In other words, the wheeled robot will turn left and then right depending on whether the line (i.e., trigger) has been crossed. Point out that in order to create the line-following program, they will need to “wiggle” the wheeled robot along the line. The students will need to be introduced to the Switch Block, which will operate inside a loop.Įxplain that the Switch Block can be used to automate a program that allows the wheeled robot to operate autonomously.Īlso explain that the Switch Block can be used to control the flow of a program and that the default Switch Block, using the Touch Sensor, is a classic example of Boolean logic.ĭemonstrate how to change the Switch Block to the Color Sensor, and explain that the trigger point is used to create the true/false statement (looking at the Switch Block, note how the program flows above the trigger point to do one thing, or below it do another). Have the students explore how an automated vehicle might be guided along a road or track. The students will create an automated, driverless vehicle that can follow a line. Place the beams on the table so the Color Sensor can detect them while rolling over them. Use the technic beams available in the EV3 core set to simulate green and red lights.
Point out to the students that they will need to make sure all other colors are deselected for the Color Sensor to respond most effectively to the colors they choose (red and green).Įxplain also that they will be exploring how switches work, and how to incorporate these into their programs.Įxplain that they will be exploring how loops work and how to incorporate these into their programs. In this case, students will create a program that uses the Color Sensor to stop the motors when it detects the color red. Point out that the Wait Block can be configured to be triggered by multiple colors, or just one. Students will need to use the Wait Block to do this. Robot Educator > Hardware > Color Sensor - Color Refer students to the Robot Educator Tutorials for further assistance. Encourage them to use text, videos, images, sketchnotes, or another creative medium. Placing their code inside a loop allows for the possibility of multiple “traffic lights” along a track.Īllow the students to select the tool(s) they find most appropriate for capturing and sharing their pseudocode. Have the students simulate a vehicle’s behavior at traffic lights by having their wheeled robot respond to a series of green and red signals. The students will begin exploring the function of the Color Sensor that recognizes LEGO ® brick colors by programming their wheeled robot to drive along a path and stop at a red brick. Have the students begin a new project in the EV3 programming environment. Are the wires correctly connected from the Color Sensor to port 3?.Have the students perform the following building check before they program their robots:
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