Project-Based Learning: Designing and Building a Wheeled Robot with Micro:bit

Artificial Intelligence Popularization Education: Designing and Building a Wheeled Robot with Micro:bit

Author: Gao Kai (Beijing No. 2 Middle School)

Micro:bit is a controller that has been favored by many middle and primary school students and science teachers in recent years. Its small size, high integration, and ease of use have led to its rapid popularity in schools. Combining the Micro:bit controller with corresponding expansion boards allows for the completion of many projects. In this article, we will introduce project-based learning based on the Micro:bit control board using the design and production of a wheeled robot as an example.

Project Background

A wheeled robot is a very classic and common type of robot in the field of robotics. Many students begin their exploration and learning of robotics knowledge with wheeled robots. Meanwhile, robots used in production and transportation in daily life also adopt wheeled movement. The “Yutu” series lunar rovers designed and manufactured in China also belong to the category of wheeled mobile robots. In teaching, introducing students to the basic principles of the “Yutu” lunar rover and the scientific research stories behind it helps cultivate students’ correct values and stimulate their enthusiasm for learning this project.

Project Objectives

This project is a comprehensive design and production project that requires students to integrate knowledge from various disciplines for solution design and problem-solving, ultimately achieving the expected goals.

Project Overview

In this project, the wheeled robot designed by students must complete certain predetermined tasks. From the structural design of the robot, program design, to material selection, students will complete the robot’s production with a goal-oriented approach and conduct testing in the designated area.

Implementation Process

During the project production process, relying on the project production phase of the engineering design cycle, students develop core competencies comprehensively.

Create scenarios, stimulate learning enthusiasm, clarify project goals

High school students have a good foundation in logical thinking and hands-on practice, and they have a preliminary understanding of the basic knowledge of robots. They can understand the functions and main components of various subsystems within a robot system. Students enjoy participating in project-based learning and look forward to completing their works in collaboration with classmates. Based on a simple analysis of students’ situations, we first need to stimulate students’ enthusiasm for participating in project learning through topics of interest. In the project’s introduction phase, we introduce the lunar rovers and Mars rovers to lead into the specific goals of this project.

Based on project goals, research relevant materials, and form a preliminary plan

In the project’s introduction phase, clarify the project goals to be achieved (climbing, avoiding markers, overcoming obstacles). Students, organized into groups, will use the internet to research relevant materials and form preliminary design plans.

Group discussion to determine the final plan

Initially, each student formed their own plan based on their understanding of the task. Next, the group will finalize the plan. During the research process, each student has their own focus, and before determining the group’s final plan, sufficient discussion is needed to consider objective factors such as project production time and materials to determine the most suitable plan.

Execute project production according to the plan and make timely adjustments when encountering problems

According to the plans and personnel assignments determined by each group, the students will go through several stages including parts processing, assembly debugging, and program design to complete the production of the mobile robot model. Specific stages include: ① Students use computer drawing software to design each part according to the design plan determined in group discussions; ② Based on the design drawings, use processing equipment such as laser cutting or 3D printing to complete parts processing; ③ Process the finished parts and assemble them with standard components; ④ After completing the assembly of the robot structure, use BXY programming software to design programs for the Micro:bit control board, and after debugging, ensure the robot can move normally. The software has a rich library of files, which can control output devices such as DC motors and servos by calling the library files.

Task testing and proposing better improvement plans

No design is perfect; some issues will arise during testing that need further iteration and improvement. Students will test the completed robots in the designated area, evaluating them based on criteria such as flexibility, obstacle overcoming ability, and climbing ability. They will promptly identify the strengths and weaknesses of each group’s design and be able to propose appropriate solutions to optimize the design based on the shortcomings.

Inter-group communication to share successful experiences

During the project production process, each group has its own design ideas and has formed certain production experiences. In this communication phase, each group will be invited to share their successful experiences during the design and production process, allowing more students to learn from each other and improve together.

Summary and Reflection

Highlighting the student-centered learning process

This project’s teaching consistently follows a student-centered teaching philosophy, from the initial task release to students independently designing solutions, then to students designing and producing models, and finally testing the models in the designated area, summarizing the advantages and disadvantages of the robots. Each teaching phase fully reflects the students’ central position, while the teacher acts as a guide, stimulating students’ thinking through design activities and problem-solving.

Using China’s scientific research achievements to introduce the project and cultivate students’ correct values

The introduction of this project’s teaching uses China’s “Yutu” lunar rover as an example, introducing the characteristics of mobile robots. The choice of carrier is thoughtful, allowing students to understand the characteristics of mobile robots while appreciating China’s strong scientific research capabilities. During the model production and debugging process, students experience the challenges of scientific research, guiding them to form correct values.

Using robots as a carrier to cultivate students’ awareness of artificial intelligence

Artificial intelligence is gradually entering our lives. This project focuses on the design and production of mobile robots, allowing students to learn about artificial intelligence-related knowledge through production. Students go through experiences of exploration, thinking, practice, and inquiry, achieving close contact with artificial intelligence technology. In future project expansions, more applications of artificial intelligence technology can be added, such as adding cameras to the robots to guide them in completing classic artificial intelligence functions like label recognition and facial recognition.

In summary, the mobile robot production project is a comprehensive application of knowledge and skills. Through this project, students gain opportunities to apply what they have learned, deepening their understanding that knowledge learning should not remain superficial but should focus on how to flexibly use knowledge to solve problems.

The original text was published in the “China Science and Technology Education” 2021, Issue 9, New Skills column, author: Gao Kai (Beijing No. 2 Middle School). The original text has been slightly edited. Members of the China Youth Science and Technology Instructors Association can click on “Read Original” to log in to the magazine’s official website to browse the full text for free.

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