MADISON PUBLIC SCHOOL DISTRICT
GRADE 7 Robotics Cycle
Authored by: Erik Lih
Richard Newbery
Reviewed by: Lee Nittel
Director of Curriculum and Instruction
Tom Paterson
K12 Supervisor of Science and Technology
Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Linda Gilbert
Shade Grahling
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Robotics is a 2 marking period cycle course taught to all 7th grade students at MJS. The course will
introduce the field of robotics to students with an emphasis on engineering through efficient design and
programming code. Students will be placed in small groups of 2-3 and will work through a variety of
units that include an introduction to the NXT Robot, basic programming, electronic control,
programming using variables and sensors, mechanics, design engineering, and the scientific process. The
course will challenge students’ problem solving, teamwork, and time management skills. Integral to the
module will be the interrelationship of science, math and technology in the modern digital world.
Students will apply skills and knowledge from previous Tech Ed courses and begin to apply scientific and
mathematical concepts learned throughout their educational careers to this real life, hands on experience.
II.
RATIONALE
This class will serve as an introduction to a new world of technology. Robotics as an industry is growing
in leaps and bounds. From personal robots to industrial robots, innovators are designing robots to take
care of daily tasks, make production plants more efficient, and even solve Jeopardy questions. If our
children are to be ready for the challenges of the 21st Century, students must be equipped with the
necessary skills to compete in this growing field. As explained in the LEGO curriculum, “This course is
designed to engage students in hands-on robotic investigations and experiments. Students will use
creativity, logic, and problem-solving skills while learning and applying key STEM (Science Technology
Engineering and Mathematics) concepts. This curriculum supports beginning robotics students, with a
dual emphasis on programming and standards-based academic STEM concepts.”
(http://www.legoeducation.us/eng/product/mindstorms_education_robotics_engineering_i_introductio
n_to_mobile_robotics/1274)
III.
STUDENT OUTCOMES
2009 New Jersey Core Curriculum Content Standards – Science
By the end of GRADE 8, the following skills should be taught AND assessed:
5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models and to
pose theories.
5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and evaluate
evidence as part of building and revising models and explanations.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and computational
strategies.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both faceto-face and virtually, in the context of scientific investigations and model-building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.2.8.E.1 Calculate the speed of an object when given distance and time.
Common Core State Standards for Mathematics
By the end of GRADE 7, the following skills should be taught AND assessed:
Analyze proportional relationships and use them to solve real-world and mathematical problems.
7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the
unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
7.RP.2. Recognize and represent proportional relationships between quantities.
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios
in a table or graphing on a coordinate plane and observing whether the graph is a straight line through
the origin.
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
Represent proportional relationships by equations. For example, if total cost t is proportional to the number
n of items purchased at a constant price p, the relationship between the total cost and the number of items can be
expressed as t = pn.
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation,
with special attention to the points (0, 0) and (1, r) where r is the unit rate.
7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease,
percent error.
Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
7.EE.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are
specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to
an arithmetic solution, identifying the sequence of the operations used in each approach. For example,
the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are
specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the
problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your
pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
Draw construct, and describe geometrical figures and describe the relationships between them.
7.G.1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and
areas from a scale drawing and reproducing a scale drawing at a different scale.
Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.
7.G.4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an
informal derivation of the relationship between the circumference and area of a circle.
7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and
three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Technology Education, Engineering, and Design: CCCS 8.1
By the end of GRADE 8, the following skills should be taught AND assessed:
E. Effective use of digital tools assists in gathering and managing information
o Gather and analyze findings using data collection technology to produce a possible solution for a
content-related or real-world problem.
By the end of GRADE 8, the following skills should be taught AND assessed:
Technology Education, Engineering, and Design: CCCS 8.2
B: Design: Critical Thinking, Problem Solving, and Decision-Making
o Design and create a product that addresses a real-world problem using the design process and working
with specific criteria and constraints.
o Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the
prototype might fail and how it might be improved) by completing a design problem and reporting
results in a multimedia presentation
o Solve a science –based design challenge and build a prototype using science and math principles
throughout the design process
C: Technological Citizenship, Ethics, and Society
o Explain the need for patents and the process of registering one
o Compare and contrast current and past incidences of ethical and unethical use of labor in the United
States or another country and present results in a media-rich presentation
D: Research and Information Fluency
o Evaluate the role of ethics and bias on trend analysis and predication in the development of a product
that impacts communities in the United States and/or other countries.
E: Communication and Collaboration
o Work in collaboration with peers and experts in the field to develop a product using design process,
data analysis, and trends, and maintain a digital log with annotated sketches to record the
development cycle.
F: Resources for a Technological World
Explain the impact of resource selection and processing in the development of a common
technological product or system
o Explain how the resources and processes used in the production of a current technological product
can be modified to have a more positive impact on the environment (e.g., by using recycled metals,
alternate energy sources) and the economy.
G: The Designed World
o Explain why human-designed systems, products, and environments need to be constantly monitored,
maintained, and improved.
o Explain the interdependence of a subsystem that operates as part of system
o
IV.
ESSENTIAL QUESTIONS AND CONTENT
1. What is a robot and how are they used in the world today?
2. “Full Speed Ahead” Activity: How is the programming environment set-up and how are behaviors
programmed?
3. “Wheels and Distance” Investigation: What is the relationship between wheel size and the distance
a robot travels in a set number of wheel rotations?
4. “Right Face!” Activity: How are robots programmed to turn in multiple directions?
5. “Measured Turns” Investigation: How can a programmer use geometry to control a robot’s turn?
6. “Clap On, Clap Off” Activity: What is a threshold and how can a programmer use a sound sensor
to control a robot’s actions?
7. “Exploration, Frequency and Amplitude” Investigation: What are the properties of a sound wave
and which ones can the sound sensor detect?
8. “Follow the Guidelines” Activity: How can a programmer use a light sensor to follow a line?
9. “Faster Line Tracking” Investigation: What are the factors involved in line tracking, and how can it
be done more efficiently?
10. “Obstacle Detection” Activity: How can a programmer use a combination of a touch sensor and an
ultra-sonic sensor to detect obstacles and respond to them?
11. “Field of View” Investigation: How can a programmer collect data from an ultra-sonic sensor to
draw a scale model?
12. “Get in Gear” Activity: What are gears and how do they affect the speed of a robot?
13. “Gears and Speed” Investigation: What is the relationship between gear ratios and the speed and
torque of a robot?
V.
STRATEGIES
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VI.
Presentations
Videos
Worksheets
Inquiry-based activities
Group discussions
Small group assignments
EVALUATION
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Project rubrics
Investigation worksheets
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VII.
Teacher designed assessments
REQUIRED RESOURCES
Introduction to Mobile Robotics: Robotics Engineering Volume 1 (Teacher CD) by the Carnegie Mellon
Robotics Academy
Introduction to Mobile Robotics: Robotics Engineering Volume 1 (Student CD) by the Carnegie Mellon
Robotics Academy
NXT Software v 2.1 and NXT User Guide by LEGO Mindstorms Education
LEGO Mindstorms NXT Educational Kits
Computers
VIII. SCOPE AND SEQUENCE
Unit 1: Basic Programming
3 weeks
Full Speed Ahead Activity:
• Build the Taskbot Personal Assistant Robot (if they haven’t already)
• Program the Personal Assistant to move forward and backward
Wheels and Distance Investigation:
• Investigate the mathematical relationship between wheel size and distance traveled with a set
number of motor rotations.
• Describe the mathematical relationship between distance traveled in cm to motor rotations in
degrees.
Unit 2: Turning
3 weeks
Right Face! Activity
• Model the robot’s behavior using human actions (turning and going forward)
• Program the Personal Assistant robot to make two types of turns
• Investigate the relationship between programmatic motor settings and overall robot behavior
Measured Turns Investigation
• Model the robot’s behavior using human actions (turning and going forward)
• Program the Personal Assistant robot to make two types of turns
• Investigate the relationship between programmatic motor settings and overall robot behavior
Unit 3: Sound Sensors
Clap On, Clap Off Activity
• Calculate a threshold value for sound levels
• Use sensor thresholds to control the robot’s behavior
• Write a program that makes the robot go and stop using sound
• Investigate the properties of sound waves and of the Sound Sensor
Exploration, Frequency and Amplitude Investigation
3 weeks
• Set up and run an experiment using the LEGO Sound Sensor
• Record, organize and analyze data
• Visually present data in the form of a graph
• Investigate the properties of sound waves and of the Sound Sensor
Unit 4: Line Tracking
3 weeks
Follow the Guidelines Activity
• Calculate a threshold value for light levels
• Use sensor thresholds to control the robot’s behavior
• Write a program that makes the robot track one side of a line
• Modify the program to track the other side of the line
Faster Line Tracking Investigation
• Alter the Line Tracking program by increasing motor speed
• Study the effects of changing motor speed on line tracking ability
• Learn how the placement of the Light Sensor affects line tracking ability
• Reposition the Light Sensor to improve the robot’s efficacy and test it
Unit 5: Ultrasonic Sensors and Touch Sensors
3 weeks
Obstacle Detection Activity
• Build a Touch Sensor bumper and program the robot to stop when it hits something
• Calculate a threshold value for Ultrasonic Sensor levels
• Use the Ultrasonic Sensor and threshold to control the robot’s behavior
Field of View Investigation
• Use View Mode to investigate the limits of the Ultrasonic Sensor’s detection capacity for a
given object
• Set up their work area, including marking in 10cm increments along a length of tape
• Scale down their findings to fit on a single sheet of paper
Unit 6: Gears
3 weeks
Get in Gear Activity
• Swap the gears on the robot
• Observe how changing the gears effects the robot’s speed
• Observe how different gearings effect the robot’s torque (ability to push)
Gears and Speed Investigation
• Swap the gears on the robot and run it for 3 seconds with each gear ratio
• Calculate gear ratios for each new gear pair
• Measure how far the robot travels during each run, and calculate its average speed
• Use two different hypotheses to predict how fast the robot will go with two new gear ratios
• Run the robot and compare the actual results to the results predict by each hypothesis
• Synthesize data to determine which of two hypotheses is more valid