirements of the relevant provisions of EU Directive 1999/5/E.

66

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BLUETOOTH is a trademark owned by Bluetooth SIG, Inc. and licensed to the LEGO Group.LEGO, the LEGO logo and MINDSTORMS are trademarks of the LEGO Group.

©2006 The LEGO Group.Other product and company names listed are trademarks or trade names of their respective companies.

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LEGO, the LEGO logo and MINDSTORMS are trademarks of the LEGO Group.© 2006 The LEGO Group.

Unauthorized use and/or copying prohibited.Other products and company names listed are trademarks

or trade names of their respective companies.

NXT Software

LEGO, the LEGO logo and MINDSTORMS are trademarks of the LEGO Group.© 2006 The LEGO Group.

Unauthorized use and/or copying prohibited.Other products and company names listed are trademarks

or trade names of their respective companies.

NXT User Guide

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BLUETOOTH is a trademark owned by Bluetooth SIG, Inc. and licensed to the LEGO Group. LEGO, the LEGO logo and MINDSTORMS are trademarks of the LEGO Group.©2006 The LEGO Group. Other product and company names listed are trademarks or trade names of their respective companies

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The Characteristics and • Natural world and • Things found in nature • Usefulness of technology • Nature of technologyScope of Technology human-made world and in the human-made world • Development of technology •Rate of technological diffusion

• People and technology • Tools, materials, and skills • Human creativity and motivation •Goal-directed research• Creative thinking • Product demand •Commercialization of technology

The Core Concepts of • Systems • Systems • Systems •SystemsTechnology • Resources • Resources • Resources •Resources

• Processes • Requirements • Requirements •Requirements• Processes • Trade-offs •Optimization and trade-offs

• Processes •Processes• Controls •Controls

Relationships Among • Connections between technology • Technologies integrated • Interaction of systems •Technology transferTechnologies and the and other subjects • Relationships between technology • Interrelation of technological • Innovation and inventionConnections Between and other fields of study environments •Knowledge protection and patentsTechnology and • Knowledge from other fields of •Technological knowledge and advancesOther Fields study and technology of science and mathematics and

vice versa

The Cultural, Social, • Helpful or harmful • Good and bad effects • Attitudes toward • Rapid or gradual changesEconomic, and Political • Unintended consequences development and use • Trade-offs and effectsEffects of Technology • Impacts and consequences • Ethical implications

• Ethical issues • Cultural, social, economic, and• Influences on economy, political changes

politics, and culture

The Effects of • Reuse and/or recycling • Recycling and disposal of • Management of waste •ConservationTechnology on the of materials waste • Technologies repair damage •Reduce resource useEnvironment • Affects environment in • Environmental vs. economic •Monitor environment

good and bad ways concerns •Alignment of natural andtechnological processes

•Reduce negative consequences oftechnology

•Decisions and trade-offs

The Role of Society • Needs and wants of • Changing needs and wants • Development driven by • Different cultures and technologiesin the Development individuals • Expansion or limitation of demands, values, and interests • Development decisionsand Use of Technology development • Inventions and innovations • Factors affecting designs and

• Social and cultural priorities demands of technologies• Acceptance and use of

products and systems

The Influence of • Ways people have lived • Tools for food, clothing, and • Processes of inventions •Evolutionary development of technologyTechnology on and worked protection and innovations •Dramatic changes in societyHistory • Specialization of labor •HIstory of technology

• Evolution of techniques, •Early technological historymeasurement, and resources •The Iron Age

• Technological and scientific •The Middle Agesknowledge •The Renaissance

•The Industrial Revolution•The Information Age

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The Attributes of • Everyone can design • Definitions of design • Design leads to useful •The design processDesign • Design is a creative process • Requirements of design products and systems •Design problems are usually not clear

• There is no perfect design •Designs need to be refined• Requirements •Requirements

Engineering Design • Engineering design process • Engineering design process • Iteration •Design principles• Expressing design ideas to • Creativity and considering • Brainstorming • Influence of personal characteristics

others all ideas • Modeling, testing, •Prototypes• Models evaluating, and modifying •Factors in engineering design

The Role of • Asking questions and • Troubleshooting • Troubleshooting •Research and developmentTroubleshooting, making observations • Invention and innovation • Invention and innovation •Researching technological problemsResearch and • All products need to be • Experimentation • Experimentation •Not all problems are technologicalDevelopment, Invention, maintained or can be solvedand Innovation, and •Multidisciplinary approachExperimentation inProblem Solving

Apply Design • Solve problems through design • Collecting information • Apply design process • Identify a design problemProcesses • Build something • Visualize a solution • Identify criteria and • Identify criteria and contraints

• Investigate how things are made • Test and evaluate solutions constraints •Refine the design• Improve a design • Model a solution to a problem •Evaluate the design

• Test and evaluate •Develop a product or system using• Make a product or system quality control

•Reevaluate final solution(s)

Use and Maintain • Discover how things work • Follow step-by-step instructions • Use information to see how •Document and communicateTechnological • Use tools correctly and • Select and safely use tools things work processes and proceduresProducts and Systems safely • Use computers to access • Safely use tools to diagnose, •Diagnose a malfunctioning system

• Recognize and use and organize information adjust, and repair • Troubleshoot and maintain systemseveryday symbols • Use common symbols • Use computers and calculators • Operate and maintain systems

• Operate systems • Use computers to communicate

Assess the • Collect information about • Use information to identify • Design and use instruments •Collect information and judge its qualityImpact of everyday products patterns to collect data •Synthesize data to draw conclusionsProducts and • Determine the qualities of a • Assess the influence of • Use collected data to find •Employ assessment techniquesSystems product technology trends •Design forecasting techniques

• Examine trade-offs • Indentify trends• Interpret and evaluate accuracy of

information

Medical • Vaccinations • Vaccines and medicine • Advances and innovations in •Medical technologies for prevention andTechnologies • Medicine • Development of devices to repair medical technologies rehabilitation

• Products to take care of people or replace certain parts of the body • Sanitation processes •Telemedicineand their belongings • Use of products and systems to • Immunology •Genetic therapeutics

inform • Awareness of genetic engineering •Biochemistry

Agricultural and • Technologies in agriculture • Artificial ecosystems • Technological advances in •Agricultural products and systemsRelated • Tools and materials for use in • Agriculture wastes agriculture •BiotechnologyBiotechnologies ecosystems • Processes in agriculture • Specialized equipment and practices •Conservation

• Biotechnology and agriculture •Engineering design and management• Artificial ecosystems and of ecosystems

management• Development of refrigeration,

freezing, dehydration, preservation,and irradiation

Energy and • Energy comes in many forms • Energy comes in different forms • Energy is the capacity to do work • Law of Conservation of energyPower Technologies • Energy should not be wasted • Tools, machines, products, and • Energy can be used to do work • Energy sources

systems use energy to do work using many processes •Second Law of Thermodynamics• Power is the rate at which energy •Renewable and non-renewable

is converted from one form to forms of energy

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another •Power systems are a source, a process,• Power systems and a load• Efficiency and conservation

Information and • Information • Processing information • Information and communication • Parts of information andCommunication • Communication • Many sources of information systems communication systems

• Symbols • Communication • Communication systems encode, • Information and communication systems• Symbols transmit, and receive information • The purpose of information and

• Factors influencing the design communication technologyof a message • Communication systems and

• Language of technology subsystems• Many ways of communicating• Communication through symbols

Transportation • Transportation systems • Transportation system use • Design and operation of • Relationship of transportation andTechnologies • Individuals and goods • Transportation systems and transportation systems other technologies

• Care of transportation subsystems • Subsystems of transportation • Intermodalismproducts and systems system • Transportation services and methods

• Governmental regulations • Positive and negative impacts of• Transportation processes transportation systems

• Transportation processes and efficiency

Manufacturing • Manufacturing systems • Natural materials • Manufacturing systems • Servicing and obsolescenceTechnologies • Design of products • Manufacturing processes • Manufacturing goods • Materials

• Consumption of goods • Manufacturing processes • Durable or non-durable goods• Chemical technologies • Chemical technologies • Manufacturing systems

• Materials use • Interchangeability of parts• Marketing products • Chemical technologies

• Marketing products

Construction • Different types of buildings • Modern communities • Construction designs • InfrastructureTechnologies • How parts of buildings fit • Structures • Foundations • Construction processes and procedures

• Systems used • Purpose of structures • Requirements• Building systems and subsystems • Maintenance, alterations, and renovation

• Prefabricated materials

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Learning to Use and Teach Robotics for Social Justice in STEM (Senior Project)

Documents

robotics education

mathematics stem education

revision stem education

stem fields

universal education

positive education experiences

research project

social justice