Walker Detect

MISSION MATERIALS

Computer with USB port and Chrome or Edge browser

Piper Make Base Station or Starter Kit

Piper Make Walker

MISSION RESOURCES

Learning Goals

Students will program Walker to respond to its environment using an ultrasonic sensor.
Students will build on Walker’s movement by using functions to organize code, synchronize servo movement with rhythm, and apply timing calculations to match Walker’s steps to the beat of music.
Students will reinforce their understanding of a function in programming and how one is used to move a robot.
Students will reinforce their understanding of wait times in programming and how they are used to determine how a robot moves.
Students will reinforce their understanding of angles and how they are used to affect a robot’s movement.
Students will understand how changing an angle affects the trajectory of an object.

I WILL BE ABLE TO...

Connect an ultrasonic sensor to measure how far objects are in front of Walker
Write conditional code that stops Walker if something is too close
Use variables to store and check distance measurements from the sensor
Build a simple autonomous system that helps Walker avoid obstacles

Learning Goals

Students will learn how an ultrasonic range finder works to sense distance as a feedback sensor.
Students will reinforce their understanding of conditionals, how to use them in programming, and how they can affect actions.
Students will learn the term Boolean: a binary variable with two possible values called true or false, i.e., “do this or do that.”
Students are introduced to the term state variable, which is a variable that describes the current state of a system, i.e., sensing whether a true or false has happened.
Students will learn how to build and program feedback sensors as a binary input.

Learning Activities

The following sections will contain step by step instructions for ELA, ELD and Math extensions directly related to this mission. Adjust the directions to fit your ELA, ELD and Math standards.

ELA Extension:

Math Extension: Detective Walker Pair students up or allow them to choose a partner. Students will connect time back to previous knowledge of fractions/decimals, or use this to introduce it.

Partner A will be walking; Partner B will be giving commands. They will eventually switch roles.
Connect back to the Walker Dance activity and ask them to describe what a half-step would look like for their Walker.
They will then begin to figure out what a whole, ¾, ½, and ¼ step will look like for their partner.
Have Partner B use tape, paper, or something similar as a marker to begin marking where a natural whole step is for Partner A.
They will need to start using estimations and measurements to figure out each step, which will become their own unit of measurement.
Have students use their initials as the unit of measurement. For example, Jesus Huerta would be 1JH as a whole step, ½ JH for a half step, and so on.
Have students create a chart with their units of measurement that includes conversions to inches for each measurement.
Digitize this into Google Classroom, or write it on a giant piece of butcher paper to display on the wall for future reference!