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Marty Image

2.18: Obstacle Course 2

45 Minutes

Lesson Overview

This lesson is similar to lesson 1.15 where students had to program Marty to go around an obstacle course. The main difference here is that students will be using IR sensors to help Marty negotiate the obstacles rather than measuring out the number of steps required.

Key vocabulary:
    Obstacle course , Algorithm , Sensing , IR sensor , Reacting , Programming,

Content Sections

  • Learning Objectives
    1. Extensions & Challenges
      • Additional Reading
      • 2.18: Obstacle Course 2

        45 Minutes

        Lesson Overview

        This lesson is similar to lesson 1.15 where students had to program Marty to go around an obstacle course. The main difference here is that students will be using IR sensors to help Marty negotiate the obstacles rather than measuring out the number of steps required.

        Key vocabulary:
          Obstacle course , Algorithm , Sensing , IR sensor , Reacting , Programming,
        • Awareness of conditions and loops; experience with sensors
        • Tablet

        Learning Objectives

        • Create/select an appropriate obstacle course based on Marty’s size and functionality
        • Program Marty to go around obstacle course using IR sensors instead of using exact values and number of steps
        • Recap what was covered in the last lesson in terms of IR sensors and how we use them to help Marty sense and make decisions
        • Create the obstacle course. If creating your own, then give students time to design. Then either print out an example one or create one based on student designs using random objects as obstacles and markers
        • Split students into small groups and give time to plan out their program
        • Time dedicated to programming Marty with a limit so that we can see which team has managed to program Marty to go the furthest through the obstacle course (click run once on computer/tablet and then leave to run!)

        Extensions & Support

        • Time each of the Marty robots to see who can get through the course the quickest
        • Give extra time to go back and make changes to the program after seeing how other groups have tackled different obstacles

        Additional Reading


        • Technologies: Craft, Design, Engineering and Graphics
        • Technologies: Computing Science
        • Literacy & English: Listening and Talking
        • Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing
        • Numeracy: Number, Money and Measure
        • Literacy & English: Writing
        • Middle School Technology Applications: Grade 6 to Grade 8
        • Computing, Design and Technology: Design and Technology
        • Computing, Design and Technology: Computing
        • CSTA Education Standards
        • Digital Technologies, Design & technologies: Design & Technologies
        • Digital Technologies, Design & technologies: Digital Technologies
        • International Society for Technology in Education (ISTE)