National Science Standards addressed by Robotics Modules

On the left is the National Science Standard and on the right is the robotics concept that addresses that standard.

Unifying Concepts
1. Systems, Order, and Organization /

Scientific Concepts Learned as Students Study Robotics

The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once.
•A system is an organized group of related objects or components that form a whole.
•The goal of this standard is to think and analyze in terms of systems.
•Science assumes that the behavior of the universe is not capricious, that nature is the same everywhere, and that it is understandable and predictable.
•Prediction is the use of knowledge to identify and explain observations, or changes, in advance. The use of mathematics allows for greater or lesser certainty of predictions.
•Order– the behavior of units of matter, objects, organisms, or events in the universe– can be described mathematically.
•Types and levels of organization provide useful ways of thinking about the world. / Robots because of their complex nature are excellent examples of systems. Examples include: navigation system, sensing systems, power & transmission system, manipulator system, lifting system, vision system, etc. Each system can be broken down into subsystems.
Robotics technology is built upon a series of behaviors that can be measured mathematically and are understandable and predictable.
There are rich sets of examples that are easy for children to understand.
·  Gears and mechanical advantage.
·  Sensors and electronic control
·  Wheel diameter and its effect on speed
·  Arm length and its effect on torque
Unifying Concepts
2. Evidence, Models, and Explanation / The investigations that we have embedded in our lessons allow students to collect evidence to prove scientific principles.
Robotics physically demonstrates many scientific concepts that seem to be magic to children. Examples include:
·  Electronics and basic circuitry can be demonstrated with NC or NO touch sensors. Or using the whole robot with its power supply, motor, sensing devices, etc.
·  The electromagnetic spectrum using the Infrared tower, which takes an embedded signal and sends it to the robot, light sensors.
·  Transmissions demonstrate the ability to predict mathematically mechanical advantage.
Evidence consist of observations and data on which to base scientific explanations, Using evidence to understand interactions allows individuals to predict changes in natural and designed systems.
Models are tentative schemes or structures that correspond to real object, event, or classes of events, that have explanatory power. Models help scientists and engineers understand how things work. Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations.
Scientific Explanations incorporate existing scientific knowledge and new evidence into logical statements. Terms like “hypothesis,” “model,” “law,” “theory,” and “paradigm” are used to describe various scientific explanations.
Unifying Concepts
3. Constancy, Change, and Measurement / Scientific Concepts Learned as Students Study Robotics
Although most things are in the process of becoming different—changing—some properties of objects and processes are characterized by constancy; the speed of light, the charge of an electron, and the total mass plus energy in the universe. / Robotics depends on consistency to achieve reproducible results. Initially when students begin to program they rely on timing. The problem with timing is that as the battery level (power) begins to lower then the results are not predictable. The teacher is able to show them how to use constants in nature and reliable measurements to obtain consistency.
·  Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in the system, and by extension in the universe, remains the same.
·  Mathematics is essential for accurately measuring change.
·  Different systems of measurement are used for different purposes.
·  Scale includes understanding that different characteristics, properties, or relationships with a system might change as its dimensions are increased or decreased.
·  Rate involves comparing one measured quantity with another measured quantity, for example, 60 meters per second.
Unifying Concepts
4. Evolution and Equilibrium
Evolution is a series of changes, some gradual and sporadic, that accounts for the present form and function of objects, and natural and designed systems. The general idea of evolution is that the present arises from materials and forms of the past. / Evolution - Not applicable
Equilibrium - When students begin to work with gears and pulleys they are able to demonstrate this concept. They learn as they obtain more mechanical advantage that the robot becomes slower and visa versa.
Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions: for example, opposite forces are of the same magnitude, or off-setting changes occur at equal rates.
Unifying Concepts
5. Form and Function /

Scientific Concepts Learned as students Study Robotics

Form and function are complementary aspect of objects, organisms, and systems in the natural and designed world. / When designing robots… form always follows function.
CONTENT STANDARD A:
Science as Inquiry / Scientific Concepts Learned as Students Study Robotics
As a result of activities in grades 5-8, all students should develop
•Abilities necessary to do scientific inquiry
•Understandings about scientific inquiry
Students should be engaged in activities that:
•Begin with a question
•Allow them to perform an investigation
•Gather evidence
•Formulate an answer to the original question
•Communicate the investigative process and results / Nearly all of the investigations that we have developed take the form of “Science as Inquiry.” Students are given an investigation and prove scientific principles as a result of the investigation. Students are required to summarize what they have just discovered.
CONTENT STANDARD B:
Physical Science / Scientific Concepts Learned as Students Study Robotics
As a result of activities in grades 5-8, all students should develop an understanding of
•Properties and changes of properties in matter
•Motions and forces
•Transfer of energy
In grades 5-8, the focus on student understanding shifts from properties of objects and materials to the characteristic properties of the substances from which the materials are made.
By using simple objects, such as rolling balls and mechanical toys, students can move from qualitative to quantitative descriptions of moving objects and begin to describe the forces acting on the objects.
The understanding of energy in grades 5-8 will include light, heat, sound, electricity, magnetism, and the motion of objects. / Robotics is able to demonstrate many applied physics concepts.
·  Mechanical Advantage
·  Torque
·  Basic Circuitry
·  Digital & Analog Electronics
·  The ElectroMagnetic Spectrum
·  Acceleration
·  Speed
·  Momentum
The activities we propose are investigative in nature and use a “hands-on-mind-on” method that requires students to collect data, analyze it, and develop conclusions.
CONTENT STANDARD E:
Science and Technology / Scientific Concepts Learned as Students Study Robotics
As a result of activities in grades 5-8, all students should develop:
•Abilities of technological design
•Understandings about science and technology
Students should begin to differentiate between science and technology. In the middle school years scientific investigations can be complemented by activities in which the purpose is to meet a human need, solve a problem, or develop a product rather than explore ideas about the natural world. / Robotics is the premier example of the marriage of science and technology. As the science gets better (GPS, sonar, infrared) the technology gets better.
Science and technology are reciprocal. Science helps drive technology, as it evolves it provides better instrument-ation and technique. Technology provides more precise tools for investigations, inquiry, and analysis.
CONTENT STANDARD F:
Science in Personal and Social Perspectives
As a result of activities in grades 5-8, all students should develop understanding of:
•Personal health
•Populations, resources, and environments
•Natural hazards
•Risks and benefits
•Science and technology in society
Due to their developmental levels and expanding understanding middle school students can undertake sophisticated study of personal and societal challenges.
They can develop and understanding of the role of technology in relation to personal and societal issue, and learn about risks, and personal decisions.
Students need to begin to develop an understanding of what science and technology can reasonably contribute to society and what it cannot. New technologies , for example, often will decrease some risks but increase others.
CONTENT STANDARD G:
History and Nature of Science
As a result of activities in grades 5-8, all students should develop understanding of
•Science as a human endeavor
•Nature of science
•History of science
Historical examples will help student see the scientific enterprise as more philosophical, social, and human.
Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning , insight, energy, skill, and creativity—as well as scientific habits of mind, such as intellectual honesty, tolerance, of ambiguity, skepticism, and openness to new ideas.
Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models.
Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations