Knowledge required
This activity assumes that the teacher knows how to use word blocks app or simulator published on https://hprobots.com/otto-robot/code/.
Materials required
- Using the servomotors slides
- Otto Starter robot or only the circuit board with the servomotors
- Computers with internet and/or bluetooth connection
Understanding servomotors
Start the lesson by explaining to students that the activity of the day will consist on exploring the capability of Otto to move around.
In slide 3 and 4 there is a simple explanation about the servomotors and how they work. Feel free to expand this explanation with your own resources.
Activity: exploring motion blocks
Begin the activities with free exploration. Students will test each of the assigned motion blocks, paying special attention to the parameters that can be modified (forward/backward, left/right, normal/slow/fast, number of steps).
Students can use the activity sheets to explain in their own words how each block works.
These are the blocks to explore (with a basic description of their function):
Moves both robot motors forward or backward a set number of steps at slow, normal, or fast speed.
Moves both robot motors forward or backward at slow, normal, or fast speed for an indefinite amount of time.
Rotates the robot on its axis to the left or right for a set number of steps.
Stops the motors. You can stop a single motor (right or left) or both motors at the same time.
This exploration can be completed in about 5–10 minutes. The idea is for students to gain a basic understanding of how to move their robot to complete the upcoming activities.
Other available blocks basically allow the same type of movement as the previous ones but control a specific motor (either the one on the robot’s left side or the one on the right side). You may notice that two of the blocks seem repeated, but upon closer reading, the reason is that two blocks work for the left motor and the other two for the right motor.
Activity: creating geometric patterns
Challenge students to move their Ottos in such a way that they “draw” basic geometric shapes (square, rectangle, triangle, and circle) with their movements using the motion blocks they explored in the previous lesson.
In the file 11-1_geometry-figures.otto you can find a basic code example to draw a square, rectangle, and triangle using Otto’s movements.
Note: You may need to adjust the movement values to achieve accurate shapes. Factors such as the surface where the robot is placed or how tightly the motor screws are fastened can affect the results. Use this file as a reference.
For the circle, the easiest way to create it is by moving one of the motors forward for a duration that allows the robot to describe a full circle.
Extension of this activity
A possible extension is attaching a pencil to Otto with the tip touching a sheet of paper and making it move to draw the geometric shapes on the paper. For this activity, students need additional materials such as: a sheet of paper (preferably A3 or larger than standard sheets), a pencil, tape, or a 3D-printed piece to hold the pencil (you can check the “Pen holder” attachment available at https://hprobots.com/otto-robot/create/).
Activity: the perfect parking
Students must park their robot precisely in a marked space. Mark two zones on the floor with tape or other materials: a starting zone and a parking zone. The parking zone should be only slightly larger than Otto itself to add difficulty.
You can use these “success criteria” to gamify the activity:
- Level 1 (Beginner): Otto reaches the parking zone.
- Level 2 (Driver): Otto stops completely within the zone.
- Level 3 (Expert): Otto performs a maneuver with turns to avoid an obstacle and parks perfectly.
Activity: choreographies with Otto
In groups, students must create a dance routine or expressive movement sequence for Otto lasting about 15 seconds. You can either provide specific music that all groups must “choreograph” to for those 15 seconds, or allow students to freely choose the music.
Challenge
Ask your students to compose a program giving them the following instructions:
- Turns on the internal LED and play a “connection” sound
- Wait for 2 seconds
- Play any other sound and turn off the internal LED
❗️Be clear with the instructions, the order of the actions is important (LED > Sound > Wait > Sound > LED). This small challenge will allow you to identify your student’s skills to connect a series of blocks creating a specific sequence of actions based on instructions.
The result code should look like the one below.
Challenge
Give 5 minutes to your students to create anything they want using the light blocks. At the end of the 5 minutes, ask them to show their results.
Test #3: Ultrasonic Sensor
An ultrasonic sensor is a device that uses sound waves to measure distances. It sends out high-frequency sound waves, and when these waves bounce back after hitting an object, the sensor calculates the distance based on the time taken for the waves to return.
Connect this component to connector 1. Refer to the wiring diagram if needed.
The ultrasonic sensor can be considered as 2 components in 1: as a sensor to measure distances from itself to the closest object in front, and as color light device additional to the Color Lights ring. To try both functions at the same time, we can use this piece of code.
This algorithm will turn the lights of the ultrasonic sensor on green when it detects something in front of it in less than 20 cm (about 7.87 in).
💡 Using a ruler, show students that the action effectively happens once an object is in the range of less than 20 cm.
Challenge
Modify the code to detect when an object is 10 cm (about 3.94 inches) or closer. When this happens, turn the lights red and make a sound. If there is nothing within 10 cm, keep the lights green.
Test #4: Line sensors & Motors
The line sensors are in fact infrared sensors. With them we can measure how light or dark a surface is; thanks to this, for instance, we can determine when a surface is black or white.
In this test we will combine them with the motors to see how they work together.
Line sensors can be used as analog inputs (in the connectors 6 & 7) or as digital inputs (in the connectors 8 & 9). For this test, we will connect the line sensors as digital inputs. Motors will be connected as shown in the wiring diagram.
The next algorithm will make motors to move once a line sensor detects something close enough.
⚠️ Notice that the line sensors and motors blocks are not the same. The first ones correspond to the left sensor and left motor while the seconds to the right sensor and right motor.
✅ All test done!
After confirming that all the electronic components are working correctly, if there is still time, consider giving an extra challenge to the students asking them to make an algorithgm that combines all the electronic components together.
Wiring Diagram
Lesson Evaluation
- Students successfully tested the blocks in the Motion section of the Word Blocks app to control the servomotors.
- Students were able to explain how the motion blocks work, demonstrating their understanding of motor control.
- Students effectively applied their knowledge to solve practical challenges, such as creating geometric patterns and precision parking, by adjusting and refining their programs.
- Students demonstrated computational thinking skills and teamwork by designing, programming, and presenting creative and synchronized choreographies with their robots.
- The teacher confirmed that students understand the practical applications of using servomotors in robotics through the variety of activities performed.
- The lesson objectives were achieved, and students demonstrated competence in using Otto’s servomotors to control movement in both basic and creative ways.
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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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