Creation and study of a first mechanism: the Archimedes’ lever.

[b]Abstract: [/b]This activity involves the creation and study of a first mechanism: the Archimedes’ lever. This mechanism will indirectly allow children to learn concepts related to the weight and volume of objects.[br][b]Keywords:[/b] Archimedes' Lever, Simple mechanism, 3D printer[br][b]Resource list: [/b]one 3D printer, 3d printer filament, common objects like coins, etc.

Archimedes' Lever is one of the earliest and simplest mechanisms in history. Therefore it is easy to understand the concept of cause-effect using a simple mechanism.[br]

The activity described in this document is presented in its most basic form, using an approach that allows, however, a much higher level of complexity. For example, it is possible to include in the activity elements that combine technologies such as Augmented Reality or Virtual Reality, referring specifically to the scope and environment in which the activity will be developed. This activity can therefore be taken as one of the first basic activities to be conducted within the curricular areas of mathematical competence and basic competences in science and technology, including technological systems, machines, and tools.[br][br]The main objective of the activity presented here is showing children the advantages that can be provided by even the simplest machines, such as, in this case the Archimedes lever. By using this lever model, children will be able to understand basic concepts regarding the weight of objects and the effort needed for lifting them, apart from the concept of the lever itself, relating it also to common objects that they can encounter in their daily life.[br][br]Clearly this activity is linked to the Social Challenge related to Education, however, in a more tangential way, it is possible to align this activity with other similar ones that are related to simple green Energy production machines, such as wind turbines, with simple changes in any of the parts described in this document and its assembly.[br][br]1. Archimedes’ lever.[br][br]Archimedes (287-212 BC.C.), was one of the most important scientists of antiquity.  During his many years of research, he made many contributions in very different fields. For example, he is well known for his work in hydrostatics, starting from his famous cry of "Eureka!" from the principle of flotation, or in physics in general, such as the screw that also bears his name. He is also partly remembered in popular culture, for his explanation of the operation of the lever, popularizing the famous phrase: "Give me a foothold and I will move the world."[br][br]The meaning of this phrase is related to the concept of the lever; a very simple Physics concept, which, through a simple mechanism, allows to multiply the force exerted by the user, who obtains a much greater force than the one he applies (as also happens, for example, using pulleys). If we tried to lift any object with our hand, we should apply a force directly on the object. The force to be exerted in this case should be vertical and upwards, always equal to or greater than the weight of the object to be lifted and this means that it has a very clear limitation. To multiply that force, we can precisely use the effect of a lever.[br][br]From a Physics point of view, the lever (Fig. 1) is a simple machine whose function is to transmit a force from its point of application, through the lever, and to the end of it. It is composed of a rigid bar/arm that can freely rotate around a fulcrum. The result of the operation of the lever is to amplify the force to be received by an object that is at the other end of the lever, in response to the application of a force.

The fulcrum must be located between the load (or resistance) and the applied force (or power). Depending on where the fulcrum, the applied force and the load are located, we might be able to use a little force to apply a larger force on the load. Effectively, the longer the arm section between the point where the Bp force will be applied and the fulcrum, as compared to the length of the arm section between the Br load and the fulcrum (Fig. 2), the less force will be needed to achieve the same result on the load. With a sufficiently long (and strong) lever and an appropriate support for the fulcrum, Archimedes could have moved the entire world. Even if this is not possible, the Archimedes lever is therefore a machine that helps us lift heavy loads.[br][br][b]Law of the lever.[/b] In physics, the law relating the forces involved in a lever in equilibrium is expressed by the following equation (Fig. 2):[br]                                                    [math]P\times B_p=R\times B_r[/math][br]Where [math]P[/math] is the force we apply,[math]B_P[/math] is the length between the place where we apply the force [math]P[/math] and the fulcrum, [math]R[/math] is the resultant force applied in the resistance, and [math]B_r[/math] is the length between the place where the resistance is located and the fulcrum.[br][br]Explained in other words, there is a torque (the product of force and distance) associated both to the force we apply, [math]B_p[/math]B, and the force acting over the resistance, [math]B_r[/math]. The law of the lever can also be expressed as the law of moments or torques, which says that the clockwise torque (due to our force) and anticlockwise torque (due to the resistance) must be equal. Therefore, by modifying distances, we get modified forces too.[br]

2. 3D printers[br][br]3D printers have become a very useful tool in order to prepare rapid prototypes, elements in different phases of design and redesign, and also educational environments, being able to create pieces or game elements entirely according to our needs.[br][br]When designing parts to be generated on a 3D printer, we must take into account considerations regarding the size of the parts, since not all printers have the same capacity. In the proposed activity, different designs are presented, one of them involves dividing the parts into smaller pieces, to solve this problem.[br][br]You also have to take into account the handling of the printer, which, although it is not difficult, requires some training and experience, apart from the considerations of the necessary maintenance operations for the 3D printer.[br]

This section describes the activity and the materials that are needed for developing the proposed activity. The parts that make up the machine (lever) have been designed in AutoCAD (Fig. 3), and have been exported to STL files, which is the format used by 3D printers (Fig. 4). However, you can use a free tool such as Tinkercad. Presently, these STL files are available to any teacher who wants to carry out the activity.[br]

Some modifications can be introduced while designing the appropriate STEAM activity, according to the age of the participants. In this sense, it must be taken into account that the set of pieces that make up the system is very simple, and it is not contemplated to make different versions according to the age of the participants, within the framework of early childhood education.  As will be indicated later, it is more appropriate to think about different applications or to play with different elements to be "weighed" on the lever, such as animals, coins or other objects, according to different ages.[b][br][br]Arm-lever (Fig.3-In green):[/b] It is the largest elongated piece that we can see in green, in which we find 3 well differentiated parts. [br][br][list][*]At one end we have the basket, where the objects to be lifted can be placed. It is the resistance point R according to the terminology we have used to enunciate the law of the lever.[/*][*]On the opposite tip of the lever, we have the point where we will apply our force, that is, the point P according to the terminology we have been using so far. It has been designed so that it resembles a hand (cartoon style), for illustrative purposes.[/*][*]Finally, we have the arm itself. It has 7 slots that allow anchoring the arm to the support through a peg-shaped axis, positioning the axis in any of the mentioned 7 slots. According to the chosen slot, we can change the distances between the support and the basket (Br, according to the terminology used), as well as between the support and the hand (Bp, according to the terminology followed so far).[/*][/list]

[b]Balancing support (Fig.3-In blue):[/b] it is the support of the lever, and it is recommended that it is anchored to a surface for the stability of the whole system. It is therefore advised that the material includes, for example, a [b]wooden board[/b], to which it can be glued.  Its function is to permit the rotation of the arm-lever, and depending on the chosen slot, the machine will have different inclination degrees.

[b]Axis (Fig.3-In red)[/b]: This is the axis that serves as a union between the two previous pieces, the arm-lever and the support, and that therefore allows the relative rotation of the arm with respect to the support.

[b]Weights:[/b] For demonstrating the lever operation, it is necessary that we have a series of objects to be placed in the basket. The idea is to be able to play with the different combinations of weights and fulcrum positions. One option, for example, is representing the different weights as animals, being able to play with different types of materials of different density (for example, plastic, wood, metal, etc.) and with different animals, such as a mouse, a horse and an elephant.

[b]Other components[/b] of activity that may be useful could be, for example, a representation of different planets in the solar system. In this case we can represent larger and heavier planets and realize the idea of "raising the Earth".

The educational activities that can be conducted based on this proposal, based on The Lever of Archimedes, are multiple. Below, we present a simple proposal for implementation that can be enriched with other complementary actions, depending on the students’ characteristics, the available resources and the didactic objectives pursued. The content of this section is structured in the following sections:[br][br]a. List of required materials[br]b. Preparation of the Activity[br]c. Activity development [br]                                  i. Pedagogical/didactic objectives[br]                                  ii. Participation/Involvement [br]                                iii. Incorporation into the Activity of the objectives

We close this section with [b]some recommendations[/b] on the basic and complementary materials that can be used in the activity, in situations such as the current COVID-19 pandemic, which requires sanitizing the materials. Since the components of the machine are all 3D printed (Fig. 4), it is easy to clean them after each session, without affecting their wear or subsequent use. It would also be necessary to sanitize the different objects to be used, such as the components used as weights.

In this particular example, the list of materials is the same list given in the section of Activity Components, since only one item in each class will be used. If we want to replicate several levers, evidently, we need to replicate the list of materials given below. Therefore, we will need the following elements for carrying out this activity:[br][list][*]STL files for printing.[br][/*][*]Access to a 3D printer.[br][/*][*]After we print all the components, we will obtain the following ones:[br][list][*]Arm-lever (Fig.3-In green): It is the largest elongated piece that we can see in green[br][/*][*]Balancing support (Fig.3-In blue): it is the system support, and it is advisable to anchor it to a surface[br][/*][*]Axis (Fig.3-In red): This is the axis that serves as a union between the two previous parts[br][/*][/list][br][/*][*]Different weights to place in the basket, such as:[br][list][*] Objects of a similar volume, but of different materials, such as, for example, plastic, wood and metal.[br][/*][*] Objects of the same material, but different volumes, representing for example animals that have different weight, such as a mouse, a horse and an elephant.[br][/*][*]A set of coins that we place in the basket successively, so that the more coins there are, the more force we must apply for lifting them, or we must move the lever’s axis.[br][/*][/list][/*][/list]We will also need to have printed on paper a representation of the lever, such as the one indicated in figure 7, so that it serves to theoretically explain the concept of the lever and that it serves as a reinforcement of the idea of "moving the world".

For this activity it is necessary to create the parts in a 3D printer or to create them in any other way, depending on the materials, parts and tools that we have available.  Some of the pieces are not essential to be 3D printed; for example, the axis can be any object that has a cylindrical shape, such as a pencil. In the case of the balancing support, the same thing can be said: as long as it has a hole similar to the diameter of the axis and the shape and dimensions are fine, other options can be used.[br][br]Once all the elements are arranged, they can be finally assembled, as shown in Figure 5. Additionally, it is necessary to select the elements that we will use as weights, identifying those that weigh more than those that weigh less. It is recommended to have at least 3 different elements or weights that can be easily distinguished.

The arm-lever has 7 different grooves that allow the system to be configured differently (with different relative distances from the support to the places where the force and the load are placed). In consequence, it is possible to obtain different configurations for performing different tests (Fig. 6).

To visualize these different situations (Fig. 6 a and b), the teacher can remove the axis of rotation and position it in another of the different grooves of the main arm. With the same load in the basket, the teacher will teach the children how the effort that has to be applied is larger or smaller, according to the length of the arm (as indicated by Archimedes' law).[br]

i. [b]Pedagogical/didactic objectives[/b]. Describe the pedagogical objectives of the activity. [br][left]The basic activity (and the proposed complementary or enrichment actions, point 3.4) contribute to foster the acquisition of knowledge including observing and exploring the children's environment, developing creativity and initiating children in the knowledge of sciences, among other issues. The Objectives could include:[/left][list=1][*]Understand that a machine/mechanism can help us do tasks that we cannot do alone.[/*][*]Intuitively understand what a lever is. [br][/*][*]Understand that larger animals weigh more (mouse < horse < elephant). Secondarily, they understand that the different materials from which objects are made also contribute to them having different weights.[/*][/list]ii. [b]Participation/Involvement.[/b] Describe the environment of the activity to make it attractive to participants. To achieve this objective, it is proposed that the teacher can perform some or all of the following activities:[br][list=1][*]Introduce the concept of a simple mechanism or machine.[/*][*]Identify an example that children may know, such as a scale that tilts to where it weighs the most, or a seesaw for children to play in the playground.[/*][*]Ask the children what the heaviest thing they can lift.[/*][*]Ask next, if anyone believes that they are capable of lifting, for example, something as big as an adult, the whole Earth, etc.[/*][*]Ask the children if they know what a lever is, without further comment. Let them verbalize different options, explaining their operation, even if they are wrong, before making the formal explanation of the lever.[/*][*]Ask if anybody knows how ancient Greece was, if they have seen it in any series or movie (for example, it is possible that someone has seen the Disney movie Hercules or some similar reference). Prepare an image, such as the one shown in Figure 7. Enunciate the phrase "Give me a foothold and I will lift up the world" and ask if you understand what you mean by it, making a simple explanation.[/*][/list]iii.[b]Incorporation of the objectives into the Activity.[/b] Fit the pedagogical objectives into the environment and story (narrative) that will be used for the activity. That is, to present some guidelines on how to introduce, in a practical way, the objectives to be carried out, in the activity.[br][list=1][*]Once the activity has begun with the questions described in the Participation/Involvement phase, students are presented with 3 possible weights to lift. Each one can be of different material, for example, plastic, wood and metal, but, on the other hand, they could have a similar volume.[/*][*]The weights of different materials are presented to the children, explaining that the animals weigh some more than others, having them check this by themselves.[/*][*]The shaft is placed in an intermediate position of the lever holes, between the axis assembly and the balancing support. The weights are placed in the basket successively and the hand is pressed in each case, checking that it is easier for us to lift them, but that it costs a little more to lift the elephant than the mouse.[/*][*]The position of the shaft and the weights that we put in the basket are varied, so that the children check that the effort changes, and that the lever helps in this task. Additionally, you can play with questions about in which position of the axis it is more difficult to lift the weights, whether the axis is closer to the hand or the basket. Or with questions like “is it more difficult to lift a mouse with the shaft in the position closest to the hand or the elephant with the shaft in the position farthest from the hand? The main idea is to leave it to the children to experiment with all the options and come up to their own conclusions.[br][/*][/list]

The material has been designed in such a way to facilitate student involvement and facilitate the development of different but related activities, based on the use of modified mechanics and game components.  In this section you will find some suggestions for enhancing the proposed basic activity:[br][list=1][*]You can play with the materials. For example, you can talk about coins with materials simulating gold, silver and bronze.[/*][*]You can represent an Earth and put it in the basket so that they associate the image with the famous phrase of Archimedes.[/*][*]It is possible to use the lever for explaining the concept of forces and torques for high school students.[/*][*]You can modify how the lever is used, turning it, for example, into a catapult[/*][*]You can use smaller versions of the system (smaller models for 3D printers are included in the materials provided), or the large system divided into smaller parts that are then assembled (those models are also included).[/*][/list]

Students with learning difficulties and/or low cognitive abilities should get to know the robot individually before performing activities with a group - this will help them better understand the task and be successful in joint activities. When forming groups, keep in mind the different cognitive abilities of different students - sometimes it is useful to create homogeneous groups so that learners with similar opportunities can exchange experiences, but sometimes it is useful to create a heterogeneous group so that one student can help and guide another student. For students with ASD is it very often difficult to make choices and/or solve creative tasks - they should be gently directed to solve a specific task.[br][br][br]

If you do not have access to a 3D printer you can play only with the cited CAD tools, in order to create a virtual set of complements that you could use later when it becomes available or use it only as a 3D design tool. The use of the Thingiverse repository is also recommended to understand that the creation of the models is an optional part of the activity.[br][br][br]

The activity presents an example of a simple mechanism. The idea is to allow that through the creation of simple prototypes, and a series of games, the concept of what a machine is can be introduced.[br]The Archimedes lever is one of the oldest mechanisms in existence. It has been reproduced by design with CAD tools, such as TinkerCAD, a model of the lever, and subsequently 3D printed. The game is complemented by a series of animals of different size and weight, objects, simulation of coins, etc. The mechanism allows you to adjust the length of the lever and thus be able to play with different weights and different lever arms. Other complementary models can be created by means of 3D printing.[br]The participants will have different Archimedes’ levers of different scales, larger or smaller, and on the other hand they will have different lengths of arms. Depending on both the size, the bigger you can lift more capacity, and the length of the lever, the longer it is, you can lift more weight.[br]The game must be played by moving the axis, so that the lever has a longer or shorter arm, teaching children how to increase or decrease its effect of multiplying the force exerted.[br]As discussed above, we do not expect participants to have prior knowledge of machines, mechanisms, or basic physics. But inside the workshop, the participants will get acquainted with the concept of a simple machine, weight and volume.[br][br][b]Workshop[br][/b][br]At the beginning of the workshop, we provide the participants with the vocabulary, terms and concepts necessary to use the Archimedean lever. A small theoretical introduction is also attached where the mechanical concepts to be presented in the activity are explained in a simple way. Then we explain the importance of understanding a first simple mechanism, so that from that knowledge, children can be taught, step by step, increasingly complex concepts.[br]Next, the printing of a simple piece in 3D printing is presented as an example, indicating that this machine potentially allows us to reproduce any object that we want to use in any of our activities. The basic operation of a 3D printer is explained.[br]Once this explanation is done, the TinkerCAD tool is introduced, which allows you to create 3D models in a simple way, without requiring knowledge of technical drawing. A few simple examples are made, so that the participants can create their 3D models ready to print.[br]As a complement, the Thingiverse repository is shown below, where the participants verify that it is not necessary to create new models, since many of them are available in this repository and can be downloaded and used for the activity.[br]We then discussed for a few minutes the ease of use of each of these tools, and the desirability of their basic use, in order to create an unlimited number of components for the games that teachers play with their children in the classroom. Finally, we share our research-based understanding of why 3D designs and printing technologies and other STEAM suites are not yet widely used by teachers. Next, we form three teams, each with a set of levers of different sizes, and continue with the workshop.[br]The teams first have to combine different sets of pieces to be weighed, including commonly available objects such as coins or pencils and erasers, by playing with the different positions of the axis of rotation of the lever and the different sizes of the lever.[br]Finally, each group must find another simple application of the mechanism, as it is, or with minimal changes, being frequent examples that the mechanism becomes a catapult, or, with small changes, a weighing scale.[br]The learning outcomes for the participants are listed below. Each participant is able to:[br][list][*]see the possibilities of using 3D printers and CAD tools as motivating tools in sciences and art classes.[/*][*]use digital interactive learning resources created in GeoGebra.[/*][*]critically evaluate the quality and applicability of the digital learning resource.[/*][/list] [br]The 60 minutes workshop will give teachers hands-on experience and emotion about how they could benefit from using 3D printers, CAD tools, etc. as learning tools during their regular math lessons. We hope to have a fruitful discussion with the workshop participants about the effectiveness of such short workshops. The focus of the discussion is to find out whether these workshops can be used for creating awareness about the benefits of STEAM kits, especially simple mechanisms, and reducing the anxiety towards using STEAM in teaching practices.[br][b][br][br][/b][br]

Archimedes and the Law of the Lever[url=https://physics.weber.edu/carroll/archimedes/theIndex.htm] https://physics.weber.edu/carroll/archimedes/theIndex.htm[/url][br]Ultimaker 3D printers. 3D printing in education[url=https://ultimaker.com/es/applications/education] https://ultimaker.com/es/applications/education[/url][br]Repository of 3D models ready to print[url=https://www.thingiverse.com/] https://www.thingiverse.com/[/url][br]Tinkercad | Create 3D digital designs with online CAD [url=https://www.tinkercad.com/%20] https://www.tinkercad.com/[/url][br]

Using augmented reality (AR) in Ludenso Create to create a model of a sustainable city in the future. Learners can create 3D objects or engage in simulated environments and gain experiences to a specific domain[br][br][br]

[b]Abstract:[/b] In our first training module we wanted to create an activity where the learners could participate and be involved in a creating process. Augmented reality (AR) is an enhanced technology that originated from virtual reality (VR), but in AR the purpose is to augment virtual objects into real life environments. In our training module we chose to use Ludenso Create - https://www.ludenso.com/create/ Ludenso Create is an open and free website from the Norwegian company Ludenso. This is an easy-to-use AR creation tool that lets students visualize their ideas in 3D, and share their own objects as unique AR experiences.[br][br][b]Keywords:[/b] Sustainability challenge, augmented reality, Ludenso Create, immersive technologies, 3D modelling, mixed reality[br][b]Resource list: [/b]Access to the website,[url=https://www.ludenso.com/] https://www.ludenso.com/[/url] using a computer or other devices that can access the website. [br]Install the app Ludenso Create from Apple Store – (https://apps.apple.com/no/app/ludenso-create/id1527754233?l=nb) or Google Play (https://play.google.com/store/apps/developer?id=Ludenso+AS). The app must be installed on a smartphone or an iPad.[br]There should be at least 4-5 AR glasses, for instance MagiMask - [url=https://www.aniwaa.com/product/vr-ar/ludenso-magimask/]https://www.aniwaa.com/product/vr-ar/ludenso-magimask/[/url]

Sustainability is the key to obtain a better future for us all. Our planet and future rely upon awareness and actions to protect our ecosystem and preserve the natural resources for future generations. Sustainability is an essential concept as we have come to realize the environmental challenges and our current energy crisis in our global system. Using augmented reality can give students insight and a deeper understanding of the topic by creating 3D objects and experiencing their own creations in augmented reality.[br][br]Research indicates that immersive technologies can have a positive impact on students' learning, but as this technology has little uptime in school, there is a lack of knowledge about how the technology can be pedagogically anchored (Todd et al. 2016). In March 2021 the University of Stavanger published a report from a research project on pedagogical use of augmented reality in primary schools - https://ebooks.uis.no/index.php/USPS/catalog/book/73 (available in Norwegian only). One of the primary findings in this research was that AR technology and immersion can be an entrance to in-depth learning.

The assignment is titled “The sustainability challenge”. The purpose for this assignment is to challenge the students to look into the future and visualize how the cities could look like or should look like in the future, a hundred years from now on. [br][br]The assignment has two criteria: [br]1.Mission for sustainability The year is 2122. You and your classmates/fellow students have received a mission to build a sustainable future city. The city needs to be smartly built with the use of energy supply and have other sustainable solutions to maintain the city. What would your dream house and dream city look like in 100 years? Use your imagination! Tips! You can benefit from drawing the city by hand before you start building in 3D and start using the Ludenso Create Teacher version: https://www.ludenso.com/create/teacher Student version: https://www.ludenso.com/create/student[br]2. Set up a virtual classroom. To gather all your future homes in one city the teacher needs to create a gallery in Ludenso Create, so that each student can log in with the code you receive from the teacher. Show the sustainable solutions you have come up with during the challenge and explain to the class your thoughts. Why is this your preferred future home/building and how could it fit into the future city?[br] 3. Explore creations and the future city in AR glasses or on a tablet Download the Ludenso app to an AR-compatible device. To explore your gallery or a single 3D model in AR you just go to the menu in the app, find your model, open it and click on the AR button. Put the smartphone into the AR glasses and explore! It is also possible to use it without glasses on a tablet.[br][br][br]

[br][br]

There are three steps in the process leading to the final solution. The first step is to create the 3D objects within a virtual space on the computer, the second step is to transfer the objects into AR by using a smartphone and the third and final step is to watch and experience it in AR glasses, getting mixed alongside real-life environments. For this final step it is important to have access to an open field the size of a football court, since the working space in Ludenso Create is 15 x 15 meters.[br][br]Using augmented reality (AR) with Ludenso Create has two modes, one for teachers and one for students. Teachers can get an overview of what the students are creating by setting up a virtual classroom, named as a gallery in the software. The teacher can set up different classrooms and invite students into the classroom chosen by the teacher. This is useful for the students to work together in the same space. Each student can then develop and create their own objects, but at the same time they will be able to view in real-time what the fellow students are creating. This is especially useful to drive meaningful classroom discussions and to let students share and communicate their ideas. After they have finalized the whole space, they can experience each other's objects by using AR glasses. The digital objects and space will then mix with the surroundings in the real world. In that way the students will clearly be able to separate digital content from real life. The 3D modeling process will add new digital solutions and objects to visualize how a sustainable city could look like. The students can then experience the city in augmented reality. [br][br]Through creative processes and AR-experiences students can gain access to dimensions that are not otherwise physically accessible, for instance historical events, but also invent new solutions for a more sustainable future. Immersive technology such as AR enables conversations about dimensions, perspective and aesthetic choices in the preparation of prototypes. By setting up a virtual classroom students can discuss new technological inventions and solutions, they can create them in a 3D environment together will fellow students and they can experience how this protypes become visible when it is mixed with real life environments. 

The activity can be developed further by giving the students more specific areas within sustainability. Some students might look specifically into new energy solutions while others investigate different pollution sources. The topic and assignment could also be set up as designing a specific solution or green technology that could solve an environmental problem, instead of framing it as a sustainability challenge. It is also worth mentioning that working with immersive technologies such as AR can pedagogically give students time to optimize their models and 3D objects by continuously developing their work within an immersive learning cycle. In this cycle the students optimize their objects by testing and viewing them in the AR glasses, and then developing it further.

To simplify the learning process, it is possible to use a tablet and the AR function instead of AR glasses. Pedagogically special need learners could design 3D objects that they can relate to or imitate from a picture.

An alternative activity using augmented reality could be to create specific buildings and design these buildings according to several given criteria. This activity can bring the students into a mode where they can investigate details or create different prototypes of the same building.[br]

This STEAM learning activity workshop is addressed to primary school teachers that could be curious on how to use augmented reality (AR) as a pedagogical tool in the classroom. This activity introduces Ludenso Create as a helpful website and free tool to use. The activity is designed as a sustainability challenge to motivate students to take action for a better future for us all![br][br]The workshop could be designed in five phases:[br][br]1. Introducing the Sustainability challenge as an assignment. In this part the teacher collects all ideas from students by discussing and defining the topic (15-20 minutes).[br][br]2. Discussing and defining augmented reality (AR) as an immersive technology. Presenting Ludenso Create and downloading the app on smartphones or tablets, exploring the software together. The teacher could use a smart board to demonstrate the software. The teacher then hands out invitations to the virtual classrooms with a given code to pre-arranged student groups (15-20 minutes).[br][br]3. The students start the Sustainability challenge by designing 3D objects in Ludenso Create (30-45 minutes).[br][br]4. The students transfer their digital objects into the smartphone. Then they experience these objects using AR glasses and take the glasses into real life environments nearby (15-20 minutes). The students can continue to optimize the objects on the computer afterwards.[br][br]5.  When all the students have finished designing the teacher will show all the virtual solutions on a screen and the students share their thoughts on the process and the designed solutions (10-20 minutes).[br]

Brigham (2017). Reality Check: Basics of Augmented, Virtual and Mixed Reality.[br][br][url=https://www.researchgate.net/publication/316574920_Reality_Check_Basics_of_Augmented_Virtual_and_Mixed_Reality]https://www.researchgate.net/publication/316574920_Reality_Check_Basics_of_Augmented_Virtual_and_Mixed_Reality[/url][br][br]Maas & Hughes (2020). Virtual, augmented and mixed reality in K-12 ecucation: a review of the literature.[br][br][url=https://www.researchgate.net/publication/339916216_Virtual_augmented_and_mixed_reality_in_K-12_education_a_review_of_the_literature]https://www.researchgate.net/publication/339916216_Virtual_augmented_and_mixed_reality_in_K-12_education_a_review_of_the_literature[/url][br][br]Scarbocci & Njå (2021). Fremtidsrettet og pedagogisk bruk av AR-teknologi i grunnskolen.[br][br][url=https://ebooks.uis.no/index.php/USPS/catalog/book/73]https://ebooks.uis.no/index.php/USPS/catalog/book/73[/url][br]

Based on the LEGO Mindstorms EV3 robot

[b]Abstract[/b]: This activity gives an overview of using the distance sensor of the LEGO Mindstorms EV3 robot. The aim of the activity is to build a self-driving bus prototype by using the LEGO Mindstorms EV3 robot, and to help understand the underlying principles (on the very primitive level) that guide the behavior of self-driving buses. [br][b]Keywords[/b]: Self-driving bus, LEGO Mindstorms EV3, prototype, robot[br][b]Resource list[/b]: one LEGO Mindstorms EV3 robot for each team (2-4 members) of students; one controlling device (iPad, Android tablet, Windows 10 PC or Macintosh computer) for each student team, with the [url=https://education.lego.com/en-us/downloads/mindstorms-ev3/software#downloads]LEGO EV3 Classroom app[/url] installed.

Self-driving buses are a specialized form of self-driving cars. The first experiments with self-driving cars date back to the 1920s, but the very first semi-automatic car was developed in 1977, in Japan. This car was able to drive up to 30 km/h, and used two cameras, an analog computer and an elevated rail to drive on specially marked streets. With the help of advanced digital technologies, including powerful CPUs, cameras, big data and AI, the modern self-driving cars are able to drive independently thousands of kilometers. At the moment, as the technology still isn’t mature enough, the topic of self-driving buses is less studied although they offer various positive aspects. For example, self-driving buses have the potential of decreasing operational costs, reducing road congestion, and reducing transport emissions (Mouratidis & Cobena Serrano, 2021). In addition, self-driving buses could bring down the number of bus-related crashes (Gibson, 2022).[br][br]In its essence, a self-driving bus is a robot. It has a robotic body, including various advanced sensors for establishing its position on the road, detecting possible hazards and following surrounding traffic, including pedestrians. This robotic body is driven by a combination of advanced software, including computer vision, machine learning, big data, and artificial intelligence. In a primitive way, a self-driving bus can be imitated in the classroom settings by using simple educational robots (depending on the skills, knowledge and abilities of the students). The purpose of such imitation would be introducing the concept of self-driving buses to students and to encourage them to learn some of the related principles of programming and robot building. [br][br]In the example we are using the LEGO Mindstorms EV3 robot to imitate a self-driving last-mile bus that drives from one destination to another and back (for example, from the school to the railway station and back). Also, our example program detects if a pedestrian steps on the road and then, to avoid collision, stops the bus for letting the pedestrian pass and then continues to drive. The LEGO Mindstorms EV3 is a popular and good quality robot set that allows building several types of robots (walking, crawling, driving, etc.). In our example we are using the “Driving base” robot (see the instructions [url=https://education.lego.com/v3/assets/blt293eea581807678a/blt9f94cc95ebe17900/5f8801dd69efd81ab4debf02/ev3-medium-motor-driving-base.pdf]here[/url]) that has two driving motors (allowing turning) and several sensors (allowing basic interaction with the surrounding environment). The behavior of the robot is determined by its program – and in our example we are using the [url=https://education.lego.com/en-us/downloads/mindstorms-ev3/software#downloads]LEGO EV3 Classroom app[/url] to program it. The programming is easy, as the app is based on the popular Scratch programming language with a target audience of ages 8 to 16. [br][br]The given example can be realized with other educational robots, even with the kindergarten-level BeeBot robot. In these cases, the programs should be simplified and customized to the requirements of the relevant programming languages (or, in the case of the BeeBot robot, it needs to be programmed with its buttons). [br][br]  

The program is formed of three logical blocks that are started simultaneously when the program is run. When you build the program, follow the example and place all three blocks to the same program page. When executing the example program, the robot (1) drives 4 wheel rotations (with standard 56 mm diameter wheel this is roughly 70 cm); (2) turns around; (3) drives back 70 cm; (4) turns around; and (5) stops in its initial position. The robot tracks the area in front of it while driving. When a pedestrian is detected then the robot stops and beeps until the road is clear again – it will continue its initial mission then.[br][br]Try modifying the program to make it more interesting or meaningful to your purposes. Make use of other sensors and robot features (e.g., [url=https://education.lego.com/en-us/lessons/mindstorms-ev3/line-detection#continue]try line following[/url], change the color of the robot’s LED lights, let the robot show an image or make different sounds). You could also allow human operators to somewhat control the robot by using the touch sensor (e.g., the “self-driving bus” stops when the user presses the stop button – and continues either automatically or when the button is pressed again).

If you do not have access to real robots, there are plenty of virtual robotic programming environments on the Internet. In the following ([url=https://youtu.be/xrcPw_Mspu0]https://youtu.be/xrcPw_Mspu0[/url]) we will introduce the GearsBot environment where you can design, program and test your robots: [url=https://gears.aposteriori.com.sg/]https://gears.aposteriori.com.sg/[/url] . The files are available at [url=https://drive.google.com/drive/folders/11SXDq9ApqT_4tN9PmG_igvPqHmRoOEUs?usp=sharing]this link[/url]:[br][list][*][i]link_to_gearsbot_website.url [/i]is a link to the gearsbot website.[br][/*][*][i]gearsbot-robot.json [/i]is the description of the virtual robot. Open it with the “Load world” command.[br][/*][*][i]program.xml [/i]is the program for the virtual robot. Open the program with the “Load program” command.[br][/*][*][i]self-driving-bus-program.PNG [/i]is the screenshot of the program. This is how your program should look like.[br][/*][/list]

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This  STEAM learning activity workshop is  addressed to familiarize pre- and in-service secondary school teachers with Educational Robots (ER) as didactic tools. In particular, this activity introduces hardware and software ER related concepts to teachers without any previous robotics experience, providing them with some examples and discussions about actual classroom activities. [br]The participants will construct and program a LEGO Mindstorms EV3 robot based prototype of a self-driving bus in this workshop. Consequently, the task for the participants is to make their robot travel from one destination to another while detecting pedestrians on its path.[br]As commented above, we don’t expect participants to have any previous knowledge about programming or working with robots. But within the workshop, participants will become familiarized with the concepts of robots and robot programming, applying simple math measurements and calculations in order to create code for the different robots. Collaborative teamwork, problem solving skills, digital skills, self-paced learning and peer tutoring are employed.[br]The robot to be used in this workshop is the LEGO Mindstorms EV3 robot.[br][br][b]Workshop[/b][br]At the beginning of the workshop we supply participants with the vocabulary, terms and concepts needed for using ERs. We explain afterwards the role of ERs as engaging learning tools and how the usage of them could be connected to different subjects. Then we cover the topic of age-appropriateness of robots. We also describe the principles of block-based programming by drawing analogies with language learning and forming sentences. We discuss afterwards for some minutes the concepts of inputs and outputs of the robots used in the workshop and describe in detail how to put all these robots to move and what the loop (repetition) block stands for. Last but not least, for the theoretical part we share our research-based understanding of why robots and other STEAM sets are still not widely used by teachers. Next we form three robot-centered teams (one team per type of robot) and we continue with solving the challenge.[br][br]The teams have to negotiate about the path their robot should move on and sensors their robot is going to use for detecting its surrounding environment. Next they have to familiarize themselves with the robot their team selected, and program the robot so that it acts as a self-driving bus. When doing so, math calculations, together with logic and research mindset will help participants to achieve the best possible solution. The teams will present their solutions to other teams. Finally, a group discussion will take place, where team members first will discuss among each other and then share to everybody their thoughts about the workshop activity and its pedagogical benefits on interdisciplinary teaching, emphasis on math, arts, robotics and coding.[br][br]The learning outcomes for the participants are listed below. Each participant is able to:[br][list][*]see the possibilities of using ERs as motivating tools in math and art classes;[br][/*][*]program simple movements of the LEGO Mindstorms EV3 robot with the help of step-by-step instructions;[br][/*][*]use digital interactive learning resources created in GeoGebra;[br][/*][*]critically evaluate the quality and applicability of the digital learning resource.[br][/*][/list]The 90 minutes workshop will give teachers hands-on experience and emotion about how they could benefit from robots as learning tools during their regular math lessons. We hope to have a fruitful discussion with the workshop participants about the effectiveness of such short workshops. The focus of the discussion is to find out whether these workshops can be used for creating awareness about the benefits of STEAM kits, especially robots, and reducing the anxiety towards using STEAM in teaching practices.[br][br][br]

Gibson, J. (2022). Autonomous Buses Will Revolutionize Public Transportation, but at What Cost? GoGoCharters, [url=https://gogocharters.com/blog/autonomous-buses-will-revolutionize-public-transportation-cost/]gogocharters.com/blog/autonomous-buses-will-revolutionize-public-[br]transportation-cost/[/url] [br]LEGO EV3 Classroom app. [url=https://education.lego.com/en-us/downloads/mindstorms-ev3/software#downloads]https://education.lego.com/en-us/downloads/mindstorms-ev3/[br]software#downloads[/url] [br]Line Detection with LEGO Mindstorms EV3. [url=https://education.lego.com/en-us/lessons/mindstorms-ev3/line-detection#continue]https://education.lego.com/en-us/lessons/[br]mindstorms-ev3/line-detection#continue[/url] [br]LEGO Mindstorms EV3 Driving Base Building Instructions. [url=https://education.lego.com/v3/assets/blt293eea581807678a/blt9f94cc95ebe17900/5f8801dd69efd81ab4debf02/ev3-medium-motor-driving-base.pdf]https://education.lego.com/v3/assets/blt293eea581807678a/blt9f94cc95ebe17900/5f8801dd69efd81ab4debf02/ev3-medium-motor-driving-base.pdf[/url] [br]Mouratidis, K., Cobena Serrano, V. (2021). Autonomous buses: Intentions to use, passenger experiences, and suggestions for improvement. Transportation Research Part F: Traffic Psychology and Behaviour, 76, 321-335. [url=https://www.sciencedirect.com/science/article/pii/S1369847820305921]https://www.sciencedirect.com/science/article/pii/[br]S1369847820305921[/url]

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