8P7 - Robots

I created a project using the Sphero ball and its app, specifically choosing to document my time playing with the device because I felt this simple, hands-on approach would be the best way to explore and understand the technology's interactive capabilities and how the app controls the ball's movement. During this project, I gained a practical understanding of how the Sphero ball operates. I learned that its functionality relies on a combination of internal sensors, motors, and an external control system provided by the dedicated app. Specifically, I observed how the app sends real-time instructions—such as direction, speed, and color changes—to the ball via a wireless connection, and how the internal motors then translate those digital commands into physical, sustained movement across the floor, allowing me to directly manipulate a robot in a tangible space. Of the seven class standards—Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator—my project directly aligns with the Knowledge Constructor standard. This connection is evident because my process involved actively building new understanding: by repeatedly interacting with the Sphero ball and its app, I didn't just passively receive instructions, but rather slowly and deliberately learned how the ball works through hands-on exploration and trial-and-error, thus constructing practical knowledge about the technology's operation. A primary challenge I overcame during this project was the initial hurdle of learning how to operate the Sphero ball and its app effectively, as the controls and interface were entirely new to me. I was able to successfully navigate this challenge by committing time to focused, hands-on exploration; I diligently worked on figuring out how to use the ball and the app through consistent testing and practice, which ultimately allowed me to gain the necessary control and confidence to complete my project. Given the opportunity to repeat this project, I would definitely make a change by ensuring that I dedicated time to doing more structured things with the Sphero ball. The main reason I would adjust my approach is that during the initial attempt, I spent a significant portion of the time simply playing with the device, which was fun but limited the scope of my technical exploration. In the future, I would shift focus toward programming the Sphero or designing specific challenges for it to complete, allowing for a deeper demonstration of the technical standards. The Hastings High School Career and Technical Education (CTE) Program provides students with a range of specialized studies, including Agriculture, Business Management, Computer Programming, Construction Trades, Culinary Arts, Digital Multimedia, Engineering Design, Finance, Insurance, and Marketing. My project, which involved controlling the Sphero ball using a dedicated application, establishes a direct connection to the Computer Programming CTE program, as the core task required me to understand how to issue digital commands and observe their physical execution, mirroring the fundamental concepts of writing code and controlling a device. My project establishes a direct and relevant connection to careers in Robotic Engineering because the central activity involved controlling the robot. Professionals in this field not only design and build the physical machine, but critically, they must program it to execute tasks autonomously or under direct supervision. By using the app to direct the Sphero's speed, path, and direction, I was performing the essential function of a programmer dictating a robot's behavior, thereby gaining firsthand experience with the cause-and-effect principles of control systems vital to automation and robotics. 

Reflection made with google Gemini