Louise Symons, Sheldwich Primary School

Introduction
Louise worked with a class of year 4 children who had not used the Roamer before. She introduced activities to the whole class, followed by unaided group work. She always allowed for a small amount of time at the end of each session, so that she could help the group or to give them a chance to show their program to the rest of the class. The children were very excited at the prospect of using the Roamer, and this enthusiasm never waned, even when programs failed to work.

Louise decided to use the correct terminology from the outset. Instead of 'on' or 'off', she used the terms 'high' and 'low'. On the Control Box, there are pairs of terminals, coloured red and green. The green Ground terminal is always 'low'. If the red Output terminal is 'low', no current flows. If the red Output terminal is 'high', the current flows. To set Output 1 'high', we enter:

To set Output 1 'low', we enter:

Strictly speaking, it is incorrect to describe the terminals as switched either 'on' or 'off'. Introducing the correct terms at the outset will help children understand the sensor commands.

Louise printed out the list of instructions for the different keys on the Roamer from the Help file in the Roamer World program. She also used ideas from the Valiant Roamer Activity Book and Control Box User Guide, but points out that children must first be taught the commands used in these activities. Roamer World has two sets of activities under the headings of Journeys and Routes. (Click Activity on the menu bar to find them.) The sixteen activities work on four different levels, and are accompanied by teacher's notes with a list of equipment needed and other hints for setting up the activity.

Introducing the Control Box
Louise started with a class lesson to introduce the control box. She asked what children already knew about electricity. They were aware that electricity needs a circuit to flow. She then introduced the activity in the User Guide, using marbles and boxes, to show how a current flows between a high and a low voltage.

She asked two children to connect the motor to Terminal 3. She explained that the Roamer recognised the numbers 1 and 2 for a low and high state. The green Ground terminal is always 'low', but we can change the red Output terminal to either 'low' or 'high'. The children then commanded the Roamer to turn the motor for 10 seconds.

Press CM twice.


Then press GO.

Using the activity cards
Louise kept the tasks on the cards simple, and Year 4 groups were able to use them independently. Each group demonstrated its achievement to the class, and everyone then analysed the commands they had put into the Roamer.

Obstacles were made by using a variety of objects. Packed lunch boxes and coats proved useful in the cloakroom, benches and chairs in the hall, furniture and bodies in the classroom. The walk-in cupboard created a dark environment, as did the hall with the curtains drawn and the lights off.

Louise reports that she had a lot of problems with the light sensor. It will only work with very marked changes in light, and children were never quite sure of success. This can be very discouraging, and this activity needs to be closely monitored.

Afterwards the children developed more complex programs of their own, often using the Roamer World program. They had fun with some of the activities in the various source books, and also looked at the angles of regular shapes.

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