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Curriculum guide to help you align FIRST Robotics to your curriculum

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Unit 0 - PREPARING FOR SCHOOL
This unit is to help the teacher prepare for the school year by becoming familiar with the curriculum, equipment, and requirements of running a FIRST Tech Challenge team in the classroom.

Unit 1 - SAFETY
Building a robot requires a lot of parts, electronics, and tools. In this unit, students will learn about and demonstrate workshop safety, as well as develop rules for conduct and tool use in the workshop.

Unit 2 - INTRODUCTION TO ROBOTICS
This unit will walk students through creating the basic pieces of a robot to familiarize them with the various parts and processes. They will not be told exactly how to build the parts, but tutorials will be provided at each step to provide guidance. Then they will move on to design and implement their own robot in the following units.

In this unit the students will research and learn about the FIRST Tech Challenge game and begin the early stages of the design process with preliminary planning and strategizing.

Unit 4 - INITIAL DESIGN
In this unit, students will begin the design process. You will introduce the design process with a short activity, and then the students will go through the first three steps of designing their robot: identifying the problem/requirements, brainstorming, and planning.

Unit 5 - BUILDING & PROGRAMMING
In this unit, students will begin building and programming the robot designed in the previous units. They will implement the rest of the design process (prototype, test, redesign), and through this process will learn about working with hardware, electronics, and programming. They will build and program the robot and then test it to see where it fails. Then they will go back to the drawing board to design and implement improvements.

Unit 6 - REFLECTION & IMPROVEMENT
In this unit, students will complete a process to reflect on and evaluate their accomplishments with the FIRST Tech Challenge Game. They will identify a clear, demonstrable goal for improvement on one aspect of robot or team performance and develop a plan to execute and test the improvement for impact. Upon completion of this process, students will use the criteria they have outlined to evaluate their success. They will then develop a short Performance Impact presentation to share their experience with another team, class, parent group, sponsor, or other interested group community member.

Unit 7 - SKILL BUILDING
This unit will focus on the development of one or two new or interesting skills for individual students or groups within a team. Students will select one or more mini-challenge scenarios to be completed or adapted as an independent project (with support from team/classmates, teachers/mentors, and FIRST-vetted resources), and then present evidence of their new skill development to classmates in peer-to-peer presentations or a small group mentoring session.

Unit 8 - OUTREACH & COMMUNITY BUILDING
In this unit, students will create an effective demonstration or interactive experience to implement in the wider community. Students will identify a target audience or event in the local area and plan for a demonstration about their robot and their team.

Unit 9 - NEW GAME
In this unit, students will think critically about their experience with previous units and apply the skills they've developed to create an original FIRST Tech Challenge Game. They will use a thematic scenario as the inspiration for original game design and incorporate elements from previous challenges into the game play, using commonly available materials from around the school or classroom.

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Unit 0 - PREPARING FOR SCHOOL This unit is to help the teacher prepare for the school year by becoming familiar with the curriculum, equipment, and requirements of running a FIRST Tech Challenge team in the classroom. Unit 1 - SAFETY Building a robot requires a lot of parts, electronics, and tools.

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Lesson plans connected to different content areas

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Sphero Central: Edu Lessons & Resources for Coding Robots & STEM Kits

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Welcome to Sphero Central, your one-stop destination for Sphero Edu & app access, lessons, educator resources & more. Get started with your robots & kits here!

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Lessons to teach computer science and coding.

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https://www.nasa.gov/audience/foreducators/robotics/lessonplans/index.html#.X4i1dUIzY6g

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I Want to Hold Your Hand Activity (Grades 3-5)
In this activity, students construct a robot-like hand to demonstrate how data are collected when using robotic technology.

What's Hidden Inside? Activity (Grades 3-5)
This lesson challenges students to gather information about items they cannot see.

Lunar Nautics: Designing a Mission to Live and Work on the Moon Educator Guide (Grades 6-8 and Informal)
Students design, test, analyze and manage a space mission from initial concept to project funding while using this set of hands-on activities. Instructions for making edible rover models and more robotic activities are in this guide.

Calculator-Controlled Robots: Hands-on Mathematics and Science Discovery Educator Guide (Grades 6-9)
This guide provides activities for using calculator-controlled robots over the course of one semester.

Mars Exploration Rover Mission (All Grades)
Find educational materials related to the Mars Exploration Rover mission, which landed two identical robotic rovers named Spirit and Opportunity on Mars in January 2004.

Let's Investigate Mars Activity (Grades 3-5)
This lesson challenges students to develop an original, collaborative investigation based on recent Mars robotic investigations.

The International Space Station: The First Step In Exploration Poster -- Remote Manipulator/Robotic Arm Activity
(Grades K-12)
This poster features basic facts about the International Space Station and activities relating to robotic and engineering design. Demonstration videos for activities are available.

On the Moon Educator Guide (Grades K-12)
NASA and PBS's "Design Squad®" offer teams of students six hands-on engineering challenges that can be used during class time or in after-school programs.

NASA Space Place: People and Technology (Grades 4-8)
Try these fun activities that introduce technologies being tested for use on space missions in the future. Robot-related activities include:
--Toy Asteroid Nanorover
--Robot Puzzle
--See Why Two Eyes Beat One

Rover Races Activity (Grades 5-9)
Students experience some of the challenges of "tele-operating" a robotic vehicle on another planet when they design and execute a series of commands to guide a human "rover" through a simulated Martian surface.

"Out of Sight" Remote Vehicle Activity (Grades 5-9)
Students operate a robotic vehicle that is not directly in view of the driver or operations team.

Digital Learning Network (Grades K-12)
NASA's educational interactive webcasts connects students with NASA experts and education specialists. Use the following four modules to teach about robotics.

(1) Introduction to Robotics in the Classroom (Grades 5-8)
Which skills will students need for a future career with robotics?
Connect with NASA to learn what is necessary to become a
robotics engineer. Students also learn how NASA uses
robots to collect data.

(2) Spacebots (Grades K-12)
During the Spacebots event, students learn how NASA defines
robotics; see how robotic systems are used in the space
program; and discover the space agency's plans for future
robotic applications. The event includes the following
preconference activities for students:

Spacebots Activities
-- Robots in Action (K-4)
-- Think Like a Robot (K-4)
-- Robotic Arm Activity (5-8)
-- Can a Robot Tie Your Shoes? Activity (5-8)
-- Design a Microrover for the Moon Activity (5-8)
-- Robotic Arm (9-12)
-- Robotic Maze (9-12)

(3) Directive: Mapping the Moon with WALL-E (Grades K-8)
Disney Pixar's robot helps co-host this event and introduces
students to a few NASA missions, with a focus on NASA's
recently launched Lunar Reconnaissance Orbiter, the LRO,
and the Lunar Crater and Observation Sensing Satellite,
LCROSS.

(4) Mission to Mars Exploration (Grades 5-12)
Travel to the Red Planet and discover what it takes to land
robotic missions on the uninviting terrain of the Martian soil.
Become aware of intense dust storms, huge craters, enormous
canyons and towering volcanoes.

Fundamentals of Lunar Exploration: The Search for Lunar Ice (Grades 8-9)
These robotic resources can be used for educator professional development or as a unit for students.

NASA's BEST (Beginning, Engineering, Science and Technology) Students (Grades K-8)
Download curriculum guides for engineering clubs and professional development.

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I Want to Hold Your Hand Activity (Grades 3-5) In this activity, students construct a robot-like hand to demonstrate how data are collected when using robotic technology. What's Hidden Inside? Activity (Grades 3-5) This lesson challenges students to gather information about items they cannot see.

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Easy to use PPTs to help students learn EV3 skills

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EV3Lessons provides a complete set of LEGO MINDSTORMS programming lessons for teams, teachers, and robotics enthusiasts. The tutorials are clear, to-the-point, and comprehensive, with something for every level of user. EV3Lessons has contributors all around the world.

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Lesson ideas for using EV3 robots

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Robotics & STEM Lesson Plans and Curriculum | FLLCasts

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We do not recommend including students that young in LEGO Mindstorms EV3 classes, and we generally allow only a limited number of groups to be formed in our academies where the teacher is quite experienced. You can, of course, try, but keep in mind that students at 7 years old are pretty young.

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What is a robot? Lesson Plan and more

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Summary This lesson introduces students to the major characteristics of robots. The associated activity uses the LEGO® MINDSTORMS® EV3 system as an example. Before studying robots in more detail, it is important for students to consider the many items they encounter in their daily lives that are robots so they can explore ways engineers can utilize robotics to solve problems in everyday life. The activity also serves as an introduction to the LEGO EV3 system so that students may utilize it as an educational tool in subsequent lessons and activities.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers have used robots to create many technologies that students see every day, a number of which are shown in the lesson's PowerPoint presentation. In the activity, students are asked to design a program to solve a problem as if they are engineers. To conclude, students are asked to think creatively about ways they could use robots to solve problems. Through this lesson and activity, students build a basic understanding of robotics through looking at how engineers have used them.

Learning Objectives

After this lesson, students should be able to:

Define what a robot is.

Describe the main components of a robot.

Explain how the LEGO MINDSTORMS EV3 robot can be programmed to move.

Explain how engineers apply robotics to solve real-world problems.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This lesson focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.

Suggest an alignment not listed above

Worksheets and Attachments
Visit [www.teachengineering.org/lessons/view/umo_robotsandhumans_less1] to print or download.

Introduction/Motivation

The What Is a Robot? Presentation PowerPoint file provides the content material for this lesson. Refer to the text in the Lesson Background section to for how to introduce the material, slide by slide.

The lesson PowerPoint presentation provides great examples and is designed to provide a basic introduction to robotics prior to programming the LEGO MINDSTORMS EV3 systems. This lesson also introduces the basic characteristics found in all robots, including sensors, inputs, processing and outputs, using the LEGO robot as an example.

To bring it all together, the associate activity introduces the concept of how precise commands to a robot need to be in order to make sure the robot does exactly what is expected of it.

Lesson Background and Concepts for Teachers

Use the What Is a Robot? Presentation (PowerPoint slides) to teach the lesson. Another set of PowerPoint slides that is attached to the associated activity, " Activity: Understanding Communications with a Robot," is for the second day of this combined lesson and activity. Use the guidance below for what to expect in each slide and how to use it to teach the lesson and activity. In advance, make copies of the pre/post assessment sheets.

What is a Robot? (Slides 1-16 of Lesson Presentation)

Tell the students: What is a robot? Today we will be talking about robots and learning how to work with robots.

Hand out copies of the pre-assessment sheet (slide 2). Give students five minutes to fill them out. The answers are on slide 3.

Use slides 4-5 to clear popular culture-driven misconceptions about what robots are and what they do. Then, define what a robot is using slide 6. Emphasize how engineers have used robots to make our lives easier with the examples given in the slide including automatic doors, industrial robots, and automatic car washes. Depending on time, show a couple of videos from those listed on slide 7.

Introduce the LEGO EV3 with slide 8 and let students know that the name of the particular robot that they will be working with is called the "taskbot," which is shown on the slide.

Introduce the first main component of robots, the computer, using slides 9-10. Before moving on, make sure students understand that when you refer to a computer, you are not talking about a desktop computer! Instead, you are talking about a small computer chip, such as is found in anything with a digital screen (digital clock, digital thermostat, digital microwave, etc.) as well as in cars, video game consoles, and even inside a desktop computer! The chip inside a desktop "computer" is actually the real computer. This is also known as the processor.

With slide 11, introduce the computer "intelligent brick" of the LEGO EV3 robot. The main purpose of this slide is to get them familiar with the term "EV3 computer brick."

WIth slide 12, introduce the second important component of a robot: inputs. Continue with the example of a desktop computer, this time talking about the mouse and keyboard as inputs.

With slide 13, introduce the inputs of the EV3. The EV3 has four input ports at the bottom of the computer brick. A variety of sensors can be used as inputs to the EV3 brick. The standard EV3 kit comes with a touch sensor, a color sensor, an ultrasonic sensor and a rotation sensor. Additional and more advanced sensors are also available.

With slide 14, introduce the third component of a robot: outputs. Use a personal computer monitor as another example. Again, make sure students understand that the actual computer is a small chip that sends output to the monitor. Another example is a robot motor. The computer chip of a robot sends its output to the motors of the robot.

Looking at slide 15, talk about the outputs of the computer brick. The output ports are located at the top of the brick and they send output signals to motors or the EV3 lamp.

Slide 16 is a summary of the lesson content. Review the basic components of robots to make sure students have a grasp of the material before conducting the associated activity.

Associated Activities

Understanding Communication with a Robot - Student teams act out robot instructions and then program a LEGO EV3 taskbot to go through a simple maze. Through the human and robot examples, students see that a robot's computer simply follows instructions as given, thus one must be logical and precise with programming instruction. They also see how robot sensors are used to perform movement tasks.

Lesson Closure

(Use this closure at lesson end or after completion of the associated activity. The goal is to verify that students understand the three main robot components: computer, inputs and outputs. Use a real-world engineering example to ask students to think about these components, such as the example below, an automatic door at a grocery store.)

An automatic door at a grocery store is an everyday example of a robot that engineers have designed to make our lives easier. What are some ways the automatic door makes peoples' lives easier? (Possible answers: A person carrying many bags does not have to put down the bags to open the door. More people can go through the door more quickly. A person in a wheelchair can enter/exit more easily. An employee can push in a long line of carts without having to hold the door.)

What are three things that an automatic door would need to have in order to be a robot? (Answer: Output, computer and input.)

Let's see if it has those three things. What is the output of the automatic door? (Answer: A motor makes the door open.)

What does the computer do? (Answer: It takes in an input that tells it a person is approaching the door, and when it receives this input, it opens the door.)

Now, I want you to think like an engineer. Let's look at the sensors we have with the EV3 robot and think about how we could use each one to sense a person approaching the door so the computer knows to open it.

Touch sensor: How might you use a touch sensor to let the computer know a person is approaching the door? (Answer: You could put a touch sensor on the ground to walk on. Or make a wall button like the handicap buttons often placed on nearby walls.)]

Color sensor: How would you use a color sensor? (Answer: You could direct a beam of light across the path to the door pointed at the sensor. When somebody walks through the beam, the color sensor would sense that the beam was broken and open the door.)

Ultrasonic sensor: What does the ultrasonic sensor do? (Answer: It sends out high-frequency sounds that you cannot hear and senses when they reflect back from objects. In this way, it can tell the distance to an object.) How might you use an ultrasonic sensor to let you know when someone is approaching the door? (Answer: Point the sensor in front of the door and when a person approaches, the distance to the nearest object would be the distance to that person. When that person is a specified distance from the door, the computer could sense it and open the door.)

(Note: The provided answers are just possible ways that the EV3 sensors could be used in automatic doors, and students may come up with other solutions that would work. Encourage them to think creatively about the challenge. You might also ask them what problems they see with these solutions. This is the way engineers would approach this challenge, looking for a wide range of possible solutions and eventually deciding on the best solution for a given situation.)

Assessment

Pre-Lesson Assessment

Before beginning the lesson, administer the three-question Pre-Lesson Assessment Sheet (also slide 2). Answers are provided in slide 3.

Post-Lesson Assessment

After conducting the associated activity, administer the three-question Post-Lesson Assessment Sheet (same as the pre-lesson assessment) to make sure that students understand what a robot is and how detailed they must be in writing robot instructions. Compare pre/post answers to assess student progress.

Additional Multimedia Support

References

What Is a Robot? Teachers' Domain. Accessed 11/9/2010. (overview and examples) http://www.teachersdomain.org/resource/eng06.sci.engin.design.lp_robot/

Robotics: Thinking, Sensing and Acting. The Tech Museum of Innovation. Accessed 7/10/2013. http://www.thetech.org/learning-resources/robotics

Copyright © 2013 by Regents of the University of Colorado; original © 2010 Curators of the University of Missouri

Contributors Ajay Nair

Supporting Program GK-12 Program, Computational Neurobiology Center, College of Engineering, University of Missouri

Acknowledgements

This curriculum was developed under National Science Foundation GK-12 grant no. DGE 0440524. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: April 4, 2019

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This lesson introduces students to the major characteristics of robots. The associated activity uses the LEGO® MINDSTORMS® EV3 system as an example. Before studying robots in more detail, it is important for students to consider the many items they encounter in their daily lives that are robots so they can explore ways engineers can utilize robotics to solve problems in everyday life.

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Try unplugged activities, to introduce idea of computational thinking even before touching robots.

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Computational Thinking and CS Unplugged - CS Unplugged

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There are a number of definitions of Computational Thinking, but most have a set of 5 or 6 problem solving skills that Computational Thinking embodies. For the Unplugged project we've identified the following six CT skills that are often mentioned in the literature; they are described below, and at the end of each Unplugged lesson we've identified ways that these skills appeared in the lesson, to help you see the CT connection with the lessons.

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You're moments away from having one of the very best development environments ever created for the LEGO® MINDSTORMS® robot. Take a look at the options below to see what works for you.

We are a virtual school, and our kids are spread out all over our region. Coming together for a meeting where we can build and program together isn't always the easiest thing to coordinate. The Virtual Robotics Toolkit seems to offer a pretty good solution for us.

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You're moments away from having one of the very best development environments ever created for the LEGO® MINDSTORMS® robot. Take a look at the options below to see what works for you. We are a virtual school, and our kids are spread out all over our region.

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Build Arduino circuits virtually in TinkerCAD

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Tinkercad | From mind to design in minutes

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Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

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Use Virtual Robot Toolkit to participate in virtual competition for WRO and FIRST!

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Skip to main content

Virtual Robot Games

Compete with the Virtual Robotics Toolkit

Our partner Cogmation Robotics has launched VirtualRobotGames.com. This is a platform for teams and individuals to train and compete in a virtual WRO competition using the Virtual Robotics Toolkit that is developed by Cogmation.

Get your whole WRO team excited about STEM-based learning, by giving each of your team members access to a virtual robot of their very own!

Designed for use with LEGO® MINDSTORMS®, the Virtual Robotics Toolkit makes it easy to design, program, and test a simulated LEGO robot in a variety of 3D environments. When finished, use the same software to control the real thing, or to compete in online competitions against others from around the world!

The Virtual Robotics Toolkit can be used without having a physical robot at hand.

The Virtual Robotics Toolkit uses the official LEGO® Mindstorms EV3 programming environment to control and program a simulated replica of an EV3 robot.

Students can also import custom robot creations using LDraw™ and LEGO® Digital Designer.

The companion website, VirtualRobotGames.com, allows for 24/7 continuous access to online competition against other WRO teams from around the world.

Current and past WRO challenges, as well as educational content, is constantly being added to the website.

Options for National Organizers

The tool is especially useful for National Organizers who are looking to expand their reach. Cogmation offers the possibility to localise content and competition to suit their specific geographic needs. National organizers wishing to use the online tournament platform to host competitions, please contact Priyanka Tuteja at Cogmation. ( priyanka(at)cogmation.com)

Options for WRO teams

Teams can get a free 60-day trial version of the Virtual Robotics Toolkit so they can experiment with this exciting new platform. Just sign up on www.virtualrobotgames.com and create an online account today!
http://www.virtualrobotgames.com

Contact

World Robot Olympiad Association
133, New Bridge Road, #17-01
Chinatown Point
Singapore 059413
Contact us

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Virtual WRO - World Robot Olympiad Association

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Skip to main content Our partner Cogmation Robotics has launched VirtualRobotGames.com. This is a platform for teams and individuals to train and compete in a virtual WRO competition using the Virtual Robotics Toolkit that is developed by Cogmation.

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Students who demonstrate understanding can:

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.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Asking questions and defining problems in grades 6-8 builds on grades K-5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
Engaging in Argument from Evidence

Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)

Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)

Crosscutting Concepts

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1)

The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1)

Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include:
Physical Science: MS-PS3-3
Connections to MS-ETS1.B: Developing Possible Solutions Problems include:
Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5
Connections to MS-ETS1.C: Optimizing the Design Solution include:
Physical Science: MS-PS1-6

Articulation of DCIs across grade-bands:
3-5.ETS1.A (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3); 3-5.ETS1.B (MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); 3-5.ETS1.C (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.A (MS-ETS1-1),(MS-ETS1-2); HS.ETS1.B (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.C (MS-ETS1-3),(MS-ETS1-4)

Students who demonstrate understanding can:

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.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Asking questions and defining problems in grades 6-8 builds on grades K-5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
Engaging in Argument from Evidence

Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)

Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)

Crosscutting Concepts

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1)

The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1)

Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include:
Physical Science: MS-PS3-3
Connections to MS-ETS1.B: Developing Possible Solutions Problems include:
Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5
Connections to MS-ETS1.C: Optimizing the Design Solution include:
Physical Science: MS-PS1-6

Articulation of DCIs across grade-bands:
3-5.ETS1.A (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3); 3-5.ETS1.B (MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); 3-5.ETS1.C (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.A (MS-ETS1-1),(MS-ETS1-2); HS.ETS1.B (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.C (MS-ETS1-3),(MS-ETS1-4)

Students who demonstrate understanding can:

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.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Asking questions and defining problems in grades 6-8 builds on grades K-5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
Engaging in Argument from Evidence

Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)

Disciplinary Core Ideas
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)

Crosscutting Concepts

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1)

The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1)

Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include:
Physical Science: MS-PS3-3
Connections to MS-ETS1.B: Developing Possible Solutions Problems include:
Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5
Connections to MS-ETS1.C: Optimizing the Design Solution include:
Physical Science: MS-PS1-6

Articulation of DCIs across grade-bands:
3-5.ETS1.A (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3); 3-5.ETS1.B (MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); 3-5.ETS1.C (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.A (MS-ETS1-1),(MS-ETS1-2); HS.ETS1.B (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.C (MS-ETS1-3),(MS-ETS1-4)

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Students who demonstrate understanding can: 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.

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Educational Tools for your Classroom

VEX V5 was designed with education in mind. We offer scaffolded, standards-matched learning materials provide you with a guided learning experience that allows students to get the most out of the VEX V5 platform.

Through our partnership with PLTW, and with our STEM Labs, our research driven educational resources can be easily implemented to enhance any STEM or computer science course.

*Portions of Robomatter's products are manufactured under license from Carnegie Mellon University.

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Lessons (STEM Labs) - Education - V5 - VEX Robotics

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JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser. Educational Tools for your Classroom VEX V5 was designed with education in mind. We offer scaffolded, standards-matched learning materials provide you with a guided learning experience that allows students to get the most out of the VEX V5 platform.

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Virtually control a robot