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The ROSE Project http://www.roseproject.eu

ROSE

Robotics Opportunities (to foster) STEM Education

D.Rodolfo Sarli – Alessandro Giari

rodolfosarli@yahoo.it alexg63@libero.it

I.I.S. FERRARIS BRUNELLESCHI -Institute of Florence

ROSE 2° TRANSNATIONAL PARTNER MEETING –GRATZ- JUNE 2016

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The ROSE Project

I.I.S. “Ferraris-Brunelleschi” (Empoli, Italy)

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OUR HISTORY

Started up since October 1st 1970 (Presidential Decree No. 1182, 03/11/1972), IIS "Ferraris-Brunelleschi" covers a large area, with several municipalities. Students and alumni come both from the complex socio-economic area of the lower Val d'Elsa and from Empoli's area, where the School has become a reference educational point, hence developing a strong partnership with the socio-economical activities of the district.

IIS FERRARIS-BRUNELLESCHI

A classroom

Specific Expertise

The educational specific training programme constantly integrates itself with the working experience of nearby industries, thus realising an innovative and mutual mix of life-long-learning and job training for its students. School specific areas of expertise include: ICT Chemistry Electrotechnics Surveyor

Specific Expertise

IIS FERRARIS-BRUNELLESCHI

CHEMISTRY ELECTROTECHNICS SURVEYORINFORMATIONCOMMUNICATIONTECHNOLOGY

Mission

Fulfilment of compulsory schooling Enhancement of the level of national education Enhancement of the rate of success in school Contribution to the development of individual skills Contribution to individual cultural enrichment Innovative methodology, thus balancing between theoretical

knowledge and practical laboratory experiences Employment of new-technologies as innovative instruments

in order to achieve pedagogical goals.

Innovative didactic methodology

Since 2013-2014, IIS "Ferraris-Brunelleschi" joined the network of the project "Book in progress"

(www.bookinprogress.org), The project aims at using ICT for learning promotion,

thus integrating itself with the most up-to-date methodologies of the flipped classroom and peer-tutoring, which both assume a systemic use of the Web2.0 resources as not renounceable didactical tools.

E-books, Tablets, LIM: a new didactics: third best at Microsoft Scuola Digital Contest 2015: https://www.scuola.digital/2015/10/13/asdf-post/

Stay Tuned…

A dongle setting for screen mirroring

Studying and coding thanks to technology

https://www.youtube.com/watch?v=Uhrw-jTKB_I

Winner in Hackathon ( a Marathon Coding Contest ) creating an app that helps students in memorisation:LET ME FOCUS IT https://play.google.com/store/apps/details?id=info.geeksec.letmefocusit&hl=it

ROBOTICS IN FERRARIS BRUNELLESCHI

Starting from 2012 our institute partecipated in Robocup Junior Italia( http://www.robocupjr.it/) . A scholastic robotic competition whit both different kind of mission and categories.

Our institute took part in “Rescue Line”competititon: a circuit with many “rooms” and some victims to save https://youtu.be/1XK5a3_F6OQ

Thanks to this experiences we decided to introduce a new expertise under ICT: “ROBOTICS CURVATURE”

Specific Expertise

IIS FERRARIS-BRUNELLESCHI

CHEMISTRY ELECTROTECHNICS SURVEYORINFORMATIONCOMMUNICATIONTECHNOLOGY

ROBOTICS INFORMATIONTECHNOLOGY

Educational autonomy

Why was it possible to indroduces a new expertise ?

The curriculum structure is composed of three levels:

  1) a binding part, consisting of activities and key disciplines, the total annual hours to spare it, the objectives and the learning standards established at the national level;

2) an optional part that enriches the curriculum, to be defined autonomously by schools, with a wider range of offers among them students have the right to choose;

  3) an elective part of the curriculum through enrichment activities and additional disciplines, planned and executed with the agreement of outside interests (local authorities and / or training agencies).

Educational autonomy

What is it?

This is a time share of the curriculum that is committed directly to the individual schools. With this share you can:

• enhance the compulsory courses for all students, with particular reference to laboratory activities

• activate additional courses, in order to achieve the objectives of the training provision plan. In addition, as part of the determined annually teaching staff, it is possible to grant a staffing boosted team to individual schools and / or make it available through the network agreements (highly unlikely hypothesis given the strong reduction of staff )

Educational autonomy

Constraints

Using the autonomy share

• must not result in overstaffing, immediate or at the steady state

• can not be more than 20% of the total classes time scheduled for the first two years and for the overall three-year period.

Furthermore

• each subject can not be reduced by more than 20% of the total hours provided for each course of studies

Educational autonomy: using Flexibility

Standard Infomtion technology

Secondo Biennio(16-17 years old) 5° anno

(18 )

Subjects

III° IV° V°

ITALIAN LITERATURE 4 4 4

ENGLISH 3 3 3

HISTORY 2 2 2

MATHS 3 3 3

Scienze motorie e sportive 2 2 2

Religione/Attività Alternativa 1 1 1

Complementi di matematica 1 1 -

Network system 4 (2) 4 (2) 4

Technologies and design of computer systems and telecommunications

3 (1) 3 (2) 4

Gestione progetto, organizzazione d’impresa

- - 3

Information Tecnology 6 (3) 6 (3) 6

Telecommunication 3 (2) 3 (2) -

Ore di laboratorio triennio 8 9 10

Totale ore settimanali 32 32 32 (10)

RoboticsSecondo Biennio(16-17 years old )

5° anno(18 )

Subjects

III° IV° V°

ITALIAN LITERATURE 4 4 4

ENGLISH 3 3 3

HISTORY 2 2 2

MATHS 3 3 3

Scienze motorie e sportive 2 2 2

Religione/Attività Alternativa 1 1 1

Complementi di matematica 1 1 -

Network system 4 (2) 4 (2) 4

Technologies and design of computer systems and telecommunications

3 (1) 3 (2) 3

Gestione progetto, organizzazione d’impresa

- - 3

Information Tecnology 6 (3) 5 (3) 5

Telecommunication 3 (2) 4 (2) 2

Ore di laboratorio triennio 8 9 10

Totale ore settimanali 32 32 32 (10)

Educational autonomy

Expertise Knowledge Skill Content Resources Methodology Subject

1.1Il robot

Using rational thought strategies

( abstraction algorithmic ) in order to use the

building blocks of a demonstrative robot

9 hours

Concept of algorithm

Flow charts

Functional Block diagram

Knowing how to model / schematise a problem

Devolopment of the robot NXT block diagram

identification of structural and functional characteristics of the main components

ClassroomBlackboard/LIMVideoprojectorComputerKit Robot Lego

Forntal lesson

Inductive method

Practical execises

Information

Tecnology

1.2Programming:Represent the flow diagram relating to the operation of the robot NXTTranslate the flowchart in programming languages

27 hours

Functional Block diagram

Flow - chart

Iconic programmng language Lego Robot

Representing through the iconic language first , and then through a textual language (C for NXT) algorithms for robot operation

Flowcharts : from action to elementary C programming;

programming icons languages, application of Boolean logic inprogramming of the robot

ClassroomBlackboard/LIMVideoprojectorComputerKit Robot Lego

Forntal lessonInductive methodPractical execises

Information

Tecnology

Educational autonomy

Expertise

Classe III (16 years old)

1a: Knowing how to use and operate a robot , in compliance with the safety standards

2a: Knowing the different constituent parts of the robot ( mechanical, electrical , electronics , computer architecture)

3a: Knowing how to use the different simulation programs to be able to define the dimensions, functionality and building / modeling of different tools

4a: Ability to exploit the potential of robots in a work environment in order to operate technical and economic optimizing cycles of production and assembly

Subject[]: Number of hours in curvature

Network System[SIST]: 13

Information Tecnology [INF]: 36

Technologies and design of computer systems and telecommunications(TPSIT):20

Telecommunication [TELEC]: 20

1.1 [INF] (9h)

1.2 [INF] (27h)

1.3 [TPSIT] (8h)

1.4 [SIST] (7h)

2.1 [TELEC] (6h)

2.2 [TELEC](14h)

3.1 [TPSIT] (12h) 4.1 [SIST] (6h)

OUR GOALS

With the introduction of Robotics Curvature we try to get the following benefits :

gathering all the necessary skills in order to build machines ( mechanical , electrical, electronics ) , computers, software , communication systems , networks ;

promoting the creative abilities in students , as well as their communication , cooperation and teamwork skills thanks to the specificity of this new science;

fostering an attitude of interest and openness towards science subjects through the specificity of this new science and increasing the students' motivation in many cases

ROSE ACTIVITIES

During last year, focusing on ROSE project aims, we organized :

1) Weekly robotic workshop in extracurricular schedule for Robocup partecipation,

We got many benefits

We developed students' Robotic competences increasing their capabilities in teamworking, coding, cooperative learning

We dealt in some students of our institute not coming from Robotic Curvature

ROSE ACTIVITIES

Our best teams performance was quite good : 12th and 13th in Italian Robocup final in Bari 2016

( http://www.ferraris.eu/iis/content/robocup )

ROSE ACTIVITIES

2) Dissemination activities

a) We organized workshops to Coding Approach .We organized three workshops attended by the first grade

classes of the Busoni Institute( about 180 contaminated children, 11years old ) . These workshops were focused on the use of IDE Scratch .

Scratch may represent a link to the Lego kits since the robotic platforms Arduino-Makeblock is programmed using a dedicated Scratch environment.

Feedback received from teachers and the boys have been positive .

Arduino-Makeblock

ROSE ACTIVITIES

We used peer educators during dissemination workshops

ROSE ACTIVITIES

b) Robotics workshop on the rectilinear uniform motion

It was run by teachers and peer educators from our Institute . Two classes of Busoni Institute (13 years old) and two classes of our Institute ( 15 years old) attended it.

The teachers of involved classes treated the issue of rectilinear uniform motion in the previous days .

The day of the meeting a test ante experience and a test post expierence ( they were equal) was distributed .

ROSE ACTIVITIES

The data obtained show how the workshop activity has increased the degree of knowledge regarding the third grade classes (36 students tested, 13 years old) of Busoni Institute

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Robotic workshop 2nd classe Busoni Institute

Test Ante 10:00 a.m

Test Post 12:00 a.m.

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ROSE ACTIVITIES

The data obtained show how the workshop activity enhanced the knowledge in the second grade classes of our Institute ( 26 students tested, 15 years old).

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Robotic meeting 3rd classes Ferraris Institute

Test Ante 10:00 a.m

Test Post 12:00 a.m.

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ROSE ACTIVITIES

Robotics workshop on the rectilinear uniform motion

ROSE ACTIVITIES

3)Training sessions on Arduino Platform BYOR

Have been scheduled 6 workshops in Second Level College of Scienze “Copernico” (Prato) with the support of the teachers of the Ferraris Brunelleschi Institute. Three classes and around 65 students were involved in these workshops.

Aims● Know fundamental parts of the Arduino shield● Assemble the robot BYOR● Know Arduino IDE● Know the main parts in a program for BYOR ● know how to implement a program● Manage the ultrasonic sensor● Manage the engine ( even with PWM )

BYOR

ROSE ACTIVITIES ● Achieve

● an assisted parking system using both LEDs both buzzer● an " Obstacles dodger robot "● a " Dog robot " that holds a pre-set distance from a moving

object ( to be completed)

ROSE ACHIEVEMENT

Thanks to our R.O.S.E. dissemination activities and to our demonstrations in public events , conducted by teams of the Robocup , we obtained the following data for the ICT expertise: female partecipation is not good.

ICT EXPERTISE FERRARIS BRUNELLESCHI INSTITUTE

A.S. 2015/16 A.S. 2016/17

FIRST GRADE STUDENT ( 14 YEARS OLD) 77 100

FIRST GRADE FEMALE STUDENT ( 14 YEARS OLD) 7 5

ROBOTIC STUDENTS 28 37

STUDENT COMING FROM BUSONI INSTITUTE 15 22