“ A key understanding that the boys develop at this point is that robots follow . If they do not do an intended action , the problem is with the program , as opposed to the robot not working .”
“ A key understanding that the boys develop at this point is that robots follow . If they do not do an intended action , the problem is with the program , as opposed to the robot not working .”
the past few years have included chairs , forts , vehicles , and large-scale marble tracks . They also learn to rely on their teammates , discussing ideas and delegating responsibilities .
In third grade , our famous “ Nerdy Derby ” builds upon the same process . Boys are called upon to design and fabricate an entry into one of three possible derby car races , all of which take place on a massive track , an impressive new version of which was christened this spring thanks to the engineering of current parent , Seamus Fairtlough . Third graders study concepts of forces and motion and use this knowledge to design their cars . This is also when the idea of concept testing comes into play for the students . Leading up to the derby , boys participate in smaller engineering challenges to gather data that will help them in their designs . The Nerdy Derby is a fitting culmination to the Lower School engineering program with its natural melding of both science and engineering , something that becomes more innate once students grasp the basics of thinking like an engineer .
While the primary methods and thought processes remain consistent with those involved in structural engineering , programming and robotics constitute a unique branch of the discipline , one much beloved by our boys . Again , we follow a model of gradual complexity throughout the course of Lower School , moving from exploratory learning to goal-based projects . The youngest grades begin to play with Beebots , simple moving robots that are programmed using buttons on the robot itself . Beginning with open-ended play , boys gain an appreciation of what a robot is and how commands form programs for the robot to follow . When specific challenges and movement patterns are introduced with the Beebots in Kindergarten , students have more opportunities to practice trial and error and perseverance through initial failure . A key understanding that the boys develop at this point is that robots follow . If they do not do an intended action , the problem is with the program , as opposed to the robot not working .
First graders are introduced to Ozobots , line-following robots that can do much more than a Beebot can . Similar to the Beebot though , the Ozobot is still programmed in the physical world instead of on a separate device . First graders learn about the various sensors in the robot and how they provide information from the outside world . In second grade , students begin to manipulate robotic sensors in their programming . The Dash robots they use to do this are a significant progression , as they are programmed using software on a separate device . Boys use commands that fit together like puzzle pieces to form longer