Discover Robotics & Physics - 16 Kits (iPad)

• Grades: 4-8
  
• Number of Students: 1-3 per kit
• Contact Hours: 25+
• Sample Lesson Plan

The study of energy and motion instantly becomes a favorite of students with this project-based learning series! By incorporating robotics with the expansive subject area of physics, The Discover Robotics and Physics kit uses experiential projects to instill real-life knowledge. The kit has been expertly structured to support essential problem-solving and collaborative skills while students seek solutions to challenges. Students move through the curriculum series by employing the iterative design process to formulate and develop a deep understanding of the subject area.

By utilizing high-quality fishertechnik ® building manipulatives, any learning environment will have the ability to cater to students with different learning needs and speeds. As with all PCS Edventures developed curriculum, the overarching objective is to cultivate intrinsic motivation, deep conceptual foundations and a sense of intellectual empowerment--start the journey today with the Discover Robotics and Physics Kit!

Materials Included:

• PCS Physics LABCards (4 Levels) w/poly-pocket sleeve for storage
• Physics & Robotics build instructions
• Advanced engineering building manipulatives from fishertechnik ®
• Specialized PCS Robotic Controller - The Brain™
• The Brain™ & Cortex user guide
• Compartmentalized Gratnell storage bin with lid

In student-driven classrooms, after-school programs, or home learning environments, enable students to track their progress towards concept mastery with our LABCards point system! Each LABCard was formatted to include 2 project-based lessons, 2 challenges, and 1 final design project. Students earn 5 points for each card they successfully complete. Each level includes four 5-point cards and culminates with a 5-point end design project, for a total of 25 points per level. By completing all four levels, students can earn up to 100 points! 

With the use of the PCS LABCards, educators can take advantage of a differentiated instruction model where challenging concepts are broken down so that students can quickly master skills and move at their own pace towards a final performance task design project. Each LABCard is assigned a point value for quick and easy assessment of progress through each level and to provide students with immediate recognition of their accomplishments.

The LABCard approach is intended to provide educators with a tool that enables a more student-directed experience. Educators are more empowered to provide more facilitation, coaching and mentoring as students work independently, in their own fashion. Almost all learning environments including after-school programs, clubs, and a wide variety of classroom models, can be supported using the LABCard model.

Lesson Plan Topics:

Level 1

• Air pressure
• Force
• Energy Transfer
• The Brain and Cortex-simple motor commands

Level II

• Gravity
• Potential Energy
• Electricity
• Advanced Motor Commands

Level III

• Impulse
• Velocity
• Acceleration
• Collisions and elasticity and programming sensors

Level IV

• Torque
• Degrees of freedom
• Angular acceleration
• Design optimization

Common Core Standards

• CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
• CCSS.Math.Practice.MP4 Model with mathematics.
• CCSS.Math.Practice.MP5 Use appropriate tools strategically.
• CCSS.Math.Practice.MP7 Look for and make use of structure.
• CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
• CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

NGSS

• 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object
• 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
• 4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide.
• 4-PS3-4: Apply scientific principles to design, test, and refine a device that converts energy from one form to another.
• MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
• MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
• MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
• MS-PS2-1: Apply Newton’s third law to design a solution to a problem involving the motion of two colliding objects.
• MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from that object.