1 Introduction

2 Light-powered robot manual . . . . . . . . . . . . . . . . . . . . . 5

2.1 Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2.2 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.3 Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

2.4 Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2.5 Eletronic assembly. . . . . . . . . . . . . . . . . . . . . . . . . . 13

2.6 Problems solutions. . . . . . . . . . . . . . . . . . . . . . . . . . 19

2.7 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
SUMMARY

3 Chemical rocket manual . . . . . . . . . . . . . . . . . . . . . . . 24

3.1 Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3.2 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

3.3 Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

3.4 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

4 Air rocket manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

4.1 Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

4.2 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

4.3 Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

4.4 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
 5 Homemade battery manual . . . . . . . . . . . . . . . . . . . . 41

5.1 Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

5.2 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

5.3 Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

5.4 Problems solutions . . . . . . . . . . . . . . . . . . . . . . . . . . 49

5.5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

6 Theremin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

6.1 Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

6.2 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

6.3 Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
SUMMARY

6.4 Problems solutions . . . . . . . . . . . . . . . . . . . . . . . . . . 65

6.5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

7 Sundial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

7.1 Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

7.2 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

7.3 Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

7.4 Problems solutions . . . . . . . . . . . . . . . . . . . . . . . . . . 78

7.5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

8 More projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
 INTRODUCTION
Hello,

We are Robonáticos 7565, a robotics team from SESI and SENAI Roberto Simonsen schools, located
in Ipiranga and Brás, respectively. We aim to bring science and technology to children and young
people in a practical, accessible and fun way, in order to spread our knowledge in our community.
With that, we had the idea of creating a manual with dynamic projects, for you to study the subjects
worked in the classroom in an interactive way. In addition, understand the need for group work,
develop creativity, interact and socialize process information.
We very much hope that you enjoy our manual, and like us, you will share your new knowledge.

Have fun!

A sweet hug,
Robonáticos #7565

4
 LIGHT-
POWERED
ROBOT
MANUAL
 ABILITIES

LIGHT-POWERED ROBOT

- Experience creating visual arts individually, collectively and collaboratively, exploring

different spaces in the school and community.

- Dialogue about your creation and those of your colleagues, to reach plural meanings.

- Analyze and represent, with or without the use of specific digital devices and applications,
the transformations and conservations in systems that involve the amount of matter, energy
and movement to make predictions about their behavior in everyday situations and in
production processes that prioritize the sustainable development, the conscious use of natural
resources and the preservation of life in all its forms.

- Investigate and analyze the functioning of electrical and/or electronic equipment and
automation systems to understand contemporary technologies and assess their social, cultural
and environmental impacts.

- Estimate, measure and compare lengths, using the most common non-standard and
standardized measurement units (meter, centimeter and millimeter) and various measuring
instruments.

- Analyze and evaluate the impacts of technologies on the structuring and dynamics of
contemporary groups, peoples and societies (population, financial, merchandise, information,
ethical and cultural values, etc.), as well as their interference in political, social, environmental,
economic and cultural.

6
- Problematize individual and collective habits and practices of production, reuse and disposal
of waste in metropolises, urban and rural areas, and communities with different socioeconomic
characteristics, and prepare and/or select action proposals that promote socio-environmental
sustainability, the fight against systemic pollution and responsible consumption.

- Observe and describe changes in different materials, resulting from actions on them, in
experiments involving natural and artificial phenomena.

- Communicate with colleagues and adults, seeking to understand them and making them
understand.

- Solve and elaborate problems that involve quantities determined by the ratio or by the
product of others (speed, population density, electrical energy, etc.).

- Express measurements (weight, height, etc.), building basic graphics.

7
 MATERIALS

GENERAL MATERIALS:
- Straw (preferably eco friendly);
- Chassis made with wood or MDF;
- Hot glue;
- Adhesive tape;
- Barbecue stick;
- Simple screwdriver 2 a 4 mm;
- 4 wheels (of cardboard or MDF).

ELECTRONIC COMPONENTS:

- 1 LDR;
- 1 Darlington Transistor TIP 120 or TIP122;
- 1 Motor DC (with reducer);
- 2 Wheels;
- 1 Battery 9V;
- 1 Terminal connector with 5 terminals;
- 1 Resistor 3.3MΩ;
- 1 Battery connector (9V);
- 1 Copper wire (5 cm).

8
9V Battery connector Motor

LDR Wheel

Darlington Transistor
9V Battery
TIP 120

Terminal connector Resistor 3.3 MΩ

Chassis Cooper wire

9
 MEASURES

Chassis Wheels
Small

Medium

Large
Stick

Straws

NOTE: The hole in the middle of

Note: Straw for the wheel.
the front wheel must be done
according to the thickness of the
barbecue stick, on the other
wheels it must be done according
Note: Straw for the LDR.
to the motor's rod.

10
 ASSEMBLING

1st STEP: Take the chassis (The small board of wood) and glue the motor at the bottom of
chassis' plank.

2nd STEP: Pass the two motor cables (Black and red) through the hole in the chassis, thus
leaving them to the other side of the board.

3rd STEP: Take a straw (Without any tape) and glue it, using hot glue, at the bottom of the
chassis (Same side of the motor), but at the opposite extremity.

NOTE: Put the hot glue on the chassis before gluing the straw, otherwise the straw will
melt.

4th STEP: After you have glued the straw, take the barbecue stick (cuted) and put it
inside the straw.

11
5th STEP: Take the smallest pair of wheels and fit them on both sides of the small white rod
of the motor and fix them a small piece of tape. Then, choose a pair of wheels and place
one on each side of the engine, forcing them against the tape previously placed there.

NOTE: If the wheel becomes wobbly, put a bit more tape

6th STEP: Take the medium wheels and glue them to the two ends of the stick.

NOTE: Careful to not glue the wheel on the straw and/or on chassis

12
 ELECTRONIC ASSEMBLY

1st STEP: Take the terminal connector and fix it on the chassis (horizontaly), with the
screws turned up and placed close to the hole in the chassis.

2nd STEP: Take the red wire from the motor and attach it to the first upper terminal of the
terminal connector using a screwdriver. *Tighten until the end.

3rd STEP: Take the other wire from the motor and attach it to the fourth terminal (Bottom)
of the terminal connector.

13
4th STEP: Place one of the legs of the LDR together with the red wire of the motor,
in the first terminal (upper) of the terminal.

5th STEP: Fit the other leg of the LDR to the third (upper) terminal of the terminal.

6th STEP: Take the transistor and place it with the black part up then fit the left leg on
the third (upper) terminal of the terminal, next to the LDR.

14
7th STEP: Take the middle leg of the transistor and place it on the fourth (upper) terminal
of the terminal.

8th STEP: Take the right leg of the transistor and place it on the fifth (upper) terminal of
the terminal.

9th STEP: Glue, with hot glue on the robot chassis, the transistor with the black part facing
up.

15
10th STEP: Take the resistor and fit one of the legs to the second (lower) terminal of the
terminal.

11th STEP: Take the other leg of the resistor and place it on the third (lower) terminal of the
terminal.

12th STEP: Place one end of the copper wire on the second and fifth (upper) terminals of
the terminal.

13th STEP: Pass the battery connector wires through the chassis hole.

16
 14th STEP: Connect the positive battery cable (red) to the first (lower) terminal of the
terminal.

15th STEP: Connect the negative (black) cable to the fifth (lower) terminal of the
terminal.

16th STEP: Hot glue the battery to the bottom of the chassis.

17th STEP: Hot glue the straw with tape to the LDR and then glue it to the chassis.

Note: If you use a transparent straw, pass dark tape (blue or black) around the straw.

17
 THE ROBOT IS READY!

TO CONNECT, PLUG THE

CONNECTOR INTO THE 9V BATTERY
AND JUST PLAY!

18
 PROBLEMS SOLUTION

- If the robot's wheels are constantly turning, invert the battery wires, as it was probably
connected in an inverted way, in which the positive pole of the battery was inserted into
the negative of the robot's electronic schematic;

- If the robot does not turn on, check if the wires connected to the terminal are well
screwed;
Tip: Position the wire below the screw and screw all the way down;

- If the robot does not catch the light, check if the LDR is positioned correctly;

- If the robot is walking to the reverse side, DO NOT reverse the battery wires, but the
MOTOR wires.

- Always observe the positioning of the wires (*ACCORDING TO THE SCHEME

PRESENTED ON PAGE 06);

19
 GUIDANCE FOR CARRYING
OUT THE EXERCISES
LIGHT-POWERED ROBOT

Goals:

1° Interact and socialize process information;

2° Understand the need for teamwork, with predetermined functions;

3° Identify the relationships of radius and diameter of a circle;

4th Analyze the materials for better robot progress

5° Develop the sense of observation to identify the best wheels in relation to the speed of
the robot;

6° Develop creativity by decorating the robot according to the subject worked in the
classroom.

INTRODUCTION

The circumference is a geometric figure with a circular shape.

The diameter is the length of the line that passes through the center and touches two
points on the edge of the circle.
The radius is half the diameter of a circle. It can also be defined as the distance from the
center to any point on the circle.

20
 The Kit includes wheels of different radii, following these measurements:

0.5 in 0.625 in 1 in

ROUTE: To carry out the activity it is necessary to determine the distance in meters (m) of the
route, in order to carry out the activity in a more intuitive way, we recommend using a route
between 2 to 6 m straight and flat, at least 1 m wide for each robot. For the full operation of the
robot, it is necessary that the route be made in a covered place without direct incidence of light.

TIME: Time must be measured in seconds(s) and if possible timed. *Don't forget to convert mm
(millimeters) to m (meters). NOTE: Divide the circumference length (mm) by 1000.

17
21
 EXERCISES
1. Carry out a battery of tests with three launches in the course determined by the
teacher, mark the time of detachment in seconds and fill in the data in the table below:

Distance (m) Time (s)

A. Calculate the average speed of the throws.

B.Calculate the average of the results obtained.

NOTE: The arithmetic mean of a set of data is obtained by adding all the values ​and
dividing the value found by the number of data in that set.
Example: 3+5+7+2+8 /5

22
2. How many revolutions does each wheel achieve on the course?

Wheels Revolutions Time

Distance traveled (ΔS)

Rotations =
Circumference of wheel (C)

C = 2.𝜋.r

3. Revolutions per minute (RPM) is a unit of measurement widely used to measure the power of an
engine through the number of turns of the axle, knowing that, what is the number of revolutions in
RPM of each wheel?

We carried out this activity in a school in Capão

Redondo in the city of São Paulo, on 11/14/19. These
videos were recorded during the activity and can
help with development.

23
CHEMICAL ROCKET
MANUAL
 ABILITIES

CHEMICAL ROCKET

- Classify as homogeneous or heterogeneous the mixture of two or more materials

(water and salt, water and oil, water and sand, etc.)

- Explore everyday life phenomena that evidence physical properties of materials –

such as density, thermal and electrical conductivity, responses to magnetic forces,
solubility, responses to mechanical forces (hardness, elasticity, etc.), among others.

- Identify evidence of chemical transformations from the result of

mixtures of materials that give rise to products other than those that were mixed
together (mixing ingredients to make a cake, mixing vinegar with baking soda, etc.).

- Investigate changes in the physical state of matter and explain these transformations
based on the submicroscopic constitution model.

- Identify evidence of chemical transformations from the result of

mixtures of materials that give rise to products other than those that were mixed together
(mixing ingredients to make a cake, mixing vinegar with baking soda, etc.).

- Problematize individual and collective production habits and practices,

reuse and disposal of waste in metropolises, urban and rural areas, and
communities with different socioeconomic characteristics, and to prepare and/or select
action proposals that promote socio-environmental sustainability, the fight against
systemic pollution and responsible consumption.

25
- Observe and describe changes in different materials, resulting from actions on them, in
experiments involving natural and artificial phenomena.

- Communicate with peers and adults, seeking to understand them and making themselves
understood.

- Solve and elaborate problems that involve quantities determined by the ratio or by the
product of others (speed, population density, electrical energy, etc.).

- Express measurements (weight, height etc.), building basic graphics.

26
 MATERIALS

MATERIALS AND REAGENTS:

- PET Bottle of 500ml or 600ml;

- Adhesive tape;
- Three pencils or barbecue sticks;
- Wine cork;
- Paper towel;
- Funnel;
- 20g of Baking Soda;
- 200 ml of acetic acid solution (Vinegar).

27
 PET bottle Adhesive tape

Barbecue
Wine Cork
stick

Paper towel Funnel

Sodium
bicarbonate Vinegar

28
 ASSEMBLING

Rocket structure:

1st STEP: Cut a piece of tape enough to wrap the bottle.

2nd STEP: Attach two Pencils or toothpicks around the bottle as shown in the image below.

3rd STEP: Then attach the third pencil, the picture below, to finish the structure that will support the
rocket vertically.

29
4th STEP: Take the paper towel, open a sheet and put the baking soda, finally roll it like this,
forming a "bullet".

5th STEP: Add the acetic acid (vinegar) in the bottle with the help of a funnel.

6th STEP: Place the "bullet" inside the bottle with CAREFUL so that it does not touch or dip in the
vinegar.

7th STEP: Quickly cap the wine cork, shake (DO NOT shake the bottle with it pointing at you or
your face), and place the rocket on the ground. Try to get as far away as possible.

It is necessary to use a raincoat and goggles. The launch must be accompanied by an

adult.

30
 ROCKET IS READY!

DON'T FORGET TO PRESS THE WINE

CORK, SHAKE THE BOTTLE AND STAY
AWAY AS FAR AS POSSIBLE.
HAVE FUN!

31
 GUIDANCE FOR CARRYING OUT
THE EXERCISES
CHEMICAL ROCKET
OBJECTIVE:

1st Interact and socialize the information to identify the factors that show a chemical
transformation.

2nd Differentiate chemical and physical phenomena.

3° Develop creativity by decorating the rocket, according to the subject worked in the
classroom.

INTRODUCTION
A physical phenomenon does not change the composition of matter, that is, whatever
happens, matter will be the same.

For example:
The ice that melts turning into liquid water by absorbing heat from the medium (it's still
water, it just changed its physical state).
A paper that is torn when subjected to a force.

In chemical phenomena, the change occurs in the nature of matter.

For example:
A paper that is burned;
A steel straw that rusts.
EXERCISES

1. What is a chemical reaction?

2. Why is the rocket launched upwards?

3. Are there any chemical reactions in the rocket? If yes, which one? Explain.

4. What is the difference between chemical and physical reaction?

32
AIR ROCKET
MANUAL
 ABILITIES

AIR ROCKET

- Demonstrate that air is a mixture of gases, identifying its composition, and discuss natural
or anthropic phenomena that can change this composition.

- Investigate and analyze the functioning of electrical and/or electronic equipment and
automation systems to understand contemporary technologies and assess their social,
cultural and environmental impacts.

- Choose the most appropriate unit of measurement and instrument for measurements of
length, time and capacity.

- Problematize individual and collective habits and practices of production, reuse and
disposal of waste in metropolises, urban and rural areas, and communities with different
socioeconomic characteristics, and prepare and/or select action proposals that promote
socio-environmental sustainability, the fight against systemic pollution and responsible
consumption.

- Observe and describe changes in different materials, resulting from actions on them, in
experiments involving natural and artificial phenomena.

- Communicate with colleagues and adults, seeking to understand them and making
themselves understood.

- Solve and elaborate problems that involve quantities determined by the ratio or by the
product of others (speed, population density, electrical energy, etc.).

- Express measurements (weight, height etc.), building basic graphics.

34
 MATERIALS

MATERIALS:

- PET bottle (any volume);

- Brown PVC pipe of 20 mm in diameter and 25 cm in length;
- Cardboard or paper;
- White glue;
- Ruler;
- Scissors;
- Masking tape;
- Aluminum paper.

35
 PVC pipe
PET bottle

Cardboard Glue

Ruler Scissors

Masking tape Aluminum paper

36
 ASSEMBLING
1st STEP: Wrap around one of the ends of the PVC tube, a few turns of masking tape, in such a way that this
end goes tight in the mouth of the PET bottle. As shown below. This is the rocket launch pad.

2nd STEP: Cut a cardboard rectangle 8 cm wide and 20 cm high.

3rd STEP: Wrap it around the PVC pipe to make a cardboard tube 2 cm in diameter and 20 cm in height.

4th STEP: Keeping the PVC pipe inside the cardboard tube, pass around it, rings of tape to fix the
cardboard tube.

5th STEP: Place masking tape along where your sides meet.

6th STEP: Then prepare three or four fins with the dimensions shown in the figure below.

Note: The dotted rectangle must be folded perpendicular to the fin.

37
7th STEP: Put glue on the dotted rectangle and fix it on one of the ends of the cardboard tube. Do
the same with the rest of the fins leaving them parallel to each other.

8th STEP: Remove the PVC pipe from inside the cardboard tube. Make a ball of aluminum foil with
a little more than 2 cm in diameter and "punch" so that it will cover the tip of the rocket.
Note: The aluminum foil ball has the function of capping and adding a “weight” to the tip of the
rocket to stabilize its flight.

9th STEP: If you want, you can make a conical tip for the rocket, as in the figure below, but this is
not essential.
Note: The fins and conical nozzle are already placed in the photo (optional).

Rocket launch procedures:

10th STEP: Place the rocket on the PVC pipe, which must be fixed to the mouth of the PET
bottle.

11th STEP: Tilt the rocket 45 degrees. Squeeze the bottle and watch the rocket launch far
away.

Note: Vary the launch angle, bottle size, rocket length, size and number of fins, tip ball
weight, etc, and find out how to make it go further and further

38
 ROCKET IS READY!

NOW YOU JUST PRESS THE BOTTLE AND

SEE HOW HIGH YOUR ROCKET GOES.
HAVE FUN!

39
GUIDANCE FOR CARRYING OUT
THE EXERCISES
AIR ROCKET
OBJECTIVE:

1° Interact and socialize process information;

2° Understand the need for teamwork, with predetermined functions;

3° Identify the function of the fins of a rocket;

4° Learn basic concepts of aerodynamics;

5° Develop creativity by decorating the rocket according to the subject worked in the
classroom.

INTRODUCTION
Lift is an aerodynamic force ("aero" means air, and "dynamic" means movement).

The lift is perpendicular (at right angles) to the direction of incident flow (wind).

The Center of Pressure (CP) is the point where the resultant of the aerodynamic forces
acts and the tilting moment is null;

The aerodynamic force is the resulting force exerted on a body by the air, and is due to
the relative motion between the body and the fluid;

Thrust is aerodynamic force;

Drag is the force that resists the movement of a solid object through a fluid.

Weight is the gravitational force experienced by an object.

EXERCISES
1. How is the rocket launched?

2. What is the function of a rocket's fins?

40
HOMEMADE BATTERY
MANUAL
 ABILITIES

HOME BATTERY

- Identify evidence of chemical transformations from the result of mixtures of materials

that give rise to products different from those that were mixed (mixing ingredients to make
a cake, mixing vinegar with sodium bicarbonate, etc.).

- Make qualitative and quantitative predictions about the operation of generators, electric
motors and their components, coils, transformers, cells, batteries and electronic devices,
based on the analysis of the energy transformation and conduction processes involved -
with or without the use of devices and digital applications – to propose actions aimed at
sustainability.

- Explore everyday life phenomena that show physical properties of materials – such as
density, thermal and electrical conductivity, responses to magnetic forces, solubility,
responses to mechanical forces (hardness, elasticity, etc.), among others.

- Investigate and analyze the functioning of electrical and/or electronic equipment and
automation systems to understand contemporary technologies and assess their social,
cultural and environmental impacts.

- Solve and elaborate problems that involve quantities determined by the ratio or by the
product of others (speed, population density, electrical energy, etc.).

42
 INTRODUCTION
Batteries: A battery is a device or device that transforms the energy developed in a
chemical reaction into electrical current. Each cell in a battery contains a positive and a
negative terminal.

Direct Current: It is the orderly flow of electrons always in one direction, different from
alternating current whose direction of electrons varies in time.

Importance: The battery is the main component, because it is what makes everything
work, without a battery, for example, a car engine does not work.

Batteries in the Future: Gold Nanowire Batteries - Gold is already a material widely used
in electronic gaming equipment, mainly to coat plugs to increase life and decrease
response time, whether video cards or even keyboards mechanics with the Dazz Death
Mask.

However, some researchers at the University of California at Irvine are testing gold
nanowires, which are thinner than human hair, to analyze the result of this battery
charging process with this type of material.
As a result, they found that the shelf life becomes almost infinite, avoiding the need for
replacement after a certain time. However, due to the thickness, these wires ended up
breaking quickly, but the solution to avoid this situation was to use electrolytic gel to help
give the nanowires firmness.
The tests were carried out thousands of times during 3 months, 200 thousand to be more
exact, and the batteries with this material did not show any type of degradation, which
can show a great alternative for those who want a longer durability. Milliamperage data
was not shown, but it is believed not to be too high.

43
 MATERIALS

GENERAL MATERIALS:
- 11 new iron nails;
- 12 50ml cups (see the sustainable version on page 44)
- 7 tablespoons of salt (143g);
- 1.5m of copper wire, 12mm thick (15cm of wire for each nail)
- 1 Multimeter (not mandatory);
- 150ml of sanitary water;
- 100ml of Water;
- 1 LED of 3mm or 5mm.

44
New iron nails Copper wire

50ml glass Multimeter

kitchen salt Sanitary water

45
 ASSEMBLY
We use paper cups, to be a sustainable work, just like all other projects

1st STEP: Watch this video and make the paper cups https://www.youtube.com/watch?
v=ID5Toa_lp3Q (we suggest parchment paper)

NOTE: In the case of paper cups, preferably use a base and glue all the cups on the
cardboard base to keep it fixed. Use hot glue or white glue to attach the bottom of the cup
to the cardboard base.

2nd STEP: In a glass and mix the water with the sanitary wate. Add 7 tablespoons of salt,
and mix.

3rd STEP: Add 25ml of the mixture in each glass.

46
4th STEP: Wrap the copper around the screw in a spiral motion leaving a copper leg.

5th STEP: Place the nail leg in one container and the copper leg in another, in the next
container place the nail leg without touching the copper one, and repeat until the end.

6th STEP: To finish, just check, with the Multimeter, if there is current. If it is, just put the
LED leg in the first cup and in the last one.

47
YOUR BATTERY IS READY!

NOW JUST MAKE YOUR

OBSERVATIONS AND HAVE FUN!

48
 PROBLEMS SOLUTION
If it doesn't work, check that the copper coil, wrapped around the nail, is touching the
water. If it is touching, arrange for it to be removed.
Make sure you put the right measurements, the proportion of bleach needs to be. Be
bigger than natural water
The copper tips cannot touch each other.
Use refined table salt.
Do not use ice water.

WHY DOES IT HAPPEN?

It happens because the screw has a zinc cover that protects it against rust, and the zinc in
contact with water and salt, releases ions in the water, will be released until the zinc runs
out. If the zinc runs out, there will be no more voltage, so the LED will turn off.

We can notice that a chemical event occurs in the water, called Oxidoreduction, which is a
chemical phenomenon in which there is production of electrical energy, from the
occurrence of oxidation and reduction of chemical species.

The reactions that took place are called oxidation-reduction reactions that took place
between the two electrodes. Zinc, being a more reactive metal than copper, transfers its
electrons through the conductive wire, that is, it undergoes oxidation, becoming the
negative pole of the battery called the anode. Metallic zinc was consumed transforming
into zinc cations. The reaction that occurs in the other electrode constituted by copper is
the gain of electrons from the zinc, transforming itself into metallic copper, that is, it is
undergoing reduction, this positive side is called the cathode.

Anode half-reaction: Zn(s) ↔

Zn2+(aq) + 2 e-
cathode half-reaction: Cu2+(aq) + 2 e- ↔
Cu(s)

49
 Battery
A battery is a device consisting of two electrodes and an electrolyte arranged so that
electrical energy is produced, they transform chemical energy into electrical energy.
Batteries can be considered capacitors and store energy in the form of a potential
difference that can be released as electric current when connected to a circuit.

Structure

The Daniell Stack is a zinc plate (Zn) immersed in a ZnSO₄ solution linked to a copper plate
(Cu) immersed in a CuSO₄ solution. The two solutions are linked by a salt bridge.

Source: https://www.manualdaquimica.com/fisico-quimica/pilha-daniell.htm

50
 GUIDANCE FOR CARRYING OUT
THE EXERCISES
HOMEMADE BATTERY
OBJECTIVE:

1° Interact and socialize process information;

2nd Analysis of chemical reactions;

3° Understand the concept of Oxidation;

4° Understand how cations and ions work;

E X E R C I S E S
1. In a science class, the teacher brought to the classroom several materials for the students,
divided into groups, to discuss the recycling of waste.
The materials were: cells and batteries; food scraps (fruits, vegetables, meat and cheese); used
cooking oil and styrofoam trays.
Evaluate the conclusions reached by the groups:

• Group 1 explained that batteries must be disposed of in an appropriate place (supplying

companies and stores), as they contain heavy metals. These substances pollute the environment
and, when they reach humans, can cause numerous diseases.
• Group 2 stated that, of the food scraps brought by the teacher, meat and cheese are the only
ones that can be used for biogas production, as they have a high protein content.
• Group 3 advised colleagues not to discard cooking oil down the sink drain, as this increases
the cost of water treatment.
• Group 4 reported that paper trays are preferable, as styrofoam takes an indefinite time to
decompose and, when they burn this waste in landfills, companies exacerbate the problem of
environmental pollution.

What was presented by the group(s) is correct

a) 1 only.
b) 4, only.
c) 2 and 3 only.
d) 1, 3 and 4 only.

51
2. A pile was made from the associations of half piles: Fe2+/Fe and Al3+/Al. E(Fe2+/Fe) =
-0.44V ; E¡(Al3+/Al) = -1.66V.
Which of the following assemblies CORRECTLY represents the working stack?

3. Consider the battery in operation, diagrammed below:

The total reaction equation for this cell is:

a) Zn0 + 2 Ag0  Zn2+ + 2 Ag+
b) Zn0 + 2 Ag+  Zn2+ + 2 Ag0

52
THEREMIN
 ABILITIES

THEREMIN

- Create sounds with materials, objects and musical instruments, to

accompany different rhythms of music.

- Use sounds produced by materials, objects and musical instruments during make-believe
games, role-plays, musical creations, parties

- Explore different sound sources and materials to accompany singing games, songs, songs
and melodies.

- Recognize the qualities of sound (intensity, duration, pitch and timbre), using it without its
sound productions if listening to music and sounds.

- Explore sounds produced with one's own body and with objects in the environment.

- Solve and elaborate problems in contexts that involve phenomena

real periodic (sound waves, moon phases, cyclic movements, among others) and
compare their representations with the sine and cosine functions, in the Cartesian plane,
with
or without support from algebra and geometry applications.

- Solve and elaborate problems in contexts that involve phenomena

real periodicals, such as sound waves, menstrual cycles, cyclical movements, among
others, and compare their representations with the sine and cosine functions, in the plane
Cartesian, with or without support from algebra and geometry applications

54
 THEREMIN, WHAT IS IT?

The instrument invented by Leon Theremin in Russia in 1919 consists of a cabinet with two
antennas, one of which is curved or hooked. Around these antennas is an electric field
where the musician's body movements determine notes and volume gesturally - not
measuring distances metrically. Theremins are analog and heterodyne. Without these
characteristics, it is not a theremin, but another instrument perhaps very similar. The sound
of the theremin ranges from a cold, irritating sine wave to a variety of tonal colors that can
resemble the human voice, and features a lot of vocal portamento.

HOW IT WORKS?

Our theremin works with two LDR's that are photoresistors that act from the variation of
light controlled by the 555 component, along with resistors and capacitors varying the
sound scale of the buzzer, sounding bass and treble tones according to the incidence of
light on the LDR's. This variation can be caused by the interaction of our hand with the
LDR sensor.

55
 MATERIALS

GENERAL MATERIALS:

- 2 LDR Photoresistors;
- 4 resistors 1K ohm;
- 2 CI 555;
- 1 buzzer;
- 2 Capacitors 104 nF;
- 9 Volt battery;
- Breadboard.

56
LDR photoresistor Resistor

CI 555 Buzzer

Capacitor 104nF 9V Battery

Breadboard

57
 ASSEMBLING
To facilitate the assembly, we will use the lines and columns of the breadboard; letters =
rows, and numbers = columns

1st STEP: Put the 555 in Line F, in the columns (11,12,13,14), and put another 555 next to it

2nd STEP: Place one capacitor in Line D, in column 11 ,12, and the other in column 15 ,16

58
3rd STEP: Connect the photoresistor to Line J, on input 12 and 13, and the other LDR, on
the same line, on columns 16 and 17

4th STEP: Connect a resistor to Line I, in columns 11 and 12, and the other resistor, in the
same line, in columns 15 and 16

59
5th STEP: Connect the other 2 resistors now, the first one connects a wire to row D in
column 13, in the same row only now the other resistor connects a wire to column 18, and
connect a resistor to the other

6th STEP: Connect the positive of the buzzer to row A, in column 18, and the negative to
row B, in column 11

60
7th STEP: Now let's connect the wires, start in row G, in column 11 and connect in row D,
column 14, replicate this in the other 555, row G, column 15 and connect in row D, column
18

8th STEP: Connect another wire now, row G column 13, connect it to row C column 12,
replicate this in the other, row G column 17 and connect it to row C, column 16

61
 9th STEP: Now we are going to make the jumper, connect a red wire in row H from column
11 to column 15

10th STEP: Now a black wire in row C, from columns 11 to 15

62
11th STEP: Connect the battery negative to row A, column 11

12th STEP: Connect the battery positive to row J, column 15

63
 YOUR THEREMIN IS
READY!

NOW JUST TURN IT ON AND ENJOY!

64
 PROBLEMS SOLUTION
- If it doesn't work, remove the red and black wire that connects the first inputs of each
555

- Check that the components are good.

- Do not touch one wire to the other

- Do not touch components to other components

- Check that the 555 is properly seated

65
 GUIDANCE FOR CARRYING
OUT THE EXERCISES

THEREMIN
Objective:

1st Interact and socialize the instrument information;

2nd Analysis of how it works

3° Understand the concept of Sound

4° Understand how bass and treble sounds work

EXERCISES
1. Televisions, radios and cell phones operate through the transmission of information from
the transmitter's antenna to the user's device. The propagation of this information occurs
in the form of waves:

a) electromagnetic, which are formed by the oscillation of an electric field and a magnetic
field perpendicular to each other.

b) sound, which carry energy and resonate with the electrons in the antennas of these
equipment.

c) pressure, which oscillate in simple harmonic motion (SHM) with amplitude proportional to
the signal frequency.

d) gravitational, which are

ripples in space-time curvature, predicted by the theory of general relativity.

2. Does the sound come out higher when your hand gets closer or away from the LDR?

3. How does a theremin work?

66
SUNDIAL
 ABILITIES
SUNDIAL

- Compare the indications of the cardinal points resulting from the observation of the
shadows of a stick (gnomon) with those obtained by means of a compass.

- Explore the environment through action and observation, manipulating, experimenting

and making discoveries.

- Interpret, describe and represent the location or movement of objects in the Cartesian
plane (1st quadrant), using Cartesian coordinates, indicating changes in direction and
direction and turns.

- Identify and use different time markers present in the community, such as clock and
calendar.

- Identify the cardinal points, based on recording different positions

relatives of the Sun and the shadow of a stick (gnomon).

- Read and record measurements and time intervals in hours, minutes and seconds in
situations related to your daily life, such as informing the start and end times of
performance.

68
 Watch
From primitive sundials to modern atomic clocks, man has always used his ingenuity to create
instruments that allow him to follow the passage of time.

A clock is a machine designed to measure time, in which a mechanism providing movements at regular
intervals is connected to an auxiliary counter device in order to record the number of movements.
Clocks are generally used to determine astronomical time, which, divided into hours, minutes and
seconds, sets the pace of everyday life.

Sundial
The sundial is a watch that tells the time according to the projection of sunlight, that is, it is a device that
does not depend on mechanical work.

The need to measure time encouraged the invention of ways that people could orient themselves in time.
This was important for them to know, for example, when the planting and harvesting seasons were.

One of these early forms of mediation is the sundial, invented many years ago. After him came the water
clock and the sand clock, which are also known respectively by the names clepsydra and hourglass.

69
 MATERIALS

GENERAL MATERIALS:

- Printed sheet with clock;

- Cardboard;
- 1 toothpick (it can also be a straw or barbecue stick);
- White glue;
- Scissors.

70
 Cardboard

Toothpick Scissor

White glue

71
CLOCK GAUGE

FRONT

72
CLOCK GAUGE

VERSE

73
 ASSEMBLING

1st STEP: Cut out the front and back of your watch. Cut out the black lines.

2nd STEP: Glue the front and back of your watch to the cardboard.

Verse Front

74
3rd STEP: Cut out the cardboard in the clock template, creating a sturdy structure for
the clock.

4th STEP: Fold the cardboard according to the dashed lines that are present on the
clock.

5th STEP: If you are using cardboard to make the structure, cut the East and West sides of your
clock, according to the latitude of your city. If you are only using bond paper, fold the sides
according to the latitude of your city.

Click here to find your city's latitude.

75
6th STEP: Glue the sides of the clock and leave it well fixed so it doesn't come
off.

Note: Do not forget to position the tab on the green line before attaching with the glue.

7th STEP: Drill a hole in the black dot of the watch to place your toothpick that will serve
as a pointer. We use the screwdriver to drill the hole, but if you don't have one, you can
use anything that can drill the hole.

76
 YOUR SUNDIAL IS READY!

NOW IT'S JUST LOOK TO KNOW THE

TIME!

77
 PROBLEMS SOLUTION
- Remember that the clock will only work on sunny days.

- Make sure your city's latitude is cropped or bent in the right place.

- Check that the points (east and west) are glued in the right direction.

- Check that everything is glued correctly and that there are no dots or unglued spaces.

78
 GUIDANCE FOR CARRYING
OUT THE EXERCISES
SUNDIAL
Objective:

1° Learn the concept of latitude and longitude

2° Analyze the movement of the sun

3° Understand how geographic coordinates work

4° Work with the hours

EXERCISES
1. Created in 1884, this imaginary line was the result of a convention to designate the
“start-time”, the point from which time zones and geographic coordinates are measured.
Thus, everything to the east of your location has positive hours and longitudes and,
consequently, everything to the west has negative hours and longitudes.

The text above refers to:

a) to the equator

b) the International Date Line

c) the Tropic of Cancer

d) the International Time Zone Line

e) to the Greenwich Meridian

79
2. Below we have a clock. Read the hours and answer the questions below:

a) What time is it showing on this clock?

b) How much time is left before 5:10 am?
c) How long until 12:00?

3. In Geography, half of the Earth's surface bounded by a great circle is called a

hemisphere. The division of the Earth by the Equator forms two hemispheres, as does
its division by the Greenwich meridian. Point A on the map is in the hemisphere

a) northeast.

b) Australian Borealis.

c) southeast.

d) australis east.

e) south west.

80
PROJECTS
 RESEARCH PLAN

We believe that technical and social skills are also extremely important for our personal and
professional lives, so we encourage the teacher to apply this research plan together with the
Gear Up Projects.

This research plan has the objective that groups of students research, idealize and, if possible,
carry out a solution to a real problem in their community through technology.

Through this research plan we aim to develop the following skills in students:
Creativity
Imagination
Empathy
Logical reasoning
Teamwork

Below are some examples of topics for research:

Identify a problem that can occur in the human body and create an inventive solution.

Identify a food item and track its journey from creation to consumption. Based on this, the teams
identify possible sources of contamination and create solutions for these problems.

Improvement in the quality of life of the elderly, from solutions to problems of access and
locomotion;

Solve problems caused by natural disasters.

Propose solutions for education with topics related to learning and create innovative solutions to
improve the process.

Develop solutions to intelligently dispose of materials and improve people's relationship with
waste;

Identify problems of cooperation between humans and animals and develop innovative solutions;

Research and solve problems related to water covering a variety of topics, from finding to
transporting, using, or disposing of the liquid.

Identify a problem in some public space in your community to solve it.

82
 GUIDANCE
The flowchart aims to show the flow of information and elements in an uncomplicated way,
highlighting the operational sequence that characterizes the work being performed.
Flowchart to assist them in the research process:

*Brainstorming: also called brainstorming, in which participants should be free to present

their suggestions and discuss the contributions of colleagues.

*Portfólio: the portfolio is a collection of all the work done and in progress by the
team/student.

83
 MORE PROGRAMS

For those interested, we created a menu with science and technology programs to insert
your school and your community in this environment. Access our menu for more information
through our QRcode.

access !
a lr e ad y
Or visit www.abre.ai/maisprogramasct

84
GET TO KNOW THE FORMULA MAKER

Due to the pandemic and the difficulties it created, our team continued to worry about
bringing science and technology to people, with that, we had the idea of ​creating an
online robotics tournament. Where the student interacts with his teachers, colleagues and
family in a dynamic way, in order to learn the need for group work, develop creativity and
socialize the information of the processes.

Click here to access Formula Maker.

85
 CONTACT

If you have any questions, please contact us:

Facebook Instagram

/robonaticos @robonaticos7565

Youtube Telephone
Robonáticos #7565 +55 (11) 95323-7466

E-mail

robonaticos7565@gmail.com

86
ANY QUESTIONS RELATED TO THE
LIGHT ROBOT, CONTACT US VIA QR
CODE: