For Educators¶
This page is teacher-facing. Students do not need to read it — it is kept out of the main lab flow intentionally.
Lab sequence¶
The recommended sequence is:
- Lab 1 · Count Your Instructions — Introduces the terminal, file system navigation, and the concept of machine instructions. No hardware required. Sets up the prerequisite skills (terminal,
cd,ls,geany) that Labs 2–4 depend on. - Lab 2 · Analog Inputs — Introduces the breadboard, MCP3008, joystick, and analog reading. Students wire the circuit and write their first sensor read.
- Lab 3 · Digital I/O & Motors — Adds the L293 motor driver and the motor. Students configure pin modes and drive the motor with direction and speed control.
- Lab 4 · AI Inside & Out — Connects the webcam and AI pipeline. Students discover what the
HandStatefields mean by experimenting, then use that data to control the motor. - Bonus · LED Speedometer — An open-ended extension for students who finish early or want a deeper challenge.
Labs 2–4 are cumulative: each builds directly on the hardware and code from the previous session.
Standards alignment¶
The following alignment is drawn from the Lab 4 handout.
NGSS (Next Generation Science Standards)¶
| Standard | Connection |
|---|---|
| HS-ETS1-2 | Design a solution to a complex real-world problem using engineering design principles |
| HS-ETS1-3 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs |
| HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert energy |
CSTA (Computer Science Teachers Association)¶
| Standard | Connection |
|---|---|
| 3A-CS-01 | Explain how abstractions hide the underlying implementation details of computing systems |
| 3A-AP-13 | Create prototypes that use algorithms to solve computational problems |
| 3A-AP-17 | Decompose problems into smaller components through systematic analysis |
| 3B-IC-27 | Predict how computational innovations that have revolutionized aspects of our culture might evolve |
ISTE (International Society for Technology in Education)¶
| Standard | Connection |
|---|---|
| 1.5 — Computational Thinker | Students decompose problems and extract key information to develop algorithmic solutions |
| 1.6 — Creative Communicator | Students use technology tools to create and share their work |
| 1.7 — Global Collaborator | Students use technology to work with others and solve problems |
Raspberry Pi image setup¶
Refer to the INSTALL.txt file in the Arenile/hotis-projects-starter repository for instructions on setting up the Raspberry Pi image, installing the MemryX drivers, and configuring the camera pipeline.
About this site¶
This site is intentionally a reference, not a walkthrough. Every page gives students the building blocks they need — function signatures, concept explanations, worked examples — but withholds the exact solution code for each lab step. The goal is that students consult this site the same way programmers use real documentation: look up what a function does, understand how it works, and apply it to their own situation.
The wiring diagram is provided inline (it is a given resource, not a puzzle). The hand-state field mappings are not provided (discovering them is Lab 4's core exercise). The Lab 1 instruction counts are not provided (students measure them with perf stat).