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IMG_0011.MOVThis is the code My classmate and I used to make our bot go through the maze. Below me is the code to make the Sphero go around a square.
Using I coded a Sphero to go around a square and through a maze because that is what my teacher wanted us to do.
During this process, I learned how to code a Sphero to go around a square.
The 7 standards of the class are Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. My project ties to Empowered Learner because I learned how to code a Sphero.
A challenge I and a classmate overcame on this project was coding the Sphero although we did not know how to code it. I and a classmate was able to do it by trying out the controls.
Given a chance to do this again, I would change the Sphero bot we were using because it kept on wobbling. The reason why I would change it is because It kept on messing up and we had to restart.
This project connect to careers in engineering.
My list of 25:
Maze inside of the letter A
Maze inside of the letter B
3. Make the robot talk.
4. Make the robot go fast.
5. Make the robot slow.
6. Make the robot go over a speed bump for some reason.
7. Make the robot go through a even harder maze.
8. Make the robot go on a track.
9. Make the robot talk about a famous map.
10. Make the sphero go through a maze
11. Make the sphero drive in a triangle
12. Make the sphero drive in a square
13. Animal sound toss game
14. Program the sphero to drive over a bridge made with classroom materials
15. Paint
16. Code Sphero to say your name.
17. Some activity to go with a book you're reading
18. Code Sphero to talk about the planets.
19. Code Sphero to go bowling.
20. Code Sphero to play Battleship.
21. Code Sphero to build an obstacle coarse.
22. Code Sphero to say a practical joke.
23. Go in a mini boat and race against other Spheros.
24. Code Sphero to go in a mini chariot and go in a race against other Spheros.
25. Code Sphero to go through a city that I will draw.
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