A.B.6 | Sensing and Magnitude

Created by: Modular Robotics

Lesson Overview:

In this lesson, students will explore sensory magnitude input to discover how the magnitude of a sense has an effect on the behavior of their robot. Students will be introduced to the Knob Cubelet and explore its function. Students will continue to investigate the understanding of how complex systems are made up of smaller parts. They will also continue to practice good data collection skills. This lesson may lend itself to being set up as a station for students if you do not have enough Knob Cubelets for each group to have one.

The Basics:

Ages: 10 -12 years (grades 4-6)
Time: 30 – 45 minutes
Prep Time: 3 minutes
Lesson Goal (for the educator): To allow students to see how the magnitude of a sense effects the behavior of their robot.
Lesson Objectives (for the students): I will be able to build robots of varying configurations and begin to analyze how the magnitude of the input sense effects output behavior.
Essential Questions: How does the magnitude of sensory input effect the behavior of the robot? How does testing my robot allow me to draw a conclusion?
21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration
Concepts: Scientific method, magnitude of sense, emergent behavior, prediction, testing
Vocabulary: Emergent behavior, magnitude, analyze, synthesize, conclusion
Required Cubelets: Distance, 2 Drive, Battery, Brightness, Flashlight, Rotate, Passive, Inverse, Blocker, Knob – enough for each group of 2-5 students.
Additional Materials: Robot Journals, a flashlight and a tent (refer to the Educator Information Sheet)

The Standards:

ISTE: International Society for Technology Education

• Creativity and Innovation 1.a, 1.b, 1.c, 1.d
• Communication and Collaboration 2.d
• Critical Thinking, Problem Solving, and Decision Making 4.a, 4.b, 4.c, 4.d
• Technology Operations and Concepts 6.a, 6.b, 6.c, 6.d

CCSS: Common Core Standards

• ELA-Literacy.SL.1.1, 1.1.A, 1.1.B, 1.1.C, 1.4, 1.5
• ELA-Literacy.SL.2.1, 2.1.A, 2.1.B, 2.1.C, 2.4, 2.5
• ELA-Literacy.SL.3.1, 3.1.A, 3.1.B, 3.1.C, 3.1.D, 3.4, 3.5, W.3.10

NGSS: Next Generation Science Standards

• K-2-ETS1-1, 1-2, 1-3
• 3-5-ETS1-1, 1-2, 1-3

Prior Knowledge Necessary for the Student:

A.B.4 | Exploring With the Think Cubelet and A.B.5 | Data Collection, or equivalent prior experience with Cubelets, constructing robots, and data collection.

Prior Knowledge for the Educator:

This is an opportunity for students to investigate how to observe behavior and input with more precision. They will observe different kinds of stimuli and how these stimuli can affect changes in behavior. As students continue to explore they will deepen their understanding of emergent behavior and how the behavior of the robot changes in relationship to the magnitude of sensing/input.

The Knob Cubelet will add another sense to the students’ repetoire. Students will discover that the magnitude of the Knob Cubelet has an effect on behavior, possibly making their robot move faster or slower or the light shine brighter or dimmer.

Educator Tips:

• Remind the students of the Robot Says game they played at the introduction of this unit as a way to review magnitude.
• Don’t tell the students how the Knob Cubelet affects behavior – allow them to discover this.

Preparation:

• Divide the class into groups of 2-5 students.
• For each group, place in a container the Cubelets they will need along with a flashlight and a tent.

Lesson:

Introduction:

Time: 3-5 minutes
1. “In our prior investigation with Cubelets you built robots and discovered the different behaviors, or actions, they performed according to the sensory inputs you gave them. For this lesson you are going to have a chance to explore the function of a new Cubelet – the Knob. Your team will also get a flashlight and a tent.
2. “Let’s review. What have you learned about robot behavior using your Cubelets thus far?”
3. Allow the students to respond. See if they have discovered that the magnitude of the sense has an effect on behavior (e.g. being closer to the Distance Cubelet makes a Flashlight Cubelet brighter). If they haven’t discovered this, ask a probing question to get them to think about magnitude such as – how did you make your robot move faster? How did you make the Flashlight brighter? You can also remind them of the Robot Says game.
4. Review the Objective and the Vocabulary Words.
5. “Before you explore on your own, let’s take a look at the Knob Cubelet.” Show students this Cubelet and point out that you can turn the knob on the Knob Cubelet. Ask them if they think this will be a Sense, Think, or Act Cubelet. Ask them what they think the function of this Knob Cubelet will be.
6. Build a robot using the Knob, Battery, and Flashlight and demonstrate the robot’s behavior. Show the class your construction, turn the knob on the Knob Cubelet, and discuss what happens.
7. “Just as you have done in the past, use all of these Cubelets to build robots with different functions. Try to discover what your robot is capable of doing by using the Knob Cubelet in different robot configurations.”

Time to Explore:

Time: 10-15 minutes
1. Allow the students to explore and work together building and testing robots.
2. To facilitate this, walk around the room asking questions:
   • Can you use the robot’s sensor to control the robot?
   • Can you make your robot drive faster, the Rotate spin faster, or the Flashlight shine brighter? How and why is this happening?
   • What is the function of the Knob Cubelet? How does it effect behavior?

Time: 3-5 Minutes
3. Stop the class and ask some of the groups to share what they’ve discovered.

Time: 5-10 Minutes
4. Allow the students more time to explore with their new knowledge.

Time: 5-7 minutes
5. Stop the class again and give them time to record their observations and conclusions in their Robot Journals. Encourage them to use words and other methods of recording such as charts, sketches, flow charts, etc.

Closure/Evaluation:

Time: 2-3 minutes
1. Recap with the students what they learned in this lesson. Review the vocabulary words and what they learned about the Knob Cubelet and its effect on output.
2. Be sure students understand that the magnitude of a Sense Cubelet can control, or change, the behavior of the robot.

Time: 2 minutes
3. Allow time for students to put their materials away and plug in the Battery Cubelets for recharging.

End Results:

Students will explore the relationship between magnitude sensing and acting as they continue to gain a better understanding of behavior and data collection.

They will also begin to see (yet may not quite understand) emergent behavior. You can remind them that while a robot may be lighting up the Flashlight, it is not just because you turned a switch on. Rather, it happened because the Sense Cubelet “told” the Action Cubelet what to do; the Knob Cubelet “told” the Flashlight Cubelet how brightly, or dimly, it should shine. The resulting overall behavior emerged from the two Cubelets working together, and was not present in either of them prior to their relationship.

Optional Quick Write for Prompt and/or Evaluation:

What is the function of the Knob Cubelet? Sketch a robot you could (or did) build using the Knob Cubelet. Label the robot and describe its behavior and how it changes when you adjust the knob.

What to go to Next:

For More Review:

Repeat this lesson.

If Objectives are Met:

A.B.6.5 | Building Different Robots

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