Introduction and Improvement on

Scratch Hardware Programming

WeeeBot Series Robot
WEEEMAKE STEAM ROBOT EDUCATION
 CONTENT

Chapter 1 Walk into the World of Robots ..........................................2

Chapter 2 Colorful Neon Lights ....................................................... 11

Chapter 3 Little Performers ............................................................. 22

Chapter 4 Robot, run! ........................................................................30

Chapter 5 Obedient Robots ..............................................................39

Chapter 6 Pin-wall Games ................................................................48

Chapter 7 Dancing Robots ............................................................... 64

Chapter 8 Flying Elephant Games ................................................... 71

Chapter 9 Little Pianist .....................................................................85

Chapter 10 The secret of Sound and Light ..................................... 95

Chapter 11 Intelligent Robot ............................................................ 99

Chapter 12 WeeeBot Line-following Robot ...................................106

Chapter 13 My learning Partner .....................................................120

Chapter 14 Cool LED matrix .......................................................... 130

Chapter 15 Gluttonous Snake ........................................................138

Chapter 16 WeeeBot Robot Challenges ........................................160

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Chapter 1 Walk into the World of Robots
Summary
As the first lesson for the student to contact robots, its primary purpose is to let
students understand the concept of robots, know the relevant software and
hardware knowledge, and experience the fun of learning robots.

Learning Objectives
To know about the common robots in life and understand the concept of robots.
To understand the software and hardware knowledge of WeeeBot robots and
experience the default mode of WeeeBot robots.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, remote controls, and
line-following maps.

Teaching Process

I Introduction from life (20min)

1. Students share the robots seen on TV and in their lives and feel that robots can be
seen everywhere in our lives.
On TV: Transformers, Baymax, Doraemon, etc.
In life: Robot vacuum cleaner, restaurant service robots, guest guiding robots, etc.

2. Q: Do a robot have to look like humans? What can be called a robot?

Conclusion: A robot is a mechanical device that can automatically execute its work.
It not only can accept human commands, but also can run preset programs.

3. Q: what are the responsibilities of a robot?

Conclusion: The robot in English is “robot”, originally “robo”, meaning “slave”, namely
human servant, so the responsibility of a robot is to assist human's work.

4. Watch videos and experience the rapid development of robot technology.

By letting students view the relevant videos of the application of robots in life,
teachers can let students experience that robots are developed rapidly and are
gradually infiltrating into our life.

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II Introduction of Hardware knowledge (20min)

1. To make students understand the hardware components of robots via analogy.

As we know, a robot not only needs to run the prewritten programs but also to
perform a task. It is conceivable that a robot needs a mechanical part to move as
well as a software part to give orders. To better understand robots, we take WeeeBot
Line-following Knight as an example to find out the software and hardware parts of
robots.

The hardware parts of the robots we used is a jeep body robot combined by many
parts such as aluminum structures, various sensors, the combination of motor and
wheel, vibrant and LED panel module module, mainboard with full functions, and
power-supplying battery holder, as shown in FIG. 1-1.

FIG. 1-1
In this robot, each of its components is very similar to the structure of our human
body, which plays a crucial role, as shown in FIG. 1-2.

Robot Human Role

Mainboard Brain Receive and process information from
outside and give command to body.
Motors and Legs and arms Responsible for body movement.
wheels
Battery Heart Supply power.
Sensors Five sense Receive information.
organs
Electronic circuit Neuron Link every part of body to form a
whole system.
FIG.1-2

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2. To understand the composition of the mainboard: Familiarize students with the
position of standard port and facilitate the teaching and use of robots at the later
stage.

The brain is one of the most critical parts of human beings, which makes people
think. Moreover, the mainboard is the most critical part of the robot's structure. It not
only can handle the feedback information from the sensor but also can receive our
orders to control the movement of the robot. Next, we will know the composition of
the robot mainboard, as shown in FIG. 1-3.

Sensor port: connect external sensors, such as infrared sensors, light sensors, sound sensors and
so on.
Power port: a port for the battery to supply power to the mainboard through the power line.
Motor port: a particular port for a motor.
USB-B port: a port for a computer to connect to the control board through the USB download cable
and to upload program.
RJ11 port: a port for common sensors, such as LED panel module, RGB ultrasonic sensor,
line-following sensor...
Power switch: to turn on and turn off the power of the robot.

III Understanding of Software--- WeeeCode（20min）

1. To understand the programming software port and understand the role of each
area in the port.
After knowing the hardware part of the WeeeBot robot, next, we will learn its
software. The software of the WeeeBot robot is WeeeCode, which is based on the
graphical programming software Scratch 2.0 developed by the Massachusetts
Institute of Technology (MIT). It is a robot programming software designed by

4
combining it with the hardware WeeeBot. With this software, we can get various
commands to the robot and control it. The software port of WeeeCode is as shown
in Figure 1-4.

FIG.1-4

Toolbar: An area for operation of project files, software port mode, serial connection
and program uploading, mainboard selection, software use language, and software
update.

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Stage: It is an area for interaction among characters, or between characters and
users, and it is also a place to display the running effect of programs.
Control button: green flag button for starting a program and red dot button for
stopping the program.

Sprites pane: the area where all the role prototypes are shown, where you can see
the name of characters, rotation direction, location, and so on.

Tab: It contains the block palette, costume pane, and the sound pane, to control the
action, costume and audio of the sprite.

Block palette: It is here that categories of blocks are color-coded and can be clicked
to bring up a new set of blocks that can be dragged into the scripting area to
program a sprite or the stage.

Cursor area: It is a area to control the size of stage.

Scripts area: Blocks from the Block Palette are dragged into the Scripts Area. These
then can be combined with other blocks to form scripts

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2. Guide students to write the first program and experience the fun of
programming.
Practice:
a. Click the “event” in the block palette and drag the "when the green flag is clicked"
block into the script area with the left mouse button.
b. Click the movement block in the block palette, drag the "move 10 steps" block
under the "when the green flag is clicked" block in the script area. When the two
blocks get close, there will be white highlight hint under the last block, as shown in
FIG. 1-5. Then loosen the mouse, and the next will be automatically placed under the
last block, as shown in FIG. 1-6.

FIG. 1-5

FIG. 1-6
c. Click the “green flag” Green flag or click any block in the block stacks, the
program will start to run, and the role will move on the stage.

IV Experience WeeeBot Line-following Knight (20min)

1. To understand several functions of WeeeBot default mode, cultivate students'

interest in learning robots, and provide ideas in programming for students.
After writing the first program, we can find out how exciting and straightforward it is
to write a program as it can show the way of thinking. In WeeeBot robot, we have
some rules preset. After uploading the factory process of the robot to the robot, we
can use the remote control to manipulate the robot, and the function of each key on
the remote control is as shown in FIG. 1-7.

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 FIG.1-7
Note: when you experience the default mode, please turn on the power switch, and
the RGB light and LED panel module will be lit, to ensure that the robot program is
the factory default program.

a. Manual mode: Press the "A" key of the remote control, the robot will enter the
manual mode. In this mode, press the key of "↑", "↓", "←" and "→", to control the
robot to move around accordingly.

b. The obstacle avoidance mode: Press "B" key of the remote control, the robot will
enter the obstacle avoidance mode. It will constantly test if there are obstacles in the
front in the process of moving forward, and the robot will swerve to avoid any
obstacles in the front.

c. Line-following mode: Press "C" key of the remote control, the robot will enter
line-following mode. Next open our configured map and put the robot on the black
line of the map track, and then the robot can walk along the black line.

d. Wheelie mode: press "D" key of the remote control, the robot will enter Wheelie
mode. In this mode, press "↑", "↓", "←" and "→" key on the remote control, the robot
will move at high speed. When loosening "↑" or "↓" key after pressing them, the
head will turn up. This mode can be used in the sites which have a height difference,
so as to turn up the its head for climbing.

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e. Sprint mode: Press the "E" key of the remote control, the robot will enter the Sprint
mode. In this mode, press the "↑", "↓", "←" and "→" key on the remote control, the
robot will move at the fastest speed.

f. Light switch mode: Press "OK" key of the remote control, the robot will enter the
light switch mode. When pressing the key for the first time, RGB light color in the
ultrasonic sensor began to change. When pressing the key for the second time, the
color of the RGB light will be determined.

g. 8-circle mode: Press the "F" key of the remote control, the robot will enter the
8-shape mode. In this mode, the left and right wheels of the robot will rotate by turns
and take the 8-shape route.

Exploration: In the remote control, the function of "0~9" key are not explained, try to
find out by yourself.

Conclusion: In manual mode, wheelie mode and Sprint mode, press the "1~9" key of
the remote control, which can adjust the movement speed of the robot. The larger
the number is, the higher the speed will be. The "0" key does not make a sound when
pressed, indicating that we haven’t set the function of the "0" key.

V Thinking and Conclusion (10min)

1. What have we learned from this chapter?

Have Known about the robot in life, understood the software and hardware
knowledge of WeeeBot robot, written the first program, and experienced the default
mode of the WeeeBot robot.

2. What are the similarities between the components of WeeeBot robot and the
components of our body? What role do they play respectively?
Robot Human Role
Mainboard Brain Receive and process information from
outside and give command to body.
Motors and Legs and arms Responsible for body movement.
wheels
Battery Heart Supply power.
Sensors Five sense Receive information.
organs
Electronic circuit Neuron Link every part of body to form a
whole system.

9
3. What default modes does WeeeBot have?
Manual mode, obstacle avoidance mode, line-following mode, wheelie mode, sprint
mode, light switch mode, 8-shape mode.

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Chapter 2 Colorful Neon Lights
Summary
After students preliminary contact and understand the robot in lesson 1, lesson 2 is
to let students learn how to program online to control robots, understand the
working principle of RGB LEDs and master its control method, and explore the law of
the RGB LED color matching.

Learning Objectives
To understand the origin of the three primary colors, understand the working
principle of RGB LED and master its control method, master the ratio of the three
primary colors and then get the methods of mixing different colors.
To master the method of online programming and debugging of a robot.
To know the structures commonly used for programming---sequence structure and
loop structure.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, drawing software,
and USB cables.

Teaching process

I Introduction from life (20min)

1. Students share the scenes of the rainbow seen in their lives and describe the
colors of the rainbow.
The place where the rainbow often appears: beside a waterfall, the sky after raining.
The appearance of the rainbow is often accompanied by seven colors, and the colors
from top to the bottom of the bow are: red, orange, yellow, green, cyan, blue and
purple.

Q: why is it so easy to see rainbows after heavy rain or beside waterfalls? How is it
formed?
Conclusion: Water and sunlight under certain conditions can form a rainbow.
Colorless and transparent sunlight is a mixture of seven kinds of visible light, namely,
red, orange, yellow, green, cyan, blue and purple. They all have their color, but when
mixed and propagated, it will become colorless and transparent white. When they
shine obliquely together along a direction from air to water (or other transparent
material), the direction of propagation will have deflection---refraction, but the light
11
deflection degree of water (other transparent material) to different colors is different.
Then the original mixed colors are separated, and so rainbow is formed.

II To know the origin of the three primary colors of color light

through short stories.

The great scientist Isaac Newton, who discovered the famous three laws of
mechanics, also discovered the color secret of light. When a beam of white light
passes through a triple prism, the white light will be decomposed into seven kinds of
colored light, and the seven colors in a sequence are: red, orange, yellow, green, blue,
indigo, and purple, and the sequence is fixed. This also is what people often say
"seven-color-light."

Then, after discovering the chromatic dispersion secret of light, Newton began to
deduce: Since white light can be decomposed and synthesized, can the seven colors
be decomposed or synthesized? Through constant experiment and calculation,
Newton concluded: In the seven kinds of colors, only red, green and blue three
colored light cannot be decomposed, and other four kinds of colors all can be made
by mixing the three kinds of color in different proportion. Therefore, red, green and
blue are known as "light of three primary colors " or "three primary colors of colored
light," as shown in FIG. 2-1.

FIG. 2-1

III Know about Module and Use (30min)

1. Master the usage of RGB LED.

Do you still remember that there was a light on the mainboard able to be switched
into many kinds of colors when we were experiencing WeeeBot robot in our last
class? That module is called RGB LED, and the location is as shown in FIG. 2-2. “R” is
the abbreviation of English word Red, “G” is the abbreviation of English word Green,
“B” is the abbreviation of English word Blue, and the Red, Green, and Blue is what we
call the primary colors of colored light. RGB LEDs can be controlled by blocks to
make it emit light with different colors.

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 RGB LED

FIG. 2-2

We can find the control block of RGB LED in the “Robot” category, as shown in FIG.
2-3.

Changing those value can make the

RGB module display different colors.
FIG. 2-3

2. Master the method of online programming and debugging.

If the values of RGB blocks are all determined, how to give orders to the robot? Then
a USB cable is needed, to upload our program to the control board and build up the
communication between the computer and the robot.

Practice:
a. Connect to the USB cable, and select the port of the mainboard connected to
the USB cable in the "connect" button of the toolbar, as shown in FIG. 2-4.

FIG. 2-4

c. Select WeeeBot software platform in the "Boards" button, as shown in FIG. 2-5.

13
 FIG. 2-5
c. Click "online firmware" in the "Restore firmware" menu. If the port of "Upload
success" appears, as shown in FIG. 2-6, the robot will enter the online programming
mode.

FIG. 2-6
d. Click the “green flag” button or arbitrary position of block stacks at this time, the
program will start running, and the RGB LED on the mainboard will emit light
corresponding to the RGB values. The process and effect are as shown in FIG. 2-7
and 2-8.

FIG. 2-7

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 FIG. 2-8
Note:
a) There is no need to use the "when the green flag is clicked" block when
programming, clicking the RGB control block can also make the program run and the
purpose of adding "when the green flag is clicked" block is to make students keep
good programming habits.

b) If you want to let the RGB LEDs to display other colors, please click red dot button
first to stop the running program, modify the RGB values, click the green flag button
to run the program, and then you can see the color of the RGB LEDs after the values
modification. The advantage of the online mode is you can immediately see the
effect of program modification.

c) Check the COM serial port: Right click "my computer," select "management," select
"device manager," click "port (COM and LPT),", and then check "CH340" port, it can be
known that connection port is COM3, as shown in FIG. 2-9.

FIG. 2-9

d) When using hardware to interact with computer in online mode, the mainboard
must always be connected to the computer. If the USB cable is loose in the process
of use, the connection will be disconnected. It only will need to stabilize the USB
cable and then to restore the serial port connection.

15
3. To debug the RGB values of seven colors by analogy with drawing software.
If we want the RGB LED to display rainbow colors, how do we know the RGB value of
each color? There is a drawing software in the computer, and we can view the RGB
value of each color by drawing software.
a. Press the keyboard “Windows +r” to open the Run box and enter "mspaint. exe", as
shown in FIG. 2-10, you can open the drawing software, as shown in FIG.2-11.

FIG. 2-10

FIG. 2-11

b. Click "Edit color" in the upper-right corner of the paint software, and the
interface shown in shown in FIG. 2-12. In the Red, Green, and Blue boxes at the
bottom right, we can change the value of each color, of which the range is 0-255. We
can also see the color generated by the three colors in the color display box.

16
 FIG. 2-12
c. We can also select an approximate color directly in the color menu and drag the
color bar to adjust the specific color. If the color is determined in the color display
box, the RGB value of the color can be obtained in the Red, Green, and Blue boxes, as
shown in FIG. 2-13.

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 FIG. 2-13

Practice: Use RGB LEDs to display the seven colors of the rainbow respectively and
fill in the corresponding RGB values as shown in FIG. 2-14.
Color name Value for red Value for green Value for blue
Red 255 0 0
Orange 255 150 0
Yellow 255 255 0
Green 0 255 0
Cyan 0 150 150
Blue 0 0 255
Purple 255 0 255

FIG. 2-14

Note:
a) This section allows students to generate RGB values and write programs and
display seven colors on the robot through the use of drawing software, and the
reference program is as shown in FIG. 2-15.

FIG. 2-15
b) The values in the table are just for references only, and similar effects will be fine.
c) The cyan looks like blue, but it is the color between green and blue, which is hard
to tell by the naked eye, and is commonly known as "Cyan was extracted from blue
but darker than blue".

IV Programming and optimization (30min)

1. Master two common structures in the process of exploration: sequence

structure and loop structure.
Practice: How to write a program in order to make the robot show the seven colors
of the rainbow in sequence?
Conclusion: You only need to stack the blocks of debugged each color, and the
reference program is as shown in FIG. 2-16.

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 FIG. 2-16

Exploration: In the process of running the above program, we found that the robot
can only display rainbow seven color light once. How to write a program if we need
the RGB LEDs to keep transforming seven rainbow colors?
Conclusion: In the process of programming, the commonly used program structures
include sequence structure and loop structure.

Sequence-structure: The program design of sequence structure is the simplest---to

write the statement according to the sequence of solving a problem. The execution
sequence is from top to bottom in turn, which is commonly used as the solution of a
single, evident problem.

Loop structure: Loop structure is the structure for repeating some statements, which
can effectively reduce the writing magnitude of the program. This is a structure that
can take full advantages of a computer, which is commonly used in cases that
program requires repeating.

To solve the above problems, a loop structure is needed, as shown in FIG. 2-17.

19
 FIG 2-17
2. Observation and discovery: keep improving to optimize program effect.
Exploration: Observe the effect of the program, we found that the color
transformation of RGB LED is too fast to see clearly. How to solve this problem?

Conclusion: Select "wait ‘1’ secs" block in the “Control” category. The role of the
block is to make the program of sequence structure to run next block after it waits
for 1 second in this block. You can also modify the values to change waiting time.
Adding this block at the back of every RGB block can delay the color transformation.
The optimization program is as shown in FIG. 2-18.

FIG. 2-18

Note: when writing the program, students are easy to ignore the last block--- "wait ‘1’
secs". In the repeatedly executed program, machine will immediately execute the
first block after executing the final block, resulting in the red color displayed
immediately before the purple can be seen.

V Classroom Development and Classroom Evaluation (10min)

1. Classroom development: The colour modulation law of RGB LED is discovered

by modifying RGB values (selected lecture according to class teaching pace).
Exploration 1: Set the value of RGB LED to 50,50,50, increase the value of a single

20
color, and observe the color change of RGB LED.
Conclusion: As the increase of some color values, finally the displayed color of RGB
LED will get closer to that color.

Exploration 2: Set the values of RGB LED to the following groups of values and
observe the experimental phenomena.
Serial NO. Value for red Value for green Value for blue
1 50 50 50
2 100 100 100
3 60 30 0
4 120 60 0
5 0 60 30
6 0 120 60
Conclusion:
a. From group 1 and group 2 experiments, it can be concluded that white will be
obtained when the three colors are mixed with the same value.
b. From group 3, 4, 5 and 6 experiments, it can be concluded that the color will not
change if two of three kinds of colors are mixed in the same proportion. But the color
will be brighter if the value of mixed color is larger.
Note: Teachers may choose exploration experiment according to the class teaching
pace. The time of exploration one shall be shorter.

2. Classroom evaluation: students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
a. Accurately debug RGB values of seven colors.
b. Able to control the loop transformation of the seven colors.
c. The color transformation of 7 colors is noticeable (able to use delayed blocks).

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Chapter 3 Little Performers
Summary
After students visually experienced the colorful transformation of RGB LED in lesson
2, lesson 3 will help students aurally experience the beautiful songs of robots.

Learning Objectives
To understand the working principle of the buzzer and be able to make the buzzer
make a different sound skillfully.
To understand music knowledge and be able to write programs for robots to play
songs.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, and USB download
cables.

Teaching Process

I Introduction from life (15min)

1. Understand the principle of sound generation by the way of associating the

playing method of common musical instrument.
Instrument playing: It will need a certain way to make a sound. For instance, it will
need to pluck the string for a guitar, press the key for a piano, and blow in the air for
a flute.
Question: Taking guitar for example, what will happen if you put your hand on a
string that is playing?
Conclusion: The sounding object vibrates. When the object does not vibrate, the
sound will disappear. Musical instrument all make a sound by causing the vibration
of objects.

2. Deepen the understanding of the principle of sound generation through the

experience of human voice.
Exploration:
a. Place your hands lightly on your throat.
b. Open your mouth and continue to whisper "ah" and feel the change of your throat.
c. Continue to yell out "ah" loudly and feel the difference between it and whispered
"ah" vibration.
Phenomenon: When phonating, your hand feels "numbed", and actually it is the throat
22
in vibration. When the sound is large, the vibration of the throat will be more frequent
and larger.
Conclusion: Sound is a sound wave generated by surrounding air vibration, which is
caused by the vibration of an object, thus the sound differs depending on the
vibration frequency.

II Know about Module and Use It(15min)

1. Master the usage of the buzzer and understand its working principle.
The sound principle of the buzzer is the same as the generation principle of sound,
both through vibration. We can control the vibration frequency of the buzzer to
control it to make different sounds. The buzzer is as shown in FIG. 3-1.

Buzzer

FIG. 3-1
2. Control the buzzer's sound by program and explore the role of blocks through
experiments.
We can find the control block of the buzzer in the “Robot” category, as shown in FIG.
3-2, and then we can learn the block through experiment exploration.

FIG. 3-2

Exploration:
a. Set the robot to online mode, run the program as shown in FIG. 3-3 and listen to
the sound.

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 FIG. 3-3
When the green flag is clicked, the play tone is C4 and beat is 1/2.
Program effect: The sound is very similar to the “do” sound in music.

b. Modify the first parameter C4 in the blocks into D4 and listen to the sound.
Program effect: The sound is very similar to the “re” sound in music.

c. Modify the second parameter half beat in the blocks into double beat and listen
to the sound.
Program effect: The playing sound lasts longer.
Conclusion: The first parameter of the buzzer block can control the tone of the
sound, and the second parameter can control the duration of the sound.

III Know about relevant music knowledge and master the

methods of playing songs by programming. (50 min)

1. Know about relevant knowledge of musical tone and scale, and understand the
meaning of "C4" in the blocks.
The composition of music has two very key elements -- the tone and beat, the tone
determines the kind of the sound, and the beat determines how long the sound will
last.
We all know that the common seven music sound (7) is “do”, “re”, “mi”, “fa”, “so”, “la,”
“si”. Through the experiment just now, we have known that the C, D, E, F, G, A and B in
the blocks correspond to the seven sounds. What does “4” in the C4 mean? We know
that there are three common musical scales---BASS, MIDDLE, and TREBLE. As "4"
represents MIDDLE, therefore, we can know that 3 represents BASS, 5 represents
TREBLE and C4 is MIDDLE “do." In the musical expression of numbered musical
notation, BASS, MIDDLE, or TREBLE is enough to allow us to play much music.

2. know about a beat and the corresponding delay time and understand the
differences between the beat number of numbered musical notation and that of
blocks.
To understand the beat, we will need to learn how to read the score. Here we take
the numbered musical notation of the song ---“Ode to Joy” for example, to
understand the delay time expressed by the beat, as shown in FIG. 3-4.

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 Ode to Joy

Joyful, joyful, we adore Thee. God of glory, Lord of love. Hearts unfold like

flowers before Thee. Hail Thee to the Son above. Melt the clouds of sin and

Drive the dark of doubt away. Giver of immortal gladness, Fill us with the

light of day.
FIG 3-4

The 4/4 beat in the upper-left corner of the numbered musical notation indicates that
the music is in four-quarter time, which means that there are 4 beats between each
vertical bar. As there are 4 notes in each vertical bar, each ordinary note is 1 beat.

Note: The following sections describe how to calculate the delay time of each beat.
If the student has not learned the two-digit division method, the conclusion can be
drawn directly.

The delay time of a beat in each song is different. We can see the number”190” in the
top left corner of the music score. The number means that you need to play 190
beats in 1 minute. So, we could know that the duration of a beat is
“60/190=0.32s=320ms”. However, the delay time of beats in music is different from
that of beats in blocks, as shown in FIG. 3-5.
Beats of blocks Delay time
Eighth beat 125ms
Quarter beat 250ms
Half beat 500ms
Whole beat 1000ms
Double beat 2000ms
FIG. 3-5

Conclusion: The corresponding beat number of blocks can be selected according to

FIG. 3-6.
Beat in music score Beat value in WeeeCode

25
30 Double beat（2000ms）
60 Whole beat（1000ms）
120 Half beat（500ms）
240 Quarter beat（250ms）
480 eighth beat（125ms）
FIG. 3-6

Taking this song as an example, in the blocks, we can use a half or a quarter beat to
represent a beat in the score. In the following programming, we will take a half beat
as an example to write the program.

Note:
a. If the requirement in beat number needs to be more accurate, we can use the
following method to represent a beat of the music; namely, the value of the beat
parameter is as much as the time delay in ms, as shown in FIG. 3-7.
b. If students have difficulty in understanding the content of the beat, we can adjust
the length of the beat through the performance of the song.

FIG. 3-7

3. Write program according to the numbered musical notation to make the buzzer
to play the song.

Then we can write the program according to the numbered musical notation. At first,
we analyze the music in the first four sections of the numbered musical notation,
and there are four different notes in the four sections of music:
a. Common notes: The first pitch 3 is a common note, takes a standard beat, in this
song a standard beat is a half beat.
b. Underlined notes represent 0.5 beats, which means it is a quarter beat in the
music.
c. Some notes are followed by a dot, indicating adding extra 0.5 beats, i.e., one note
is 1.5 beats (1+0.5=1.5 beats), which is represented as 1*750 beat in music.
d. Some notes are followed by “1”, indicating adding extra one beat, that is, one note
is 2 beats (1+1=2 beats), which is represented as the whole beat in music.

The relationship between the note type and the block beat number in this song is as
shown in FIG.3-8.
Note type Block beat number
Common notes half beat
Underlined notes quarter beat
Note with dot 1*750 beat

26
Note with number “1” Whole beat

FIG. 3-8

Therefore, we can know that the music program of the first four sections is as
shown in FIG. 3-9.

FIG. 3-9
Note:
a. The programming method of music in the latter part is the same as music in the
first four sections so that students can write it on their own according to the
numbered musical notation.
b. It is easy for students to make mistakes in tone or beat due to carelessness in the
programming process. Let students find out and correct the problem through
performance, to cultivate their ability to discover and solve problems.

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: To achieve the effect that “tone change, color change”
through the combination of color transformation and tone transformation of RGB
LED. (Selected lecture according to the class teaching pace).

27
Exploration:
We can find that each musical scale has seven tones, and seven color light
transformation of RGB LED also have seven kinds of color. Can me realized the
transformation of RGB LED when the buzzer plays “do”, “re”, “mi”, “fa”, “so”, “la” and
“si”?
Conclusion: The corresponding color of each tone is as shown in FIG. 3-10, and the
program is as shown in FIG. 3-11.
Tone Color
Do Red
Re Orange
Mi Yellow
Fa Green
So Cyan
La Blue
Si Purple

FIG. 3-10

FIG. 3-11

Q: why does the color transformation of RGB LEDs not need to add "wait for
1-second" blocks?

28
Conclusion: The beat parameters of the buzzer blocks play the role of keeping the
sound for a period, which is equivalent to the time delay. As long as there is time
delay during the color transformation, each color can be seen clearly.

2. Classroom evaluation: Students' class performance will be evaluated according

to the evaluation criteria.

Evaluation criteria:
1. Able to control the sounding of the buzzer.
2. Able to play music without mistakes.

29
Chapter 4 Robot, run!
Summary
This lesson will let students dynamically experience the fun of programming by
learning the control method of the motor to make robots to move in all directions
and walk along the preset route.

Learning Objectives
To master the control method of motor and be able to control the robot's movement
skillfully.
To master the operation method of off-line robot control.
Able to control the robot to walk along the preset route.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, and USB download
cables.

Teaching Process

I Introduction from Life (15min)

1. Understand the principles of automobile movement in life and understand the

power sources of different types of automobiles.
Automobiles can move because the engine provides the power to them. The drive
modes of automobiles include three kinds of drives ---forward -wheel drive,
rear-wheel drive and four-wheel drive. Forward -wheel drive represents that its drive
power source comes from the front two wheels. In the same way, it can be known
that the drive power source of rear-wheel drive comes from the rear two wheels and
that the drive power source of four-wheel drive comes from four wheels, as shown in
FIG. 4-1.

30
 Power source
FIG. 4-1

II Know about Module and Use it.

1. Master the usage of motor.

We can find the control blocks of the motor in the “Robot” category, as shown in FIG.
4-2 and FIG. 4-3.

FIG. 4-2

FIG. 4-3
Note:
a. The name setting of the motor is as shown in FIG. 4-4. (Right: M1. Left: M2)

31
 FIG. 4-4
b. Our eyes must be directly facing the motor to tell the running direction of the
motor, as shown in FIG. 4-5. For example, to move forward, the right wheel of robot
needs to rotate clockwise, and the left wheels need to rotate counterclockwise, as
shown in FIG. 4-6.

FIG. 4-5

Counterclockwi Clockwise
se
FIG. 4-6

Practice: Control the robot to move forward in two different ways, and the program is
as shown in FIG. 4-7.

32
 FIG. 4-7
Note:
a. After programming, if it is found that the rotation direction of the wheel is opposite
to the original rotation direction, please check two places:
a) Motor wiring position: The right motor shall be connected with M1 port, and the
left motor shall be connected to M2 port.
b) Motor wire: The two wires of the motor are one black and one white, and please
ensure that the left is black, and the right is white, as shown in FIG. 4-8.

FIG 4-8
b. In the first two lessons, it would be Ok not to turn on the power switch for online
control. However, if the power switch is not turned on in the online control of the
motor, the motor will not run.
c. In the control of the motor, if the motion state of the motor does not change, as
long as the power supply is maintained, it will keep the original motion state.

III Master the Offline Control Method of Robots

In the process of practice, we found that it was too troublesome to control the robot
with the USB cable, and next, we will learn how to control the robot offline.
Practice:
1. Connect to the USB cable, and select the port of the mainboard connected to the
USB cable in the "Not connect" button of the toolbar, as shown in FIG. 4-9.

FIG. 4-9

33
2. Select WEEEMAKE ELF 328P as mainboard, as shown in FIG. 4-10.

FIG. 4-10

3. Drag the motor control block from the block palette and also drag the "WeeeBot
master program" block to the uppermost of the blocks, as shown in FIG. 4-11, which
can generate the offline code from the blocks.

FIG. 4-11
4. Turn on the "Code" button of the toolbar, you can see the generated offline code
on the right side of the software port, as shown in FIG. 4-12.

FIG. 4-12
5. Click "Upload program to board" button. The written program has been
successfully uploaded to the mainboard if the upload finish interface appears, as

34
shown in FIG. 4-13.

FIG. 4-13
6. Unplug the USB cable and turn on the power switch of the robot, the robot will
start to run the offline program.

IV Programming and optimization (40min)

1. Control programmatically and debug the robot to make it walk along a square
route.
Exploration: How to write the program if you want to make the robot to walk along
the square route?
Conclusion: The movements of robots shall be as follows: move forward→turn left
→move forward→turn left→move forward →turn left →move forward→ turn left
(reverse will also be OK). The walking route is as shown in FIG. 4-14 and reference
program is as shown in FIG. 4-15.

FIG. 4-14

35
 FIG. 4-15
Note:
a. The delay block at the bottom of "forward" block is to control the robot's forward
distance, and the delay block at the bottom of the "turn left" block is to control the
robot turning angle. When programming, the delay time must be changed according
to the actual walking situation of the robot.
b. At the end of the programming, you must stop the running of the motor. Otherwise,
the robot will keep the original motion and will always turn left.

2. Observation and discovery: find the operation law of the program and optimize
the program.
Q: can the program where the robot walks along the square route be optimized?
Conclusion: robot walking along the square route is controlling wheels to repeat
“Move forward and turn left 90 ° ” four times, and the program can be modified as
shown in FIG. 4-16.

36
 FIG. 4-16

V Classroom Development and Course Evaluation (10min)

1. Classroom development: set the route programming to let the robot walk and
train the students' debugging ability (selected lecture according to the class
teaching pace).
Teachers arrange simple trajectory according to the class teaching pace and let
students write programs according to the requirements, and modify the relevant
parameters, as far as possible to coincide with the required trajectory. The reference
trajectory is as shown in FIG. 4-17 and reference program is as shown in FIG. 4-18.

Start

Finish

FIG. 4-17

37
 FIG. 4-18

2. Classroom evaluation: Students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
1. Able to write a program to control motor to make the robot move.
2. Able to master the method of offline control.
3. Be able to debug the route of the robot walking in a square shape.

38
Chapter 5 Obedient Robots
Summary
After students are able to control the robot to walk in lesson 4 programmatically,
now we will get started IR remote control module, learn to build a remote-controlled
robot accordingly, and cultivate the fun of learning robots.

Learning Objectives
Understand the principle of IR remote control, master the control method of IR
remote control module, and be able to write the program of the IR remote-controlled
robot.
Understand the flowchart and understand the use of flowchart to clarify the
programming ideas.
Know the third structure that is commonly used in programming --- select structure.

Course Time
90 minutes.

WeeeBot robots, computers with WeeeCode software installed, USB download

cables and remote controls.

Teaching Process

I Introduction from Life (15min)

1. Associate the application of remote control in life and understand the

characteristics of the infrared ray.
Application of remote control in life: TV, air conditioner, remote control toy, and so
on.
Remote controls usually use an infrared ray to transmit signal, and we can know the
two characteristics of infrared ray from the examples in our lives:
1. Invisible
2. Strong penetration and not easy to be disturbed.

2. Understand the Application of Infrared Ray in Life

Infrared ray not only has the two characteristics mentioned above, but also has
another characteristic -- the transmission of heat, and due to this characteristic, it
makes the application of infrared ray in life very wide.
a. Thermal imager: It uses the received the heat difference of infrared transmission
to form an image, and transforms the invisible infrared heat is into a visible thermal
image.
b. Bathroom heat lamp: It raises the temperature in the light area through the thermal
39
radiation of the infrared bulb.

c. IR guided missile: infrared guidance is to use the infrared radiation of the target
itself to guide the missile to approach the target automatically, to improve the hit
rate.

II Know about Module and Use It (15min)

1. Know about IR remote control module.

IR remote control module is divided into two parts: infrared emission module and
infrared receiver module.
Infrared emission module is mainly used to transmit the infrared signal, namely
remote control, and the infrared signal from different buttons is different.
The infrared receiver module is mainly used to receive the infrared signal, as shown
in FIG. 5-1.

Infrared receiver module

FIG. 5-1

2. Master the usage of IR remote control module.

We can find the control blocks of the IR remote control module in the “Robot”
category, as shown in FIG.5-2. Check if the button on the remote
controller has been pressed. If we
want to response to the “  ” button,
then this option shall be modified to
“”.

Select the port of the infrared receiver

module. The default port is port 2. If
the wiringFIG.5-
position has been changed,
the port shall also be modified
accordingly.

40
 FIG.5-2
Practice:
Select the "M-Elephant" role and write the program as shown in FIG. 5-3 in online
mode and run it, then you can use the “→” key of the remote control to control the
role to move to the right.

FIG. 5-3

III Programming and Optimization (50min)

1. Programming of Remote Controlled Robots

Q: If we are going to make a remote-controlled robot: When different directions of
the key are pressed on the remote control, the robot can perform the corresponding
action. How to write the program?
Conclusion: Judge by each key pressed and select walking direction accordingly.
The program is as shown in FIG. 5-4.

41
 FIG. 5-4

Note:
a. If students can find problems with this programming idea before they write, they
can go directly to the next step without writing the program.

b. If the robot does not respond after you press the remote control, please detect two
places:
a) Check whether the infrared receiver module is connected to the mainboard port 2.
b) Check whether the infrared emission module can transmit the signal smoothly:
press the button of the remote control, turn on the camera function of the phone, and
watch the transmitter of remote control through the camera. Press the button, and if
the remote control can transmit infrared signals, you can see there is purple-red light
in the emission mouth. (a photosensitive device in a camera can receive a broader
spectral range than the human eye, and so it can take the photos of the infrared ray.)

c. Because infrared ray is propagated along straight lines, the remote control shall be
faced to the robot directly as much as possible in the remote control process.

d. The transmitting distance of the remote control signal is about 10 meters, and try
not to remote control under the intense sun because too strong sunlight will cause
interference to the infrared remote signal.

e. If there is no preset paring ID between the robot and remote control, the situation
that one remote control can control several robots simultaneously will appear.
Please pay attention to avoiding the situation of signal interference of remote
controls with each other when letting students practice.

Program effect: We can find that there are problems with the program written in this
way when running the program: When we do not press the button, the robot will keep
the last motion state, and won't stop moving.

2. Know about the third structure commonly used in programming -- select

structure.

Judgment structure is not enough to make robot choose the direction of walking
intelligently. We need to use the third structure commonly used in program design --
select structure. The select structure represents that there is a branch of the
program processing step, which requires the selection of one of the branches to
execute in a particular condition. Next, we will know about select structure through
an example in our lives, as shown in figure 5-5, and determine whether we need to go
to school or not according to the judgment whether it is Sunday or not today through
the branch structure.

42
 Is it Sunday
today?

No
Yes

Not go to Go to school
school

FIG. 5-5

3. Understand the drawing method of the program flowchart and draw the program
flow chart of the remote-controlled robot.
The chart above as shown in FIG. 5-5 is what we call program flowchart, which is a
description of the method, idea or algorithm for solving problems. It uses a graphical
symbol box to represent the operations of various properties and connects these
operations with a flow line. Before the program is designed or problem is solved, it
can help us clarify the solution of complex problems through the drawing of a flow
chart.

The program flowchart has the following different symbols:

a. : The shape is the starting box, representing the beginning or end of the
program. It will need to add this box at the beginning or end of the program.
b. : This shape is the processing box, representing the processing method.
Go to school or not go to school similar to FIG. 5-5 is the processing method of the
judgment result.
c. : This shape is the judgment box, representing the judgment and the
branch, which is used to indicate the select structure, and it is often accompanied by
Yes and NO two choices to judge the result.
d. : This shape is an input and output box, representing inputting and
outputting commands, which is generally used for variable assignment (This symbol
may not be explained).
e. : This shape is the flow line, representing the execution order of the
flowchart, which is used for the connection between two boxes.
Note: The drawing of the flowchart is usually from top to bottom, and from left to
right, and the flow line shall avoid crossing.

43
4. Write an optimized program of the remote-controlled robot according to the
flowchart.
We can analyze the program idea according to the requirements: When pressing “↑”,
“↓”, “←” and “→” key, "the robot has corresponding movement direction; When
pressing other buttons or not pressing buttons, the robot will not perform any
action, and the program requires loops. Therefore, we can make the program
flowchart as shown in FIG. 5-6.

44
 Start

Press ↑ Ye

NO
NO

Robot
Press ↓ Ye
moves

NO
NO

Robot
Press ← Ye
retreat

NO
NO

Robot
Press → Ye
turn left
s

NO Robot turn
NO right

Robot
stop

FIG. 5-6

We can write the program according to the flowchart as shown in FIG. 5-7.

45
 FIG. 5-7

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: To achieve the color transformation function of the

remote control RGB LED through the combination of the learned color
transformation of RGB LED. (selected lecture according to the class teaching pace).
Write the program to allow the "1~7" button of the remote control to control the
different color transformation of RGB LED and its reference program is as shown in
FIG. 5-8.

46
 FIG. 5-8
2. Classroom evaluation: students' class performance will be evaluated according
to the evaluation criteria.
Evaluation criteria:
a. Proficient in using the control blocks of the IR remote control.
b. Master the drawing method of the flowchart and draw the program flowchart of
the remote-controlled robot.
c. Able to write the remote-controlled robot program according to program
flowchart.

47
Chapter 6 Pin-wall Games
Summary
After the students mastered the usage of the IR remote control in the last lesson, we
will use the IR remote control to make the pin-wall game through the combination of
software and hardware.
Note: Lesson 6 and 8 are both game production courses combined by software and
hardware and the course time is 180 minutes. If the student has a weak logical
ability, please teach them lesson 6; If students have a strong logical ability, please
teach them lesson 8. If it refers to the related knowledge points, such as coordinate
system, variable, clone, and so on. It can be explained according to the content of
this lesson.

Learning Objectives
Strengthen the understanding in IR remote control and make pin-wall games.
Master the knowledge points, such as clone, variable, coordinate system, repeat until
the blocks, and so on. In the WeeeCode software and master its use method.

Course Time
180 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, USB cables and
remote controls.

Teaching Process

I Course Introduction (15min)

1. Let students know about the gameplay through game sharing, to provide ideas
for developing games.
Teachers can let students share and summarize the functions of several game
characters, as shown in figure 6-1, through showing the relevant pictures of the
pin-wall game or giving the students the experience of playing the brick game.
Pinball 1. Bump against the baffle and wall.
1. Hit the brick to score.
2. The game will end if it drops
under the baffle.
Baffle 1. Control the movement of the
baffle to collide with the pinball.
Brick 2. It will disappear and get score if

48
 touching pinball.
FIG. 6-1

II Master the knowledge points related to games production

(50min)

Note: this link is to learn the necessary knowledge for students to develop games,
and teachers can also explain it in the process of developing games.

1. Understand the coordinate system, master the representation method of the

position coordinates of the characters, and know how to determine the coordinate
values according to the position.

The coordinate system represents the role position on the stage of the WeeeCode
software. Click the “choose backdrop from library” button in the lower-left corner of
the software and select the “xy—grid” at the bottom of the gallery, we can see that
there is a coordinate system combined by x-axis and y-axis on the stage, as shown in
FIG. 6-2. The intersection of the x and y-axes is called the origin, expressed as
(x:0,y:0), that is, the x-axis is 0, and the y-axis is 0. The horizontal X-axis is 480 pixels,
and its range is -240~240. The vertical Y-axis is 360 pixels, and its range is
-180~180.

FIG. 6-2

Note: in the sprites pane, we can see the x and y-axis of the mouse position currently,
as shown in FIG. 6-3.

49
 FIG. 6-3

2. Understand the meaning of "variable" and master the use method of "variable"
blocks.
In the Variables block category, we can see the "Make a variable" block. Click this
block, you can name the variable, as shown in FIG. 6-4. After the variable is named
(The name can be given by yourself), you can see that there are five blocks in the
block palette, as shown in FIG. 6-5.

FIG. 6-4

FIG. 6-5

Practice:

50
Write the program as shown in FIG. 6-6 and run it. Tick in the variable checkbox. On
the stage, you can see that the value of variable "a" is increased by 1 every second,
as shown in FIG. 6-7.

FIG. 6-6

FIG. 6-7
3. Master the usage of "repeat until" blocks.
In previous studies, we have not been exposed to the loop structure with judgment.
To represent the loop with judgment, we can use the "repeat until" block, which is in
the “Control” category, as shown in FIG. 6-8.

FIG. 6-8
Practice:
Select “M-Elephant” role. Write the program as shown in FIG.6-9 in the role and run it.
The little elephant will stop the motion when moving to the right edge of the stage.

51
 FIG. 6-9
4. Master the usage of "clone" blocks.
In the game, you often need multiple same roles, whose action scrip and shape are
identical. What’s different is only the position of these roles, such as bullets,
fireworks, stars, and so on. It is especially troublesome to import a large number of
role operations at this point. In WeeeCode software, there is a "clone" block, the
clone is equivalent to copy the role, but it is not a new role, but only a clone. A clone
has an entirely same attribute with the role of parents.

The WeeeCode software uses three blocks to realize clone. We can find the
following three blocks in the “Control” category:

1. : for cloning specified sprite.

2. : as a program starting event, when the roles are cloned,

it will execute the program in the event.

3. : this block is used to delete the clone.

Practice:
Add “Basketball” in the role database and write the program as shown in FIG.6-10 in
the role. Observe the experiment effect and deepen your understanding of clone
blocks.

52
 FIG. 6-10

Program effect: Move the mouse after running the program, and the stage effect will
be as shown in FIG.6-11. The parent role will always follow the cursor, and
continuously produce clones. When the clone is cloned, it will have the same
attribute as the parent role---the same size. The clone will always follow the cursor
and delete the clone after 0.5 seconds, which will result in a phantom effect.

FIG. 6-11

III Writing game program (100min)

1. Set stage backdrop and sprite

a. Delete default elephant roles and select “sprkling” as the game background from
the background database (Background selection can be different).
b. Select “Basketball” from the role database and rename it as “pinball."
c. Select “Paddle” and rename it as “Baffle."
d. Select “Button3” and rename it as “Brick 1”.
e. Select “Button3” and rename it as “Brick 2”.
After you finish the above procedures, the stage effect will be as shown in FIG.
6-12(The position may be different.) and the sprites pane will be as shown in FIG.
6-13.

53
 FIG. 6-12

FIG. 6-13
2. Write “Pinball” and “Baffle” Control Program
a. Shrink the “pinball” role and write the mobile animation program of the “pinball”
as shown in FIG. 6-14.

FIG. 6-14
Program effect: The “pinball” is always moving in four directions, 45 ° (upper-right),
-45 ° (upper-left), - 135 ° (lower-left) and 135 ° (lower-right), and the basic animation
of the “pinball” is finished.
Note:

54
a) If there is no specified facing direction, you will find "pinball " just moving back
and forth in a horizontal direction. This is because the default facing angle is 90 ° to
the right.
b) The above program is written in the role of "pinball."
b. Set the initial position of "baffle" to be at the bottom of the stage and control its
movement by remote control. Its program is as shown in FIG. 6-15.

FIG. 6-15
Program effect: The “baffle” can move according to the “←” and “→” key of the
remote control. “baffle” program finished.

Note:
a) The moving speed of the “baffle” can be modified according to the difficulties of
the games.
b) The program is written in the role of “baffle."

c. Write “pinball” launch program: In the games, the pinball follows baffle to move
before the launch. Only when the OK key is pressed, it will be emitted to break the
bricks. Write the program in the role of pinball as shown in FIG. 6-16. The pinball
program after modification will be as shown in FIG. 6-17.

FIG. 6-16

55
 FIG. 6-17

Note: Please set the Y-axis to “125”, put the “pinball” above the “baffle” but not stuck
in the middle of the “baffle."

d. Write the rebound program that “pinball” touches the “baffle” and the program is
as shown in FIG. 6-18.

FIG. 6-18
Program effect: (take turn left 90° for example) when the “pinball” moves from the
upper left to the lower right and rebound to upper right when touching the “baffle,"
the animation run smoothly. However, when it moves from upper right to lower left
and rebound to upper right when touching the “pinball," it does not run very smoothly.
It is because of the 90 ° rotation. However, it does not affect the overall effect, no
need to change here.
Note: The reason for setting to 90 ° is to make the "pinball" rotate a certain angle
when encountering "baffle," and so it can be rebound at a right angle.

After finishing the above procedures, the overall program of the “pinball” is as shown
in FIG. 6-19 and the overall program of the “baffle” is as shown in FIG. 6-15. Now the
“pinball” can be rebound after it touched a wall and the remote control can control
the “baffle” to move left and right.

56
 FIG. 6-19

3. Write “Brick 1” Control Program

a. Set the initial position and size of "brick 1". It is not possible to have only a brick in
the game, and we are going to use the clone method to clone other bricks
automatically. When the game starts, repeat 5 times and clone itself. After each
cloning, it will move 60 steps to prepare the next clone. The program is as shown in
FIG. 6-20, and the stage effect is shown in FIG. 6-21.

FIG. 6-20

FIG. 6-21
b. Add the animation and scores setting of "Brick 1" as follows: in the game, if a
"pinball" encounters "bricks" 1, "bricks 1" will disappear. Moreover, to make the game
more interesting, there is usually scores setting, which we use variable to represent.
The modification of the "bricks 1" program is as shown in FIG. 6-22.

57
 FIG. 6-22

Program effect: Only when the “pinball” touches the "parent" bricks, the score will
increase, and the pinball will hide. However, there is no scores increase and hiding
for five clones of “Brick 1”. It also needs scores increase and hiding when the clone
touches “pinball." The written program is as shown in FIG. 6-23 and the master
program of “Brick 1” after modification is as shown in FIG. 6-24.

FIG. 6-23

58
 FIG. 6-24

c. Increase the number of bricks: The number of the bricks in the game is too few,
and we will make a row of bricks again. The programming of the "Bricks 2" is
similarly to "bricks 1". You will only need to change the y-axis of the initial position to
70, and avoid position overlapping of the "Brick 1" and clone. The program is as
shown in FIG. 6-25 and the stage effect after running the program is shown in FIG.
6-26.

FIG. 6-25

59
 FIG. 6-26
d. Write the program that the “pinball” will be rebound after it touches “Brick 1” and
“Brick 2” and write the program in the "pinball" role as shown in FIG. 6-27.

FIG. 6-27

After completing the above steps, the master program of the "Pinball" will be as
shown in FIG. 6-28, the master program of the “Baffle” will be as shown in FIG. 6-15,
the master program of the “Brick 1” will be as shown in FIG. 6-24, and the master
program of the “Brick 2” will be as shown in FIG. 6-25. The total game program has
been completed.

FIG. 6-28

60
Note: The above program is for reference only. If the student can complete the game
in other ways, teachers may give rewards to them.

IV Classroom Development and Evaluation (10min)

1. Classroom development: Increase the variable of the life value, make the
judgment of game victory and failure, and optimize the game experience (selected
lecture according to the class teaching pace).

a. Create the "life" variable and show on stage. When the game begins, set the initial
value of the "life value" variable as "2". The initializer can be written in any role and
the stage effect as shown in FIG. 6-29.

FIG. 6-29

b. Add error judgment: when the "Baffle" does not catch the "Pinball," please use the
Y-axis of the "Pinball" to determine whether "Pinball" fell to the bottom of the stage or
not. If life decreases and returns to the "Baffle" center, the revised "Pinball" program
will be as shown in FIG. 6-30.

61
 FIG. 6-30
3. Add win and lose judgment: There are 12 bricks in the game, 10 points for each,
and the total finished scores are 120 points. If the score variable is 120, you win. The
life is 2, and it will be one deducted one point for one fault. If the life is 0, you lose.
The program is as shown in FIG. 6-31.

FIG. 6-31

Note: the judgment of game victory or defeat is added to the game. However, if in the
last time you are won in the game and score is 120, once started again, it will meet
the victory judgment to the scores, and then the game will stop. The defeat judgment
will be in the same way. Therefore, we need to add time delay before the judgment.

62
For the program whose development part only needs to change the "pinball" role, the
master program of "pinball" is as shown in FIG. 6-31 and FIG. 6-32.

FIG. 6-32

FIG. 6-31 (already existed above, repeat just for references)

2. Classroom evaluation: students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
1. Master and use the variable, clone and “repeat until” blocks.
2. Able to make pin-wall games.

63
Chapter 7 Dancing Robots
Summary
In this lesson, we begin to contact the RGB ultrasonic sensor and makes the robot's
motion more intelligent by learning and using the RGB ultrasonic sensor.

Learning Objectives
To master the control method of RGB ultrasonic sensor and understand its working
principle by combining the distance formula.
To understand mathematical logic “and," "or" and "not," and use mathematical logic
to solve the judgment problem of a compound condition.
To make dancing robots.

Course Time
90 minutes.

Teaching Process

I Introduction from Life(15min)

1. Know about the characteristics of sound waves through examples from life.
In life, we went to the valley shouting, and we often can hear the echo. However, if we
shout to the sky, we could not hear the echo. Thus, we can know the characteristics
of sound waves that it can reflect if it meets objects.

2. The application of ultrasonic waves in life and nature.

In nature: Many animals in nature can transmit and receive ultrasonic waves, and the
most obvious is in bats and dolphins. Bats can fly in the dark, can emit sound waves,
and can tell if there are obstacles in front of them through whether there is the
reflection of the sound waves that touches obstacles, that is, they can “see” with
their ears. Moreover, it is the same for dolphins. After they emit ultrasonic waves in
the water, if there are targets, the ultrasonic waves will reflect, and so they can
detect and prey on the fish they love to eat accurately.

In life: The sweeping robot determine whether there are obstacles to avoid hitting the
wall by ultrasonic detection; Fishing boats determine whether there are fish in the
sea by ultrasonic detection.
Conclusion: the ultrasonic wave is a kind of acoustic wave that can not be heard, and
has the characteristic that it will return when touching objects.

64
II Know about Modules and Use It (25min)

1. Know about the RGB ultrasonic sensor and understand its working principle.
The RGB ultrasonic sensor of the robot is as shown in FIG. 7-1, and we can see that it
has two "eyes," one to emit sound waves and one to receive sound waves.

FIG. 7-1
In math class, we have learned the formula for distance is The distance = speed *
time, which is also the working principle of the RGB ultrasonic sensor. Because
sound waves travel through the air at a certain speed, the robot can automatically
record the time it takes to send and receive sound waves. Then,
Used time on the road = received time of the sound wave - emitted time of the
acoustic time.
The distance of back and forth= propagation speed of the sound wave* used time on
the road.
One-way distance = distance of back and forth /2.

Select the port of the RGB ultrasonic

sensor. The default port is port B. If
the wiring position has been changed,
the port shall also be modified
accordingly.

FIG. 7-2

Practice:
Select “M-Elephant” role and write the program as shown in FIG. 7-3 in the online
mode. Using an obstacle (or hand) to block in front of the RGB ultrasonic sensor, let
the role speak the distance between the RGB ultrasonic sensor and the obstacle.

FIG. 7-3
65
Note:
a) If there is no reading, at first please check whether it enters the online debug
mode. If it has entered the online mode, please check whether the RGB ultrasonic
sensor has to be connected to port B.
b) The reading unit obtained by the control block of RGB ultrasonic sensor is
centimeter.

Exploration:
a) Run the program of FIG.7-3, use obstacles to block the RGB ultrasonic sensor and
observe the changes in the reading.
b) Run the program of FIG.7-3, face the robot to the place without obstacles and read
the arisen max. Reading.
c) Run the program of FIG.7-3, use an obstacle to block in front of the robot and in
the position of reading 4, move the obstacle to get close to the RGB ultrasonic
sensor and observe the changes of reading.

Conclusion:
a. When obstacles block the RGB ultrasonic sensor entirely or when the RGB
ultrasonic sensor faces the distant place, the sound wave sent from the RGB
ultrasonic sensor all cannot be received. Therefore, the distance between the RGB
ultrasonic sensor and the obstacle cannot be measured, and the maximum distance
it can detect will be 500 cm.
b. When the distance between the obstacle and the RGB ultrasonic sensor is less
than 4cm, the distance error detected by the RGB ultrasonic sensor is relatively more
significant. Therefore, this situation shall be avoided as far as possible.

The RGB ultrasonic sensor also has the function of RGB, and the control block is as
shown in FIG. 7-4.

Select LED Revise RGB

Select the port of the to control value to
RGB ultrasonic change
sensor. color
FIG. 7-4

III Programming and Optimization (40min)

1. Write the program for dancing robots and make the robots follow your hands to
move.

66
Q: Tango is a couple dance, and the dance step is that one person gets close and
another moves away. How to write the program if you are going to let the robot
dance with our hands and realize that it moves back when your hands get close, and
it moves forward when your hands are far away from it?

Conclusion: To make the robot realize this effect, it is necessary to determine the
motion mode of the robot by judging the distance value measured by the RGB
ultrasonic sensor. The distance value of the RGB ultrasonic sensor gets smaller,
indicating that the hands are getting closer and then the robot needs to step back
when the value is small to a specific value. The distance value of the RGB ultrasonic
sensor gets larger, indicating that the hands are getting farther and then the robot
needs to step forward when the value is large to a specific value. We set the middle
value to 20cm. Therefore, we can write the program as shown in FIG. 7-5.

FIG. 7-5
Program effect；When the hands are far away, the robot step forward. When the
hands get close, the robot will step back. However, when the hands are still, the robot
will step back and forth repeatedly. This is because we have not set a range for the
robot to stop the motion.

2. Understand mathematical logic “and," "or" and "not," and use mathematical logic
to solve the judgment problem of a compound condition.
From the above situation, we can know that the program function needs to be
modified as shown in FIG. 7-6.
The value measured by ultrasonic Motion of the robot
sensor
Larger than 20cm Move forward
15~20cm Still
Smaller than 15cm Move backward
FIG. 7-6
Now the only problem is how to express the range of 15~20cm with the program. In
the programming, we usually use the following blocks to express the judgment of the
compound conditions.

67
a. : Only when both two conditions in the box are true, the result will
be true. If one of the two conditions are false, the result will be false, as shown in
FIG.7-7.
And
compound conditions Result
True+True True
True+False False
False+True False
False+False False
FIG. 7-7

b. : Only when both two conditions in the box are false, the result will be
false. If one of the two conditions are true, the result will be true, as shown in FIG.7-8.
Or
compound conditions Result
True+True True
True+False True
False+True True
False+False False
FIG. 7-8

c. : Take the contrary result. The contrary result of true is false and the
contrary result of false if true, as shown in FIG. 7-9.
Not
compound conditions Result
True False
False True

FIG. 7-9

Therefore, we can use the program as shown in the FIG. 7-10 to express the number
of 15~20.

FIG. 7-10

3. Write the optimized program of the dancing robot

Combined with our previous analysis: The measured distance range of the RGB
ultrasonic sensor is 4cm~500cm, and the error of values beyond that range will be
huge, which will not be adopted by us. Therefore, we can write the program as shown

68
in FIG. 7-11.

FIG. 7-11

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: make obstacle avoidance robots

a. Simple obstacle avoidance robots: In the proceeding process, the car can detect
whether there is an obstacle in the front through ultrasonic waves.

FIG. 7-12

b. Complex obstacle avoidance robots: In the proceeding process, the car can detect
whether there is an obstacle in the front through ultrasonic waves. If there are
obstacles, the RGB light of the RGB ultrasonic sensor will flash twice continuously,
and the car will swerve. If there is no obstacle, the RGB white light of the RGB
ultrasonic sensor will be on, and the car will step forward. The reference program is
as shown in FIG. 7-13.

69
 FIG. 7-13

2. Classroom evaluation: students' performance will be evaluated according to the

evaluation criteria.

Evaluation criteria:
1. Proficient in using the measuring and RGB function of the RGB ultrasonic sensor.
2. Able to use mathematical logic to judge compound conditions.
3. Able to write a program and make dancing robots.

70
Chapter 8 Flying Elephant Games
Summary
After we mastered the usage of distance measuring of RGB ultrasonic sensors in the
last lesson, in this lesson, we will use the RGB ultrasonic sensor to make a flying
elephant game to add the fun of programming through the combination of software
and hardware.

Course Time
180 minutes.

Pre-class preparation
WeeeBot robots, computers with WeeeCode software installed, and USB cables.

Teaching Process

I Course Introduction (20min)

1. Let students know about the gamep lay through game sharing, as so to provide
ideas for developing games.
Teachers can ask students to share and summarize the functions of several roles of
the game by showing the related pictures of the flappy bird game or by letting them
experience the flappy bird games, as shown in FIG. 8-1.
Button 1. It will become larger when
touched by the cursor.
2. The game will begin once it is
clicked.
Water pipe Appear on the rightmost of the
screen and keep moving.
Little bird 1. It can be controlled to move up
and down to avoid obstacles.
2. It will get scores for avoiding the
water pipe and will die when it
touches the water pipe.
FIG. 8-1

II Master the relevant knowledge points of making games.

Note: this link is to learn the necessary knowledge for students to develop games,
and teachers can also explain it in the process of developing games.

71
1. Master the modeling switch function of the roles to make the animation of the
roles more vivid.
In the game of flappy birds, birds are required to flap their wings during flight. This
animation effect is a motion animation achieved through several different
movements of the bird. The different actions of a role in WeeeCode software are
called costume, and there are two blocks in the “Looks” category that can be used to
control the costume switch, as shown in FIG. 8-2. Through the costume switch, it can
make the role move, which makes the sprite movement more vivid.

FIG. 8-2

: Each costume has specified name, which can be checked

in the costume tab. This block can let the sprite switch to other costume.

: Sprite can switch the costume according to the order in the costume
tabs.
Practice:
a. Select “Avery Walking” role, as shown in FIG.8-3. Select the modeling tabs, and you
can see that the roles have four different modelings, as shown in FIG. 8-4.

FIG. 8-3

72
 FIG. 8-4

b. Write the program in the role, as shown in FIG.8-5 and view the program effect.

FIG. 8-5

Program effect: The role walks on the stage but will be upside down if touching the
wall. This is because the rotation mode of this role is “Arbitrary rotation” mode. In
FIG. 8-6, the rotation mode has been changed to “Horizontal rotation” mode. You can
see the role moving around on the stage.

FIG. 8-6

73
2. Master the usage of broadcast block and understand how to use the broadcast
function to control the linkage among sprites.
In WeeeCode software, the role of broadcast block is used for the mutual control
among sprites. There are mainly three types of application forms:
a. "point-to-point" broadcast, that is, “sprite 1” control “sprite 2” through broadcast.
b. "point-to-surface" broadcast, that is, “sprite 1” can control multiple sprites
simultaneously.
c. "Surface-to-point" broadcast, that is, there are multiple control terminals to
transmit the broadcast, while the controlled side realizes corresponding response
actions.

The use of "broadcast" plays a vital role in the cooperative relationship among
multiple roles. In the “Events” category, we can see the three blocks of broadcast
function:

a. : Broadcast a piece of news to other sprites, trigger

them to do something and wait for them to complete and then execute the script
behind the block.

b. : Broadcast a piece of news to other roles, and then execute

the script behind the block.

c. : Linked with the broadcast transmission function and

act as the starting event for controlling the running of the program after it received
information.

a. Add spirtes “Calvrett” and “Breakdancer1”, as shown in FIG. 8-7.

FIG. 8-7
b. Write program for "Calvrett," as shown in FIG. 8-8.

74
 FIG. 8-8

c. Write program for “Breakdancer1”, as shown in FIG. 8-9.

FIG. 8-9

Program effect: After running the program, sprite "Calvrett" broadcast a message
and wait. The "Breakdancer1" will begin the costume switch once receives the
message. When all the costumes of "Breakdancer1" are switched, the "Calvrett" will
start to switch again.

Exploration: What will happen if the “broadcast and wait” block is changed to the
“broadcast” block in the sprite “Calvrett”?
Program effect: The costumes of the two roles will be switched simultaneously.

Note: You can create broadcast and modify the message name in the drop-down
option of the “broadcast” block and “broadcast and wait” block. In the process, the
linkage function can be achieved if the message name of the “broadcast” block and
“broadcast and wait” block is corresponding with that of the “when receiving the
broadcast” block.

3. Understand the meaning of random number block and grasp the usage of pick
random block.
In mathematics and logic operation module, we can see the block as shown in FIG.
8-10. The block has two parameters that can be modified. The value of the two
parameters forms a range, in which a number will be generated randomly.

FIG. 8-10

75
Practice:
Select sprite “M-Elephant” and write the program in the role, as shown in FIG. 8-11,
and then observe the program effect.

FIG. 8-11
Program effect: The program will generate a number from 1 to 10 continually
(including 1 and 10).

4. Master the usage of "wait until” block.

"Wait until” block is in the “Control” category, as shown in FIG. 8-12. The function of
this block: always judge the conditions of the box until when the condition in the box
is true, the program will go down; otherwise the program has remained in the
position, which is often used in the case that needs to repeat judging the conditions
in the acyclic structure.

FIG. 8-12
Practice:
Select “M-Elephant” role and write the program in the online mode, as shown in FIG.
8-13, and observe the program effect.

FIG. 8-13
Program effect: Run the program, press the button on the mainboard as shown in
FIG.8-14, and then the stage will have the effect as shown in FIG. 8-15.

Button

76
 FIG. 8-14

FIG. 8-15

III Write a game program(100min)

1. Set stage backdrop and sprites

a. Select “blue sky” from the backdrop library as the stage background.
b. Rename “M-Elephant” like “Elephant”
c. Select “Water pipe” from the sprites library and rename as “pipe."
d. Select “Button2” from the sprites library and rename as “start button."
After completing the above procedure, the stage will be as shown in FIG. 8-16 (the
position of the role may be different).

FIG. 8-16

2. Write the animation and control program of the “start button."

77
a. Set the initial position of the “start button” and make the animation effect: zoom in
when the cursor touches the role and get back when the cursor moves away. The
program is as shown in FIG. 8-17.

FIG. 8-17

b. Set the beginning of the games when the “start button” is clicked. Other roles can
be linked through full function, and the program is as shown in FIG. 8-18.

FIG. 8-18

Program effect: Run the program. When the “start button” is clicked, it will hide.
Moreover, it tells other sprites the beginning of the games through the broadcast.
However, we found that when pressing the "start button” to run the program later
again, the "start button” disappears. This is because when running the program, we
have not display the "start button" after we hide the role. The optimized "start button”
program is as shown in FIG. 8-19.

78
 FIG. 8-19

3. Write the animation and control program of the “Elephant."

a. Set the size and initial position of the “Elephant," write the control program of the
“Elephant," as shown in FIG. 8-20.

FIG. 8-20

Note:
a) The size of the "elephant" shall be set to 50%, and if it is too large, it will be difficult
to escape the "pipe."
b) The operation of the "elephant y-axis" is first multiplied by 10, and the unit of RGB
ultrasonic sensor detection value shall be changed to the millimeter, to enlarge the
fluctuation range of the detection value of RGB ultrasonic sensor. Then minus 180
and you can change the detection value to the corresponding coordinate value on
the stage, that is, if the detection value is 0, then it shall be at the bottom of the
screen, and the y-axis will be -180.

Program effect: After running the program, the "elephant" will move to the leftmost
position of the screen. You can control the "elephant" to move up and down by
controlling the distance between the RGB ultrasonic sensor and the obstacle (wall or
hands). The longer the distance is, the higher the "elephant" flies. However, when the
detection value of the RGB ultrasonic sensor is too large, the "elephant" will be
beyond the top of the stage. Therefore, the maximum value of the "elephant y-axis"
variable needs to be limited. The optimization program is as shown in FIG. 8-21.

79
 FIG. 8-21

4. Write the animation and motion program of the “pipe."

a. Initialize the setting of the variable such as game scores, motion speed of the
“water pipe," and the fail state of the “elephant," and set the initial position and size
of the “water pipe." The program is as shown in FIG. 8-22.

FIG. 8-22

Note:
a) The initialized setting of the variable can be written in any sprite, and here it is
written in “pipe."
b) Hide the variable of the “fail," “speed” and the “elephant y-axis” and only remain
the scores variable on the stage.
c) Because the “pipe” moves from the right to the left, that is, the value of x-axis
decreases, then the value of speed variable will be negative.
d) The variable of “fail” is used to express whether the elephant has touched and
failed the game. If the value is 0, it means go on play. If the value is 1, it means

80
failed.
e) The range “ -100~80” of the y-axis of the “pipe” is the lowest position and the
highest position of the “pipe."

b. Write the motion program of the “pipe”: The “pipe” will begin to move when
receiving the broadcast. Before the fail of the “elephant," the pipe will move to the
left at the speed of “-4”. When it moves to the leftmost side, it will appear in the
rightmost side and move again, and the scores will increase. The program is as
shown in FIG. 8-23.

FIG. 8-23

Note: The x-axis cannot be “-240”, as the coordinate of the sprite is in the center of
the role and the “pipe” has a width. If the edge of the sprite touches the edge of the
stage, the sprite will stop moving and it can never move to “-240”.

c. Write the fail animation of the “elephant”: The “elephant” shall stop moving when
touching the “pipe” and all the program shall stop. Meanwhile, only when the variable
value of “fail” is 0, the “elephant” can move with the detection value of the RGB
ultrasonic sensor. The modified “elephant” program is as shown in FIG. 8-24.

81
 FIG. 8-24

Program effect: Run the program, the "elephant" will move up and down with the
detection value of the RGB ultrasonic sensor, and the score will increase by 1 every
time it escapes a pipe. After touching the pipe, the "elephant" will stop moving and
hide, the " pipe" will stop moving and the program will stop.

After completing the above procedures, the game has been completed. The total
program of the "elephant" is as shown in FIG. 8-24. The total program of the "start
button" is as shown in FIG. 8-19. The total program of the " pipe" is as shown in FIG.
8-25.

FIG. 8-25
Note: The above program is only for reference. If students can finish the game by
other means, teachers can give an award to them.

82
IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: Make the animation effect of fail, add acceleration

function of the “pipe” and enhance the game experience (selected part according to
the time of class).
a. Make the fail animation of the “elephant”: After the “elephant” touches the “water
pipe," the “water pipe” will stop moving. Moreover, the “elephant” will move upwards
first and then move downwards until it drops to the bottom and hides. Then it will be
displayed in the center of the stage and say the scores. The modified “elephant”
program is as shown in FIG. 8-26.

FIG. 8-26
Note: join block is in the operator module.

b. Make the acceleration effect of the “pipe”: Make the motion speed of the “pipe” be
higher and higher with the higher scores in the game. Add the difficulty of the games
and the modified “pipe” program is as shown in FIG. 8-27.

FIG. 8-27
Note: The setting of the “speed” variable value will only be added at the end of the
83
loop structure in the “pipe” program, that is, every 5 points score will increase the
speed by 1.

2. Classroom evaluation: Students’ classroom performance will be evaluated

according to the evaluation criteria.
Evaluation criteria:
a. Able to skillfully use the broadcast, modeling transformation, random number, and
"wait until” blocks.
b. Able to make flying elephant games.

84
Chapter 9 Little Pianist
Summary
As the review and conclusion of the above knowledge points, this lesson will teach
students to make ultrasonic piano through the combination of the RGB ultrasonic
sensor, buzzer and RGB LED and let them experience the beauty of the combination
of programming and arts.

Learning Objectives
Review the knowledge points learned above, strengthen the mastery of the old
knowledge points, and make an ultrasonic piano.
Master the usage of the ruler and intuitively understand the length of distance.
Cultivate students' teamwork ability through the form of division of work.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, USB cable, ruler,
color pens, and papers.

Teaching Process

I Knowledge review (15mim)

1. Review the control blocks in learned modules and strengthen the mastery degree
of module control.
Q: How many modules control method have we mastered in the previous course of
learning? What are they respectively? Which blocks are they controlled by? What
should we pay attention to when using?

Conclusion: as shown in FIG. 9-1.

Hardware Control blocks and annotations Attention when using
name (Numbers represent the number of
parameters in the block)
RGB LED ① The RGB value can
: be known in "MSPaint"
①~③ adjust the value of each color software.
of the RGB. ② There shall be time
delay among the color

85
 changes.
Buzzer ①C~B corresponds
with the do~si tone,
: and 3~5
①Control the tone of the sound. co-responds with
②Control the beat of the sound. the BASS, MIDDLE,
or TREBLE three
musical scales.
②The relationship
between rhythm
number of numbered
musical notation and
the corresponding
block beat number of
a beat in the
numbered musical
notation:
30- double beat, 60- a
whole beat, 120- 1/2
beats, 240- 1/4 beats,
480- 1/8 beats.

DC motor ① Port: Right M1 and

1. : left M2;
① To select the port of the motor. Motor wires: Left
② To control the running speed of black and right white.
the motor and the range is -255~255. ② It will need to turn
If the value is positive, it will run on the power supply
clockwise. If the value is negative, it switch if in the online
will run anti-clockwise. The larger is mode.
the number is, the higher the speed ③ the motor will keep
will be. the previous motion
state before changing
the motion state.
2. :
①To control to move in four
directions.
②To control the running speed of the
motor and the range is -255~255. If
the value is positive, it will run
clockwise. If the value is negative, it
will run anti-clockwise. The larger is
the number is, the higher the speed

86
 will be.

IR remote The telephone camera

control : can be used to test
① To select the wiring port of the whether the remote
infrared receiver module. can emit infrared
② To select the key pressed on the signals or not.
remote control.
RGB The distance
ultrasonic 1. measurement range
sensor ①To select the port of the RGB of the RGB ultrasonic
ultrasonic sensor. The default port is sensor is 4~500cm.
B. The distance value between
ultrasonic wave and obstacles can be
got in this block, and its unit is cm.
2.

①Same as above。
② To select the light to be controlled.
③~⑤ Adjust the value of each color
of the RGB.

FIG. 9-1

2. Review the drawing methods of the flowchart.

Program flowchart is a description of the method, idea or algorithm for solving
problems. It uses a graphical symbol box to represent the operations of various
properties and connects these operations with a flow line. Before the program is
designed or problem is solved, it can help us clarify the solution of complex issues
through drawing a flowchart.
a. : The starting box, represents the beginning or end of the program.

b. : The processing box, represents the processing method.

c. : The judgment box, represents the judgment and the branch.

d. : The flow line, represents the execution order of the flowchart.

87
II Assignment and work division of the roles (15min)

1. Assignment
Task requirements:
a. It requires students to use the buzzer to play different songs according to the
different sounds made through the different distance between the obstacle (or hand)
and RGB ultrasonic sensor. Each tone corresponds with a color of the RGB light and
when the sound changes, the color will change accordingly.
b. Draw the flowchart to clarify the programming ideas and write the program.
c. Use a ruler to draw the piano key area diagram on the paper: the tones and colors
in different key areas will be different.
d. Write programs and play songs according to the selected numbered musical
notation.

2. Discuss in the group according to the task requirements, divide the work
combined with the situation of the members, and arrange the time assignment of
each link reasonably.
Work assignment among members: Students will be assigned with work according
to their advantages and please fill the form as shown in FIG. 9-2 for reference.
Members Responsible Reason Estimated Actual time
content time
Abby Draw Logical and 10min
flowchart careful.
Brian Write High mastery 20min
programs in hardware
module, and
strong logic
ability.
Carrie Play songs Strong sense 20min
of rhythm.
David Draw key Solid art 20min
area diagram foundation.
FIG. 9-2

Note:
a. Suggest 4~5 students as a group.
b. Besides guiding students to divide works in the activity process, it also needs to
guide students to arrange time reasonably. If possible, please draw a flowchart and
write the program. After the program debugging, exercise the songs playing and
draw the key area diagram.
c. Actual time will be filled in after the task is completed.

88
III Design scheme and prototype creation (50min)

1. Draw the flowchart of the ultrasonic piano program

You can draw the program flowchart as shown in FIG. 9-3 according to the task
requirements.

89
 FIG. 9-3
Note:
a. The distance value interval of this program flowchart is 3 and students can define
the interval range according to their requirements.
b. You can modify the corresponding sound and color of each interval.
c. There is only seven key area drawn in this program flowchart. If the music scale
range of the played songs is too broad, the range can be enlarged by yourselves.

2. Write an ultrasonic piano program

You can write the program as shown in FIG. 9-4 according to the program
flowchart.

90
 FIG. 9-4

Note:
a. The beat parameter value of the buzzer control block is not very important in this
program. It will be ok only if the sound is delayed for a period.
b. At the beginning of the program, it is necessary to add the "wait 1 secs" block,
which is to judge the distance between the RGB ultrasonic sensor and the hand every
1 second. If there is no such building block, the RGB ultrasonic sensor will
continuously detect and continuously trigger judgment, which may result in
incomplete pronunciation.

3. Draw key area diagram

Draw key area diagram as shown in FIG. 9-5 according to the program.

91
 Measure line
FIG. 9-5

Note:
a. FIG. 9-5 is only for reference. Students can design by themselves, but there must
be snap line and distance range interval.
b. The measure line is the alignment line between the RGB ultrasonic sensor and the
drawing, and its placement is as shown in figure 9-6.

Measure line

FIG. 9-6
4. Song performance practice
Students can practice according to the selected songs. During the practice, you need
to put an object on the corresponding key area of the first tone, as shown in FIG.9-7.
After the buzzer makes a sound, please lift the object and put it on the corresponding
key area of the next tone for detection.
Note: Teachers can select a few simple songs in advance for students to choose
from. The involved musical scale range of selected songs shall be as small as
possible.

92
 Measure line

FIG. 9-7

IV Classroom Presentation and Classroom Evaluation (15min)

1. Classroom Presentation
a. The groups play songs to each other and score the performance effects of the
songs.
b. Teachers select the group randomly, and the selected group shares the work
division of members and time allocation within the group and plays the songs.
Teachers may award them appropriately if the group performs well.

2. Classroom evaluation: Students’ classroom performance will be evaluated

according to the evaluation criteria.
Evaluation criteria:
Routine Evaluation regulations
Flowchart 1. There are no mistakes in the shape of basic
flowchart types.
2. The flowchart can clearly show the logic of the
program.
Program effect 1. Able to play songs with RGB ultrasonic sensors.
2. The color changes of RGB lights accompany the
performance of the song.
Key area diagram 1. The design of the vital area diagram is elegant,
which can show the critical area clearly.
2. The design of the vital area diagram has unique
ideas and exquisite appearance, and it is original.
Work division of The work division of members has a reasonable plan,
members and time which ensures the task requirement can be finished in

93
allocation the estimated time.
Playing effect The performance of the song is relatively more
coherent and skilled (Teachers can score points
properly according to the difficulty of the song).

94
Chapter 10 The secret of Sound and Light
Summary
In this lesson, we will make the robot obtain two new way to sense the environment
through learning sound sensor and light sensor and let students feel the intelligence
of controlling programmatically through making intelligent corridor lamps.

Learning Objectives
To master the usage of the sound sensor and light sensor.
To understand the control principle of intelligent corridor lamp and make it.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, and USB cable.

Teaching Process

I Introduction from Life (20min)

1. Share the work conditions of corridor lamps in life and conclude its work
principles.
The work conditions of corridor lamps are as shown in FIG. 10-1.

Light Sound The conditions of lights

Strong Low Closed

Strong Loud Closed

Weak Low Closed

Weak Loud Open

FIG. 10-1

The working principles of the corridor lamp: The acoustic control and optical
“Control” category are installed in the corridor lamp with the automatic delay switch.
The light is bright during the day, and the light will be off. At night, the light is weak,
and when the sound sensor detects a big value, the light will be on.
95
2. The application of sound sensor and the light sensor in life
The sound sensor applied in life plays a role of a switch, such as sound control
washing machine---control the running and stopping of the washing machine by
acoustic control; acoustic control camera---control the shutter time of the camera by
acoustic control.
The light sensor plays a role of saving energy in life, such as smart keyboard---the
keyboard light will be on in the daytime and will be off at night; smart screen---adjust
the screen luminance intelligently according to the light intensity.

II Know about modules and use it

1. Master the usage of sound sensor

The sound sensor is located in the position of the mainboard as shown in FIG. 10-2.
We can find the control block of the sound sensor in the “Robot” category, as shown
in FIG. 10-3. The sound value in robot's environment can be concluded by using the
block.

Sound
sensor

FIG. 10-2

Select the port of the sound sensor.

The default port is port 3. If the wiring
position has been changed, the port
FIG. 10-3 shall also be modified accordingly.
Practice:
Select “M-Elephant” role and write the program in the role as shown in FIG. 10-4.
Then run it in the online mode and the role will say the sound value of the
environment.

96
 FIG. 10-4

2. Master the usage of the light sensor

The light sensor is located in the position of the mainboard as shown in FIG. 10-4.
We can find the control block of the light sensor in the “Robot” category, as shown in
FIG. 10-5. The light value in robot's environment can be concluded by using the
block.

Light
sensor

FIG. 10-5
Select the port of the light sensor. The
default port is port 1. If the wiring
position has been changed, the port
shall also be modified accordingly.
FIG. 10-6
Practice:
Select “M-Elephant” role and write the program in the role as shown in FIG. 10-7.
Then run it in the online mode and the role will say the light value of the environment.

FIG. 10-7

97
III Programming (30min)

1. Analyze programming ideas.

Q: According to the form as shown in FIG. 10-1, if we want to make a smart corridor
lamp, how to write the program?
Conclusion: It can be known from the figure that the intensity of the light is the first
condition that determines the opening and closing of the light, followed by the level
of the sound, which can be concluded that the judgment of the light sensor should
be preferable to the judgment of the sound sensor.

2. Make smart corridor lamp

The small value of the light sensor represent night; otherwise, it represents daytime.
The small reading of the sound sensor represents no person; otherwise, it represents
the presence of the person. The reference program is as shown in FIG. 10-8.

FIG. 10-8
Note: The value of the judgment condition shall be set according to the environment.
If the light value in the daytime is 800 and the light value at night is 20, the judgment
value of the light sensor can be set to 50-700. If the sound value in the typical
environment is 300 and the sound value of clapping is 700, the judgment value of the
sound sensor can be set to 400-600.

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: Use the light sensor or sound sensor to control the
robots (selected part according to the class time).
a. Acoustic control robot: When the sound is loud, the robot advances in the distance
and the sound is low, the robot will be at rest. The program is as shown in FIG. 10-9.

98
 FIG. 10-9
Note: Wait for a period after stilling, and then judge the detection value of the sound
sensor, to eliminate the interference of the sound when walking.

b. Light control robot: The robot will move forward when the light is weak, and the
robot will be still when the light is bright. The program is as shown in FIG. 10-10.

FIG. 10-10

2. Classroom evaluation: students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
a. Proficient in using the control blocks of sound sensors and light sensors.
b. Able to make smart corridor lamps with sound sensors and light sensors.

Chapter 11 Intelligent Robot

Summary
After we mastered the basic control methods of the sound sensors and light sensors

99
in the last lesson, in this lesson, we will combine the two modules with the other
modules we learned before to make an intelligent robot and let students feel the
charm of programming.

Learning Objectives
Able to combine hardware knowledge learned previously to write programs to make
intelligent robots.
Understand mind maps, draw mind maps of intelligent robots, and train students'
logical ability through multilevel logical judgment.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, USB cable and
remote control.

Teaching Process

I Introduction from Life (15min)

1. Understand the functions of current high-tech cars.

a. Semi-automatic driving: You only need to set the walking speed, and the distance
between your car and the car in front of you, and your car will drive automatically
according to the set drive mode. In certain conditions, the system can manipulate
the car's steering and braking autonomously.

b. Automatic parking: When the car reaches the parking space, it will start the
automatic parking function, and the car will drive into the parking space
automatically.

c. Automatic cruise: At a certain speed, the car will automatically move at a fixed
speed without stepping on the gas pedal.

d. Anti-collision radar system: Real-time monitor objects in front of vehicles. When

targets appear, the radar system will alert the driver so that the driver can respond in
time.
e. Alcohol-test car lock system: It will detect if you have drunk alcohol through your
palms sweat. If it detects that the alcohol concentration in your sweat is too high, the
gearbox will be locked automatically, and there will be voice prompt, which can
prevent the driver from drunk driving.
Note: The car uses much high-tech technology, and teachers can select the

100
automation control technology as the main lecture.

2. Imagine the function of future cars.

Automatic drive, wireless charging, sea and air walking, automatic emergency stop,
stealth, capable of firing shells, and so on.

II Design scheme and prototype creation (65min)

1. Understand mind maps.

A mind map is a reified method of radioactive thinking. We know that radioactive
thinking is a natural way of thinking of the human brain. Each kind of information into
the brain, whether it is a feeling, memory, or idea, all can become a thinking center,
which radiates outward thousands of nodes, and each node represents a link with a
central theme, and each link can be another central theme, and then emanate
outward thousands of nodes. Take FIG. 11-1 as an example to guide students to
think radioactively and draw mind maps.

FIG. 11-1

2. Combine the hardware we learned previously to draw the mind maps of the
intelligent robots.
What kind of intelligent robot can we make combined with the robot hardware
control we learned currently? Take FIG. 11-2 as an example to draw the mind maps
of the intelligent robot.

101
 FIG. 11-2

a. The robot can turn on/off the light in the daytime and at night automatically.

b. The robot will detect whether there are obstacles in the front continuously in the
proceeding process. If no obstacle, it will walk definitely according to the remote
control. If there are obstacles, the robot will twinkle lights and make a turn.

Note:
a) The mind map is only for reference. If the students have their ideas, freedom of
ideas may be given to them. However, it must be combined with the hardware we
learned previously as much as possible.
b)
c) The flowchart can be understood as the node time flowchart that must be
completed for work; A mind map can be understood as a work procedure diagram,
which is a flowchart of work guidance.

3. Write intelligent robot program according to the mind map.

a. Write the first-layer frame program of the intelligent robot mind map: Execute
different motions according to the measured distance value, and light intensity and
the program is as shown in FIG. 11-3.

FIG. 11-3

102
b. Write the judgment program of light intensity: If the light is intense, the light will be
off; otherwise, the light will be on. The program is as shown in FIG. 11-4.

FIG. 11-4

c. Write the remote control program of robots when there is no obstacle in the font:
Press "↑" key, the robot will move forward; Press "↓" key, the robot will move back;
Press "←" key, the robot will turn left, Press "→" key, the robot will turn right, If no key
is pressed, the robot will be still. The program is as shown in FIG. 11-5.

FIG. 11-5

d. Write the control program of the robot when there are obstacles in the front: At
first, stop the running of the motor, and then flashlight and swerve. The program is
as shown in FIG. 11-6.

103
 FIG. 11-6
After the above procedures are completed, the total program will be as shown in FIG.
11-7. The programming is completed.

104
 FIG. 11-7

III Classroom Development and Evaluation (10min)

1. Classroom development: volume walking robot (selected lecture according to

the classroom teaching pace).
Volume moving robot: The sound triggers the robot to move. The walking distance
will be determined by the size of the volume in the triggered condition. The louder
the sound is, the farther the robot will move. The program is as shown in FIG.11-8.

FIG. 11-8
Note:
a. There are two challenges in the program:
a) To eliminate the misjudgment through whether the machine talent starts to move
when the sound sensor detection value is higher than a specified value.
b) Store the detection value of the sound sensor in the variable “a” and connect the
value of “a” with the proceeding time of the robot. If the “a” value is 400, the robot
will stop moving after proceeding 4 seconds.
b. The robot can be used for the competition of students, and teachers can use it as
a classroom game.

2. Classroom evaluation: students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
a. Able to understand mind maps and draw the mind map for the intelligent robot.
b. Able to make an intelligent robot with the hardware knowledge learned previously.

105
Chapter 12 WeeeBot Line-following Robot
Summary
In this lesson, we will learn the use of the line-following sensor, figure out the
line-following algorithm in the exploration, and programme to make the robot walk
along the line.

Learning Objectives
To understand the working principle of the line-following sensor and master its
usage.
To understand the line-following algorithms and be able to select and use them
flexibly in different situations.
Able to make line-following robot according to the line-following algorithm.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, USB cable and
electrical tape.

Teaching Process

I Introduction from Life (10min)

1. Understand the working principles of a food-delivery robot.

In this hi-tech age, even the dining room is equipped with robots. The robot delivers
the food to the customer, slides through the dining room, stops at the table, and
announces "your order, please enjoy it" in Mandarin.
The food-delivery robot walks along a fixed route through a magnetic strip sensing
technology. When the robot reaches the designated table, it will stop until the
customer takes the food away. In the process of walking, if the ultrasonic sensor
detects someone in the way, the robot will also remind: "I am delivering the meal,
please kindly avoid, thanks!"

II Know about the Module and Use It (35min)

1. Know about the working principle of the line-following sensor.

The working principle of the line-following sensor is the same as that of the
magnetic strip sensor. We can also make the robot walk along the line using the
line-following sensor. In this lesson, we will learn the usage of the line-following

106
sensor. The line-following sensor of the robot is as shown in FIG. 12-1, which
consists of two line-following sensors--- s1 and s2.

FIG. 12-1

A line-following sensor is an infrared sensor. We can see that the s1 and s2 sensor
have two small lights respectively, one to transmit infrared ray and the other to
receive infrared ray. So, the position of the sensor can be determined by the received
quantity of the reflected infrared ray of the reflective surface.

Note: The infrared detection of the line-following sensor is different from that of IR
remote control. The former can only be used to detect the quantity of the infrared ray,
but the latter can be used to detect infrared signals.

According to the nature of the line-following sensor, most of the line-following

sensors patrol along the black line. It is because that the black in colors can absorb
a lot of infrared rays. If the line-following sensor is on the black line, it will receive
less infrared rays; If the line-following sensor is not on the black line, it will receive
more infrared rays. Branch structure can be used to judge the situation and make the
robot walk along the line.

2. Master the usage of the line-following sensor.

The control block pf the line-following sensor can be found in the “Robot” category,
as shown in FIG. 12-2.
This block will show
the reflected IR value Select sensor S1 or
received by a S2.
specific
line-following sensor.
Select the port of the line-following
sensor. The default port is port A. If
the wiring position has been changed,
the port shall also be modified
accordingly.

FIG. 12-2

Practice:
Select “M-Elephant” role, write the program in the role as shown in FIG. 12-3 and run

107
it in the online mode. Observe the value changes of the line-following sensor on the
different reflective surface.

FIG. 12-3
Note:
a) If there is no reading, at first, please check whether it has entered online mode. If
yes, please check whether the line-following sensor has to be connected to port A.

b) You can use a camera to observe whether the line-following sensor can work.
Open the camera and view the line-following sensor. If you see that the little light
under the line-following sensor emits purple-red light, the line-following sensor can
work.

Exploration: Run the program as shown in FIG. 12-3, face the line-following sensor to
the black line (electrical tape) and the white line (ordinary reflective surface), as
shown in FIG. 12-4 and FIG. 12-5, and observe the changes in the reading.

FIG. 12-4

108
 FIG. 12-5
Program effect: The reading on the black line is 70. The closer to the black line, the
smaller the reading will be. The reading on the white line is 700. The closer to the
white line, the larger the reading will be.

Conclusion: The more IR received by the line patrol sensor, the larger the value will
be; Otherwise, the value will be smaller. Namely, the value on the white line is larger
than the value on the black line.

Note: The above reading may fluctuate in a specific range based on different
environment.

III Programming (35min)

1. Master two kinds of line-following algorithms in the exploration and write the
program according to the line-following algorithms.
There are two line-following methods in the line-following sensor:
a) The black line clamps the line-following sensor, as shown in FIG. 12-6.
b) The line-following clamps the black line, as shown in FIG. 12-7.
We will take the first line-following method as an example to explore the
line-following algorithm.

109
 FIG. 12-6

FIG. 12-7
Exploration: Observe the five cases which may occur in the line-following process as
shown in FIG. 12-8. Think and fill in the form as shown in FIG. 12-9.
Serial 1 2 3 4 5
NO.
Case

The both S1 S2 is on Neither S1 S1 is on the Neither S1

relations and S2 are the black nor S2 is on black line nor S2 is on
between on the line but S1 the black line but S2 not. the black line.
the black line. not.
line-follo
wing
sensor
and the
position
of the
black line
FIG. 12-8

Note： represents line-following sensor and represents the patrolled line when
the robot car is walking.
Is S1 on the black Is S2 on the black How shall the car
line? line? move to make the
two sensors both

110
 are on the black
line?
1 Yes Yes Move forward
2 Yes No Turn left
3 No Yes Turn right
4 No No Still

FIG. 12-9

According to the laws explored in FIG. 12-9, we can store the detected value of the
S1 and S2 sensor in the variable a and b, and then judge the size of the a and b value.
As the value of the line-following sensor is 700 on the white line and 70 on the black
line, we can select values within this range to judge (300 is selected in this example
for judgment). If the value is less than 300, the line-following sensor will be on the
black line. If larger than 300, the line-following sensor will not be on the black line.
The program is as shown in FIG. 12-10.

FIG. 12-10
Note: We need to adjust the speed of moving forward and turning according to the
actual line-following situations.

111
 Above is the line-following algorithm of "black line clamps line-following sensor."
Next, we will explore the line-following algorithm of "line-following sensor clamps
black line."
Exploration: Observe the five cases which may occur in the line-following process as
shown in FIG. 12-11. Think and fill in the form as shown in FIG. 12-12.

Serial 1 2 3 4 5
NO.
Cases

The Neither S1 S2 is on Neither S1 S1 is on Neither S1

relatio nor S2 is on the black nor S2 is on the black nor S2 is on
ns the black line line but S1 the black line but S2 the black line.
betwee not. line not.
n the
line-fol
lowing
sensor
and
the
positio
n of
the
black
line
FIG. 12-11

Is S1 on the black Is S2 on the black How shall the car

line? line? move to make the
two sensors both
are on the black
line?
1 Yes Yes Still
2 Yes No Turn left
3 No Yes Turn right

112
 4 No No Move forward
FIG. 12-12

We can write the program as shown in FIG. 12-13 according to the laws concluded in
FIG. 12-12.

FIG. 12-13
Note:
a) The line-following algorithm of the double-way line-following sensor cannot be
used to pass 90° intersection, such as L shape, T shape, or cross intersection.
When in mode 1: two sensors both leave the black line simultaneously; or mode 2:
two sensors both enter the black line simultaneously, the robot does not know which
direction it shall turn to.
b) If it is not 90° intersection, when the swerving angle is bigger, the proceeding
speed shall be slower. Otherwise, the robot will rush out of the black line easily.
c) In the process of program test, students can stick the electrical tapes to the
desktop to design the walking route at will, observe whether the robot can walk along
the route, and clear up the desk after the class.

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development (selected lecture according to the classroom teaching

pace).
113
Note: Development 1 “Stop on the precipice” is elementary and interesting, and
teachers can give lectures according to the classroom teaching pace. The
line-following of Development 2 map is very difficult, only for teachers’ learning or for
the reference of students who have much interest in it.

a. Stop on the precipice: Let the robot walk on the desk. When it walks to the edge
of the desk, it will turn around automatically.
a) Store the detected value of the two line-following sensors in the variable a and b,
and then judge the value of a and b. If the robot is on the desk, the IR will reflect,
which is equivalent to two line-following sensors on the white line, and the robot will
move forward. The written program is as shown in FIG. 12-14.

FIG. 12-14
Note:
①The proceeding speed of the robot shall not be very fast; otherwise, it will rush out
of the desk quickly.
②Time delay is added at the beginning of the program, to avoid the misjudgment of
the sensor when the robot is just turned on and avoid the execution of false motion.

b) If the two line-following sensors leave the edge of the desk simultaneously when
walking, the IR cannot be reflected, which is equivalent to two line-following sensors
both on the black line, and so the robot will need to move back and swerve. The
written program is as shown in FIG.12-15.

114
 FIG. 12-15
c) If the left part of the robot leaves the edge of the desk first when walking, the IR of
S1 cannot be reflected, but that of S2 can be reflected. Then the robot will need to
move back and turn right to make the left part of the robot come back to the desk. In
the same way, if the right part of the robot leaves the edge of the desk first when
walking, the IR of S2 cannot be reflected, but that of S1 can be reflected. Then the
robot will need to move back and turn left to make the left part of the robot come
back to the desk. The written program is as shown in FIG. 12-16.

FIG. 12-16
Summarize the above programs, and we can get the total program as shown in FIG.
12-17.

115
 FIG. 12-17
Note:
① In the walking process of the robot, please take care to prevent the misjudgment
of the sensor resulting in the falling of the robot from a high place.
② It will need to modify the swerving angles of the robot according to the desk
radian. The larger the radian is, the longer the swerving time shall be.

b. Map line-following: Let the robot walk along the configured maps and pass
through the 90° intersection with round corners through the use of advanced patrol
algorithm.

116
a) Store the detected value of the two line-following sensors in the variable a and b,
and then judge the value of a and b. If the two line-following sensors are both on the
black line, the robot will move forward. The written program is as shown in FIG.
12-18.

FIG. 12-18
b) If there is one line-following sensor on the black line, the robot will continue to go
straight and record the state of the two line-following sensors: If S1 is out of the
black line and S1 is in the black line, the state will be stored in variable c and be set
to 1. Otherwise, be set to 2. The program is shown in FIG. 12-19.

FIG. 12-19
Note: The algorithm can prevent the robot from keeping adjusting left and right
directions during the walking.

c. If the robot keeps moving straight in the status of S1 beyond the black line and S2
in the black line, the robot will go out of the black line. When going out of the black
line, the direction of the robot must be inclined to the left, as shown in FIG. 12-20.
Then the robot will stop moving and move forward on the left wheel to keep the
robot in the right direction, and vice versa. After running the program, there will be
one or more line-following sensors on the black line. The robot will continue to move
forward, as shown in FIG. 12-21.

117
 FIG. 12-20

FIG. 12-21
Note: In this control mode, when the robot encounters a 90° intersection with round
corners, it will move forward with a single wheel to make itself swerve. The two
wheels will not move forward until there is one or more than one line-following
sensor on the black line, to avoid the case that it rushes out of the black line.

Summarize the above program and the program is as shown in FIG. 12-22.

118
 FIG. 12-22

2. Classroom evaluation: Students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
a. Understand the working principle of the line-following sensor and use it skillfully.
b. Proficient in two kinds of line-following algorithms.
c. Capable of making a line-following robot.

119
Chapter 13 My learning Partner
Summary
In this lesson, we will master the control method of LED panel module through
exploratory learning and make learning partners---smart calculators.

Learning Objectives
To understand the working principle of the LED panel module and master the control
method of the LED panel module.
Proficient in using the LED panel module to make calculators.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, and USB download
cables.

Teaching Process

I Introduction from Life (15min)

1. Share the application of screen in life, understand the types of screen and the
coloring principle.
The applications of screens are far-reaching in life. Classified by the displayed color,
screens can be divided into the single primary color display (including pseudo color
display), double primary colors display, and full color (3 primary colors) display.

A single primary color display can only display one color, consisting of single color
light, such as a calculator, showing black and white. Such as the electronic clock,
this is called pseudo-color, which can only display a single color.

A double primary color display can display three colors, consisting of red and green
lights, while the two together can constitute yellow, such as billboards.

The three primary color display can display any color, which is made up of red, green
and blue lights, such as TV, mobile phone, and so on.

120
 II Know about the Module and Use It (45min)

1. Know about the LED panel module and understand its working principle.
No matter what color display, it is composed of many LED lights. Observe the LED
panel module in WeeeBot, it is formed of 7 lines and 21 columns of LED lights, as
shown in FIG. 13-1. The information can be displayed by controlling the on/off of the
LED light in the LED panel module.

FIG. 13-1
2. Master the usage of the LED panel module.
We can find the control block of the LED panel module in the “Robot” category, as
shown in FIG. 13-2 ~ FIG. 13-10.

The value range is -999~9999

This block is used to show

FIG. 13-2

Select to display colon or

This block is used to show time Revise to

change time
value

FIG. 13-3

121
 Modify the strings to be
displayed.When space is not
ennough in the LED matrix panel
module,the strings cannot be
This block is used to display strings.
displayed completely.This block
cannot display Chinese strings.

The values of x and y indicate the coordinates

of the string to be displayed.If the value of x
increases,the string moves to the right,or
otherwise it moves to the left;If the value of y
increases,the string moves downward,and vice
versa.

FIG.13-4

Draw an image.

Click the “show bitmap” box, and

the interface as shown in Figure 13
- 6 will appear. In this interface, you
can directly select the LED to be lit
The value of x and y determines the in the image box.
position of the image to be drawn.The
working principle is the same as
above.When the value of x increases,the
image moves to the right.When the value
of y increases, the image moves
downward.
FIG. 13-5

122
 FIG.13-6

This block is used to turn on the LED light at a certain position on the LED
matrix panel module. If the LED matrix panel module is seen as a coordinate
system (as shown in Figure 10-8), then each LED light has a definite position in
such coordinate system. For example, the coordinates of the LED light at the
upper left corner and the one at the upper right corner are respectively (0, 0)
and (20, 6). If you want to turn on any LED light, you only need to enter the
coordinates of such LED light into the corresponding parameter field in this
block.

FIG. 13-7

FIG. 13-8

This block is used to comtrol the

extinguishing of the LED light at a centain
position on the LED matrix panel module
by select show or hide. The control
method is the same as above, and no
detailed explanation is needed. to be
provided here.

FIG. 13-9

This block is used to turn off all LED lights

on the LED matrix panel module.
FIG. 13-10

Note: Teachers can combine the practice link to explain, and deepen the students'

123
understanding in the control blocks of the LED panel module.

Practice 1: Write the program in the online mode as shown in FIG. 13-11 and run it.
The LED panel module will display value “100”.

FIG. 13-11

Practice 2: Write the program in the online mode as shown in FIG. 13-12 and run it.
The LED panel module will display the current time.

FIG. 13-12

Note: The “Current minute” block and the “Current second” block are in the Sensing
category.

Practice 3: Write the program in the online mode as shown in FIG. 13-13 and run it.
The LED panel module will display the character “HI."

FIG. 13-13
Exploration 1: Run the program as shown in FIG. 13-13. Change the X-axis from 0 to
1 and observe the effect.
Program effect: “HI” move to the right on the LED panel module.

Exploration 2: Run the program as shown in FIG. 13-13. Change the Y-axis from 0 to
1 and observe the effect.
Program effect: “HI” move downwards on the LED panel module.

Exploration 3: Run the program as shown in FIG. 13-13. Change the character to
HAHA and observe the effect.
Program effect: “HAHA” is displayed on the LED panel module.

Conclusion: If x increases, the character will move to the right; if y increases, the

124
characters will move downwards. It can be seen from exploration three that the
space of each letter is five columns, and the spacing between letters is 1 column.
When the space of the LED panel module is not enough, the displayed characters will
be incomplete.

Practice 4: Write the program in the online mode as shown in FIG. 13-14 and run it.
The LED panel module will display a smiling face.

FIG. 13-14

Practice 5: Write the program in the online mode as shown in FIG. 13-15 and run it.
The LED light of the first line and the first column in the LED panel module will flash
every 1 second.

FIG. 13-15

III Programming (20min)

1. Make Learning Partners---Smart Calculator.

We know that the WeeeCode software has its computing power, and we can write
programs to display the results on the LED panel module.

a. Create four variables “a," “b," “c” and “d”: “a” and “b” is used to store the value to
calculate, “c” is used to store the calculated result and “d” is used to store the
algorithm to initialize the variable. The program is as shown in FIG.13-16.

125
 FIG. 13-16
Note:
① To calculate, please change the value of “a," “b” and “d."
② The value of “d” represents different algorithms. “1” is “plus”, “2” is “minus”, “3” is
“multiply” and “4” is “divide”.

FIG. 13-17

c. Display the calculated result “c” on the LED matrix and the total program is as
shown in FIG. 13-18.

126
 FIG. 13-18

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: make emotional partners -- creative expression

packages that cultivate students' creativity and imagination (selected lecture
according to class teaching pace).
The “display image” block of the LED panel module can be used to create an
expression, and the following two development parts are selective to give lectures by
teachers.

a. Control the “blink eyes” by programming the LED panel module. The reference
program is as shown in FIG. 13-19.

127
 FIG. 13-19

b. Control the LED panel module by programming to display different expressions,

and the reference program is as shown in FIG. 13-20.

128
 FIG. 13-20

Note: This development can be creative and can enrich the control mode of the robot
by combining motor movement or tone change.

2. Classroom evaluation: students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
a. Master the control blocks of the LED panel module.
b. Able to use the LED panel module to make smart calculators.

129
Chapter 14 Cool LED matrix
Summary
On the basis of the mastery of LED panel module control blocks in the last lesson, in
this lesson, we will cultivate students' logical ability in interesting programming by
finding expression animation running laws and by programming to transform the
displayed content of the LED panel module.

Learning Objectives
To master the animation operation rules of the LED panel module and clarify the
programming ideas in the complicated logic.
To make a LED rolling animation and the bouncing animation when the lights touch
the wall.

Course Time
180 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, and USB cables.

Teaching Process

I Introduction from Life (10min)

1. Share the common screen animation in life.

In our lives, we not only let the screen display the information, but also often make it
play in a particular animation, such as the rolling of the slogan, the rolling of the
lights, the dynamic movement of the lights, and so on.

II Programming (160min)

1. Program a LED rolling animation: Turn on the light of the LED panel module from
left to right and from up to down. After all the lights of the screen are lit, turn off the
lights one by one.

a. Create the coordinate position of X and Y variable to store the light, Write the loop
program and lighten the lights in the first line of the LED panel module. The program
is as shown in FIG. 14-1.

130
 After lit the LEDs of the coordinate (x: 19,y:0),
the value of “x” will increase by 1 and become
20.
It does not meet the judgment of 20>20; the
program will continue.
After lightening the light of the coordinate (x:
20,y:0), the value of “x” will increase by 1 and
become 21.
It meets the judgment of 21>20; the program
will jump out of the loop.
FIG. 14-1

b. After lightening the lights in the first line, if you want to lighten the lights in the
second line, you will need to increase the value of “y” by 1 and reset the value of “x,"
that is, you will need to increase the line number and initialize the column number.
The modified program is as shown in FIG. 14-2.

After lit the light of the coordinate

(x: 20,y:5), the value of “y” will
increase by 1 and become 6.
It does not meet the judgment of
6>6; the program will continue.
After lightening the light of the
coordinate (x: 20,y:6), the value of
“y” will increase by 1 and become
7.
It meets the judgment of 7>6; the
program will jump out of the loop
and stop.
FIG. 14-2

c. In the same way, the light extinguishing program can be concluded as shown in
FIG 14-3. The total program is as shown in FIG. 14-4.

131
 FIG. 14-3

Note: Before extinguishing the lights, you will need to set the value of variable “y” to
“6”. This is because after running the program shown in FIG. 14-2, the value of the
variable “y” is 7, which is beyond the line scope of the LED panel module.

132
 FIG. 14-4
2. Write the bouncing animation when the lights touch the wall: The light will start
from the upper-left corner of the LED panel module and move to the below direction
of 45° angle. When touching the bottom, it will bounce to the upper direction of 45°
angle. It will repeat the motion and will eliminate the motion trajectory in the
movement process.
a. Create two variables “x” and “y." “x” and “y” are the coordinates of the light position.
When the light starts to move downward, the values of “x” and “y” shall increase, and
the written program is as shown in FIG. 14-5.

FIG. 14-5
b. In the motion process of the light, you will need to turn off the light in the last
position, and then create two variable “previous x” and “previous y ”, which are used
to store the former value before the coordinate of the xy changes, so as to extinguish
the lights in the position of “previous x” and “previous y ”. The written program is as
shown in FIG. 14-6.

FIG. 14-6

Note: In this program, you will need to set the variable values of “previous x” and

133
“previous y ” before the changes of x and y value.

c. It can be know from the task requirements that when the program is run to this
step, the movement direction of the light shall change from downwards 45° to
upwards at 45°. The x value will increase, and the y value will decrease. It is not
hard to find that when y increases to 6 or decreases to 0, the y value needs to
change from an increase to a decrease or from a decrease to an increase. The same
goes when the x value increases to 20 or decreases to 0. To simplify the program,
we create two new variables, x change value and y change value, to modify the value
of x and y, and initialize it to 1. The modified program is as shown in FIG. 14-7.

FIG. 14-7

The program running effect will be the same as above. Then increase the judgment
to x and y value. If the light reached the edge of the screen, it would change direction,
and the state will change from an increase to a decrease or from a decrease to an
increase through (0 - change value). The written program is as shown in FIG. 14-8
and the modified total program is as shown in FIG. 14-9.

134
 FIG. 14-8

135
 FIG. 14-9

Program effect: Run the program, the light can move and will bounce when touching
the edge of the screen.

①The judgment of the x and y values must be after the changes in x and y values.
Otherwise, the light will remain in the initial position.
②It is very difficult to understand the stacking sequence of the program blocks and
the limited range of the values. Teachers can use more actual values to help
students to understand in the teaching process.

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: make a LED matrix rolling display program (selected

part according to the class time).
a. Create a variable x as the x-axis of the character. Realize the right shift of the
character by increasing the x-axis. The program is as shown in FIG. 14-10.

FIG. 14-10

Program effect: Run the program, it can be discovered that the character appears
directly in the center of the screen, the letter "Y" has already exceeded the display
scope of the LED panel module, and the character’s scrolling to the right is not
circular.

a. Create a variable “number of characters," representing the numbers in character.

For example, there are five letters in “HAPPY," and the number of characters is 5. In
the previous exploration, we know that the horizontal range of the LED panel module
is 0~20, and each letter occupies five columns, and the spacing of each letter is 1,
and thus each character occupies 6 Spaces. We set the initial value of x to 0, and use
“x- (number of characters *6)” as the initial position of the scrolling screen. If the
number of characters is 5, it will start scrolling from the x-axis of -30, as shown in FIG.
14-11. It will scroll until “x - (number of characters * 6) > 20," and then the scrolling is
completed, namely the coordinate values of the first letter in character is broader
than the display scope of the LED panel module, as shown in FIG. 14-12. At this time

136
reset x to zero, and the modified program is as shown in FIG. 14-13.

FIG. 14-11

FIG. 14-12

FIG. 14-13
Note: If you want to change the characters of the scrolling screen, please modify the
variable values of the character and the “display character” parameters of the control
block in the LED panel module.

2. Classroom evaluation: students' class performance will be evaluated according

to the evaluation criteria.
Evaluation criteria:
a. Able to make a LED rolling animation on LED panel module.
b. Able to make a bounce animation when light touches the wall.

137
Chapter 15 Gluttonous Snake
Summary
In this lesson, we will combine the remote control and LED panel module to make the
gluttonous snake game and cultivate students’ logical thinking ability in the
complicated and exciting logical relations.

Learning Objectives
To understand the concept of the list and master the use of list function.
To clarify the complex logic relations and make the gluttonous snake game.

Course Time
180 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, USB cable and
remote controls.

Teaching Process

I Course Introduction (20min)

1. Let the students know about the game through game sharing, as so to provide
ideas for developing games.
Teachers can let students share and summarize the functions of several roles of the
game by showing the relevant pictures of the gluttonous snake game or by letting
students experience the gluttonous snake game, as shown in FIG. 15-1.
Snake 1. Control the snake to move in
each direction through the key.
2. It will get longer after it eats food.
3. The game will be over once it
touches itself and the wall.
Food Appear in the random position of the
screen.
FIG. 15-1

II Master the knowledge points related to game production

(40min)

Note: This link is the learning of primary knowledge points for students to write the

138
game, and teachers can also explain it in the process of writing the game.

1. Understand the concept of the list and master its usage.

A list is a container to store many variables. You can store or obtain each value of a
variable in the container. It is like a dressing table with many drawers, and each
drawer is stored with items, as shown in FIG. 15-2.

List
List
Number

Number

Number

FIG. 15-2

In the “Variables” category, we can see the "Make a List" block. Click this option and
enter the list name (“a” in this case), as shown in FIG. 15-3. After naming the list, you
can see there are ten blocks in the block palette, as shown in FIG. 15-4.

FIG. 15-3

139
 FIG. 15-4

a. : The list name, clicking the checkbox can display or hide the list value
display on the stage.

b. ：Add new variable at the end of the list.

c. ：Delete the variable in the designated position of the list.

d. ：Insert variable in the designated position.

e. ：Replace the variable in the designated position to

another variable.

f. ：Obtain the variable value in the designated position.

g. ：The quantity of variable that returns to the list.

h. ：Tell whether there is specific value in the list.

140
i. ：Display the list on the stage.

j. ：Hide the list on the stage.

After creating the list, the list will be displayed on the stage by default, as shown in
FIG. 15-5. The list is initially empty, and so the list length is 0.

FIG. 15-5

Practice 1: Write the program as shown in FIG. 15-6. Understand the control blocks
related to the list through the program effect.

④
FIG. 15-6
Program effect:
① Add value to the list every 1 second and finally generate the list “a." There are
three variables in the list “a," as shown in FIG. 15-7.

141
 FIG. 15-7

② Delete the variable “2” in item 2, and there are only two variables “1” and “3” in the
list, as shown in FIG. 15-8.

FIG. 15-8
③Insert the variable “2” in item 2, and there are three variables ---1, 2 and 3 in the list
“a," as shown in FIG. 15-9.

FIG. 15-9

④Replace the value of item 1 in the list with 0. There are three variable---0, 2 and 3 in
the list “a," as shown in FIG. 15-10.

142
 FIG. 15-10
Note:
a. If the parameter of the third part block position of the program is modified to 5,
as shown in FIG. 15-11, the list will not change. That is because 5 exceeds the
length “3” of the list. If the parameter of the third part block position of the
program is modified to 4, it will have the same function with the "Add …to [list]”
block, because position 4 is close to the end of position 3.

FIG. 15-11

b. If the parameter of the second part block of the program is modified to 5, as

shown in FIG. 15-12, the list will not change, as there are three variables in the list
only.

FIG. 15-12
Practice 2: Write the program as shown in FIG. 15-13 by the generated list as
shown in FIG. 15-10. Understand the control blocks related to the list through the
program effect.

143
 ①

FIG. 15-13
Program effect:
① Judge the variable value included in the list, and the program effect is as shown in
FIG. 15-14.

FIG. 15-14
② Obtain the number of the variable in the list and say through the role. The program
effect is as shown in FIG. 15-15.

144
 FIG. 15-15

③ Judge whether the list “a” includes variable 3 or not. The program effect is as
shown in FIG. 15-16.

FIG. 15-16

III Write Game Programs (110min)

1. Set the initial length and direction of the snake and make it move.
a. Create a variable and initialize them.
a) The initial value of the “body length” is 3, representing the body length of the
snake.

b) The initial values of x and y both are 0, used to represent the coordinate position
of the snakehead, that is, the snake starts to move from the upper-left corner of the
screen.

c) The initial x and y change values are 1 and 0 respectively, used to represent the
moving direction of the snake, that is, the snake moves to the right at the beginning.
When it moves to the right, its x-axis value will increase, and its y-axis value will
remain the same. The principle is as shown in FIG. 15-17 and the initialization
program is as shown in FIG. 15-18.

145
 FIG. 15-17

FIG. 15-18

b. Set the snake movement animation: If the snake is to move, the snake-head
coordinate x, y needs to change, and the lights in the position of the x and y-axiss
need to be displayed on the LED panel module. The program is as shown in FIG.
15-19.

FIG. 15-19
After the above procedures are completed, the total program is as shown in FIG.

146
15-20.

FIG. 15-20
Program effect: The snake begins to appear from the upper left of the LED panel
module and moves to the right until it reaches the right side of the LED panel module.
Moreover, during the time, the snake's body grows longer continuously.

2. Control the body length of the snake by controlling the length of the list.
a. Create "x-axis " and "y-axis " of the list, to store the coordinate position where
snakehead passes through. The program is as shown in FIG. 15-21. After running the
program three times, the relationships between the effect of the LED panel module
and list are as shown in FIG. 15-22, namely to ensure that the coordinates of the item
1 values in the two list represent the coordinates of the snakehead.

FIG. 15-21

147
 FIG. 15-22

b. (Challenge) Create a new variable “i” and set the value of “i” to the length of the list
(in this case, take x-axis list for example), as shown in FIG. 15-23. Judge the “i” value.
If the “i” value is larger than the value of the body length, extinguish the light of item
“i” of the list x-axis and y-axis, that is, the light in the last item of the x and y position.
Then delete the variable in the last item of the list x-axis and y-axis and keep the
length of the two list are consistent with the body length. Moreover, the values of the
last item in the two lists shall both be the coordinate values of the snake tail. The
program is as shown in FIG. 15-24.

FIG. 15-23

FIG. 15-24

When the program is running for the third time, the value of “i” is 3, which does not
meet the judgment that shall be larger than the body length. The displayed
conditions of the LED panel module are as shown in FIG. 15-25. When the program is
run for the fourth time, the contained values in the lists x-axis and y-axis are as

148
shown in FIG. 15-26. At the moment, the value of “i” is 4, which meets the judgment
that shall be larger than the body length. Then extinguish the light of the coordinate
(0, 0), which represents the fourth value of the list "x-axis" and "y-axis," that is,
extinguish the light of the snake tail. Then lighten the light in the position after the
snakehead moves. The change process is as shown in FIG. 15-27. At the moment,
the values at the end of list "x-axis" and "y-axis" still are the coordinates of the snake
tail lights, as shown in FIG. 15-28.

FIG. 15-25

FIG. 15-26

Coordinate (1,0)

FIG. 15-27

FIG. 15-28

149
Note: The program is challenging. Teachers can explain the program to students
through a number pick and combine the change process of the snake body.
After completing the above procedures, the total program will be as shown in FIG.
15-29.

FIG. 15-29

Program effect: The snake moves to the right and maintains the body length---3.
However, repeat running the program, it can be found that the initial length of the
snake changes. It is because we have not initialized the list, namely to reset the list
contents. Its program is as shown in FIG. 15-30 and the modified total program is as
shown in FIG. 15-31.

FIG. 15-30

150
 FIG. 15-31

3. Write the Remote-Control Program

In the gluttonous snake game, we will change the movement direction of the snake
through remote control. From the above program effect, we can know that when the
snake moves to the right, the x-axis will increase, and the y-axis will remain the same.
In the same way, it can be concluded that when the snake moves to the left, the
x-axis will decrease, and the y-axis will remain the same. When the snake moves
downwards, the x-axis will remain the same, and the y-axis will increase. When the
snake moves upwards, the x-axis will remain the same, and the y-axis will decrease.
The program is as shown in FIG. 15-32.

151
 FIG. 15-32

Note: There will be some problem to write the program like this, namely press the
“↑" key when the snake is moving downwards, the snake will change the direction.
However, it is not allowed to operate like this in the actual games. The solutions will
be explained in the classroom development. The logic is very complicated and will
not be explained here.

After the above procedures are completed, the total program will be as shown in FIG.
15-33. At this moment, the remote control can be used to control the movement of
the snake in each direction.

152
 FIG. 15-33

153
Note: the blocks of changing the x and y value need to be placed after the judgment
of the remote control; otherwise the operation will be delayed.

4. Set the food position and the changes of the snake after eating.
a. Set variable “food x” and “food y” to represent the x and y-axis value of the food
appearing and combine the random number blocks to generate the first food in the
random position of the LED panel module. The program is as shown in FIG. 15-34.

FIG. 15-34

Note: The start position of the food cannot overlap with the snake, so the range of
the variable "food x " is 3 ~ 20 but not 0 ~ 20. In the same way, the range of the
variable "food y" is 1 ~ 6 but not 0 ~ 6.

b. Through the judgment, whether the x and y-axiss of the snakehead are equal to the
x and y-axiss of the food at the same time; if equal, it means that the snake has
eaten the food, the body length gets longer, and the chain table length is longer. The
program is shown in FIG. 15-35.

FIG. 15-35

c. (Challenge) If the snake eats the first food, the next food shall appear randomly on
the screen, but not in the body of the snake. If it appears on the body of the snake,
the new food will be regenerated, as shown in FIG. 15-36.

154
 FIG. 15-36

From the game demand, we can know when the coordinate values of a new food are
generated, it will need to be compared with all the values of the “x-axis” and “y-axis”
of the list, to determine whether the food is on the snake. If The x and y value in a
certain item in two lists are equal to the value of “food x” and “food y” at the same
time, it proves that the generated food is on the snake and new food need to be
generated. Here we will compare the x and y-axis of the food with the value of item 1
in the two list by creating variable “a” and initialize the variable to “1”. If unequal,
increase the variable “a” and then compare it with the value of next item of the two
list, which will be repeated until the value of variable “a” is larger than the list length.
If there is an equal case in the comparison process, it will generate new food
coordinate and initialize the value of “a," to be compared with the value of the two list
again.

Note: The block “[list] contains [thing]” cannot be used here. That’s because even if
the two lists contain the values equal to the variable “food x” and variable “food y”, it
can not prove the food is on the snake.

5. Add the fail judgment of the snake touching the wall.

By judging the value of the x-axis and the y-axis of the snake head to determine
whether the snake encounters the wall: if the x-axis of the snakehead is less than 0
or greater than 20, the snake head exceeds the screen scope, and the game ends.
Similarly, when the y-axis of the snake head is less than 0 or greater than 6, the game
will end. The program is as shown in FIG. 15-37.

155
 FIG. 15-37

After the above procedures are completed, the total program is as shown in FIG.
15-38-1 and 15-38-2. The game program of the gluttonous snake ends basically.

156
 FIG. 15-38-1

FIG. 15-38-2

Note:
a. The program game will not end if the snake head encounters snake body.
Students can develop the function by themselves by referring to the judgment
methods of eaten food.
b. This program is online codes. To use offline programming, students should use
block “Generate Code” instead of the block “When green flag clicked” as shown in
FIG. 15-39 and add block “wait 0.2 secs” in the end of program. As program is
running faster in offline mode than in online mode, the speed of snake would be
too fast to play game without a delay.

157
 FIG. 15-39

IV Classroom Development and Classroom Evaluation (10min)

1. Classroom development: add the judgment of remote control key limit (selected
part according to class time).
Run the program shown in FIG. 15-38, we can know when the snakes move
downwards, press the "↑" key, the snake will immediately change the direction,
which does not conform to the actual game control. We will need to add the
judgment when changing the direction: If the "↑" key is pressed and the snake does
not move downwards (“y change” is not 1), the movement direction can be changed
to upwards. The control method of other direction is in the same way. The modified
program of the remote-control part is as shown in FIG. 15-40.

FIG. 15-40

2. Classroom evaluation: students' class performance will be evaluated according

158
to the evaluation criteria.
Evaluation criteria:
a. Able to understand the concept of lists and be proficient in the use of list
functions.
b. Able to make gluttonous snake games.

159
Chapter 16 WeeeBot Robot Challenges
Summary
As the last lesson of the robot course, this lesson will combine the hardware
knowledge points we learned previously to control the robot programmatically to
challenge the game, inspect students’ learning outcomes in the funny competitions,
and enhance students' learning interest in robots.

Learning Objectives
Review the knowledge points learned previously, strengthen the mastery of the old
knowledge points, and use them to produce robots to complete the challenges.
Cultivate students' team spirit and teamwork ability during the competition, and build
up the students' practical ability, program debugging ability and on-spot
problem-solving ability.

Course Time
90 minutes.

Pre-class Preparation
WeeeBot robots, computers with WeeeCode software installed, USB cable, remote
controls, and competition maps.

Teaching Process

I Knowledge review (10min)

1. Review the control blocks of hardware modules learned in this semester and
strengthen the mastery of hardware control.
Briefly review the control blocks of the hardware modules learned previously, as
shown in FIG. 16-1, and deepen the students' impression on the control blocks of
hardware modules.

Hardware Control blocks The role of blocks

name
RGB LED Control the RGB
LED to display
different colors.
Buzzer Control the buzzer
to make the tone
and beat of the
sound.

160
Motor Control the
movement and
stopping of the
motor.
IR remote Judge the detected
control IR signals of the IR
receiver module.
RGB Send back the
ultrasoni measured distance
c sensor value of the RGB
ultrasonic sensor
and control the
displayed colors of
the RGB ultrasonic
sensor RGB light
Sound Send back the
sensor sound value of the
sound sensor in the
environment.
Light Send back the light
sensor value of the light
sensor in the
environment.
Line-follo Send back the
wing reflected IR value
sensor received by a
specific
line-following
sensor in the
line-following
sensor.
LED Control the display
Panel of the lights on the
Module LED matrix and
display specific
information.

161
 FIG. 16-1

II Challenge Competition (60min)

1. Competition Rules
a. Competition maps: There are three passes in the competition. The first is remote
control competition, in which students can use the remote controls to manipulate
the robots. The second is line-following competition, in which the robots will need to
walk out the area along the trajectory on their own. The third is obstacle avoiding
competition, in which the robots will need to avoid the obstacles and walk out of the
site on their own depending on the RGB ultrasonic sensor.

FIG. 16-2
Note:
① The map is only for reference. Teachers can set the map difficulty by themselves
according to the students’ mastery of the knowledge.
②electrical tapes stuck to the floor can be used to represent the wall in the remote
control area, and wooden panel or books can be used to represent the wall in the
obstacle avoiding the area.

b. Competition mode:
①The challenge competition is a team competition, members in each team is three
people, a robot per person, everyone is responsible for the robot programming of a
pass.
②The competition adopts the relay race forms: In the official game, the first player
will put its robot on the entrance to challenge through remote control. When the first
robot moves to the start of the second pass, the first player will need to pick up the

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robot and the second player shall place his robot on the entrance of the second pass
to challenge. When the second robot patrol to the start of the third pass, the second
player needs to pick up the robot and the third player shall place his robot on the
start of the third pass began to challenge. The game ends when the third robot
avoids the obstacle and reaches the destination.

c. Competition rules:
①Before the competition starts, the referee will take all the robots back and place
them in the designated position.
②At the beginning of the competition, each team will take back their robots and
begin to programme, modify and debug programs on the spot for 30 minutes. When
programming, teams are not allowed to communicate and discuss with each other.
Members of the team can communicate with each other. After 30 minutes, the robot
will be taken back and put in the designated position.
③Teachers determine the order of the competition. The team will get their robots in
order and begin the competition. They need to state their team name and the name
of members and finish the game in the specified 3 minutes. The referee will record
the scores.

d. Game scoring
①The task competition is divided into three passes. The first pass includes 30
points. In the first pass, the robot will be deducted 5 points every time it walks on the
line in the walking process by remote control, and the first pass task of the robot
fails if negative scores appear. The second pass includes 30 points. In the second
pass, the robot is required to track the line all the time. In the line-following process,
if the robot body leaves the black line for more than 2 seconds, the first pass task
fails. The first pass includes 40 points. The robot will be deducted 5 points every
time it touches the wall in the walking process, and it will be deducted 10 points if it
fails to reach the destination. The third pass task of the robot fails if negative scores
appear.
② In the competition, if students find the robots cannot finish the task of the
corresponding pass, they can give up the challenge and get no points in this pass.
③ The three tasks must be completed in 3 minutes. If the tasks are not completed in
3 minutes, it will be determined as task failure. If the tasks are completed in 3
minutes, the corresponding time and scores will be recorded.
④ The competition results will be ranked according to the scores from higher scores
to lower scores. If two teams have the same scores, the team that spends shorter
time will be ranked higher.
⑤It is not allowed to interfere with the other team's robot to complete the task in the
competition process. Once found, the scores of the team will be canceled.
⑥After started, the robot must complete the task by itself in the game. No human
help is allowed. Otherwise, no score is included.
⑦If there are teams borrowing robots from each other, their team scores will be

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canceled.

Registration form of competition results e.

Team Team Scores in the Scores in the Scores in the Total Competition
Ref
Name Member first pass second pass third pass scores time ere
e:
①T
her
e
will
be
two
ref
ere
es
in
eac
h
ga
me
to
exe
cut
e
ref
ere
e
wor
k.
On
e is technology referee, responsible for recording robot challenge scores. The other
is a timing referee, responsible for recording robot challenge times. Moreover, the
technology referee will also be responsible for signing up the form as shown in
FIG.16-3. The referees can be selected from the students.
FIG.16-3

②Teachers are the chief referees in the competition and are responsible for:
a) Ensuring that the team and the robot competitors will correspond.
a. Supervising all fouls and record them.
C. Maintaining the discipline at the competition site to ensure the smooth conduct of
the competition.

2. The programming of Challenge Robot

164
Note: Teachers can help students to sort out the difficulties to pay attention to in
each pass before the competition.
a. The reference program of the remote-controlled robot in the first pass is as shown
in FIG. 16-4. The program difficulties are as follows:
① The use of branch structure.
② The robot needs to stop moving when the key of the remote control is not
pressed.

FIG. 16-4

b. The line-following reference program of the second pass is as shown in FIG.

16-5(The example program is the "black line clamps line-following sensor." The
program difficulties are as follows:
① The judgment method of compound conditions.
②The selection and use of the line-following algorithm.

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 FIG. 16-5
c. The reference program of the obstacle avoiding robot in the third pass is as shown
in FIG. 16-6. The program difficulties are as follows:
① Debugging of the swerving time: If you cannot adjust the swerving Angle to 90 °,
the robot to bump into the wall easily.
② The use of “Repeat until” block: As the swerving angle of the four corners in the
route is different, the robot can not just turn left and turn right. It must go straight to
the first turn (the ultrasonic detection value is less than 10cm.) and turn right. Then
go straight until the second turn and turn left. Then go straight until the third turn and
turn left. Then go straight until the fourth turn and turn right.

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 FIG. 16-6

III Competition award (10min)

Teachers are responsible for maintaining the game order on the spot in the
challenge process of the students, and the referees are responsible for recording the

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game scores. After the completion of the game, teachers will rank the students
according to the game results and give corresponding awards to the team with
outstanding achievements.

IV Evaluation and summary (10min)

Teachers can sum the classroom evaluation scores of each student in this semester,
Comment on each student properly, award the excellent performers, and at the same
time encourage all students to continue learning robots after class to cultivate their
logical thinking ability.

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WEEEMAKE STEAM TECH CO., LTD.
Address: 201 Shenzhen International Robot City, Yifeng Rd. 34,
Longgang District, SZ, GD, China
Hot-line: +86 755 86532012
Email: support@weeemake.com
Website: www.weeemake.com/en