Robot Or Not?

Emily Stone, Katie Dardis, Rachael Rzepka,

Courtney Ariola
 INTRODUCTION

About our district:

• Suburban school
• Elementary, Middle and High School
• Roughly 3,550 students enrolled
• Technology funds in reserves

About our current MST courses:

• 40 minute math period, 40 minute science period
• Technology electives- wood shop, metal shop, computer design
 WHAT IS MST?
Math, science and technology education can be integrated through topic
based sequence, network or shared. MST is hands-on, visual, real-world
connections, engaging, multiple learning styles and inquiry based
instruction. It requires students to use thought provoking, critical thinking
and problem solving skills, while allowing for the transfer of knowledge and
understanding.

TYPES OF INTEGRATION
 STANDARDS AND
OUTCOMES

• Standard 1- Analysis, Inquiry and Design

Students will use mathematical analysis, scientific inquiry and
engineering design as appropriate to pose questions, seek answers and
develop solutions.
• Standard 2- Information Systems
Students will access, generate, process and transfer information using
appropriate technologies.
• Math, Science and Technology Elementary Core Curriculum: Standard
5 Technology Education
Engineering Design Key Idea: Engineering design is an iterative
process involving modeling and optimization used to develop
technological solutions to problems within given constraints. Students
will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate, to pose questions, seek answers and develop
solutions.
 PROPOSAL
We are proposing to implement an MST based robotics course for 6 th
grade students. During this course, students will be designing and
fabricating a robotic vehicle which will be required to successfully
complete a series of tasks. Robotics incorporates many skills found in
the math, science and technology standards. Throughout the course,
students will be using problems solving, design, computation and
inquiry skills to plan, build and execute their robotic vehicle. They will
investigate mechanical and electrical principles, learn simple
programming and debugging techniques, construct and program robots
using the Lego Mindstorms Education NXT Base Set. This will provide
students with real world experiences and give them insights to future
occupational opportunities.
 WHY ROBOTICS COURSES?

So you want to be an Engineer?

How to enhance teen interest in STEM based occupations??

Students building robots..

A GREAT resource for Robotics Education.

 EDUCATIONAL BENEFITS
FOR STUDENTS

• Students will deepen their problem solving skills through hands-on,

inquiry-based activities.
• Students with an interest in engineering, design and computer
programing will be given an opportunity to experiment with real world
situations making them college and career ready.
• Students will increase their ability to think in a logical/mathematical
sense.
• Students will be able to take advantage of a course that incorporates the
use of multiple learning styles.
• Students will focus on using engineering design principles to construct
and program robotic vehicles to complete various tasks.
• Students will benefit from transfer of knowledge while building upon
smaller, pre-existing skills to generate more complex thinking processes.
 FUNDING

• Product cost- about $300 per kit, 2 students per kit

15 kits for 30 students per class (optional)- $4,500.
• Teacher training- online training $499.00
http://www.education.rec.ri.cmu.edu/content/lego/teacher_training/sub_pages/
web_courses/index_tx.htm
• Robotic building license including program updates and maintenance- $499
initially and an additional $104 each year.
http://robomatter.com/Shop-By-Robot/NXT-Robots/Programming/ROBOTC-
Building-License
• Total of $5,602.00

• Adopt a classroom
• Technology grants
• Technology reserves
 IMPACT ON MST CURRICULUM

“Hands on programs allow students to use formulas, patterns and equations

to test theories and see how things actually work. According to a paper
published in the journal of research on technology in education, studies
show that hands on experimentation with robots in these areas help
transform abstract ideas into concrete understanding. This level of
understanding helps raise student achievement both in the classroom and on
standardized tests.”
- Patti Richards, E-How Contributor
 IMPACT ON THE CURRICULUM
CONT.

What does this mean for math, technology and science?

Math:
• Enhanced problem solving through critical thinking and deductive reasoning.
• Students are challenged to think logically to solve real-world problems.
• Students are motivated to use pencil and paper concepts and formulas to bring their
learned skills to life.
• Challenge based lessons are related to math concepts such as angles, distance, perimeter,
area, measurement, shapes, data collection, graphing and basic arithmetic.
Science:
• Challenge based lessons are related to science concepts such as velocity, force, energy,
simple machines, centripetal force, data collection, graphing, and the scientific method.
Technology:
• Design and construct their own robot to meet the challenges posed in daily lessons.
• Students will ask questions, seek answers and create programs that solve the daily
challenges.
• Challenge based lessons are related to technology concepts such as planning, building,
modeling, investigations, discussions regarding trial and error, review of written
observations, using computers to design, control computerized devices and systems
through programming, and model and simulate the design of a complex environment by
giving direct commands.
 DESIGN OF COURSE AND
SCHEDULING

• Half a year course

• Taught 2 times a year
• Course will be implemented during a pre-existing planning period so no
other courses need to be eliminated
• All current technology teachers have agreed to forfeit one of their
planning periods
• An elective for students who participated in an after school club and
hold an interest in a future career as an engineer or computer
programmer.
 OUTLINE

• First session students will just play with the different pieces and parts of
their kit (free explore)
• Next 2 sessions students will explore and build their robots
• For 2-3 weeks students will complete an orientation on expectations,
challenges and basic programming (how to go forward, backward, turn,
etc.)
• The following weeks until week 19 students will complete various
challenges with daily lessons. Students will have to redesign their
robots in order to complete each challenge.
• By week 15, students must have their final project challenge idea
approved by teacher.
• Week 20 students will present their final project preapproved by the
teacher to demonstrate their challenge created by the students.
 HOW TO DEAL WITH
RESISTANT TEACHERS

There is such a focus on preparing students to be college and career ready

in the common branch subjects that we also need to explore and prepare
students in non-traditional experiences, such as computer programming,
engineering and technological design, by demonstrating that we need to
look at other career explorations to fully prepare them for what their
future may hold.

We already have students who are interested in experiences like this

course would offer, so we need to make sure we are giving students the
opportunity to explore those options and possibilities.