Exploring DroneBlocks Simulator

Exploring DroneBlocks Simulator 

- Click here to watch a video of the drone!  

    Above are the different codes that my partner, Izzy and I create while exploring the DroneBlock app. Here is a loom video where my partner and I explained what we are doing with each code that's above. 

Standard:

- 3c: Plan collaboratively with other educators to create learning activities that cross disciplines to strengthen student understanding of CT and CS concepts and transfer application of knowledge in new contexts. This activity aligns with this standard because my partner and I learned new how to do the code and what each function means. By my partner and I learning new concepts this will help us teach the students how to work DroneBlocks.

- 4d: Create CS and CT learning environments that value and encourage varied viewpoints, student agency, creativity, engagement, joy and fun. This activity aligns with this standard because when learned and taught properly this students can explore/create the different types of codes and games.

-2e: Communicate with students, parents, and leaders about the impacts of computing in our world and across diverse roles and professional life, and why these skills are essential for all students. With the drone and the lesson plan my partner and I wish to help students understand that with computers and technology there are many different things you can achieve. We also wish to show them new skills that maybe someday can be beneficial to them in the classroom.

-5b: Empower students to select personally meaningful computational projects. This activity aligns with this standard because the students had to problem solve and also transfer the right codes to the phone so the drone can simulate path. All of the things the students are doing within this activity, is helping them create stronger CT skills. 

Notes: 

Here are the notes that I took while watching the Introduction to Tello Drone Programing video and the DroneBlocks Simulator video; 

• Learned basic programing functions for example; loop means allowing the sequence to repeat until the code is met. Variables means allowing the input to change while the code is being executed. Logic means thats adding intelligence to the code. Yaw means the rotation around the vertical axis.

• Steps to creating a code; takeoff, select a function, press land, then press show mission code to double check the code. To have your code connect to your drone you have to connect the drone to the right hotspot (matches drone name), then press connect.

• This drone does not have a GPS system, it uses sensors. This might cause a margin of error when doing the different inputs.

• When using the drone in the classroom in the early stages of the students school years it will promote safety in the classroom environment because the student will understand how to use it. 

• When a mission is created, save it and title it. This will allow you to go back and view your different missions (select mission list).

• The benefits of the simulation is it can come in handy when you want to test your code and you don't have the hardware. Also if you have a lot of students wanting to fly their drone all at once or your conditions don't allow you to fly. 

• Test your code in the simulation before flying the real drone. 

• Each of the grid blocks on the simulation equals 10 cm.  

• The tool bar at the bottom of the simulator allows you to turn the grid off and on, full view the simulation or slit screen to see code and simulation at the same time, zoom in and out, and control the ring layout for different drone obstacles.  

- Here are the reflection questions; 

• Which specific simulation tutorials were the most interesting to you? The specific simulation tutorial that was most interesting to me was the first video I watch, "Why Simulation?". The reason why I choose this video is because I learned a lot from this one video. The video gave me a good idea how the simulation will work and what the simulation will consist of. I liked being able to see the simulation, that was my first time seeing something like that.

• How did you try to alter the lines of code for what effects? The alteration I made were having my drone hover, go forward and make a right turn, and doing 5 flips (loop). The amount of flips and the distance can be altered as needed.

• What can you imagine for an engaging 5-10 minute simulator experience that encourages experimentation with lines of code? I believe for an engaging simulator experience, first the audience (whoever is doing the codes) has to know what each function is and what they can do. Once the audience understands the basic function then they can go into creating the lines of code. Having someone create a code and it actually works, they take a sense of pride in their creations and will more than likely remember it.

- Simulation Exploration - Essay Question;

• What coded flight script did you create from which tutorial? (Include a screencast overview of the specific script, including your computational thinking skills applied terminology from your previous class notes taken during coding activities.) The tutorial that I watched was the Introduction to Tello Drone Programming and the author is Dennis Baldwin. Screen cast of me explaining the script I made. The code that I made was having the drone fly in a square/ box repeated five time then do a flip forwards and flip backwards.

• How can you teach students about the coding scripts involved? I believe I can teach students coding scripts by making sure the students understand the function and where to find them. Having a good understanding of the functions will help the students build a solid foundation so they can build on it with different codes. By having the students do the coding and seeing the drone fly I believe that will engage the students.

• How can you facilitate the edition of code to provide quick coding experiences for students and family members? I can facilitate students and family in making a quick coding experience by choosing a simple task for the drone to do and model it first then have them try. With the simple task like hovering or flipping, family members and students have do it with some scaffolding from me.

Steps for drone lesson at Metro E:

1. We will talk about prior knowledge of code. For example; “Do you know what coding is?” and “Have you ever heard about it or seen it maybe in a video game?” 

2.  We will explain to the students what each function is. For example; loop means allowing the sequence to repeat until the code is met. Variables means allowing the input to change while the code is being executed. Logic means that's adding intelligence to the code. Yaw means the rotation around the vertical axis

3. We will model three drone codes (images below) that we want the students to accomplish before the group time is up. These are the three codes that we want the students to be successful with by the end of the allowed time. If there is more time we will allow the students to create a code.

 

         4) We will have each student try simple hover code (image below) so the students can get a feel for the code and how it works.

         5) We will allow the students to try to create the code my partner and I tell them too. Allow for questions and discussion from the students. See images in step 3.

Reflection from field experience at Metro-E Elementary:

This experience was wonderful! My partner and I were fortunate enough to have at least one student who stayed the entire time, the other two students we had, got picked up. During our activity times, the students were engaged and interested in how the different codes worked. The students got to take turns being the leader and creating their own codes. We allowed the students to use the computer/phone, this created discussion about new questions the students had about the different functions. My partner and I did run into a problem with accessing the DroneBlocks app on the Chromebook. This delayed our time for that activity about 10 minutes. My partner and I solved our problem by using my phone. The phone seemed to work better with the students anyways. The students knew a little about coding already which was a surprise to me because I'm barely figuring out what code is. Both of these activities align with the standard 3b: apply effective teaching strategies to support student collaboration around computing, including pair programming, working in varying team roles, equitable workload distribution, and project management. This activity aligns with this standard because throughout the coding activity my partner and I allowed for different opportunities for the students to be the leader of the group. The student would create a code and explain it to the group and make sure everything went according the plan. Another standard these activities align with is 2e: communicate with students, parents, and leaders about the impacts of computing in our world and across diverse roles and professional life, and why these skills are essential for all students. With the drone and the lesson plan my partner and I wish to help students understand that with computers and technology there are many different things you can achieve. We also wish to show them new skills that maybe someday can be beneficial to them in the classroom. Overall my partner, the students and I had fun!