8P8-Sphero bolts

Daily Log

Video 

Reflection

• My friends and I set up a race course for our new mini Sphero BOLTs because we wanted to redo the cool Dash robot challenge we did last week. Wood blocks were used to build the obstacles and our iPads and a computer were used to code the directions for the little robots. Figuring out the new Sphero app was tricky, but we wanted to see which robots were faster at making sharp turns. Setting up the race with different robots showed us how their programming is totally different, and it was a blast trying to beat each other's fastest time. 

• During this process I learned how to use a sphero mini, which was way cooler than expected. The coding part on the iPad was confusing at first because it used block-based programming not previously encountered. Once the user figured out how to set the speed and change the LED matrix colors though, the user started getting the hang of it and the robot was moving exactly where intended. The user can definitely program a mini Sphero now and is ready for the next challenge. 

• My project actually aligns perfectly with the Global Collaborator standard from our class list. The main reason is because we aren't just doing this for a grade; we are publishing our whole process on the class website for anyone to see. By making our work public, we are basically sharing our engineering process with the entire world, which is pretty cool. This lets other students or teachers try our exact race setup, connecting our classroom to other people interested in robotics. 

• A significant challenge in this project was connecting the Sphero to the iPad. Although it seemed straightforward, the app initially failed to find the robot, leading to frustration. The solution involved ensuring the Sphero's bright blue light faced the user when the "connect" button was pressed. Upon aligning the light correctly, instead of having it face away, the connection was established immediately, allowing the coding of the race to begin. 

• If the project was done again, there would be changes to what was built and how the team challenged themselves with the Spheros. The basic race course felt too easy to set up and program, so the whole project was finished quickly. Next time, a more complicated obstacle course would be designed. This course would require more sensors, like the color sensor or the gyroscope, instead of just driving forward. That way, the project would be much harder and keep the team engaged for the entire class period. 

• The mini Sphero project connects to the Digital Multimedia CTE program at Hastings High School. While the project involved robotics, the focus on programming, creating digital content for the web, and documenting the process overlaps with the skills taught in that program. Understanding how to use technology and present work clearly online is essential in both scenarios. Overall, this project was a good warm up for exploring 

• My project actually connected to careers in photography because we spent a lot of time taking pictures and videos of the mini Spheros racing. We had to think about good angles and make sure the lighting was decent so the robots would show up well in the final shots. Figuring out how to capture the quick movement of the little robots was a challenge, just like a professional photographer capturing a fast moment. Documenting the race properly was a really important part of the project that taught us practical photography skills.