(Technology)Notes explain each assignment and activity, point out fun facts about your reading, and provide extra information ... I am so thankful for Sonlight Science, writes Janine

INSTRUCTOR’S GUIDE

Science H (Technology)

Thank you for downloading this sample of Sonlight’s Science H Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG.

Here’s a quick overview of what you’ll find in this sample.

Ҍ A Quick Start Guide

Ҍ A 3-week Schedule

Ҍ Activity Sheets and Parent Answer Keys

Ҍ A Scope and Sequence of topics and and skills your children will be developing throughout the school year

SONLIGHT’S “SECRET” COMES DOWN TO THIS:

We believe most children respond more positively to great literature than they do to textbooks. To properly use this sample to teach your student, you will need the books that are scheduled in it. We include all the books you will need when you purchase a package from sonlight.com.

Curriculum experts develop each IG to ensure that you have everything you need for your homeschool day. Every IG offers a customizable homeschool schedule, complete lesson plans, pertinent activities, and thoughtful questions to aid your students’ comprehension. It includes handy teaching tips and pointers so you can homeschool with confidence all year long.

If you need any help using or customizing our IGs, please reach out to our experienced homeschool advisors at sonlight.com/advisors.

We hope you enjoy using this sample. For even more information about Sonlight’s IGs, please visit: sonlight.com/ig. It would be our pleasure to serve you as you begin your homeschool journey.

If you like what you see in this sample, visit sonlight.com/science to order your Science package.

Blessings!

Sarita Holzmann, Co-founder and president of Sonlight Curriculum

http://sonlight.com/advisors/?utm_source=sonlight.com&utm_medium=referral&utm_campaign=sl-afa-igs-190201-igsample-sciencehsg-4day

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EMAIL [email protected]

I was feeling overwhelmed and afraid that I lacked what it takes to successfully homeschool my kids,” writes Jennifer A of Battle Creek, MI. “I contacted an Advisor on Sonlight’s online chat tool and got the help I needed. The next day I was able to put her counsel into practice!”

The heavens declare the glory of God; the skies proclaim the work of his hands.”

Psalm 19:1 (NIV)

Science HConservation, Robots, and Technology

By the Sonlight Team

HAges 10–13Grades 5–8

INSTRUCTOR’S GUIDE

Sonlight Curriculum® Science H “Conservation, Robotics and Technology” Instructor’s Guide and Notes, Second Edition

Copyright © 2018 and annually 2018–2019 by Sonlight Curriculum, Ltd Portions copyright © by InquisiCorp Corporation

All Rights Reserved.

No part of this publication may be reproduced, stored in a retrieval sys-tem, or transmitted in any form or by any means—electronic, mechani-cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written permission of the publisher. However, permission is hereby granted to the original Sonlight Curriculum, Ltd. purchaser only to reproduce as many copies of the Schedule Pages; Certificate of Completion; and Activity Sheets for his or her immediate family’s use.

“Do to others what you would have them do to you” (Matthew 7:12).

“The worker is worth his keep” (Matthew 10:10).

Published by

Sonlight Curriculum, Ltd. 8042 South Grant Way Littleton, CO 80122-2705 USA

Phone (303) 730-6292 Fax (303) 795-8668

E-mail: [email protected]

NOTE TO PURCHASER

Sonlight Curriculum, Ltd. is committed to providing the best home-school resources on the market. This entails regular upgrades to our curriculum and to our Instructor’s Guides. This guide is the 2019 Edition of the Sonlight Curriculum® Science H “Conservation, Robotics and Technology” Instructor’s Guide. If you purchased it from a source other than Sonlight Curriculum, Ltd., you should know that it may not be the latest edition available.

This guide is sold with the understanding that none of the Authors nor the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be addressed to practicing members of those professions.

The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation.

The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Printed in the United States of America.

For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates.html. Please notify us of any errors you find not listed on this site. E-mail cor-rections to [email protected] and any suggestions you may have to [email protected].

1 Introduction to Your Instructor’s Guide• Quick Start Guide• Introduction

o An Overview of This Year's Studieso Corrections and Suggestionso Shipping Restrictionso Summary

2 Schedule, Notes and Activity Sheets• A Weekly SCHEDULE for Science

• ACTIVITY SHEET ANSWER KEYS

3 Appendices• Recommendations for Teaching Science• Weekly Subject Supplies List

Table of Contents

Visit sonlight.com | Call 800-903-1675

Special features of Sonlight’s Science Instructor’s Guides:1 Complete, Ready-to-Use Lesson Plans

All your science books and experiments are fully scheduled for the entire year. No need to create your own plans.

2 Detailed Teaching NotesNotes explain each assignment and

activity, point out fun facts about your reading, and provide extra information about important topics so you get the most from your materials.

3 Organizational Tools to Help You Plan Ahead

See at a glance the supplies you need for experiments this week and the following week. Know what supplies you’ll find in the Sonlight Science Kits, and which household items you’ll want to have ready.

4 Weekly Assignments and Engaging Activities

Simple, engaging experiments coordinate with your reading and provide hands-on learning. Sonlight’s Science kits provide the key supplies . . . so you actually do the experiments.

Many experiments are intriguing, yet simple, activities—such as exploring taste buds using basic ingredients like lem-on juice and sugar. Again, no planning necessary!

Your children will relish the discoveries they make throughout the year. And you’ll love that they are actively exploring Science, Technology, Engineering, Math (STEM) concepts, and making their learning stick.

Try before you buy!Get a three week sample of any Sonlight Instructor's

Guide—FREE!sonlight.com/samples

BIG-catalog.indb 16 2/21/2019 3:45:34 PM

Try before you buy! Get a three week sample of any Sonlight Instructor’s Guide—FREE! sonlight.com/samples

I am so thankful for Sonlight Science,” writes Janine B of Peoria, AZ. “The gentle overview of many topics in Science A has kept both of us engaged all year. I love that the materials are all provided in the Science Supply kit, so I’m not left scrambling for uncommon items on the morning of Experiment Day. Thank you, Sonlight, for making my job easy!” In this picture, Levi (7, Science A) learns about carbonation with the help of some raisins.

Instructor’s Guides A-J also include:

5 Interactive Activity SheetsYour Activity Sheets—with hundreds of activities, illustrations, charts, and pictures—help your children remember what they’ve learned. A variety of activity options coordi-nate with your students’ science studies and draw on a range of skills and interests.

Activities progress with your children’s abil-ities: from cutouts, matching, circle-the-an-swer, and dictation, to fill-in puzzles and sequencing analysis.

6 Complete Answer KeysSeparate Answer Keys mirror your Student Activity sheets for easy grading. No need to test—you have ongoing, reliable insight into your children’s comprehension.

6

BIG-catalog.indb 17 2/21/2019 3:45:38 PM

An Overview of this Year’s Studies

Our goal in teaching science to young students is to encourage their sense of wonder; to fuel their excitement in the joy of discovery. While you and your children are enjoying reading, experimenting, and learning together, you will find that your children become familiar with basic concepts, thus building a foundation for further growth as the same concepts come up in the future.

Sonlight’s Science H includes introductory studies in the fields of:

• Robotics

• Technology

• Canals and Dams (engineering and physics)

• Energy

• The Industrial Revolution

• Earth (resources and conservation)

• Weather and Climate Change

Sonlight believes the best approach to studying science is through a good mix of reading and hands-on lessons. We provide directions for experiments and activities following, and related to, many of the assigned readings. The main point of these is not to cram children’s heads full of factoids, but rather to familiarize them with the scientific method and the joy of discovery.

Children, we believe, thrive in a rich environment in which lots of topics, some closely related, others not so closely related, are introduced and presented to them in close succession.

Using Sonlight Science H, your children will be introduced to a lot of different subjects, intrigued by the concepts and ideas, hit them from different angles, and enticed to want to come back to the same themes again and again in the future. The more exposure they have to a subject—a word, concept, or entire range of information—the more familiar they will be with it; and the more familiar they are with it, the more comfortable they will be discussing and using and interacting with it; and the more comfortable they are with it, the more ready they will be to interact with it; and the better (and more) they interact with it, well, … the more familiar they will be and the more they will truly know it…

We include:

• Student Activity sheets with a wide variety of age-appropriate activities

• true and highly memorable hands-on scienceexperiments

• a complete list of the contents of the Science SuppliesKit for this year’s experiments (Section Three)

• a list of those science supplies you provide, so youcan collect or purchase them the week before

• a weekly subject list, to enable you to plan applicablefield trips, movies, or other enriching activities aheadof time (Section Three)

• a list of books you will be using along with an indica-tion of when you will be using them (Section Three)

Corrections and Suggestions

Since we at Sonlight Curriculum, Ltd. Corporation are constantly working to improve our product development, we would love it if you would help us with this process.

If you find an error in one of our products, please check our updates page for the latest information at www.sonlight.com/curriculum-updates.html. If you don’t find the correction, please e-mail us at [email protected].

We appreciate you taking the time to let us know what you find. Thanks for your help!

Shipping Restrictions

Due to strict import regulations, it is illegal to ship bio-logical matter to certain countries (including New Zealand and Australia). If you requested your science supplies shipped to a country with such restrictions, we have re-moved that kit from your order and reduced your charge accordingly.

Summary

We hope that you enjoy your adventure this year and that it helps you learn more about the world we live in. If we can be of any assistance, please do not hesitate to e-mail us at [email protected], call us at (303) 730-6292, or better yet, join our Sonlight Connections Community (sonlight.com/connections), where you can chat with others who are going through this same program. You can ask questions, learn new ideas, share with others what you have learned, problem-solve, or just talk. Happy exploring! n

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19 b

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right

s re

serv

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Conservation, Robotics, and Technology | 4-Day | Section One | 3

©20

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Conservation, Robotics, and Technology | Section Two | Week 1 | 1

N Parental Notes

Level H: Science

Feel free to let your children do those activities that they enjoy and simply talk through others. We have provided space for you to fill in answers as your children respond verbally, or simply check off the items that you discuss.

Remember: This program is designed for you to use to meet your children’s needs. It is not meant to use you!

Suggestion: Your Activity Sheets might work more easily in a small binder for your children to keep and use as assigned. If you have more than one child using this program, extra Activity Sheets can be purchased for each child (Item # HSG1).

Note: There is an error in the book on page 10. The arrow pointing down under “Does it see, touch, hear, smell, or detect radiation?” should say “No.”

Day

2 #9–14

Mars Rovers Research

Today’s Activity Sheet assignment asks your students to visit nasa.gov to look up the latest news on Opportunity or Curiosity, two Mars Rovers. The NASA site is fairly easy to navigate. If they type “Mars Rovers” into the search pane, they should find pages of information they can use for this assignment. Please provide them with whatever assistance or guidance they may need as they use the Internet today.

Activity SheetsDay

1 #1–8

Find Activity Sheets after each week’s notes, and answer the questions listed on the schedule page. We provide an Answer Key page directly after these notes and before the Student Activity Sheets.

You do not have to do every question on the Activity Sheets. Feel free to adjust and/or omit activities to meet the needs of your children. We cover the same concepts repeatedly throughout the year (and years to come!) to enable students to learn “naturally” through repetition and practice over time.

Any question marked Challenge: will be just that—a challenge for your children. While we believe the material covered in the challenge questions is worthwhile for your children to know, it may not Kelly Monico be specifically explained in their reading assignment. As always, if you think any question is too difficult for your children, please feel free to skip.

Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36Days 1–4: Date: _______ to _______

Week 1Date: Day 1 Day 2 Day 3 Day 4

Robotics chap. 1 pp. 1–14

chap. 1 pp. 15–23

chap. 2 pp. 27–33

Lab pp. 24–26

Activity Sheet Questions #1–8 #9–14 #15–18 #19–22

Supplies We provide: HSK— DC motor (use the taller motor without wires), electrical tape, foam cup, 2 AAA batteries, rubber band, 1' insulated electrical wire (with red and white plastic coating), one jumbo craft stick, cork.You provide: wire cutter, foam mounting tape (or duct tape), 3 markers, cardboard box lid, plain white or light-colored paper, optional: pipe cleaners, craft sticks, styrofoam or wooden pieces, decorative glue-ons, googly eyes, glitter pens, quick-dry glue, or hot glue gun.

Shopping/Planning List For next week: ½ cup warm water, 3 teaspoons water, 4 teaspoons white (Elmer’s type) or gel glue, food coloring (optional), plastic bag or cotainer.

Additional Subjects:

©2019 by Sonlight Curriculum

, Ltd. All rights reserved.

2 | Week 1 | Section Two | Conservation, Robotics, and Technology

RoboticsDay

2 Chapter 1 pp. 15–23

The book mentions a robotic arm implant that should be widely available by 2015. We conducted some research and cannot say for certain that it is “widely” available, though we did find some interesting videos about them. For links to these videos, see our IG Links page.

Day

4 Lab pp. 24–26

Note: Duct tape can be used in lieu of foam mounting tape for this experiment.

Note to Mom or Dad: In Week 30, your students will bury two bags of garbage in the ground, water them for two weeks and then dig them up to observe how the items inside decompose. Since this lab will probably be easiest to complete during warmer months, please con-sider rescheduling this lab if you plan to complete Week 30 during the winter before the ground thaws. If you do not have a yard, also decide where your students could bury the garbage without bothering anyone, and yet have it remain undisturbed for the entire two week period. n

©2019 by Sonlight Curriculum, Ltd. All rights reserved.

Scie

nce

H: W

eek

1 Act

ivit

y Sh

eet

1C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y |

4-D

ay |

Wee

k 1 A

ctiv

ity S

heet

Robo

tics

1.

To m

any

robo

ticis

ts, w

hat c

ycle

mus

t a ro

bot b

e ab

le to

com

plet

e? N

ame

each

ste

p in

the

cycl

e in

the

boxe

s, an

d

then

use

the

lines

bel

ow to

des

crib

e w

hat h

appe

ns a

t eac

h st

ep. O

n th

e la

st li

ne, l

ist t

he p

art n

eede

d in

ord

er to

perf

orm

eac

h st

ep.

(p. 6

)

Part

:Pa

rt:

Part

:

2.

Do

all r

obot

icis

ts a

gree

that

a ro

bot m

ust b

e ab

le to

follo

w th

e ab

ove

step

s in

ord

er to

trul

y be

a ro

bot?

Why

or w

hy

not?

(p.

7)

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

3.

How

do

mor

e si

mpl

e m

odel

s he

lp fu

rthe

r the

fiel

d of

robo

tics?

(p.

7)

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

(Sen

se)

(Thi

nk)

(To

take

in in

form

atio

n ab

out

its su

rrou

ndin

gs)

(sen

sor)

(To

use

the

info

rmat

ion

to

choo

se th

e ne

xt st

ep to

take

)

(con

trol

ler)

(To

do so

met

hing

that

affe

cts

the

outs

ide

wor

ld)

(effe

ctor

)

(Act

)

(No,

som

e th

ink

that

any

mac

hine

that

can

act o

n its

ow

n is

a ro

bot.

It do

esn'

t nec

essa

rily

have

to m

ake

deci

sion

s or

"thi

nk" i

n or

der t

o be

a ro

bot.)

(Mor

e si

mpl

istic

mod

els m

ake

it ea

sier

for h

obby

ists

to g

et in

volv

ed a

nd st

udy

in ro

botic

s bec

ause

the

mac

hine

s the

y us

e

are

chea

per a

nd e

asie

r to

build

. With

mor

e pe

ople

invo

lved

, our

soci

ety

is a

ble

to co

ntrib

ute

mor

e cr

eativ

e en

ergy

to th

e

scie

nce

and

poss

ibly

mak

e m

ore

adva

ncem

ents

than

if o

nly

spec

ialis

ts co

uld

part

icip

ate.

The

mod

els t

hey

build

can

help

scie

ntis

ts b

uild

mor

e co

mpl

icat

ed v

ersi

ons.)

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Scie

nce

H: W

eek

1 Act

ivit

y Sh

eet

3C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y |

4-D

ay |

Wee

k 1 A

ctiv

ity S

heet

5.

Why

hav

e tr

ue ro

bots

(one

s th

at c

an s

ense

, thi

nk a

nd a

ct) o

nly

been

pos

sibl

e fo

r the

last

50

year

s or

so?

(p.

11)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

6.

Why

are

aut

omat

a an

d pu

nch

card

s th

e pr

edec

esso

rs to

toda

y's

robo

ts?

(p. 1

3)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

7.

Com

pare

and

con

tras

t Wie

ner's

theo

ry th

at b

oth

peop

le a

nd m

achi

nes

use

feed

back

, com

mun

icat

ion

and

cont

rol t

o

mak

e de

cisi

ons

with

the

Turin

g te

st.

(p. 1

3)

They

are

sim

ilar b

ecau

se…

They

are

diff

eren

t bec

ause

…

8.

Base

d on

the

desc

riptio

ns o

f the

fam

ous

fictio

nal r

obot

s on

pag

e 14

, wou

ld a

ny p

ass

the

Turin

g te

st?

(p. 1

4)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

9.

Do

you

thin

k de

velo

ping

robo

ts fo

r use

in to

ys a

nd a

rt is

as

impo

rtan

t as

othe

r app

licat

ions

? Why

? (p

p. 1

6–17

)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

(they

are

mac

hine

s tha

t cou

ld d

o th

ings

by

them

selv

es)

(bec

ause

they

requ

ire co

mpu

ters

in o

rder

to ru

n, a

nd e

lect

roni

c co

mpu

ters

wer

e in

vent

ed a

bout

50

year

s ago

)

(In b

oth

test

s, bo

th h

uman

s and

mac

hine

s "th

ink"

and

mak

e de

cisi

ons.)

(To

pass

the

Turin

g te

st, a

mac

hine

has

to th

ink

so co

n-

vinc

ingl

y th

at p

eopl

e th

ink

the

mac

hine

is h

uman

.)

(Onl

y M

aria

mig

ht h

ave,

bec

ause

she

was

dis

guis

ed a

s a h

uman

. In

each

of t

he o

ther

stor

ies,

the

hum

ans w

ere

wel

l aw

are

that

the

robo

t cha

ract

ers w

ere

not h

uman

.)

(Pos

sibl

e: B

y us

ing

robo

tics i

n th

ese

two

area

s, ro

botic

ists

may

inte

rest

the

youn

ger g

ener

atio

n or

a se

gmen

t of t

he p

opu-

latio

n w

ho m

ight

not

hav

e be

en o

ther

wis

e in

tere

sted

in ro

botic

s. D

oing

so co

uld

crea

te m

ore

expo

sure

for t

he sc

ienc

e,

spar

k in

tere

st, a

nd h

elp

to e

xpan

d an

d fu

rthe

r the

fiel

d of

robo

tics.)


Scie

nce

H: W

eek

1 Act

ivit

y Sh

eet

4.

Com

plet

e th

e ac

tivity

on

page

s 8–

10 in

the

spac

e be

low

to d

eter

min

e w

heth

er o

r not

eac

h de

vice

is a

robo

t, ba

sed

on th

e Se

nse-

Thin

k-Ac

t def

initi

on. P

leas

e ad

d tw

o de

vice

s of

you

r ow

n at

the

end

of th

e lis

t to

anal

yze.

(pp

. 8–1

0)

Dev

ice

Sens

orCo

ntro

ller

Effe

ctor

Robo

t?

tele

visi

on

Yes

N

o

auto

mat

ic g

arag

e do

or o

pene

r

Y

es

N

o

calc

ulat

or

Yes

N

o

clot

hes

drye

r

Yes

N

o

auto

mat

ic

supe

rmar

ket d

oor

Y

es

N

o

elec

tric

toot

hbru

sh

Yes

N

o

smok

e de

tect

or

Yes

N

o

auto

mat

ic s

oap

disp

ense

r

Y

es

N

o

Y

es

N

o

Y

es

N

o

2W

eek

1 Act

ivity

She

et |

4-D

ay |

Con

serv

atio

n, R

obot

ics,

and

Tec

hnol

ogy

Plea

se se

e th

e an

swer

s prin

ted

at th

e bo

ttom

of

page

10

in th

e bo

ok.

Tips

as y

our s

tude

nts w

ork

thro

ugh

the

flow

cha

rt

to d

eter

min

e w

heth

er e

ach

devi

ce is

or i

sn't

a ro

bot:

• If

it do

es n

ot h

ave

a co

ntro

ller,

it is

not

a ro

bot.

• If

it ha

s a re

mot

e co

ntro

l, st

rictly

spea

king

, it

isn'

t a ro

bot.

• If

it do

esn'

t hav

e an

y ar

ms,

light

s, sp

eake

rs,

etc.

, it i

sn't

a ro

bot.

(ligh

t sen

sor)

(rem

ote

cont

rol)

(vid

eo sc

reen

)





Scie

nce

H: W

eek

1 Act

ivit

y Sh

eet

10.

How

doe

s th

e da

Vin

ci S

urgi

cal S

yste

m im

prov

e a

patie

nt's

surg

ical

exp

erie

nce?

(p.

18)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

11.

Why

are

robo

ts e

xcel

lent

wor

kers

in th

e m

anuf

actu

ring

indu

stry

? (p

p. 1

9–20

)

_

____

____

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____

____

____

____

____

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____

____

____

____

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____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

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____

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____

____

____

____

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____

____

____

____

____

___

12.

Thin

king

abo

ut th

e ex

ampl

es o

f rob

ots

on p

ages

16

thro

ugh

21, i

f you

cou

ld c

onst

ruct

a

robo

t to

impr

ove

hum

an li

fe, w

hat w

ould

you

mak

e it

do? W

hy?

(pp.

16–

21)

_

____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

13.

How

hav

e ro

bots

hel

ped

scie

ntis

ts fu

rthe

r our

und

erst

andi

ng o

f har

d-to

-vis

it pl

aces

like

vol

cano

es a

nd th

e de

ep s

ea

or o

uter

spa

ce?

(pp.

22–

23)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

14.

With

you

r par

ents

' per

mis

sion

, vis

it na

sa.g

ov a

nd s

earc

h fo

r "M

ars

Rove

rs" t

o lo

ok u

p th

e la

test

new

s on

Opp

ortu

nity

or C

urio

sity

, the

Mar

s Ro

vers

. Sum

mar

ize

thre

e in

tere

stin

g po

ints

you

find

in th

e sp

ace

belo

w.

(p. 2

3)

D

ate

you

visi

ted

the

page

: ___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Su

mm

ary:

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

4W

eek

1 Act

ivity

She

et |

4-D

ay |

Con

serv

atio

n, R

obot

ics,

and

Tec

hnol

ogy

(this

robo

t hel

ps su

rgeo

ns m

ake

smal

ler a

nd m

ore

prec

ise

cuts

, whi

ch sh

orte

ns a

pat

ient

's re

cove

ry ti

me)

(robo

ts ca

n m

ove

heav

ier o

bjec

ts, w

ork

long

er h

ours

, wor

k in

mor

e da

nger

ous c

ondi

tions

and

nev

er h

ave

to le

ave

thei

r

wor

kspa

ce [s

o th

ey ca

n ke

ep th

e w

orki

ng e

nviro

nmen

t cle

an],

whi

ch m

eans

they

can

do a

ll of

thes

e th

ings

bet

ter t

han

thei

r hum

an co

unte

rpar

ts)

(sin

ce ro

bots

are

not

aliv

e, th

ey ca

n go

pla

ces a

nd e

ndur

e ha

rshe

r env

ironm

ents

than

hum

ans c

an, a

nd tr

ansm

it da

ta

abou

t the

pla

ces t

hey

visi

t bac

k to

the

hum

ans w

ho co

ntro

l the

m)

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)


Scie

nce

H: W

eek

1 Act

ivit

y Sh

eet

5C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y |

4-D

ay |

Wee

k 1 A

ctiv

ity S

heet

15.

Why

has

it p

rove

n us

eful

to m

ake

robo

ts o

f diff

eren

t siz

es—

som

e gi

ant o

nes

and

nano

bots

whi

ch y

ou c

an't

even

see

with

out a

mic

rosc

ope?

(p.

28)

_

____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

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____

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_

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____

___

16.

How

doe

s a

robo

t sw

arm

diff

er fr

om m

odul

ar ro

bots

? (p

. 29)

_

____

____

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____

____

____

____

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____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

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____

____

____

____

____

____

____

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____

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____

___

_

____

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___

17.

Wha

t typ

es o

f mat

eria

ls d

o ro

bot d

esig

ners

use

for p

roto

type

s? W

hy?

(pp.

30–

32)

_

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____

____

___

_

____

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____

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___

_

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___

18.

Why

is th

e U

ncan

ny V

alle

y a

prob

lem

for r

obot

icis

ts?

(p. 3

3)

_

____

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____

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____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

___

_

____

____

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____

____

____

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____

____

____

____

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____

____

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____

____

____

____

____

____

___

_

____

____

____

____

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____

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(gia

nt ro

bots

can

do la

rge

jobs

like

spra

y or

char

ds o

r sm

ooth

conc

rete

floo

rs, a

nd re

sear

cher

s

hope

to o

ne d

ay u

se n

anob

ots t

o pe

rfor

m su

rger

y or

att

ack

canc

er ce

lls w

ithin

the

body

)

(A sw

arm

is a

gro

up o

f ide

ntic

al ro

bots

that

wor

k to

geth

er to

form

som

e ta

sk. M

odul

ar ro

bots

can

wor

k al

one

or co

nnec

t

toge

ther

to fo

rm a

larg

er ro

bot)

(they

use

mat

eria

ls th

at a

re c

heap

and

eas

y to

wor

k w

ith, l

ike

card

boar

d, st

yrof

oam

, pvc

pip

e an

d ev

en k

ids'

build

ing

sets

.

This

way

, the

y ca

n m

ake

desi

gn c

hang

es e

asily

)

(whe

n a

robo

t loo

ks a

lmos

t rea

l, m

ost p

eopl

e pe

rcei

ve it

as f

right

enin

g. W

hen

peop

le a

re su

re so

met

hing

isn'

t rea

l, it

does

n't b

othe

r the

m b

ut w

hen

a ro

bot i

s not

-qui

te-b

elie

vabl

y re

al, i

t's c

reep

y! R

obot

icis

ts w

ho b

uild

life

-like

robo

ts w

ould

pref

er th

at th

eir c

reat

ions

not

scar

e pe

ople

, so

they

hav

e to

figu

re o

ut a

way

to b

uild

them

so th

ey d

on't

"fal

l int

o th

e

Unc

anny

Val

ley."

)

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Scie

nce

H: W

eek

1 Lab

Act

ivit

y Sh

eet

Lab:

Rob

otic

s | p

p. 2

4–26

Vibr

obot

19.

How

wel

l did

you

r Vib

robo

t wor

k th

e fir

st ti

me?

Wer

e yo

u ha

ppy

with

it? W

hy?

(pp.

24–

26)

_

____

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____

____

____

____

____

____

____

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____

____

____

____

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____

____

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____

___

_

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

20.

Wer

e yo

u ab

le to

adj

ust i

t to

impr

ove

how

wel

l it w

orke

d? (p

p. 2

4–26

) Ye

s N

o

21.

Wha

t adj

ustm

ents

did

you

nee

d to

mak

e? (p

p. 2

4–26

)

_

____

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____

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____

____

____

____

____

___

22.

If yo

u m

ade

it ag

ain,

wha

t wou

ld y

ou d

o to

impr

ove

or c

hang

e its

des

ign?

(pp.

24–

26)

_

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____

____

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____

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____

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___

_

____

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___

6W

eek

1 Act

ivity

She

et—

Lab

| 4-

Day

| C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)

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y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Science H: Week 1 Activity Sheet

1Conservation, Robotics, and Technology | 4-Day | Week 1 Activity Sheet

Robotics

1. To many roboticists, what cycle must a robot be able to complete? Name each step in the cycle in the boxes, and

then use the lines below to describe what happens at each step. On the last line, list the part needed in order to

perform each step. (p. 6)

Part: Part: Part:

2. Do all roboticists agree that a robot must be able to follow the above steps in order to truly be a robot? Why or why

not? (p. 7)

________________________________________________________________________________________________

________________________________________________________________________________________________

3. How do more simple models help further the field of robotics? (p. 7)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________ ________________________




4. Complete the activity on pages 8–10 in the space below to determine whether or not each device is a robot, based

on the Sense-Think-Act definition. Please add two devices of your own at the end of the list to analyze. (pp. 8–10)

Device Sensor Controller Effector Robot?

television Yes

No

automatic garage door opener

Yes

No

calculator Yes

No

clothes dryer Yes

No

automatic supermarket door

Yes

No

electric toothbrush Yes

No

smoke detector Yes

No

automatic soap dispenser

Yes

No

Yes

No

Yes

No

2 Week 1 Activity Sheet | 4-Day | Conservation, Robotics, and Technology

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s re

serv

ed.



5. Why have true robots (ones that can sense, think and act) only been possible for the last 50 years or so? (p. 11)

________________________________________________________________________________________________

________________________________________________________________________________________________

6. Why are automata and punch cards the predecessors to today's robots? (p. 13)

________________________________________________________________________________________________

________________________________________________________________________________________________

7. Compare and contrast Wiener's theory that both people and machines use feedback, communication and control to

make decisions with the Turing test. (p. 13)

They are similar because… They are different because…

8. Based on the descriptions of the famous fictional robots on page 14, would any pass the Turing test? (p. 14)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

9. Do you think developing robots for use in toys and art is as important as other applications? Why? (pp. 16–17)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________




4. Complete the activity on pages 8–10 in the space below to determine whether or not each device is a robot, based

on the Sense-Think-Act definition. Please add two devices of your own at the end of the list to analyze. (pp. 8–10)

Device Sensor Controller Effector Robot?

television Yes

No

automatic garage door opener

Yes

No

calculator Yes

No

clothes dryer Yes

No

automatic supermarket door

Yes

No

electric toothbrush Yes

No

smoke detector Yes

No

automatic soap dispenser

Yes

No

Yes

No

Yes

No


©20

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y So

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ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



5. Why have true robots (ones that can sense, think and act) only been possible for the last 50 years or so? (p. 11)

________________________________________________________________________________________________

________________________________________________________________________________________________

6. Why are automata and punch cards the predecessors to today's robots? (p. 13)

________________________________________________________________________________________________

________________________________________________________________________________________________

7. Compare and contrast Wiener's theory that both people and machines use feedback, communication and control to

make decisions with the Turing test. (p. 13)


8. Based on the descriptions of the famous fictional robots on page 14, would any pass the Turing test? (p. 14)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

9. Do you think developing robots for use in toys and art is as important as other applications? Why? (pp. 16–17)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________




10. How does the da Vinci Surgical System improve a patient's surgical experience? (p. 18)

________________________________________________________________________________________________

________________________________________________________________________________________________

11. Why are robots excellent workers in the manufacturing industry? (pp. 19–20)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

12. Thinking about the examples of robots on pages 16 through 21, if you could construct a

robot to improve human life, what would you make it do? Why? (pp. 16–21)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

13. How have robots helped scientists further our understanding of hard-to-visit places like volcanoes and the deep sea

or outer space? (pp. 22–23)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

14. With your parents' permission, visit nasa.gov and search for "Mars Rovers" to look up the latest news on Opportunity

or Curiosity, the Mars Rovers. Summarize three interesting points you find in the space below. (p. 23)

Date you visited the page: __________________________________________________________________________

Summary: _______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



15. Why has it proven useful to make robots of different sizes—some giant ones and nanobots

which you can't even see without a microscope? (p. 28)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

16. How does a robot swarm differ from modular robots? (p. 29)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

17. What types of materials do robot designers use for prototypes? Why? (pp. 30–32)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

18. Why is the Uncanny Valley a problem for roboticists? (p. 33)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________




10. How does the da Vinci Surgical System improve a patient's surgical experience? (p. 18)

________________________________________________________________________________________________

________________________________________________________________________________________________

11. Why are robots excellent workers in the manufacturing industry? (pp. 19–20)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

12. Thinking about the examples of robots on pages 16 through 21, if you could construct a

robot to improve human life, what would you make it do? Why? (pp. 16–21)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

13. How have robots helped scientists further our understanding of hard-to-visit places like volcanoes and the deep sea

or outer space? (pp. 22–23)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

14. With your parents' permission, visit nasa.gov and search for "Mars Rovers" to look up the latest news on Opportunity

or Curiosity, the Mars Rovers. Summarize three interesting points you find in the space below. (p. 23)

Date you visited the page: __________________________________________________________________________

Summary: _______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



15. Why has it proven useful to make robots of different sizes—some giant ones and nanobots

which you can't even see without a microscope? (p. 28)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

16. How does a robot swarm differ from modular robots? (p. 29)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

17. What types of materials do robot designers use for prototypes? Why? (pp. 30–32)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

18. Why is the Uncanny Valley a problem for roboticists? (p. 33)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________



Science H: Week 1 Lab Activity Sheet

Lab: Robotics | pp. 24–26

Vibrobot

19. How well did your Vibrobot work the first time? Were you happy with it? Why? (pp. 24–26)

________________________________________________________________________________________________

________________________________________________________________________________________________

20. Were you able to adjust it to improve how well it worked? (pp. 24–26) Yes No

21. What adjustments did you need to make? (pp. 24–26)

________________________________________________________________________________________________

________________________________________________________________________________________________

22. If you made it again, what would you do to improve or change its design? (pp. 24–26)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

6 Week 1 Activity Sheet—Lab | 4-Day | Conservation, Robotics, and Technology

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


N Parental Notes

Level H: Science Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

RobotsDay


Strandbeests, p. 42

For a fascinating video of Theo Jansen’s Strandbeests, visit our IG links web page.

Day

8 Lab pp. 34–35

Note: Use regular Elmer’s glue instead of gel glue for this experiment. n

Days 5–8: Date: _______ to _______


Robotics chap. 3 pp. 38–47N

chap. 4 pp. 55–59

chap. 5 pp. 68–71, 74–78

Lab pp. 34–35N

Activity Sheet Questions #1–7 #8–13 #14–15 #16–18

Supplies We provide: HSK— 2 foam cups, 2 craft sticks for stirring, 1-2 teaspoons borax, styrofoam plate.You provide: ½ cup warm water, 3 teaspoons water, 4 teaspoons white or gel glue, food coloring (op-tional), plastic bag or container, 1-4 teaspoons cornstarch (optional).

Shopping/Planning List For next week: pencil with eraser, clear tape, scissors, hot glue gun, cookie sheet.






Vibrobot

19. How well did your Vibrobot work the first time? Were you happy with it? Why? (pp. 24–26)

________________________________________________________________________________________________

________________________________________________________________________________________________

20. Were you able to adjust it to improve how well it worked? (pp. 24–26) Yes No

21. What adjustments did you need to make? (pp. 24–26)

________________________________________________________________________________________________

________________________________________________________________________________________________

22. If you made it again, what would you do to improve or change its design? (pp. 24–26)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

6 Week 1 Activity Sheet—Lab | 4-Day | Conservation, Robotics, and Technology





Scie

nce

H: W

eek

2 A

ctiv

ity

Shee

t

7C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y |

4-D

ay |

Wee

k 2

Act

ivity

She

et

Robo

tics

1.

Why

are

sol

ar p

ower

ed b

atte

ries

a go

od c

hoic

e fo

r the

Mar

s ro

vers

? (p

. 40)

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___

2.

Why

do

BEA

M ro

bots

mov

e sp

orad

ical

ly?

(p. 4

1)

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3.

Chal

leng

e! W

hy is

dec

idin

g up

on a

pow

er s

ourc

e an

impo

rtan

t dec

isio

n w

hen

desi

gnin

g a

robo

t? (

pp. 3

8–43

)

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4.

With

out l

ooki

ng a

t the

boo

k, m

atch

eac

h te

rm to

the

corr

ect d

efin

ition

. (p

p. 4

3–45

)

____

__ a

ctua

tor

a.

uses

air

or g

ases

pus

hed

thro

ugh

tube

s to

mak

e a

mac

hine

mov

e

____

__ D

C m

otor

b.

whe

els

that

hav

e in

terlo

ckin

g te

eth

that

tran

sfer

mot

ion

from

one

pa

rt o

f a m

achi

ne to

ano

ther

____

__ f

orce

c.

an e

lect

rom

agne

tic d

evic

e th

at p

ushe

s a

rod

up a

nd d

own

____

__ g

ears

d.

a m

otor

with

a s

haft

that

spi

ns a

roun

d; it

spi

ns in

one

dire

ctio

n,

acco

rdin

g to

the

curr

ent t

hat p

ower

s it

____

__ h

ydra

ulic

sys

tem

e.

a sp

ecia

l mot

or w

hose

mot

ion

can

be c

ontr

olle

d el

ectr

onic

ally

____

__ p

neum

atic

sys

tem

f. th

e am

ount

of f

orce

it ta

kes

to tu

rn s

omet

hing

____

__ s

ervo

g.

the

part

of a

robo

t tha

t mak

es it

mov

e; a

type

of m

otor

____

__ s

olen

oid

h.

uses

wat

er o

r oil

push

ed th

roug

h tu

bes

to m

ake

a m

achi

ne m

ove

____

__ t

orqu

ei.

a pu

sh o

r a p

ull t

hat c

hang

es a

n ob

ject

's sp

eed

or d

irect

ion

(bec

ause

the

rove

rs d

o no

t com

e ba

ck to

Ear

th o

n a

regu

lar b

asis

for s

cien

tists

to se

rvic

e th

em, c

hang

e ba

tter

ies o

r cha

rge

them

. Sol

ar p

ower

ed b

atte

ries m

ake

the

rove

rs m

ore

inde

pend

ent)

(BEA

M ro

bots

cont

ain

a ca

paci

tor t

hat s

tore

s ele

ctric

ity li

ke a

bat

tery

unt

il th

ere

is e

noug

h to

mak

e th

e ro

bot's

mot

or m

ove.

Whe

n it

has e

noug

h, it

rele

ases

it a

ll at

onc

e, a

nd th

en w

aits

to m

ove

agai

n un

til th

e ca

paci

tor i

s ful

l. Th

e tim

e it

take

s to

fill d

epen

ds o

n th

e am

ount

of

suns

hine

.)

(A ro

botic

ist n

eeds

to co

nsid

er th

e fu

nctio

n of

the

robo

t (W

ill it

mov

e? D

oes i

t nee

d to

be

light

? Doe

s it n

eed

to b

e st

rong

?

etc.

) as w

ell a

s whe

re it

will

ope

rate

(Will

ther

e be

sunl

ight

? Doe

s it n

eed

to b

e w

ater

-tig

ht? C

an w

e se

rvic

e it

regu

larly

?) in

orde

r to

mak

e a

wis

e de

cisi

on fo

r a ro

bot's

pow

er so

urce

. Sel

ectin

g th

e w

rong

pow

er so

urce

mea

ns a

robo

t sim

ply

won

't

wor

k.)

(g)

(d)

(i) (b)

(h)

(a)

(e)

(c)

(f)

©2019 by Sonlight Curriculum, Ltd. All rights reserved.Sc

ienc

e H

: Wee

k 2

Act

ivit

y Sh

eet

5.

How

doe

s a

serv

o di

ffer f

rom

a D

C m

otor

? (p

p. 4

3–44

)

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____

____

___

If

you

wer

e to

bui

ld a

robo

t, de

scrib

e ho

w y

ou m

ight

use

a D

C m

otor

and

a s

ervo

.

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6.

Com

pare

and

con

tras

t hyd

raul

ic a

nd p

neum

atic

sys

tem

s. (p

p. 4

4–45

)

They

are

sim

ilar b

ecau

se…

They

are

diff

eren

t bec

ause

…

7.

Why

do

mos

t rob

ots

mov

e ar

ound

on

whe

els

or tr

acks

inst

ead

of le

gs?

(pp.

46–

47)

_

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8.

Use

a d

ictio

nary

to d

efin

e th

e w

ords

affe

ct a

nd e

ffect

. Use

the

wor

d in

a s

ente

nce.

(pp

. 55–

56)

af

fect

: __

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____

___

ef

fect

: __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

___

Ch

alle

nge!

Why

do

you

thin

k th

e to

ol o

n a

robo

t is

calle

d an

"effe

ctor

" ins

tead

of a

n "a

ffect

or"?

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__

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___

8W

eek

2 A

ctiv

ity S

heet

| 4

-Day

| C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y

(A D

C m

otor

onl

y ru

ns w

hen

a cu

rren

t mov

es th

roug

h it—

so it

is e

ither

"on"

or "

off",

and

the

only

way

to c

hang

e its

dire

c-

tion

is to

reve

rse

the

curr

ent w

ith a

switc

h or

by

reve

rsin

g th

e ba

tter

ies.

A ro

bot's

cont

rolle

r can

tell

the

serv

o ho

w fa

r to

turn

and

in w

hat d

irect

ion)

(Pos

sibl

e: A

DC

mot

or w

ould

be

usef

ul to

mak

e a

robo

t driv

e ar

ound

the

room

, and

a se

rvo

coul

d m

ake

it m

ove

its a

rm o

r

turn

its h

ead)

(bot

h sy

stem

s use

the

forc

e of

som

ethi

ng m

ovin

g th

roug

h

pipe

s to

mak

e a

mac

hine

mov

e;

both

use

a so

leno

id to

pus

h a

rod

up a

nd d

own)

(pne

umat

ic sy

stem

s use

gas

es o

r air

and

hydr

aulic

sys-

tem

s use

a li

quid

like

wat

er o

r oil

to m

ake

them

mov

e;

hydr

aulic

syst

ems a

re lo

uder

but

stro

nger

than

pneu

mat

ic sy

stem

s)

(bec

ause

it is

eas

ier f

or a

robo

t to

bala

nce

on w

heel

s or t

rack

s. Le

gs a

re m

uch

mor

e di

fficu

lt to

cont

rol a

nd co

mpe

nsat

e

for a

nd co

rrec

t a ro

bot i

f it s

tart

s to

tip o

ver)

( [

verb

] to

influ

ence

; ie.

The

new

air

cond

ition

er a

ffect

ed th

e te

mpe

ratu

re in

the

room

gre

atly

.)

( [

noun

] a re

sult,

or t

he th

ing

that

hap

pens

bec

ause

of s

ome

sort

of s

timul

us; i

e. T

he e

ffect

of t

he co

oler

room

on

Yuon

g's m

ood

was

rem

arka

ble.

)

(If

an

"effe

ct" i

s

the

thin

g th

at h

appe

ns b

ecau

se o

f a st

imul

us, t

hen

an "e

ffect

or" c

ould

be

thou

ght o

f as t

he th

ing

that

bec

omes

act

ive

beca

use

of so

me

sort

of c

omm

and.

)

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Scie

nce

H: W

eek

2 A

ctiv

ity

Shee

t

9C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y |

4-D

ay |

Wee

k 2

Act

ivity

She

et

9.

Why

can

a ro

bot's

effe

ctor

be

anyt

hing

from

a li

ght t

o a

vacu

um to

a ro

ck g

rinde

r? (

pp. 5

5–56

)

_

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

10.

Chal

leng

e! B

ased

on

its d

escr

iptio

n in

the

book

, how

cou

ld a

n ex

oske

leto

n be

put

to u

se p

ract

ical

ly?

(p. 5

7)

_

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____

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____

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____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

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____

____

____

____

___

11.

Dra

w a

rrow

s by

the

mod

els

of ro

botic

arm

s to

sho

w th

e di

rect

ions

it c

an m

ove,

bas

ed o

n th

e pr

ovid

ed d

egre

es o

f

free

dom

. Tip

: Tw

istin

g is

1 d

egre

e of

free

dom

; bal

l and

soc

ket j

oint

s pr

ovid

e 3

tota

l deg

rees

of f

reed

om. (

p. 5

8)

Fo

r ext

ra c

redi

t: U

se L

ego®

blo

cks

or a

noth

er b

uild

ing

toy

to c

onst

ruct

an

exam

ple

of a

n ar

m w

ith 4

deg

rees

of

free

dom

!

12.

If de

gree

s of

free

dom

mak

e a

robo

tic a

rm m

ore

vers

atile

, why

do

robo

ticis

ts tr

y to

incl

ude

as fe

w d

egre

es o

f fre

edom

as th

ey c

an?

(pp.

58–

59)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

6 de

gree

s of

fr

eedo

m3

degr

ees

of

free

dom

2 de

gree

of

free

dom

hing

es

hing

e

Ball

&

Sock

et

spin

s 36

0ohi

nge

hing

es

spin

s 36

0o

(bec

ause

an

effe

ctor

is a

nyth

ing

a ro

bot u

ses t

o af

fect

the

wor

ld a

roun

d it)

(Pos

sibl

e: O

n a

cons

truc

tion

site

, it c

ould

lift

larg

e lo

ads o

f mat

eria

ls so

they

are

in a

bet

ter

loca

tion

for w

orke

rs to

use

, or h

old

heav

y bu

ildin

g m

ater

ials

in p

lace

whi

le w

orke

rs se

cure

them

; cou

ld b

e us

ed to

load

truc

ks o

r shi

ppin

g co

ntai

ners

with

frei

ght.)

(bec

ause

eac

h de

gree

of f

reed

om re

quire

s its

ow

n po

wer

and

cont

rol s

yste

ms,

whi

ch m

eans

they

mak

e th

e ro

bot m

ore

com

plic

ated

to b

uild

)


Scie

nce

H: W

eek

2 A

ctiv

ity

Shee

t

13.

Thin

k ab

out t

he d

esig

n of

the

Uni

vers

al Ja

mm

ing

Grip

per.

Why

do

you

thin

k it

is im

port

ant f

or s

cien

tists

and

desi

gner

s to

sta

rt fr

esh,

try

new

idea

s an

d w

ork

"out

side

the

box"

whe

n th

ey c

an?

(p. 5

9)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

14.

Labe

l the

follo

win

g as

eith

er in

put (

I) or

out

put (

O) f

or a

hum

an.

(p. 6

9)

____

__ a

sne

eze

____

__ h

earin

g yo

ur fa

vorit

e so

ng

____

__ t

he ta

ste

of c

hoco

late

____

__ d

anci

ng

____

__ s

eein

g a

brill

iant

sun

set

____

__ n

otic

ing

the

bath

room

floo

r is

cold

____

__ s

quin

ting

____

__ p

uttin

g yo

ur s

lippe

rs o

n

____

__ f

eelin

g an

itch

____

__ h

earin

g th

unde

r

____

__ s

crat

chin

g__

____

mov

ing

your

bik

e in

to th

e ga

rage

out

of t

he ra

in

15.

Use

the

term

s in

the

box

to h

elp

you

iden

tify

a se

nsor

that

cou

ld a

ppro

pria

tely

per

form

eac

h

func

tion.

Not

e: Y

ou w

ill u

se tw

o of

the

term

s tw

ice.

(pp

. 70–

78)

____

____

____

____

____

____

____

____

____

_tu

rn o

ff a

spac

e he

ater

whe

n it

falls

ove

r

____

____

____

____

____

____

____

____

____

_he

lp a

robo

t fin

d its

way

from

you

r hou

se to

th

e lib

rary

____

____

____

____

____

____

____

____

____

_tu

rn o

n a

batt

ery-

oper

ated

sec

urity

ligh

t whe

n th

e po

wer

goe

s ou

t

____

____

____

____

____

____

____

____

____

_m

ake

a ro

bot s

top

befo

re it

bum

ps in

to s

omet

hing

____

____

____

____

____

____

____

____

____

_au

tom

atic

ally

slo

w a

robo

t dow

n if

it ro

lls d

own

a hi

ll.

____

____

____

____

____

____

____

____

____

_m

ake

a ro

bot t

urn

off

____

____

____

____

____

____

____

____

____

_tu

rn o

n a

clos

et li

ght w

hen

you

open

the

door

____

____

____

____

____

____

____

____

____

_m

ake

auto

mat

ic s

hade

s cl

ose

whe

n it

is s

unny

____

____

____

____

____

____

____

____

____

_fin

d a

war

m b

ody

in a

dar

k ro

om

____

____

____

____

____

____

____

____

____

_m

ake

a to

y ba

ll pl

ay m

usic

whe

n it

rolls

acr

oss

the

floor

.leve

rtil

t sw

itch

phot

ores

isto

rU

V lig

ht s

enso

rso

nar/

rada

r/lid

arac

cele

rom

eter

in

frar

edG

PS

10W

eek

2 A

ctiv

ity S

heet

| 4

-Day

| C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y

(The

Uni

vers

al Ja

mm

ing

Grip

per d

oes n

ot lo

ok o

r fun

ctio

n an

ythi

ng li

ke a

hum

an h

and,

and

yet

it ca

n ha

ndle

som

e ob

-

ject

s a ro

botic

han

d m

ight

not

be

able

to h

andl

e—lik

e a

penn

y ly

ing

flat o

n a

tabl

e. B

y th

inki

ng in

a n

ew w

ay, i

ts d

evel

op-

ers w

ere

able

to a

ccom

plis

h ne

w th

ings

.)

(O)

(I) (I) (O)

(I) (O)

(I) (O)

(I) (O)

(I) (O)

(tilt

switc

h)

(GPS

)

(pho

tore

sist

or)

(son

ar/r

adar

/lida

r)

(acc

eler

omet

er)

(leve

r)

(pho

tore

sist

or)

(UV

sens

or)

(infra

red)

(tilt

switc

h)




©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Robotics

1. Why are solar powered batteries a good choice for the Mars rovers? (p. 40)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2. Why do BEAM robots move sporadically? (p. 41)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

3. Challenge! Why is deciding upon a power source an important decision when designing a robot? (pp. 38–43)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

4. Without looking at the book, match each term to the correct definition. (pp. 43–45)

______ actuator a. uses air or gases pushed through tubes to make a machine move

______ DC motor b. wheels that have interlocking teeth that transfer motion from one part of a machine to another

______ force c. an electromagnetic device that pushes a rod up and down

______ gears d. a motor with a shaft that spins around; it spins in one direction, according to the current that powers it

______ hydraulic system e. a special motor whose motion can be controlled electronically

______ pneumatic system f. the amount of force it takes to turn something

______ servo g. the part of a robot that makes it move; a type of motor

______ solenoid h. uses water or oil pushed through tubes to make a machine move

______ torque i. a push or a pull that changes an object's speed or direction


11

Scie

nce

H: W

eek

2 La

b A

ctiv

ity

Shee

t

Con

serv

atio

n, R

obot

ics,

and

Tec

hnol

ogy

| 4-

Day

| W

eek

2 A

ctiv

ity S

heet

—La

b

Lab:

Rob

otic

s | p

p. 3

4–35

Frub

ber

16.

Was

it e

asy

or d

iffic

ult t

o ge

t a g

ood

mix

ture

of F

rubb

er th

at w

as m

alle

able

but

not

stic

ky?

(pp.

34–

35)

Y

es

N

o

If

was

har

d at

firs

t but

you

eve

ntua

lly w

orke

d ou

t the

text

ure,

how

did

you

do

it? _

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

17.

Wou

ld y

ou c

lass

ify y

our F

rubb

er a

s a

non-

New

toni

an fl

uid

(a s

ubst

ance

that

can

hol

d its

sha

pe li

ke a

sol

id a

nd fl

ow

like

a liq

uid)

? Why

or w

hy n

ot?

(pp.

34–

35)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

18.

Why

are

non

-New

toni

an fl

uids

use

ful f

or ro

botic

ists

? (p

p. 3

3–35

)

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

(Ans

wer

s will

var

y. T

he b

ook

does

cla

ssify

the

subs

tanc

e m

ade

from

thei

r rec

ipe

as a

non

-New

toni

an fl

uid,

but

you

r stu

dent

may

hav

e ha

d a

diffe

rent

expe

rienc

e.)

(Ans

wer

will

var

y)

(sof

t rob

ots t

hat u

se th

is ty

pe o

f mat

eria

l can

sque

eze

thro

ugh

tight

spac

es, o

r the

mat

eria

l can

be

fille

d w

ith se

nsor

s to

prov

ide

skin

-like

feed

back

to th

e ro

bot)

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Robotics

1. Why are solar powered batteries a good choice for the Mars rovers? (p. 40)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2. Why do BEAM robots move sporadically? (p. 41)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

3. Challenge! Why is deciding upon a power source an important decision when designing a robot? (pp. 38–43)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

4. Without looking at the book, match each term to the correct definition. (pp. 43–45)

______ actuator a. uses air or gases pushed through tubes to make a machine move

______ DC motor b. wheels that have interlocking teeth that transfer motion from one part of a machine to another

______ force c. an electromagnetic device that pushes a rod up and down

______ gears d. a motor with a shaft that spins around; it spins in one direction, according to the current that powers it

______ hydraulic system e. a special motor whose motion can be controlled electronically

______ pneumatic system f. the amount of force it takes to turn something

______ servo g. the part of a robot that makes it move; a type of motor

______ solenoid h. uses water or oil pushed through tubes to make a machine move

______ torque i. a push or a pull that changes an object's speed or direction




5. How does a servo differ from a DC motor? (pp. 43–44)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

If you were to build a robot, describe how you might use a DC motor and a servo.

________________________________________________________________________________________________

________________________________________________________________________________________________

6. Compare and contrast hydraulic and pneumatic systems. (pp. 44–45)


7. Why do most robots move around on wheels or tracks instead of legs? (pp. 46–47)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

8. Use a dictionary to define the words affect and effect. Use the word in a sentence. (pp. 55–56)

affect: __________________________________________________________________________________________

________________________________________________________________________________________________

effect: __________________________________________________________________________________________

________________________________________________________________________________________________

Challenge! Why do you think the tool on a robot is called an "effector" instead of an "affector"? _________________

________________________________________________________________________________________________

________________________________________________________________________________________________


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



9. Why can a robot's effector be anything from a light to a vacuum to a rock grinder? (pp. 55–56)

________________________________________________________________________________________________

________________________________________________________________________________________________

10. Challenge! Based on its description in the book, how could an exoskeleton be put

to use practically? (p. 57)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

11. Draw arrows by the models of robotic arms to show the directions it can move, based on the provided degrees of

freedom. Tip: Twisting is 1 degree of freedom; ball and socket joints provide 3 total degrees of freedom. (p. 58)

For extra credit: Use Lego® blocks or another building toy to construct an example of an arm with 4 degrees of

freedom!

12. If degrees of freedom make a robotic arm more versatile, why do roboticists try to include as few degrees of freedom

as they can? (pp. 58–59)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

6 degrees of freedom


2 degree of freedom

hinges

hinge

Ball & Socket

spins 360o hinge

hinges

spins 360o




5. How does a servo differ from a DC motor? (pp. 43–44)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

If you were to build a robot, describe how you might use a DC motor and a servo.

________________________________________________________________________________________________

________________________________________________________________________________________________

6. Compare and contrast hydraulic and pneumatic systems. (pp. 44–45)


7. Why do most robots move around on wheels or tracks instead of legs? (pp. 46–47)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

8. Use a dictionary to define the words affect and effect. Use the word in a sentence. (pp. 55–56)

affect: __________________________________________________________________________________________

________________________________________________________________________________________________

effect: __________________________________________________________________________________________

________________________________________________________________________________________________

Challenge! Why do you think the tool on a robot is called an "effector" instead of an "affector"? _________________

________________________________________________________________________________________________

________________________________________________________________________________________________


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



9. Why can a robot's effector be anything from a light to a vacuum to a rock grinder? (pp. 55–56)

________________________________________________________________________________________________

________________________________________________________________________________________________

10. Challenge! Based on its description in the book, how could an exoskeleton be put

to use practically? (p. 57)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

11. Draw arrows by the models of robotic arms to show the directions it can move, based on the provided degrees of

freedom. Tip: Twisting is 1 degree of freedom; ball and socket joints provide 3 total degrees of freedom. (p. 58)

For extra credit: Use Lego® blocks or another building toy to construct an example of an arm with 4 degrees of

freedom!

12. If degrees of freedom make a robotic arm more versatile, why do roboticists try to include as few degrees of freedom

as they can? (pp. 58–59)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________



2 degree of freedom

hinges

hinge

Ball & Socket

spins 360o hinge

hinges

spins 360o




13. Think about the design of the Universal Jamming Gripper. Why do you think it is important for scientists and

designers to start fresh, try new ideas and work "outside the box" when they can? (p. 59)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

14. Label the following as either input (I) or output (O) for a human. (p. 69)

______ a sneeze ______ hearing your favorite song

______ the taste of chocolate ______ dancing

______ seeing a brilliant sunset ______ noticing the bathroom floor is cold

______ squinting ______ putting your slippers on

______ feeling an itch ______ hearing thunder

______ scratching ______ moving your bike into the garage out of the rain

15. Use the terms in the box to help you identify a sensor that could appropriately perform each

function. Note: You will use two of the terms twice. (pp. 70–78)

_____________________________________ turn off a space heater when it falls over

_____________________________________ help a robot find its way from your house to the library

_____________________________________ turn on a battery-operated security light when the power goes out

_____________________________________ make a robot stop before it bumps into something

_____________________________________ automatically slow a robot down if it rolls down a hill.

_____________________________________ make a robot turn off

_____________________________________ turn on a closet light when you open the door

_____________________________________ make automatic shades close when it is sunny

_____________________________________ find a warm body in a dark room

_____________________________________ make a toy ball play music when it rolls across the floor.

levertilt switch

photoresistorUV light sensor

sonar/radar/lidaraccelerometer

infraredGPS


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

11


Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet—Lab


Frubber

16. Was it easy or difficult to get a good mixture of Frubber that was malleable but not sticky? (pp. 34–35) Yes No

If was hard at first but you eventually worked out the texture, how did you do it? _____________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

17. Would you classify your Frubber as a non-Newtonian fluid (a substance that can hold its shape like a solid and flow

like a liquid)? Why or why not? (pp. 34–35)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

18. Why are non-Newtonian fluids useful for roboticists? (pp. 33–35)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________




13. Think about the design of the Universal Jamming Gripper. Why do you think it is important for scientists and

designers to start fresh, try new ideas and work "outside the box" when they can? (p. 59)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

14. Label the following as either input (I) or output (O) for a human. (p. 69)

______ a sneeze ______ hearing your favorite song

______ the taste of chocolate ______ dancing

______ seeing a brilliant sunset ______ noticing the bathroom floor is cold

______ squinting ______ putting your slippers on

______ feeling an itch ______ hearing thunder

______ scratching ______ moving your bike into the garage out of the rain

15. Use the terms in the box to help you identify a sensor that could appropriately perform each

function. Note: You will use two of the terms twice. (pp. 70–78)

_____________________________________ turn off a space heater when it falls over

_____________________________________ help a robot find its way from your house to the library

_____________________________________ turn on a battery-operated security light when the power goes out

_____________________________________ make a robot stop before it bumps into something

_____________________________________ automatically slow a robot down if it rolls down a hill.

_____________________________________ make a robot turn off

_____________________________________ turn on a closet light when you open the door

_____________________________________ make automatic shades close when it is sunny

_____________________________________ find a warm body in a dark room

_____________________________________ make a toy ball play music when it rolls across the floor.

levertilt switch

photoresistorUV light sensor

sonar/radar/lidaraccelerometer

infraredGPS


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

11




Frubber

16. Was it easy or difficult to get a good mixture of Frubber that was malleable but not sticky? (pp. 34–35) Yes No

If was hard at first but you eventually worked out the texture, how did you do it? _____________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

17. Would you classify your Frubber as a non-Newtonian fluid (a substance that can hold its shape like a solid and flow

like a liquid)? Why or why not? (pp. 34–35)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

18. Why are non-Newtonian fluids useful for roboticists? (pp. 33–35)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


N Parental Notes

Level H: Science


Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

RoboticsDay


Coding Websites

For two websites that let students practice basic coding on their own, visit our IG links web page. The first site allows them to try coding in Logo on their own, and the second lets them try out basic programming conditional statements, subroutines and loops.

You may find the first website suggestion helpful as you check your students’ coding work later on.

Day

12 Lab pp. 48–49

We recommend the following tips when doing this experiment:

• Step 4: Make sure the glue has dried before putting pressure on the motor shaft.

• Step 6: When connecting the wires: carefully strip about 1/2 inch of plastic coating from the end of each wire using a wire stripper or scissors. Then, set the black wires parallel to each other to twist the exposed wire and tape securely. Repeat with the red wires; gently pull the solar panel wires towards the center of the panel and glue the wires so they hang down from the middle of the panel. Be care-ful not to break the connection to the end of the solar panel. Tuck all the wires inside the dome and balance the panel over the dome opening. When the solar panel is centered and balanced, glue it in place; The WobbleBot works best on smooth sur-faces and in bright sunlight. n

Days 9–12: Date: _______ to _______


Robotics chap. 6 pp. 85–93N

chap. 7 pp. 104–110

chap. 7 pp. 111–113

Lab pp. 48–49N

Activity Sheet Questions #1–5 #6–9 #10 #11–13

Supplies We provide: HSK— shorter DC motor with wires, solar panel, recycled CD or DVD, electrical tape, clear dome from drink cup.You provide: pencil with eraser, tape, scissors, hot glue gun, cookie sheet.

Shopping/Planning List For next week: super strong disk magnet (optional), scissors, flat head nail (thin enough to fit in straw, optional).






Scie

nce

H: W

eek

3 A

ctiv

ity

Shee

t

13C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y |

4-D

ay |

Wee

k 3

Act

ivity

She

et

Robo

tics

1.

Why

was

the

inno

vatio

n of

sili

con

so im

port

ant f

or th

e ad

vanc

emen

t of m

oder

n co

mpu

ters

(and

oth

er te

chno

logy

)? (

p. 8

6)

_

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___

2.

Why

doe

s th

e sm

all s

ize

of a

mic

ropr

oces

sor h

elp

to m

ake

it fu

nctio

n m

ore

quic

kly?

(p.

86)

_

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___

3.

Why

can

't ro

bots

func

tion

com

plet

ely

with

onl

y vi

rtua

l (In

tern

et-b

ased

) con

trol

lers

? (p

. 87)

_

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4.

If w

e si

mpl

ify th

e id

ea o

f com

pute

r mem

ory

to “a

mat

rix o

f on/

off s

witc

hes,”

why

doe

s th

e bi

nary

sys

tem

for s

torin

g

data

mak

e se

nse?

(p.

89)

_

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5.

Follo

w th

e st

ruct

ure

in th

e bo

ok to

writ

e a

basi

c pr

ogra

mm

ing

loop

that

use

s an

if-t

hen-

else

sta

tem

ent t

o pr

ogra

m a

robo

t to

sort

all

of th

e pe

as o

ut o

f a b

owl o

f mix

ed v

eget

able

s th

at c

onta

ins

corn

, pea

s an

d be

ans.

(pp.

90–

92)

W

HIL

E: __

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____

IF

: __

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____

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____

____

___

Then

: __

____

____

____

____

____

____

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____

____

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____

____

____

____

___

Else

: __

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____

EN

D IF

; EN

D W

HIL

E.

(bec

ause

it it

smal

l, th

e di

stan

ce e

lect

ric c

urre

nt h

as to

trav

el b

etw

een

com

pone

nts i

s tin

y, w

hich

mea

ns th

e cu

rren

ts ca

n

open

and

clo

se th

e tr

ansi

stor

"sw

itche

s" a

t inc

redi

ble

spee

ds)

(robo

ts st

ill n

eed

som

e on

boar

d co

ntro

llers

for p

ract

ical

reas

ons,

like

avoi

ding

obj

ects

in it

s pat

h)

(sili

con

acts

as a

sem

icon

duct

or th

at ca

n va

ry th

e am

ount

of e

lect

rical

cha

rge,

and

is m

uch

easi

er to

use

than

a v

acuu

m tu

be, a

nd m

uch

less

bre

akab

le. T

oday

, mill

ions

of t

rans

isto

rs ca

n

be p

rinte

d on

smal

l squ

ares

of s

ilico

n to

cre

ate

com

pute

r chi

ps. T

hese

chi

ps a

re c

heap

and

com

pact

, whi

ch m

eans

they

can

be u

sed

in a

ll sh

apes

and

size

s of e

lect

roni

cs)

(the

very

tiny

"sw

itche

s" in

com

pute

r mem

ory

only

hav

e tw

o se

ttin

gs. O

n, o

r off.

So,

the

bina

ry sy

stem

[1's

(on)

, and

0's

(off

)] is

all

that

is n

eede

d)

(P

ossi

ble:

the

num

ber o

f veg

etab

les i

n th

e bo

wl i

s 1 o

r mor

e, p

ick

up 1

veg

etab

le)

(th

e ve

geta

ble

is a

pea

)

(p

ut it

in th

e bo

wl o

n th

e rig

ht)

(p

ut it

in th

e bo

wl o

n th

e le

ft)

©2019 by Sonlight Curriculum, Ltd. All rights reserved.Sc

ienc

e H

: Wee

k 3

Act

ivit

y Sh

eet

6.

How

is th

e sc

ienc

e of

Art

ifici

al In

telli

genc

e di

ffere

nt th

an m

ost b

asic

com

pute

r pro

gram

s? (

p. 1

05)

_

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___

7.

Why

is a

CA

PTCH

A te

st li

ke a

reve

rse

Turin

g te

st?

(p. 1

05)

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___

8.

Des

crib

e so

me

of th

e w

ays

com

pute

rs c

an le

arn.

(pp

. 106

–107

)

_

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___

_

____

____

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____

____

____

____

____

____

___

W

hy d

o yo

u th

ink

Art

ifici

al In

telli

genc

e re

sear

cher

s tr

y to

des

ign

prog

ram

s th

at c

an le

arn?

(p.

107

)

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___

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____

____

____

____

____

____

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____

____

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____

____

____

____

____

____

____

____

____

____

___

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____

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____

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____

____

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____

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____

____

____

____

____

___

9.

Why

are

soc

ial r

obot

s us

eful

? (p

p. 1

07–1

10)

_

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___

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____

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___

_

____

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_

____

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10.

Wha

t do

you

thin

k ab

out t

he d

iscu

ssio

n of

robo

t eth

ics?

Sho

uld

robo

ts b

e pr

ogra

mm

ed to

adh

ere

to c

erta

in la

ws?

Shou

ld th

ey fi

ll ro

les

that

cau

se p

eopl

e to

car

e ab

out t

hem

, eve

n if

they

cou

ld p

oten

tially

hur

t a h

uman

's fe

elin

gs?

Why

? (p

p. 1

11–1

12)

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___

14W

eek

3 A

ctiv

ity S

heet

| 4

-Day

| C

onse

rvat

ion,

Rob

otic

s, a

nd T

echn

olog

y

(bas

ic co

mpu

ters

still

nee

d pe

ople

to te

ll th

em w

hat t

o do

. The

goa

l of a

rtifi

cial

inte

llige

nce

is to

mak

e co

mpu

ters

smar

t

enou

gh to

mak

e de

cisi

ons f

or th

emse

lves

with

out h

uman

inte

ract

ion)

(A Tu

ring

test

is a

serie

s of q

uest

ions

that

trie

s to

dete

rmin

e if

a co

mpu

ter c

an th

ink

like

a hu

man

bei

ng. C

APTC

HA

test

s are

use

d to

pro

ve th

at so

meo

ne e

nter

ing

data

is a

hum

an a

nd n

ot a

noth

er co

mpu

ter—

whi

ch is

just

the

oppo

site

.)

(by

peop

le c

hang

ing

thei

r pro

gram

min

g; b

y ob

serv

ing

hum

ans,

dete

rmin

ing

patt

erns

in h

uman

beh

avio

r and

copy

ing

them

; by

colle

ctin

g in

form

atio

n ab

out t

he u

ser t

o ap

ply

to fu

ture

situ

atio

ns)

(Pos

sibl

e: T

hey

don'

t hav

e to

teac

h a

com

pute

r eve

ryth

ing

it kn

ows t

hat w

ay; t

he co

mpu

ter c

an "g

row

smar

ter"

inde

pen-

dent

ly; t

he co

mpu

ter c

an b

ecom

e m

ore

spec

ializ

ed fo

r its

spec

ific

role

if it

can

lear

n fro

m si

tuat

ions

it is

exp

osed

to; e

tc.)

(man

y re

sear

cher

s bel

ieve

that

robo

ts th

at h

ave

pers

onal

ity a

nd sh

ow fe

elin

gs a

re e

asie

r for

hum

ans t

o w

ork

with

;

they

've

been

show

n ca

pabl

e of

che

erin

g pe

ople

up

the

way

ani

mal

s do,

and

coul

d ac

t as a

pet

for s

omeo

ne w

ho co

uldn

't

care

for a

real

pet

; cou

ld h

elp

child

ren

lear

n ne

w w

ords

; hel

p au

tistic

chi

ldre

n le

arn

to in

tera

ct b

ette

r with

oth

ers)

(A

nsw

ers w

ill v

ary.

)

©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



15

Scie

nce

H: W

eek

3 La

b A

ctiv

ity

Shee

t

Con

serv

atio

n, R

obot

ics,

and

Tec

hnol

ogy

| 4-

Day

| W

eek

3 A

ctiv

ity S

heet

—La

b

Lab:

Rob

otic

s | p

p. 4

8–49

Beam

-Typ

e So

lar W

obbl

ebot

11.

Did

you

r Wob

bleb

ot w

ork

as in

dica

ted

the

first

tim

e? (p

p. 4

8–49

) Ye

s N

o

Ei

ther

way

, whi

ch m

odifi

catio

ns w

ould

you

mak

e to

the

desi

gn to

mak

e it

bett

er o

r mor

e in

tere

stin

g?

_

____

____

____

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____

____

____

____

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____

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____

____

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____

___

_

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

12.

Try

runn

ing

the

Wob

bleb

ot w

ith a

brig

ht a

rtifi

cial

ligh

t and

with

brig

ht s

unsh

ine.

Whi

ch w

orks

bet

ter?

(pp.

48–

49)

_

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___

_

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

W

hy d

o yo

u th

ink

this

is tr

ue?

___

____

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____

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____

____

____

____

____

____

____

____

____

_

____

____

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___

13.

Use

you

r im

agin

atio

n to

thin

k of

one

pra

ctic

al u

se fo

r a W

obbl

ebot

and

writ

e it

here

(pp.

48–

49):

_

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___

_

____

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____

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____

____

____

____

____

____

____

____

____

____

____

____

___

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)

(Ans

wer

s will

var

y)


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Robotics

1. Why was the innovation of silicon so important for the advancement of modern computers

(and other technology)? (p. 86)

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

2. Why does the small size of a microprocessor help to make it function more quickly? (p. 86)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

3. Why can't robots function completely with only virtual (Internet-based) controllers? (p. 87)

________________________________________________________________________________________________

________________________________________________________________________________________________

4. If we simplify the idea of computer memory to “a matrix of on/off switches,” why does the binary system for storing

data make sense? (p. 89)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

5. Follow the structure in the book to write a basic programming loop that uses an if-then-else statement to program a

robot to sort all of the peas out of a bowl of mixed vegetables that contains corn, peas and beans. (pp. 90–92)

WHILE: __________________________________________________________________________________________

IF: _____________________________________________________________________________________________

Then: _________________________________________________________________________________________

Else: __________________________________________________________________________________________

END IF; END WHILE.




6. How is the science of Artificial Intelligence different than most basic computer programs? (p. 105)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

7. Why is a CAPTCHA test like a reverse Turing test? (p. 105)

_____________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

8. Describe some of the ways computers can learn. (pp. 106–107)

________________________________________________________________________________________________

________________________________________________________________________________________________

Why do you think Artificial Intelligence researchers try to design programs that can learn? (p. 107)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

9. Why are social robots useful? (pp. 107–110)

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

10. What do you think about the discussion of robot ethics? Should robots be programmed to adhere to certain laws?

Should they fill roles that cause people to care about them, even if they could potentially hurt a human's feelings?

Why? (pp. 111–112) _______________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


©20

19 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

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15




Beam-Type Solar Wobblebot

11. Did your Wobblebot work as indicated the first time? (pp. 48–49) Yes No

Either way, which modifications would you make to the design to make it better or more interesting?

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12. Try running the Wobblebot with a bright artificial light and with bright sunshine. Which works better? (pp. 48–49)

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Why do you think this is true? _______________________________________________________________________

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13. Use your imagination to think of one practical use for a Wobblebot and write it here (pp. 48–49):

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6. How is the science of Artificial Intelligence different than most basic computer programs? (p. 105)

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7. Why is a CAPTCHA test like a reverse Turing test? (p. 105)

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8. Describe some of the ways computers can learn. (pp. 106–107)

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Why do you think Artificial Intelligence researchers try to design programs that can learn? (p. 107)

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9. Why are social robots useful? (pp. 107–110)

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10. What do you think about the discussion of robot ethics? Should robots be programmed to adhere to certain laws?

Should they fill roles that cause people to care about them, even if they could potentially hurt a human's feelings?

Why? (pp. 111–112) _______________________________________________________________________________

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Beam-Type Solar Wobblebot

11. Did your Wobblebot work as indicated the first time? (pp. 48–49) Yes No

Either way, which modifications would you make to the design to make it better or more interesting?

________________________________________________________________________________________________

________________________________________________________________________________________________

12. Try running the Wobblebot with a bright artificial light and with bright sunshine. Which works better? (pp. 48–49)

________________________________________________________________________________________________

________________________________________________________________________________________________

Why do you think this is true? _______________________________________________________________________

________________________________________________________________________________________________

13. Use your imagination to think of one practical use for a Wobblebot and write it here (pp. 48–49):

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Section ThreeInstructor’s Guide Resources

Conservation, Robotics, and Technology | Section Three | 1

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Recommendations for Teaching Science

Science 7 | Section Three | Instructor’s Guide Resources | 1

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You will need to provide your children with a significant amount of help—in reading the books, working through the Activity Sheets, and preparing for the experiments.

You will help your children immensely by taking a few extra minutes to explain any new ideas.

One note about the science vocabulary. Again, we are not looking for mastery here. Not this year, certainly! We are only interested in familiarity.

Please don’t torture your children with high expectations! If your children can simply answer some of your questions at the end of the day, we think you should be thrilled. While mastery of the vocabulary we have placed in this program might be appropriate for older students, it is wholly inappropriate for our intended audience here. Children will gain mastery of the vocabulary through repeated contact over the years to come.

We want your children to remember what they have learned (because they can’t help it; because they want to!); we don’t want them merely to memorize what they are supposed to learn (so they can pass a test).1 Let your chil-dren relax! They will have many, many opportunities in the years to come (especially if they continue to use Sonlight) to master the vocabulary being introduced this year.

After the scientific readings, there are the science ex-periments. We do not intend that your children should do these on their own. We expect that you will need to take the time to ensure that your children understand what they are trying to accomplish and how they are to achieve those results. You should also take care to ensure that they have the materials necessary to do the experiments.

As we put this Science curriculum together, we deliber-ately included a lot of experiments—many more than you would likely find in any “normal” classroom setting. We did this because:

1. Children understand and remember far betterwhat they have actually seen and done thanwhat they have merely heard about. So we haveincluded a variety of science experiments.

2. Certain skills and physical abilities are developedsimply by doing things … and by observingsomeone else (you) do them as well. As you dem-onstrate care in reading and following directions,recording data, etc., your children learn to follow

1. Have you ever noticed how many lines from a movie your kids remember after only one viewing? This is part of our philosophy, goal, and approach with Sonlight. Make the “learning experience” so enjoyable that parents and kids can’t help but remember… . Rather than placing classroom-style vocabulary tests in front of your children—tests that seem designed from the start to show how bad a student must be (“You missed that one!”); let’s give our children the opportunity to show how amazing they are: “Look how much you learned on only one reading!” Let us be amazed, too. And then let us think: “How much more, my children, you will learn over the years to come as you read more books and do more experiments that will deal with these same topics!”

your lead. An attitude of success—”Sure. We can do this!”—rubs off as well. These cannot be taught simply by reading books; they have to be modeled.

3. Doing a scientific experiment can be great fun,especially if you have the appropriate materialscollected in advance. In fact, experiments are oftenso much fun, you’ll be hard-pressed to get yourchildren to stop them once they have begun.

Student Activity Sheets

After the notes for each week, you will find Activity Sheets to reinforce what you are teaching and engage your student. The questions coordinate with what you are reading and each activity is assigned on the schedule page.

It is not necessary to complete every activity provided. These are merely suggestions and you, as the teacher, can determine which are best suited for your children. You will find a variety of activities included in the Activity Sheets that are designed to draw on different skills and interests.

We have also included corresponding Instructions and Answer Key pages for all activities. You may want to file the Activity Sheets in a separate binder for your student’s use.

Note

1. Please be aware that some of your books may implythat an experiment will knock your socks off: theresults will be “bigger than life.” The reality, we’vefound, is rarely so exciting. Often what you should belooking for is a very small change. The experimentssuggested in your books are basic ideas. Try them;improve them! If you figure something out that worksbetter than the instructions in your book, please tellus! Some experiments work every time, some maytake several tries. Even the most famous scientistshave had to try the same (or similar) experiments overand over. If an experiment does not work the firsttime, please try again. n

Recommendations for Teaching Science

Conservation, Robotics, and Technology | Section Three | 3

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Science H—Weekly Subject List

Week Subject1 robots: robot development/robot bodies

2 robots: moving robots/robotic action/robotic sensors/robot skin

3 robots: robotic thinking/future of robots/robots vs. humans

4 technology: smoke/toilet/bed/HDTV/boiler/turbine/recycle/bioplastic/hydroponics

5 technology: supermarket/shampoo/retina/timepieces/laptop/mouse/wifi toy/e-book/bluetooth

6 technology: petcam/head up/convergence/e-voting/supercomputer/seti/game console/simulators/second life

7 technology: scan/music/roller coaster/x-sports/flybar/gekkomat/bodyflight/hawk-eye/robots

8 technology lego/cube/formula 1/converter/robot car/road/catseyes/venture one/segway

9 technology: ultra/watercraft/flip ship/jet ski/sail rocket/glider/flight/aerobatics/helicopter

10 technology: sneakers/escalator/vomit comet/mars rover/space probes/solar sail/space ship/telescope/space station

11 technology: explorers/oil rig/binoculars/night vision/microscope/weather balloon/atlas/neutrino tank/fusion reactor

12 technology: concrete/building blocks/drill/viaduct/designs/eden/falkirk wheel

13 technology: skywalk/big builds/mass damper/power tower/stadium roof/micro machines/laser/money

14 technology: biometric ID/airport security/spy/datadot/stealth/ejector seat/kevlar/hard wear/rebreather

15 technology: fire extinguisher/eyewear/lifestraw/shelters/lighthouse/tsunami alert/flood barrier

16 engineering: canal and dam engineering/physics of canals

17 engineering: amazing canals/canal catastrophes

18 engineering: physics of dams/amazing dams/dam disasters

19 energy: electricity/hydrogen

20 energy: petroleum/natural gas/coal/nuclear power

21 energy: wind power/hydropower/solar power

22 energy: biomass/future of energy

23 Industrial Revolution: textiles/industrial revolution comes to America

24 Industrial Revolution: labor unions/transportation in the future/communication

25 Industrial Revolution: Edison and electricity/captains of industry/20th century industry

26 Earth Science: biomes/air/water

27 Earth Science: sun/life on earth/pollution

28 Earth Science: global warming and ozone/nature at risk/recycling and balance

29 Earth Science—conservation: garbage quantity/garbage history

30 Earth Science—conservation: where does trash go/hazardous waste/reducing garbage

31 Earth Science—conservation: reuse/recycle/rethink

32 Earth Science—climate: weather/climate change/sun/atmosphere/greenhouse gasses and effect

33 Earth Science—climate: global warming/climate zones/local climates/water/oceans/currents/clouds

34 Earth Science—climate: clouds and wind/air/wind/fronts/extreme weather

35 Earth Science—climate: weather study/forecast/change in weather/weather journal

36 Earth Science—climate: icy earth/life impact/conservation/alternative energy/future climate change/weather journal

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Documents

(Technology)Notes explain each assignment and activity, point out fun facts about your reading, and provide extra information ... I am so thankful for Sonlight Science, writes Janine