Drone blocks

 This week, I got to work with a drone simulation program called Drone Blocks to prepare for flying actual drones. The style of coding was similar to "Collecting Treasure with Laurel" by Code.org.

For this assignment, I worked with the older version of drone blocks. The newer, more updated version allows the users to work in a simulated world. I found that the 3-dimensional graph that comes with the original program was more helpful when messing around with the program, but the option to change scenery is definitely something students would enjoy.😊

Newer Version                                Original Version

💜Notes 💜

~Take off automatically will lift the drone 4 to 5 ft in the air

~XYZ command blocks are similar to coordinates; the drone will fly directly to the coordinates given, even diagonally, so if there are obstacles, make sure to accommodate them. 

~ Curve blocks Anker on two points; one curve block performs a half-circle movement. You can change it so the curve is horizontal or vertical.

~ Keep command chains simple.

~ Change drone battery once it reaches 10%

~These drones are small, so be careful of strong winds.

~ Distance and angles can cause possible errors. 

~ Not recommended to fly over students. 

~Grid lines = 10 cm

                                                                                💜 Vocabulary 💜

~ blocks - lexical structure of code source which is grouped together.

~ loop -  A programmed structure that repeats a sequence of instructions until a specific condition is met.

~ yaw - Rotation about the x, y, and z-axis ( drone just turns ) 

~ variables - a value that can change depending on conditions or information passed to the program.

~hover - remain in one place in the air

~ Codes - a set of instructions that tells a computer what to do.

                    Here is a video of me using both single commands and the XYZ command blocks to get through ring layout #1. One thing to note about coding is that the goal of coding is for the finished product to be somewhat simplified.  You can limit the size of the chain by using some of the more complicated command blocks. This being said, I simplified my first line of code by introducing the XYZ command blocks 

💜Watch Video Here 💜

The standards that fit this activity include 

💙5.1.c - Leverage CT and CS experts, resources, and professional learning networks to continuously improve practice integrating CT across content areas.

💙This activity is a great way to implement early understanding of CS and CT skills.

💜5.2.b Construct and implement culturally relevant learning activities that address a diverse range of ethical, social, and cultural perspectives on computing and highlight computing achievements from diverse role models and teams.

💜This activity is a great way to implement early understanding of CS and CT skills. This activity is also culturally relevant. The younger generations are going up with multiple forms of technology. Many kids know what a drone is through various forms of social media like Instagram and YouTube, even YouTube for kids. This also contributes to students' confidence in their experiences with CS.

• What coded flight script did you create from which tutorial? (Include a screencast overview of the specific script, including your computational thinking skills and applied terminology from your previous class notes taken during coding activities.)

• I did a simple obstacle course in which I used simple and XYZ code.

• How can you teach students about the coding scripts involved?

• In a classroom setting, I would have students work with the coding simulations on code.org before having them try this one. I would explain to students that each block is a single movement, action, or turn and that the more complicated blocks allow them to do more with less. I would model my own thinking through an active example of me flying a drone within the simulation and go over what each block can do. then, I would let students practice with the simulation of flying a drone by completing a simple obstacle course.

• How can you facilitate the edition of code to provide quick coding experiences for students and family members?

• For this activity, I can facilitate by modeling my problem-solving strategies, trials, and errors in a quick example in front of parents and students. I would explain that each block is like an action for the drone, and the obstacle course is the problem that needs to be solved. The goal is to get the drone from point A to point B, and I will quickly go over what each command block does and show parents and students where they can find that information for themselves if they forget. Students can explore the program and problem-solve solutions through the algorithm.