Challenge learners to have Marty react differently if they detect two obstacles in a short period of time. The first video of Marty moving, from the presentation, illustrates the different responses he might have. Learners may choose a different sound or raising arms in exasperation. The goal is a different response. 

Provide supportive questions around how we have actions repeat, 

, how we have Marty do one action depending on what happens first 

Emphasize that during the planning stage, learners think about what happens as the code executes:

Marty continues to walk forward until the sensor alerts Marty (

how do we tell Marty what to do if something is detected

how do I code the different actions that could occur

Presentation for What's in Marty's Way

Teacher Guide

I can create code for Marty to detect if an obstacle is there.

I can command Marty to react if there is something in the way.

Until now, students have had to test out the number of steps that it will take Marty to walk a certain distance manually. However, using Marty's inbuilt IR sensors we can program them to detect obstacles in his path. In this lesson, students will explore how we can use IR sensors. 

installing the IR sensor can be found in the knowledge base, here

Share with learners what they have done, so far, to avoid Marty walking into an object. 

Learners could say estimate steps, test, adjust and re-test. 

Inform learners that today we will be introducing a sensor to remove part of the work from us. 

Share with learners video of some low and high-tech examples of distance sensors.

This is a good example up until about 41 seconds, after this it is an advertisement for a charity.

Have learners think about the purpose sensors serve for machines and some people and record ideas in their workbooks.

Show a response from Marty upon approaching an obstacle. There are two videos of this occurring, Marty is set at a different distance from the wall, as a starting point for each, and the video is not edited to give a programmer time to change the number of steps.

Ask learners what they think would cause Marty to do this. 

Suggestions could include that Marty bumped into the wall and stopped because of that or that the programmer discreetly stopped the program and started a different event block. 

Share with learners an image of the IR sensor and a slide of how it works. Explain that the IR sensor gets feedback from light that reflects off the wall and that is how Marty 'knows' something is in the way. 

When it comes to Marty acting based on the response the sensor gives it is important to understand that the IR sensor only sends one of two messages, true or false. The sensor sends true when light reflects off an object and is received by the sensor. The sensor sends false when there is no reflected light received by the sensor. The sensor has to be very close to an object to return true. There is another sensor that can detect how far away an object is but the IR sensor is not able to do this.

Learners may have already learner about something called BOOLEANs, these are types that take only two values, examples are 0, 1 or true, false. Have learners go to the sensing tab on MartyBlocks and press the 'Foot obstacle sensed' block. If there is nothing directly in front of the left or right foot, this will return false. If there is something, it will return true.

Learners will need to use the BOOLEAN values of true or false with their if statements to have Marty move. 

Share the following basic video of Marty. Marty walks two steps and makes a noise because an obstacle is detected. There are no loops, just a move and sound block that are each used twice. 

Share the code that will affect this movement. a suggestion for discussing what is in the code is in the presentation notes.

Learners may have noticed that the Marty from the second video was two steps from the wall, so taking two steps would result in the sensor returning true. Have learners test the code from the presentation from a greater distance. What can we do to ensure Marty reaches and detects an obstacle so that they can react to it? 

Learners may suggest using a repeat block but you could also say that they should keep their ideas within their group to encourage a greater diversity of responses.

Give learners time to plan their movement and response to an obstacle.

Bring learners back together to discuss the learning that occurred. Have groups share their thoughts about code that relies on a person monitoring everything and code that is more autonomous - the code works so it should be able to run reliably without someone always watching it. 

What was interesting or challenging about using the obstacle sensor?

What modifications would you suggest for someone designing a new obstacle sensor?

Where are some other areas of our lives where an obstacle sensor could be a helpful tool?

Log off devices and clear everything away.

Workbook for What's in Marty's Way

Using the IR Sensors

Use Infrared sensors to give Marty the ability to detect obstacles and respond to the environment

TEKS - Elementary Technology Applications: Kindergarten to Grade 2

Georgia Standards of Excellence - Computer Science:

Curriculum for Excellence - Technologies: Craft, Design, Engineering and Graphics

Georgia Standards of Excellence - English Language Arts: Writing

TEKS - Middle School Technology Applications: Grade 6 to Grade 8

Australian Curriculum - Mathematics: Number and Algebra - Number and place value

Curriculum for Excellence - Technologies: Computing Science

National Curriculum - Computing, Design and Technology: Design and Technology

Common Core - English Language Arts: Writing

Australian Curriculum - Mathematics: Measurement and Geometry – Geometric reasoning

Georgia Standards of Excellence - Mathematics:

Curriculum for Excellence - Health and Wellbeing: Relationships

Curriculum for Excellence - Technologies: Technological Developments in Society and Business

Next Generation Science Standards - Earth and Space Sciences:

National Curriculum - Science KS2: Physics – Light

National Curriculum - Mathematics KS2: Geometry – position and direction

Common Core - English Language Arts: Speaking & Listening

Georgia Standards of Excellence - Science:

Common Core - English Language Arts: Language

Curriculum for Excellence - Science: Planet Earth 

CSTA Education Standards

National Curriculum - Mathematics KS2: Number - fractions

TEKS - Elementary Technology Applications: Grade 3 to Grade 5

National Curriculum - Mathematics KS2: Geometry – properties of shapes

Curriculum for Excellence - Technologies: Digital Literacy

Curriculum for Excellence - Science: Materials

Common Core - Mathematics:

Curriculum for Excellence - Numeracy: Information Handling

National Curriculum - Mathematics KS1: Number - addition and subtraction

Australian Curriculum - Mathematics: Measurement and Geometry – Location and transformation

National Curriculum - Science KS4: Chemistry – Earth and atmospheric science

Australian Curriculum – Digital Technologies, Design & technologies: Design & Technologies

Curriculum for Excellence - Literacy & English: Listening and Talking

Curriculum for Excellence - Science: Forces, electricity and waves

Australian Curriculum - Science: Science as a Human Endeavour

Georgia Standards of Excellence - English Language Arts: Speaking and Listening

Curriculum for Excellence - Health and Wellbeing: Physical Activity and Sport

Curriculum for Excellence - Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing

Curriculum for Excellence - Numeracy: Number, Money and Measure

Curriculum for Excellence - Health and Wellbeing: Planning for Choices and Changes

TEKS - Elementary Science: Knowledge and Skills

Curriculum for Excellence - Numeracy: Shape, Position and Movement

Australian Curriculum - Mathematics: Number and Algebra - Fractions and decimals

National Curriculum - Science KS3: Physics – Motion and Forces

Australian Curriculum – Digital Technologies, Design & technologies: Digital Technologies

National Curriculum - Computing, Design and Technology: Computing

Curriculum for Excellence - Literacy & English: Reading

Next Generation Science Standards - Science and Engineering Practices:

Australian Curriculum - Science: Science Understanding - Physical Sciences

Next Generation Science Standards - Physical Sciences:

Curriculum for Excellence - Literacy & English: Writing

TEKS - Elementary Math: Knowledge and Skills

Georgia Standards of Excellence - English Language Arts: Reading

International Society for Technology in Education (ISTE)

Georgia Standards of Excellence - English Language Arts: Knowledge of Language

National Curriculum - Mathematics KS1: Number - number and place value

2.06: What's in Marty's Way?

Challenge learners to code Marty to respond to an edge without making use of logic blocks. They will need to think about compound if statements. An example is included in the teacher guide that explains how this works.

Presentation for Ground Detection

State a clear reason how ground sensors can improve a robot.

We previously used Marty's IR sensors to detect obstacles in his path, however they can also be used in other ways! In this lesson we explore how IR sensors can be used to detect whether Marty has his feet on solid ground or is at risk of falling over an edge!

Before beginning this lesson, it is important that the ground or colour sensor be properly configured in the Marty the robot app, please 

click here to revise the knowledge base for the colour sensor

.  Additionally, this lesson will involve Marty walking to the edge of a surface. It is strongly recommended that the surface be a book on the floor or on a desk that allows enough space for Marty to fall and not fall very far.

Have the presentation ready with the Objectives and Success Criteria shared with learners. The first video features the Roadrunner and Coyote and a humorous consequence of what can happen to a character that is not properly sensing their environment.

To help learners appreciate the purpose of a ground sensor, have them stand up and look down. Ask them what they see. 

learners may respond with shoes, socks, their feet, carpet, the ground, sand. 

Ask learners to close their eyes. Ask them what they feel. 

they may say the floor or ground, socks or shoes. 

We know that things are there when we look down because we see them. We also know that things are there (below us) when our eyes are closed because we can feel them. We could say that we sense the ground through touch and sight. Have learners sit in their chairs and close their eyes. Have them raise their feet above the ground and ask them if they know if the ground is there. How do they know? 

Learners may say that they saw it when their eyes were open or they are on a chair and the chair is on the ground.

 the ground but they know it is there. Suggest learners lower their feet for a second, for a rest, and open their eyes. 

. Have learners close their eyes and raise their legs again. Ask learners to slowly lower their legs to the ground and be ready to describe how it feels when their feet touch the ground. Have learners record their thoughts in the workbook. Suggest to learners that what just happened, now, is kind of like how Marty senses the ground.

Show the second video of a hiker navigating a dangerous route. Reinforce that the hiker should not 

 remove both clips of the harness, this is incredibly dangerous. The second video features a lot of sensing. In the clip, the hiker can see how far down it is, they can feel the wood under their feet and the tension from the cable when they lean back. Additionally, the hiker probably feels a lot of excitement. 

In the lesson today, we are going to write code for Marty so that he can stay safe next to an edge; in this case, it will be a table edge, not a mountain edge. It might not prepare Marty for the hike in the video but should prevent the coyote's mistakes. The teacher guide describes the code that commands Marty to carry out these actions.

Have learners discuss in groups what kind of robot they might expect to have a ground sensor or a situation where it might be wise to have the ability to detect the ground. If learners are a bit stuck, ask them why a ground sensor might be good if a robot was on the third floor of a building and wanted to leave the building; what if a robot was piloting a helicopter; what if a robot needed to climb a ladder; what if a robot was being used to rescue people in a building that was unstable?

Share with learners the images of the ground sensor and where to find the block in MartyBlocks. Illustrate that the block for the groud sensor needs to be used with a conditional, or if, block: it does not snap to the other blocks like the movement blocks.

Share with learners where to find the ground sensor, what the ground sensor returns and the basic code of the ground sensor connecting inside a conditional statement (these images feature in the presentation). The video shows the result of basic code that has Marty walk to the edge of a surface, one step for each press of the green flag, and perform a different action if the ground sensor returns false. The image below shows the code that was used for Marty to stop at the edge of the box in the video.

Ask learners what they think they could do to avoid having to click the green flag twice, 

it is hoped they will suggest a repeat block. 

Remind them of the blocks they have already used in their code, conditional blocks, repeat blocks, wait blocks, movement blocks, logic blocks. Encourage learners to make the code more interesting than just one action and stop and make sure that both the left sensor 

 the right sensor feature in the program.

Bring learners back together to discuss the challenges they faced and overcame. Have groups model their creations and explain what is happening, when. Encourage other groups to ask questions to deepen the understanding of the processes.

How did you incorporate both feet into the program?

What interesting actions did Marty perform at the edge?

The include file describing the IR sensor shields will support you using the ground sensor, depending on which batch of Marty V2 you have.

Workbook for Ground Detection

Use Marty's IR sensors to prevent him walking off the edge of a surface!

2.16: Ground Detection - Safety First

Have learners explore how to indicate the closeness of an object and create code to display a scale from closest to farthest away: 

using the move arm to raise up for farthest away and lower for closest;  

make use of Marty's add-ons, like the disco lights, to display a visual scale;

increase or decrease movement dependent on the distance from an object.

Have measurement tools readily available, with conversion tables for mm, cm and m. 

Have visual support for the location of the key blocks: distance sensor, operators and control blocks.

Presentation for the Distance Sensor

Program Marty to respond to specific distances from an object

In this lesson, students are introduced to the infrared (IR) distance sensor, like the add-on available with Marty v2. These sensors allow Marty to measure the proximity of objects using beams of IR light. The applications of IR sensors in the real world are discussed before students are invited to write a program in which Marty responds to a person walking past him, in addition, learners will code different responses according to the sensed distance and learners will estimate how far away something is.

Please read the knowledge base article about the 

Have Marty, or Martys, set up at the entrance to the door. Have them set up to respond to learners that come within a certain distance. If using more than one Marty, program different responses when learners pass close enough. Ensure that you are not near a computer when the learners enter so that they can see you are not controlling Marty's response.

Ask learners what they witnessed as they entered. Ask for suggestions they can think about when machines move 'automatically'. Responses might include automatic doors, security lights, speed cameras (speed traps). Ask learners for suggestions as to what the displayed machines have in common. Distance sensors may be suggested, if not, highlight the machines that do have distance sensors and ask what causes them to function/move.

If distance sensors are suggested now, discuss with the class what they are and how they might work. The definition of a distance sensor is in the teacher guide, as well as a simple explanation as to how they work. For more details, see the link in the "Additional Reading" section.

Invite learners to consider devices that use distance sensors. Some examples are included in the slides. Using these as inspiration ask the learners to think of what they could use Marty's distance sensors for. 

Ask how they think Marty was able to change as learners moved closer or farther away. What code do we need to tell Marty to do different things when an action occurs? Hopefully learners will suggest an if statement, or conditional statement. If they do not, prompt learners with reminders from previous lessons than involved conditionals.

Share with learners where to find the block for the distance sensor and identify the physical sensor on Marty so that they can see the part of Marty that sends and receives the signal. To more fully engage the learners, it is possible to install the sensor with the class, each group having responsibility for attaching the sensor to a Marty.

Have learners tick the box beside the sensor so that they can see the sensor's range, accuracy and speed with which the information updates. 

Display the video of Marty using the conditional statement to react to something at a certain distance. 

Compare how this sensor works with the obstacle sensor: the distance sensor is able to specify the distance has to be in order to trigger an action, the obstacle sensor is only able to determine if something is in the way or not, and that something has to be very close.

Highlight the fact that only one action occurs and it only occurs once. Encourage learners in their group to plan for more opportunities. After some ideas about a lack of repeat blocks, or some other way of looping the information, ask learners about how far away they think the object was that caused Marty to react. Draw attention to the conditional statement and what the value was, next to the inequality. This allows us to make an estimation about the distance from Marty that the object is.

To familiarise the class with the distance sensors and check they are working as expected, ask them to record the maximum(approx 1700mm) and minimum (39mm) values Marty's distance sensors can report in their workbooks. By measuring the distances for themselves, the learners will get a feeling for the scale over which the distance sensors operate in the real world. 

Ask learners to begin planning for two things: what is Marty going to do as a response, the action; when is Marty going to respond in a specific way, the distance that triggers the response. Have learners share their ideas once you have given groups time to plan.

In their groups, learners will need to test values to find if the conditions for movement are reasonable. This will fulfill two goals: it will give learners a chance to estimate distances in millimeters, or convert to another unit, and it will reinforce the need for trial and error in development until they reach a satisfactory result.

Give learners ample opportunities to test their code using different static objects and moving objects, running the code when the object is already a set distance away and when the object moves, perhaps triggering more than one reaction from Marty.

The range from closest to farthest allows for several conditions and reactions from Marty.

How did you determine what values to use for the conditional statements?

Did you find that there were times when too many or too few conditional statements weren't quite right?

Did your reactions change appropriately, depending on the distance of the object from Marty?

How many times did you change the values that triggered a condition? Do you think this was enough or do you think you should have changed it more frequently?

More information on how an IR distance sensor similar to the one Marty uses works is 

Workbook for Estimating with Distance Sensors

Use Marty's distance sensors to trigger a response when someone walks past!

2.21: Estimating with Distance Sensors

Challenge learners to fine-tune the sensor values: 

storing the value from the sensor as a variable and alerting the group if the value changes while the script is running

describe the way a nested conditional statement works to change what is returned

describe any bugs faced and how they were addressed

Have physical code cards available for learners to use, when building their scripts: 

Have a printout of the basic conditional statement, using the light sensor but not the loop.

Presentation for Light Sensors and Conditional Statements

I can read and use the output from a sensor

I can write a condition, in a program, to have a device perform an action depending on the result from a sensor

In this lesson, learners are introduced to light sensors, like the add-on available with Marty v2. These sensors allow Marty to respond when enough light is detected, while enough light is detected or while an amount of light is not detected. Learners will begin by thinking about light sensors in nature and move to a built environment, where light sensors are used on a regular basis for a variety of reasons.

Have the classroom dimmed or dark, before the learners enter: lights off, blinds or curtains to prevent full light, with Marty ready with the code block, pictured below. Increase the light slightly and watch Marty 'react'. Continue to do this, increasing the light in the room, watching Marty alternate his movements. Ensure that you are not near the keyboard and do not have any wireless devices on you to maximise the effect. There is a description of the script in the Teacher Guide.

Marty should look like the video, below, if you choose to change the light as in the video:

Discuss what learners think has happened. Record the ideas that they share.

Perhaps choose to show one or more of the videos below. They show a plants reaction to available light. For the growing plants, rather than the grown plants, draw attention to the change in the leaves as the plant grows: when leaves do not receive light, what happens to them?

How is the light affecting the plant? Suggestions may include, the light is attractive to the plant, the light is something the plant needs and so it moves toward it, the light controls the plants' movement, the light is food for the plant and the plants move to where the food is, the plant senses the light and acts because of the light.

Display the first three slides of the ppt, the title,  objectives and success criteria for today's lesson.

Ask learners if they can think of any technological devices that react to light: they turn on, they move toward the light, they make a noise or alert in some other way, or perhaps something changes about them.

Record the examples that learners suggest. 

Ask why they think some machines act in this way. Is there a comparison between what the machines are doing and what the plants are doing? What might these machines have that cause them to act where there is a change in the levels of light. Learners may suggest the word sensor. If they do, ask what a sensor does. At this time, you might like to ask if they can remember any other sensors machines can have, if you do this, encourage learners to take a note, or just remember the suggestions.

Display the MartyBlocks screen on the board with the light sensor block, found in the sensing section. Click on the block to display what it returns. 

Have a learner cover a part of Marty and repeat the process. Have a learner take Marty closer to a light source and repeat. Record the light value when nothing is blocking the sensor and no additional light is added, this will be used as a reference for work,  later in the lesson.

Ask learners how we might be able to make use of Marty's ability to sense light. Suggestions may include: he could start or stop moving, start or stop making noise or change a movement depending on the amount of light. Show the learners a small script that does just that substituting a value, slightly less than what you recorded earlier, for the one in the image:

Learners will notice that Marty's 'wiggles' happen once and only once. When you increase or decrease the amount of light, nothing changes. Ask learners if they can think why this is. Answers may be similar to, "We only asked to perform this once," or "Marty stops after the command is run." Ask learners how they can give more options for this program. Suggestions may include, "We could have more choices," or, "we could have a loop". 

Challenge learners to build on the very basic conditional program to give Marty more to do in terms of how long he does it and in terms of choice of actions.

Show learners an example of Marty carrying out a completed script, without showing the script. Challenge learners to plan what they think Marty is being told to do and how he is being told to do it. 

Below is a basic loop with a conditional statement.

Before learners begin working on their code, remind them of the success criteria that were shared, earlier. While groups are designing their code, have them document the challenges they faced and the steps they took. It will support sharing at the end of the lesson.

Below are examples of pieces of code that learners could create to carry out a similar action to the above video.

This has a simple loop, with the light sensor:

This is the MartyBlocks code from the video at the start of this section: a loop with an if/else statement:

This is very similar to the example when learners entered the room but also includes the logic of OR, if the light is equal to a value:

Did you address all of the values that the light sensor could record? How did you manage that?

Did you check the value from the light sensor regularly, or just once? Is there value in checking the light sensor periodically? Why, why not?

Workbook for Light Sensors and Conditional Statements

Recommended blocks

Use Marty's light sensors to trigger a response when a change occurs

2.22: Light Sensors and Conditional Statements

Challenge learners to fine tune the sensor values: 

fine tune the responses to different noise levels - increase the number of conditions and make reactions faster

Learning Portal

Learner Resources —

3: Marty Sensing the Environment

Lesson Pack Overview