http://www.cipce.rpi.edu/educationalresourcesmod.html Ratio & Proportional Relationships key terms: multiples, number sentence, variable, multiplication, fact families, equation, factors, commutative property summary: In this activity students will see the connection between a simple chart (seconds & distance), function table (X & Y) and linear graphs. They will graph their results and write an equation for the function. Students will use the robot to make a graph on the floor showing their function. they will also make predictions about other linear functions. This can be done as an ongoing activity or as a stand-alone activity as content is introduced. The robot can be preprogrammed by the teacher or the student can program the robots. Module includes student worksheets, teacher resources, and code. Time frame: 5 days standards: CCLSM: 6.RP.3a; 6.EE.6;6.EE.9; 7.RP.1;7.RP.2. MST Standards; 5.2;5.3;1.3;2.3 and has connections to college & career readiness reading and writing standards. https://drive.google.com/folderview?id=0B75XBP5_QTyHdjdiZmN5Ti1YYU0&usp=drive_web
Functions - Fixing the Finish key terms: slope, rate, initial value, y-intercept, rate of change summary: Using Lego Robots in the classroom, students will explore functions. Students will be presented with a challenge that will allow them to define the starting points of each robot to allow for them to finish at approximately the same time if they are traveling at various speeds. Students will define, evaluate and compare functions as well as use those functions to model relationships between quantities to complete the challenge. Module includes student activity sheets, robot build, and code. Time frame: 3-4 (75 min) blocks standards: CCLSM 8.F.1; 8.F.4; 8.F.5. https://drive.google.com/folderview?id=0B75XBP5_QTyHcHptZmpNNnIzanc&usp=drive_web
Intro to Functions key terms: function, linear, unit conversion, programming summary: Students will be introduced to functions, specifically linear functions, through an exploratory activity using LEGO Mindstorms Robots. First, students will follow step-by-step instructions in a Powerpoint presentation to construct the robot. Students will provide the robot with an input value to run through a function program and the robot will move on a number line from the input value to the output value. Students will use that input-output data to create a table, graph, and algebraic rule. Students will gather data for five functions and then compare and contrast their multiple representations of those functions. Then, students will program the robot to perform a unit conversion using a similar function program. As an extension, students will program a robot to convert temperature measurements in degrees Celsius to degrees Fahrenheit. Module includes student packet, robot build, and code. Time frame: one week standards: CCLSM 8.F.1; 8F.2; 8.F.3; 8.F.4; MP.1; MP.4; MP.5; MP.6; MP. https://drive.google.com/folderview?id=0B75XBP5_QTyHbVRCaFFSaGI4Mzg&usp=drive_web
Engineering - Proposal Module key terms: design, economics, presentation, team, development summary: Students are given a “Request for Proposal” from DARPA. Student teams need to develop a robot that meets the proposal requirements. They produce, test, and present their design to a team of adults, representing DARPA. The board chooses who will receive the contract. Module includes student project details, assessment criteria, instructional plan, sample robot images & video, and code. Time frame: 40 class hours https://drive.google.com/folderview?id=0B75XBP5_QTyHeHhELXg4Nm03eHc&usp=sharing
Physical Science - Middle & High School links (w/Math Connections)
Measuring gUsing the LEGO® MINDSTORMS® NXT kit, students construct experiments to measure the time it takes a free falling body to travel a specified distance. Students use the touch sensor, rotational sensor, and the NXT brick to measure the time of flight for the falling object at different release heights. After the object is released from its holder and travels a specified distance, a touch sensor is triggered and time of object's descent from release to impact at touch sensor is recorded and displayed on the screen of the NXT. Students calculate the average velocity of the falling object from each point of release, and construct a graph of average velocity versus time. They also create a best fit line for the graph using spreadsheet software. Students use the slope of the best fit line to determine their experimental g value and compare this to the standard value of g.https://www.teachengineering.org/activities/view/nyu_measuring_activity1
Zipliner's Delight Summary: Students learn about potential energy, as expressed as the height of an object along a linear on-dimensional zipline track. A robot, designed to traverse the track, converting stored potential energy into kinetic energy, also is capable of monitoring the instantaneous speed of the robot using various sensors. Thus, students are able to quantify and compare the starting potential energy (height) of a robot and the conversion thereof into kinetic energy (linear displacement). The system that is presented is that of a single robot, which is built using the LEGO Mindstorms robotics platform and installed with Lejos 0.9 firmware. http://engineering.nyu.edu/gk12/amps-cbri/pdf/classroom%20activities/Carlo/a_zipliners_delight.pdf
Potential vs. Kinetic Energy Summary: Working as a team, students learn about two energy forms, potential and kinetic energy, using the Lego Mindstorm kit. Potential energy is a form of stored energy that can be converted to kinetic once the object or system is set in motion. For example, when a roller coaster is at the top of the hill, the system has in within it potential energy. As the coaster’s brake is let go, it will travel down the slope, all the while converting the stored potential energy to motion, known as kinetic energy. Equations can be used to relate the two forms of energy and this activity will explore the equations along with hands on Lego activity.
STEM by Design by Barbara Bratzel book (on your SD card)STEM activities 16 Perfect Pitcher (design, distance, levers, projectile motion) 18. Ramp Up (center of gravity, design, gears, friction, torque, inclined planes) 19. Peak Performance (center of gravity, design, friction, torque, inclined planes, trade-offs)
- Lego Mindstorms EV3 software:https://education.lego.com/en-us/educationdownloads
- Introductory Labs: http://www.education.rec.ri.cmu.edu/content/lego/ev3/preview/
User GuideIntroduction to Robotics Lesson Plans
Robotics lesson plans across curriculum - NYU School of Polytechnic Engineering
http://engineering.nyu.edu/gk12/amps-cbri/html/resources/classroom_menu.html
Ideas for Integrating Vernier Temperature Probes with Mindstorms
Vernier Lesson Plans can be adaptedhttp://www.vernier.com/products/sensors/temperature-sensors/gw-temp/#section5
Mindstorms NXT Sensor Adapter
http://www.vernier.com/engineering/lego-nxt/
Project Ideas
Math Ideas
http://www.cipce.rpi.edu/educationalresourcesmod.htmlRatio & Proportional Relationships
key terms: multiples, number sentence, variable, multiplication, fact families, equation, factors, commutative property
summary: In this activity students will see the connection between a simple chart (seconds & distance), function table (X & Y) and linear graphs. They will graph their results and write an equation for the function. Students will use the robot to make a graph on the floor showing their function. they will also make predictions about other linear functions. This can be done as an ongoing activity or as a stand-alone activity as content is introduced. The robot can be preprogrammed by the teacher or the student can program the robots. Module includes student worksheets, teacher resources, and code. Time frame: 5 days
standards: CCLSM: 6.RP.3a; 6.EE.6;6.EE.9; 7.RP.1;7.RP.2. MST Standards; 5.2;5.3;1.3;2.3 and has connections to college & career readiness reading and writing standards.
https://drive.google.com/folderview?id=0B75XBP5_QTyHdjdiZmN5Ti1YYU0&usp=drive_web
Functions - Fixing the Finish
key terms: slope, rate, initial value, y-intercept, rate of change
summary: Using Lego Robots in the classroom, students will explore functions. Students will be presented with a challenge that will allow them to define the starting points of each robot to allow for them to finish at approximately the same time if they are traveling at various speeds. Students will define, evaluate and compare functions as well as use those functions to model relationships between quantities to complete the challenge. Module includes student activity sheets, robot build, and code. Time frame: 3-4 (75 min) blocks
standards: CCLSM 8.F.1; 8.F.4; 8.F.5.
https://drive.google.com/folderview?id=0B75XBP5_QTyHcHptZmpNNnIzanc&usp=drive_web
Intro to Functions
key terms: function, linear, unit conversion, programming
summary: Students will be introduced to functions, specifically linear functions, through an exploratory activity using LEGO Mindstorms Robots. First, students will follow step-by-step instructions in a Powerpoint presentation to construct the robot. Students will provide the robot with an input value to run through a function program and the robot will move on a number line from the input value to the output value. Students will use that input-output data to create a table, graph, and algebraic rule. Students will gather data for five functions and then compare and contrast their multiple representations of those functions. Then, students will program the robot to perform a unit conversion using a similar function program. As an extension, students will program a robot to convert temperature measurements in degrees Celsius to degrees Fahrenheit. Module includes student packet, robot build, and code. Time frame: one week
standards: CCLSM 8.F.1; 8F.2; 8.F.3; 8.F.4; MP.1; MP.4; MP.5; MP.6; MP.
https://drive.google.com/folderview?id=0B75XBP5_QTyHbVRCaFFSaGI4Mzg&usp=drive_web
Engineering - Proposal Module
key terms: design, economics, presentation, team, development
summary: Students are given a “Request for Proposal” from DARPA. Student teams need to develop a robot that meets the proposal requirements. They produce, test, and present their design to a team of adults, representing DARPA. The board chooses who will receive the contract. Module includes student project details, assessment criteria, instructional plan, sample robot images & video, and code. Time frame: 40 class hours
https://drive.google.com/folderview?id=0B75XBP5_QTyHeHhELXg4Nm03eHc&usp=sharing
Physical Science - Middle & High School links (w/Math Connections)
Measuring gUsing the LEGO® MINDSTORMS® NXT kit, students construct experiments to measure the time it takes a free falling body to travel a specified distance. Students use the touch sensor, rotational sensor, and the NXT brick to measure the time of flight for the falling object at different release heights. After the object is released from its holder and travels a specified distance, a touch sensor is triggered and time of object's descent from release to impact at touch sensor is recorded and displayed on the screen of the NXT. Students calculate the average velocity of the falling object from each point of release, and construct a graph of average velocity versus time. They also create a best fit line for the graph using spreadsheet software. Students use the slope of the best fit line to determine their experimental g value and compare this to the standard value of g.https://www.teachengineering.org/activities/view/nyu_measuring_activity1
Acceleration due to GravitySummary: Using the Lego Mindstorms kit, students will construct an experiment where the time to travel a specified distance by a free falling body is measured. Students will use the touch sensor, rotational sensor, and the NXT brick, to measure the time of flight for the falling object, at different release heights. After the object is released from its holder and travels a specified distance, a touch sensor is triggered and time of object's descent from release to impact at touch sensor is recorded and displayed on the screen of the NXT. Students will calculate the velocity of the falling object at each point of release, and construct a graph of velocity versus time. A best fit line will then be applied to this graph, of which the slope will be obtained and compared to the standard value of g.
http://engineering.nyu.edu/gk12/amps-cbri/pdf/Acceleration_due_to_gravity%20_revised%202.12.10_.pdf
http://engineering.nyu.edu/gk12/amps-cbri/pdf/Acceleration_Due_to_Gravity_Worksheet.pdf
http://engineering.nyu.edu/gk12/amps-cbri/pdf/Acceleration%20due%20to%20Gravity%20-%20Pre%20Survey.pdf
http://engineering.nyu.edu/gk12/amps-cbri/pdf/Acceleration%20due%20to%20Gravity%20-%20Post%20Survey.pdf
Gear Down for SpeedSummary: Using the Lego Mindstorms kit, a simple robot will be constructed and used to explore the relationship between gears, speed and torque. The motion of the robot is governed by attaching wheels to motors, such that the robot is permitted to move in all directions. Students will measure the linear distance traveled by the robot in a specified time, calculate its speed and gauge impact of adding gears to the speed of the robot. Furthermore, students will be introduced to a mathematical relationship between the speed and gear ratios and use it to predict the speed of the robot.
http://engineering.nyu.edu/gk12/amps-cbri/pdf/classroom%20activities/keeshan/Gear%20Down%20For%20Speed.pdf
http://engineering.nyu.edu/gk12/amps-cbri/pdf/classroom%20activities/keeshan/Gear%20Down%20for%20Speed%20Worksheet.pdf
Biomimicry - Echolocation in Robotics
Summary:Students use ultrasonic sensors and LEGO© MINDSTORMS© NXT robots to emulate how bats use echolocation to detect obstacles. They measure the robot's reaction times as it senses objects at two distances and with different sensor threshold values, and again after making adjustments to optimize its effectiveness. Like engineers, they gather and graph data to analyze a given design (from the tutorial) and make modifications to the sensor placement and/or threshold values in order to improve the robot's performance (iterative design). Students see how problem solving with biomimicry design is directly related to understanding and making observations of nature.
https://www.teachengineering.org/activities/view/nyu_biomimicry_activity1
Zipliner's Delight
Summary: Students learn about potential energy, as expressed as the height of an object along a linear on-dimensional zipline track. A robot, designed to traverse the track, converting stored potential energy into kinetic energy, also is capable of monitoring the instantaneous speed of the robot using various sensors. Thus, students are able to quantify and compare the starting potential energy (height) of a robot and the conversion thereof into kinetic energy (linear displacement). The system that is presented is that of a single robot, which is built using the LEGO Mindstorms robotics platform and installed with Lejos 0.9 firmware.
http://engineering.nyu.edu/gk12/amps-cbri/pdf/classroom%20activities/Carlo/a_zipliners_delight.pdf
Potential vs. Kinetic Energy
Summary: Working as a team, students learn about two energy forms, potential and kinetic energy, using the Lego Mindstorm kit. Potential energy is a form of stored energy that can be converted to kinetic once the object or system is set in motion. For example, when a roller coaster is at the top of the hill, the system has in within it potential energy. As the coaster’s brake is let go, it will travel down the slope, all the while converting the stored potential energy to motion, known as kinetic energy. Equations can be used to relate the two forms of energy and this activity will explore the equations along with hands on Lego activity.
STEM by Design by Barbara Bratzel book (on your SD card)STEM activities
16 Perfect Pitcher (design, distance, levers, projectile motion)
18. Ramp Up (center of gravity, design, gears, friction, torque, inclined planes)
19. Peak Performance (center of gravity, design, friction, torque, inclined planes, trade-offs)