Materials required
- Algorithms slides
Optional materials
- Algorithms worksheets
Learning Objectives
- Identify the key components of a robot and explain their functions.
- Identify the problem to be solved and develop a plan to address it using the Otto robot components.
- Use an iterative design process to improve the robot’s performance.
- Communicate ideas and results clearly and professionally to peers and teachers.
How would you solve this maze?
Start the lesson by asking students how they would solve the maze shown on the slide.
💡 To engage students, the teacher can interact with the robot image on the slide, using the keyboard arrows to move it while students suggest the robot’s actions to navigate the maze. To ensure active participation, the teacher can go around the class and ask each student to contribute the next move the robot should make.
On the next slide, the teacher will talk about algorithms. An algorithm is like a recipe or a series of steps to do something, just like the set of moves a robot follows to finish a maze. At this point, the teacher can give a little talk about the algorithms that students use in their everyday life without even realizing it. For instance, their morning routine before school or the steps they take to make a sandwich – all of these can be algorithms.
ℹ️ Nowadays, people often hear the word ‘algorithm’ in the context of an “invisible force” that decides what shows up on YouTube, Netflix, and social media suggestions. Students might mention this modern concept of algorithms, which can lead to another interesting talk about how these algorithms use what people like to decide what to show. On the next slide there are three use cases of algorithms, this case is mentioned there.
Activity: exploring mazes
Ask students to draw their own maze, placing a robot in the start. Then instruct them to exchange mazes between classmates and everyone will write an algorithm to solve the received maze.
At the end, the algorithms will be exchanged again to a new classmate who will verify if the algorithm solution is correct and understandable enough for anyone to read and replicate the solution.
Writing efficient algorithms
During the algorithm revision, it could happen in the case where a student thinks that a classmate’s solution is wrong due to a misunderstanding of the instruction. This situation can lead to an interesting conversation about the importance of writing clear enough algorithms and tips about how to do it correctly.
Lesson Evaluation
- Students drew their own maze designs and exchanged them with classmates.
- Each student wrote an algorithm to solve the maze they received.
- Lesson objectives were met as students demonstrated understanding of algorithms through practical application in maze-solving tasks.
- Students grasped fundamental concepts of algorithms and their real-world applications, evidenced by their ability to design, write, and evaluate maze-solving algorithms effectively.
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The duration of this lesson is approximately one hour. You can find the definition of learning objectives at the bottom of this guide to align with your curriculum requirements.
Materials required
- Lesson slides
- Lesson worksheets
- TV, projector, or big screen to display the class videos
- Big paper or cardboard (white)
- Tape (black)
- Scissors
Computers, tablets or smartphones are optional, they can be used as digital tools for students to do further research and take additional notes.
Connect
The class begins by displaying the first slide and asking the students “What do you see here?’“
[Pause and wait for students to provide answers, which may include mentions of a robot arm and two wheeled robots moving boxes].
The teacher will then guide the class in a conversation about the nature of robots, exploring questions such as: ‘What is a robot?’ ‘When does something turn into a robot and when is it just a machine?’
Moving on to the second slide, the teacher will introduce the topic of the usefulness of robots to humans. Students should share their ideas about how robots can be useful.
[This conversation is expected to last approximately 4-5 minutes]
Afterwards, on the third slide, the students will watch a video that explains the concept of what a robot is. Following the video, they will have the opportunity to share their personal experiences with robots. The teacher can guide the conversation by asking specific questions, such as: ‘Have you ever played with a robot or built one?’ ‘Do you have any robotic devices at home, like a vacuum cleaner, that you consider to be a robot?’
[The video has a duration of 4 minutes, and the discussion about personal experiences is expected to take an additional 3-5 minutes]
On the next slide, the teacher will organize small groups consisting of 2-3 students. Each group will be assigned a specific robot to investigate. The students can conduct their investigation by using the internet or through provided materials, either digital or physical. Some popular real-life robots for the students to explore are:
As a teacher, feel free to research other robots to add to the list. By the time you teach this lesson, there could be some new and popular robots.
During this activity, students will gather information about their assigned robot and gain knowledge about how robots are being utilized in daily life. At the end of the investigation, each group will give a brief presentation about the robot they investigated.
Here the students will use the first worksheet
[This activity is expected to take approximately 10-15 minutes in total, allowing sufficient time for research and presentations]
Make
On the fifth slide, the teacher will introduce the HP Otto robot by showing a video about its features and capabilities. After watching the video, the teacher will demonstrate a built robot to the students, showcasing its physical components and explaining how they contribute to its functionality.
[To further engage the students, the teacher can connect the robot to the Otto web control app, demonstrating how to operate and control the robot using the app’s interface.]
On the next slide, a diagram displaying the internal connections of the robot will be shown. Using the web control app, the teacher will demonstrate how each component of the robot works.
To engage the students, the teacher can actively involve them in the activity. For example:
- Buzzer: The teacher can play various sounds available on the app and ask students to suggest or choose which sound they would like to hear.
- LED ring: The teacher can ask students (up to a maximum of 12) about their favorite colors and display them on the LED ring.
- Ultrasonic sensor: The teacher can activate the avoidance function and make the robot move around the classroom. Students can participate by intercepting the robot’s path with their hands, observing how the robot changes its direction in response.
- Line sensors: Although the line tracking activity will be conducted later, the teacher can explain how the infrared sensors work at this stage.
In the next activity, the entire group will work together to define a racing track circuit for the robot to navigate. The teacher will guide the students in this process, but it is important to allow the students to make the decisions in order to foster their creativity and engagement. The goal is to define a circuit that includes specific landmarks or areas within the classroom for the robot to move around.
For example, the students may decide to start the circuit in front of the teacher’s desk, then describe a square around James’ seat, move in a zigzag pattern between Eva and Raidy’s seats, and finally return to the teacher’s desk. [To maintain efficiency, the teacher should encourage the students to make quick decisions, aiming to complete the circuit definition within 1-2 minutes]
[Optional]: As an additional challenge, the teacher can allow students to take turns controlling the robot and measure their individual completion times. This can add an element of friendly competition among the students.
The next activity is similar to the previous one, but this time the students will create a line track using ‘tape’ on a large white piece of paper or cardboard.
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