A SET OF LESSON PLANS OF TECHNOLOGY, INFORMATION TECHNOLOGY,

MATHEMATICS, PHYSICS and ENGLISH concerning robotics

in bionics and safety.

Technology
Bionics & safety
Lessons 1,2
Topic: Constructing a robot according to instruction manuals. Constructing and
programming a robot according to instruction manuals.
Main aim:
- Construction of a robot using Lego EV3 according to instruction manuals and
programming the constructed robot.
Operational aims:
- Making use of Lego EV3 bricks to build and program a robot according to the
instruction manuals.
- Acquiring the skill to build a robot on the basis of the instruction manuals
- Acquiring the skill to program the robot according to the instruction manuals
- Developing manual skills.
Duration: 2x45 minutes.
Stages of the lesson:
1. Introductory part, checking the attendance list, explaining the topic about 5 min.
2. Constructing a robot cooperating in groups (2 or 3 students in a group) - about
50 min.
3. Programming the robot according to the instruction manuals about 30 min.
4. Summary, collecting sets - about 5 min.
Materials:
LEGO Mindstorms EV 3 sets, instruction manuals, interactive whiteboard.

Lessons 3,4,5,6,7,8
Topic: LEGO EV3 - Constructing a robot according to own ideas.
Main aim:
- Construction of a working robot according to students own ideas with the use of
components of the LEGO Mindstorms EV3 set; making the project of the robots with
the use of the Lego Digital Designer program.
Operational aims:
- Creating the description and project of the own robot.
- Making use of the elements of the set ( bricks, sensors, additional elements) to
create the own composition and making the project of the robot using LDD program.
Duration: each lesson 45 minutes.
Stages of the lesson:
1. Introductory part, checking the attendance list, explaining the topic.
2. Own project of the robot (basic assumptions, operation and usage).
3. Construction of the robot.
4. Testing the robot.
5. Making the project with the use of LDD program.
6. Summary.
Materials:
LEGO Mindstorms EV 3 sets, computers.

Information Technology
Bionics
LESSON 1, 2
Topic: Computer modelling and simulations.
The core curriculum:
Solving problems and making decisions with the use of a computer, the use of
algorithmic approach. Using computer programs and educational games to expand the
knowledge and skills in various fields.
Primary core curriculum
requirements:

Additional core curriculum requirements:

Pupil:

Pupil:

 knows the concept of simulation,

model;
explains what simulations on the
models are;
know how to search the web for
information about the simulation;
is able to give examples of
simulation;

wyjania, na czym polega symulacja za

pomoc modelu abstrakcyjnego
knows how a computer can help in
conducting simulations;
is able to explain what objects the
simulation can be carried out on;
is able to explain the purpose of
conducting simulations on models;
explains the type of simulation using an
abstract model

Duration: 45 minutes
Stages of the lesson:
1. Warm up: taking the register, explaining the topic. (approx. 5 min.)
2. The presentation entitled "Modeling and simulation in BIONICS", class discussion
(approx. 20 min.)
3. Students are divided into groups. Each group searches the needed information on
the Internet (approx. 15 min.)

Pupils tell their opinions based on gathered materials; they also give the sources
of the information.
4. In the end, conclusions are drawn concerning modeling and simulations (approx. 5
min.)

Materials:
An interactive whiteboard, the presentation entitled "Modeling and simulation
in BIONICS", the Internet, a computer.

LESSONS 3, 4, 5, 6
Topic: Calculations with the use of a spreadsheet. Solving tasks with the use of
spreadsheet.
Core curriculum:
Developing drawings, texts, data, themes, animation, multimedia presentations with
the use of a computer. Solving problems and making decisions with the use of the
computer, the use of algorithmic approach. Using computer programs and educational
games to expand the knowledge and skills in various fields.
Primary core curriculum requirements:
Pupil:
can design a table in the spreadsheet;
is able to plan spendings of his
undertaking;
knows the relative, absolute and mixed
modes of code addressing;
knows a command used in the
spreadsheet to insert functions;
knows what the cost calculation is;
solves the tasks connected with
calculating costs;
solves tasks with the use of a
spreadsheet;
uses the relative, absolute and mixed
modes of code addressing to solve the
tasks;
uses the spreadsheet to do
calculations.

Additional core curriculum requirements:

Pupil:
solves the tasks using the spreadsheet
in different ways;
modifies and deletes the data in the
worksheet with various methods;
knows how to find task solutions in a
spreadsheet;
uses mathematical, logical, statistical
and other functions while doing
calculations in the spreadsheet;
knows the way functions were
segregated in the spreadsheet.

Duration: 2x45 minutes.

Stages of the lesson:
1. Warm up: taking the register, explaining the topic. (approx. 5 min.)
2. Discussing the materials. (approx. 5 min.)
3. Dividing the class into groups of two. Each group solves the tasks. (approx. 30 min.)

4. In the end, the conclusions are drawn on the costs calculation. (approx. 5 min.)
Materials:
An interactive whiteboard, work sheet krta-pracy-bionika.docx, a computer,
MS Excel, bionikazadania-kl2gim.xlsx document.

Safety
LESSON 1
Topic: Pinterest gathering and cataloging Internet resources
CORE CURRICULUM: Safe use of a computer and its software, the use of a
computer network. The use of computer and information and communication
technologies to develop students' interests. Describing other applications of
computer science. Assessment of risks and constraints, the social aspects of the
development and application of the computer science.
Student:
- Recognizes the interactivity of the Internet,
- Knows the different forms of presentations on the Internet,
- Can safely retrieve information from various sources,
- Can search the web for certain information.
Duration: 45 minutes.
Stages of the lesson:

1. Warm up - taking a register, introduction to the topic - ca. 5 min.

2. Presentation of the webpage - https://pl.pinterest.com, class discussion
- about 15 min.
3. Creating the SAFETY chart and adding at least 10 pins on it about
20 min.
4. Sum up, a presentation of the charts about 5 min.
Materials needed:
An interactive whiteboard, an Internet access point, a computer.
The example of the created chart:

LESSON 2
Topic: Safe work on a computer.
CORE CURRICULUM: Safe use of the computer and its software, the use of a
computer network. The use of computer and information and communication
technologies to develop students' interests. Describing other applications of computer
science. Assessment of risks and constraints, the social aspects of development and
application of Information Technology.
Student:
- knows how to properly organize a terminal;
- understands safe work with the computer;
- knows the rules of work with the computer;
- explains what affects the refresh rate of the screen;
- knows the unit of frequency;
- knows how to properly store the media.
Duration: 45 minutes.
Stages of the lesson:
1. Warm up - taking a register, introduction to the topic - about 5 min.
2. Describing the topic, a presentation, a class discussion - about 20 min.
3. Creating the Safe work on a computer mental map about 15 min.
4. Sum up, presentation of created maps, assessment - about 5 min.
Materials needed:
An interactive whiteboard, an Internet access point, a computer.

An example of created mental map:

http://www.spicynodes.org/a/c166870a10243539b74662ffbb350873

LESSON 3
Topic: Numbered lists and bulleted lists safety in the Internet.
CORE CURRICULUM:
Safe use of the computer and its software, the use of a computer network. The use of
computer and information and communication technologies to develop students'
interests. Describing other applications of computer science. Assessment of risks and
constraints, the social aspects of development and application of Information
Technology.
Search and use (gathering, selecting, processing) of information from various sources.
Developing using a computer some drawings, texts, figures, themes, animations,
multimedia presentations.
Student:
- can create bulleted and numbered lists
- recognizes the positive and negative effects of the Internet use;
- sticks to the basic rules for safety in the Internet;
- lists to the rules to ensure the security of the network;
- can search the web for certain information;
- knows how to copy, paste, and format text found on the Internet;
- creates a text document based on information found on the Internet;
- formats the information retrieved from the network.
Duration: 45 minutes.
Stages of the lesson:
1. Warm up - taking a register, introduction to the topic - about 5 min.
2. Describing a topic, a presentation, a discussion - about 15 min.
3. Doing the numbered and bulleted lists on a given topic - about 20 min.
4. Sum up, presentation of the lists, assessment - about 5 min.
Materials needed:
An interactive whiteboard, an Internet access point, a computer.

An example of created lists:

A numbered list

A bulleted list

LESSON 4
Topic: Designing solution in a spreadsheet.
CORE CURRICULUM:
Developing drawings, text, figures, themes, animation, multimedia presentations using
a computer. Solving problems and making decisions with the use of a computer, use
of the algorithmic approach. Using computer programs and educational games to
expand students' knowledge and skills in various fields.
The student:
- is able to format a spreadsheet cell;
- uses for calculations in a spreadsheet mathematical functions;
- solves the problem tasks using a spreadsheet;
- recognizes the benefits of using robots in the field of security.
Duration: 45 minutes.
Stages of the lesson:
1. Warm up - taking the register, introduction to the topic - about 5 min.
2. Description of the topic - about 20 min.
3. Solving tasks about 15 min.
4. Sum up, presentation of the tables and solutions about 5 min.
Materials needed:
An interactive whiteboard, a computer, MS Office.

Task 1.
The robot moved dangerous obstacle left on the sidewalk to a safe place in 2 minutes.
It travelled 240 cm during that time. Calculate the average velocity of the robot in cm /
min, and m / s. Design an appropriate table in a spreadsheet. Format the cells.
A suggested solution:
TASK 1
Distance
240 cm
Time
2 min
Velocity = distance / time
Distance
120 cm/min
Velocity
0,02 m/s

Task 2.
The robot collected 3 boxes from the road (weighing 10 grams, 15 grams, 20 grams
respectively), and moved them to the side of that road. During 90 seconds it moved at
an average speed of 0.01 m / s. Calculate the length of the littered road in meters and
cm.
A suggested solution:
TASK 2
Velocity
Time

0,01 m/s
90 s

Distance = velocity * time

Distance
0,9 m
Distance
90 cm
Task 3.
The robot transported to a safe place two construction workers who were stuck on the
wall. It travelled 2m both ways and moved at a speed of 0.04 m / s. Calculate the time
it took the robot rescue people and transport them in the initial position of the robot.
A suggested solution:
TASK 3
Velocity
Distance

0,04 m/s
2 m

Time = distance/velocity
Time
50 s
Time
0,83333 min
Task 4.
The robot entered the platform moving at a safe speed of 60 cm / min and towed
broken-down vehicle off it. It returned to the starting point after 4 minutes. How far from
the robot was the broken car?
A suggested solution:
TASK 4
Velocity
Time

60 cm/min
4 min

Distance = velocity * time

Distance there and
240 m
back again

Distance to the
broken-down
vehicle

120 cm

LESSON 5
Topic: Graphical presentation of the data in the worksheet.
CORE CURRICULUM:
Developing drawings, text, figures, themes, animation, multimedia presentations using
a computer. Solving problems and making decisions with the use of a computer, the
use of algorithmic approach. Using computer programs and educational games to
expand student knowledge and skills in various fields.
The student:
- finds and uses mathematical, statistical and other functions for calculations in
a spreadsheet;
- knows what the creation of charts in a spreadsheet is;
- creates graphs in a spreadsheet;
- distinguishes the types of charts;
- selects the correct chart type to present data or results;
- recognizes the benefits of using robots in the field of security.
Duration: 45 minutes.
Stages of the lesson:
1. Warm up - taking a register, introduction to the topic - about 5 min.
2. Describing a topic, a presentation, a discussion - about 20 min.
3. Inserting graphs, doing exercises - about 15 min.
4. Sum up, presentations of works about 5 min.
Materials needed:
An interactive whiteboard, a computer, MS Excel.
Ad Task 1. (from the previous lesson)
Plot a line graph in MS Excel showing velocity of the robot.

velocity of the robot

[cm/min]
140
120

distance [cm]

100
80
60
40
20
0
0

1 min

2 min

time[min]

A suggested solution:

Task 2. (from the previous lesson)

Do a bar graph showing the weight of dangerous parcels.
A suggested solution:

Weight of dangerous parcels

taken by the robot
weight [dag]

25
20
15
10
5
0
1 paczka

2 paczka

3 paczka

parcels

Weight of parcels taken by the

robot

parcels

3 paczka
2 paczka
1 paczka
0

10

15

weight [dag]

20

25

Task 4. (from the previous lesson)

Do appropriate graph in MS Excel according to the exercise content.
A suggested solution:

velocity of the robot

240

distance [cm]

180
120
60
0
0

1 MIN

2 MIN

3 MIN

4 MIN

time [min]

LESSON 6
Topic: Graphs and their formatting.
CORE CURRICULUM:
Developing drawings, text, figures, themes, animation, multimedia
presentations using a computer. Solving problems and making decisions with
the use of a computer, the use of algorithmic approach. Using computer
programs and educational games to expand students' knowledge and skills in
various fields.
The student:
- finds and uses mathematical, statistical and other functions for calculations in
a spreadsheet;
- uses advanced options of a spreadsheet;
- creates graphs in a spreadsheet;
- distinguishes types of charts;
- selects the correct chart type to present data or results.
- knows how to change the data in the chart;
- changes colors, formats the axes of the graph, changing the titles and
designations in the graph area.
- recognizes the benefits of using robots in the field of security.
Durtation: 45 minutes.

Stages of the lesson:

1. Warm up - taking a register, introduction to the topic - about 5 min.
2. Describing a topic, a presentation, a discussion - about 15 min.
3. Doing exercises, inserting and formatting graphs- about 20 min.
4. Sum up, a presentation about 5 min.
Materials needed:
An interactive whiteboard, a computer, MS Excel.

Drones in
next revolutionary medical services:
A deficopter is a drone that can provide medical
equipment to even the hardest accessible areas.
It can be activated at any time by the application
which will be installed in the smartphone. GPS
located in the phone helps to locate the scene of
the accident. Shortly after activation, the drone
rises into the air and arrives in the indicated
location. A defibrillator is dropped to the ground
with a special parachute. The entire rescue
operation continues rapidly which gives a much
greater chance of surviving to the victim. The deficopter can reach the air speed of 70
km / h. The deficopter with a defibrillator weighs 4.7 kg.
The average time of arrival of paramedics to the patient is about 10 minutes. The
drone's designer claims that the mentioned drone is able to provide a defibrillator within
a radius of 12 km in just a few minutes, thus increasing the patient's chance of surviving
up to 80 percent.
Another revolutionary project is the Iranian Pars meant to be used in the life guard
services - its main task will be delivering the life buoys to those people who are at risk
of drowning.
Monitoring and analyzing the accident site,
or search for missing people in the
mountains is another of many examples of
the use of unmanned aircraft in emergency
services. In Zalesie Grne a lifeguard
drone was presented. The unmanned air
system developed by the DronHouse, is
equipped with a full GPS navigation, the
self-inflating restube and a rescue tow rope
of a length of 400 m and a strength of

maximum of 200 kg. The lifeguard drone's task is to fly along the shore and monitor
water in order to help drowning person.
Restube (rescue tube) - is weighing 280g self-inflating tube which after being triggered
can help safely reach the shore, or help tow the sinking person to the shore.The drone
reaches full readiness for flight in 15 seconds after being launched and it can travel the
distance of 200 meters in 20 seconds. Another 7 seconds will take it to completely fill
the restube. This means that the drone can travel the maximum distance to the victim
within 42 seconds from the start.
http://fakty.interia.pl/galerie/kraj/dron-ratownik

Task 5.
Using the chart, compare average time of arrival of paramedics to the victim with the
average time it takes the drone to reach the victim.
A suggested solution:

Time it takes to get to the victim in radius of 12 km

10
time [minuty]

10
8
6
4

2
0
ratownik medyczny

dron ratownik

Task 6.
Present the weight of the deficopter on the chart. Mark drone's weight blue and mark
defibrillator's weight green (2.7 kg)

deficopter - weight

drone
43%

defibrillator
57%

A suggested solution:
Task
Format the charts in tasks 1-4 from the previous lesson changing colors, font and
axes descriptions.
A suggested solution:
Weight of dangerous parcels which were
taken by the robot

weight [dag]

20
15
10
5
0
1 PACZKA

2 PACZKA

3 PACZKA

parcels

LESSONS 7 and 8
Topic: Algorithms and programming Lego Mindstorms EV3
Core Curriculum:
Solving problems and making decisions with the use of a computer, the use of
algorithmic approach. Using computer programs and educational games to
expand students knowledge and skills in various fields.
The student:

knows how to run LEGO MINDSTORMS EV3 and how the program's window
looks like;
knows the basic building blocks to build algorithms within the program;
knows how to create simple algorithms;
can enter instructions to the individual blocks;
knows how to run the algorithm built into the program;
creates algorithms, runs them and validates the action;
amends and saves created algorithms;
knows how to use the "help" option in the program.

Duration: 45 minutes.
Stages of the lesson:
1. Warm up - taking a register, introduction to the topic - about 5 min.
2. Describing the topic, a presentation, a discussion - about 15 min.
3. Programming the robot about 20 min.
4. Sum up, presentation of the results, assessment - about 5 min.
Materials needed:
An interactive whiteboard, the set of LEGO MINDSTORMS EV3 bricks with a
software, a computer.

Task 1.
Program the robot so it moves dangerous object left on the sidewalk to a safe place,
makes a sound, and goes with a load with its red light pulsing.
----------------------------------------------------------------------------------------------------------------Task 2.
Program the robot so it collects dangerous parcels and moves them to the side of the
road.
----------------------------------------------------------------------------------------------------------------An example of a program:

Task 3.
Program the robot so it takes two construction workers, who got stuck on the wall, to a
safe place.
----------------------------------------------------------------------------------------------------------------An example of a program:

Task 4.
Program the robot so it enters the platform safely and tows a broken-down vehicle off
it.
----------------------------------------------------------------------------------------------------------------An example of a program:

Mathematics
Bionics
Topic: Calculating the length of prosthetic arms and legs on the basis of the
skeletal system
Duration: 45 minutes
I.

Calculating the length of prosthetic arms and legs on the basis of the
skeletal system

Aims:

The introduction of the bionics notion

Reminder of terms related to the directly proportional quantities
Developing skills for calculating the length of artificial upper and lower limbs
for a person on the basis of the directly proportional quantities.

Task 1

Calculate the lenght of the artificial upper and lower limb for a person of 170 cm of
height on the basis of the skeletal system.

Task 2
Calculate the length of the upper and lower artificial limb for a person with a height of
170 cm on the basis of the skeleton shown on the board.
Task 3
Draw a table for the directly proportional quantities based on the tasks 1 and 2. Give
the coefficient of the proportionality. Chart the given proportionality.

Safety
Lesson 1: Getting to know the substitution ciphers
Main aim:
- The student learns the encryption methods
Operational objectives:
The student
- learns the terms like encryption, cryptology
- understands the purpose of encryption
- acquires the ability to break the substitution ciphers
- understand the phenomenon of universality of the codes in everyday life

- acquires the ability to decrypt codes with the use of the substitution
ciphers.
Duration: 90 minutes

Required materials:
- Sticky notes with the methods of encryption written on them and the encrypted
messages, the messages to be encrypted, an interactive whiteboard with code table
of ciphers
Satges of the lesson
I.

II.

Introduction - warm up
Familiarizing students with the goal of a lesson; clarifying the concept of
cryptology. A cryptology is a branch of science akin to mathematics, and
deals with methods of encryption.
A cipher is a type of code used to dissimulate the message so it is
impossible (or very difficult) to be read by anyone who does not have the
proper key.
An encryption, however, is the procedure of converting messages so they
are encrypted.
The message before being encrypted is called plaintext and the encrypted
message - a ciphertext.
An encryption is a very old phenomenon, although modern cryptography
was born only in the era of computers and older ciphers are from today's
point of view, completely useless. Note, however, that encryption serves
mainly a practical purpose: to hamper the access to information.
Familiarizing the students with several encryption methods:
- Substitution ciphers: the Caesar cipher, scout ciphers.
Cipher 1
When encrypting a message, each letter is assigned with letter shifted by 4
letters back in the typical alphabet. Table code
(encoded letters are at the top and bottom letters are those that replace
them)

A, , B, C, , D, E, , F, G, H, I, J, K, L, , M, N, , O, , P, R, S, , T, U, V, W, X, Y, Z, , .
Y, Z, , , A, , B, C, , D, E, , F, G, H, I, J, K, L, , M, N, , O, , P, R, S, , T, U, V, W, X.

Eg. a word "Pitagoras" when encrypted is seen as: NPYDYO.

Alphabet code is written repeating it over and over again, so that letter
corresponds the letter Z (the fourth letter before the letter A is the letter Z),

and the letter C corresponds the letter (fourth letter before the letter C is
the letter ). We encrypt the code by reversing letters backwards and decrypt
it by moving letters forward.
Exercise
Decipher the following sentence with the code 1:
J YP BJ YP UG Y FBO P G MH Z KYRG .
Caesar Cipher
Julius Caesar coded his correspondence with Cicero. Each letter was
replaced by a letter three positions down the alphabet.
Code table
A, , B, C, , D, E, , F, G, H, I, J, K, L, , M, N, , O, , P, R, S, , T, U, V, W, X, Y, Z, , .
D, D, E, F, F, G, H, H, I, J, K, L, M, N, O, O, P, R, R, S, S, T, U, W, W, Y, Z, V, A, X, B, C, C, C.

Exercise
Decipher the following sentence with the use of the Caesar Cipher:
1.
2.
3.
4.

GZCH GCLHFL
TUSWYH USARSOHJOH
IHULH CLPSAH
PDYHPDYBND

Cipher 2
Scout code
A scout code is a substitution cipher where the encryption is based on a
short and easy-to-remember key. This key is written in the form of letter
pairs that are easily replaced by other letters. The most frequent sequence
is the "GA-DE-RY-PO-LU-KI".
In this code, each pair of characters separated by a dash is a list of
substitutes. The letters which are not on the list of substitutes are omitted
and are not changed at all. These include spaces as well.
For example, the sentence "Ala ma kota" will be "GUG MG IPTG" when it's
encrypted.
Other frequently used codes by scouts:
MA-LI-NO-WE-BU-TY
PO-LI-TY-KA-RE-NU
PO-LI-TY-KA-NE-RU
BI-TW-AO-CH-MU-RY
KA-CE-MI-NU-TO-WY

 KO-NI-EC-MA-TU-RY
ZA-RE-BU-HO-KI
BA-WO-LE-TY-KI-JU
WU-JA-BO-LA-RE-CE
RE-GU-LA-MI-NO-WY
KU-LO-PE-RY-ZA-GI
HA-LO-JU-PI-TE-RY
MO-TY-LE-CU-DA-KI
II.

Cracking the codes with the use of learnt ciphers and encrypting the
messages with the learnt ciphers.
Exercise 1
Decrypt the message (the Caesar Cipher).
1. RDZND YS TSYHJL NOZFC
Exercise 2
Use the "GA-DE-RY-PO-LU-KI" Scout Code to decrypt the message:
1. FKALYG
2. YWNGNKD
3. YWNPUDAPBPI K TYJIT

Exercise 3
Use the "MA-LI-NO-WE-BU-TY " Scout Code to decrypt the message:
1. ILCZUM ALWSZMOM
2. ILCZUT RZDZ ELMYWA
3. ATI ELC JWSYWA

Exercise 4
Use the "RE-GU-LA-MI-NO-WY" Scout Code to decrypt the message:
1. PMTLUNELS M TLARS
2. SWSZLRI M ZLPNIOMLRI, YMDZMLRI M ZLPLIMTLRI,
ZENBMRI M ZENZGIMLRI.
Exercise 5
Encrypt the message (the Caesar Cipher).
1. Bez matematyki, jestemy lepi.
Exercise 6
Use the "GA-DE-RY-PO-LU-KI" Scout Code to encrypt the message:
1. S plusy dodatnie i plusy ujemne.
wiczenie 7
Use the "MA-LI-NO-WE-BU-TY " Scout Code to encrypt the message:
1. Liczby rzdz wiatem.

Exercise 8
Use the "RE-GU-LA-MI-NO-WY" Scout Code to encrypt the message:
1. Matematyka to bardziej czynno ni nauka.

III.

Examples of the code used every day.

PESEL
Powszechny Elektroniczny System Ewidencji Ludnoci

Dwie ostatnie
cyfry roku
urodzenia

Miesic
urodzenia

Dzie
urodzenia

Liczba
kontrolna
Pe
Kobiety liczby parzyste

Mczyni liczby nieparzyste

Lesson 2: Getting to know the numeric ciphers.

Main aim:
The student learns the methods of encrypting
Operational objectives:
The student
- learns about ciphers
- understands the purpose of encryption
- acquires the ability to break the numeric ciphers
- acquires the ability to decrypt the codes with the use of numeric ciphers.
Duration: 90 minutes

Required materials:
- Sticky notes with the methods of encryption and the encrypted messages,
interactive whiteboard with the code table of ciphers, sticky notes with messages to
be encrypted
The course activities
I. Introduction
Familiarizing the students with the goal of lessons.
Stages of the lesson
I.

Introduction - warm up
Familiarizing students with the goal of a lesson.

II.

Familiarizing students with several encryption methods:

- Numerical ciphers: the letter-digit code, mathematical cipher,
multiplication table cipher, the fractional cipher
Cipher 1
Letter-digit code
When encrypting a message, each letter of the alphabet is assigned with
next number as shown in the table below:

A-1, -2, B-3,C-4, -5, D-6, E-7, -8, F-9, G-10, H-11, I-12, J-13, K-14, L-15, -16, M-17, N-18,-19,
O-20, -21, P-22, R-23, S-24, T-25, U-26, W-27, Z-28, -29, - 30, X-31, Y-32

For example, a word Euklides after being encrypted will look like
this: 7261415126724.
Cipher 2
MATHEMATICAL CIPHER
The principle of this cipher is replacing letters with digits allotted to them.
The key is as follows:

The digits being a result of encrypting the letters are combined using
mathematical signs so to create a mathematical operation (which does not
have to be necessarily equal).
This cipher is good because the same word after being encrypted can have
multiple versions. For example, the word HARCBOOK can be encrypted as:
8+1+18+3+2+16+16=11
But it can also have the following form:
8*1/18+3-2=16*(16-11)
The way of combining the digits is up to our imagination.
Cipher 3
MULTIPLICATION TABLE
Letters after being encrypted using this method become simple
mathematical operation such as multiplication.
for example, 2x3, 5x4 itp.
The code is as follows:

When we finally find the letter that we want to encrypt, enter the column
number and then line number instead, thus creating an operation of
multiplication.
Using the method of multiplication table cipher:
-letter "A" will be as follows: 1x1
-letter "P" is 3x4
As usual, let's take a word "Euklides" into consideration. When encrypted, it
will look as follows: 5x1 2x5 1x3 2x3 4x2 4x1 5x1 5x4
Cipher 4
FRACTIONAL CIPHER
The cipher is simple enough so it can be easily recognized.
There are many versions of the cipher, they differ in the number in the
denominator; if the cipher is to be regular in each fraction, there must be the
same number of letters in each fraction so there are versions where there
is:
- One group of fractions
- Three groups of fractions
- Four groups of fractions
- Six groups of fractions
- Eight groups of fractions
- Twelve groups of fractions
- A group of twenty-four fractions
The most popular versions are the four and six groups versions. As an
example we will present the version of "four groups". The code here looks
like this:

So if you want to encrypt the letter "T" using this method, replace it with the
2/4 fraction.
The counter indicates the number of letters, and the denominator stands for
the group number.
An expression "HARCBOOK" looks like this after being encrypted:
2/2 1/1 6/3 3/1 2/1 4/3 4/3 5/2.
III.

Breaking codes using known ciphers and encrypting using known ciphers.
Exercise 1

Encrypt the message with use of the letter-digit cipher:

Skoki po rozum do gowy te wymagaj treningw.
Exercise 2
Using the mathematical cipher encrypt the following message:
Noce s dugie, a zada tysice.

Exercise 3
By using the multiplication table cipher, encrypt the message:
Mona doprowadzi konia do studni, ale nie mona sprawi, eby si z niej
napi.
Exercise 4
By using the fractional cipher encrypt the message:
Lekarstwem na nud jest ciekawo.
Exercise 5
Decrypt the following letter-digit cipher sentence:
142520 41147 2812211515 12181832411, 24117 17262412 2216201825.
Exercise 6
Decrypt the following multiplication table cipher sentence:
5X31x11x52x54x41x15x25x15x41x53x55x45x54x15x54x25x11x51x11x3
1x1 5x41x14x31x1.
Exercise 7
Decrypt the following sentence with the mathematical cipher:
2219242319201116 1511252423 2117181192432413, 10111 2023121116
141624151.
Exercise 8
Decrypt the following sentence with the fractional cipher:
2/3 3/4 6/4 5/4 5/2 1/1 2/1 3/4 4/1 6/4 3/2 4/4 1/4 5/1 6/3 3/1 3/4 5/3 6/3
1/1 1/2 3/3 3/2 5/1 3/3 3/2 5/1 4/1 4/3 2/1 6/3 5/4 3/1 2/2 3/1 6/4 5/4 3/3
4/3 4/4.
Lesson 3 Getting to know the Morse code
Main aim:
The student learns the letters of the Morse code
Objectives:
The student:
- understands the purpose of using the Morse code
- acquires the ability to use the Morse code to encrypt the messages
- acquires the ability to decrypt messages using the Morse code

- acquires the ability to encode the messages using the Morse code using his hands
and light signals
- acquires the ability to decipher messages with the use of the Morse code by using
his arms and light signals.
Duration time: 90 minutes
Materials needed:
- an interactive whiteboard with letters of the Morse code displayed, paper sheets
with a table with letters of the Morse code.
Stages of the lesson
I.

Warm up / Introduction
Students get to know the aim of the lesson.

I I.

Familiarizing students with the letters of the Morse code.

In the Morse code, each letter and digit corresponds to a sequence of dots
and dashes. Encrypted messages can be written on paper, can be
displayed from a distance by showing signs of light or giving signs with
arms. In writing, the sequences are separated by a slash, and there is the
double slash in the end of the sentence. The word "cat" would look like this:

/ ///
When transmitting light signals a dot is represented by a short mark, a
dash is represented by a longer mark - three time unit long. Between the
letters a break should last time of one dot, between the sequences it
should last at least the time of one dash, and between the words there
should a break of three dashes.

MORSE CODE
A.

N.

1.

B ...

2..

C..

P..

3...

D..

R..

4....

E.

S...

5.....

F...

6....

G .

U..

7...

H....

W.

8..

I..

V...

9.

J.

X..

K.

Y.

.-.-.- dot

L...

Z..

M
The Morse Code can be transmitted by the position of our arms:
dot - rise arms vertically above the head
dash - rise arms horizontally
separating letters or sings - crossed arms
separating a group of signs - crossing arms facing down
mistake or repeat - drawing circles above your head.

III.

Encrypting and decrypting messages with the Morse Code.

Exercise 1
Encrypt the message with the Morse Code:
pomocy, ratunku, sos
Exercise 2
Using the Morse code send the message using light signals and your arms
the following message:
pomocy, ratunku, sos
Exercise 3
Using the Morse code encrypt and transmit a message with light signal and
by using arms:
Wybieram tylko dobro. Zo zostawiam innym.

Exercise 4
Decrypt the message:
.--|-.--|-|-.--|-.-|.-|--|-.--| ..|-.|-.|-.--|--|
-...|.-..|.|-..|-.--|
...|.-|--|..|
--..|.|...|--|-.--|
.--.|---|.--.|.|.-..|-.|..|.-..|..|

-.-|-|---|.-.|.|

Exercise 5
The students using arms present their messages via the Morse code, other
students decrypt presented messages.

Lesson 4: We are creating our own codes.

Main aim:
- A student learns how to create his own codes
Operational objectives:
The student:
- understands the purpose of encrypting
- acquires the ability to create his own codes
Duration: 90 minutes
Materials needed:
- an interactive whiteboard with a given website displayed: www.szyfry.matw.pl
Stages of the lesson
I.

Warm up / Introduction
The students get to know the aim of the lesson.

II.

Familiarizing the students with the website: www.szyfry.matw.pl

The students become familiar with codes by visiting the given website.
They encrypt and decrypt messages, checking the principles of individual
codes.

III.

Creating own code with the use of this website www.szyfry.matw.pl and
adding codes to the websites.

IV.

The students present created codes at the www.szyfry.matw.pl website.

Maths & Physics

Maths, Physics (2x45min.)
Topic: Bionics - exercises.
Improving the ability to see the relationship between the natural world and
mechanics
Reminder of the SI base units
Repetition of basic physical quantities
Improving the ability of doing calculations
Improving the skills of calculating the volume of a prism
Improving the ability of creating a balloon based on the given instructions

Task 1
The work of Vitruvius titled "De Architectura", written more than two thousand years
ago, describes the principles of construction of temples, buildings, construction of
machinery used for lifting weights. What gravitational potential energy has the 20 kg
hammer got when it is placed at a height of 2 meters? How deep will the wooden pal
be driven into the ground, if the resistive force of the ground equals 2000 N?

Task 2
Leonardo da Vinci studied the natural phenomena and their applications in technology.
He was involved in many different branches of science, technology and flying. A sketch
of his flying machine was based on the construction of the bat's wings. The plane flies
at a certain height above the ground. What energy does it have? Calculate the total
energy of the aircraft which mass equals 38,125 kg flying at a height of 10 km above
the ground with the speed of 912km / h.
Task 3
By using the given objects - thin resilient paper, newsprint, a strip of cardboard and
glue, build a flying balloon according to the instructions provided.
Instructions:
1. Tape the edges of the thin paper sheet so to have a sheet with sides measuring 80
cm each. Do six copies of this kind and put them right on top of each other. Draw and
then cut the template of the balloon.
2. Fold the six sections of the balloon exactly in half. Glue them together, inserting the
newsprint between each section in order to separate them.
3. Glue the first section with the last one. Leave it to dry up.
4. Extend the balloon. Plaster its base with a strip of the cardboard. Fill it with warm air
using a hair dryer. Your balloon will lift up.

Task 4
At the beginning of the sixteenth century, a professor of Krakw Academy Jan Mroek
lived in Cracow. In 1612 he proved that bees build cells of honeycombs of a hexagonal
shape because the hexagon has the largest surface area for a given perimeter, and a
hexagonal cell has the greatest volume. A honeycomb cell has the shape of a prism
which base edge is of 4mm and a height is of 10 mm. How much honey can fit in one
cell? How many cells must be emptied by the beekeeper to receive 250 ml of honey?

Task 5
A man and his internal organs were often used as a basis for practical applications.
Based on this, the artificial intelligence systems were created. A conduction of nerve
impulses along the axon (a long projections of a nerve cell - neuron) is held at a
constant velocity which can reach up to 100 m / s in mammals' nervous system.
Present this velocity in km / h and calculate the time it takes the nervous impulse to
travel the entire length of the human body.
Task 6
The data below present the split times for 100 metres by Usain Bolt during the Olympic
Games in Beijing and The World Championships in Athletics in Berlin.

10m

1,85

1,89

20m

2,87

2,88

30m

3,78

3,78

40m

4,65

4,64

50m

5,50

5,47

60m

6,32

6,29

70m

7,14

7,10

80m

7,96

7,92

90m

8,79

8,75

10

100m

9,69

9,58

1. Plot a graph of the time-distance relationship and calculate the average speed of a
sprinter.

2. Calculate the average speed with which the sprinter ran another ten meters. Plot a
graph of the relationship between speed and time. When did the sprinter achieve the
highest speed?
3. Calculate the average acceleration of the sprinter in time from the beginning of the
run to the point of maximum speed, and (assuming your own body weight) the force
responsible for this acceleration.
4. Calculate work of the force calculated in the point above done during acceleration,
and kinetic energy at the moment of reaching the highest speed.
5. Calculate the momentum of this force during acceleration and momentum of a
sprinter at the moment of reaching the highest speed.
6. What is the average mechanical power of the sprinter during acceleration?
7. What height would this sprinter reach during the pole vault assuming that all its
kinetic energy would be turned into the potential energy of gravity?
Task 7
The observations of the animal world have given engineers and designers a lot of
ideas. A cheetah is the fastest animal on Earth - its speed reaches 120km / h. On the
basis of observing the movement of the cheetah, the designers used the observed
phenomena in constructing the car chassis. Calculate the cheetah acceleration at the
time of 2 minutes. What kinetic energy will the cheetah have, if its weighs 65 kg?
Task 8
Observations of birds contributed to a number of theoretical and practical applications.
Owls are birds that fly and hunt at night and are able to locate its prey due to their
perfect hearing. The flight of owls is almost inaudible. The so called Owl Technology
was created which is used to solve the problems of Aeroacoustics in the flight industry.
An owl heard the sound of a mouse 0,02s after the sound was transmitted. How far is
the mouse? What is the frequency of the sound? Assume that the velocity of sound in
the air is about 330 m / s.

Topic: Bionics Math and physics tasks

What we have to do:
In a warehouse we need to remove certain packages from the pick-up point into a
truck. We want to synchronize the machine that brings the boxes, in a certain
frequency.
To do that, we need to measure the time that our robot needs to pick-up a box with
its prosthetic arm. Then the robot moves backwards at first, and afterwards straight
towards the truck. Release the box at the truck and go back to the pick-up point.
How are we going to do that:
Step 1: Measure the time that our robot needs to pick-up each box ..
sec.
Step 2: How is the robot going to move backwards to be ready at the next step to go
straight forward.

Step 3: How many rotations the robot wheels need to make backwards so our robot
will change direction as shown at step 2.
Step 4: How many seconds does the robot needs to go backwards: sec
Its speed is: ..
Step 5: The robot will move 8 meters straight ahead. How is it going to do that?
Speed:
Rotations of its wheels: . Time: . sec
Step 6: Measure the time our prosthetic arm needs to put the box into the truck and
move the up. Time: . sec
Step 7: The robot now needs to change direction. So we will repeat steps 2 5 so
our robot will be ready to pick up the next box.
Step 8: Time needed for the whole procedure: .. sec
Topic: Bionics Math and physics tasks
What we have to do:
The task is to calculate the circumference of a simple shape. We have a football field
and we need to find its circumference. We just sum up all the external sites.

We need to mark down on the grass with talk the shape of our field. We will use
white talk for all the lines and red talk just for the begging and the end which is point

A.
At first we need to make sure that our robot has a colour sensor. We set the sensor
to move only on the white line and stop every time it has a change of course. We will
set it to make right turns every time the white line ends and stop when it finds red
colour.
How are we going to do that:
Step 1: We set the robot to move at line AD with a low speed so we will be able to
measure exact time. We put the robot on point A, but make sure that the colour
sensor doesnt read the red colour.
The velocity we set is: .. m/s
We measure the time that our robot needs to reach to point D with our timer:
.. sec.
Use the formula , where v is our velocity, s is the length of AD and t is the time
needed.
So . Hence, AD = s = .. m
Step 2: When the white line ends at point D, the robot is set to turn right in order to
find white and proceed. So it makes a right angle turn to the right and proceed
forward on line DC.
We follow step 1 to calculate the length of line DC.
Time: .. sec, Velocity: .. m/s so DC = .. = .. m
(It is better not to chance our velocity and keep it constant throughout the task).

Step 3: When the white line ends at point C, the robot is set to turn right in order to
find white and proceed. So it makes a right angle turn to the right and proceed
forward on line CB.
We follow step 1 to calculate the length of line CB.
Time: .. sec, Velocity: .. m/s so CB = .. = .. m
Step 4: When the white line ends at point B, the robot is set to turn right in order to
find white and proceed. So it makes a right angle turn to the right and proceed
forward on line BA.
We follow step 1 to calculate the length of line BA.
Time: .. sec, Velocity: .. m/s so BA = .. = .. m
Step 5: When the white line ends at point A, the robot stops because the sensor
reads red colour and stops. So our robot stops.
Step 6: We sum up all the lines. AD + DC + CB + BA =
= m

Physics
Bionics
Topic: Simple machines in a human body.
Duration 90 minutes
Aims:

Reminder of the basic knowledge of the simple machines

Learning three basic levers in the human body
Reminder of the law of the second class levers
Examples of the use of the equilibrium conditions for the calculation and
interpretation of the joints overloading (calculations)

Examples of simple machines

Levers are classified by the relative positions of the fulcrum, effort and resistance (or
load). This allows the identification of three classes of levers by the relative locations
of the fulcrum, the resistance and the effort. Class 2 lever - resistance (or load) in the
middle: the effort is applied on one side of the resistance and the fulcrum is located on
the other side

Class 1 lever: Fulcrum in the middle: the effort is applied on one side of the
fulcrum and the resistance (or load) on the other side.

Levers in the human body

In the human body there are three types of similar levers:
Class 1 lever - fulcrum in the middle: the effort is applied on one side of the fulcrum
and the resistance (or load) on the other side. An example of this type of lever is the
atlanto-occipital joint (the place where the bones of the skull are joined with the first
vertebrae of the spine). This joint is responsible for the vertical movements of the head
- nodding.
Class 2 lever - resistance (or load) in the middle: the effort is applied on one side of
the resistance and the fulcrum is located on the other side. It is quite "economical" joint
in our body - its example is e.g. foot.
Illustration of the second class lever.

Class 3 lever - effort in the middle: the resistance (or load) is on one side of the effort
and the fulcrum is located on the other side. It is very common and also not very
economical joint that present in the human body. An example is e.g. the upper limb

where the axis of rotation of the lever is elbow joint. When we raise any object with our
hand this lever is in use.
Illustration of the third class lever.

Conditions for equilibrium for the lever

r1*F1=F2*r2
1. What is the strength of hand muscles that operate the pulley shown on figure?

2. Ola's father, Ola and Ala sat down on the swing. Daddy weights F1 = 800N, and
Ala and Ola's weight F2 = 400N. Ola and Ala sat at a distance r = 2m from the
axis of rotation. At what distance from the axis should daddy sit so to keep the
swing in balance?

3. Eve and Charles are sitting on the swing which is kept in balance. Children's
distance from the fulcrum is given in the figure. If Eve has a mass of 25 kg what
is the mass of Charles?

4. Farmer that weights 750N and is holding a stone that weights 50N. What is the
force which acts on the farmer's legs and what is its direction? What is the total
mass of the farmer and stone?
5. A man is holding a stone. The forces of gravity and man's muscles act on the stone.
a. Show the direction of the force of gravity and the force of the farmer's arm.
b. Which force direction is greater - gravitational or force of the farmer's arm?
c. Which force is greater - the strenght of muscles or the force of gravity?

6. Scissors are simple machine - first class lever. The scissors cut material. Is the
strenght of the muscles greater or lesser than the shearing force? Is the
direction of the strenght of muscles greater or lesser than the shearing force?

7. A wheelbarrow is a simple machine. A man holds wheelbarrow handles in a

large distance from the axis of rotation. A force of his muscles acts vertically
upwards. Why is wheelbarrow useful at work?

8. Why do we use wrench with long handle to loosen and tighten the screws?

Safety
Topic: An electromagnet

Aims:
Learning about an electromagnet structure
Understanding the operation of an electromagnet and functions of the
electromagnet's core
Creating do-it-yourself electromagnet
Getting to know the application of the electromagnets is everyday life.

Materials:
wire (preferably a copper one), steel nail, a battery, steel needles
"Electromagnet application" slideshow downloaded from http://www.scholaris.pl
movie manual how to build an electromagnet
an interactive whiteboard with boards.

I.

Discussing the structure and the rule of operation of an electromagnet.

II.

Discussing the application of the electromagnets with the help of the

slideshow.

III.

The students watch the movie manual "How to build your own
electromagnet" http://www.scholaris.pl/resources/run/id/49078
The students create their own electromagnet.

IV.

Lesson summary. The students are given questions checking what they
have learnt - "Test questionnaire"

English
Bionics
Topic: Bionics - vocabulary.

Time: 1 hour (45 min.)

Aims:
-

Deepening the scope of vocabulary bionics

Developing listening skills
Developing reading comprehension skills

Understanding the role of bionics in contemporary world and as a chance for

the future
Developing writing skills
Promoting interest in Lego and the project Creative minds.

Interaction:
- the whole class
- individual work
- group work
Resources:
-

Voki website
http://www.voki.com/pickup.php?scid=12199902&height=400&width=300
multimedia presentation - bionics
interactive whiteboard
laptops

Teaching methods:
-

brainstorming
discussion
practical exercises
work with a text
work with a computer

Stages of the lesson:

1. Associations with Bionics. Brainstorming:

BIONICS

2. What is bionics?
A. Listening
Students listen to the definition of bionics

http://www.voki.com/pickup.php?scid=12199902&height=400&width=300

B.

Speaking:
The students explain how they understand the definition.

3. The use of bionics.

A. The students read a short text concerning bionics presented by means of
multimedia presentation.
B.

The students do the T/F exercise. According to the text, they state if the
sentences are true or false.

Bionics is the interdisciplinary area of knowledge studying the build and

rules of operation of dead plants. (F)
Bionics is adapted in technology, especially in automation and
construction of technical devices.(T)
Bionics cannot be used in medicine. (F)
Bionics means replacing defective organs and body parts with devices
which very well imitate natural functioning. (T)
Cochlear implants can be seen on human eye. (F)
Bionic arm or hand does not exist. (F)

4. Mini-dictionary of bionics:
A.
The students work in groups. They use laptops to select the words
connected with bionics. They create mini-dictionary of vocabulary connected
with bionics.
5. Homework
The groups exchange effects of their work and create one dictionary.

Topic: Bionic robot.

Time: 1 hour (45 min.)

Aims:
-

Deepening the scope of vocabulary bionics, the language of programming

Developing speaking skills
Developing listening skills

Developing the skills of programming Lego robots

Understanding the role of bionics in contemporary world and as a chance for
the future
Developing writing skills
Promoting interest in Lego and the project Creative minds.

Interaction:
- the whole class
- pair work
- group work
Resources:
-

YouTube video:
https://www.youtube.com/watch?v=RPyjXecieZ4

interactive whiteboard
Lego robot bionic hand built during Technology classes

Teaching methods:
-

brainstorming
discussion
practical exercises
demonstration
communication

Stages of the lesson:

1. Associations with the word Disabled. Brainstorming:

DISABLED

2. How can we help the disabled?

Whole class discussions suggesting the ways of helping the disabled

people; development of the theme of prosthesis

3. Bionic robot.
Watching the video bionic robot and solving the listening comprehension
exercise filling the spaces with missing information (pair work).
https://www.youtube.com/watch?v=RPyjXecieZ4

Checking the exercise with the whole class. Writing down the answers on the
whiteboard.

Rex is the worlds first real .. man. (bionic)

The robot cost .. euros. (600 000)
The robot has implant which enables him to hear (cochlear)
Rex was built by a team of leading .. experts. (robotics)
Artificial . of the robot that runs through the turbines is absolutely
science-fiction. (blood)
Artificial kidney is able to replace the failing one without necessity of the
kidney .. (transplant)
The device in artificial hand of the man is controlled by electrods allocated
next to the muscles.
The hand can move all the fingers and grip in . different
ways (7)

4. Programming the robot with bionic hand built during Technology classes.
-

Reminding the vocabulary of programming (eg. brick, go forward, turn left,

press, button, stop at angle).
The students are divided into teams and prepare a set of instructions for
another groups to program the robot.
Programming the robot according to the instruction of another group.
Testing the program.

5. Description of the robot with the bionic hand (its functions, features and
usage).

Safety
Topic: Safety - vocabulary.

Time: 2 hours (2x45 min.)

Aims:
-

Deepening the scope of vocabulary safety

Developing speaking skills
Developing reading comprehension skills
Developing writing skills
Promoting interest in Lego and the project Creative minds.

Interaction:
- the whole class
- group work
Resources:
-

Materials:
https://www.emaze.com/@AFZCTWCI/how-can-we-be-safe-at-home
http://prezi.com/cydqxon7-hra/?utm_campaign=share&utm_medium=copy
https://animoto.com/play/jmO2qMhzKO91ZDibEo2EEQ

interactive whiteboard
laptops

Teaching methods:
-

brainstorming
discussion
practical exercises
work with texts
work with a computer

Stages of the lesson:

1. Associations with Safety. Brainstorming:

SAFETY

2. What is safety?
Speaking: The students explain how they understand the definition and when
they can feel safe.

3. Safety at home, in the city and country.

The students are divided into groups. They use laptops to read the information
about safety included in the materials:
https://www.emaze.com/@AFZCTWCI/how-can-we-be-safe-at-home
http://prezi.com/cydqxon7-hra/?utm_campaign=share&utm_medium=copy
https://animoto.com/play/jmO2qMhzKO91ZDibEo2EEQ

Each group presents the ways of assuring safety at home, in the city and in the
country in oral and written form.
4. Mini-dictionary of safety:
The students work in groups. They use laptops to select the words connected
with safety. They create mini-dictionary of vocabulary connected with safety.

5. The groups exchange effects of their work and create one dictionary: safety.

Topic: Lego Engineering Projects.

Time: 2 hours (2x45 min.)

Aims:
-

Deepening the scope of vocabulary The Design Engineering Pack

Developing listening comprehension skills
Getting to know The Design Engineering Pack
Getting familiar with the Lego Engineering Projects
Developing writing skills
Promoting interest in Lego and the project Creative minds.

Interaction:
-

the whole class

group work
individual work
pair work

Resources:
-

the software of the Design Engineering Pack

interactive whiteboard
YouTube videos:
https://youtu.be/aMf2dxm5-Aw
https://youtu.be/hbP9-7oG-3Y

laptops

Teaching methods:
-

discussion
practical exercises
work with a video
work with a computer

Stages of the lesson:

1. Explaining what the Lego Engineering Projects pack is and which sections it
consists of:
Make a system
Make it smarter
Make it move

2. Practicing the vocabulary included in the teacher mode of the Design

Engineering Pack. The students give English definitions of the words
connected with the set of the Lego Engineering Projects. They check in online
dictionaries the meaning of words which they dont understand.
Vocabulary: human senses, robot sensors, seeing/vision, hearing/audition,
balance/vestibular system, feedback, example solution, overview, design brief,
input, output, graph programming, zones, dataset, upload, communication,
gesture, sender, receiver, organism, life span, timer, control.

3. Watching the videos and filling the missing spaces with appropriate
information:.
A. INSTANT SUCCESS 9 MAKE IT SMARTER AND FASTER
a. In the video the bug has been built to move around and
(respond) to the environment.
b. The bug reacts to the .. (sensors) and
. (touch) and using the .. to move
around.
c. The activity is included in Make It .. (Smarter)
part of the Design Engineering Pack.
d. The activity is called Make It smarter with a (sensor)
e. We start the Engineering Process with a .. (Design
Brief)
f. After . (brainstorming) and selecting the best
idea, we build the solution and program it. We test and analyze it, then
(review) and revise it and then we communicate our
final solution to the world.
g. In the design Engineering Pack the teacher can find example solutions.
h. In the programming you need to use a .. (loop)
i. When you press the touch sensor, the bug makes some noise and
(stops).
B. INSTANT SUCCESS 10 MAKE A SYSTEM
j. We need to move a (ball) from one place to another.
k. The task is to design and program a robotic system that moves a ball at
.. 90 degrees from one location to another.
l. In the activity must select the best (solution). You build
it, test it, analyze it and . (evaluate) how it works.
m. The exercise is presented in (example) solution
video in the Activity Pack.
n. The students can also use example (building)
instructions as well as programming solutions to help to do the activity.
o. The students are free to .. (design) their own
solutions.
B. Working with computers and LEGO software - Testing the Design Engineering
Packs, getting to know the package, studying the guidelines , following the
instructions.

By Polish and Cypriot teachers