2. ✔ understand how to give instructions to the ExoMars rover
✔ understand what instructions an ExoMars rover needs to move
✔ get one big problem and break it up into little problems
✔ be able to collect and organise data to solve a problem
✔ be able to design simple lists of instructions
✔ be able to apply computational thinking skills to solve a problem
✔ use a list of instructions, sometimes doing the same instructions over
and over, and sometimes making a choice in instructions
✔ create a flow chart
We will:
3. Starter:
Discuss with a partner and be ready to share your ideas.
Think about how you go and turn a digital device
on.
Shut your eyes and imagine the different
steps that you need to do.
Break the problem that is ‘going and turning on my device’
into smaller problems like ‘walking to the device’, ‘avoiding
obstacles’ and ‘open the cupboard’.
4. Activity:
Ask your teacher to write down your agreed steps on a piece of paper and then:
one or two people should pretend they are robots and follow the instructions. TRY IT!
How would you move from where you are now to the playground,
safely, without bumping into things or hurting ourselves?
1. Think about each step CAREFULLY!
2. How many NORMAL size steps do you need to get
to doors and down the corridors?
3. How far do you need to turn?
4. What obstacles are in the way?
5. Instructions have to be clear and precise (perfect in every way).
We need to think about the problem before we start:
Identify the problem – what is the problem we are trying to solve?
Decompose the problem (decomposition) – what are the smaller problems or parts of the problem we
need to solve?
Collect data – what things are going to help us or get in our way?
Decomposition
means to break
something down
into smaller pieces
6. Instructions have to be clear and precise (perfect in every way).
• What is the problem we are trying to
solve?
• We needed to get from one place to another safely.
• What could we break this
problem up into?
• What things would help us or
get in our way?
• I can think of:
getting out of the classroom
opening doors
going around and not bumping into things
getting to an outside door
not bumping into things
taking the shortest path
• Doors, tables, stairs, longer easy routes,
shorter difficult routes, automatic doors and
anything else you can think of!
Activity:
Getting to the playground
7. Activity:
Identify the problem – What is the
problem we are trying to solve?
1. We need to get an ExoMars
rover to Mars
2. We need to land the ExoMars
rover on Mars
3. We need to program the ExoMars rover
to move on Mars and get samples
ALL THESE ARE BIG
PROBLEMS BUT we are
going to focus on point 3:
Programming the
ExoMars rover to move
on Mars
8. 3. We need to program the ExoMars rover
to move on Mars and get samples
ALL THESE ARE BIG
PROBLEMS BUT we are
going to focus on 3:
Programming the
ExoMars rover to move
on Mars
9. Activity:
We need to program the ExoMars rover to move on Mars and get samples.
Try to think of three things:
We need to move the ExoMars rover
We need to avoid obstacles
We need to take samples
Decompose the problem (decomposition) – What are the smaller problems or
parts of the problem we need to solve?
Discuss the smaller problems with a partner and be ready to share your ideas.
Can these be made into smaller problems?
10. Activity:
We need to list the things that will help us or get in the way of the ExoMars rover from what we know.
We know that the
rover should move:
We know there are things
that could happen:
We know that when we take
samples:
Collect data – what things are going to help us or get in our way?
Discuss the smaller problems with a partner and be ready to share your ideas.
• forward
• backward
• left
• right
• rocks to move around
• cliffs to fall off
• hills to slow us
• sand to slip on
• hard areas and soft
areas on the surface
• we need to find the best
spot to take samples from
• we have the correct tools
for the job, such as a drill
and sample collector
11. We now know:
• what our problem is
• the smaller problems that are there
• what things will help us or get in our way
Let’s create an algorithm (list of instructions) to get our ExoMars rover to do its job!
12. An algorithm is a list of instructions.
We need to have a set number of instructions to
get the rover to do its job!
This ‘instruction set’ will have to be programmed into
the ExoMars rover.
This program, the list of instructions, will be its software.
What will the software do?
13. This program, the list of instructions, will be its
software.
What will the software do?
If the software is a list of instructions, what would the hardware be for the ExoMars rover?
It will be the instructions to move and use the ExoMars rover.
Software is a set of
instructions, data or
programs used to
operate computers
and execute
specific tasks.
Computer hardware is
any physical device used
in or with your machine.
14. Software is anything that is programmed into the
ExoMars rover, the instructions.
Hardware is the physical parts of the ExoMars rover.
Software is a set of
instructions, data or
programs used to
operate computers
and execute
specific tasks.
Computer hardware is
any physical device used
in or with your machine.
15. Activity:
Instructions into flow charts
Getting instruction sets and creating a flow chart from symbols
Our program will need some instructions to run
What could these symbols mean?
Forward
Backward
Right
Left
Fast
forward
Drill for a
sample
Turn around
16. Instructions into flow charts
Getting instructions and creating a
flow chart
Going for a 10-minute walk
Start
Have I walked
for 10
minutes?
Walk for 1 minute
Stop
Go home
Walk for 1 minute
No
Yes
An algorithm is a set
of rules or instructions
to be followed,
especially by a
computer
17. Instructions into flow charts
Getting instructions and creating a
flow chart
Going for a 10-minute walk
Start
Have I walked
for 10
minutes?
Walk for 1 minute
Stop
Go home
Walk for 1 minute
No
Yes
18. Moving across the room
Start
Is something
in my way?
Take 1 step
Stop
Take one step
Turn left or right a bit
No
Yes
Am I there
yet?
Yes
No
19. Activity:
Make a flow chart with the different symbols
Time to make an ExoMars rover do its job!
Forward
Backward
Right
Left
Fast
forward
Drill for a
sample
Turn around
20. Plenary:
Find a partner and talk about:
Start
Make a
choice
Do something
Stop
Do something
Do something
Identifying the problem Decomposition
Mars and moving on Mars Collecting data
Instructions
&
flow charts
Hardware vs software
Editor's Notes
Teacher notes: There needs to be a short description of what the ExoMars rover is before starting the session. For example, that it is a car-sized vehicle that is going to land on Mars and try to drill just under the soil to see what is there.
Teacher notes:
This starter is designed to make students think about how to list different steps. The idea of getting a digital device could be changed or added to by thinking of other simple tasks like cleaning teeth or even eating some crisps. The idea of using the digital device will be linked later when we discuss instruction sets and software/hardware.
They should be thinking about how they would do this at their own house but it is understood that this may not be the case for some students that do not have any suitable devices. Therefore the school devices can be a substitute idea. It is a good idea at this point to pull out any problems that would be faced if the steps are not clear enough or in the wrong order when the discussions are being held. Summarise these problems (not being clear or wrong order) and talk about what this could mean about the task actually being undertaken.
It may be that the discussion could also lead into how some decisions may be made, which device is chosen or the best way we can get there.
Teacher notes:
Let’s put this into practice!
Ask the students to agree on instructions that would be needed to complete the task. These instructions should include things like turn left, right, five steps forward, go around the table etc. Then, line by line, step by step, make a list of the instructions on a piece of paper. (A flip chart would be handy for this or some large paper as it will need to be carried when the activity gets into full swing.)
Trying to make sure that there is a list of instructions that are clear and will work properly is the objective of this activity. Whilst this activity is underway it is important to highlight problems in the instructions that are agreed on and written down not when they are being given but when the students are actually going through the instructions and moving to the playground. We actually hope that the instructions are not very good in some places so that it can be made clear that more thinking could have been completed to avoid bumping into things and going the wrong way. This will emphasise the fact that it is difficult to create instructions to be followed.
Once the activity is completed and the students are back in the classroom, talk through how it went, pointing out the problems once again and how difficult it is.
Teacher notes: This part of the session will now introduce some planning steps to help us be able to make the perfect instructions. These steps are part of computational thinking and are crucial to planning. Explain that there are three main steps that we need to consider. Make sure that the images are given a context for each of the steps as they are used throughout the session from this point onwards. Introduce the word ‘decomposition’.
Identify the problem – What is the problem we are trying to solve? It should be pointed out that working out the problem is very important as sometimes we could not solve the correct thing. For example, getting to the playground is easy if we go out of the window or knock a hole in the wall but are they both safe or practical solutions?
Decompose the problem (decomposition) – What are the smaller problems or parts of the problem we need to solve? Making a large problem into smaller ones means that things become more achievable. Sometimes smaller parts can be solved by different people. Sometimes the problem is so big or complex that we don't know where to start. Decomposition is when we break a problem down into smaller parts to make it easier to tackle.
Collect data – What things are going to help us or get in our way? Listing these things will also make a problem easier to tackle and comes hand in hand with decomposition. Taking time to see problems before they happen will make sure we plan correctly
Teacher notes: We now have a new way to plan a solution to a problem. We can now look back at our previous problem ‘getting to the playground’. These points will be revealed on mouse clicks and then what the answers could be can be discussed. Example answers will follow after the discussion for each point.
Identify the problem - What is the problem we are trying to solve?
Decompose the problem (decomposition) – What are the smaller problems or parts of the problem we need to solve?
Collect data – What things are going to help us or get in our way?
Teacher notes: At this point the introduction to Mars will be made and discussion should be had on what the surface of Mars is like. How do we know? (Rovers and satellites have taken pictures.) The picture shown on the right can be discussed; maybe a student can point out which one Mars is or a discussion can be had about the solar system.
The problem that we need to solve will be focused on with this part of the session. After the initial introduction to Mars and the fact that we are sending an ExoMars rover there to collect samples from the soil we should consider that this is a very large undertaking. The three main problems are highlighted in the slide and it is showing that we are going to focus on how to move around, avoid things and take samples. This has been part of the session so far and it could be pointed out that we have already worked on moving somewhere safely and how to do a task!
Teacher notes: At this point we should make sure that the problem we are trying to solve is clear. You could reveal to students the ‘clear’ problem or you could ask them to come up with a good ‘heading’ for the problem such as ‘The problem is that: we are going to need to program the ExoMars rover to SAFELY move around on the surface of Mars without damaging it and making sure that we can take samples from the best places’. This can then be expanded with the clues given on the slide by suggesting that we need to move in several directions and with clear instructions. This will start on the journey to decompose the problem.
It is fairly important to have this written down somewhere so when the next stage is underway it can be referred to.
Teacher notes: This activity can be as long or short as you need or want it to be. It could be completed in groups or as a class.
It is important to have your problem clear for everyone so that it can be referred to and maybe have it written out somewhere. ‘The problem is that: we are going to need to SAFELY move an ExoMars rover around on the surface of Mars without damaging it and making sure that we can take samples from the best places.’
First ask your students to think about three main parts to the problem. Then, time permitting, these parts can be broken down once again (moving the ExoMars rover forward, backwards, left and right OR we need to check the ground is not too hard and it is on level ground). This process can be repeated as far as needed and wanted, breaking down each part into further parts.
Teacher notes: Some of the content for this activity will already be covered as the decomposition has been completed. Students will start listing the things that we know about rovers, the Mars surface, drilling for things etc that will help us successfully complete our task and solve our problem.
Some of the data we have as examples will be revealed on mouse clicks but students should be given time to think about and discuss the different things that will help us or get in the way. Once again a flip chart or whiteboard could be used to list these different things. It could be good to group them into things we know about:
moving a rover
the surface of Mars/what the obstacles are
what we know about collecting samples or drilling into the ground
Teacher notes: This now should be bringing together the ideas from the journey so far:
At this point it may be ideal to talk through with volunteers the journey that has been taken to this point. We have talked about making clear instructions (getting a drink and going to the playground). We have identified the problem, decomposed the problem and collected data to help us with the problem.
We have planned enough to start working on programming the ExoMars rover to start doing thing autonomously (with the freedom to act on its own). Taking into consideration the things we have discussed we can now start planning this.
Once this conversation has come to a concluding point then move onto the next slide and discuss the way we are going to plan the moving of the ExoMars rover.
Teacher notes: This brief section (slides 12-14) will introduce a simple idea of the hardware and the software that the ExoMars rover is going to have. The basics are that the instructions that we are going on to discuss is the software and the physical aspects of the ExoMars rover is the hardware. On slide 12 the slow reveal should get to the question ‘What will the software do?’. This part has already been started so students should have an idea about the instructions/code/program that will be incorporated. Students should be given the opportunity to put forward ideas.
Teacher notes: Once the software question has been answered the same question will be asked about hardware. Give students some brief moments to think and then discuss the ideas given. Anything that is ‘hard’, a physical part of the ExoMars rover, should be discussed. The pictures shown are some RAM memory which is used to hold the instructions just before they are run, a track, a robot eye (lens) and a pair of robotic eyes.
Teacher notes: This a summary slide that backs up the understanding of the previous slides and concretes the idea of hardware and software.
Teacher notes: This slide will reveal the wording on mouse clicks. It would be good to choose or ask for volunteers to surrender ideas about what the symbols could mean. Also it would be a great idea to ask why we would need to use them. For example, the top row would obviously be for moving but backwards and turn around could be for when obstacles are in the way. Fast forward could be for going over flat ground whilst creeping forward may be for going over slippy surfaces. Drill for a sample should be fairly easy to talk about.
Pose the question: ‘What other symbols could be used?’
Teacher notes: Introducing flow charts. There are a few points to be made here dependent on whether students have been introduced to flow charts previously. Firstly it could be discussed that a list of instructions is called an algorithm; secondly that with our list of instructions we can show this in pictures (graphically) as a flow chart like the one shown. This can be done for anything that takes actions to perform a task, from brushing teeth, moving a robot, or solving a problem. In this case this is going for a 10-minute walk. Asking a student to go through the flow chart whilst all of the others count the number of minutes is a good way to demonstrate this flow chart.
Teacher notes: This slide traces the flow chart for a 10-minute walk
The next flow chart on the next slide is more complex
Teacher notes: This example can be used if need be. As with the last slide, having one student talk through it is a good way of exploring this concept.
Time permitting it could be good to have some students trying it by walking across the room whilst others talk through the flow chart. Does it work? Could it be improved?
Teacher notes: Individually, in pairs or groups, students should have the cut outs for the flow chart symbols from the activity sheet and then be asked to make a flow chart to make the ExoMars rover be able to move and drill. This is more of a jigsaw puzzle exercise rather than actually creating the flow chart even though that is the overall goal. There is an Activity 2 sheet that enables students to create their own, as an extension activity or as a replacement for the other activity. When using this second activity sheet it could be that students are asked to invent new things for the ExoMars rover to do.
Teacher notes: Ask students to move around and talk with each other about one or more of the above items and then ask some to share their comments with the class about what they have learned.
