Code Smart

Computing I Ages 11 - 14
Teacher Book
A resource by Encounter Edu

Digital Explorer CIC T/A Encounter Edu

Pill Box G04
115 Coventry Road
London, E2 6GG

Text © Digital Explorer 2018

These resources may be reproduced for educational purposes only.

Written by Helen Steer

Edited by Jenny Zhou
Layout and design by Daniel Metson and Riccardo Guido

Acknowledgements
Encounter Edu would like to thank Chip Cunliffe, Ashley Stockwell, and Richard Jinks
from AXA XL; Prof Paul Newman, Prof Ingmar Posner, Dirk Gorissen, and Joonas Melin
from Oxbotica; Kenny Wang from Makeblock; Helen Steer and Rehana Al-Soltane
from Do It Kits; and Nat Hunter from Machines Room.

Sponsored by

AXA XL[1]
AXA XL1, the property & casualty and specialty risk division of AXA, provides
insurance and risk management products and services for mid-sized companies
through to large multinationals, and reinsurance solutions to insurance companies
globally. We partner with those who move the world forward. To learn more, visit
www.axaxl.com
AXA XL is a division of AXA Group providing products and services through four business groups: AXA XL Insurance, AXA XL
1

Reinsurance, AXA XL Art & Lifestyle and AXA XL Risk Consulting.

With thanks to

Oxbotica
Oxbotica, a leading driverless software startup based in Oxford, is developing
the brain behind self-driving cars. Our autonomous operating system, Selenium,
is platform agnostic and navigates autonomously around cities, warehouses and
off-road environments, using data from lasers and cameras placed on vehicles.
The software learns from both its own experiences, and those of other vehicles.

MakeBlock
MakeBlock Co., Ltd, founded in 2013, is a leading STEAM education solution provider.
Targeting the STEAM education and entertainment markets for schools, educational
institutions and families, Makeblock provides the most complete hardware, software,
content solutions, and top-notch robotics competitions, with the aim of achieving
deep integration of technology and education.
Contents

Foreword page 1

Overview page 2

Scheme of work page 3

Resource guidance page 6

Lessons

Lesson 1: Robot cars and smart cities section 1

Lesson 2: Controlling cars with code section 2

Lesson 3: Where am I? section 3

Lesson 4: What’s around me? section 4

Lesson 5: Safety and signalling section 5

Lesson 6: What do I do next? section 6

Lesson 7: Designing our smart city pt. 1 section 7

Lesson 8: Designing our smart city pt. 2 section 8

Lesson 9: Designing our smart city pt. 3 section 9

Subject Updates section 10

FOREWORD

Welcome to
Code Smart

AXA XL has partnered with Oxbotica in the development of risk solutions related
to autonomous vehicle software. Our notion is simple: as a global (re)insurer,
building future focused risk solutions is part of our mission.

We’re proud to play a role in helping to support and promote autonomous

vehicle software and robotics development that will aid our understanding of
the risks of the future and help business and society adapt to the ever changing
technologies evolving our world.

Educational outreach is a natural extension of AXA XL’s commitment. Working

with our partners, we believe that an important legacy is the delivery of high
quality curriculum-led education programs, that can in turn empower others
to contribute.

This Code Smart Teacher Book introduces our Code Smart resources for ages
11 to 14, with the aim of raising literacy in coding and smart cities and inspiring
a new generation.

We hope you enjoy the materials in these pages.

Chip Cunliffe
Director, Sustainable Development
AXA XL

At Oxbotica we are excited to develop the next generation of autonomous

vehicles, creating the software that makes them go. Our world is constantly
changing and as engineers we believe that technology has a significant role
to play in ensuring that it changes for the better.

Delivering this vision requires individuals with understanding and appreciation

of computing and digital literacy. Individuals who inspire and who are inspired.
People like you. We are proud to support educational resources that foster and
encourage the development of these skills so that, together, we are ready for an
ever brighter future.

We are delighted to have you join us in thinking about the future - today.

Ingmar Posner Paul Newman

Co-founder Co-founder
Oxbotica Oxbotica

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OVERVIEW

About
Code Smart

What is Code Smart?

Code Smart is a computing and robotics education programme

based on driverless car technologies. Students will develop their
ability to code as well as their design thinking as they tackle smart
city challenges.

This Teacher Book provides a step-by-step guide to using Code

Smart in the classroom. Code Smart 11-14 is based on nine lessons,
taking students on a journey from complete beginners to code
creators. Each lesson provides real-world links and opens students
to a range of possible STEM careers.

How do I use Code Smart?

Code Smart works with the mBot STEM robot and the mBlock
scratch-based coding platform from Makeblock. Over the
following pages, you will find detailed teacher guidance, student
sheets and answer sheets, as well as background information in
the form of Subject Updates. Further supporting resources such as
videos and slideshows are available to download from the Code
Smart website.

Is Code Smart curriculum aligned?

Code Smart has been written to align with the Computing

National Curriculum in England and the ISTE Standards for the
USA. Further details of curriculum and standards alignment are
available from the Code Smart website.

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SCHEME OF WORK All resources can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Applicable standards
The national curriculum in England

KS3 Computing
Lessons
Element of the curriculum 1 2 3 4 5 6 7 8 9

• Understand the hardware and software components that make up      

computer systems, and how they communicate with one another and with
other systems
• Use a programming language to solve a variety of computational problems      
• Use computational abstractions that model the behaviour of real-world     
problems and physical systems
• Understand simple Boolean logic [for example, AND, OR and NOT] and    
some of its uses in circuits and programming
• Understand how data of various types can be represented and    
manipulated digitally
• Undertake creative projects that involve selecting, using, and combining  
multiple applications to achieve challenging goals, including meeting the
needs of known users
• Create, re-use, revise and re-purpose digital artefacts for a given audience, 
with attention to trustworthiness and design

KS3 Design & Technology

Lessons
Element of the curriculum 1 2 3 4 5 6 7 8 9

• Use research and exploration to identify and understand user needs   

• Develop specifications to inform the design of innovative, functional, 
appealing products that respond to needs in a variety of situations
• Use a variety of approaches to generate creative ideas and avoid 
stereotypical responses
• Develop and communicate design ideas using annotated sketches, oral  
and digital presentations and computer-based tools
• Select from and use a wider range of materials and components according 
to their functional properties and aesthetic qualities
• Test, evaluate and refine ideas and products against a specification, taking  
into account the views of intended users and other interested groups
• Apply computing and use electronics to embed intelligence in products  
that respond to inputs, and control outputs, using programmable
components

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SCHEME OF WORK All resources can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Applicable standards
International Society for Technology in
Education (ISTE) Standards for Students

Lessons
Element of the curriculum 1 2 3 4 5 6 7 8 9

1c. Students use technology to demonstrate their learning in a variety of   

ways.
1d. Students understand the fundamental concepts of technology         
operations, demonstrate the ability to choose, use and troubleshoot
current technologies and are able to transfer their knowledge to explore
emerging technologies.
3a. Students plan and employ effective research strategies to locate   
information and other resources for their intellectual or creative pursuits.
3c. Students curate information from digital resources using a variety of 
tools and methods to create collections of artifacts that demonstrate
meaningful connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues and         
problems, developing ideas and theories and pursuing answers and
solutions.
4a. Students know and use a deliberate design process for generating   
ideas, testing theories, creating innovative artifacts or solving authentic
problems.
4c. Students develop, test and refine prototypes as part of a cyclical design   
processes.
4d. Students exhibit a tolerance for ambiguity, perseverance and the   
capacity to work with open-ended problems.
5a. Students formulate problem definitions suited for technology-assisted  
methods such as abstract models and algorithmic thinking in exploring
and finding solutions.
5c. Students break problems into component parts, extract key information,  
and develop descriptive models to understand complex systems or
facilitate problem-solving.
5d. Students understand how automation works and use algorithmic thinking       
to develop a sequence of steps to create and test automated solutions.
6a. Students choose the appropriate platforms and tools for meeting the 
desired objectives of their creation or communication.
6b. Students create original works or responsibly repurpose or remix digital 
resources into new creations.
6d. Students publish or present content that customizes the message and 
medium for their intended audiences.
7c. Students contribute constructively to project teams, assuming various         
roles and responsibilities to work effectively toward a common goal.
7d. Students explore local and global issues and use collaborative    
technologies to work with others to investigate solutions.

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SCHEME OF WORK All resources can be downloaded from:
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Lesson 1: Robot cars and smart cities

Overview Learning outcomes Resources
In the first lesson of this unit of • Name a benefit of smart cities Slideshow 1:
work, we will introduce your class • Describe characteristics of an Robot cars and smart cities
to the concept of robotics and autonomous vehicle
autonomous cars. Your students • Compare characteristics of robots Student Sheet 1a:
will discuss what cities in the future and humans What are the differences
will look like, and think about the • Construct a robot between robots and humans?
role that robots and autonomous • Name the basic parts of the robot
Video:
vehicles will play. Next, your class • Control a robot using a simple
Building your robot
will work in groups to complete the remote
main challenge of the first lesson: • Identify and share problems 360 Video:
building the mBot, then getting it encountered with solutions Look! Driving with no hands!
moving around the classroom with
the remote control. Image:
Comparing my mBot to a
driverless car interactive

Lesson 2: Controlling cars with code

Overview Learning outcomes Resources
In the second lesson of this unit of • Understand the difference between Slideshow 2:
work, we will introduce your class to hardware and software and how Controlling cars with code
the concept of using code to control they relate to each other
cars. Your students will discuss how • Describe functions carried out Student Sheet 2a:
programming a car compares to by software and hardware Electric motors explainer
programming a standard computer. • Get the robot moving with code
Student Sheet 2b:
Next, your class will work in groups • Learn about loops (repetition)
Controlling cars with code
to complete the main challenge of • Debug programs
the second lesson: programming the • Identify and share problems Answer Sheet 2b:
robot to drive in different shapes encountered with solutions Controlling cars with code
around the classroom.
Video:
What is code?

Video:
Uploading code to your robot

Lesson 3: Where am I?
Overview Learning outcomes Resources
In the third lesson of this unit of • Understand why mapping is Slideshow 3:
work, your class will learn about important for programming Where am I?
the role of mapping in autonomous autonomous cars
vehicles. They will then be • Describe functions carried out by Student Sheet 3a:
challenged to make their robot software and hardware Explaining the line follower
vehicle follow a path using new • Describe how a line follower
Student Sheet 3b:
hardware and software. Students functions
will learn about how the line follower Coding the line follower
• Apply logic to get a robot to follow a
sensor on the mBot works, then use defined path Answer Sheet 3b:
the sensor data and logic-based • Debug programs Coding the line follower
code to autonomously control their • Identify and discuss ways of solving
robots. Finally, they will relate this the same problem under different Video:
activity to real world driverless conditions Where am I?
vehicles and discuss the other
sensors needed to make driving
efficient and safe.

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SCHEME OF WORK All resources can be downloaded from:
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Lesson 4: What’s around me?

Overview Learning outcomes Resources
In the fourth lesson of this unit of • Describe what smart cities are Slideshow 4:
work, your class will learn about and give examples of smart city What’s around me?
obstacles and sensors. They will initiatives
discuss the risks that a smart • Describe risks for autonomous Student Sheet 4a:
city presents, focusing on the vehicles in smart cities Explaining the ultrasonic
challenges that an autonomous • Describe how an ultrasonic sensor sensor
vehicle faces while navigating in functions
the real world. They will then learn Student Sheet 4b:
• Apply code and sensor output to
about the ultrasonic sensor on- Coding the ultrasonic sensor
navigate around an obstacle
board the mBot and how to use it • Debug programs Answer Sheet 4b:
to avoid obstacles. Finally, they will • Identify and share ways of solving Coding the ultrasonic sensor
think about how driving speed can problems
influence a vehicle’s ability to react Video:
to obstacles. What’s around me?

Lesson 5: Safety and signalling

Overview Learning outcomes Resources
In the fifth lesson of this unit of • Understand what we mean by Slideshow 5:
work, your class will learn about how signalling and why it is needed to Safety and signalling
technology and people interact. keep people safe
They will learn about signalling • Discuss the best ways for robots to Student Sheet 5a:
movement and giving warnings signal to humans Safety and signalling
with light and sound. Students will • Understand, describe and control
Answer Sheet 5a:
use code to control their robot car’s LEDs and buzzers
Safety and signalling
LEDs and buzzer to produce lights • Integrate inputs (ultrasonic sensor)
and sounds for a variety of different to outputs (LEDs or buzzer) Video:
scenarios. They will then combine an • Debug programs Safety and autonomous
input — the ultrasonic sensor — and • Identify and share problems vehicles
an output — the LEDs and buzzer — encountered with solutions
to create a proximity sensor. Finally, Image:
they will discuss the other sensors Comparing my mBot to a
and signals they think would be driverless car interactive
useful.

Lesson 6: What do I do next?

Overview Learning outcomes Resources
In the sixth lesson of this unit • Understand that failure is an Slideshow 6:
of work, your class will learn important part of technology What do I do next?
about some of the ways in which development
technology has failed in the past, • Describe how failure and persistence Student Sheet 6a:
and how engineers have worked can help them learn Hardware and function cards
to overcome those problems. • Link a variety of inputs to a variety
Student Sheet 6b:
They will then will look back over of outputs using code
Smart city challenges
the hardware and software they • Debug programs
have been using in the past five • Share learning Answer Sheet 6b:
lessons and combine these skills to • Identify and share problems Smart city challenges
complete challenges. This lesson encountered with solutions
should be used as an opportunity Video:
to consolidate learning, revisit any What do I do next?
shaky territory and experiment with
combinations of inputs, outputs and Video:
different ways of coding the mBot. Failing is good

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SCHEME OF WORK All resources can be downloaded from:
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Lesson 7: Designing our smart city pt. 1

Overview Learning outcomes Resources
In the last section of this unit of • Understand that design is a process Slideshow 7:
work, your class will take part in • Name at least one job associated Designing our smart city pt. 1
a Design Thinking Workshop that with design
can be delivered as three one hour • Describe basic design thinking Student Sheet 7a:
sessions or combined as a half day techniques User profiles
activity. • Understand that issues affect
Student Sheet 7b:
people in different ways
Empathy map
In part one of the workshop, your • Empathise with different people and
class will use personas to empathise describe how they might see the Video:
with different types of people. world Design thinking
They will then use these insights to • Think creatively to generate
brainstorm ways that robots and solutions to problems
autonomous vehicles can improve • Share and evaluate their own ideas
lives or solve problems.

Lesson 8: Designing our smart city pt. 2

Overview Learning outcomes Resources
Part two of the workshop sees • Understand what prototyping is Slideshow 8:
your class use an ideas funnel to and why it is used Designing our smart city pt. 2
select and refine ideas from the • Describe a number of prototyping
brainstorming activity in part one. methods Student Sheet 8a:
Each group will then prototype one • Evaluate and refine own ideas and Ideas funnel
of the ideas using the hardware and the ideas of others
Video:
software skills they have learned • Combine hardware, software and
Prototyping
with the mBot in lessons 1-6. crafting skills to make a prototype
• Share learning with the class

Lesson 9: Designing our smart city pt. 3

Overview Outcomes Resources
In part three of the workshop each • Understand why sharing ideas is Slideshow 9:
group will discuss different ways of important Designing our smart city pt. 3
sharing ideas then create articles, • Name at least one job associated
posters, videos, photo galleries or with communication Student Sheet 9a:
reports to persuade their audience • Identify a variety of different media Communicating your ideas
that their prototypes are worth and describe when each might be
Video:
taking forward. Then each group used
Communications and
will present their prototypes and • Plan and prepare a group
marketing
demonstrate their ideas in action presentation
using the mBot as part of a working • Select and create an appropriate
display. way of sharing a project
• Present and explain a group project
• Share learning

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RESOURCE GUIDANCE

Teacher guidance

The Teacher Guidance for each lesson uses a set of icons to provide visual cues to support teachers:

Lesson activities

Explain
teacher exposition using slides or script to support

Demonstration / watch
students watch a demonstration or video

Student activity
activity for students to complete individually such as questions on a Student Sheet

Group work
activity for students to complete in pairs or small groups

Whole class discussion

teacher conducts a whole class discussion on a topic or as a plenary review

Teacher ideas and guidance

Assessment and feedback

guidance to get the most from AfL (Assessment for Learning)
Guidance
further information on how to run an activity or learning step
Idea
optional idea to extend or differentiate an activity or learning step
Information
background or further information to guide an activity or explanation
Technical
specific ICT or practical hints and tips

Health and safety

Health and safety

health and safety information on a specific activity

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Lesson 1:
Robot cars and smart cities
In the first lesson of this unit of work, we will introduce your class to the
concept of robotics and autonomous cars. Your students will discuss what
cities in the future will look like, and think about the role that robots and
autonomous vehicles will play. Next, your class will work in groups to complete
the main challenge of the first lesson: building the mBot, then getting it
moving around the classroom with the remote control.

Resources in this book:

Lesson Overview 1

Teacher Guidance 1

Student Sheet 1a: What are the differences between robots and humans?

Subject Update: What is a smart city?

Subject Update: How can autonomous vehicles be useful?

Subject Update: Troubleshooting guide

Subject Update: mBot’s default program

Resources available online:

Slideshow 1: Robots cars and smart cities

Video: Building your robot

360 Video: Look! Driving with no hands!

Image: Comparing my mBot to a driverless car interactive

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 1

Robot cars
Age 11-14
(Key Stage 3)

and smart cities 60 minutes

Curriculum links Lesson overview

Computing In the first lesson of this unit of work, we will introduce your class
• Understand the hardware and to the concept of robotics and autonomous cars. Your students
software components that
make up computer systems,
will discuss what cities in the future will look like, and think about
and how they communicate the role that robots and autonomous vehicles will play. Next, your
with one another and with class will work in groups to complete the main challenge of the
other systems first lesson: building the mBot, then getting it moving around the
classroom with the remote control.
Resources
Lesson steps Learning outcomes
Slideshow 1:
Robot cars and smart cities 1. 360 video opener (5 mins)
Introduction to smart cities and • Name a benefit of smart cities
Student Sheet 1a:
autonomous vehicles. Students • Describe characteristics of an
What are the differences
get 360 insight to a driverless car autonomous vehicle
between robots and
to provide context for this lesson’s
humans?
challenge: to build a robot vehicle.
Video:
Building your robot 2. Classroom discussion (10 mins)
Students will discuss the human • Compare characteristics of robots
360 Video: responses to the three questions of and humans
Look! Driving with no hands! autonomy. Then they will discuss
additional differences between
Image: robots and humans.
Comparing my mBot to a
driverless car interactive
3. Make (30 mins)
Subject Updates: Build the mBot as per the • Construct a robot
• What is a smart city? instruction manual and guidance • Name the basic parts of the robot
video.
• How can autonomous
vehicles be useful?
4. Test (10 mins)
• Troubleshooting guide Test the mBot works with the • Control a robot using a simple
• mBot’s default program remote control. remote

5. Reflect (5 mins)
Kit (per group) Students will reflect on their • Identify and share problems
learning, including problems they encountered with solutions
• mBot kit
had and how they solved them.
• Note batteries are not included
in mBot kits:
• mBot requires either 4 x 1.5V
AA batteries or a 3.7V DC
lithium battery
• Makeblock remote control
requires a CR2025 coin cell
battery

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TEACHER GUIDANCE 1 (page 1 of 4)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson.
mins
More advanced outcomes are formatted in italics
and can be deleted. All learning outcomes are
composed using the SWBAT (Students Will Be Able
To) format.

Use slide 3-4 to introduce students to the

concepts of smart cities and autonomous
vehicles, or self-driving cars. A smart city uses
information and communication technologies to
increase sustainability and efficiency of services.
An autonomous vehicle is capable of navigating
without human input. You may find the Subject
Updates on smart cities and autonomous vehicles
helpful for additional background.

Have your class watch the 360 video Look! Driving

with no hands!

If you need further guidance about using 360VR in

the classroom, see the Subject Update in the video
description.

Additional interactive multimedia is available

online, including the Comparing my mBot to
a driverless car interactive image, which can
be used for differentiation, extension or home
learning.

2 This section guides students to think about the

differences between robots and humans.
10
mins
Use the questions on slide 5 and Student Sheet 1a
to guide a discussion around vehicle autonomy.

First think about how human drivers would answer

the three questions:

Where am I?
· They would use their senses.
· They would use their eyes to look around.
· They might use their ears to listen to their
surroundings.
· For example, if you accidentally fall asleep on
the train and wake up uncertain where you
STUDENT SHEET 1a

What are the

differences between are, you might look at your surroundings. If you
robots and humans?
1. How would a human driver answer these questions?
(a) Where am I?
don’t recognise the surroundings you might
(b) What’s around me?
listen for an announcement on the train that
(c) What do I do next?
tells you where you are. Or you might do both.

What’s around me?

2. (a) Compare robots and humans.

Robots are better at... Humans are better at...

· They would use their senses.
(b) How about in the future?
· They would also look and listen to see what is
3. (a) What are the risks of robots and humans sharing the road?
around them.
(b) How can we protect against these risks?
· They might also use touch. For example, if they
are unsure of what an object is they might feel
it.
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TEACHER GUIDANCE 1 (page 2 of 4)

Step

What do I do next?
· They might follow directions to the destination
based on what they know already or based on
a map.
· They will also follow the rules of the road. For
example, if you’re driving then you shouldn’t
drive through a red light.
· They will also be aware of other road users and
predict what they might do based on signalling,
so they don’t crash.

Continue the discussion of the differences

between robots and humans using the questions
on Student Sheet 1a.

What are robots better at than humans now?

· Anything that involves building products
quickly and consistently. For example, making
cars. Cars are produced on production lines
by robots. As long as these robots are working
correctly then every car will be produced
quickly and exactly the same.
· Robots can stay on and work for long periods of
time. Humans get tired and lose concentration
so sometimes products they produce first thing
in the morning or at the end of the day might
be of a poorer quality.

How about in the future?

· This can only be guessed but as robots
advance the number of tasks they will beat
humans at will grow.

What are humans better at than robots now?

· Humans are better at socialising.
· Humans are generally better at completing
tasks that require you to think. For examples,
look at occupations such as teaching or
medicine. NB we’re thinking only about robots
not computers in general as some computers
can outthink humans and beat them at games
like Chess and Go.

How about in the future?

· This can only be guessed but humans will likely
continue to outperform robots at things like
socialising and thinking. Robots may become
better at some things like moving around
quickly.

What are the risks of robots and humans sharing

the road?
· The biggest risk is the unpredictability of
human drivers. Robots will follow the rules and
won’t be affected by things like tiredness.

How can we protect against these risks?

· Make the robots aware that not all road users
will follow the rules.

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TEACHER GUIDANCE 1 (page 3 of 4)

Step

3 Use slide 6 to introduce the lesson challenge: to

build the mBot and control it with a remote.
30
mins
Watch the video Building your robot once all the
way through. Point out the different stages of
making the mBot.
Hand out mBot kits, batteries and manual to each
group. Ask students to unbox the components.

The first stage of making is to connect the motors

and wheels to the chassis. This is supported by
Section 1 of the video Building your robot, slide 7
and page 4 of the mBot instruction manual.

The second stage of making is to attach the

sensors. This is supported by Section 2 of the video
Building your robot, slide 8 and page 5 of the mBot
instruction manual.

The third stage is to prepare the mCore. This is

supported by Section 3 of the video Building your
robot, slides 9 and 10 and pages 6 and 8 of the
mBot instruction manual.
The fourth stage of making is to connect all the
cables correctly. This is supported by Section 4 of
the video Building your robot, slides 11 and 10 and
pages 9 and 8 of the mBot instruction manual.
If you are using 3.7V DC batteries there are
separate instructions on page 7 of the mBot
instruction manual.

Problems students might encounter:

∙∙ Screwdriver works with 2 different types of
screws. To change type you can pull the metal
part from the handle and insert it back into the
handle the opposite way around.
∙∙ The motors might be wired the wrong way
around. This will be clear when controlling
it with the remote control as it will drive the
opposite way to the button that is pressed
(pressing the forward/up button will make the
robot drive backward, etc.)
∙∙ Make sure the sensors are connected to the
correct ports. This doesn’t matter as much at
this stage but it will cause problems in later
exercises that use the sensors.
Additional troubleshooting tips are available in the
subject update Troubleshooting guide.

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TEACHER GUIDANCE 1 (page 4 of 4)

Step

4 Students should test that the mBot works with the

remote control. The mBot comes loaded with a
10 default program, which allows you to use the arrow
mins
buttons on the remote to drive the robot forward
and backward as well as turn left and right.

Additional information about the mBot’s default

program is available in the subject update mBot’s
default program.

Each group should do a 2-minute demonstration

and presentation showing the car moving,
answering the following questions (slide 12):
∙∙ What advice would you give someone else
building this robot?
∙∙ Did you have any problems?
∙∙ How did you solve your problems?
∙∙ What was the best bit of the robot building?

5 Conduct a whole class discussion around whether

the mBot that students have just made is truly
5 an autonomous vehicle. Remind students that for
mins
their robot car to be autonomous, it would have to
be able to answer three questions (slide 13):

Where am I?
· Does this robot know where it is? No, not yet.
· What would we have to add to this robot for it
to know where it is? Sensors to act as its eyes
and ears.

What’s around me?

· Does this robot know what’s around it? No, not
yet.
· What would we have to add to this robot for it
to know what’s around it? Sensors to act as its
eyes and ears and if possible to touch/feel.

What do I do next?
· Does this robot know what to do next? No, not
yet.
· What would we have to add to this robot for
it to know what to do next? We would have to
program it (give it a set of instructions).

In the real world what challenges might this robot

have to overcome? Learning the rules of the road,
being aware of other road users, learning how
to adapt to different road conditions like rain or
snow, taking different routes due to closed roads
or busy traffic, etc.

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STUDENT SHEET 1a

What are the

differences between
robots and humans?
1. How would a human driver answer these questions?
(a) Where am I?

(b) What’s around me?

(c) What do I do next?

2. (a) Compare robots and humans.

Robots are better at... Humans are better at...

(b) How about in the future?

3. (a) What are the risks of robots and humans sharing the road?

(b) How can we protect against these risks?

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Lesson 2:
Controlling cars with code
In the second lesson of this unit of work, we will introduce your class to
the concept of using code to control cars. Your students will discuss how
programming a car compares to programming a standard computer. Next,
your class will work in groups to complete the main challenge of the second
lesson: programming the robot to drive in different shapes around the
classroom.

Resources in this book:

Lesson Overview 2

Teacher Guidance 2

Student Sheet 2a: Electric motors explainer

Student Sheet 2b: Controlling cars with code

Answer Sheet 2b: Controlling cars with code

Subject Update: How to set up mBlock

Subject Update: Tips for teaching coding

Subject Update: Troubleshooting guide

Subject Update: mBlock glossary

Resources available online:

Slideshow 2: Controlling cars with code

Video: What is code?

Video: Uploading code to your robot

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 2

Controlling cars
Age 11-14
(Key Stage 3)

with code 60 minutes

Curriculum links Lesson overview

Computing In the second lesson of this unit of work, we will introduce your
• Understand the hardware and class to the concept of using code to control cars. Your students
software components that
make up computer systems,
will discuss how programming a car compares to programming
and how they communicate a standard computer. Next, your class will work in groups to
with one another and with other complete the main challenge of the second lesson: programming
systems the robot to drive in different shapes around the classroom.
• Use a programming language
to solve a variety of
computational problems Lesson steps Learning outcomes

1. Video opener (5 mins)

Introduction to code and its • Understand the difference between
Resources relationship to hardware. This video hardware and software and how
will set this lesson’s challenge: to they relate to each other
control your robot car with code.
Slideshow 2:
Controlling cars with code 2. Classroom discussion (10 mins)
Student Sheet 2a: Students will discuss the video • Describe functions carried out by
Electric motors explainer and think about the hardware and software and hardware
software needed to control a real
Student Sheet 2b: world autonomous vehicle.
Controlling cars with code
3. Make (25 mins)
Answer Sheet 2b: Introduction to the most common • Get the robot moving with code
Controlling cars with code types of motor. Use the mBlock • Learn about loops (repetition)
Video: coding environment for the first
What is code? time. Learn how to control the DC
motors to get the robot moving in
Video: simple shapes.
Uploading code to your
robot 4. Test (10 mins)
Test the robot moves as expected. • Debug programs
Subject Updates:
• How to set up mBlock 5. Reflect (10 mins)
• Tips for teaching coding Students will reflect on their • Identify and share problems
• mBlock glossary learning, including problems they encountered with solutions
had and how they solved them.
The class will discuss how the robot
Kit (per group) car would behave differently on
different surfaces and how they
• mBot created in previous lesson would compensate for this.
• Laptop or tablet with mBlock
software installed (see How to
set up mBlock Subject Update)

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TEACHER GUIDANCE 2 (page 1 of 4)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.
Using slide 3 introduce students to the lesson
where they are going to use code to control the
car that they built in the first lesson. They are
going to start by watching a video that shows
the relationship between software (code) and
hardware. Today’s challenge is to control the robot
car your pupils made last lesson with code.

Show your class the video What is code?

2 This section of the lesson supports learning about

the difference between software and hardware,
10 the functions they perform and how they relate to
mins
each other.

Use the questions on slide 4 to conduct a whole

class discussion:

1. What is code?
2. What does code do?
3. Is programming a car the same as
programming a standard computer?
· The students might think it would be
completely different, but we can actually
use the same or similar programming
languages, using similar logic.

4. What special hardware – computer parts –

would a robot car need?
· Encourage pupils to think back to the last
lesson. What does a robot car need to
know and do? Are there any special parts
that would help it do a good job? Pupils
might identify sensors that already exist
in cars like parking sensors which notify
drivers when they are close to other cars
when parking. See if they can identify
anything else that might be useful. Students
do not have to describe the sensor types
themselves, but could describe their
functions, e.g. detecting the lines on the
road or reacting to traffic lights.

5. How would the components for a full-size car

differ to our robot?
· They would have similar functions but be
more advanced as safety is a lot more
important when transporting people
compared to a toy robot.

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TEACHER GUIDANCE 2 (page 2 of 4)

Step

3 Students should have access to their connected

device at this stage. When you show them slide
25 7, this is the screen that they should see on their
mins
devices.
Using slides 5-8, introduce the lesson challenges
and explain the mBlock programming language to
students. mBlock is based on Scratch - a language
your class may already be familiar with. The
blocks are split into different types by colour
(slide 6). For our robot the types we will be using are
control, operators and robots. For more advanced
programs we might use data & blocks. The other
types of blocks won’t have an effect on the robot.

STUDENT SHEET 2a STUDENT SHEET 2b

So students don’t accidentally use the wrong
Electric motors Controlling cars
blocks, click on the ‘Edit’ menu and select ‘Arduino
explainer with code
mode’.
To drive your robot car you will be using code to control the motors. The type of motor
Today we are going to learn how to code a car to perform basic

Students should see the screen in slide 7. The

you will be controlling is a DC motor, but it’s good to know there are other types of
movements. Let’s get moving!
motors that you may encounter.

block types students can use with the robot are

1. In the robots blocks under mBot drag If you don’t see this block
DC motors are good for wheels that need to spin out the block and put it at the top of click on the Boards menu
and make sure mBot
fast so are perfect for powering wheels to get a your program. All our mBot programs (mCore) is selected.

robot moving. must start with this block.

2. To make the mBot move forward,

connect the movement block and
change the speed to 100.
Use the dropdown menu
to change the speed.
highlighted. The middle rectangle is where we
place our program and the right-hand rectangle
Servo motors are fast, powerful and good for
accurate rotation but can only move through 180 3. You might think our program is now Do you think this will work
degrees. They are good for robotic arms. finished but if we load that on to the
as it is? This will cause the
robot to turn the motor
robot it will never turn the engine off on then off again straight

is the same code in Arduino C — the language the

away, so the robot won’t
and will keep running forward until we move.
turn it off or the batteries run out. We
Stepper motors are good at slow, accurate rotation
also need to add in the same block
with better positional control than servo motors and
with speed set to 0.

robot understands. This is the code that is loaded

can move through 360 degrees. They are good for
systems where position is very important, such as 3D
printers. 4. To make the robot wait before starting This block is gold so is in
the control type blocks.
the next command, use a wait block.
Change the time to 3 secs.
All these motors make use of something called an H bridge to be able to drive the
motor backwards and forwards. The servo is the only motor to have it built in. The
mBot has a DC motor and the board we will program to control the motors has an
5. Your final program should look like
this…
onto the robot. Show your students the video
Uploading code to your robot.
H bridge.

Using slide 8, explain motors. To get the robot

moving we need to program the motors. The three
main types of motors are DC motors, servo motors
and stepper motors.
·· DC motors are good for wheels that need to
spin fast so are perfect for powering wheels to
get a robot moving.
·· Servo motors are fast, powerful and good for
accurate rotation but can only move through
180 degrees. Good for robotic arms.
·· Stepper motors are good at slow, accurate
rotation with better positional control than
servos and can move through 360 degrees.
Good for systems where position is very
important, such as 3D printers.
All these motors make use of something called an
H bridge to be able to drive the motor backwards
and forwards. The servo is the only motor to have
it built in. The mBot has a DC motor and the board
we will program to control the motors has an
H bridge.

This may seem like a lengthy explanation and

potentially over-complicated, but it is important
that students understand that they are going
to be coding the motors today and that without
hardware, their code would have no physical
‘impact’. Student Sheet 2a is an optional reference
document that you may provide to your students.

Check that students understand the mBlock

interface and that they are using code to control
the motors.

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TEACHER GUIDANCE 2 (page 3 of 4)

Step

Hand out a copy of Student Sheet 2b to each

group. If needed, read through the sheet as a
class. Students should work in their groups to
complete the activities. Challenge activities have
been added to stretch students. Students will be
prompted to drive the robot in a square using two
different methods: 1) adjusting the motion block
to ‘turn’ and 2) setting the robot’s two motors
to different speeds. This will lead to additional
challenges to drive in different shapes.

4 Showing slide 9, ask the class to raise their hands

if their robot drove correctly for the given shape.
10 For all the other groups do they know why it didn’t?
mins
If they don’t know can any other group tell them
what might be going wrong?
One of the most common problems is turning too
little or too much, students will need to adjust the
time to fix this. Another thing to look for is testing
the code on different surfaces.
Extend the discussion into asking students how the
mBot may have performed differently on different
surfaces.
∙∙ Does the program work the same on different
surfaces?
∙∙ Why is this?
The reason is that on different surfaces there are
different levels of friction. To handle this, we have
to adjust the amount of time the robot turns for.

5 Would the program the students designed work in

all weather conditions? Using slide 10, ask students
10 to write one or two sentences explaining why it
mins
would or would not.
You can support students’ thinking by asking
questions:
∙∙ Have the cars today behaved the same way on
all surfaces?
∙∙ How might the weather affect a robot car on a
real road?
∙∙ How else might you want to change the
program according to the weather?

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TEACHER GUIDANCE 2 (page 4 of 4)

Step

Review students’ ideas. If students need further

support, prompt towards the following answers:
∙∙ What happened when we put the robot on
different surfaces? It behaves differently. Are
there any weather conditions that might have
a similar effect? Snow or rain would mean there
would be less friction, so we would have to act
differently.

Students should understand that autonomous cars

don’t just have to get from a to b — they have to
react to conditions on the road in real time.
∙∙ How would the vehicle detect these changes?
Recall back to the start of the lesson when you
discussed special hardware such as sensors.
∙∙ How should we drive in rain or snow? Slower
and more carefully.

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STUDENT SHEET 2a

Electric motors
explainer

To drive your robot car you will be using code to control the motors. The type of motor
you will be controlling is a DC motor, but it’s good to know there are other types of
motors that you may encounter.

DC motors are good for wheels that need to spin

fast so are perfect for powering wheels to get a
robot moving.

Servo motors are fast, powerful and good for

accurate rotation but can only move through 180
degrees. They are good for robotic arms.

Stepper motors are good at slow, accurate rotation

with better positional control than servo motors and
can move through 360 degrees. They are good for
systems where position is very important, such as 3D
printers.

All these motors make use of something called an H bridge to be able to drive the
motor backwards and forwards. The servo is the only motor to have it built in. The
mBot has a DC motor and the board we will program to control the motors has an
H bridge.

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STUDENT SHEET 2b

Controlling cars
with code

Today we are going to learn how to code a car to perform basic

movements. Let’s get moving!

1. In the robots blocks under mBot drag If you don’t see this block
out the block and put it at the top of click on the Boards menu
and make sure mBot
your program. All our mBot programs (mCore) is selected.
must start with this block.

2. To make the mBot move forward,

connect the movement block and
Use the dropdown menu
change the speed to 100. to change the speed.

3. You might think our program is now Do you think this will work
as it is? This will cause the
finished but if we load that on to the robot to turn the motor
robot it will never turn the engine off on then off again straight
away, so the robot won’t
and will keep running forward until we move.
turn it off or the batteries run out. We
also need to add in the same block
with speed set to 0.

4. To make the robot wait before starting This block is gold so is in

the control type blocks.
the next command, use a wait block.
Change the time to 3 secs.

5. Your final program should look like

this…

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STUDENT SHEET 2b

Load the code!

6. To load the program onto the robot

connect it to the computer using
the USB cable — flat end into the
computer and square end into the port
marked USB on the robot. Turn on the
robot and then put it upside down.

7. We next need to tell the computer If you have more than

one option it will always
what port the robot is connected to. be the bottom one.
Click the Connect menu -> Serial Port
and select the last port.

8. Next click on “Upload to Arduino”. Make sure your power

switch on the mBot is
set to on and the power
9. Once the program is loaded onto supply is connected.

the robot it will run straight away. Be careful it doesn’t run

Disconnect the robot and place it on off the desk or table.

the floor.

10. To restart the program either press the

reset button on the mBot or turn the
power switch off and on.

More challenge

11. Can you edit the last block and add 2

extra blocks to make the robot drive
See what other options
forward then reverse back to where it you have under the
started? dropdown menu.

12. Can you make the robot drive in a To drive in a square we

need to repeat the same
square? For this you’ll need a new blocks a set number of
block. This is a repeat loop which will times. What other blocks
will you need? Is your
repeat the code inside it a set number robot turning enough to
make a square?
of times.

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STUDENT SHEET 2b

More challenge (continued)

13. Try using this block to control each

motor individually. You will need two
of these blocks. M1 is the left engine
(when looking from the back) and M2 How did the wheels move
when driving in a square
is the right engine. Can you make the before? Did only one
wheel turn or both?
robot drive in a square by controlling
each motor individually?

14. Can you make the robot drive in a Driving in a circle is kind
of like driving a wide turn.
circle?

15. Can you make the robot drive in a

Go back to how you drove
hexagon? the car in a square using
a loop. Can you adjust
the code? How many
times do you need to
repeat the loop? What
about the angle of the
turn?

16. Can you make the robot drive in a

pentagon?

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ANSWER SHEET 2b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Controlling cars with code

Forwards and backwards

Solution to drive the motor forward and then reverse back to same position.

Line 1: This block is needed

at the start of all mBot
programs.
1
Line 2: Move forward at
2 speed 100.

Line 3: Wait for 3 seconds

3 before moving onto the
next command. This means
4 the robot will drive forward
for 3 seconds.

5 Line 4: Drive backward at

speed 100.
6
Line 5: Wait for 3 seconds to
complete driving backward.

Line 6: Stop by setting the

motor speed to 0.

Drive in a square (method 1)

Solution to make the robot drive in a square.

1 Line 2: Repeat the set of

blocks inside this repeat
block, in order, 4 times.
2
3 Line 3-7: Draws 1 line of the
square and turns to be at
4 the beginning of the next
line.

5
Line 5-6: The amount of
6 time to turn right for will
vary depending on the
surface the robot is being
7 tested on.

Note that the angle of the turn is dependent on the speed of the engine and the time it is on for.
Also note that the same program might not work the same on all surfaces due to friction.

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ANSWER SHEET 2b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Drive in a square (method 2)

Drive in a square by controlling each motor individually. This is essentially the same as the last
program but we need a block to control each motor. M1 is the left engine (when looking from the
back) and M2 the right.

When turning, one wheel moves forward and the other wheel moves backward at the same speed to
turn on the spot. For example, to turn right the left wheel moves forward and the right wheel moves
backward. It is possible to turn right by just moving the left wheel but this would make it a much wid-
er turn and impossible to drive in a square.

1
2
3 Line 3-4: set both motors to
speed 100.
4
5
Line 6-7: set motor 1 to go
6 forward at speed 100 and
motor 2 to drive in reverse
7 at speed 100. This will cause
the robot to turn right on
the spot.
8
9
10

Drive in a circle

To drive the robot in a circle we just need to set the motor speeds to be different. The difference
between each of them will affect the size of the circle. To drive clockwise we make the left wheel
drive faster than the right.

1
Line 2-3: set the motors to
2 different speeds.

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ANSWER SHEET 2b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Drive in a hexagon

Driving in a hexagon is similar to driving in a square, but we have to draw 6 sides and adjust the
angle.

1
2
Line 2: Repeat the set of
3 blocks inside this repeat
block, in order, 6 times.
4
Line 3-7: Draws 1 line of the
hexagon and turns to be at
5 the beginning of the next
line.
6
Line 5-6: The amount of
time to turn right for will
7 vary depending on the
surface the robot is being
tested on. It should be less
time than for driving in a
square.

Drive in a pentagon

Driving in a pentagon is similar to driving in a square, but we have to draw 5 sides and adjust the
angle.

1
2 Line 2: Repeat the set of
blocks inside this repeat
3 block, in order, 5 times.

4 Line 3-7: Draws 1 line of the

pentagon and turns to be
at the beginning of the next
5 line.

6 Line 5-6: The amount of

time to turn right for will
vary depending on the
7 surface the robot is being
tested on. It should be
less time than driving in a
square but more than in a
hexagon.

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Lesson 3:
Where am I?
In the third lesson of this unit of work, your class will learn about the role
of mapping in autonomous vehicles. They will then be challenged to
make their robot vehicle follow a path using new hardware and software.
Students will learn about how the line follower sensor on the mBot works,
then use the sensor data and logic based code to autonomously control
their robots. Finally, they will relate this activity to real world driverless
vehicles and discuss the other sensors needed to make driving efficient and
safe.

Resources in this book:

Lesson Overview 3

Teacher Guidance 3

Student Sheet 3a: Explaining the line follower

Student Sheet 3b: Coding the line follower

Answer Sheet 3b: Coding the line follower

Subject Update: When can a car be considered autonomous?

Subject Update: Tips for teaching coding

Subject Update: Troubleshooting guide

Subject Update: About Oxbotica

Resources available online:

Slideshow 3: Where am I?

Video: Where am I?

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 3

Where am I? Age 11-14

(Key Stage 3)

60 minutes

Curriculum links Lesson overview

Computing In the third lesson of this unit of work, your class will learn about
• Understand the hardware and the role of mapping in autonomous vehicles. They will then be
software components that
make up computer systems,
challenged to make their robot vehicle follow a path using new
and how they communicate hardware and software. Students will learn about how the line
with one another and with other follower sensor on the mBot works, then use the sensor data and
systems logic-based code to autonomously control their robots. Finally,
• Understand simple Boolean they will relate this activity to real world driverless vehicles and
logic [for example, AND, OR and
NOT] and some of its uses in
discuss the other sensors needed to make driving efficient and
circuits and programming safe.
• Use a programming language
to solve a variety of
computational problems Lesson steps Learning outcomes

1. Video opener (5 mins)

An introduction to mapping, the • Understand why mapping is
Resources video will set this lesson’s challenge: important for programming
to make the robot follow a path. autonomous cars
Slideshow 3:
Where am I? 2. Classroom discussion (10 mins)
Students will discuss the video. How • Describe functions carried out by
Student Sheet 3a: do humans know which way to go? software and hardware
Explaining the line follower How do we know where we are?
How do we teach robots to know
Student Sheet 3b: which way to go?
Coding the line follower

Answer Sheet 3b: 3. Make (25 mins)

Coding the line follower Introduction to the line follower • Describe how a line follower
hardware and how to control it with functions
Video: code. Define and follow ‘rules of the • Apply logic to get a robot to follow
Where am I? road’ using table-based code. a defined path

Subject Updates: 4. Test (10 mins)

• When can a car be Test the robot moves as expected. • Debug programs
considered autonomous?
• Tips for teaching coding 5. Reflect (10 mins)
Students will reflect on their • Identify and discuss ways of solving
learning, including problems they the same problem under different
Kit (per group) had and how they solved them. conditions
They will then discuss how different
• mBot road conditions might affect the
• Laptop or tablet with mBlock robot and how this might affect the
• Black tape e.g. insulating tape code.
• Access to a light / white surface
for practice

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TEACHER GUIDANCE 3 (page 1 of 4)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.
Using slide 3 introduce students to the lesson
where they are going to start to code their robots
to behave autonomously. They are going to start
by watching a video that describes the importance
of mapping for programming autonomous cars.
Today’s challenge is to code the robot to follow a
path.

Show your class the video Where am I?

2 Manage a whole class discussion using the

questions on slide 4. To add a little more structure,
10 you can use a think-pair-share format as described
mins
below.

Give students two minutes to write down all the

different ways that they can use to know where
they are.

Students then share their lists in pairs for one

minute comparing the different answers they have
written down.

Ask student pairs to share some of their answers.

Students should include:
∙∙ You look around.
∙∙ You read signs.
∙∙ You listen for different sounds.
∙∙ You feel the surface you are on.

Extend the discussion by asking students how

robot would know where it is? Robots have to use
sensors to simulate these senses: camera for eyes,
microphone for sounds, it could tell the surface it is
on for how easy it is to move (for example, it might
be harder to move in mucky ground in a park
compared to a smooth road).

Give students another two minutes to list all the

different ways that they can use to know which
direction to go in on a journey.

Give students an additional minute to discuss this

in pairs. Students may find this more of a challenge
than the previous questions.

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TEACHER GUIDANCE 3 (page 2 of 4)

Step

Select students to share their thoughts. Students

may come up with:
∙∙ Using a map.
∙∙ Asking for directions.
∙∙ Knowing the way already.

How would a robot know what direction to go in?

In a similar way to you, it might have access to a
map or the directions might already have been
given to it (just like the directions already being in
your head).

3 During this section, students will learn how to use

the line follower to code their mBots to follow
25 a line. There are two Student Sheets to support
mins
students’ learning: Student Sheet 3a provides a
background to the line follower, how it works and
the principles behind coding it; Student Sheet 3b
provides step-by-step guidance on writing the
code.
Students will need somewhere to test their mBots
and it is best to set this up before they start to
code. Either create a circuit yourself using black
tape on a white or light surface, or allow students
to create their own. It would be best if this surface
were on the ground and smooth.
Hand out Student Sheet 3a if using, to act as a
STUDENT SHEET 3a STUDENT SHEET 3b

Explaining Coding
the line follower the line follower guide for the information you are about to present.

Introduce the challenge using the information

How the line follower works Today we are going to learn how to code a car to follow a black line.
Let’s get moving!

1. In the robots blocks under mBot drag

on slide 5 and then explain how the line follower

If you don’t see this block
click on the Boards menu
out the block and put it at the top of and make sure mBot
your program. All our mBot programs (mCore) is selected.

must start with this block.

2. To make the mBot follow the line

continuously, we are going to use
the forever loop block. This block is gold so it’s in
the control type blocks.
functions using the information on slides 6 and 7.
The line follower is on the bottom of the mBot at the front. The line follower has 2 3. We are now going to add the first of
The line follower is on the bottom of the mBot at
the front. The line follower has two sensors which
sensors which can detect whether a surface is black or white within a range of 1-2cm. our if-else blocks to use the output
If you look at each sensor you can see the LED (dark bulb) at the back and the from the line follower sensor to
photodiode (clear bulb) at the front. control the car.

LED Photodiode LED Photodiode can detect a white surface (within the range of
1-2cm). It works by emitting IR (infrared) light and
4. In the hexagonal space, we need to The equals block is green
so it’s in the operator type
add an operator block. We want the blocks.
block that tells if the line follower
The LED (light emitting diode) shines IR A dark surface only reflects a little light.
output equals something. Remember To change the number

recording how much is reflected back. If a lot is

(infrared) light. Any light that is reflected Also, if the LED is far from a surface, in the equals block, just
our line follower table! click your cursor in this
off a surface is received by the only a little light will be reflected. space and type.
photodiode. A white, surface shown
here, reflects a lot of light.

reflected back, it is close to a white surface. If a

little is reflected back, the surface is black, or the
sensor is not near a surface. If you look at each
sensor you can see the LED (dark bulb) at the back
and the photodiode (clear bulb) at the front.

Then explain how to code the line follower. The

line follower block shown on slide 8 is used to read
the sensor. It shows the port that the sensor is
connected to.

Ask students to check that the line follower sensor

is connected to port 2. Looking at the top of the
mBot, the ports are numbered 1-4 and are labeled
with colours. If you look at the sensors they also
have coloured labels. A sensor can technically be
connected to any port with the matching colour.
However, for this task the line follower should be
connected to port 2.

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TEACHER GUIDANCE 3 (page 3 of 4)

Step

Use the table on slide 8 to explain how the line

follower returns a number depending on what it
detects. If both sensors detect black, then 0 is
returned. All the cases can be seen in the table.

Students are going to use some new code blocks

(slide 9). The forever loop will just run the code
inside it as long as there is power going to the
robot. An if-else block, which is known as a
conditional statement, runs code in the first part,
if the if condition is true, or in the second part, if
the condition is false. The example on slide 10 tells
the robot to move forward if both sensors detect
black (remember this would be 0 from the table
above), otherwise stop.

Hand out Student Sheet 3b, one per group.

Student groups should work through the challenge,
and then test their mBots.

4 Using slide 11, ask the class to raise their hands

if their robot managed to follow the line. For all
10 the other groups, why did it go wrong? If they
mins
managed to fix the problems, how did they do it?
If they didn’t, can any other group tell them what
might be going wrong?
The most common problem is driving too fast,
causing the car to lose the line completely.
If there is spare time, student groups should try
again to see if they can get their mBot to follow a
line.
How would you change your code if it was on a
slippery surface like ice? Drive slower.

5 This final section can be conducted as a discussion

or short written answer exercise.
10
mins
Optionally, ask students to write an answer to the
question on slide 12.

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TEACHER GUIDANCE 3 (page 4 of 4)

Step

Discuss responses as a class.

How could we use a line follower in driverless cars?

· We could use it to obey the current rules of the
roads based on lines, e.g. lines we shouldn’t
cross or stop junctions.

Is this sensor enough?

· No.

Can you think of any problems you might come

across?
· We wouldn’t be able to just use it to follow a
line to our destination, unless we completely
changed existing roads. Additionally, there are
so many other things we have to pay attention
to on the road like traffic lights, other cars, and
pedestrians.

What other things would we have to sense?

· We would have to sense other cars, people and
obstacles. We should also listen out for sirens
to know when to give way to the emergency
services. Feeling different road surfaces, would
allow us to adjust our speed to drive safely.

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STUDENT SHEET 3a

Explaining
the line follower

How the line follower works

The line follower is on the bottom of the mBot at the front. The line follower has 2
sensors which can detect whether a surface is black or white within a range of 1-2cm.
If you look at each sensor you can see the LED (dark bulb) at the back and the
photodiode (clear bulb) at the front.

LED Photodiode LED Photodiode

The LED (light emitting diode) shines IR A dark surface only reflects a little light.
(infrared) light. Any light that is reflected Also, if the LED is far from a surface,
off a surface is received by the only a little light will be reflected.
photodiode. A white, surface shown
here, reflects a lot of light.
Code Smart 11-14 34 Copyright 2018
Encounter Edu This resource may be reproduced
for educational purposes only
STUDENT SHEET 3a

Reading the line follower

So that we can use the line follower to help control the robot, we need to know what
information is coming from the sensor.

First, we should check our sensors. If you

look at the top of the mBot you can see
there are 4 ports, numbered 1 - 4.

Each port is labelled with multiple colours.

If you look at the sensors they also have a
coloured label. A sensor can be connected
to any port labelled with its colour.

The line follower should be connected

to port 2. If you look at the line follower
you can see it’s labelled blue so could be
connected to any of the ports but for this
task leave it connected to port 2.

We use the line follower block to read

the sensor. The block returns a number
depending on what the sensors detect.
All the cases can be seen in the table
below.

Sensor 1 (left) Sensor 2 (right) Line Follower Output

Black Black 0
Black White 1
White Black 2
White White 3

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STUDENT SHEET 3a

Introducing the coding blocks

Now let’s turn what we know into code

to make the robot follow a black line.
We need some new blocks for this. We
need a forever loop which will just run
the code inside it as long as there is
power going to the robot.

We also need an if-else block which

is known as a conditional statement.
It runs code in the first part if the if
condition is true, or in the second part
if the condition is false.

This code would tell the robot to move

forward if both sensors detected black
(remember this would be 0 from the
table above), or otherwise stop.

Based on this, the start of our program

for following a line would look something
like this. Use the instructions on Student
Sheet 3b to build this code and then
complete the program.

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for educational purposes only
STUDENT SHEET 3b

Coding
the line follower

Today we are going to learn how to code a car to follow a black line.
Let’s get moving!

1. In the robots blocks under mBot drag If you don’t see this block
click on the Boards menu
out the block and put it at the top of and make sure mBot
your program. All our mBot programs (mCore) is selected.

must start with this block.

2. To make the mBot follow the line

continuously, we are going to use
the forever loop block. This block is gold so it’s in
the control type blocks.

3. We are now going to add the first of

our if-else blocks to use the output
from the line follower sensor to
control the car.

4. In the hexagonal space, we need to The equals block is green

so it’s in the operator type
add an operator block. We want the blocks.
block that tells if the line follower
output equals something. Remember To change the number
in the equals block, just
our line follower table! click your cursor in this
space and type.

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STUDENT SHEET 3b

5. Adding the line follower block and the

movement block, means that the code
now reads if the line follower output =
0 [i.e. both sensors sense black] then
run forward at speed 100.

6. This will mean that the mBot will move

forward if it senses the black line, but
what happens if the mBot drives away
from the line?

The value 1 means that

the left sensor senses
black and the right sensor
7. Complete your code using the senses white. What
should the mBot do? If it’s
information in the table to help you. the opposite which way
should the mBot turn?

Load the code!

8. To load the program onto the robot

connect it to the computer using
the USB cable — flat end into the
computer and square end into the port
marked USB on the robot.

9. We next need to tell the computer If you have more than

one option it will always
what port the robot is connected to. be the bottom one.
Click the Connect menu -> Serial
Port and select the last port. Make sure your power
switch on the mBot is
set to on and the power
10. Next click on “Upload to Arduino”. supply is connected.

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STUDENT SHEET 3b

11. Once the program is loaded onto the Be careful it doesn’t run
off the desk or table.
robot it will run straight away so place
it on the floor.

12. To restart the program either press

the reset button on the mBot or turn
the power switch off and on.

Let’s use the logic!

13. There are multiple ways to check the Remove both of the
equals operator blocks.
sensors. Let’s try using Boolean logic. You’ll only need one
You will need this and block. This will and block to check both
sensors.
return true only if both parts are true.

14. Use this line follower block instead.

It checks whether the sensor senses
black. Remember you’ll need to You will need a block like
check two sensors. this for the left side and
one for the right side.

15. Complete your code by thinking back

to what you had mBot do if only one
side sensed black.

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ANSWER SHEET 3b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Coding the line follower

Solution to make the robot follow a line

Line 2: Forever loop. Keep running the code

1 in this loop as long as the robot has power.

2
3 Line 3-4: If-else block. If both sensors can
see the black line then drive forward.

4
5 Line 5-9: Else another if-else block which
adjusts the robot’s direction so both sensors
6 are on the line again. If only sensor 1 can see
the black line then we have to turn slightly
7 to the left till both sensors can see the
black line again. Otherwise, we are too far
8 to the left and have to turn right to fix the
robot’s direction.

Solution to make the robot follow a line using Boolean logic

This is more or less the same as the last program but uses a different method of checking the
sensors.
Line 3: This is true if both conditions are
true, i.e, if condition 1 AND condition 2 are
true. So this is only true when both sensors
1 see black. This is same as saying line
follower (port2) = 1.
2
3
4
5
6 Line 6: If only left sensor see black.
7
8 Line 8: Otherwise only right sensor must see
black.
9

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Lesson 4:
What’s around me?
In the fourth lesson of this unit of work, your class will learn about obstacles
and sensors. They will discuss the risks that a smart city presents, focusing
on the challenges that an autonomous vehicle faces while navigating in
the real world. They will then learn about the ultrasonic sensor onboard the
mBot and how to use it to avoid obstacles. Finally, they will think about how
driving speed can influence a vehicle’s ability to react to obstacles.

Resources in this book:

Lesson Overview 4

Teacher Guidance 4

Student Sheet 4a: Explaining the ultrasonic sensor

Student Sheet 4b: Coding the ultrasonic sensor

Answer Sheet 4b: Coding the ultrasonic sensor

Subject Update: When can a car be considered autonomous?

Subject Update: Tips for teaching coding

Subject Update: Troubleshooting guide

Subject Update: About Oxbotica

Resources available online:

Slideshow 4: What’s around me?

Video: What’s around me?

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 4

What’s around me? Age 11-14

(Key Stage 3)

60 minutes

Curriculum links Lesson overview

Computing In the fourth lesson of this unit of work, your class will learn about
• Understand the hardware and obstacles and sensors. They will discuss the risks that a smart city
software components that
make up computer systems,
presents, focusing on the challenges that an autonomous vehicle
and how they communicate faces while navigating in the real world. They will then learn about
with one another and with other the ultrasonic sensor on board the mBot and how to use it to avoid
systems obstacles. Finally, they will think about how driving speed can
• Understand simple Boolean influence a vehicle’s ability to react to obstacles.
logic and some of its uses in
circuits and programming
Lesson steps Learning outcomes
• Use a programming language
to solve a variety of
computational problems 1. Video opener (5 mins)
An introduction to smart cities and • Describe what smart cities are
risk. The video will set this lesson’s and give examples of smart city
challenge: to get the robot to initiatives
notice and react to obstacles.
Resources
2. Classroom discussion (10 mins)
Slideshow 4: Students will discuss the video. • Describe risks for autonomous
What’s around me? What risks can they think of that vehicles in smart cities
their autonomous car will need to
Student Sheet 4a: notice and avoid?
Explaining the ultrasonic
sensor 3. Make (25 mins)
Introduction to the ultrasonic • Describe how an ultrasonic sensor
Student Sheet 4b:
sensor hardware and how to control functions
Coding the ultrasonic
it with code. Students should code • Apply code and sensor output to
sensor
the robot to stop when it detects navigate around an obstacle
Answer Sheet 4b: an obstacle, then react and
Coding the ultrasonic manoeuvre around obstacles of
sensor known and unknown sizes.

Video: 4. Test (10 mins)

What’s around me? Test the robot moves as expected. • Debug programs
Does it react in time or crash into
Subject Updates:
the obstacle?
• Tips for teaching coding
• About Oxbotica 5. Reflect (10 mins)
Students will reflect on their • Identify and share ways of solving
learning, including problems they problems
Kit (per group) had and how they solved them.
Does how quickly your robot drive
• mBot have an effect on how good it is at
• Laptop or tablet with mBlock this challenge?
• Boxes or other materials to use
as obstacles, e.g. buildings,
fallen trees or gates

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TEACHER GUIDANCE 4 (page 1 of 3)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.
Using slide 3 introduce students to the lesson
where they are going to start to code their robots
to react to their environment. They are going to
start by watching a video that introduces the
concept of the smart city and how autonomous
cars might work within them. Today’s challenge is
to code the robot to avoid an obstacle.

Show your class the video What’s around me?

2 Ask students if they can think of any risks in a

smart city. They may be able to recall some of
10 these from the video. How can we handle these
mins
risks? How can we avoid them?

Some of the risks might include:

∙∙ Security: What happens if the smart systems
are hacked? Security has to be a top priority.
∙∙ Random behaviour: Smart systems don’t
behave randomly but people do. So, in
situations when there’s a mix of smart systems
and people-controlled systems we need to be
extra careful, e.g. a road with autonomous cars
and cars still driven by people.
∙∙ Psychology: Some people will struggle to
accept things like driverless cars. We can
handle these risks by educating them and
showing how safe they are. Driverless cars
are a lot safer as they just complete the task
at hand, whereas, people can get distracted
by things like sales in shop windows or seeing
someone they know.
∙∙ Law: Who is to blame if a car crashes? Is it the
driver or is it the people who programmed it or
the people who built the car?

This is an opportunity to discuss difficult ethics

decisions.
∙∙ What do we do if a crash can’t be avoided?
The cars should look to cause minimal damage,
but what happens if that decision is the choice
between killing several pedestrians or the
driver?

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TEACHER GUIDANCE 4 (page 2 of 3)

Step

3 During this section, students will learn how to

use the ultrasonic sensor to code their mBots to
25 detect obstacles. There are two Student Sheets
mins
to support students’ learning: Student Sheet 4a
provides a background to the ultrasonic sensor,
how it works and the principles behind coding it;
Student Sheet 4b provides step-by-step guidance
on writing the code.
Students will need somewhere to test their mBots
and it is best to set this up before they start
to code. Decide what kind of obstacle you are
going to use. Students may enjoy creating one or
bringing a toy in from home to act as an obstacle.
This could be anything from a ‘fallen tree’ to a
STUDENT SHEET 4a STUDENT SHEET 4b
building or another vehicle.
Explaining
the ultrasonic sensor
Coding the
ultrasonic sensor
Hand out Student Sheet 4a if using, to act as a
guide for the information you are about to present.
How the ultrasonic sensor works Today we are going to learn how to code a car to avoid obstacles.
Let’s get moving!

Introduce the challenge using the information on

The ultrasonic sensor measures distance. It is on the front of the mBot and looks like
a set of eyes. We can use it to detect obstacles.
1. In the robots blocks under mBot drag If you don’t see this block
click on the Boards menu
out the block and put it at the top of and make sure mBot
your program. All our mBot programs

slide 5 and then explain how the ultrasonic sensor

(mCore) is selected.

must start with this block.

2. To ensure that the mBot will always

functions using the information on slides 6 and 7.

avoid obstacles, we are going to use
This block is gold so is in
the forever block. the control type blocks.

3. We are now going to add the first of

our if-else blocks to use the output
from the ultrasonic sensor to control
The ultrasonic sensor measures distance. It is on
the front of the mBot and looks like a set of eyes.
the car.
One of the ‘eyes’ transmits a sound, and the other waits for the echo of the sound to
return. From the time this takes, the distance of the object from the sensor can be
calculated. The ultrasonic sensor has a range of 3-400cm.

4. In the hexagonal space, we need to Why do we use

the < block instead of
We can use it to detect obstacles. One of the
“eyes” transmits a sound, and the other waits for
add an operator block. We want the the = block?
less than block, so we can set the
distance of an obstacle that is too
close. In the example on the right, we

the echo of the sound to return. From the time this

have typed ‘20’ for 20 cm, but you can
set your own distance.

process takes, the distance of the object from the

sensor can be calculated. The ultrasonic sensor
has a range of 3-400cm. If an object is outside
this range, the sensor will return a value of 400.
The line follower block shown on slide 7 is used to
read the sensor. It shows the port that the sensor is
connected to.

Ask students to check that the ultrasonic sensor

is connected properly. Also, take this opportunity
to explain how the sensor is connected to the
processor. If students look at the top of the mBot,
they can see there are 4 ports, numbered 1-4. The
line follower should be connected to port 3. Each
port is labelled with multiple colours. If you look
at the sensors they also have a coloured label.
A sensor can be connected to any port labelled
with its colour. If you look at the line follower you
can see it is labelled blue, so could be connected
to any of the ports but for this task leave it
connected to port 3.

Hand out Student Sheet 4b, one per group.

Student groups should work through the challenge,
and then test their mBots.

Slides 8-11 are optional supporting slides to help

show your students some of the critical coding
blocks for this lesson.

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TEACHER GUIDANCE 4 (page 3 of 3)

Step

4 Using slide 12-15, ask the class to raise their hands

if their robot stopped in time / turned in time?
10 Were they also able to get the robots to avoid
mins
obstacles that were too close and also to turn
randomly? For all the other groups do they know
why it didn’t? If they don’t know can any other
group tell them what might be going wrong?
The most common problems are driving too fast
or making the distance being checked by the
ultrasonic sensor too small. If the robot has no
space to turn, students need to stop and reverse
the robot first.

For random turns make sure students are using the

correct range.
If there is spare time, student groups may have
time to try again to see if they can get their mBot
to avoid an obstacle.

5 This final section can be conducted as a discussion

or short written answer exercise.
10
mins
Optionally, students answer the question on
slide 16. A whole class discussion can follow.

Discuss responses as a class.

How could we use this sensor in driverless cars?

· Similar to our robot we could use it to react and
avoid other obstacles like people or cars.

Is this sensor enough?

· No.

Can you think of any problems you might come

across?
· You might have noticed that this sensor can
only see what is directly in front of it meaning
it will miss anything to the side or behind it. This
means it might not be able to see all obstacles
which would result in an accident. Additionally,
there are so many other things we have to pay
attention to on the road like traffic lights, line
markings, etc.

What other things would we have to sense?

· Having more sensors all around the car might
help. Also, another sensor like a camera to obey
traffic signals would help to avoid collisions.
The driverless car might also need to detect
sirens to give way to the emergency services.
Driverless cars would also be safer if they were
to feel different road surfaces and adjust their
speed to drive safely.

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for educational purposes only
STUDENT SHEET 4a

Explaining
the ultrasonic sensor

How the ultrasonic sensor works

The ultrasonic sensor measures distance. It is on the front of the mBot and looks like
a set of eyes. We can use it to detect obstacles.

One of the ‘eyes’ transmits a sound, and the other waits for the echo of the sound to
return. From the time this takes, the distance of the object from the sensor can be
calculated. The ultrasonic sensor has a range of 3-400cm.

Code Smart 11-14 45 Copyright 2018

Encounter Edu This resource may be reproduced
for educational purposes only
STUDENT SHEET 4a

Reading the ultrasonic sensor

In order to control the robot when there is an obstacle, we need to know what
information is coming from the ultrasonic sensor.

First, we should check our sensors. If you

look at the top of the mBot you can see
there are 4 ports, numbered 1 - 4.

Each port is labelled with multiple colours.

If you look at the sensors they also have a
coloured label. A sensor can be connected
to any port labelled with its colour.

The ultrasonic sensor should be connected

to port 3. If you look at the ultrasonic
sensor you can see it’s labelled yellow so
could be connected to any of the ports but
for this task leave it connected to port 3.

We use the ultrasonic sensor block to read

the sensor. The block returns a number
depending on the distance between the
robot and the obstacle. For example, if the
Note that at distances
sensor detects an obstacle 20cm away, less than 3cm and more
than 400cm the sensor is
the block returns the value 20. not accurate.

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STUDENT SHEET 4a

Introducing the coding blocks

Coding the ultrasonic

sensor is similar to coding
the line follower. We need
a forever loop which will
just run the code inside it as
long as there is power going
to the robot.

We also need an if-else

block which is known as a
conditional statement.

Based on this, the start of

our program for detecting
an obstacle would look
something like this. Use the
instructions on Student
Sheet 4b to build this code
and then complete the
program.

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for educational purposes only
STUDENT SHEET 4b

Coding the
ultrasonic sensor

Today we are going to learn how to code a car to avoid obstacles.

Let’s get moving!

1. In the robots blocks under mBot drag If you don’t see this block
click on the Boards menu
out the block and put it at the top of and make sure mBot
your program. All our mBot programs (mCore) is selected.

must start with this block.

2. To ensure that the mBot will always

avoid obstacles, we are going to use
This block is gold so is in
the forever block. the control type blocks.

3. We are now going to add the first of

our if-else blocks to use the output
from the ultrasonic sensor to control
the car.

4. In the hexagonal space, we need to Why do we use

the < block instead of
add an operator block. We want the the = block?
less than block, so we can set the
distance of an obstacle that is too
close. In the example on the right, we
have typed ‘20’ for 20 cm, but you can
set your own distance.

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for educational purposes only
STUDENT SHEET 4b

5. Adding the ultrasonic sensor block To change the number in

the less than block, just
checks if the ultrasonic detects click your cursor in this
anything less than the distance space and type.

we set.

6. Complete your code to make the How could you do this?

What options do you
robot react to avoid the obstacle. have?

Load the code!

7. To load the program onto the robot

connect it to the computer using
the USB cable — flat end into the
computer and square end into the
port marked USB on the robot.

8. We next need to tell the computer If you have more than

one option it will always
what port the robot is connected to. be the bottom one.
Click the Connect menu -> Serial Port
and select the last port.

9. Next click on “Upload to Arduino”. Make sure your power

switch on the mBot is
set to on and the power
supply is connected.

10. Once the program is loaded onto the Be careful it doesn’t run
robot it will run straight away so place off the desk or table.

it on the floor.

11. To restart the program either press

the reset button on the mBot or turn
the power switch off and on.

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STUDENT SHEET 4b

More challenge
12. Can you write the code for another
way to avoid the obstacle? Try to How could you do this?
What options do you
come up with as many as you can. have?

13. What happens if an obstacle is

placed in front of the robot and
the robot doesn’t have enough
time to turn? What else can your
robot do besides turn? Write a
program to solve this problem.

14. Sometimes it’s helpful to turn in When choosing a

a random direction. To do this direction to turn, there
are really only two
we’ll need another if-else block, options: left or right. You
should change the block
and also a new block called a to read pick random 0
random number generator. to 1. This will make sure
you are only given two
options: 0 or 1.

15. We’ll also need an equals block to

check if we are given 0 or 1.

16. This is how your code might start. Don’t forget! You may
need the wait block to
Complete the code to tell your make sure your robot has
robot what to do if the number enough time to complete
your instructions.
equals 0 and what to do if it
doesn’t equal 0.

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Coding the ultrasonic sensor

Making the robot stop

Solution to make the robot stop when it detects an obstacle.

Line 2: Forever loop. Keep

1 running the code in this
loop as long as the robot
2 has power.

3 Line 3-4: If-else block. If an

obstacle is detected less
4 than 20cm away, stop.

5
6 Line 5-6: Else, drive forward.

Why do we use the < block instead of the = block?

If we use = the ultrasonic sensor has to detect this distance exactly. This distance might never be
recorded as it’s constantly sending out signals measuring the distance to obstacles but it might miss
the exact value and the robot could end up crashing into an obstacle.

Make the robot react to avoid obstacle

There are multiple ways to avoid an obstacle.

Method 1: Turn one direction whenever the robot detects an obstacle

The robot could turn left or right when it encounters an obstacle. The simplest solution is to just turn
left every time or just turn right every time.
Line 2: Forever loop. Keep
running the code in this
loop as long as the robot
1 has power.

2
Line 3-4: If-else block. If
3 an obstacle is detected
less than 20cm away (you
4 may want to make this
larger than the check in
5 the first program so the
robot has enough time
6 to turn), turn left. This
will keep happening until
the obstacle is no longer
detected as the if condition
will constantly be checked
as it’s in a forever loop.

Line 5-6: Else, drive forward.

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Method 2: Reverse then turn one direction whenever the robot detects an obstacle

If an obstacle is too close or appears suddenly (if we place an obstacle in front of the robot while it’s
driving), it may be necessary to have the robot reverse and then turn later. Line 2: Forever loop. Keep
running the code in this
1 loop as long as the robot
has power.

2 Line 3-7: If-else block. If

3 an obstacle is detected
less than 20cm away (this
is bigger than the check
4 in the first program so the
robot has enough time to
5 turn), reverse backward
and then turn left. This is
6 to give the robot enough
space to turn and avoid
7 crashing. This will keep
happening until the
8 obstacle is no longer
detected as the if condition
9 will constantly be checked
as it’s in a forever loop.

Line 8-9: Else, drive forward.

Method 3: Turn a random direction whenever the robot detects an obstacle

A more complex solution would see the robot picking at random whether to turn left or right each
time it encountered an obstacle.
Line 2: Forever loop. Keep
running the code in this
1 loop as long as the robot
has power.
2 Line 3-5: If-else block. If an
obstacle is detected less
3 than 20cm away, pick a
number between 0 and 1
4 randomly. If the number is
0 turn left.
5
Line 6: Without the wait
6 block, the robot will never
make a full turn unless it
7 randomly generates the
same number repeatedly,
8 which wouldn’t make it a
very good random number
9 generator.

10 Line 7-9: If it’s equal to 1

turn right.
11 Line 10-11: If there are no
obstacles, then just drive
forward.

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Method 4: Reverse then turn a random direction whenever the robot detects an obstacle

This last solution is more complex and makes the robot reverse slightly before performing a random
turn.

1
2
3
4 Lines 4-5: These are
5 the only blocks that
are different. They just
6 make the robot reverse
for 1 second first before
7 randomly turning left or
right.
8
9
10
11
12
13

More challenge notes

If an obstacle is too close or appears suddenly, an appropriate solution would require reversing
before turning. See method 2 or 4 above.

If we want the robot to turn randomly rather than just one direction, then a random number
generator is necessary. See method 3 and 4 above for solutions that make the robot turn randomly.

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Lesson 5:
Safety and signalling
In the fifth lesson of this unit of work, your class will learn about how
technology and people interact. They will learn about signalling movement
and giving warnings with light and sound. Students will use code to control
their robot car’s LEDs and buzzer to produce lights and sounds for a variety
of different scenarios. They will then combine an input – the ultrasonic
sensor – and an output – the LEDs and buzzer – to create a proximity
sensor. Finally, they will discuss the other sensors and signals they think
would be useful for their robots and an autonomous vehicle in real life.

Resources in this book:

Lesson Overview 5

Teacher Guidance 5

Student Sheet 5a: Safety and signalling

Answer Sheet 5a: Safety and signalling

Subject Update: Tips for teaching coding

Subject Update: Coding tips: writing elegant code

Subject Update: Coding tips: failing and debugging

Subject Update: Coding tips: commenting

Subject Update: Troubleshooting guide

Resources available online:

Slideshow 5: Safety and signalling

Video: Safety and autonomous vehicles

Image: Comparing my mBot to a driverless car interactive

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 5

Safety and signalling Age 11-14

(Key Stage 3)

60 minutes

Curriculum links Lesson overview

Computing In the fifth lesson of this unit of work, your class will learn about
• Understand the hardware and how technology and people interact. They will learn about
software components that
make up computer systems,
signalling movement and giving warnings with light and sound.
and how they communicate Students will use code to control their robot car’s LEDs and buzzer
with one another and with other to produce lights and sounds for a variety of different scenarios.
systems They will then combine an input — the ultrasonic sensor — and
• Understand simple Boolean an output — the LEDs and buzzer — to create a proximity sensor.
logic and some of its uses in
circuits and programming
Finally, they will discuss the other sensors and signals they think
• Use a programming language would be useful for their robots and autonomous vehicles in
to solve a variety of real life.
computational problems

Lesson steps Learning outcomes

Resources 1. Video opener (5 mins)
Introduction to safe cities and • Understand what we mean by
Slideshow 5: driverless cars. Today’s challenge signalling and why it is needed to
Safety and signalling is to signal your robot cars’ keep people safe
movements and point out hazards
Student Sheet 5a: using lights and sound.
Safety and signalling
2. Classroom discussion (10 mins)
Answer Sheet 5a: Students will discuss the video • Discuss the best ways for robots to
Safety and signalling and talk about the variety of ways signal to humans
Video: computers and humans ‘talk’ to
Safety and autonomous each other.
vehicles
3. Make (25 mins)
Image: Introduction to the LEDs and buzzer • Understand, describe and control
Comparing my mBot to a hardware and how to control them LEDs and buzzers
driverless car interactive with code. They should be able to • Integrate inputs (ultrasonic sensor)
signal movements with light and to outputs (LEDs or buzzer)
Subject updates: noise, then create a proximity
• Tips for teaching coding warning using the ultrasonic sensor.
• Coding tips: writing
elegant code 4. Test (10 mins)
• Coding tips: failing and Test the robot works as expected. • Debug programs
debugging What have you learned from
the other groups’ approach to
signalling?
Kit (per group)
5. Reflect (10 mins)
• mBot with remote Students will reflect on their • Identify and share problems
• Laptop or tablet with mBlock learning, including problems they encountered with solutions
• Materials to serve as obstacles had and how they solved them.

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TEACHER GUIDANCE 5 (page 1 of 3)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.
Using slide 3 introduce students to the lesson
where they are going to learn how to code the
remote control, buzzer and LEDs for their robots.
They are going to start by watching a video that
discusses some of the safety considerations for
driverless cars and how they interact with their
environment. Today’s challenge is to code the
robot to signal to pedestrians what it is doing.
Show your class the video Safety and autonomous
vehicles.

2 Consider using a think-pair-share structure for

these three questions as well, with students listing
10 possible answers on their own for four minutes
mins
before sharing in pairs for two minutes. The whole
class discussion element would then take a further
four minutes.

Manage a whole class discussion using the

questions on slide 4.

How do people signal to each other?

· They make noise, e.g. clapping, talking or
shouting.
· They use hand gestures like pointing.

How do robots signal to each other?

· They can signal by making noise or flashing
lights.
· They can also send signals or messages to each
other through things like Bluetooth and Wi-Fi.
When using the remote control, it sends a
signal using infrared light. The robots can also
send signals to each other using infrared light,
but they have to be able to see each other, just
like you have to point your remote control at
the TV for it to work.

How could humans and robots signal to each

other?
· They already do. When cars signal, other drivers
see it and react. When we have driverless cars
on the road, they will still signal in the same
way to alert human drivers what they are going
to do. When all the cars are driverless, we might
not need to signal because the cars should just
automatically communicate and react to other
vehicles around them. For example, if the car in
front slows down to turn, your driverless car will
need to simply detect that the car is too close
and slow down to prevent crashing.

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TEACHER GUIDANCE 5 (page 2 of 3)

Step

3 During this section, you will introduce students

to three additional elements for the mBot: the
25 remote control, LEDs and buzzer. Hand out a copy
mins
of Student Sheet 5a to each group.

Use slide 5 to share this lesson’s challenge with the

class.

Introduce the remote control using slide 6. Remind

students that they used this to control the robot
in Lesson 1. Students are going to write their own
version of the program the robot was running. We
can program the robot to respond to any of the
buttons on the remote control using the remote
control block. We just need to change “A” to
whatever button we want it to respond to.

Using slide 7 introduce students to the RGB LEDs

and how to program them. The mBot has 2 RGB
LEDs. These are Light Emitting Diodes or simply
lights which can be programmed to display a
variety of different colours by mixing different
amounts of red, green and blue light.
STUDENT SHEET 5a
We can use these to make the mBot signal. These
Safety and signalling lights are programmed using the LED block. We
can set all the lights to the same colour or control
the left and right light individually. To signal we
In this lesson, you will code the robot to respond to remote control steering. You will
also operate the LED lights and buzzer based on the steering. Then you’ll also create
a proximity sensor by combining the input from the ultrasonic sensor and the output
from the LEDs and buzzer.

need red, yellow and white lights.

Let’s get moving!

Part 1. Using the remote control to steer

We are using a forever
This code makes the robot loop here because we
drive forward when the up want the robot to always
respond to our remote
arrow is pressed. control commands.

1. Can you complete

the program to make
it respond to the left,
Explain how to make different colours using slide 8.
Each colour can take the value 0 to 255 where 0
right and back arrows?

means none of that colour and 255 means the

Part 2. Using the LEDs to add signals to the movements

Each set of LEDs has three separate colours. We can control the overall colour shown
by combining the strength of each colour, going from 0 for no light, to 255 for full

maximum brightness of that colour. We want to

power. The table below shows how to mix the lights to make red, yellow and white.

Red

turn on both lights to red to signal braking. We

Magenta Yellow
Red Green Blue Result

White 255 0 0 Red

Blue Green
255 255 0 Yellow

Cyan
255 255 255 White

can do this with the previous block and red set to

255 and the others set to 0. To turn the light yellow
we need to set the LED block to red 255, green
255 and blue 0. By putting all colours to maximum
brightness they cancel each other out to produce
white.

Use slide 9 to explain the buzzer and how to

program it. The mBot also has a buzzer on it. We
can use this to add a horn and reverse warning
sounds. For this we need the play tone block. We
can change the note the block plays, C2 is the
lowest note it can play and D8 the highest, and the
length (beat) of the note.

Students work through the challenges on Student

Sheet 5a and then test their mBots.

If students have extra time, they can compare

ways their robot car is like a driverless car by
exploring the Comparing my mBot to a driverless
car interactive image.

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TEACHER GUIDANCE 5 (page 3 of 3)

Step

4 Using slide 10, ask the class to raise their hands if

their robot behaved as expected? For all the other
10 groups do they know why it didn’t? If they don’t
mins
know can any other group tell them what might be
going wrong?
The most common problems are:
∙∙ For the remote control, see the notes in the
Answer Sheet 5a.
∙∙ For the RGB LEDs, check to see that the lights
turn off after you’ve finished signaling. While
moving forward the LEDs should be turned off.
∙∙ For the buzzer, it will be hard to hear if the note
is too high and for too short a time.
∙∙ For the proximity sensor, check that the extra
if statement for the proximity sensor is placed
inside the forever loop but outside of other if
statements. Check that appropriate distance
checks were used (10cm, 20cm & 30cm). See
additional notes in Answer Sheet 5a.
What have you learned from the other groups’
approach to signaling? Is it clear? Is it too early or
too late? Any other issues?

5 This final section can be conducted as a discussion

or short written answer exercise.
10
mins
Optionally, students answer the question on slide 11.
A whole class discussion can follow.

Does the robot signal like a car does? If not, what

do you need to change? Some people might say it
indicates too late as it only does this when you’re
turning. We could fix this in a few ways but some
ideas they might come up with are:
∙∙ Have a separate button to indicate. This
would work but it would be up to the driver to
remember to use it so not a great solution.
∙∙ When a button to turn is pressed, the robot
could indicate for a set amount of time first
before turning. This is a better solution.

Can you think of any other ways you might use

the sensors you now know in a driverless car? The
line following sensor could be used to make sure
you don’t cross lines in the road. We could add
more ultrasonic sensors to check we’re not going
to collide with anything as currently the robot only
checks for things in front of it. What other kind of
sensors might be useful? A colour sensor would be
useful to see things like traffic lights or a camera
could also be used for this and for seeing other
things like signs.

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STUDENT SHEET 5a

Safety and signalling

In this lesson, you will code the robot to respond to remote control steering. You will
also operate the LED lights and buzzer based on the steering. Then you’ll also create
a proximity sensor by combining the input from the ultrasonic sensor and the output
from the LEDs and buzzer.
Let’s get moving!

Part 1. Using the remote control to steer

We are using a forever
This code makes the robot loop here because we
drive forward when the up want the robot to always
respond to our remote
arrow is pressed. control commands.

1. Can you complete

the program to make
it respond to the left,
right and back arrows?

Part 2. Using the LEDs to add signals to the movements

Each set of LEDs has three separate colours. We can control the overall colour shown
by combining the strength of each colour, going from 0 for no light, to 255 for full
power. The table below shows how to mix the lights to make red, yellow and white.

Red
Magenta Yellow
Red Green Blue Result

White 255 0 0 Red

Blue Green
255 255 0 Yellow
255 255 255 White

Cyan
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STUDENT SHEET 5a

We can use the LED block to control

which LEDs and which colours are
operated.

2. If you adjust the red to 255, this block

makes all the LEDs turn red. We can
use it to signal braking. Since the
command to brake is the same as the
command not to move we should put
this block with the block telling the
robot to move at speed 0.

3. Next let’s add in blocks to signal Remember we only

indicating left and right turns. Add want the left or right
light to come on to
blocks to your program to make the signal the turn, not both
at the same time.
mBot turn the appropriate LED yellow
while turning.

4. Finally, let’s add reverse lights to the Do we need to add

any more blocks to
mBot. Add a block to make the robot appropriately signal the
turn all lights white while reversing. robot’s movements?
What should the lights do
when the robot is moving
5. Test your mBot. forward?

Part 3. Using the buzzer to add a reverse warning and a horn

6. Let’s add in a block to play a reverse

warning sound when the robot is
moving backwards. Choose whatever note
and beat you want. Have
a play around with it to
see what you like best.

7. Let’s also add a horn. Add an extra

Again, you can pick the
piece of code to your program to note and beat.
sound the horn when you press the
A button on the remote control.
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STUDENT SHEET 5a

Part 4. Using the ultrasonic sensor and buzzer to create a proximity

sensor

Next we are going to use the ultrasonic sensor to add a proximity sensor to your
robot. This will act like parking sensors to notify you if there’s an obstacle and tell you
roughly how close you are to it, using different notes and beats.

8. Add in the following code underneath

the code for your horn. This will play a
C5 note for an eighth of a beat when
there is an obstacle less than 10cm
away.

9. Add other tones for when an obstacle

is 20cm and 30cm away. Make sure to
adjust the beat of the tone so you can
tell roughly how close you are to the
obstacle, even with your eyes closed.

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Safety and signalling

Part 1. Using the remote control to steer

There are a few ways to code remote control steering, but we have provided starter code for the
“best” way to do it: nested if-else statements, or if-else statements within each other.

However, let’s look at 3 seemingly logical examples to code steering and some of their problems
because some of your students might try these methods.

Example 1
If the code uses several separate if statements and looks like this…

Line 2: Forever loop. Keep

running the code in this
loop as long as the robot
1 has power.

2
3 Lines 3-4: If the button with
the up arrow is pressed then
4 drive forward at full speed.

5 Lines 5-6: If the button with

the down arrow is pressed
6 then drive backwards at
full speed.

7 Lines 7-8: If the button with

the left arrow is pressed
8 then turn left at full speed.

Lines 9-10: If the button

9 with the right arrow is
pressed then turn right at
10 full speed.

11 Lines 11: If none of the

buttons are pressed then
stop the robot (turn the
motors off).

Then the if statements blocks will compete with the stop block. This will cause the robot to behave
strangely.

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Part 1. Using the remote control to steer (continued)

Example 2
There are some different approaches we can take to solve this such as waiting for 1 second after
each direction button pressed (see below). However, this means we have to drive in that direction for
a whole second. We may not want to drive in that direction for a whole second but rather only for a
fraction of a second. For example, to stop driving off a table. So this program works better than the
previous one but still isn’t great.

1
2
3
4
5

6
7
8
Lines 5, 8, 11, 14: Wait for 1
second before checking
again for button presses.
9
10
11

12
13
14

15

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Part 1. Using the remote control to steer (continued)

Example 3
So what about adding an extra button to stop? This would work but makes the robot harder to
control.

1
2
3
4

5
6

7
8
Lines 11-12: If the B button
is pressed then stop the
9 robot. Otherwise it will just
10 keep doing what it was told
to do by the last button
press. For example, if you
pressed forward the robot
11 will keep moving forward
until another direction
12 button is pressed or you
press the B button. This
didn’t happen for the first
program as the robot would
always be made to stop
after each button press, as
the command wasn’t in an
if statement.

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Part 1. Using the remote control to steer (continued)

The “best” solution

The best solution uses nested if-else statements, or if-elses within each other. This stops the race
condition we saw in the first program and gives us the best control over the robot. This is because
in the first one it stopped the motors after every check meaning sometimes the robot got hardly
anytime at all to turn its motors. In this one we only stop the motors after we check no other buttons
have been pressed.

Line 2: Forever loop. Keep

running the code in this
loop as long as the robot
1 has power.

2
3 Line 3-4: If the button with
the up arrow is pressed then
4 drive forward at full speed.

5
6 Line 5-7: Else, if the button
with the left arrow is
pressed then turn left at full
7 speed.
8
9 Line 8-10: Else, if the button
with the right arrow is
10 pressed then turn right at
full speed.
11
12 Line 11-13: Else, if the
button with the down
13 arrow is pressed then drive
backward at full speed.
14
15 Line 15: If none of the
buttons are pressed then
stop the robot (turn the
motors off).

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Part 2. Using the LEDs to add signals

For this program just make sure the light commands are in the correct if statement. It doesn’t matter
if the LED command is before or after the movement block just as long as it’s in the correct part of
the if statement. You need to add the red command after the motor has been turned to 0, the yellow
command for the left light in the left arrow if statement, the yellow command for the right light in
the right arrow if statement and the white command in the reverse if statement. A block the students
will probably forget is to turn the lights off when the forward button is pressed. The only time when
no lights should be on is when the robot is moving forward.

Line 4: Turn off all lights.

When the car is moving
forward no lights should
1 be on but if you don’t turn
them off here then they
2 might still be on showing
the previous colour. For
3 example, if you turned left
just before moving forward
4 then the left LED would still
be yellow.
5
6
7 Line 9: Turn on left indicator
(left LED yellow).
8
9
10
11 Line 13: Turn on right
indicator (right LED yellow).
12
13
14
15 Line 17: Turn on reverse
lights (set all LEDs to white).
16
17
18
19
20

Line 20: If no buttons are

pressed then turn all the
lights red and stop the
robot.

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Part 3. Using the buzzer to add a reverse warning and a horn

For the reverse warning, we need to add the tone block to the reverse if statement. For the horn, we
need to add an extra if statement. It doesn’t matter if we add this at the start or end of the loop.
However, it should be an extra if statement and not added to the existing one, as the condition for
sounding a horn doesn’t rely on or affect what the motors are currently doing.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Line 18: Play the reverse
20 warning sound.

21

22 Line 22-23: If the A button is

pressed sound the horn.
23

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Part 4. Using the ultrasonic sensor and buzzer to create a proximity sensor

To make the proximity sensor, we need to add an additional if-else statement. We have added it
at the end of the loop. The students can use the same or different notes for each distance. The
important part is to make the beat shorter the closer the robot gets to the obstacle so that the
proximity can be roughly guessed just from the sounds the robot is making. In the sample solution,
the beat has been halved each time from 30cm to 20cm to 10cm so we can tell how close we are to
the obstacle by how fast the robot is beeping.

1
2
3
4
5
Lines 24 - 31: This is the
6 additional code for the
proximity sensor.
7
8
9
...
Lines 24-25: If the
distance from the
obstacle is less than
23 10cm, play C5 for an
eighth of a note.

24
25
26 Lines 26-28: Else if the
distance is less than
27 20cm, then play B4 for
a quarter of a note.
28
29
30
31

Lines 29-31: Else if the

distance is less than
30cm, then play A4 for
half of a note.

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Lesson 6:
5:
What
Safetydo
andI do
signalling
next?
In the sixth
fifth lesson
lesson of
ofthis
this unit
unit of
of work,
work, your
your class
class will
will learn
learn about
about how
some of
the
technology
ways in which
and people
technology
interact.
hasThey
failed
will
inlearn
the past,
about and
signalling
how engineers
movement
have
and giving
worked warnings
to overcome
with light
those
andproblems.
sound. Students
They will will
thenuse
willcode
looktoback
control
over
the
theirhardware
robot car’sandLEDs
software
and buzzer
they have
to produce
been using
lightsinand
thesounds
past five
forlessons
a variety
and
of different
combine scenarios.
these skills
They
to complete
will then combine
challenges.an input
This lesson
– the ultrasonic
should be
used
sensoras–an
andopportunity
an output to– the
consolidate
LEDs and learning,
buzzer – torevisit
createanyashaky
proximity
territory
and
sensor.
experiment
Finally, they
withwill
combinations
discuss the other
of inputs,
sensors
outputs
and signals
and different
they think
ways of
coding
would be the
useful
mBot.for their robots and an autonomous vehicle in real life.

Resources in this book:

Lesson Overview 6
5

Teacher Guidance 6
5

Student Sheet 6a:

5a: Hardware
Safety andand
signalling
function cards

Student
Answer Sheet
Sheet5a:
6b:Safety
Smart and
city challenges
signalling

Answer
Subject Sheet
Update:
6b:Tips
Smart
forcity
teaching
challenges
coding

Subject Update: Coding

Tips fortips:
teaching
writing
code
elegant code

Subject Update: Coding tips: failing and debugging

Subject Update: Troubleshooting

Coding tips: commenting
guide

Subject Update: Troubleshooting guide

Resources available online:

Slideshow 6: What do I do next?

Resources available online:
Video: What do I do next?
Slideshow 5: Safety and signalling
Video: Failing is good
Video: Safety and autonomous vehicles
Image: Comparing my mBot to a driverless car interactive

All resources canLook

360 Image: be downloaded from:
inside our self-driving car interactive
encounteredu.com/teachers/units/code-smart-11-14
All resources can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14
LESSON 6

What do I do next? Age 11-14

(Key Stage 3)

60 minutes

Curriculum links Lesson overview

Computing In the sixth lesson of this unit of work, your class will learn about
• Understand the hardware and some of the ways in which technology has failed in the past, and
software components that
make up computer systems,
how engineers have worked to overcome those problems. They
and how they communicate will then will look back over the hardware and software they have
with one another and with other been using in the past five lessons and combine these skills to
systems complete challenges. This lesson should be used as an opportunity
• Understand simple Boolean to consolidate learning, revisit any shaky territory and experiment
logic and some of its uses in
circuits and programming
with combinations of inputs, outputs and different ways of coding
• Use a programming language the mBot.
to solve a variety of
computational problems
Lesson steps Learning outcomes

1. Video opener (5 mins)

Resources Introduction to learning through • Understand that failure is an
failure. Today’s challenge is to important part of technology
Slideshow 6: look back at the skills the class development
What do I do next? have learned and combine them
to complete one or more of the
Student Sheet 6a: challenges.
Hardware and function
cards 2. Classroom discussion (5 mins)
Students will discuss the video and • Describe how failure and persistence
Student Sheet 6b:
what they have learned by ‘getting can help them learn
Smart city challenges
it wrong’ the first time. Students
Answer Sheet 6b: will then choose one or more of the
Smart city challenges challenges to complete.

Video: 3. Make (30 mins)

What do I do next? Students will revisit the learning • Link a variety of inputs to a variety
from the past five lessons and of outputs using code
Video: combine hardware and software
Failing is good skills to solve at least one of the
Student Updates: challenges.
• Coding Tips: failing
and debugging 4. Test (10 mins)
Test the robot works as expected. • Debug programs
• Troubleshooting guide
Each group should share what • Share learning
challenge they chose and complete
Kit (per group) a brief demonstration.

• mBot with remote 5. Reflect (10 mins)

• Laptop or tablet with mBlock Students will reflect on their • Identify and share problems
• Black tape and a light surface learning, including problems they encountered with solutions
• Materials to serve as obstacles had and how they solved them.

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Encounter Edu This resource may be reproduced
for educational purposes only
TEACHER GUIDANCE 6 (page 1 of 3)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.
Using slide 3 introduce students to the lesson
where they are going to learn how to combine the
skills and knowledge they have developed over the
past five lessons and take on some Smarty City
challenges.

Show your class the video What do I do next?

2 Consider using a think-pair-share structure for

these three questions on slide 4, with students
5 listing possible answers on their own for two
mins
minutes before sharing in pairs for one minute. The
whole class discussion element would then take a
further two minutes.

What do you learn from getting things wrong the

first time you try them?
· By trying you might get it wrong but you will
learn from this and make a much better design
the next time, based on what you learned.

How is this useful to program our robot?

· You will generally never get a program correct
the first time you write it. Don’t worry about
getting it wrong.
· If you’re unsure if something will work, test it
before writing more of the code. Sometimes
you won’t be able to see an error just from
looking at the code alone. The only way to
know if the program works is to test it.

Have you ever used this method (trial and error)

before?
· The class might tell you stories of where they
have. If some students in the class have used
trial and error before, ask them how they used
it.

To emphasise that failing is the First Attempt In

Learning show the video Failing is good (optional).

Code Smart 11-14 70 Copyright 2018

Encounter Edu This resource may be reproduced
for educational purposes only
 3

4
10
mins
mins
30
Step
Motor Line follower

Encounter Edu
The mBot has two motors, each The mBot has a line follower,
controlling one of the large which uses two LEDs and
rear wheels. By controlling the receivers to sense between

Code Smart 11-14

motors, we can control how the black and white. The line
mBot moves. follower can be used to code the
mBot to follow a set route.

We use the movement We use the line follower

block to control the block to read the line
motors: follower sensor:

Here’s an example of Here’s an example of

some code to move some code to tell the
forward for 3 seconds and robot to move forward
then stop: if both sensors detected
black:

What other types of motors might you use in robotics? How might you use the line follower for a smart city scenario?
STUDENT SHEET 6a: Hardware and function cards

...................................................................................................................... ......................................................................................................................
Is run forward the only option for the movement block? If not, Can you remember the different values for the outputs, e.g.
what other choices do you have? black & black = 0?

...................................................................................................................... ......................................................................................................................
If you need any more help with using the motor, have a look at If you need any more help with using the line follower, have a
the Lesson 2 activities again. look at the Lesson 3 activities again.

...................................................................................................................... ......................................................................................................................

Take a city tour Watch out and keep safe

Using black tape, create a course for your mBot to complete. Use a course you have already created or make a new one
Try not to put the lines too close together and if you have a using black tape. Place some obstacles on your course such
cross roads or T-junction think about how you might be able to as pedestrians, road works or fallen trees. Make the mBot stop
code the mBot. when it encounters an obstacle, and then start moving again
once they are removed.
You could also decorate your city by creating model
STUDENT SHEET 6b: Smart city challenges

landmarks and buildings along the route.

What sensor will you use? What sensor will you use?

...................................................................................................................... ......................................................................................................................

What blocks will you need to use? What blocks will you need to use?

...................................................................................................................... ......................................................................................................................

...................................................................................................................... ......................................................................................................................

71
TEACHER GUIDANCE 6 (page 2 of 3)

slide 5.
this stage.

going wrong?
for home leraning.

video available online.

turning for long enough.

Most common problems are:
spare get them to try another.

checked for first. See answer sheet.

time. See Answer Sheet 6b for solutions.

car compares to the development of larger

Obstacles - Not putting the if statements in

The class should use black tape to create an

calculating the length of the shape properly.

If students have extra time, they can explore
how what they have learned about their robot
Hand out copies of Student Sheets 6a and 6b,

autonomous vehicles using the Comparing my

image, or the Look! Driving with no hands! 360

mBot to a driverless car interactive image, the
Look inside our self-driving car interactive 360
Go through the revision cards contained within

the correct order. The obstacle must always be

groups do they know why it didn’t? If they don’t
to pick one challenge to start. If there is time to
one per group. Student groups should also have

Using slide 6, ask the class to raise their hands if

access to laptops, mBots and other materials at

to navigate out of a dead end. Get the students

narrow. Bad lighting can also confuse the sensor.

obstacle course for the robot to drive round or try

Dead end - See answer sheet. Main problem is not

Student Sheet 6a which can alternatively be used

Fallen tree path - See answer sheet. Main problem

their robot behaved as expected? For all the other

Fallen tree - See answer sheet. Main problem is not

is not calculating the length of the shape properly.

The teams should work through one challenge at a

City tour - The black lines too close together or too

Explain the challenges using Student Sheet 6b and

know, can any other group tell them what might be

for educational purposes only

This resource may be reproduced
Copyright 2018
TEACHER GUIDANCE 6 (page 3 of 3)

Step

5 This is an opportunity for the groups to do a brief

presentation. Use slide 7 to help guide students.
10
mins
Each group should explain to the class what
challenge was chosen and give a short
demonstration. Also discuss the problems the
group had and how the group solved them.

Code Smart 11-14 72 Copyright 2018

Encounter Edu This resource may be reproduced
for educational purposes only
 Motor Line follower

The mBot has a line follower,

Encounter Edu
The mBot has two motors, each

Code Smart 11-14

controlling one of the large which uses two LEDs and
rear wheels. By controlling the receivers to sense between
motors, we can control how the black and white. The line
mBot moves. follower can be used to code the
mBot to follow a set route.

We use the movement We use the line follower

block to control the block to read the line
motors: follower sensor:

73
Here’s an example of Here’s an example of
some code to move some code to tell the
forward for 3 seconds and robot to move forward
then stop: if both sensors detected
black:

What other types of motors might you use in robotics? How might you use the line follower for a smart city scenario?
STUDENT SHEET 6a: Hardware and function cards

...................................................................................................................... ......................................................................................................................
Is run forward the only option for the movement block? If not, Can you remember the different values for the outputs, e.g.
what other choices do you have? black & black = 0?

...................................................................................................................... ......................................................................................................................
If you need any more help with using the motor, have a look at If you need any more help with using the line follower, have a
the Lesson 2 activities again. look at the Lesson 3 activities again.

...................................................................................................................... ......................................................................................................................

for educational purposes only

This resource may be reproduced
Copyright 2018
 Ultrasonic sensor Remote control

Encounter Edu
The ultrasonic sensor measures The mBot can be controlled

Code Smart 11-14

distance. It transmits a sound using a remote control. We can
and waits for the echo of the code each of the buttons to tell
sound to return. From the time the robot to do different things.
this takes, the distance of the
object from the sensor can be
calculated.

We use the ultrasonic We use the IR remote

sensor block to read the block to code the remote
ultrasonic sensor: control:

74
Here’s an example of
some code to tell the Here’s an example of
robot to stop if it detects some code to tell the
an obstacle: mBot to move forward if
the up arrow is pressed:
How might you use the ultrasonic sensor for a smart city
scenario?
STUDENT SHEET 6a: Hardware and function cards

......................................................................................................................
Can you code the mBot to do something else instead of Can you think of other ways in which you would like to use the
stopping for an obstacle? remote control?

...................................................................................................................... ......................................................................................................................
If you need any more help with using the ultrasonic sensor, have If you need any more help with using the remote control, have a
a look at the Lesson 4 activities again. look at the Lesson 5 activities again.

......................................................................................................................

for educational purposes only

This resource may be reproduced
Copyright 2018
......................................................................................................................
 LEDs Buzzer

The mBot has LEDS, and each The mBot has a buzzer which

Encounter Edu
Code Smart 11-14
set has three separate colours. can be coded to make different
This means that the overall sounds for different events.
colour of the LEDs can be
controlled by combining the
strength of each colour.

We use the led block to We use the play tone

code the RGB LEDs: block to code the buzzer:

Here’s an example of Here’s an example of

75
some code to tell the some code to tell the
mBot to show red lights mBot to play a sound
when the mBot is not when the A button on the
moving: remote control is pressed:
STUDENT SHEET 6a: Hardware and function cards

Can you think of other ways to use the LEDs? Can you think of other ways to use the buzzer?

...................................................................................................................... ......................................................................................................................
What kind of smart city scenarios would need you to use lights? What kind of smart city scenarios would need you to use the buzzer?

...................................................................................................................... ......................................................................................................................
If you need any more help with using the LEDs, have a look at the If you need any more help with using the buzzer, have a look at the
Lesson 5 activities again. Lesson 5 activities again.

for educational purposes only

This resource may be reproduced
Copyright 2018
...................................................................................................................... ......................................................................................................................
 Take a city tour Watch out and keep safe

Using black tape, create a course for your mBot to complete. Use a course you have already created or make a new one
Try not to put the lines too close together and if you have a using black tape. Place some obstacles on your course such
cross roads or T-junction think about how you might be able to as pedestrians, road works or fallen trees. Make the mBot stop
code the mBot. when it encounters an obstacle, and then start moving again
once they are removed.
You could also decorate your city by creating model
STUDENT SHEET 6b: Smart city challenges

landmarks and buildings along the route.

What sensor will you use? What sensor will you use?

...................................................................................................................... ......................................................................................................................

What blocks will you need to use? What blocks will you need to use?

...................................................................................................................... ......................................................................................................................

...................................................................................................................... ......................................................................................................................
 Escape from the dead end Make the city wondrous

This challenge brings an element of fun to the smart city.

Set up some obstacles to create a dead end like in the picture Program the LEDs and buzzers in a fun way. Maybe they
above. Program the mBot to find its way of the dead end after respond to inputs from one of the sensors. Maybe they are on
driving in. a timer.

This could be part of the course made for a city tour or a This could be part of the course made for a city tour or a
separate problem. Consider what the mBot should do after it separate problem.
STUDENT SHEET 6b: Smart city challenges

has found its way out of the dead end.

What sensor will you use? What sensor will you use?

...................................................................................................................... ......................................................................................................................

What blocks will you need to use? What blocks will you need to use?

...................................................................................................................... ......................................................................................................................

...................................................................................................................... ......................................................................................................................
 Drive around a fallen tree Drive around a fallen tree and continue touring

Use a course you have already created or make a new one

using black tape. Place an obstacle on your course such as a
fallen tree. Make the mBot drive around the obstacle and find
the black tape again to continue following the path.

Find an obstacle to be a fallen tree. Measure how long it takes

the robot to drive length of the fallen tree. Make the mBot
STUDENT SHEET 6b: Smart city challenges

drive around the obstacle.

What sensor will you use? What sensor will you use?

...................................................................................................................... ......................................................................................................................

What blocks will you need to use? What blocks will you need to use?

...................................................................................................................... ......................................................................................................................

...................................................................................................................... ......................................................................................................................
ANSWER SHEET 6b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Smart city challenges

Take a city tour on a path

This program is just the same as the first one in Lesson 3. When students create the course just make
sure the black tape has clear white sections between it so the robot doesn’t get confused.

Line 2: Forever loop. Keep

1 running the code in this
loop as long as the robot
2 has power.

3 Line 3-4: If-else block.

If both sensors can see
4 the black line then drive
forward.
5
6 Line 5-9: Else another if-
else block which adjusts
7 the robot’s direction so
both sensors are on the line
8 again. If only sensor 1 can
see the black line then we
have to turn slightly to the
9 left till both sensors can
see the black line again.
Otherwise, we are too far
to the left and have to
turn right to fix the robot’s
direction.

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Encounter Edu This resource may be reproduced
for educational purposes only
ANSWER SHEET 6b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Watch out and keep safe

This is just the line following program with an extra condition added in for the ultrasonic sensor
telling it to stop when an obstacle is detected. As soon as the obstacle is removed the robot will start
moving again.

1
2
3 Lines 3-4: If the ultrasonic
sensor detects an obstacle
less than 10cm away then
4 stop the robot.

5
6
7
8 Lines 5-12: Else run the line
9 following code

10
11
12

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Encounter Edu This resource may be reproduced
for educational purposes only
ANSWER SHEET 6b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Escape from the dead end

This program isn’t as complex as it sounds. It’s just the same as the program from lesson 4 for making
the robot react to avoid an obstacle. The only difference is the wait block after the turn. This is
because the ultrasonic sensor can only detect obstacles directly in front of it and this tells the robot
to continue to turn for another second. This ensures that the robot completes the turn to avoid the
obstacle, as otherwise it will start driving forward as soon as the obstacle clears the sensor. Make
sure the students don’t cheat by just making the robot turn before it drives into the dead end.

1
2
3
4 Line 5: Make the robot turn
for longer so it manages to
5 get out the dead end

6
7

Make the city wondrous

This challenge is a very open-ended opportunity to add lights and sounds. Students might build
programs like those from lesson 5 in which lights and sounds are produced when certain remote
buttons are pushed. Below is a simple example of adding lights and music when the A button is
pushed. Students can add LED and buzzer blocks to any of the other programs they’ve written.

1
2
3
4
5 Line 4-7: Make the robot
LEDs turn red and then blue
6
7
8
Line 8-9: Make the robot
9 produce music

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for educational purposes only
ANSWER SHEET 6b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Drive around a fallen tree

For this example program answer, the robot took 3 seconds at engine speed 100, to drive the length
of the obstacle. The students will have to determine the time it takes for the robot to drive the length
and width of the obstacle they use. The program assumes the robot drives towards middle of the
obstacle so to navigate around it, we turn left and drive forward for 2 seconds to be sure we clear
the length of the obstacle. Then we turn right and drive forward for 3 seconds to ensure we clear the
width of the end (you can measure this as well). Finally, we turn right and drive forward for 2 seconds
and turn left again. We should be roughly on the path we would be on if the obstacle weren’t in the
way. Remember the amount of time you turn for depends on the floor surface and engine speed,
and you will have to experiment with this. This program makes the robot go around the left side of
the obstacle but it would also work to drive around the right side of the obstacle.

Line 4-18: If the ultrasonic sensor detects

a fallen tree less than 10 cm away, then
1 drive around the tree.

2 Line 3: Drive forward until

mBot detects an obstacle.
3
4
Lines 5-6: Turn left so the
5 robot is parallel with the
tree.
6
7 Lines 7-8: Drive the length
of the tree. (In this example,
8 it takes 3 seconds to drive
the whole length of the
9 fallen tree. If the mBot
approaches the middle, 1.5
10 seconds and a bit of extra
time will be needed to clear
11 the length.)

12 Lines 9-12: Turn right to

13 drive around the left end
of the tree. Drive 3 seconds
14 to clear the width (this can
also be measure).

15
Lines 13-16: Turn right and
16 drive to roughly the other
side of the tree from where
17 the robot detected the tree.

18
Lines 17-18: Turn left to be
in position to keep driving
along the original route.

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for educational purposes only
ANSWER SHEET 6b Code solutions can be downloaded from:
encounteredu.com/teachers/units/code-smart-11-14

Drive around a fallen tree and continue touring on a path

This program combines the program to drive around a known obstacle, the fallen tree example
above, with the line following program. There are only a couple of differences: 1) we remove the first
block to turn on the engine as the line following section of the program will do this and 2) the final
drive forward doesn’t need a wait block as it will keep running forward until it finds the black line
again.

1
2
3
4
5
6
7
8
9
10
11
Line 3-16: If the ultrasonic
12 sensor detects a fallen tree
less than 10 cm away, then
13 drive around the tree.

14
Line 15: Keep driving until
15 the robot finds the path
again.
16
17 Line 17-18: If-else block.
If both sensors can see
18 the black line then drive
forward.

19
Line 19-23: Else another
20 if-else block which adjusts
the robot’s direction so
21 both sensors are on the line
again. If only sensor 1 can
22 see the black line then we
have to turn slightly to the
23 left till both sensors can
see the black line again.
Otherwise, we are too far
to the left and have to
turn right to fix the robot’s
direction.

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Encounter Edu This resource may be reproduced
for educational purposes only
Lesson 7:
Designing our smart city pt. 1
In the last section of this unit of work, your class will take part in a Design
Thinking Workshop that can be delivered as three one hour sessions or
combined as a half day activity.

In part one of the workshop, your class will use personas to empathise with
different types of people. They will then use these insights to brainstorm
ways that robots and autonomous vehicles can improve lives or solve
problems.

Parts two and three of the workshop see student groups select, refine and
prototype ideas before presenting and demonstrating their proposals.

Resources in this book:

Lesson Overview 7

Teacher Guidance 7

Student Sheet 7a: User profiles

Student Sheet 7b: Empathy map

Subject Update: How can autonomous vehicles be useful?

Subject Update: Futures Thinking

Resources available online:

Slideshow 7: Designing our smart city pt. 1

Video: Design thinking

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 7

Designing our
Age 11-14
(Key Stage 3)

smart city pt. 1 60 minutes

Curriculum links Lesson overview

Design & Technology In the last section of this unit of work, your class will take part in a
• Use research and exploration Design Thinking Workshop that can be delivered as three one hour
to identify and understand user
needs
sessions or combined as a half day activity.
• Develop specifications to
inform the design of innovative, In part one of the workshop, your class will use personas to
functional, appealing products empathise with different types of people. They will then use these
that respond to needs in a insights to brainstorm ways that robots and autonomous vehicles
variety of situations
• Use a variety of approaches to
can improve lives or solve problems.
generate creative ideas and
avoid stereotypical responses Parts two and three of the workshop see student groups select,
refine and prototype ideas before presenting and demonstrating
their proposals.
Resources
Lesson steps Learning outcomes
Slideshow 7:
1. Video opener (5 mins)
Designing our smart city
Introduction to design thinking. • Understand that design is a process
pt. 1
This workshop’s challenge is to use • Name at least one job associated
Student Sheet 7a: design to solve the problems of with design
User profiles citizens living in a city of the future.
Student Sheet 7b:
Empathy map 2. Classroom discussion (10 mins)
Students will discuss the video and • Describe basic design thinking
Video: share ways they’ve solved problems techniques
Design thinking in that past.
Subject Updates:
• How can autonomous 3. Design thinking: empathise
vehicles be useful? (15 mins)
• Futures Thinking Students will use character • Understand that issues affect
personas to empathise with people in different ways
different people and their travel • Empathise with different people and
Kit (per group) related problems. describe how they might see the
world
• No additional kit required 4. Design thinking: ideate (20 mins)
Students will complete a class • Think creatively to generate
brainstorming activity then work solutions to problems
in groups to brainstorm ideas to
make life better for the character
personas.

5. Reflect (10 mins)

Students will reflect on their • Share and evaluate their own ideas
brainstorming activity then share
their best and worst ideas.

Code Smart 11-14 85 Copyright 2018

Encounter Edu This resource may be reproduced
for educational purposes only
TEACHER GUIDANCE 7 (page 1 of 3)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson.
mins
All learning outcomes are composed using the
SWBAT (Students Will Be Able To) format.
Using slide 3 introduce students to the lesson
where they are going to embark on their design
challenge and use what they have learned to
address societal needs.

Show your class the video Design thinking.

2 Consider using a think-pair-share structure for

these three questions as well, with students listing
10 possible answers on their own for four minutes
mins
before sharing in pairs for two minutes. The whole
class discussion element would then take a further
four minutes.

Manage a whole class discussion using the

questions on slide 4.

What is the purpose of design?

·· Design is not just to make things look nice —
it helps us make the world better and solve
problems.

Do we all experience our world in the same way?

·· One person may see something as good and
another may see the same thing as bad.
·· Empathy is very important in design. When
designing something we must make sure we
consider how different people will react to it.
Something that is positive for one set of people
may be negative for another — we should
always aim to find a balance.

Highlight the importance of inclusive design.

·· Designing for people with disabilities means
that more people can participate and
contribute to society.
·· Many times inclusive design makes things more
accessible for people with disabilities and also
easier for people without the disability as well.
Think about how helpful a ramp can be for
someone in a wheel chair and how helpful it
can be when you’re rolling a heavy suitcase.
·· Have they ever noticed any ways that a space
or object is designed for someone with a
disability?

How can we design a transport project using robot

vehicles to benefit people who may use it?
·· Start your class thinking about how what
they’ve learned could be applied to real life
scenarios.

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TEACHER GUIDANCE 7 (page 2 of 3)

Step

3 Hand out copies of Student Sheets 7a and 7b.

Provide each group with a couple of different user
15 profiles and the same number of empathy maps.
mins

Explain that the user profiles and empathy maps

are design tools that help service and product
designers work out the motivations, worries and
habits of different people. Assign small groups
one or two user profiles each and ask them to fill in
empathy maps for each profile. You can use
slide 5 to highlight some of the things they might
think about. You can also use the blank profile for
pupils to make up their own users.

Students will work through the student sheets.

STUDENT SHEET 7a STUDENT SHEET 7b

User profiles Empathy map

This is a design tool called an empathy map. It
helps service and product designers work out
Name:
Rowan Berry
Name:
Rosemary Pain Think and feel Gain
the motivations, worries and habits of different
people. Students should use it in conjunction with
Sultana What would make What is important to this What would make this
Age: Age: this person unhappy? person? What do they person happy?
36 72 worry about?

Occupation:
Part-time cashier. Rowan is also the
primary carer for two young children.
Occupation:
Retired chemist one or more user profiles, so they can empathise
with how different types of people would use or be
Where does she live?
Where does he live? In the centre of town.
On the outskirts of town where rent is
cheap. How does she currently travel?

affected by any robot vehicle project they might

How does he currently travel? Mostly by bus. It’s free with her Senior
Mostly by car. It’s expensive to keep Citizen Card and she likes looking out
a car but the bus is infrequent and the window. She worries about getting
inconvenient. hit by cars crossing the road as her

design.
eyesight isn’t perfect any more.
How often does he travel?
Four journeys a day: to and from How often does she travel?
school to drop off the kids, then to and Rosemary takes around five journeys a
from work. week.
What is most important to him about What is most important to her about
his mode of transport? her mode of transport?
Convenience, speed and cost. Cost and enjoyment.

Say and do Hear and see

How would this person like to behave What is this person’s environment like?
and how does that measure up against Who influences their decisions?
their actions on a day-to-day basis?

4 Explain that using their learning from the

user empathy maps, your class will now think
20 about problems people have with transport. In
mins
groups, they will now brainstorm ideas to make
people’s lives better using robot vehicles. Use the
brainstorming guidelines on slide 6 to keep them
on track.

Students will probably come up with all sorts of

answers, but make sure they are considering a
range of issues from different viewpoints. The
major takeaway from this exercise should be
that we should think carefully about users when
designing a feature, product or service. Just being
cool, new and shiny doesn’t equal good design!

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TEACHER GUIDANCE 7 (page 3 of 3)

Step

5 Using slide 7, ask students to reflect on the

brainstorming exercise, sharing their best, worst
10 and funniest ideas.
mins

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STUDENT SHEET 7a

User profiles

Name: Name:
Rowan Berry Rosemary
Sultana
Age: Age:
36 72

Occupation: Occupation:
Part-time cashier. Rowan is also the Retired chemist
primary carer for two young children. Where does she live?
Where does he live? In the centre of town.
On the outskirts of town where rent is
cheap. How does she currently travel?
How does he currently travel? Mostly by bus. It’s free with her Senior
Mostly by car. It’s expensive to keep Citizen Card and she likes looking out
a car but the bus is infrequent and the window. She worries about getting
inconvenient. hit by cars crossing the road as her
eyesight isn’t perfect any more.
How often does he travel?
Four journeys a day: to and from How often does she travel?
school to drop off the kids, then to and Rosemary takes around five journeys a
from work. week.
What is most important to him about What is most important to her about
his mode of transport? her mode of transport?
Convenience, speed and cost. Cost and enjoyment.

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STUDENT SHEET 7a

User profiles

Name: Name:
Ash Quince Holly Apple

Age: Age:
19 49

Occupation: Occupation:
Full-time student Marketing manager
Where does he live? Where does she live?
On campus at university, near the In the suburbs, but she works in the
town centre. town centre.
How does he currently travel? How does she currently travel?
Ash is blind. He mainly travels on By car at least twice a day on work
foot with his guide dog. His parents days. She feels guilty about the
sometimes drive him but he’d prefer to environmental cost and hates traffic
be self-sufficient. but she can’t find a good alternative.
How often does he travel? How often does she travel?
Several short journeys a day, plus a At least twice a day on work days plus
long journey once a month. she likes to drive in the country at the
What is most important to him about weekend.
his mode of transport? What is most important to her about
Cost, safety and independence. her mode of transport?
Convenience and comfort.

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STUDENT SHEET 7a

User profiles

Name: Name:
Laurel Plum
Age:
Age:
27

Occupation: Occupation:
Delivery driver
Where does she live? Where does this person live?
In a flatshare near the town centre.
How does she currently travel?
She travels by a company-owned van.
It often breaks down, which annoys How do they currently travel?
her.
How often does she travel?
All day every day for work. She likes to
go for cycle rides on her days off. How often do they travel?
What is most important to her about
her mode of transport?
Reliability, comfort and speed. What is most important to them
about their mode of transport?

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STUDENT SHEET 7b

Empathy map

Pain Think and feel Gain

What would make What is important to this What would make this
this person unhappy? person? What do they person happy?
worry about?

Say and do Hear and see

How would this person like to behave What is this person’s environment like?
and how does that measure up against Who influences their decisions?
their actions on a day-to-day basis?

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Lesson 8:
Designing our smart city pt. 2
Part two of the workshop sees your class use an ideas funnel to select and
refine ideas from the brainstorming activity in part one. Each group will
then prototype one of the ideas using the hardware and software skills they
have learned with the mBot in lessons 1-6.

Resources in this book:

Lesson Overview 8

Teacher Guidance 8

Student Sheet 8a: Ideas funnel

Subject Update: How can autonomous vehicles be useful?

Subject Update: Futures Thinking

Resources available online:

Slideshow 8: Designing our smart city pt. 2

Video: Prototyping

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 8

Designing our
Age 11-14
(Key Stage 3)

smart city pt. 2 60 minutes

Curriculum links Lesson overview

Computing Part two of the workshop sees your class use an ideas funnel to
• Use a programming language select and refine ideas from the brainstorming activity in part
to solve a variety of
computational problems
one. Each group will then prototype one of the ideas using the
hardware and software skills they have learned with the mBot in
Design & Technology lessons 1-6.
• Test, evaluate and refine
ideas and products against
a specification, taking into
Lesson steps Learning outcomes
account the views of intended
users and other interested 1. Video opener (5 mins)
groups Introduction to prototyping, • Understand what prototyping is
• Develop and communicate including examples of different and why it is used
design ideas using annotated ways people prototype and why it
sketches, oral and digital is useful.
presentations and computer-
based tools 2. Classroom discussion (10 mins)
• Apply computing and The class will discuss the video • Describe a number of prototyping
use electronics to embed and think about how they can use methods
intelligence in products that prototyping to take some of their
respond to inputs, and control ideas forward.
outputs, using programmable
components 3. Design thinking: prototype
(35 mins)
Groups will use an ideas funnel • Evaluate and refine own ideas and
to choose one idea from the the ideas of others
brainstorming session and use the • Combine hardware, software and
mBot and crafting skills to create crafting skills to make a prototype
Resources
a working demonstration that they
will be able to present to the class in
Slideshow 8: the next part of the workshop.
Designing our smart city
pt. 2 4. Reflect (10 mins)
Student Sheet 8a: Students will reflect on the • Share learning with the class
Ideas funnel prototyping activity and share their
learning.
Video:
Prototyping
Subject Updates:
• Futures thinking

Kit (per group)

• mBot with remote
• Laptop or tablet with mBlock
• Prototyping materials, such as
clay, coloured paper and tape

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TEACHER GUIDANCE 8 (page 1 of 2)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.

Using slide 3 introduce students to the lesson

where they are going to embark on their design
challenge and use what they have learned to
address societal needs.
Show your class the video Prototyping with
examples of different types of prototype and why
it is a useful process.

2 Consider using a think-pair-share structure for

these three questions as well, with students listing
10 possible answers on their own for four minutes
mins
before sharing in pairs for two minutes. The whole
class discussion element would then take a further
four minutes.

Manage a whole class discussion using the

questions on slide 4.

How can prototyping help us with our projects?

·· It can give a quick, cheap way to see if
something works.
·· Prototypes are very useful for getting feedback
from people before you spend a lot of time
and money making something, especially with
unusual or new products.

What kind of prototyping would be used in

industry?
·· Prototyping in a professional setting can use
technologies we probably don’t have in the
classroom such 3D printing, laser cutting,
electronics or special model making tools.

What kinds of prototyping can we use in our

classroom?
·· We can use paper prototyping, role-playing,
cardboard, crafting and our mBot robot to
prototype products or services in the real world.

3 Get the students to bring out their notes from the

brainstorm session. Hand out Student Sheet 8a
35 Ideas funnel.
mins

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TEACHER GUIDANCE 8 (page 2 of 2)

Step

Remind students that they have brainstormed

many different solutions. (Slides 5-6 can optionally
be used as a refresher). Then explain that they
must evaluate their ideas using an ideas funnel
(Student Sheet 8a) to determine the final idea
they want to prototype and present. The funnel
is a visual representation of “good, better, best”
STUDENT SHEET 8a and should also record the chosen project and the
Ideas funnel reasons for the choice.

As a guideline, the top part of the funnel should

Ideas
have 8-10 ideas, the middle part 4-6 and the
bottom 2 or 3.
Ideas

In their groups, students should narrow down the

Ideas
ideas they had during the brainstorm by using the
ideas funnel and the three questions on slide 7.
Final idea chosen:

Once students have chosen their final idea, they

should move on to starting their prototypes.
Why?

Remind them that the point of prototyping is to

make something quickly that tests their idea, so
they shouldn’t worry too much about details. Given
the limited amount of time in this session, groups
may wish to divide up tasks, choosing either how
things should ‘work’ or how things should ‘look’
(Slide 8). If there is time, they can make props and
set the scene for their demonstration.

You could also choose to get the class to vote for

their single favourite idea and work on different
aspects of the prototype as a single big design
team with different responsibilities: code, testing,
body, scenery, props, role play scripts and so on.

4 Using slide 9, ask your class to reflect on what went

well, what didn’t go so well and what they learned.
10
mins

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STUDENT SHEET 8a

Ideas funnel

Ideas

Ideas

Ideas

Final idea chosen:

Why?

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Lesson 9:
Designing our smart city pt. 3
In part three of the workshop each group will discuss different ways of
sharing ideas then create articles, posters, videos, photo galleries or reports
to persuade their audience that their prototypes are worth taking forward.
Then each group will present their prototypes and demonstrate their ideas
in action using the mBot as part of a working display.

Resources in this book:

Lesson Overview 9

Teacher Guidance 9

Student Sheet 9a: Communicating your ideas

Resources available online:

Slideshow 9: Designing our smart city pt. 3

Video: Communications and marketing

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
LESSON 9

Designing our
Age 11-14
(Key Stage 3)

smart city pt. 3 60 minutes

Curriculum links Lesson overview

Design & Technology In part three of the workshop each group will discuss different
• Use research and exploration ways of sharing ideas then create articles, posters, videos,
to identify and understand user photo galleries or reports to persuade their audience that their
needs
• Test, evaluate and refine prototypes are worth taking forward. Then each group will present
ideas and products against their prototypes and demonstrate their ideas in action using the
a specification, taking into mBot as part of a working display.
account the views of intended
users and other interested
groups Lesson steps Learning outcomes
• Develop and communicate
design ideas using annotated 1. Video opener (5 mins)
sketches, oral and digital Communicating ideas, introducing • Understand why sharing ideas is
presentations and computer- the ideas of different audiences important
based tools and different methods of • Name at least one job associated
• Apply computing and communication. with communication
use electronics to embed
intelligence in products that 2. Classroom discussion (10 mins)
respond to inputs, and control The class will discuss the video • Identify a variety of different media
outputs, using programmable and link different methods of and describe when each might be
components communication with the audiences used
they might reach.

3. Design thinking: share (20 mins)

Resources Each group will prepare their • Plan and prepare a group
prototype project for a ‘show and presentation
tell’, including an explanation of the • Select and create an appropriate
Slideshow 9: problem the prototype is solving, a way of sharing a project
Designing our smart city demonstration and one example of
pt. 3 how they would share their project
Student Sheet 9a: beyond the class.
Communicating your
ideas 4. Present and reflect (25 mins)
Each group will give a short ‘show • Present and explain a group project
Video:
and tell’ of their prototype to the • Share learning
Communications and
class, including the thought process
marketing
behind it. The class will then reflect
Subject Updates: on their learning and achievements
• Futures thinking across the whole unit of work.
• About Oxbotica

Kit (per group)

• Student mBot prototype
• Laptop or tablet with mBlock

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TEACHER GUIDANCE 9 (page 1 of 2)

Step

1 If you use formal learning outcomes with your

class every lesson, the list on slide 2 has been
5 formulated to structure learning for this lesson. All
mins
learning outcomes are composed using the SWBAT
(Students Will Be Able To) format.

Using slide 3 introduce students to the lesson

where they are going to embark on their design
challenge and use what they have learned to
address societal needs.
Show your class the video Communication and
marketing, which includes different audiences and
different methods of communication

2 Guide your class in a discussion of the three

questions presented on slides 4-6. Consider using a
10 think-pair-share structure for these three questions
mins
as well, with students listing possible answers
on their own for four minutes before sharing in
pairs for two minutes. The whole class discussion
element would then take a further four minutes.

Manage a whole class discussion using the

questions on Slide 4-6.

What are some different ways of telling a story or

sending a message? (Slide 4)
·· If needed, prompt with social media platforms,
email, TV, radio, text, in person and adverts.
·· Ensure the students understand the difference
between digital and traditional media.

Are these communication methods best suited to

certain people? (Slide 5)
·· Consider different characteristics of people
and the message, such as demographics and
location.
·· Encourage the class to come up with examples
of typical people who might see a message
in different places, such as mums visiting
mumsnet, younger people using Snapchat or
local people seeing a poster in a shop.

Do these communication methods show you

in a certain light? What is appropriate for their
project? (Slide 6)
·· Ask your class to think about tone and how
choosing to use different types of media will
portray them.
·· Highlight the difference between
communicating with users of a service and
enablers of a service, such as someone in local
government who can approve it or a funder.

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TEACHER GUIDANCE 9 (page 2 of 2)

Step

STUDENT SHEET 9a
Hand out Student Sheet 9a Communicating your
Communicating
your ideas ideas.
Compare different ways to communicate.

Type of media Who is it for? How many

people could
Right for your
project?
Explain that different forms of media serve
different purposes. Your class should consider
you reach? )Yes, No, Maybe(

Blog post

Billboard
audience (who it reaches), reach (how many
people it reaches), tone of different methods of
Advert in
The Guardian

Column on the
Mail Online

Snapchat
communication, then think about the best ways of
communicating with their target audience.
Leaflets

Direct email

Facebook

TV advert Student groups will decide on the best methods for

Word of mouth

Posters
reaching their target audience.

3 Tell each group that they are going to use what

they now know about communications to prepare
20 their prototype project for a final ‘show and
mins
tell’. They should include an explanation of the
problem the prototype is solving, a description of
who they are helping, a simple demonstration of
their prototype and at least one example of how
they would communicate their project to a target
group.
Students should use the information on slide 7
to guide the preparation of their show and tell
presentation. Each group should give a short ‘show
and tell’ of their prototype to the class, including
the thought process behind it. If your class worked
together as one team, ask them to present it to
you as a character: perhaps a local resident or the
mayor.

4 Finally, ask your class to reflect on their learning

and achievements across the whole unit of work.
25 You can use slide 8 to guide the discussion.
min

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STUDENT SHEET 9a

Communicating
your ideas
Compare different ways to communicate.

Type of media Who is it for? How many Right for your

people could project?
you reach? )Yes, No, Maybe(

Blog post

Billboard

Advert in
The Guardian

Column on the
Mail Online

Snapchat

Leaflets

Direct email

Facebook

TV advert

Word of mouth

Posters

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Subject Updates
The subject updates are designed to give you, the teacher, the confidence
you need to deliver some of the newer content.

Resources in this book:

Subject Update: What is a smart city?

Subject Update: How can autonomous vehicles be useful?

Subject Update: What questions does an autonomous vehicle need to answer?

Subject Update: When can a car be considered autonomous?

Subject Update: mBot’s default program

Subject Update: How to set up mBlock

Subject Update: mBlock app

Subject Update: Tips for teaching coding

Subject Update: Coding tips: writing elegant code

Subject Update: Coding tips: failing and debugging

Subject Update: Coding tips: commenting

Subject Update: Troubleshooting guide

Subject Update: mBlock glossary

Subject Update: Futures Thinking

All resources can be downloaded from:

encounteredu.com/teachers/units/code-smart-11-14
SUBJECT UPDATE

What is a smart city?

Did you know? The Code Smart education programme challenges students to
design solutions for the smart city. The smart city is a concept
Today, over half rooted in innovation, information and infrastructure. It points to
issues of sustainability and how an increasingly urban population
of the world’s can enjoy a decent future.
population lives in
urban areas, and this The smart city
number will increase Today, over half of the world’s population lives in urban areas, and this number
to about two thirds will increase to about two thirds of the world’s population by 2050. That means
that today, 3.9 billion people are living in cities, and this number will continue to
of the world’s rise exponentially.

population by 2050. A successful and sustainable future will need successful and sustainable cities.
This is the heart of UN Sustainable Development Goal 11: to make cities and
human settlements inclusive, safe, resilient and sustainable. Smart cities are a
way of making life better for the billions of city dwellers around the world.

Learn more about SDG 11 The ideal city would be cleaner, quieter, safer, more accessible and healthier.
Cleaner cities would have less trash and less pollution than current systems.
Quieter cities would have less noise from cars and a more organised sense of the
urban chaos that city dwellers love. Safer cities would be well lit, well patrolled,
and have a strong sense of community. Accessible cities would make public
transportation the cheapest and easiest option for travel for all people, negating
the need for cars and the congestion and pollution they bring. Bike access and
priority is also a cornerstone of the ideal sustainable city. Finally, the ideal city
makes health of individuals and the city a priority. This means people have
easy access to fresh food, recreation, and healthcare and there are top-notch
sanitation systems, like great sewer and wastes services.

Smart cities incorporate digital technologies such as sensors, transmitters,

internet of things, and artificial intelligence to collect data to produce
improvements in the way a city functions for its inhabitants and businesses.
Smart city initiatives can be applied to any area of urban services and
management and already people have started focusing on transport, buildings,
administration, waste, and energy.

Link to resource: Transport

http://sustainabledevelopment.
un.org/sdg11 A classic example is the smart parking meter that uses an app to help drivers find
available parking spaces without prolonged circling of crowded city blocks. The
smart meter also enables digital payment, so there’s no risk of coming up short of
coins for the meter.

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SUBJECT UPDATE

Did you know? Transport (continued)

Energy conservation Also in the transportation arena, smart traffic management is used to monitor
and analyse traffic flows to prevent roads from becoming too congested.
and efficiency are Such smart traffic management systems would be easier to integrate with
autonomous vehicles. Smart public transit is able to coordinate services and fulfil
major focuses of traveller needs in real time, improving efficiency and satisfaction. Ride-sharing
and bike-sharing are also common services in a smart city.
smart cities. Using
smart sensors, smart Energy

street lights dim Energy conservation and efficiency are major focuses of smart cities. Using
smart sensors, smart street lights dim when there aren’t cars or pedestrians.
when there aren’t Smart grid technology can be used to improve operations, maintenance and
cars or pedestrians. planning more generally to supply power on demand and monitor energy
outages. Smart city energy initiatives also aim to monitor and address
environmental concerns such as air pollution and climate change that result
from energy consumption.

Waste

Sanitation can also be improved with smart technology. One example is using
internet-connected bins and a connected fleet of rubbish lorries to prioritise
areas of need rather than driving on a pre-defined schedule. Sensor technology
could also be used to test the quality of drinking water or spot potential sewage
blockages before they become an issue.

Safety

Smart city technology is increasingly being used to improve public safety, from
monitoring areas of high crime to improving emergency preparedness with
sensors. For example, smart sensors can be critical components of an early
warning system before droughts, floods, landslides or hurricanes.

Buildings

Smart buildings are also often part of a smart city project. Old buildings can
be retrofitted, and new buildings constructed with sensors to provide real-time
building management and ensure public safety. Attaching sensors to buildings
and other structures can detect wear and tear and notify officials when repairs
are needed. Citizens can also help in this matter, notifying officials through a
smart city app when repairs are needed in buildings and public infrastructure,
such as potholes in roads. Sensors can also be used to detect leaks in water
mains and other pipe systems, helping reduce costs and improve efficiency of
public workers.

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SUBJECT UPDATE

How can autonomous

vehicles be useful?

Did you know? Though self-driving cars used to be science fiction fantasies, they
are now likely to be part of our not-too-distant future and have
Researchers the potential to re-shape our society similar to the impact of
agriculture, the industrial revolution, or the internet. Autonomous
estimated that vehicles could change how we approach ownership and reshape
there are at least our cities, improve welfare and accessibility and increase safety.
700 million parking Shift from individual car ownership to shared ownership
spaces in the US, Despite existing car sharing solutions, such as taxis, carpooling, and car rentals,
which is more than many adult individuals currently own a car. In 2015, there were an estimated 263
million cars in the United States. That’s almost 1 car for every adult. Additionally,
6,000 square miles in 2017 Americans spent nearly $2 trillion on car related costs (including fuel,
maintenance, and insurance), more than they spent on food that year.

Unfortunately, the average vehicle is only used 4% of the time and remains
parked for the other 96%. Autonomous cars, enable vehicles to be used more
efficiently, by allowing them to be continuously used over the course of a day to
transport multiple groups of people. For example, in the morning an autonomous
Re-imagine parking vehicle could be used to take students to school and adults to work. Afterwards,
that autonomous vehicle could be used to drive tourists to landmarks, take
the elderly to the doctors, and help people run errands. Then in the evening
the autonomous car can help students and adults return home. Because these
vehicles will be in constant use, there will be less use for parking spaces. In the US
there is an estimated 700 million parking spaces, which take up more than 6,000
square miles, that could be transformed into parks, shops, and housing.

More efficient use of vehicles will also decrease the total number of cars needed.
Fewer vehicles also mean less traffic, especially since autonomous vehicles can
communicate with each other. This enables them to driver faster and closer
together, which also allows people to get to their destinations faster.

Since these vehicles are shared, it is likely that most autonomous vehicles, will
not be owned by people, but instead owned by business who rent to individuals
on a pay-as-you-go basis. Experts estimate that this will still be cheaper for most
individuals since they no longer have to buy, fuel or repair their own cars.

Improved welfare and accessibility

Excess parking spaces can be
transformed. A major benefit of autonomous cars is that commuting hours can be used for
other tasks such as leisure or work. Instead of the stress associated with being
stuck in traffic, drivers could read, talk with friends / family, surf the internet or
even sleep.

Autonomous vehicles will also increase accessibility of travel for people who
otherwise could not drive, such as people with epilepsy, people with poor vision,
or others with impairments.

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SUBJECT UPDATE

Did you know? Increased safety

According to the Currently, a leading cause of preventable deaths is road accidents. According to
the World Health Organization, approximately 1.25 million pedestrian, cyclists,
World Health motorcyclists, and car occupants were killed by traffic deaths in 2013. Driverless
vehicles can minimize deaths and injuries due to human errors such as distracted
Organization, there driving and aggressive driving, saving millions of lives and billions of dollars in
damages and healthcare costs annually.
were approximately
1.25 million road So is it all good?

traffic deaths in It is likely that many people will lose their jobs as autonomous vehicles
become more mainstream. This includes drivers as well as people involved in
2013. the production of cars. In the US, this is an estimated 4 million driver jobs and
another 3 million jobs in the production and sales of cars.

In the past, whenever technology has displaced jobs, new jobs and industries
have also been created, such as designing and maintaining the autonomous
vehicles, both hardware and software, but the transition for workers who lose
their jobs can be difficult.

Timing

Multiple companies, including major technology companies and major car

manufacturers, are working on autonomous driving technology, but the road to
full adoption of autonomous vehicles still has some barriers.

Currently, the cost of equipment to make autonomous cars truly functional is

still in the hundreds of thousands of dollars and the technology is not fool proof,
especially in difficult driving conditions like at night or in rain. There are also still
barriers to broad adoption including individual preferences, ethical debates and
political regulation.

However, many experts expect autonomous vehicles to start appearing on the

roads in the 2020s.

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SUBJECT UPDATE

What questions does an

autonomous vehicle need
to answer?
Did you know? In order to have an autonomous vehicle, there must be an
intelligent software system that can answer 3 important
Autonomous questions: ‘Where am I?’, ‘What’s around me?’ and ‘What do I do
next?’ Currently, most vehicles rely on humans to provide answers
vehicles will use to these questions, but soon sensors will help provide intelligent
a combination of software systems with data about the environment around
the vehicle so that the intelligent software systems can make
different sensors, decisions about the best actions to take.
such as cameras,
Where am I?
lasers and sonar, to
precisely pinpoint The world is always changing and we’re constantly moving. Humans sense
cues from their environment to help determine where they are. You might use
where they are on a information like seeing a signpost using your eyes or hearing sirens with your ears
to help conclude that you are near the hospital. Autonomous vehicles also need
map a way of knowing where they are. You may think of satellite navigation systems
which many vehicles and mobile phones have now, but these systems are
often unreliable depending on location and weather conditions. The intelligent
systems of autonomous vehicles will use a combination of different sensors, such
as cameras, lasers and sonar, to precisely pinpoint where they are on a map, no
Mobile Autonomy matter the weather or lighting conditions.

What’s around me?

Before deciding what to do, an autonomous car will have to determine what’s
around it. Just like you wouldn’t want to walk straight into a wall or trip over a
rock, autonomous vehicles will need a way to identify and track obstacles in their
environment. This will mean a system of sensors and algorithms must be in place
to recognise pedestrians, other vehicles, buildings, and more. This is especially
important for keeping everyone safe, inside and outside of the vehicles.

What do I do next?

With all that information coming in, it can be challenging to decide what to do
next. Humans make decisions on how to reach their goals based on different
priorities. Autonomous vehicle will need to determine what to do next in order
to transport you to your destination based on various algorithms. The intelligent
software systems within autonomous vehicles will use the information about
where they are and what’s around them and calculate a safe and efficient route
Autonomous vehicles need to be to transport people to their destinations.
aware of surroundings incuding
pedestrians.

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When can a car be

considered autonomous?

Did you know? The terms autonomous car, driverless car, self-driving car
and robot car have entered our language and are often used
Many cars already interchangeably, but when can a car actually be considered
autonomous? Broadly, an autonomous car is capable of sensing
have some driver its environment and navigating without human input.
assistance, such
As the scope and interest in autonomous cars has grown, a group
as cruise control or of engineers and technical experts has produced a guide to the
parking assistance. levels of automation in vehicles of the future: SAE International’s
J3016 standard, also known as the Taxonomy and Definitions for
Terms Related to On-Road Motor Vehicle Automated Driving
Systems. The guide describes six levels of autonomy, from no
Hands-off driving autonomy at Level 0, to full autonomy at Level 5.

Level 0: No Automation

Exactly as described. The car is not automated in any way and relies on a human
for all of the tasks. Even if warning systems flash, a human is still in full control.

Level 1: Driver Assistance

The human driver is still expected to do the majority of the work, but is assisted
by automated systems. For example, cruise control sets the speed of the vehicle,
while the human driver steers. Parking assistance can automate steering, with
the human driver controlling the speed. The driver must be ready to retake full
control at any time.

Level 2: Partial Automation

Hands off driving is partial
automation. Level 2 is often described as “hands-off” driving. The automated system takes
full control of the vehicle (accelerating, braking, steering) using information
about the driving environment. The driver must monitor the driving and be ready
to take control. So, even if this level is described as “hands-off”, the driver’s
hands should be pretty close to the steering wheel to intervene at any time.

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Level 3: Conditional Automation Did you know?

Also known as “eyes-off”, at level 3, the driver does not need to monitor the
driving environment, but can turn their attention to other activities like sending
Full automation
an email or watching a film. The vehicle will handle safety-critical functions like
emergency braking, but can still call on the driver to take control.
means full-time
performance by
Vehicles in level 3 and above are considered “automated driving systems”. The
substantial difference here is that the vehicles are able to monitor the driving an automated
environment around them. Crucially, these types of vehicles make decisions
themselves. For instance, a level 3 car will be capable of seeing a slower moving driving system for all
vehicle in front of it before making the decision to overtake. The human is on
hand, mostly, to intervene if things go wrong.
aspects of driving
and under all the
Level 4: High automation
conditions
At Level 4, the vehicle is fully autonomous within certain driving scenarios. This
means that the driver could go to sleep or leave the driver’s seat and the vehicle
is able to handle all aspects of the driving task. However, this functionality is
limited to what is known as the ‘operational drive domain’ of the vehicle. For
example, a vehicle might only be fully autonomous in traffic jams or within a
limited geographic area.

Level 5: Full Automation

Full automation means full-time performance by an automated driving system

for all aspects of driving and under all the conditions that you would expect of a
human driver. No human intervention is ever required and so there would be no
pedals, steering wheel or controls for a driver to take control of. A good example
would be a fully robotic taxi.

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mBot’s default program

Did you know? The mBot comes with a default program uploaded so you can
start playing with your mBot as soon as it is built. This default
You can always program has three modes, which allow you to explore different
functionalities.
return the mBot to
The three default modes
the default program,
even after you have Mode A – Remote control driving You can use the arrow buttons on the remote
to drive the robot forward and backward as well as turn left or right. The number
uploaded other buttons correspond to different sounds the mBot can make using its buzzer. In
programs. mode A, the mBot’s LEDs are white.

Mode B – Obstacle avoidance The mBot drives forward on its own until it detects
an obstacle, such as a wall. If it detects an obstacle, it turns then continues
driving forward. In mode B, the mBot’s LEDs are green.

Mode C – Line following The mBot will drive forward while following a black line.
In mode C, the mBot’s LEDs are blue.

It is easy to get started Switching between the modes

The mBot starts off in mode A, and there are two ways to switch between the
modes:
1. Select the mode by pressing the A, B, or C button on the remote.
2. Press the onboard button on the mBot (located at the front end of the
mCore).

Returning mBot to the default program

You can always return the mBot to the default program, even after you have
uploaded other programs. This may be helpful if you want to use the mBot with a
new group of students or if you want to test that the mBot is working.
1. Connect the mBot to the computer using the USB cable and turn on
power to the mBot.
2. Open mBlock and connect to the mBot. Click the Connect menu ->
Serial Port and select the last port.
Students can drive the mBot as soon 3. Next, click the Connect menu -> Reset Default Program. The default
as it is built. program will upload to the mBot.
4. When the upload is finished, you can disconnect the mBot and use the
modes of the default program.

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How to set up mBlock

Did you know? In order to program your mBot, you will need mBlock on your
computer. mBlock is a graphical programming environment
The mBlock developed by Makeblock based on Scratch 2.0 Open Source
Code. The mBlock language is easy to learn and allows you to
language is easy to code your mBot and other Arduino based hardware quickly.
learn and allows you
This Subject Update provides you with the instructions to get
to code your mBot mBlock set up on your computer before your first coding session in
and other Arduino Code Smart Lesson 2.
based hardware Download and install mBlock 3
quickly. Note: These instructions will help you to get started with mBlock on your
computer or laptop device. There is a different set of instructions for tablets
and mobile devices. You may need to contact your school’s network manager
to help you if your school system requires permission to install outside software.
They may also be helpful for getting the software on all of the computers your
mBlock
students will be using.

1. Download mBlock 3 for your operating system from

http://www.mblock.cc/software/mblock/ Follow the instructions to install
the downloaded software onto your computer

2. You may also need to download the Arduino Software (IDE) for your
mBlock can be downloaded for
operating system from https://www.arduino.cc/en/Guide/HomePage,
Windows, Mac OS, Chrome OS and
especially if you are using macOS.
Linux.

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Did you know? Download and install mBlock 3 (continued)

mBlock is based on 3. When you open mBlock, you should see a screen similar to this:

Scratch. Both are

graphical coding
languages which
make it easier to
build programs.

More mBlock support

Check mBlock settings

4. There are a couple of settings that you should check for in order to be ready
to code your mBot.

Go to the Boards menu and check that mBot (mCore) is selected. It may
have a check mark already next to it. If not, click mBot (mCore) to select.

mBlock FAQ, go to
http://mblock.cc/faq/

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Check mBlock settings (continued) Did you know?

Then go to the Edit menu and select Arduino mode.

You can use mBlock
to control other
Arduino based
hardware.

This will make your screen look like this:

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Did you know? Quick start guide to coding

mBlock scripts are in 5. On the left side of your screen you should see all of the different ‘Scripts’
that you can use. You’ll be mostly using the blue Robots blocks, gold
bit-sized blocks that Control blocks, and green Operators blocks.

are easy to build

together.

Uploading code

6. When you are ready to write your code, all you have to do is click a block,
drag and drop it to the script area in the middle of your screen. Note that
the Arduino code in the right panel automatically updates, which can be
helpful for demonstrating what typical typed code might look like.

Make sure your mBot is turned on

when you upload your code.

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Quick start guide to coding (continued) Did you know?

7. As you add more blocks to your code, make sure they snap into place. You
can also rearrange blocks as much as you like. To delete a block, just drag it
We recommend
back into the script blocks section. Note: many blocks also have dropdown
menus within them to allow you to adjust specific commands. Please refer
putting the mBot
to the mBlock glossary Subject Update for brief descriptions of the blocks upside down while
used in Code Smart.
programs upload
because we wouldn’t
want the mBot to run
off the desk or table!

Quick start guide to uploading code to the mBot

8. Connect the mBot to your computer with the USB cable provided.

9. Then switch ON the power to the mBot and set it upside down. We
recommend putting the mBot upside down because it immediately starts
running programs once they are uploaded and we wouldn’t want the mBot
to run off the desk or table!

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Did you know? Quick start guide to uploading code to the mBot (continued)

While the code 10. Go to the Connect menu and enter the Serial Port submenu. Select the last
option. The last option should be something like ‘COM#’, where # is the
uploads, check out largest number in the list.

the typed code in

the Arduino column
(right side of your
screen). This is what
more typical typed
code looks like.

11. You should notice that your mBlock environment should update to say
‘Serial Port Connected’. Additionally, you should notice a green status dot in
the Scripts column next to mBot if you have the Robots block type selected.

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Quick start guide to uploading code to the mBot (continued) Did you know?

12. To upload your code to your mBot, click Upload to Arduino.

To let the mBot move
according to your
program, disconnect
the mBot, set it on
the ground and
toggle the power
switch

13. You should see a small window like this pop-up:

Don’t close this window as it will give you a status update when uploading is
finished. (Note if the green dot next to mBot in the Scripts column turns red
that is okay.)

14. When the upload is finished you should see the small window update to look
like this:

15. Success! Your mBot should have your program uploaded. You may even
notice your mBot moving as soon as the upload is done. To let the mBot
move according to your program, disconnect the mBot, set it on the
ground, and toggle the power switch OFF and then ON again. Your mBot
should do what your program says.

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mBlock app

Did you know? In addition to the desktop mBlock software for personal
computers and laptops, MakeBlock has released an app for iOS
MakeBlock has and Android so that you can use tablets and mobile devices to
control the mBot. The mBlock app is a game-based programming
released an app for app which challenges students to write progressively more
iOS and Android so difficult code. There is also the option to create code in a block-
based programming environment right in the app and then to
that you can use upload the program to the mBot via Bluetooth.
tablets and mobile
Downloading the mBlock Blockly app
devices to control
the mBot. You can download the mBlock Blockly app for iOS and Android from the
Makeblock website: https://www.makeblock.com/software/mblock-app/downloads
or from the App Store or Google Play store.

mBlock Blockly app

Upgrading Firmware

As additional features are added to Makeblock software and hardware, you may
need to upgrade firmware.
1. Connect the mBot to the computer using the USB cable and turn on power
to the mBot.
2. Open mBlock and connect to the mBot. Click the Connect menu -> Serial
Port and select the last port.
3. Next, click the Connect menu -> Upgrade Firmware. The firmware upgrade
will start automatically.
mBlock can be downloaded for iOS
and Android. 4. When the upgrade is finished, you can disconnect the mBot.

Connecting to the mBot via Bluetooth

The mBlock app communicates with the mBot using Bluetooth. To connect your
device to your mBot:
1. Make sure Bluetooth is enabled on your device and that the mBot is
powered on.

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Connecting to the mBot via Bluetooth (continued) Did you know?

2. The app may prompt you to connect or you may notice an ‘unlinked’ icon in
the top right corner of the app (if so, click on the icon).
You can use the
mBlock Blockly
app even without
internet connection.

Connecting mBot

3. The app will prompt you to bring the device close to the mBot. The device
and the mBot should link automatically.

If the device and the mBot do not link automatically, check that the mBot is
turned on and that Bluetooth has been enabled on the device. If this does not
work, then try upgrading the firmware.

Using the app

There are two primary features of the app that may be of interest:
1) game-based coding challenges
2) programming environment

If the device and the mBot do not link

1) Game-based coding challenges
automatically, check that the mBot
If you click on the mBot option in the app, you are given a series of guided is turned on and that Bluetooth has
coding challenges. been enabled on the device.

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Did you know? Using the app (continued)

You can code on There are step-by-step instructions that will guide you through progressively more
difficult challenges and will show you more features of what the mBot can do.
your mobile device
in the mBlock Blocky
programming
environment.

2) Programming environment
To access the in-app programming environment, click the ‘create’ icon.

The programming environment in the app should look familiar if you’ve used
mBlock or Scratch. However, be aware that it is a little different. Because it is
block-based coding, you’ll likely be able to jump in by reading carefully and
learning through trial and error. The game-based coding challenges are a good
way to learn more about this in-app programming environment.

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Tips for teaching

coding

Did you know? You don’t have to be an expert programmer to teach robotics and
coding. The most important skill you will need as a teacher is the
The most important ability to help your class solve their own problems.

skill you will need However, it is helpful to have some tips for good practice that
as a teacher is the will help guide you and your students. In this Subject Update,
you’ll find tips about writing, editing and sharing code. You may
ability to help your also find the Troubleshooting guide Subject Update useful. It has
class solve their own solutions to the most common errors you’ll come across in your
robotics education journey. If you don’t find the solution to your
problems. problem in these Subject Updates, there is also a helpful forum of
mBot users online http://forum.makeblock.com/.

Makeblock forum Multiple Solutions

In programming there are often multiple ways to solve a problem. For example, if
you want to make your mBot keep driving forward if there is not an obstacle right
in front of it, but stop when there is one, you might write a piece of code like this:

However, this piece of code works too:

Forums are great for asking questions
and helping others. Check out http://
forum.makeblock.com/

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Did you know? Multiple Solutions (continued)

Elegant code The two programs both solve the same problem, but approach it slightly
differently. In that case, both solutions are fairly similar in logic and length.
should be clean, However, sometimes there is a ‘better’ solution. For example, when making the
car drive in a square, you might repeat steps to drive and turn multiple times like
concise and easy to this:

understand.

Or like this:

Both solutions work, but the second solution would be considered ‘more elegant’

Writing ‘elegant code’

Some coders like to talk about writing ‘elegant code’. But what does that mean?
When you think of elegance in the literary world, you may think of long, beautiful
sentences and descriptive paragraphs. In coding, it’s different. It’s more
important to be clear and concise, like a straightforward recipe. Elegant code
should be clean, concise and easy to understand.

Find out more in the Coding tips: writing elegant code Subject Update.

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Failing & debugging Did you know?

It is rare to write a working program the first time you try. Do not worry about
failing. To fail is to make your First Attempt In Learning. Mistakes in your code
Code is written to
show that you are trying. solve a problem, and
Debugging is a systematic way for your students to iron out their mistakes. this is very rarely a
Instead of giving them the answers, you should encourage your students to work
through potential problems step-by-step, starting from basic issues and working problem for only one
up to more complex issues.
person.
Find out more in the Coding tips: failing and debugging Subject Update.

Comments

Programs can include comments which are ignored by the computer but are
meant for humans to read to help them understand the program. When you write
code it is helpful to add comments to it to let other people know what it does or
remind you what it does when you’ve not looked at in a while.

Find out more in the Coding tips: commenting Subject Update.

Sharing code

Code should be shared so we can learn from others and so we can work together
to write better code. Code is written to solve a problem, and this is very rarely
only a problem for one person. By sharing your code, you are helping others solve
their problems, and, by letting them see the actual code, they can understand
how it works and apply it to solve other similar problems.

By working together in this way, we can solve bigger programs rather than having
everyone individually solve the same smaller problems repeatedly and making no
progress. Computer software where the code is available for anyone to use and
see is called open source. The largest open source community in the world can
be found on github.com.

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Coding tips:
writing elegant code

Did you know? Some coders like to talk about writing ‘elegant code’. But what
does that mean? When you think of elegance in the literary
When you write code world, you may think of long, beautiful sentences and descriptive
paragraphs. In coding, it’s different. It’s more important to be
for your computer, clear and concise, like a straightforward recipe. Elegant code
it’s like writing a should be clean, concise and easy to understand.
recipe and you need What is elegant code?
to be very clear. Remember that code is a set of instructions for your computer. When you write
code for your computer, it’s like writing a recipe and you need to be very clear.
If you had to follow the instructions on a messy, long and confusing recipe for
making a cake, you might miss an important step, need extra time, or even give
up on completing the cake!
Clear instructions are
important Elegant code should be clean, concise and easy to understand. It’s not about
showing how clever you are or how complicated you can make your code, it’s
about finding the simplest way possible of making your idea work. As the famous
writer Antoine de Saint-Exupery said, “perfection is achieved, not when there is
nothing more to add, but when there is nothing left to take away.”

Look at the two examples of code to make a car drive in a square on the next
page. Both programs make the car do the exact same thing, but which solution
would be easier to type out and faster to explain?

If your code isn’t elegant, the mBot

may still work but may not be as
efficient.

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First way Second way Did you know?

You might not

think efficiency
is a big deal, but
when considering
programs for
driverless cars, every
second can count.

The second piece of code is easier to type and would be quicker to explain. Also,
when you need to drive in a pentagon or a hexagon in the future, it will be much
easier to modify the code in the second example.

There are many cases, where multiple solutions might achieve the same goal, but
one program may be a lot more efficient. For example, if a driverless car is using
a camera to read the traffic lights one program might constantly scan the whole
screen for traffic lights. However, another program might only scan at street
junctions and only scan the sides of the screen because that is where we know
traffic lights will be. Both programs would have the same result, but the second
one is more efficient and can save time, memory, and energy. You might not
think efficiency is a big deal, but when considering programs for driverless cars,
every second can count. Having an efficient program could be the difference
between stopping in time and crashing.

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Coding tips:
failing and debugging

Remember! Do not be scared to test code at any time. We cannot be sure our
code will work until we test it. Often it is easy to miss something
If we make no that might happen when it runs from just reading the code. If
something unexpected happens, it’s an opportunity to think about
mistakes, we may what went wrong and how to fix it.
not learn about all
Failing
the different ways to
tackle a problem and It is rare to write a working program the first time you try. Do not worry about
failing. To fail is to make your First Attempt In Learning. Mistakes in your code
may actually miss a show that you are trying.

better solution. When we fail, we have an opportunity to learn from fixing the problem and this
helps us to understand how things went wrong in the first place. If we make no
mistakes, we may not learn about all the different ways to tackle a problem and
may actually miss a better solution.

Robot fail If you or your students are feeling a little deflated about code not working,
remember to have a look at the Robot fail video.

Debugging

Debugging is a systematic way for your students to iron out their mistakes. It is
highly likely that your students will get something wrong and their code may not
work the first time. At this stage, it might be tempting to leap in and try to solve
the problem. Instead of giving them the answers, you should encourage your
students to work through potential problems step-by-step, starting from basic
issues and working up to more complex issues.

Here’s a top tip: before checking code, always check hardware:

• Are the batteries working?

• Is everything connected properly?
• Did the code upload correctly?
Professionally-designed robots fail too. Once you have established these basic things are in place, you can start looking
at the code line by line:
• Are there any statements not inside the correct bracket?
• Are there any sets of instructions that contradict another set of
instructions?
Remember to tell your students not to get disheartened by code not working the
first time — in the coding world, failing is good!

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Coding tips:
commenting

Did you know? An important aspect of good code is documentation. This is

part of making your code easy to understand. In the real world,
In the real world, programmers work as part of teams. In teams, it’s important to
share thoughts, ideas and processes quickly and easily. That’s
programmers work where comments come in.
as part of teams.
Why comments are important
In teams, it’s
important to share Programs can include comments, which are ignored by the computer but are
meant for humans to read. When you write code, it is helpful to add comments
thoughts, ideas and to let other people know what the code does or to remind yourself what it does
when you’ve not looked at it in a while.
processes quickly
In the mBlock language you can add a comment to any block by right clicking on
and easily. it and clicking on, add comment, for example:

Documentation is important

Comments are very important for sharing code, so that anyone reading, editing
or debugging the original code in the future is able to understand the ideas and
intent of the original author.

It may seem like extra work at first, but

documentation can save time in the
long run.

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Troubleshooting guide

Remember! This Subject Update provides the solutions to common problems

you might encounter on your robotics journey with the mBot.
Tell your students
This troubleshooting guide is organized into two sections. The first
not to get section ‘General errors getting started’ includes common issues
disheartened by building the robot, uploading code, and working with sensors. The
code not working second section ‘Difficulties with lesson challenges’ includes some
tips if any of the lesson challenges aren’t running as expected.
the first time – in the
General errors getting started
coding world, failing
is good! The screwdriver doesn’t fit the screw.
The screwdriver can work with two different screw types. To change the
screwdriver head between Philips head and Allen key, pull the metal part from
the handle and insert it back into the handle the opposite way around.

The robot drives opposite of what is expected, e.g. backward when you press the
mBot has many pieces
forward / up button.
The motors might be wired the wrong way around. To fix this, disconnect and
reconnect the motor wiring in the correct arrangement.

The robot does not respond correctly to the remote control (without additional
coding).
Check what mode the mBot is in. It should start off in mode A manual remote
control driving. To get back into mode A, press the A button and check that the
mBot’s LEDs are white. If the robot does not respond at all, check the batteries
and power. Finally you can try re-uploading the default program to the mBot
(see the Subject Update mBot’s default program).

I can’t see the Upload to Arduino button.

In mBlock, make sure you have selected the following menu option:
Edit > Arduino mode

The program won’t upload to the mBot

1. First check the cable is connected correctly between the mBot and
the computer.
How many pieces do you think are 2. Check that the mBot is turned on.
in a full-sized car? 3. Using mBlock, make sure you have selected the following menu
options:
-- Boards -> mBot (mCore)
-- Connect -> Serial Port -> last option (usually COM#)

If it still doesn’t work after these steps,

1. Try restarting mBlock and the mBot.

2. Then try swapping the USB port the cable is connected to on your
computer (some USB ports are different).
3. Swap the USB cable for a different one. Cables can become faulty, so
try one that is working for a different group.

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SUBJECT UPDATE

General errors getting started (continued) Did you know?

Not all my blocks of code are being run.

Make sure they are all connected together in mBlock. Sometimes code blocks
Bad lighting can
can be near each other but not actually connected. confuse the line
The sensors aren’t working. follower sensor.
Make sure they are fully connected to the correct ports.

Difficulties with lesson challenges

Robot fail
The robot doesn’t stop in time when using the ultrasonic sensor.
Make sure the distance that you have chosen in the ultrasonic sensor block
isn’t too small:

This will ensure you give the robot time to stop. The distance you need to set
will be affected by the speed. If the robot is driving fast, you may need to make
the distance larger.

The robot isn’t turning the correct amount.

Turning is affected by the speed of the mBot, how much time it is turning for,
and the characteristics of the surface the mBot is on.

If the mBot needs to turn more (a sharper turn), try increasing the amount of Professionally-designed robots fail too.
time it is turning for first and then consider increasing the speed. Especially on
rougher surfaces, like carpet, you may need the mBot to turn for a longer time
or more quickly than you need on a smoother surface, like tile.

Robot keeps losing the black line when working with the line follower.
Black lines might be too close together or too narrow. Bad lighting can also
confuse the sensor.

The robot doesn’t have space to turn.

Try adding code blocks to reverse the mBot first.

The robot doesn’t respond as expected to the remote control when the students
program it.
Refer to Answer Sheet 5 from Code Smart to help you.

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Remember! Difficulties with lesson challenges (continued)

Make sure to tell The robot lights stay on after I’ve finished with them.
If you do not turn them off the mBot lights will stay on as long as the robot has
the robot to check power. You should include a block like the following to turn off and reset the
lights when mBot is driving forward.
for obstacles first,
before telling it the
line follower code.
I can’t hear the buzzer.
Check the note isn’t for too short a time or too high. Many people have trouble
hearing high frequency notes, which end in larger numbers.

I can’t get the robot to act as a proximity sensor.

Common issues include putting the if statements in the wrong place and using
the wrong distance checks for the ultrasonic sensor. Use Answer Sheet 5 from
Code Smart for further support.

The robot crashes into obstacles when following a black line.

Check that the if statements are in the correct order. Make sure to tell the
robot to check for obstacles first, before telling the line follower code. Use
Answer Sheet 6 from Code Smart for further support.

The robot can’t get out of a dead end.

Make sure the mBot is turning for long enough time. Alternatively, if there isn’t
enough space, you might have to make mBot reverse first.

The robot can’t navigate around an object.

The main problem is not calculating the length of the shape properly. Use
Answer Sheet 6 from Code Smart for further support.

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mBlock glossary

Did you know? To help you on your journey, this glossary contains mBlock
script blocks that are used in Code Smart as well as some
Learning to program common words used in the coding world. Soon enough you’ll be
comfortable with all the new lingo!
a robot includes
How to use this glossary
coding and is a bit
like learning how to This glossary is divided into two primary sections: 1) mBlock script blocks and 2)
common words used by coders.
speak the language
of the robot. The mBlocks script blocks section is organized by block type and the blocks
appear in the same order as in the mBlock environment. There is an image and
description of the blocks used. Additionally, extra notes like what is in the drop-
down menus of each block are included for your convenience. The drop-down
menus in each block will be referred to by number, indicating its position within
the block left to right.
mBlock script types
The common words used by coders is organized alphabetically like a typical
glossary.

mBlock scripts are organized into

types. Code Smart focuses on 3 types.

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mBlock glossary

mBot script blocks

Robots These blocks either gather data from the robot as inputs or result in actions of the robot
as outputs.

mBot Program Description

Start script; this needs
to be at the top of your
program

Movement Description
Tells robot to move or turn
in a certain direction and
speed
-- Drop-down 1: run forward, run backward, turn right, turn left
-- Drop-down 2: speeds of 255, 100, 50, 0, -50, -100, -255
(negatives indicate movement in opposite direction)

Motor Description
Adjusts the individual
motor speeds; M1 should
be the left motor and M2
-- Drop-down 1: M1 and M2; referring to left and right motors should be the right motor
-- Drop-down 2: speeds of 255 100, 50, 0, -50, -100, -255
(negatives indicate movement in opposite direction)

LED Description
Adjusts the LED lights on
mBot

-- Drop-down 1: all, led left, led right

-- Drop-down 2, 3, 4: LED intensity of 0, 20, 60, 150, 255

Tone (buzzer) Description

Plays a tone; can be used
to make buzzer or horn
sounds
-- Drop-down 1: various sound frequencies from C2 to D8
-- Drop-down 2: length of note including half, quarter, eighth,
whole, and double

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mBlock glossary

Ultrasonic sensor Description

These blocks can be
Is the distance from used as inputs into
the ultrasonic sensor to other blocks, and are
nearest obstacle especially helpful
-- Drop-down: Port 1, Port 2, Port 3, Port 4 condition values.
-- According to the building instructions the ultrasonic sensor
should be connected to Port 3.

Line follower Description

Represents the
line follower robot
component, which is
-- Drop-down: Port 1, Port 2, Port 3, Port 4; composed of a left
-- According to the building instructions the and a right sensor; see
ultrasonic sensor should be connected to Port 2. Student Sheet 3a for
more information on the
meaning of line follower
output values

Line follower Description

Indicates whether
a sensor (leftSide or
rightSide) of the line
-- Drop-down 1: Port 1, Port 2, Port 3, Port 4; follower robot component
-- According to the building instructions the ultrasonic sensor is sensing black or white
should be connected to Port 2.
-- Drop-down 2: leftSide, rightSide
-- Drop-down 3: black, white

IR remote Description
Indicates a button on the
IR remote

-- Drop-down: all of the buttons on the mBot remote.

-- Note the #s on the remote appear as R# and the gear on
your room is ‘Setting’

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mBlock glossary

mBot script blocks

Control These blocks control the code, including when and how long it runs.

Wait Description
Tells your robot to wait
a # of seconds before
moving on to the next line
# can be changed by typing of code

Repeat Description Notice the little arrow

Makes whatever is inside indicating everything
it repeat the indicated inside will be run from
# of times the top again. These
are called loops.
# can be changed by typing

Forever Description
Makes whatever is inside
it repeat continuously
forever

If Description
These blocks
Makes whatever is inside allow you to
it happen IF the specific write conditional
condition is met statements. Whether
the instructions inside
You can put other blocks into the hexagon in the first line to the block will run
establish a condition to check for depends on whether
the condition in the
first line is met.
If — else Description
Makes whatever is inside
the first section happen IF
the condition is met; ELSE
whatever is in the second
section will happen

You can put other blocks into the hexagon in the first line to
establish a condition to check for

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mBlock glossary

mBot script blocks

Operators These blocks are used to do mathematics and construct conditions used in Boolean
logic, such as ‘and’, ‘or’ and ‘not’.

Block - random number Description

Choose a random number

You can set the boundaries of the number range by typing in

numbers

Block - less than Description These blocks

Checks if the 1st value allow you to fill
is greater than the 2nd in conditional
The values can be other blocks or numbers that you type value statements.

Block - equals Description

Checks if two values are
equal
The values can be other blocks or numbers that you type

Block - greater than Description

Checks if the 1st value
is greater than the 2nd
value
The values can be other blocks or numbers that you type

Block - and Description

Checks if both conditions
are true

Block - or Description
Checks if either condition
or both conditions are
true

Block - not Description

Checks if a condition is
NOT true

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mBlock glossary

Did you know? Common words used by coders

Algorithm – a set of rules to be followed, especially by a computer
Algorithms is a
Boolean logic – a way of breaking decisions down into simple True/False
term often used in questions; Boolean expressions include: =, <, >, AND, OR, NOT
computing, but you’ll Bug – an error/mistake in code which stops a program from running properly

also hear doctors use Code – instructions written in computer language

it to describe sets of Coding – writing instructions for a computer

rules that structure Computer – a machine designed to follow instructions and process data

the way they think. Computer logic – the basic rules that a computer follows

Condition – something a computer must consider before making an action; in

computing, this is usually a statement that is either determined to be true or
false.
Try to use the vocabulary Conditional statements (conditionals) – instructions which tell the computer to
react differently depending on a condition

Constant – a piece of data that is fixed, or not variable

Data – information used by a computer

Debugging – fixing code to remove bugs, or errors

If else – a conditional instruction which tells the computer what to do if a

specific condition is met and what to do if it is not met

If then – a conditional instruction which tells the computer what to do if a

specific condition is met

Input – information or instructions which you put into a computer

Loop – a section of code which repeats

Output – the result you get from a computer

Nested loop – a loop inside of another loop

You’ll probably spend some time
debugging your programs. Program – a set of instructions in computer language which tells a computer
what to do

Programming language – a language designed for computers

Run – to set a program going

Script – an instruction or a set of instructions in code

Syntax – a way of writing and arranging code so a computer will be able to

understand

Variable – an item/characteristic/trait that might change

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Futures Thinking

Did you know? The future will not be the same as the present and the future is not
fixed or confirmed. However, we have the ability to shape what
Futures Thinking is the future will be like through our decision making and actions
now. As the saying goes, ‘children are our future’, and education is
a cross-disciplinary all about preparing them for the future.
approach to
considering potential What is Futures Thinking?
futures through the Futures Thinking is a cross-disciplinary approach to considering potential futures
exploration of trends through the exploration of trends and drivers for change that may lead to
different future scenarios. This includes evaluating what scenarios are possible,
probable and preferable futures. This is not about predicting the future, but
rather critically considering the future, so that we can better make decisions
and take actions in the present.

Futures Thinking enables you to consider the major changes in the next 5, 10,
OECD Futures Thinking in 20 or more years in all areas of life, including social interaction, education and
Action technology. While the future cannot be reliably predicted, we can critically
consider the future, so that we, as individuals and groups, can be more
deliberate with actions, decisions and policies that may help promote desirable
futures and help prevent undesirable ones.

Why is it important?

It is especially important that everyone consider the future to offset short-term

thinking often driven by short-term gains, such as profits or re-election, and
to ensure that there is diverse input shaping a future that is preferable to all
people. Futures Thinking has been applied to the technology and policy sectors
such as energy, environment and transport. However, other sectors, such as
education, have been less challenged or only recently challenged. The OECD
has been leading the way on Futures Thinking about education, so that rapidly
transforming societies are able to prepare the youth of today for the challenges
of tomorrow. More information on this can be found on the OECD website http://
www.oecd.org/education/school/schoolingfortomorrow-thestarterpackfuture
sthinkinginaction.htm. Only by considering the future can we deliberately help
shape it.

Learn more about Schooling

for Tomorrow: http://www.
oecd.org/education/school/
schoolingfortomorrow-
thestarterpackfuture
sthinkinginaction.htm/

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Did you know? How to incorporate Futures Thinking into your classroom

Only by considering Futures Thinking is not limited to policy makers and corporate executives. It
can apply to all areas of life and be done by anyone. Thus, we encourage you to
the future can we engage in Futures Thinking with your classroom. In order to engage with Futures
Thinking, there are a few things that you must consider:
deliberately help
shape it. • Existing situation – What is happening now and why? Who benefits
and who loses?
• Trends – How does the existing situation compare to the past? Are
there patterns in the changes?
• Drivers – What is causing the changes? The causes might be specific
community perceptions, beliefs, values or attitudes. It might be that
other changes have caused ripple effects, such as demographic
changes, environmental damage, developments in science and
technology or changes in political policy.
• Possible futures – What might happen in the future?
• Probable futures – What is most likely to happen in the future? Which
trends and drivers are likely to persist?
• Preferable futures – What do you want to happen in the future? Why?
Who benefits and who loses?

You can incorporate these questions into discussions, journal entries, research
projects and presentations.

Tips for incorporating Futures Thinking in your classroom

1. To structure Futures Thinking discussions, it is often helpful to choose

one sector or topic, like what transportation might be like in the future.
2. Establish a couple of discussion rules with your students that will allow
your students to share openly and critically discuss without making
disagreements personal. It is often helpful to remind students that all
ideas are worth considering and that the purpose of this process is to
consider which ideas are possible, which are probable, and which are
preferable. All of history’s greatest thinkers have had both ‘good’ and
‘bad’ ideas.
3. Encourage students to consider multiple perspectives. Students should
consider their personal perspectives and be prepared to share with
each other. Draw in outside perspectives using articles, videos, or
even communications with people outside of the classroom. This is an
opportunity to incorporate research using secondary resources, and
even an opportunity to do primary research through chats with other
classes for example.
4. Consider the questions from different levels: individual, local, national,
and global. If something is good for the individual, is it automatically
good for everyone in the world (or even the Earth itself)?

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About Oxbotica

Did you know? Oxbotica is developing the next generation of autonomous

vehicles. An important part of this is the artificial intelligence
Computers are software that allows vehicles to interpret their environment and
respond appropriately. Using the latest in computer vision and
better suited machine learning, the systems learn from their environment and
to receive large share experiences with each other, so that they’re getting smarter
all the time.
amounts of data and
don’t get distracted. The intelligent system within the autonomous vehicle

Autonomous vehicles Currently, vehicles on the road rely on the intelligence of humans to decide what
to do. So in order to have autonomous vehicles of the future, there must be an
can help make roads intelligent system that decides what the car should do. Oxbotica is developing
safer this.

Oxbotica has developed a system called Selenium that uses patented algorithms
to interpret the environment around the vehicle and to navigate the vehicle
safely and efficiently. Different sensors, that are mounted onto the vehicles,
take in data about their environment. Selenium then uses this information to
Oxbotica Geni make decisions about where to go next for example turning right, slowing down,
or stopping. What makes Oxbotica’s software solution special is its ability to
learn. Data from different vehicles is shared within Selenium, so that the system
actually becomes more intelligent over time.

What are the applications that are being explored?

Computers are better suited to receive large amounts of data and don’t
get distracted. Autonomous vehicles can help make roads safer and reduce
the amount of wasted time in traffic. They can also increase accessibility
of transportation for people who can’t currently drive because of physical
impairments like poor eyesight or epilepsy. More efficient driving enabled by
intelligent systems will also reduce carbon emissions and road wear and tear,
both beneficial for the environment.

Oxbotica is partnering with other companies to trial applications in different

environments, for example at airports, in mines, warehouses, and even in space.
Airports require ground vehicles to transport cargo and supplies to and from
The Geni vehicle uses a software airplanes; however, many of these vehicles are used inefficiently. Oxbotica CEO
system called Selenium. Dr. Graeme Smith said, “Airports offer an incredibly interesting domain for our
autonomous driving software. There is a huge diversity of vehicles, each with a
very specific mission.” If the trial goes well this could lead to reduced fleet size at
the airports and a whole system of different autonomous vehicles at the airport
from push back tugs, passenger load bridges, baggage vehicles, and more.

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This book and associated resources can be accessed from
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Videos and interactive diagrams

Individual lesson and resource downloads

Live broadcasts with coders and robotics scientists

Subject Updates and training courses

Other books in this series

Code Smart 7-11

Photo credits
Cover Autonomous vehicle: Oxbotica
Students: Start Dream Big
Student sheet 2a mBot: Makeblock
Student sheet 2b ‘DC motor’ by Dcaldero8983 on Wikimedia Commons is used under a Creative Commons Attribution-ShareAlike 3.0
Unported license <https://creativecommons.org/licenses/by-sa/3.0/deed.en>
‘Servo motor’ by oomlout on Wikimedia Commons is used under a Creative Commons Attribution-Share Alike 2.0
Generic license <https://creativecommons.org/licenses/by-sa/2.0/deed.en>
‘Stepper motor’ by oomlout on Wikimedia is used under a Creative Commons Attribution-Share Alike 2.0 Generic
license <https://creativecommons.org/licenses/by-sa/2.0/deed.en>
Student sheet 3a mBot exploded view diagram: Makeblock
Student Sheet 4a Lidar viewer: Oxbotica
mBot exploded view diagram: Makeblock
Student Sheet 6a LEDs: Pixabay, halejandropmartz
Student Sheet 6b mBot: Makeblock
Student Sheet 9a Bus shelter ad is a derivative of ‘Bus shelter’ by Albert Bridge on Geograph.ie used under a Creative Commons
Attribution-ShareAlike 2.0 Generic license <https://creativecommons.org/licenses/by-sa/2.0/deed.en>
SU How can autonomous vehicles be Parking: Pexels, Tuur Tisseghem
useful?
SU What questions does an Geni vehicle: Oxbotica
autonomous vehicle need to answer?
SU When can a car be considered Hands-free driving: Oxbotica
autonomous?
SU How to set up mBlock mBot cartoon: Makeblock
SU Coding tips: writing elegant code mBot cartoon: Makeblock
SU Coding tips: failing and debugging Robot fail: DARPA
SU Coding tips: commenting mBot cartoon: Makeblock
SU Troubleshooting guide mBot components: Makeblock
SU mBlock glossary mBot cartoon modified with bug from mBot cartoon by Makeblock
SU About Oxbotica Geni vehicle: Oxbotica
All other photos Encounter Edu
Code Smart is a new approach to teaching computing
to prepare students for the future. Computer scientists
and engineers are designing the next generation of
driverless cars and the careers and opportunities in this
space are expanding rapidly. Set against this real-world
context of autonomous mobility, Code Smart brings the
excitement of robotics, artificial intelligence and coding
into the classroom.

In nine lessons, students will learn about aspects of

making, programming and design thinking as they build
and program their own robot cars. Working in teams, they
will tackle coding challenges based on the problems that
engineers are faced with in designing autonomous vehicles.
In a final design challenge, students will work on not only
the technical aspects of driverless cars, but also on how
they can improve lives and create smarter and safer
communities.

Where Encounter Edu designs and runs STEM and Global Citizenship education
programmes, which make use of virtual exchange, live broadcast and virtual
Learning reality. These technologies create classroom encounters that widen young
Meets people’s world view. Learning is further underpinned by an online library
The World of teacher resources and training. Combined, these provide children with
the experience and knowledge to develop as engaged citizens and critical
www.encounteredu.com thinkers for the 21st Century.