The Arizona STEM Acceleration Project

Introduction to Edison

Introduction to Edison

A 6-8 Grade STEM Lesson

Christi Jones

May 2023

Notes for Teachers

• I do not give students all of the barcodes at once. I pass out barcodes when we get to the individual activities. This prevents confusion.
• Decide if you want students to work on tables or on the floor. If on tables, emphasize the importance of protecting Edison when close to the edge of a table.
• It works best to have a mat or white paper under Edison. This helps the sensors and it prevents the skid from falling out.

List of Materials

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• Edison Equipment:
• Edison robots, AAA batteries, chargers
• Print barcodes & Handouts
• LINK HERE
• EdMats or White Butcher Paper

AZ Standards

Arizona Educational Technology:

• 6-8.1.d. Students navigate a variety of technologies and transfer their skills to troubleshoot and learn how to use new technologies.
• 6-8.3.d. Students explore real world problems and issues and actively pursue solutions for them.
• 6-8.5.a. Students practice defining and solving problems by selecting technology for data analysis, modeling, and algorithmic thinking.
• 6-8.5.c. Students break problems into component parts, identify key pieces, and use that information to solve problems.
• 6-8.5.d. Students understand how automation works and apply algorithmic thinking to design and automate solutions.
• 6-8.7.c. Students perform a variety of roles within a team, using age-appropriate technology to complete a project or solve a problem.

Science & Engineering Practices

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● ask questions and define problems

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

National Standards

Computer Science (CSTA K-12 Standards)

• 2-CS-02: Design projects that combine hardware and software components to collect and exchange data.
• Connection: Students explore the interaction between hardware (Edison robot, sensors, motors) and software (barcode programs) to make the robot respond to its environment, such as following a flashlight or avoiding obstacles. * 2-CS-03: Systematically identify and fix problems with computing devices and their components.
• Connection: The lesson emphasizes troubleshooting skills, guiding students to check battery levels, room lighting conditions, and calibration when the robot's sensors do not behave as expected.

Next Generation Science Standards (NGSS)

• MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
• Connection: Students utilize the Edison's Infrared (IR) sensors for "Obstacle Detection" and "Line Tracking," learning how IR light reflects off objects or is absorbed by black lines to trigger a response. * MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
• Connection: The lesson draws direct analogies between the robot's sensors and biological systems, comparing the light sensors to moth phototropism ("Torch Follower") and the obstacle detection to bat echolocation.

International Society for Technology in Education (ISTE Standards for Students)

• 1.1 Empowered Learner: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
• Connection: Students learn the operational basics of the Edison robot (scanning barcodes to load programs) and apply troubleshooting logic to solve operational failures.

Common Core English Language Arts (CCSS.ELA)

• RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
• Connection: Students must follow a precise sequence of actions—placing the robot, scanning the barcode, and waiting for audio confirmation—to successfully program the robot's behaviors.

Objective(s):

• We will develop critical thinking skills while experimenting with Edison, making observations, and wondering how Edison works.
• We will learn the basic operations used to control Edison.
• We will learn about Edison’s inputs & sensors.

Agenda

• Day 1
• What is a robot?
• Observe Edison
• Day 2
• What is a program?
• Learn to operate Edison
• Learn about inputs & sensors
• Complete activities
• Day 3
• Complete final activities with Edison to learn how the sensors work

• This may take more/less time depending on your class period and students.

Intro/Driving Question/Opening

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• What is a robot?
• How do robots help people in businesses and homes?
• How does a robot know what tasks to perform?

Hands-on Activity Instructions

• Students can be in groups according to the number of Edison Robots you have available.
• I used groups of 4 or less per table.
• The slides will walk you through each step of the lesson.
• The student handouts can be printed double sided to save paper.

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Assessment

• Students can be assessed according to completion of their handouts and teacher observations of the thinking process happening at each table.
• Students can be quizzed on the buttons and sensors present on Edison.
• Potential self-reflection questions:

What were the most significant insights or lessons learned?

How might you apply what you learned to future coding challenges or activities?

Differentiation

• Students should be paired with another student if needed.
• Provide examples of sentence stems to help guide students with answering questions.
• Provide one-on-one help while circulating the room.
• Provide key vocabulary with images.

Remediation

Extension/Enrichment

Students can be prompted to invent their own barcode or write a plan for code they will use in the future.

Day 1

Purpose

• We will develop critical thinking skills while:
• Experimenting with Edison
• Observing
• Wondering
• We will better understand how coding is implemented in real life by experiencing hands-on application of learning.

Think…

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• What is a robot?
• On your handout, describe what you first think of when you imagine a robot.

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A Robot is…

• This is the basic definition of a robot:
• “a robot is a machine that can be made to do a task on its own.”
• Simple as it is, this definition means there are lots of machines in the world that are actually robots!

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Think…

• Many types of robots exist in the world.
• Think of a robot that exists in the world whether at home, in manufacturing, or other locations.
• What do these robots do to help people?

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Think…

• Think of examples of robots from fiction (movies, cartoons, games, etc.)
• List names, features, abilities, etc.
• Do they have anything in common with robots in the real world?

Compare & Contrast

• Compare the differences & similarities between real-world robots and fictional robots.
• Give special attention to the physical form of the robots, particularly humanoid and non-humanoid designs.
• How does the shape of these robots help them do their job?
• What are trade-offs?

Share

• We will share examples of robots in real life and in fiction.
• What differences did you notice?
• What similarities did you find?

Edison Robots

• We will be working with Edison robots.
• These allow the user to use code to control them.
• There are several types of programming that can be completed.
• Today we will begin with the easiest—barcode coding.
• First, we will look at some of the features of the robots.

Edison Robots

• Observe your robot.
• How big is the robot?
• What parts do you see?
• What do you think each item does?
• On your handout, draw the top view of the robot.

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Edison Robots

• Observe your robot.
• How big is the robot?
• What parts do you see?
• What do you think each item does?
• On your handout, draw the bottom view of the robot.

Edison Robots

• What do you think the round button does?
• What do you think the square-ish button does?
• What do you think the triangle button does?
• Discuss and debate these as a table group.
• What experiences helped guide you to that answer?
• Be sure to explain your answers.

Edison Controls

• Label the buttons on the back of your handout.
• We will add other labels later.

Day 2

What is programming?

• Just like all robots & computers, Edison needs programs to function.
• What is a computer program?
• A computer program is a collection of instructions that tell a computer to perform a specific task.

What is barcode programming?

• Edison comes with some programs already loaded in the robot.
• A computer program is a collection of instructions that tell a computer to perform a specific task.
• We can get the robot to access and run these programs using special barcodes.
• How do you think Edison stores these programs?

Reading Barcodes

• Whenever you use one of Edison’s barcodes, you need to follow the same four steps:

1. Place Edison facing the barcode on the right side of the barcode.

2. Press the record (round) button three times.

3. Wait while Edison drives forward and scans the barcode.

4. Press the play (triangle) button one time to run the program.

Reading Barcodes

• I will demonstrate how to have Edison read the barcodes.
• You will then complete your activities.
• Your handout will walk you through the directions & steps.
• You will share an observation & wonder after each activity.

Example

• I follow the directions and I then write my answer to the prompts.
• Examples of my answers:
• I observed that Edison read the barcode after being told to record the code and driving over it.
• I wonder if Edison can read barcodes that are in different colors and finishes such as laminated barcodes.
• DO NOT USE MY EXAMPLE AS YOUR ANSWER.

Activity

• Power Edison on.
• Listen for a sound and for the LEDs on top to blink back and forth. This will let us know that the Edison robot has successfully powered on.
• Complete Barcode 1 Activity & Line Experiment 1.

Share

• What is one observation that was made?
• What is one thing you are still wondering?
• Can we test any of the wonderings?

What’s the code behind the barcode?

Inputs & Sensors

• Let’s look at inputs & sensors to better understand how Edison was able to follow the line.

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Inputs & Sensors

• Label the sensors on your handout.

Inputs & Sensors

• Label the sensors on your handout.

Edison Fact

• Edison’s line tracking sensor shines light on the surface and then measures the amount of light that is reflected back.
• White (paper) reflects a lot of light, giving a high light reading.
• Black (ink) reflects very little, giving a low light reading.

Edison Fact

• To track the line, Edison is in a constant state of dissatisfaction.
• When he is off the line, he turns right to get on the line. But when he’s on the line, he turns left to get off the line.
• This results in him waddling on the edge of the line.

Guess the Barcode 1

• You will need your barcode as well as a “track”.

Guess the Barcode 1

• What did you observe?
• What did you wonder?
• What sensors helped Edison to complete this task?
• How may this feature be useful in robots used by businesses or in homes?

Edison Fact

• Line tracking and bounce in borders are fun programs, but there’s a serious side.

Edison Fact

• Warehouses that use robots to move items around use lines or markers on the ground to guide the robots to their destination.
• These robots use barcode markings on the floor to navigate in Amazon’s warehouse.

Day 3

Guess the Barcode 2

• You will need “Guess the Barcode 2” and a paper to guide you through creating a box for this activity. Use a small piece of tape on each corner of your “box” after folding the sides along the dotted lines.

Guess the Barcode 2

• What did you observe?
• What did you wonder?
• What sensors helped Edison to complete this task?
• How may this feature be useful in robots used by businesses or in homes?
• Did anyone try blocking Edison with their hand or an object other than the box? If so, What happened?

Edison Fact

• Edison’s obstacle detection system uses the same invisible light that your remote control uses to tell the TV to change channel.
• This light is called ‘infrared’ or ‘IR’ and is invisible because it has a longer wavelength than the human eye can see.

Edison Fact

• Edison emits IR from two light emitting diodes (LEDs), one on the left and one on the right.
• In between the two LEDs is an IR sensor.
• The sensor detects when IR is reflected from an obstacle.
• If the IR is reflected from the left LED then the obstacle is on the left.
• If the IR is reflected from the right LED, then the obstacle is on the right.

Task 3: Follow a Torch

• Where can we find a bright light that can easily be moved around Edison?
• Complete the “Follow a Torch” activity and document your observations and wonderings.

Edison Fact

• Edison loves light! He will drive toward the brightest light source.
• By moving the torch, you can control where Edison drives to.
• Does this behavior remind you of anything?
• Possibly something in nature that follows lights.

Edison Fact

• This is one of Edison’s most interesting programs, because it mimics the behavior we see in some flying insects.
• I’m sure you’ve seen moths on a hot summer night swarming around a bright light.

Edison Fact

• This type of robotic behavior is called ‘phototropism’ and is normally found in plants that grow toward the sun.
• The Follow a Torch program is also very interesting, because Edison is behaving autonomously.
• This means that he is thinking for himself and responding to changes in his environment.
• Is Edison alive?

Task 1: Clap Controlled Driving

• This activity uses clapping to control Edison.
• We have several groups in the classroom so our Edison may get confused.
• We will test it with clapping and later try tapping our pencils on the table instead.

Edison Fact

• Sound sensors just like the one in your Edison are used in modern cars to detect when the engine fires each cylinder.
• This information is fed to the car’s computer to ensure that the firing is occurring at just the right time.
• If the engine is firing too late, it can cause damage to the engine.
• Ensuring that the firing is happening at just the right time also ensures the most economical fuel consumption.

Congratulations!

• You learned how most of Edison’s sensors work!
• You are now ready to begin using code to program Edison.

Resources

I combined ideas from both Meet Edison and StemAZing to create most of my lesson. I created my own handouts to make the lesson apply to older students as well as to save paper.

Handouts in presentation: Handout

StemAZing workbook:Barcoding Adventures

Meet Edison Student Activities: EdScratch student lesson activities

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