Robótica e Automação

Students figure out what actually makes something a robot instead of just a machine. They learn that a robot senses the world, decides what to do, and then acts - the input, processing, output loop - and that a program is what makes it repeat the job on its own. They investigate real devices, map one as a robot system, and sketch a helpful robot of their own.

Mission:

Decide what counts as a robot, then map and design a robot that does one helpful job.

Time & parts:

60-75 minutes · 6-part lesson

Key materials:

Three or four everyday devices to investigate (toy, phone, flashlight, robot vacuum, etc.), Robot System Mapper worksheet (printable), Pencil and paper for sketching, and more

New ideas:

Robot, Machine, Input, Processing

Now that students know what a robot is, they build one that actually moves. They learn how a motor spins an axle, how wheels and gears turn that spin into motion, and how gears trade speed for turning power (torque). They investigate why some rolling bases tip over and others stay steady - friction and traction for grip, and a low, wide center of mass for stability - and they meet differential drive, where driving two wheels at different speeds is what steers the robot. Then each student builds and tests a rolling base of their own.

Mission:

Build a stable rolling base and test how wheel, gear, and chassis choices change how it moves.

Time & parts:

65-80 minutes · 8-part lesson

Key materials:

Chassis Test Log worksheet (printable), Pencil, paper, and a ruler or measuring tape, A short ramp or a stack of books to make a slope for the tip test, and more

New ideas:

Motor, Axle, Wheel, Gear

Students learn that computers follow instructions literally and exactly: a robot does what you actually told it, not what you meant. They write an algorithm - a clear step-by-step plan - as pseudocode in plain language, then turn it into a program made of a straight sequence of movement commands with timing, distance, and turns. They predict where the robot will end up before running, then run and compare. This is a sequences-only week: no loops, conditions, or sensors yet - just exact, ordered commands to steer a robot through a delivery path or maze to a goal.

Mission:

Plan an exact sequence of move and turn commands, predict where it ends, then program the robot to follow a path to a goal.

Time & parts:

60-75 minutes · 7-part lesson

Key materials:

Path or maze map with a start, a goal, and grid squares (printable), Pseudocode planning sheet (printable), Predict-and-test record sheet (printable), and more

New ideas:

Program, Command, Sequence, Algorithm

Now that the robot moves and follows instructions, students give it senses. They meet touch, distance, light, and color sensors and learn that a sensor reading is a number the robot can measure. They discover that a threshold is a cutoff that turns numbers into 'near or far' and 'light or dark', that every sensor has detection limits, and that readings wobble a little (noise), so you take several and calibrate them for this room and this robot. After reading and calibrating, they program one sensor-based stop - the robot drives and uses its distance sensor to halt right before a wall - so a threshold finally controls a real action. Fuller automatic behavior with loops and conditions across a whole mission comes next week.

Mission:

Read a sensor across changing conditions, find a threshold, and calibrate it so the readings are reliable in this room.

Time & parts:

70-85 minutes · 7-part lesson

Key materials:

Sensor Reading Log worksheet (printable), Tape measure or ruler for setting known distances, Pencil and paper for recording readings, and more

New ideas:

Touch sensor, Distance sensor, Light sensor, Color sensor

This is the big programming week. Students take the sensors from Week 4 and the sequences from Week 3 and combine them with loops and conditions so a robot can react on its own. They learn that a loop repeats steps, a forever loop repeats until it is stopped, and a repeat-until loop runs until a condition becomes true. They meet conditions and boolean (true/false) decisions, then use if and if/else to choose actions. They program obstacle avoidance - loop, read the distance sensor, and if something is close, turn - and explore line following by checking a light or color sensor to steer and stay on a line.

Mission:

Program a robot that reacts on its own: it loops, checks a sensor, and uses if/else to avoid obstacles or follow a line.

Time & parts:

70-85 minutes · 7-part lesson

Key materials:

Block program planning sheet (printable), If/else decision-card set (printable), Reaction test record (printable), and more

New ideas:

Loop, Forever loop, Repeat-until, Condition

Students take the reacting robots they built and make them trustworthy. They learn that debugging is the work of finding out why the actual result is different from the expected result, and that bugs come in three families: mechanical (something physical), programming (a wrong or missing instruction), and sensor (a bad reading, threshold, or calibration). They practice diagnosing purposeful debugging missions, meet variables and counters to store and track values, and run reliability trials - the same task three times - recording expected versus actual to prove the robot really works.

Mission:

Diagnose and fix mechanical, programming, and sensor bugs, then prove a robot is reliable with a three-run test.

Time & parts:

70-85 minutes · 7-part lesson

Key materials:

Three-run test record (printable), Bug Detective worksheet with the three bug families (printable), Pencil and paper for recording results, and more

New ideas:

Debugging, Variable, Counter, Stored value

Students learn how engineers plan a robot's job before they build it. They tell autonomous systems (which decide for themselves with sensors and a program) from remote-controlled ones (which a person steers), then write requirements, constraints, and criteria for a mission and weigh the trade-offs. They draw a flowchart of an autonomous program - action boxes and decision diamonds, including a safe stop - and run a short guided practice mission as a rehearsal for next week's final project.

Mission:

Plan an autonomous mission with requirements, constraints, and a flowchart, then rehearse it with a short guided practice mission.

Time & parts:

60-75 minutes · 8-part lesson

Key materials:

Mission Planning Brief worksheet (printable), Flowchart page with action boxes and decision diamonds (printable), Pencil, eraser, and paper, and more

New ideas:

Autonomous, Remote-controlled, Requirement, Constraint

This is the capstone. Students pick a mission - delivery, search-and-rescue, inspection, sorting, or accessibility help - and pull together everything from the course: a planning brief, a labeled sketch, an input-processing-output diagram, a flowchart, a mechanical design that moves, at least one sensor, and a program that uses a sequence, a loop, and a condition, with a safe stopping behavior. They run three test runs, document one improvement, and explain how their robot helps.

Mission:

Design, build or simulate, program, test, and improve a robot that carries out one helpful mission of your choice.

Time & parts:

90-120 minutes (can run across two sessions) · 7-part lesson

Key materials:

Final Project planning brief (printable), Flowchart and sketch pages (printable), Three-run test record (printable), and more

New ideas:

Mission, Planning brief, Input-processing-output diagram, Flowchart