Recent Changes

Grade Level(s): 6th-10th Grade
Subject(s): Science/Math/ STEM-Engineering
Standards Addressed: (High School)
CLE 3202.Inq.3 Use appropriate tools and technology to collect precise and accurate data.
CLE 3202.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying,3202.Inq.6 Communicate and retesting.
CLE 3202.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology.
CLE 3202.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems.
CLE 3202.Math.1 Understand the mathematical principles behind the science of physics.defend scientific findings.
CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems.
CLE 3202.2.63202.3.1 Investigate the Law of Conservation of Energy. (Energy)
CLE 3202.3.2 Investigate and apply Newton's Three Laws of Motion. (Motion)
CLE 3202.3.4 Demonstrate the relationship among work, power,speed, position, time, velocity, and machines. (Motion)
CLE 3202.4.1 Explore the difference between mass and weight. (Forces in Nature)acceleration.
CLE 3202.4.2 to mass. (Forces in Nature)
CLE 3202.4.3 Demonstrate the relationship among work, power, and machines. (Forces in Nature)
Description of Project:
Students will learn about the potential energy of an object by determining the height of the object along a linear one-dimensional zipline track. A robot designed to travel the zipline will convert stored potential energy into kinetic energy as it monitors the instantaneous speed of the robot using the ultrasonic sensor. This will allow the student(s) to quantify and compare the starting potential energy (height) of the robot and the conversion of its potential energy into kinetic energy (linear displacement). The single robot was built using the LEGO Mindstorms EV3 robotics platform and the program was installed using Python3 programming.

Plans to Use in Class:
Science Class: This project can be used to plug the vertical distance into the potential energy or kinetic energy formula. Students can then use this data to calculate potential or kinetic energy to help them learn about the change from potential energy to kinetic energy. It can be used to understand and calculate instantaneous speed vs. average speed using the distance formula. This will also show how speed accelerates over time until it reaches the gravitational acceleration of 9.8 m/s^2.
Initially, student discussions will include the concept of potential energy and its conversion into kinetic energy. Examples will include linear one-dimensional travel on a sloped gradient such as a roller coaster, downhill skier, etc. For students new to robotics and programming, the focus will be the effect of different potential energy setups on the kinetic energy of the robot (speed). For more advanced students, the focus could be on student-design of robots, different potential energy setups, or more advanced mathematical concepts.
Math Class: This project can be used with the Pythagorean Theorem, and/or the distance formula.
Safety Issues:
Ziplines are normally setup with moderate to high tension in order to withstand the deflection created by the robot's weight as it travels the zipline. All participants should be made aware of potential trip hazards or the possibility of a broken zipline during this activity.
Code Files Developed in Workshop: See attached file
{zipline.py}

CLE 3202.4.3 Demonstrate the relationship among work, power, and machines. (Forces in Nature)
Description of Project:
installed using PythonPython3 programming.
Learning Objectives:
After the activity, students should be able to:
Explain the conversion of potential energy to kinetic energy using the zipline experiment.
Understand that speed changes as an object travels.
Understand the difference between instantaneous speed and average speed.
Predict the shape of the curve that defines the speed of an object as it travels a sloped path.
Materials List: (per setup)
1 LEGO EV3 Brick constructed zipline robot
1 laptop with Bluetooth connectivity to the EV3 Brick [Laptop should have Linux (Crouton) and Python3 installed]
Simulated zipline (must be able to be pulled tight to prevent bouncing)
Introduction:
Students will be introduced to a more kinetic-type robotic model with programming that limits student control of data logging. The robotic programming will automatically monitor time of travel while using an infrared sensor to determine the speed of the robot as it travels a linear zipline path. Discussions can focus on the conversion of potential energy into kinetic energy, instantaneous speed versus average speed, and other basic physics concepts.
Plans to Use in Class:
Science Class: This project can be used to plug the vertical distance into the potential energy or kinetic energy formula. Students can then use this data to calculate potential or kinetic energy to help them learn about the change from potential energy to kinetic energy. It can be used to understand and calculate instantaneous speed vs. average speed using the distance formula. This will also show how speed accelerates over time until it reaches the gravitational acceleration of 9.8 m/s^2.

CLE 3202.4.3 Demonstrate the relationship among work, power, and machines. (Forces in Nature)
Description of Project:
allow the studentsstudent(s) to quantify the conversion of its potential energy into kinetic displacement). The single robot used was built
Plans to Use in Class:
Science Class: This project can be used to plug the vertical distance into the potential energy or kinetic energy formula. Students can then use this data to calculate potential or kinetic energy to help them learn about the change from potential energy to kinetic energy. It can be used to understand and calculate instantaneous speed vs. average speed using the distance formula. This will also show how speed accelerates over time until it reaches the gravitational acceleration of 9.8 m/s^2.
{zipline.py}
{figure_1.png}
Sandra"sSandra's Graph
{Sandra figure1_.png}
Pictures

Team Members: Lisa Buckner, Shanda Ramsey, Diane Humphrey, Sandra Billings, Sandra Pierce
Grade Level(s): 6th-10th Grade
Subject(s): Science/MathScience/Math/ STEM-Engineering
State Science Standards Addressed:
CLE 3202.Inq.3 Use appropriate tools and technology to collect precise and accurate data.
CLE 3202.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting.
CLE 3202.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology.
CLE 3202.Math.1 Understand the mathematical principles behind the science of physics.
CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems.
of Energy. (Energy)
CLE 3202.3.2 Investigate and apply Newton's Three Laws of Motion. (Motion)
CLE 3202.3.4 Demonstrate the relationship among work, power, and machines. (Motion)
CLE 3202.4.1 and weight. (Forces in Nature)
CLE 3202.4.2 to mass. (Forces in Nature)
CLE 3202.4.3 power, and machinesmachines. (Forces in Nature)
Description of Project:
learn about the potential energy height of anthe object along A robot will be designed to the zipline that will convert (height) of athe robot and
Plans to Use in Class:
Science Class: This project can be used to plug the vertical distance into the potential energy or kinetic energy formula. Students can then use this data to calculate potential or kinetic energy to help them learn about the change from potential energy to kinetic energy. It can be used to understand and calculate instantaneous speed vs. average speed using the distance formula. This will also show how speed accelerates over time until it reaches the gravitational acceleration of 9.8 m/s^2.

Light sensor - you will need to modify the "white" and "black" numbers in the code based on the calibration of your light sensors.
Code Files Developed in Workshop
{HenryFunction.py} {LeslieFunction.py} {FunctionMachine.py}
Pictures
{File_000 (3).jpeg} {File_000 (2).jpeg}

$80 Registration (Earlybird)
TMTA Planning Form
Courtney & Miri
https://docs.google.com/document/d/1EEh4sLy0_uEuT9lMOVNWOjgOdPt8ukz11zZP_5J9gXA/edit?usp=sharing
Ya & Tamara
https://docs.google.com/document/d/1mxZaRpGye7y4z_k6TICWt_PupKpRwkoixGPSMQ9zHqM/edit?usp=sharing
TN Science Teacher's Association
Dec 1-3 – Embassy Suites, Murfreesboro, TN
{2016sessionProposal_form2 (1).doc}
TSTA Planning Form
https://docs.google.com/document/d/1x8x3cGJJp2W_NpGF68au3b7YZiQWUgJ4p7oPCCDYXbM/edit?usp=sharing
Roane State Technology Conference
Oak Ridge

Proposal Forms due August 1
$80 Registration (Earlybird)
TMTA Planning Form
https://docs.google.com/document/d/1EEh4sLy0_uEuT9lMOVNWOjgOdPt8ukz11zZP_5J9gXA/edit?usp=sharing
TN Science Teacher's Association
Dec 1-3 – Embassy Suites, Murfreesboro, TN
Conference Proposals due 10/1/16
{2016sessionProposal_form2 (1).doc}
TSTA Planning Form
https://docs.google.com/document/d/1x8x3cGJJp2W_NpGF68au3b7YZiQWUgJ4p7oPCCDYXbM/edit?usp=sharing
Roane State Technology Conference
Oak Ridge