Robotics as well as technique were created when man observed nature and learned from it. He noticed that there is energy of water, wind and sun in nature, and he found ways to use it. The idea to make the most revolutionary achievement of technology - the wheel came about by observing a rolling tree. By shortening the tree, a wheel was created. The wheel was later the motive for various other discoveries, among which were all the technical discoveries that made the rotational movement. For example, a water turbine that has found application in steamboats, parts of internal combustion engines that perform rotational movement - crankshaft, jet engine. Production machines including lathe, milling machine and electric motors.
Man developed robotics by observing himself. Learning about himself, he tended to make himself in the form of a robot. Robotics comes from the Slavic / Czech word "slave", which means that the original idea was for a robot to be someone who would serve us. By studying himself, man began to make sensors that enable the robot to receive impressions from its environment and to react to them. At the beginning, they were simple sensors, and later they became more and more sophisticated in order to become a part of a science called artificial intelligence and cybernetics.
A robot is any device that works autonomously without human help. It has sensors that receive input signals and has actuators, electromagnets and electric motors to perform the task.
input signals and has actuators, electromagnets and electric motors to perform the task. Today, we use robotics in the classes of robotics and regular classes to learn the algorithmic way of thinking and solving the tasks that are set before us. We have several sets including Lego Robot, Abilix Robot and mBoti. At the following link it is possible to see details from our classes: https://www.facebook.com/legoboti.
Robotics provides the possibility of achieving integrative teaching and the realization of interdisciplinary competencies. Subjects that are directly related to robotics are mathematics and physics, but also other subjects such as biology and geography, P.E. and music education. In essence, there is no subject that cannot be linked to robotics. For example, the operation of a robot is based on a microcontroller that solves mathematical and logical functions.
It is impossible to deal with robotics without knowing the principles of simple machines, without knowing the principles of simple machines and elements for the transmission of power and movement, therefore, it is a matter of physics.
We made the connection with biology by creating an automatic plant breeder, which takes care of whether the soil is moist enough and that the plant has warm and cold light to be able to perform photosynthesis.
The application in geography is reflected in the fact that the robot uses a compass sensor and orients itself in space.
Robotics engages higher levels of understanding according to Bloom's Taxonomy, which the teacher can realize very easily and spontaneously in this way. In this way, synthesis, evaluation and creation in the teaching process are realized.
The importance of robotics for student development is great and varied. For example, through robotics, it is possible to achieve and strengthen students' perseverance and persistence. If the teacher praises the student during the work, then the student builds perseverance. If the teacher praises the student's final result and rewards it, then he builds perseverance and the desire for the student to repeat that result. Therefore, the behavior that we want to build in students is achieved by praising the intermediate results of work as well as the final result. It is wrong to praise and reward only the final result.
Then, the student acquires and strengthens his self-confidence through robotics. This aspect is achieved by the robot rewarding the student each time the student programs it well. It is a reward that the robot gives to the student and the student is then happy and wants to learn further and progress by doing more complex tasks. The robot is an objective and impartial evaluator. In addition, robotics requires students to apply algorithms and programming knowledge. When we get a task from robotics, we transform that task into a set of steps that lead the robot to a solution. The idea is turned into an algorithm, and the algorithm is turned into a program that is written into the robot or smart cube, and the robot then performs a certain task. There is also a building of students' self-confidence here, because the first program usually does not provide a solution, but it is necessary to correct it and test it.
In addition to the above importance, the student acquires knowledge of how to make a mechanism using a gear. In this way, the student creates a tool that performs a certain task. Here the student acquires knowledge about power transmissions, reducers and multipliers. Finally, through robotics, the student develops a sense of teamwork, cooperation and communication. He also develops his critical thinking, knows how to represent his own and respects other people's opinion through active listening, and these are all, you will agree, important knowledge and skills for the 21st century.