Major site overhaul: resources hub, content migration, new blog posts, forms
- Redesign /resources as sectioned hub with category pages - Migrate 645 Squarespace CDN images to local /images/content/ - Create 9 new news/blog posts with event photos - Fix blog post slugs (rename gibberish filenames) - Rename Design Blog to Design Blogs across site - Remove education page, replace with Platform in nav - Redesign rover repair request form with dynamic rover entries - Add school search combobox to contact, store, and repair forms - Extract shared KNOWN_SCHOOLS data - Make /rover-expansion-3d-printing dynamically pull from MDX - Add related resources sections to product pages - Fix homepage broken /quote links to /store - Store page: sample kit cards, inline quote builder, mailing list opt-in
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Tim Hadwen
@@ -17,7 +17,7 @@ Maze challenges are great cumulative activities for digital technologies classes
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- How to build your student's knowledge throughout the term so they are ready to attempt maze assessments.
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### **What Skill Level Are Mazes Appropriate For?**
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@@ -25,15 +25,11 @@ Mazes can be a great challenge for students of all skill levels. Maze complexity
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### Possible Maze Unit Learning Objectives
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**Branching, Iteration & Algorithm Design**
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**Branching, Iteration & Algorithm Design** To complete a maze, students will need to design an algorithm for their Rover. The algorithm will instruct the Rover how to handle path formations and maze challenges. Successful maze algorithms will require students to have a comprehensive understanding of branching and iteration. The more complex the maze, the more sophisticated the algorithm required to solve the maze will need to be. Maze algorithms will typically implement comprehensive branching logic using ** IF / Else / Else If** blocks and ** conditional operator (>, <, ==, !=)** blocks. Branching logic will often need to be repeated, this is done using a variety of** Loops**.
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To complete a maze, students will need to design an algorithm for their Rover. The algorithm will instruct the Rover how to handle path formations and maze challenges. Successful maze algorithms will require students to have a comprehensive understanding of branching and iteration. The more complex the maze, the more sophisticated the algorithm required to solve the maze will need to be. Maze algorithms will typically implement comprehensive branching logic using **IF / Else / Else If **blocks and **conditional operator (>, <, ==, !=)** blocks. Branching logic will often need to be repeated, this is done using a variety of **Loops**.
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**Understanding & Analysing Sensor Data** Depending on maze complexity, there are a range of sensors students can use to solve challenges and optimize their algorithm. Most common mazes will require students to utilize the Rovers ** ultrasonic**,** IR ** and** colour sensors**. The** IR and ultrasonic sensors ** will be used to detect the walls of the maze. The** colour sensors ** are used to detect changes to floor colour e.g. to detect when the rover finds the finish point or an obstacle. More complex solutions may also make use of the** gyroscope**.
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**Understanding & Analysing Sensor Data**
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Depending on maze complexity, there are a range of sensors students can use to solve challenges and optimize their algorithm. Most common mazes will require students to utilize the Rovers **ultrasonic**,** IR** and **colour sensors**. The **IR and ultrasonic sensors** will be used to detect the walls of the maze. The **colour sensors** are used to detect changes to floor colour e.g. to detect when the rover finds the finish point or an obstacle. More complex solutions may also make use of the **gyroscope**.
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You can create criteria that tests student’s ability to understand how the sensors generate their data and then organize and analyse this data. An example of an auxiliary objective might be for students to correctly have their rover determine how many left and right turns it made while solving the maze based on **gyroscope **data. To complete this, student’s need to understand how the gyroscope collects its data, what type of data that is and how to translate that data into useful information.
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You can create criteria that tests student’s ability to understand how the sensors generate their data and then organize and analyse this data. An example of an auxiliary objective might be for students to correctly have their rover determine how many left and right turns it made while solving the maze based on **gyroscope** data. To complete this, student’s need to understand how the gyroscope collects its data, what type of data that is and how to translate that data into useful information.
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**Team Management & Planning**
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@@ -43,7 +39,7 @@ Mazes can be quite a complex task. It’s common for students to work in pairs o
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Different maze configurations will offer different opportunities for students to engage digital technologies knowledge and understanding. The appropriate maze complexity is also necessary to allow students to demonstrate the necessary achievement standard for their year level band. Below are three examples of mazes with varying complexity.
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**Beginner**
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@@ -59,7 +55,7 @@ The green rectangle is a coloured floor to signify the finish zone. Students nee
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This maze requires an understanding of colour sensor data and more complex branching logic to handle the additional path formation and colour challenge.
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**Advanced**
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@@ -71,13 +67,13 @@ The blue zone acts as an additional maze objective. Rovers must enter the blue z
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The addition of two new colour challenges will require more sophisticated branching logic relative to the intermediate maze.
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**Other Ways To Vary Maze Complexity **
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**Other Ways To Vary Maze Complexity**
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You can increase complexity a variety of ways beyond what we’ve mentioned so far. Here’s a quick list of some other ways you can diversify maze exercises.
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- Having students keep a small object/s (e.g. a rubber duck pilot) balanced on top of their Rover. This makes it it imperative to not drive up walls and lose the passenger/s.
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@@ -169,15 +165,13 @@ How you organize the lessons leading up to your maze assessment will change depe
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The primary challenge of the maze is to navigate the path formations. To deal with these path formations, students will need to be familiar with how to program the Rover’s motors to move and turn the Rover.
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#### Activity: Driving Shapes
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[Read More](/resources/driving-shapes)
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**Activity**
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If your students have no knowledge of Micromelon Rover’s and how to program them, start with the activity **Driving Shapes**. This is a beginner activity which has students learn the basics of moving their Rover forwards and turning with the potential for some loop usage.
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**Activity** If your students have no knowledge of Micromelon Rover’s and how to program them, start with the activity ** Driving Shapes**. This is a beginner activity which has students learn the basics of moving their Rover forwards and turning with the potential for some loop usage.
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More advanced way to control the motors will be necessary for completing the maze however this knowledge will be passively learnt when completing some of the other activities that we will cover when learning the about data and sensors.
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@@ -185,7 +179,7 @@ More advanced way to control the motors will be necessary for completing the maz
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Once students have a basic understanding of programming the Rover you can move onto incorporating sensors into some simple algorithms using branching and iteration. This will give students a chance to start getting familiar with incorporating branching and iteration into a single algorithm and also learning how to program the colour sensor. If you are using a maze with no colour based challenges, feel free to this step.
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#### Basics Of Colour Sensor
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@@ -197,17 +191,15 @@ This post will cover some of the science behind how the colour sensor works, the
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If you’re limited on in class time, assign this post (and the other Basics Of posts) as homework reading before class.
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**Activity**
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**Activity** The activities ** Stop on Colour** and ** Prison Escape** are great for learning how to implement sensor data into simple algorithms that use branching logic and iteration. Both of these activities require the using colour sensor. The complexity of algorithm necessary for completing these activities will not be as complicated as what is required for an efficient maze algorithm.
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The activities **Stop on Colour** and **Prison Escape** are great for learning how to implement sensor data into simple algorithms that use branching logic and iteration. Both of these activities require the using colour sensor. The complexity of algorithm necessary for completing these activities will not be as complicated as what is required for an efficient maze algorithm.
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#### Activity: Stop On Colour
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[Read More](/resources/stop-on-colour-change)
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#### Activity: Prison Escape
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@@ -221,13 +213,13 @@ The primary challenge of any maze is navigating the path formations. To move the
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Knowing the science behind how the ultrasonic & IR sensors work provides students with a knowledge base that allows them to understand the limitations of the sensors and how to use them appropriately. We’ve written a post about each of these sensors that students can read to get familiar with the sensors.
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#### Basics Of The IR Sensors
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[Read More](/resources/ir-sensor)
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Basics Of The Ultrasonic Sensor
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@@ -237,13 +229,13 @@ Basics Of The Ultrasonic Sensor
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Puppy Bot and Lane Guidance activities both require distance sensing to complete successfully. Puppy Bot will make use of the Ultrasonic primarily and Lane Guidance will make use of the IR sensors. In their most basic form solutions for these activities will require students to understand how to use sensor data in conditional operators. They will also allow students to continue practicing how to use the IF / ELSE / ELSE IF blocks to create branching logic and Loops to repeat sections of code.
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#### Activity: Puppy Bot
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[Read More](/resources/puppy-bot)
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#### Activity: Lane Guidance
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@@ -253,7 +245,7 @@ Puppy Bot and Lane Guidance activities both require distance sensing to complete
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Once students are familiar with how to use all of the sensors required and are familiar with branching and iteration it’s a good time to start getting into a maze. This doesn’t have to be the final maze they are attempting but it may be an alternative version of the intended maze configuration or a less complex practice maze.
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Micromelon Robot Simulator
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@@ -268,115 +260,3 @@ If you want to read more about how to get started with the Simulator [read this
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In this post we’ve covered what maze challenges are, what they teach, how to assess them and how to prepare our students for them. Hopefully from here you can incorporate a maze challenge into your digital technologies classroom.
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If you’ve got any questions about running mazes challenges or about Micromelon Robotics please feel free to [reach out the Micromelon team](https://micromelon.com/contact.html?blog-maze-challenges).
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### Related Posts
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Resources
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[
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](/resources/creating-a-sumo-unit)
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[All](/resources?category=All)
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[Creating A Sumo Unit For Your Digital Technologies Class](/resources/creating-a-sumo-unit)
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[All](/resources?category=All)
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How to run a sumo unit in your digital technologies classroom.
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[Read More →](/resources/creating-a-sumo-unit)
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[All](/resources?category=All)
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[
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](/resources/ultrasonic-sensor)
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[All](/resources?category=All), [Guides](/resources?category=Guides)
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[The Ultrasonic Sensor](/resources/ultrasonic-sensor)
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[All](/resources?category=All), [Guides](/resources?category=Guides)
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Learn all about the ultrasonic sensor!
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[Read More →](/resources/ultrasonic-sensor)
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[All](/resources?category=All), [Guides](/resources?category=Guides)
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[
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](/resources/year-7-digital-tech-at-st-peters)
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[All](/resources?category=All), [Customer Stories](/resources?category=Customer+Stories)
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[Case Study: Year 7 Digital Tech at St Peters Lutheran College](/resources/year-7-digital-tech-at-st-peters)
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[All](/resources?category=All), [Customer Stories](/resources?category=Customer+Stories)
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See how Meg Foley at St Peters conducted a challenge for their Year 7s using Micromelon.
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[Read More →](/resources/year-7-digital-tech-at-st-peters)
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[All](/resources?category=All), [Customer Stories](/resources?category=Customer+Stories)
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[
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](/resources/robot-simulator)
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[All](/resources?category=All), [Getting Started](/resources?category=Getting+Started)
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[Getting Started With The Robot Simulator](/resources/robot-simulator)
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[All](/resources?category=All), [Getting Started](/resources?category=Getting+Started)
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How to get started with the Micromelon Robot Simulator.
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[Read More →](/resources/robot-simulator)
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[All](/resources?category=All), [Getting Started](/resources?category=Getting+Started)
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[
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](/resources/getting-started-with-the-micromelon-rover)
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[All](/resources?category=All), [Getting Started](/resources?category=Getting+Started)
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[Getting Started With The Micromelon Rover](/resources/getting-started-with-the-micromelon-rover)
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[All](/resources?category=All), [Getting Started](/resources?category=Getting+Started)
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Crash course on basic rover function, how and what to program and starter activities to attempt.
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[Read More →](/resources/getting-started-with-the-micromelon-rover)
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[All](/resources?category=All), [Getting Started](/resources?category=Getting+Started)
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[
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](/resources/prison-escape)
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[Activities](/resources?category=Activities), [All](/resources?category=All)
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[Activity: Prison Escape](/resources/prison-escape)
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[Activities](/resources?category=Activities), [All](/resources?category=All)
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Learn branching and iteration using the colour sensors and motors.
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[Read More →](/resources/prison-escape)
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[Activities](/resources?category=Activities), [All](/resources?category=All)
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