Knowledge required
This activity assumes that students already know at least how to code the version of Otto in the starter kit and its components (motors, lights and sensors).
Materials required
- Autonomous vehicle slides
- Otto Starter robot
- Computers with internet and/or Bluetooth connection
Optional materials
- Autonomous vehicle worksheets
Learning Objectives
- Identify the key components of a robot and explain their functions.
- Describe the difference between sensors and actuators and how they interact in a robot.
- Recognize robotic systems in everyday life and be able to reason about how they help.
- Know that robots use algorithms to perform tasks.
- Write and upload programs that control the robot.
- Understand key concepts of programming (loops, conditionals, variables, and functions) and apply them to write effective programs for the Otto robot.
- 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.
- Analyse the mechanical components of the robot and explain how they work together.
- Explain how the project demonstrates the potential of integrating technology with the chosen discipline.
Connect with the idea of autonomous vehicles
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 cars moving in a street]
The teacher will then guide the class in a conversation about how the traffic could change in the future due to autonomous vehicles.
In slide 2, the teacher will introduce the topic of the day that will consist of learning about autonomous vehicles and turning Otto into one using all its components.
Autonomous Driving Levels
From slide 3 to 9 there are small descriptions about vehicle autonomous levels. It can help students to better understand the different stages of automation that a self-driving vehicle requires.
On slide 11, the different levels of robot autonomy (LORA) are shown as a comparison of how similar a robot can be to an autonomous vehicle.
Activity: Research about autonomous vehicles
The teacher will organize small groups of 2-3 students. Each group will be assigned a research about autonomous vehicles. The students can conduct their investigation using the internet or through the provided materials, in either digital or physical form (this material must be prepared and provided by the teacher).
During this activity, students will gather information about autonomous driving and gain knowledge about how autonomous cars are being used in daily life. At the end of the investigation, each group will give a brief presentation about their research.
📝You can use the worksheet for students to write down their research results or simply allow them to take notes in a notebook or blank paper
Activity: autonomous Otto
Challenge students to turn their Otto into autonomous vehicles using their knowledge of how to code the components of Otto in the word blocks app. It can be an open activity (let students explore the way they decide to create their autonomous Otto) or set with specific requirements. Feel free to choose the method that better matches your student’s group. For instance, here are some possible requirements for the activity:
See a simple version of an Autonomous Otto program in the file: 17-1_autonomous-Otto.otto.
Lesson Evaluation
- Students understood the stages of automation required for self-driving vehicles.
- Students presented their research findings about autonomous driving.
- Students applied their knowledge of Otto’s components and coding to create their autonomous vehicle.
- Students tested their autonomous Ottos and observed their behavior in the classroom environment.
- Students explained the functionality and decisions behind their code.
Lorem ipsum
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.
Lorem ipsum
Lorem ipsum
