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Document prepared by S. Boyd, J. Burfoot, C. Howe Page 1 of 25
© 2014 MacICT
Robotics Education Learning Links
NSW Syllabuses for the Australian Curriculum | Stage 4-5
Document prepared by J. Burfoot, C. Howe and A. Fennell Page 2 of 25
© 2013 MacICT
Contents Rationale ............................................................................................................................................. 3
Learning across the curriculum icons ...................................................................................... 4
LEGO® Mindstorms NXT Overview ........................................................................................... 5
LEGO® Mindstorms EV3 Overview ........................................................................................... 6
Stage 4 Links ...................................................................................................................................... 8
Science ............................................................................................................................................. 8
Mathematics ............................................................................................................................... 10
English .......................................................................................................................................... 12
Technology (Mandatory) ...................................................................................................... 13
Design and Technology .......................................................................................................... 14
Stage 5 Links ................................................................................................................................... 15
Science .......................................................................................................................................... 15
Information Software and Technology (IST) ................................................................ 17
Design and Technology .......................................................................................................... 19
Mathematics ............................................................................................................................... 20
English .......................................................................................................................................... 25
Document prepared by J. Burfoot, C. Howe and A. Fennell Page 3 of 25
© 2013 MacICT
Rationale Robots are more prevalent in our society than ever before, with strong links to private and government sectors such as automotive and defense as well as rural industries including beef cattle and agriculture. Thanks to improvements to battery and microprocessor technology in the 21st Century, robots have also become an affordable, educational commodity. Educational robotics is now a proven teaching resource for helping Secondary students collaborate and persevere when solving problems. It offers students big ‘E’ engagement that is tactile, interactive and fun. Students are often self-motivated to seek out solutions on their own and thereby gain authentic learning. The conceptual background to educational robotics is a theoretical example of Piaget’s social constructivism whereby students acquire knowledge in meaningful, social contexts. 1 Papert distinguishes the more practical notion of ‘constructionism’, which emphasises knowledge constructed when students are actively engaged in building objects. 2 When facilitated within the context of a society burgeoning with robot technology, robotics education can also help inform students with more vocational options in the field of robotics when they leave school consider university or enter the workforce. This paper will highlight the learning links when using Lego Mindstorms NXT or EV3 educational robotics to the Knowledge, Understanding and Skills Outcomes in the NSW Board of Studies Syllabuses for the Australian Curriculum: Science, Mathematics, English, Technology (Mandatory), Design and Technology, Information and Software Technology (IST) in Stages 4 and 5. Where applicable, this paper will also link the appropriate ‘Cross-curriculum priorities’ and ‘general capabilities’ and other areas identified as important learning for all students. These links are displayed using specific icons under the heading “Learning across the curriculum” in each table throughout this document. Go to page 4 for a brief explanation of these icons. 1. Miglino, O., Lund, H., & Cardaci, M. (1999). Robotics as an Educational Tool. Journal of
Interactive Learning Research, 10(1), 25-47. 2. Chambers, J., Carbonaro, M., & Murray, H. (2008). Developing Conceptual Understanding of
Mechanical Advantage through the Use of LEGO® Robotic Technology. Australasian Journal of Educational Technology, 24(4), 387-401.
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© 2013 MacICT
Learning across the curriculum icons Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Board of Studies K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).
Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.
The Board's syllabuses include other areas identified as important learning for all students. The icons below are shown in each table of this document and used across the NSW syllabuses for the Australian curriculum.
Reference: The information above has been adapted from the NSW Board Of Studies website and the new Science K-10 (incorporating Science and Technology K-6) syllabus for the Australian curriculum.
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© 2013 MacICT
LEGO® Mindstorms NXT Overview The LEGO® Mindstorms® NXT robot is the successor to the LEGO® RCX robot. Apart from its appearance, the first noticeable differences are the two extra sensors (sound and ultrasonic). Inside the intelligent ‘brick’ is a powerful 32-bit processor with larger internal memory and RAM than its predecessor. The LEGO® 9797 Education base set also features a rechargeable battery pack. The Education 2.0 software, which is compatible on both PC and Mac, also allows students to access programming prompts from the “Robot Educator” link. Software can be downloaded onto the NXT robot via USB cable or Bluetooth® technology. Outputs (motors, lights) The NXT robot has several standard outputs, including three motors, an electronic display, speaker and light bulbs. The display and speaker are hard-wired into the robot and therefore cannot be detached. Other outputs such as light bulbs and motors can be attached or removed where necessary to the three (3) output ports located at the top of the NXT ‘brick’, labelled ‘A’, ‘B’ and ‘C’. Inputs (all sensors) The NXT robot has a total of four (4) standard sensors, including touch (x2), sound, light and distance (ultrasonic). All sensors are detachable via customised leads that connect into ports ‘1’, ‘2’, ‘3’ and ‘4’, located at the base of the ‘brick’. Each NXT motor also features an inbuilt rotation sensor, which can be programmed through the Mindstorms software. Software and Programming Programming movements and commands into the NXT brick is based on selecting and dragging individual icons (or blocks) onto a sequence beam. Releasing the icons on the beam automatically holds and connects the blocks from one to the other. For basic programming, the Common Palette, which is displayed vertically on the far left hand side of the screen, offers users and beginners a click-and-drag system of the most popular and general command icons. For intermediate and advanced programming, the Complete Palette contains a wide range of command icons as well as the basic icons of the Common Palette. The Custom Palette allows users to create their own command icons by converting any arrangement of icons into one icon block, known as a “My Block”.
Data Logging The NXT Mindstorms® Education 2.0 software also allows users to upload data from the NXT robot. Up to four inputs can be selected at once to collect data from a variety of sensor options including light, temperature, colour and sound. To upload and analyse data you will first need to switch software skins from “NXT Programming” to “NXT Data Logging” by clicking the Mindstorms icon located at the top left hand corner of your screen.
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© 2013 MacICT
LEGO® Mindstorms EV3 Overview The LEGO® Mindstorms® EV3 robot is the successor to the LEGO® NXT robot. Inside the new EV3 is a Linux Base operating system with a powerful ARM9 300MHz processor and 64MB RAM. Similar in size and looks to its predecessor, the EV3 robot arrived in Australia in August 2013, and became available to both the retail and education sectors. Slight differences in content exist between the retail and education sets. The LEGO® 45544 Education EV3 Core Set comes with three (3) motors and five (5) separate sensors and rechargeable battery pack. The main changes since the previous model include a smaller “medium-sized” motor, a gyro sensor, and colour sensor. Although the sound sensor is no longer part of the standard suite of EV3 sensors, any NXT sound sensor and most other NXT sensors can still be programmed to work with the new EV3 brick. The new software is also backwards compatible, which means that the NXT can be programmed on the EV3 software as well. This makes it handy for migrating from NXT to EV3 software, while still making use of any NXT technology within the learning space. The intelligent EV3 brick has been redesigned to include an extra output port, bringing the total to four (4). It still offers four (4) input sensor ports and also comes with a micro SD slot and USB socket, used mainly for greater data logging capabilities and ‘daisy-chaining’ multiple bricks. It also features LEDs around the centre button configuration that can be programmed as an output to illuminate up to three (3) different colours (red, green and amber). The EV3 brick is also Wi-Fi ready when used with a compatible Wi-Fi dongle, which is an optional extra. Outputs (motors, lights) The EV3 brick has provisions for up to four (4) external outputs that can be connected to motors or light assemblies through ports “A-D”. Other outputs exist on the EV3 brick including an LCD display for images and text, speaker for sound and internal LEDs for colour. Inputs (all sensors) The EV3 brick can utilise up to four (4) external sensors through ports “1-4”. The EV3 sensors have a capacity and speed three times faster than the NXT. Each EV3 motor also features an inbuilt rotation sensor. The EV3’s standard colour sensor can also be used in reflected or ambient light modes. The EV3’s brick buttons can be programmed as touch sensors as well. Software and Programming Programming movements and commands with the Mindstorms® Education EV3 software is based on selecting and dragging individual blocks in sequence from a choice of 6 coloured palettes. All ‘action’ blocks, for instance, such as movement, sound, coloured light and display, are located under the green palette. Unlike the NXT software, there is no additional detail shown below the program when highlighting a block. Instead, the EV3 software contains all the instructions
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© 2013 MacICT
of the block’s program within the block itself, and by selecting additional options as required. Software can be downloaded onto the EV3 robot via USB cable or Bluetooth® technology. The EV3 software, which is compatible on both PC and Mac, includes a new feature known as “Content Editor”, which allows students and teachers to document their progress (or introduce tasks) in a presentation style format, including options to add text, photo, video and sound. This information is saved under an overarching “Project” name. Any ‘programs’ or ‘experiments’ associated with the robot’s movements or commands also forms part of the overall project. Data Logging The Mindstorms® Education EV3 software includes a new feature to data logging known as “Graph Programming”. This allows the user to select specific actions based on the sensors selected and the threshold values entered on the graph displayed. Data logging sampling rates between the software and hardware have been significantly improved to 1000 per second (up from 25). The EV3 also has a greater storage capacity through its larger internal memory and external micro SD slot, which can support up to 32GB. Experiments can also be compiled within “program” mode and uploaded later for viewing and analyses. Data sets can be further analysed using advanced formulas and other mathematical operations. Attribution Some of the ideas for activities in the tables below were adapted from those arising from the 2007 LEGO Engineering Symposium appearing in a document titled: “71 Things to do with LEGO Mindstorms and Data”, retrieved from http://www.depts.ttu.edu/tstem/curriculum/robotics/docs/71_things_to_do_with_lego_mindstorms_and_data.pdf.
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© 2013 MacICT
Stage 4 Links Science
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Values & Attitudes SC4-1VA
Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
Build, program, explore and engage with LEGO NXT/EV3 robots
Pose, design and investigate scientific questions posed by NXT/EV3 software
Analyse and evaluate the changes they make to both the robot and its programming, and the reason/s for the change
Consider the impact of robots on society including the disadvantages such as job replacement.
Values & Attitudes SC4-2VA
Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures
Analyse, design and evaluate a range of fictional and real-world robots for suitability of purpose
Suggest alternative designs for robots to meet different needs or purposes (i.e. What if this robot needed to work underwater?)
Design and construct LEGO NXT/EV3 robots to solve complex real-world issues, including sustainability
Values & Attitudes SC4-3VA
Demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations
Discuss the current and future use of robots in society including ethical considerations.
Skills: Working Scientifically SC4-4WS
Identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge
Use robots and sensors to test out some scientific predictions. Evaluate a Robot designed to meet a purpose or investigate/solve a
real-world problem
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© 2013 MacICT
Skills: Working Scientifically SC4-5WS
Collaboratively and individually produces a plan to investigate questions and problems
Design a robot to investigate a physical principle such as force and motion.
Use robots to investigate scientific properties. For example investigate how light is reflected differently by different colours using the colour sensor.
Use a light sensor to follow a line.
Skills: Working Scientifically SC4-6WS
Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually
Design and make a robot using LEGO pieces, including motors and sensors, according to a set of instructions, to complete a specific task.
Incorporate other technologies, such as Bluetooth, to enhance robot performance and autonomy
Skills: Working Scientifically SC4-7WS
Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships and draw conclusions
Investigate some physical principles such as force and motion using the Data Logging software to make measurements and confirm existing scientific laws.
Skills: Working Scientifically SC4-8WS
Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems
Purposefully design, build, program, evaluate and adapt LEGO NXT/EV3 robots to solve authentic and/or complex problems
Skills: Working Scientifically SC4-9WS
Presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations
Present findings on robot investigations to peers.
Knowledge & Understanding: Natural Environment Earth and Space
SC4-13ES
Explains how advances in scientific understanding of processes that occur within and on the Earth influence the choices people make about resource use and management
Consider how robot design is influenced by our choice of resource use and management stemming from our understanding of our environment.
Design and build a robot that can simulate a task that is normally provided by local Council services
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© 2013 MacICT
Stage 4 Links Mathematics
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Working Mathematically Communicating MA4-1WM
Communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
Students explain how the number of rotations of the robots wheel is related to the distance travelled. (circumference of a circle, no. of rotations, etc..)
Working Mathematically Problem Solving MA4-2WM
Applies appropriate mathematical techniques to solve problems
Calculate the distance travelled by a robot using the rotation sensor on the robot and explain the underlying mathematical concepts used.
Working Mathematically Reasoning MA4-3WM
Recognises and explains mathematical relationships using reasoning
Get the students to predict the radius of a robot’s wheel using measurements and mathematical formula and distance travelled.
Number & Algebra
Whole Numbers
MA4-4NA
Compares, orders and calculates with integers, applying a range of strategies to aid computation
Program a robot using the maths blocks to display different types of counters using touch sensors; e.g., every time a button is pressed it displays the next multiple of ‘5’
Number & Algebra
Fractions & Decimals
MA4-5NA
Operates with fractions, decimals and percentages
Use the light sensor in ambient light mode, which gives a percentage reading, to program a robot to act like a vampire; i.e. different behavior during the night and the day
Program the robot to drive in a square using only the number of rotations which forces students to use decimals.
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Number & Algebra
Rates & Ratios MA4-7NA
Operates with ratios and rates, and explores their graphical representations
Compare the time it takes cars with different gear ratios to travel 1 meter. Graph the data and discuss.
Number & Algebra
Linear Relations MA4-11NA
Creates and displays number patterns; graphs and analyses linear relationships and performs transformations on the Cartesian plane
Using a robot and the Data Logger, make several measurements of distance travelled and time taken and then arrive at an average measure of speed using graphical methods.
Measurement & Geometry Length
MA4-12MG
Calculates the perimeters of plane shapes and the circumferences of circles
Program a robot to calculate the perimeter of different shapes by following their outline and recording distance travelled.
Use the rotation sensor on the robot in tandem with the circumference formula to measure the exact distance travelled.
Statistics & Probability
Data Collection & Representation
MA4-19SP
Collects, represents and interprets single sets of data, using appropriate statistical displays
Take temperature readings overnight using a robot and the Data Logger and graph and analyse the data using various statistical methods.
Statistics & Probability
Single Variable Data Analysis
MA4-20SP
Analyses single sets of data using measures of location and range
Take light readings overnight with a robot and the Data Logger and analyse them using measures of location and range.
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© 2013 MacICT
Stage 4 Links English
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Communicate EN4-1A
Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
Document a set of instructions to explain how to operate or make changes to a current program or to operate a robot to complete a specific task
Communicate EN4-2A
Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
Create a package explaining how to build and program a robot to achieve a specific purpose. This package should include a video, photographs and textual instructions.
Use Language EN4-3B
Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
Document a set of instructions to explain how to operate or make changes to a current program or to operate a robot to complete a specific task
Use language EN4-4B
Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
Document a set of specific and elaborate instructions, using several forms of communication to explain how to operate or make changes to a current program or to operate a robot to complete a specific task
Learn and reflect EN4-9E
Uses, reflects on and assesses their individual and collaborative skills for learning
Self-assess a project which involved designing, building and documenting a robot for a specific purpose.
Peer assess a robot collaborative project they have been involved in.
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© 2013 MacICT
Technology (Mandatory)
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
4.1.1 applies design processes that respond to needs and opportunities in each design project
Design a robot to investigate Hooke’s Law using a spring and a light or ultrasonic sensor.
4.2.1 generates and communicates creative design ideas and solutions
Provide and document alternative solutions to a robot project such as a Mars Rover which takes light and temperature readings in a remote location
4.5.1 applies management processes to successfully complete design projects
Assign students into groups and give them a design challenge using the robots to solve a problem such as mapping an area in the room based on how often the touch sensor ‘feels’ obstacles. Ensure part of the assessment criteria includes assessing processes for completing the project.
4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project
Set a robot design challenge that addresses a real need in the school such as measuring the temperature and light levels for the plants in the school garden.
4.6.1 applies appropriate evaluation techniques throughout each design project
As part of a robot design project, such as those described above, task the students with evaluating the success of each stage of their design.
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© 2013 MacICT
Design and Technology
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
4.1.2 describes and follows a process of design when developing design ideas and solutions
Students use a formal design process to identify ways to develop a device to track how the length of shadows change during the day
4.4.1 identifies innovative, enterprising and creative design ideas and solutions
Following the design process identified above, students develop innovative ideas and solutions to the shadow length problem.
4.5.1 communicates design ideas and solutions using a range of techniques
Students document and present their completed robot design project to their peers.
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© 2013 MacICT
Stage 5 Links Science
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Values & Attitudes SC5-1VA
Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
Students investigate the role of robots in society and how their use has impacted on people.
Values & Attitudes SC5-2VA
Shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures
Students investigate how robots can provide sustainable solutions to environmental problems.
Values & Attitudes SC5-3VA
Demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations
Students prepare a report either individually or collaboratively on the use of robots in healthcare including ethical considerations.
Skills: Working Scientifically SC5-5WS
Produces a plan to investigate identifies questions, hypotheses or problems, individually or collaboratively
Students design a robot and a set of experiments using the robot and the Data Logger that will investigate scientific phenomena. One such investigation could be to determine melting points of different materials using the temperature sensor.
Skills: Working Scientifically SC5-6WS
Undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
Carry out the experiments designed in the previous step using the robot and the Data Logger to take measurements, such as the temperatures of different materials in order to identify the melting points.
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Skills: Working Scientifically SC5-7WS
Processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
Students process and analyse the data they collected in the Data Logger in the previous activity and develop evidence-based conclusions about the data.
Skills: Working Scientifically SC5-8WS
Applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
Students design a baby monitor using a Lego robot and a sound sensor that will alert parents when a baby is crying.
Skills: Working Scientifically SC5-9WS
Presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
Students prepare a report using scientific language describing the design and operation of their baby monitor.
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© 2013 MacICT
Information Software and Technology (IST)
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Core Content Design, Produce, Evaluate 5.2.1
describes and applies problem-solving processes when creating solutions
Design a robot that will monitor how many people walk through a door.
Core Content Design, Produce, Evaluate 5.2.2
designs, produces and evaluates appropriate solutions to a range of challenging problems
Come up with several different designs using a robot to monitor water level using light or ultrasonic sensors.
Core Content Design, Produce, Evaluate 5.2.3
critically analyses decision-making processes in a range of information and software solutions
Prepare a report comparing the different alternative different designs for the robot water monitor and explain which is the best design.
Core Content Software 5.1.1
selects and justifies the application of appropriate software programs to a range of tasks
Prepare a robot describing how the Lego Mindstorms Software works and possible applications it can be used for.
Core Content Software 5.2.2
designs, produces and evaluates appropriate solutions to a range of challenging problems
Design a LEGO Mindstorms program for the door monitoring robot.
Core Content Hardware 5.1.2
selects, maintains and appropriately uses hardware for a range of tasks
Use robot sensors to program a line following robot.
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© 2013 MacICT
Elective Content Robotics & Automated Content 5.2.1
describes and applies problem-solving processes when creating solutions
Design a robot that will colour sort bricks using the colour/light sensor.
Elective Content Robotics & Automated Content 5.2.2
designs, produces and evaluates appropriate solutions to a range of challenging problems
Document alternative solutions to your colour sorting robot designed above commenting on their strengths and weaknesses.
Elective Content Robotics & Automated Content 5.2.3
critically analyses decision-making processes in a range of information and software solutions
Document the decision-making processes used in designing your colour sorting robot.
Elective Content Software Development & Programming 5.2.1
describes and applies problem-solving processes when creating solutions
Design a ‘game of chance’ such as rock, paper scissors using the lego robot and the random number generator.
Elective Content Software Development & Programming 5.2.2
designs, produces and evaluates appropriate solutions to a range of challenging problems
Implement the chance game using the lego robot, documenting and evaluating the project in a formal report.
Elective Content Software Development & Programming 5.2.3
critically analyses decision-making processes in a range of information and software solutions
Present to your peers your decision making process in designing and implementing your chance game.
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Design and Technology
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
5.1.1 analyses and applies a range of design concepts and processes
Develop a design for a CSI-robot that will investigate staged crime scenes and gather evidence.
5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions
Ensure students follow a rigorous design process when developing their CSI robot.
5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions
Students come up with creative solutions for their CSI robot.
5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences
Students formally document their CSI robot designs and present their solutions to their peers and teachers and the fictional Manager of a CSI lab considering purchasing one of these robots.
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© 2013 MacICT
Stage 5.1 Links Mathematics
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Working Mathematically Communicating MA5.1-1WM
Uses appropriate terminology, diagrams and symbols in mathematical contexts
Students empirically determine the value of Pi using the robot and known wheel radius and explain using mathematical terminology.
Working Mathematically Problem Solving MA5.1-2WM
Selects and uses appropriate strategies to solve problems
Design an experiment using a robot to investigate the relationship between acceleration and distance travelled
Working Mathematically Reasoning MA5.1-3WM
Provides reasoning to support conclusions that are appropriate to the context
Document the findings on the relationship between acceleration and distance travelled in the context of the previous experiments.
Number & Algebra
Non-Linear Relations MA5.1-7NA
Graphs simple non-linear relationships
Graph exponential increases in acceleration, using a light sensor, due to changing weight, slope or friction
Measurement & Geometry Numbers of Any Magnitude
MA5.1-9MG
Interprets very small and very large units of measurement, uses scientific notation and rounds to significant figures
Use robot light sensors to detect small changes in reflected light as the robot travels along different surfaces.
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Statistics & Probability
Single Variable Data Analysis
MA5.1-12SP
Uses statistical displays to compare sets of data and evaluates statistical claims made in the media
Students record temperature readings overnight and compare differences in their datasets with their peers using simple statistical measures.
Statistics & Probability
Probability
MA5.1-13SP
Calculates relative frequencies to estimate probabilities of simple and compound events
Program a robot to simulate the throwing of a dice and use the data logger to record the results. Investigate the likelihood of more complex outcomes such as throwing an odd number, etc..
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Stage 5.2 Links Mathematics
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Working Mathematically Communicating MA5.2-1WM
Selects appropriate notations and conventions to communicate mathematical ideas and solutions
Students empirically determine the value of Pi using the robot and known wheel radius and explain using mathematical terminology.
Working Mathematically Problem Solving MA5.2-2WM
Interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems
Compare the time it takes robots with different gear ratios to travel 1 meter. Determine the ‘best’ gear combination for a particular situation.
Working Mathematically Reasoning MA5.2-3WM
Constructs arguments to prove and justify results
Document your findings from the previous experiment explaining why the best gear combination is the fastest.
Number & Algebra
Rates & Ratios MA5.2-5NA
Recognises direct and indirect proportion and solves problems involving direct proportion
Use gears to proportionally speed up or slow down the motor
Measurement & Geometry Right-Angled Triangles (Trigonometry)
MA5.2-13MG
Applies trigonometry to solve problems, including problems involving bearing
Use trigonometry and degrees to turn and control the robot Investigate using the gyro sensor to measure how many degrees the
robot has turned.
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Measurement & Geometry Properties of Geometrical Figures
MA5.2-14MG
Calculates the angle sum of any polygon and uses minimum conditions to prove triangle are congruent or similar
Students program the robot to move in the shape of any polygon using angles, loops, etc
Statistics & Probability
Single Variable Data Analysis
MA5.2-15SP
Uses quartiles and box plots to compare sets of data and evaluates sources of data
Students record temperature readings overnight and compare differences in their datasets with their peers using quartiles and box plots.
Statistics & Probability
Bi-Variate Data Analysis
MA5.2-16SP
Investigates relationships between two statistical variables, including their relationship over time
Using a robot, investigate the relationship between speed and acceleration over time.
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Stage 5.3 Links Mathematics
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Number & Algebra
Rates & Ratios MA5.3-4NA
Draws interprets and analyses graphs of physical phenomena
Design a robot to investigate Hooke’s Law using a spring and a light or ultrasonic sensor. Graph and interpret the results.
Number & Algebra
Non-Linear Relationships MA5.3-9NA
Sketches and interprets a variety of non-linear relationships
Use a robot and data logger to measure the period of a pendulum and graph the relationship between the period and the length of the string
Statistics & Probability
Single Variable Data Analysis
MA5.3-18SP
Uses standard deviation to analyse data
Students time their robots in moving a certain distance and then the class compares the results using standard deviation.
Statistics & Probability
Bi-Variate Data Analysis
MA5.3-19SP
Investigates the relationships between numerical variables using lines of best fit and explores how data is used to inform decision-making processes
Design a robot to investigate Hooke’s Law using a spring and a light or ultrasonic sensor. Graph the results and determine the line of best fit to estimate the constant.
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Stage 5 Links English
Code Description A student:
LEGO Mindstorms NXT/EV3 Activities Learning across the curriculum
Communicate EN5-2A
Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies
Prepare a design brief for a CSI robot that can investigate a crime scene and collect evidence incorporating images, video and text.
Use Language EN5-3B
Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning
Analyse your CSI robot design brief, identifying language forms, features and structure describing how they affect the meaning of the text.
Use language EN5-4B
Effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
Prepare build instructions for your CSI robot so that a novice user could reproduce your build. Should include step by step visual instructions.