8th Grade Robotics Science Course
Course Description
The Robotics Science Class has been offered to students at El Camino Junior High since 2003. In this class, students are taught all California State Standards for 8th Grade Physical Science, in addition to learning to build and program robots. This course is an outgrowth of the RoboChallenge program, which connects Central California schools with UCSB Engineering programs.
Students have a choice to be in the Robotics Science Class. Sign ups for the course occur in the Spring. The course is more difficult than a traditional 8th grade science course, because students are required to do a considerable amount of reading and note taking outside of class. In addition, robot building and programming may require students work on robots at lunch or after school.
The Robotics Science Class teaches all 8th grade Physical Science Standards, as assessed on the California Standards Tests (CST). These learning objectives are taught through traditional methods; including through textbook reading, lectures, demonstrations, and labs, but also through integration into robotics activities. Below is a list of the California Standards and they relate to robotics.
We use the Prentice Hall 8th Grade California Physical Science Textbook.
Robotics Materials
Prior to the 2007-2008 school year, the class primarily used LEGO Mindstorms RCX materials, and Robolab programming software. The RCX is a yellow LEGO brick that functions as a computer brain. With these materials, students were able to design, build, and program robots for challenges such as Tug O’ War, Sumo, and Linefollowing. RCX materials are still available for some projects.
Beginning with the 2007-2008 School year, the class now primarily uses LEGO Mindstorms NXT materials, and NXT Software for programming. The new materials include extensive on-screen tutorials to guide students through the use of each NXT component, including sensors, motors, and programming structures.
With NXT Materials, students are able to program robots for more complicated tasks, including obstacle courses, maze navigation, remote exploration, and animal-like behavior.
Course Benefits
The Robotics Science Course enhances learning by engaging students in activities that apply their learning in a highly motivating environment. Students apply mathematics and logic in their robotics creations. They explore physical science principles testing mechanical structures of their own design. Finally, they gain exposure to college and careers in STEM (Science, Technology, Engineering, and Mathematics.) See also below: Results, for information about how well students have performed on standardized testing.
Students Benefit from:
- Technical Literacy
- Computer Programming and Applications
- Applied Science, Math, and Technology
- Motivating, Competitive Activities
- Cooperative Learning
- Engineering Exposure and Practice
- Academic Growth
Science Standards
Motion (8.1): Students learn how science uses mathematics to measure describe, graph, and calculate the motion of real world objects. Topics include velocity, speed, acceleration, position, displacement, vectors, and combining velocities.
Motion in Robotics: Motion is applied in nearly all robotics activities. Specifically, activities may include graphing robotic rover motion, programming robots to match specific speeds or other motion constraints, and building drag racing robots to achieve high velocity. Electronic sensors can be used to facilitate motion measurement.
Forces (8.2): Many forces can act upon an object at the same time. The motion of the object is the result of these forces. Unbalanced forces cause acceleration. Students learn to identify, measure, and create diagrams describing the multiple forces at work on an object, including gravity, friction, structural forces, elastic forces, and buoyant force.
Forces in Robotics: The design and construction of robots directly applies knowledge of forces, especially for the challenges of Tug O’ War and Sumo. Students choose components, such as gears and wheels, and create mechanical structures to utilizing multiple forces acting simultaneously on a robot. Spring scales are used to measure force in Newtons.
Atoms and Molecules, Periodic Table (8.3, 8.7): Students learn about the structure of atoms, the properties of elements, and the organization of the periodic table. They also learn how combinations of atoms create compounds with different properties, and how phases of matter are due to molecular motion.
Atoms in Robotics: Properties of materials, and materials science are discussed along with the impact of new materials on engineering. Materials properties are applied in the selection of components for robotics challenges. In addition, lessons emphasize the vital role of advanced technological tools in understanding the unseen atomic world.
Astronomy (8.4): Students learn the about characteristics, distances, and motion of objects in the solar system, including the Sun, planets, asteroids, comets. They also learn about stars and galaxies, and the forces involved in their formation.
Robotics in Astronomy: Robotic exploration is the principle source of knowledge of our Solar System. Students will create semiautonomous robotic rovers that will gather and transmit data using sensors or cameras to simulate robotic exploration and remote sensing.
Chemical Reactions and Chemistry of Living Systems (8.5, 8.6): Students learn how chemicals react to form new compounds, how these reactions involve exchanges of energy, the properties of acids and bases, the conservation of matter and energy. and the complex structure of organic molecules.
Chemistry in Robotics: Robots are increasingly being used to perform chemical, biological, and pharmacological experiments. In addition, chemical sensing is involved in the search for organic materials and processes on other bodies in our solar system, in efforts to understand the origins of life. In this class robots will test the pH of substances to determine if they are acidic or basic or perform other chemistry tasks.
Density and Buoyancy (8.8): Students learn about the forces present in all fluids, and how differences in density cause objects to float or sink.
Buoyancy in Robotics: Undersea exploration is carried out by robotic submarines called ROV’s (remotely operated vehicles). ROV’s have been used to explore deep ocean life, geology, as well as shipwrecks and other undersea archaeology. Students will learn how forces in fluids are applied in the use of ROV’s, and necessitate their use in deep sea exploration. Students will learn about the MATE program for student built submarine ROV’s, and build terrestrial ROV’s
Investigation and Experimentation (8.9): Students create hypotheses and scientific tests for those hypotheses. They learn how to use mathematical formulae and graphs to describe physical phenomena. They learn to evaluate the quality of scientific data.
Robotics and Experiments: Robots are used both for gathering data, and as the subjects of experiments involving forces or motion. Students create graphs of data collected using robotic sensors. In the design process, students develop hypotheses about robotic designs and programs and perform tests to create robotic creations to solve problems.
Engineering and Technology 
The Robotics Science Class introduces students to the fields of computer science, engineering, and robotics through sophisticated, hands-on design challenges. These experiences develop technical literacy for students, and build skills that are applicable to engineering and other technical fields.
The Robotics Science Curriculum develops a broad array of skills, including many of the standards listed in California’s Career Technical Education Framework, the International Technology Education Association’s Technological Literacy Standards, and the State of Massachusetts Science, Technology and Engineering Framework.
Technology Skills
- Information Technology- using computers and the internet to access information and multimedia.
- Use of files- saving, retrieving, editing, and navigating hierarchical structures.
- Hardware- proper use of laptops and robotics interface components.
- Simulation- students will use software that simulates designs and how they might react to real-world situations
- Following technical instructions and using technical documents
Programming
- LEGO NXT is used primarily, however students are exposed to, and have the option to program in the following environments.
- NXT object-based programming
- Robolab- Labview object-based programming
- introduction to HTML (Web pages)
- VEX programming in C
- Mindrover ICE 3D environment
- ALICE 3D virtual environment
Mechanics and Structures
Students build a variety of mechanical structures through guided lessons, and have the opportunity to design and experiment with their own structures. Designs consider structural integrity, tension and compression, and center of gravity. Projects may include:
- Gears, including worm, compound, and crown gears.
- Differentials
- Lifting arms
- Pneumatics
- Catapults
- Belts and pulleys
- In addition, students design and test virtual bridges using the Bridge Construction Set environment.
Group Dynamics
Students will need to work together to solve multistep complex problems. They need to develop ideas, divide labor, and communicate in order to be successful.
In the Robotics Science Class, students learn cooperative strategies that help them become more efficient, better communicators, and better at developing group solutions. Students build on the diverse talents of their group members, take on roles, and share the workload to be successful.
The Design Process
Students learn and apply the design process for solving technical problems and developing solutions for robotics challenges. This process can be used for solving many kinds of problems, and is used heavily in science and engineering. The process includes the following steps, in a cycle:
- Identify the need or problem
- Research the need or problem
- Use the internet, books, and other resources. Find out how similar problems have been solved.
- Develop possible solutions
- Brainstorm possible solutions
- Use mathematics and science
- Select the best solution
- A concept that best meets the need or solves the problem
- Construct a prototype
- Draw diagrams and build models of the concept.
- Test and evaluate the solution(s)
- Use measurement, observation, and run tests on the models.
- Does it work and does it meet the design constraints?
- Share your ideas with others so that they may provide input.
- Redesign
- Overhaul the solution(s) based on test results and new input.
- Communicate the solution(s)
- Create a report that explains the problem and solution, so that others may learn from your work.
Applied Mathematics
There are many opportunities to apply mathematics concepts and to build mathematical skills in the Robotics Science Class.
Building robots applies skills in measurement, estimation, number sense, and spatial awareness. Programming applies skills in angle measurement, time measurement, logic statements, sequence, boolean logic, and functions. Programs can reach sophisticated levels with multiple variables, algebraic formulae, and conditions which generate multiple branching sequences, simultaneous behaviors, and loops.
Class Resources
SQ3R Reading method is used in this class to pull information from the science textbook. Cornell Notes are used in class to turn lectures and lessons into resources. The creation of high quality resources is very important for success in this class, as resources are used daily in warmups, labs, and quizzes.
SQ3R
Survey, Question, Read, Recite, Review
SQ3R is a reading comprehension strategy that Mr. Laurie uses in his science classes. Reading textbooks is different from reading narratives, and students need to learn textbook skills to prepare for an academic career. The notes generated by SQ3R are in the same Cornell Notes format used in class.
Survey: Students look through a reading section, studying the headings, titles, images, charts, and examples. They ask themselves "What is this section about?" and "What am I going to learn."
Question: Students compose questions based on the survey. The questions ask about the main subjects of the reading. Questions should be based upon the titles, headings, vocabulary words, or other ideas that were noticed during the survey. Examples: "What is a Solar Nebula?" or "How did the planets form?" or "Why did the outer planets form so differently from the inner planets?"
Read: Reading is an active exercise with the purpose of learning. Students use their questions to guide their reading. As their questions are answered, they write their answers.
Recite: Students say their questions and answers, out loud. When we combine reading, writing, and speaking ideas, we can greatly increase memory for ideas.
Review: In reviewing, students look back through the book, reciting questions and answers. They check ideas that may be difficult to understand, they correct, and add to their notes.
Cornell Notes
Students should always use proper Cornell Note style in class. A full heading should be on the top right-hand corner, including name, date, period, teacher’s name, and subject. A title should be written across the top line. The paper should be folded and divided so that there is room for a summary at the bottom. Questions and main points should go in the left hand column, and detailed notes and drawings should go in the right-hand column. Students should have all of their notes, every day.
Robotics Journal
Every time you work on robotics, you should be taking down a few notes during your work, and a few notes at the end to help you remember what you worked on. In your journal, you can describe the things you learned, the challenges you faced, and your plans for future work. The journal should be kept in a single place in the science section of your notebook.
Agenda Book
Keeping organized is essential. Whatever it takes, do it. Your agenda book is valuable, not only for writing down homework, but for keeping track of events, phone numbers, or other important information that you will need. You won’t forget it if you write it down. You never need to ask for the date.
Results: What results have this class produced?
Qualitative:
There are many benefits to the Robotics Science Class. Students are able to work regularly with computers, work in groups, and compete in robotics competitions. They benefit from the network of schools involved in RoboChallenge. They get to apply the science they learn on real projects. Students report that their experiences in the class are worthwhile, and many have decided to pursue technical and scientific fields.
Quantitative:
The class is yet to be evaluated on prospective benefits to the attainment of California science standards because the standardized assessment still hasn't been implemented (as of 2005). In class assessments show that on science exams, Robotics Science students outperform their peers.
A thorough evaluation of CST data of students enrolled in the Robotics Science Class in 2004 produced very positive results. The CST scores of the 29 students in the class were compared to the 8th grade class as a whole; 408 students, and to the 65 students on C-track, students who shared the same teachers as the sample group, but were not in the Robo class.
The results showed that students in the Robotics Science Class were much more likely to IMPROVE their CST scores in both Mathematics and Language Arts, even when those scores were already high. See the data and charts below. All data below refers to Proficiency categories or levels, which are from 1 to 5. Level 4 is considered to be proficient (CA has chosen a very high, and unrealistic standard for proficiency)
A few highlights from the data:
58% of Robo students improved one or more levels in Language arts, compared to 29% for all 8th grade
48% of Robo students improved one or more levels in Math, compared to 25% for all 8th grade
Only 8 of 405 students advanced 2 whole levels in Mathematics, 3 of those students were amongst the 29 Robotics Science Class.
The percentage of students in the Robotics Science Class who were proficient increased from 34% to 62% year to year.
Graphs: CST Data 2004, Robotics Science Class at El Camino Junior High
The first graph shows the percentage of students that were proficient in Language Arts and Mathematics in 2002, and then how many were proficient in the following year in that same cohort. The chart shows that while a greater percentage of robotics students were proficient to begin with, they were more likely to improve than the group as a whole. Note that Robotics students (29 students) are included in the data for all of 8th grade. The Robotics students were a significant part of the growth of the whole group (408 students).
The two charts below show year to year proficiency level changes. El Camino students tend to improve year to year, but Robotics students are much more likely to go up one level.
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