Project Description
Explore the fundamentals of robotics. Students build a robot with unique capabilities from scratch. They develop logic and programming skills through design, build, and coding. Using a web-based coding environment, students program their robots to complete a variety of challenges — designed to allow students to develop logic and programming skills fundamental to all robotics. Through hands-on exploration and experimentation, students learn about conversion, conservation, and transfer of energy.
Key Concepts
Arduino, Circuit, Conditionals, Control flow, Debugging, Duration, Echolocation, Electricity, Frequency, IR sensor, Jumper wires, LED, PCB, Program, RGB pixels, Syntax, Ultrasonic sensor, Wavelength
Essential Question
How can we build, personalize, and program a robot that can meet a variety of challenges while expressing our individualism?
Summary of Standards
Computer Science Teaching Association Standards (CSTA)
Students will model how internal and external parts of computing devices work together, use data to highlight cause-and-effect relationships, create programs with sequences, events, loops, and conditionals, and test a program to ensure that it runs as intended.
Common Core ELA
Students will learn new content specific vocabulary, engage in collaborative discussions, and review key ideas that are expressed.
Common Core Math
Students will generate patterns and add multi-digit numbers.
Next Generation Science Standards (NGSS)
Students will learn about the conservation of energy and energy transfer, the relationship between energy and forces, wave properties, and electromagnetic radiation.
Texas Essential Knowledge and Skills (TEKS)
Students will develop and follow a research plan with adult assistance. They will recognize characteristics and structures of informational text. Students will determine the approximate measures of angles in degrees to the nearest whole number using a protractor.
Don’t see your standards here? Contact us to find out how this project aligns to your grade(s).
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