8th Grade Robotics

Glen Ridge Public Schools – Computer Science Curriculum
Course Title: Introduction to Robotics
Subject: Mathematics/Computer Science
Grade Level: 8th grade
Duration: 18 weeks (3 days per week)
Prerequisite: None
Elective or Required: Elective
Mathematics Mission Statement

st
Since Mathematical and Computational thinking are an integral part of our lives and 21 Century
learning, students must be actively involved in their mathematics education with problem solving
being an essential part of the curriculum. The mathematics and computer science curricula will
emphasize thinking skills through a balance of computation, intuition, common sense, logic,
analysis and technology.
Students will be engaged and challenged in a developmentally appropriate, student-centered

learning environment. Students will communicate mathematical ideas effectively and apply those
ideas by using manipulatives, computational skills, mathematical models and technology in order
to solve practical problems.
To achieve these goals, students will be taught a standards-based curriculum that is aligned with
the National Common Core Standards in Mathematics and the New Jersey Core Curriculum
st
Content Standards in Technology and 21 Century Life and Careers.
Course Description:
th
Introduction to Robotics is an 8 grade cycle course. Students will be introduced to Robotics
using the Lego® MindStorms® NXT system. The course will use the Carnegie Mellon Robotics
Academy NXT Video Trainer 2.0. Working as part of a team, students will build and program a
Lego NXT Robot. Using basic robotics concepts and the NXT programming environment,
students will instruct the robot to move, turn, sense light, sound, touch and other objects in its
path. Students will program their robot to navigate obstacle course challenges.
Author: Mayra Bachrach

Date Submitted: Summer 2012
Curriculum Standards
Common Core English Language Standards for Science and Technical subjects:
RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts
and topics.
RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades
6–8 text complexity band independently and proficiently.
Technology Standards:
8.1 All students will use digital tools to access, manage, evaluate and synthesize information in
order to solve problems individually and collaboratively and to create and communicate
knowledge
A. Technology Operations and Concepts

B. Creativity and Innovation
21st Century Life and Career Education
9.1. All students will demonstrate the creative, critical thinking, collaboration and problem solving
skills needed to function successfully as global citizens and workers in diverse ethnic and
organizational cultures.
A. Critical Thinking and Problem Solving

B. Creativity and Innovation
C. Collaboration, Teamwork and Leadership
F. Accountability, Productivity and Ethics
2
Introduction to Robotics
Unit 1: NXT robot Construction
Approximate # of Weeks: 2 weeks
Essential Questions:
 What is a Robot?
 What is engineering?
 What is the engineering process?
 What are the main components of a Lego® MindStorms® NXT system?
 How do the physical parts of a Lego® MindStorms® NXT robot fit together?
 What are the steps to construct a Lego® MindStorms® NXT robot?
 How are the ports and sensors on the NXT robot related?
 How is a robot able to perform tasks?
 What is programming?
 What is a programming language?
 How is programming used to control robots?
 How does the NXT programming software work?
Objectives:
Upon completion of this unit, the student will be able to:
 Explain what a robot is.

 Explain what engineering is.
 Explain and use the engineering process.
 Describe applications of robotics.
 Identify the components of the Lego Mindstorms NXT system and explain their function.
 Identify the parts of a Lego Mindstorms NXT robot construction kit.
 Construct the Lego Mindstorms NXT Robot using the component parts.
 Explain and properly connect each port of the NXT Robot with its corresponding sensor.
 Explain what programming is and how it is used to control the NXT robot.
 Identify and demonstrate the use of the Lego Mindstorms NXT programming software.
 Use the Lego Mindstorms NXT programming environment to download and run a sample
program on the NXT robot.
Interdisciplinary Standards:
 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10
Activities:
 Lecture and class discussion.

 NXT video trainer exercises
 View videos of modern day robots. Discuss what a robot is and how robots are used.
 Download and install the firmware on the NXT.
 Build the NXT robot from its component parts.
 Using the Lego NXT Mindstorms programming environment, download and run a sample
program to the NXT.
 Class blog entries in response to teacher prompts
Enrichment Activities:
 What is a Robot? (Classroom Activities for the Busy Teacher).
Methods of Assessments/Evaluation:
 NXT robot building project

 NXT Video Trainer exercises
 Quizzes
 Tests
 Responses to discussion questions
 Verbal assessment
 Think/Pair/Share
 Thumbs up/Thumbs down
 Exit slips
Resources:
 Carnegie Mellon Robotics Academy NXT Video Trainer

 Classroom Activities for the Busy Teacher: NXT 2nd Edition, Kee, Damien
 Youtube at http://www.youtube.com/
 Teachertube at http://www.teachertube.com
 Teacher created class resources on GRHS server
 Teacher Webpage
4
Unit 2: Moving Straight
 How does a robot make decisions?

 What kinds of decisions can a robot make?
 How does a robot sense distance, light, sound or touch?
 How are the wheels of a robot controlled?
 How does the Rotation sensor work?
 How is distance measured in robot movement?
 How can a robot be instructed to move forward or backward?
 How can a robot be instructed to move a specified distance?
 How can a robot be instructed to stop when moving?
 How is the speed of the robot controlled?
 What are the NXT software programming blocks used to make the NXT robot move
forward or backward for a specified distance?
 How can proportions be used to simplify the process of determining how to make a robot
move a specified distance?
Objectives:
 Explain the term, “behavior”, in the context of an NXT robot and list examples.
 Describe how sensors are used to control robot behavior.
 Discuss how Boolean logic is used in controlling robot behavior.
 Describe and use the Rotation sensor of the NXT robot to control the distance the robot
moves.
 Explain and use the Move block and its controls to make the NXT robot move forward,
backward and stop.
 Explain and use the power level control of the Move block to control the speed of the
robot.
 Compare and contrast the Brake and Coast controls of the Move block.
 Compare and contrast the NXT distance measures of rotations, degrees and seconds.
 Use the proper distance measure (rotations, degrees and seconds) for controlling the
distance that the NXT robot moves.
 Describe and apply the Proportional distance method to determine the values used in
programming the NXT robot to move for a specified distance.
 Analyze a problem statement requiring robot movement and apply the knowledge of the
Rotation sensor, the Move block and its controls to determine and implement a
programming solution.

Activities:

 Analyze a problem statement requiring the robot to move in a given direction for a
specified distance and design and program a solution.
 Apply the Proportional distance method to make the NXT robot move a specified
distance.
 Experiment with programming robot movements using the three distance unit of measure
(rotations, degrees, and seconds) and compare the results.
 Practice programming robot movements using the NXT video trainer exercises.
 Analyze an NXT program with move blocks to find the error.
 Analyze an NXT program with move blocks to determine the distance that the robot will
travel.
 Close shave challenge.
 “How Fast?” activity (Classroom Activities for the Busy Teacher).

 Flowcharting activity (Classroom Activities for the Busy Teacher).

 Obstacle challenge project.
 Quizzes
 Tests
 Exit slips
Resources:

 Classroom Activities for the Busy Teacher: NXT 2nd Edition, Kee, Damien
 Teacher Webpage
6
Unit 3: Turning
 How do the wheels of an NXT robot work together during a turn?

 What are the different types of turns that an NXT robot can make?
 What are the NXT programming blocks and controls used to make the robot turn?
 How is the angle of an NXT robot turn controlled?
 How can proportions be used to simplify the process of making the NXT robot turn at
different angles?
 How can turns be combined with movement to create more complex robot behaviors?
 What planning and design process can be used to determine the steps needed to
program more complex robot behaviors?
Objectives:
 Describe how the wheels of an NXT robot are controlled and apply this knowledge to
programming a turn.
 Describe how the Rotation sensor of the NXT robot is used to control the angle of a
move.
 Explain and use the Move block and its controls to make the NXT robot turn left or right at
any given angle.
 Compare and contrast a point turn and a swing turn.
 Describe and apply the Proportional method to determine the duration values to use in
programming the NXT to turn at a given angle.
 Describe and use an iterative planning and design process to program robot behavior.
 Describe and use pseudo code to describe a programming solution for a robot behavior.
 Analyze a problem statement requiring robot turns and apply the knowledge of the NXT
Rotation sensor, the Move block and its controls to determine and implement a
Activities:

 Apply the Proportional method to make the NXT robot turn at a specified angle.
 Experiment with programming robot swing turns and point turns at different angles.
 Design and develop a program to make the NXT robot complete a U turn.
 Analyze a problem statement requiring the robot to turn and move and apply the iterative
design process to determine the smaller steps involved. Write pseudo code to explain
the steps.
 Analyze a problem statement requiring the robot to turn in a given direction at a given
angle after moving a specified distance and design and program a solution.
 Analyze an NXT program with turning logic to find the error.
 Analyze an NXT program with turning logic to determine which type of turn (swing or
point) the robot will make.
 Labyrinth obstacle challenge.
 Project: Coordinated robots turning.

 NASA DomaBot basics (Classroom Activities for the Busy Teacher)

 Obstacle course challenge project.
 Quizzes
 Tests
 Exit slips
Resources:

 Classroom Activities for the Busy Teacher: NXT, 2nd Edition, Kee, Damien
 Teacher Webpage
8
Unit 4: Move until Touch
 How does an NXT robot detect that it has touched an object?

 How does the touch sensor work?
 What are the NXT programming blocks and controls used to make the robot move and
then stop when it touches another object?
 What is an algorithm?
 How is the solution to a problem consisting of many robot behaviors translated into
programming blocks?
Objectives:
 Describe how the Touch sensor works and apply this knowledge to programming an NXT
robot to move until it touches another object.
 Explain and use the Move and Wait until Touch block to program the NXT robot to move
until it touches another object.
 Explain the term algorithm.
 Describe the programming pattern used for the Move until Touch behavior.
 Explain the process of translating a problem solution consisting of many robot behaviors
into programming blocks using an iterative process.
 Analyze a problem statement requiring the use of the Touch sensor and determine how
to use the Move and Wait Until blocks and its controls to determine and implement a
programming solution for complex robot behavior.
Activities:

 Experiment with programming the NXT robot to move until it touches another object.
 Analyze an obstacle challenge statement requiring the robot to move until the touch and
program the solution using an iterative process.
 Discuss the pattern used to program the wait until touch behavior.
 Analyze an NXT program with Move until Touch logic to find the error.
 Analyze an NXT program with Move until Touch logic to determine the path that the robot
will travel.
 Vacuum challenge.
 Project: Coordinated robots touching.

 Help! I’m Stuck (Classroom Activities for the Busy Teacher)

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
10
Unit 5: Move until Near
 How does an NXT robot detect that it is a given distance away from another object?
 How does the ultrasonic sensor work?
 What is a threshold value?
 What is the unit of measure of the ultrasonic sensor threshold value?
 What are the NXT programming blocks and controls used to make the robot move and
then stop when it is a given distance near or far from another object
programming blocks?
Objectives:
 Describe how the Ultrasonic sensor works and apply this knowledge to programming a
robot to move until it is a given distance away or near an object.
 Identify and use the unit of measure of the ultrasonic sensor threshold value.
 Explain and use the Move and Wait until near block to program the NXT robot to move
until it is a give distance near or far from another object.
 Explain the pattern used in programming the NXT robot to Move until a sensor reading
exceeds a threshold.
 Analyze a problem statement requiring the use of the Ultrasonic sensor and determine
how to use the Move and Wait Until blocks and its controls to determine and implement a
Activities:

 Experiment with programming the NXT robot to move until it is near or far from another
object.
 Analyze an obstacle challenge statement requiring the robot to move until it is near an
object and program the solution using an iterative process.
 Discuss the pattern used to program a wait until far or near NXT robot behavior.
 Analyze an NXT program with Move until near or far logic to find the error.
 Analyze an NXT program with Move until near or far logic to determine the path that the
robot will travel.
 Walled Maze challenge.
 Help! I’m Stuck with Ultrasonic sensor (Classroom Activities for the Busy Teacher)

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
12
Unit 6: Move until Dark or Light
 How does an NXT robot detect light or dark?

 How does the light sensor work?
 What environmental factors impact the light sensor readings?
 How is the light sensor threshold value calculated and used?
 What are the NXT programming blocks and controls used to make the robot move until it
senses light or darkness?
programming blocks?
Objectives:
 Describe how the Light sensor works and apply this knowledge to programming an NXT
robot to move until it detects darkness or light.
 Explain and adjust for external factors that impact light sensor readings.
 Describe and use the process for calculating the threshold value of the Light sensor.
 Explain and use the Move and Wait until Dark block to program the NXT robot to move
until it detects a black line or a white line.
 Analyze a problem statement requiring the use of the Light sensor and determine how to
use the Move and Wait Until blocks and its controls to determine and implement a
Activities:

 Calculate the threshold values for the Light sensor.
 Experiment with programming the NXT robot to move until it detects light or dark.
 Analyze an obstacle challenge statement requiring the robot to move until the light sensor
threshold value is reached and program the solution.
 Discuss the pattern used to program a wait until light or dark NXT robot behavior.
 Analyze an NXT program with Move until light or dark logic to find the error.
 Analyze an NXT program with Move until light or dark logic to determine the path that the
robot will travel.
 Intersections challenge.
 Stay Away from the edge (Classroom Activities for the Busy Teacher)

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
14
Unit 7: Move until Loud or Quiet
Approximate # of Weeks: 1 week
 How does an NXT robot detect loud or quiet?

 How does the sound sensor work?
 What environmental factors affect the sound sensor readings?
 How is the sound sensor threshold value calculated and used?
 What are the NXT programming blocks and controls used to make the robot move until it
senses loud or quiet?
 How is the solution to a problem consisting of many complex robot behaviors translated
into programming blocks?
Objectives:
 Describe how the Sound sensor works and apply this knowledge to programming an NXT
robot to move until it detects loud or quiet.
 Explain and adjust for external factors that affect sound sensor readings.
 Describe and use the process for calculating the threshold value of the Sound sensor.
 Explain and use the Move and Wait until Sound block to program the NXT robot to move
until it detects loud or quiet.
 Analyze a problem statement requiring the use of the Sound sensor and determine how
to use the Move and Wait Until blocks and its controls to determine and implement a
Activities:

 Calculate the threshold values for the Sound sensor.
 Experiment with programming the NXT robot to move until it detects loud or quiet.
 Analyze an obstacle challenge statement requiring the robot to move until the sound
sensor threshold value is reached and program the solution.
 Discuss the pattern used to program a wait until loud or quiet NXT robot behavior.
 Analyze an NXT program with Move until loud or quiet logic to find the error.
 Analyze an NXT program with Move until loud or quiet logic to determine the path that the
robot will travel.
 Clapper challenge.
 Did you hear that? (Classroom Activities for the Busy Teacher)

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
16
Unit 8: Repeating Behaviors and Obstacle Detection
 How can an NXT robot perform repeating behaviors?

 What are the NXT programming blocks and controls used to make the NXT robot perform
repeating behaviors?
 What is a loop block and how does work?
 What is a switch block and how does it work?
 How can an NXT robot detect and react to an obstacle in its path?
 What are the NXT programming blocks and controls used to make the NXT robot detect
and respond to an obstacle in its path?
programming blocks?
Objectives:
 Explain how a loop works and apply this knowledge to programming an NXT robot to
perform repetitive behavior.
 Compare and contrast a count controlled loop with a forever loop and determine when to
use them.
 Describe the NXT programming Switch block and use it to program the NXT robot to
detect and react to an obstacle in its path.
 Describe the function of the ultrasonic sensor and apply this knowledge to program the
NXT robot to detect and react to an obstacle in its path.
 Analyze a problem statement requiring the use of repeating behavior and obstacle
detection behavior and implement a programming solution.
 Analyze a complex obstacle course challenge and determine, design and implement a
programming solution to enable the NXT robot to successfully complete the challenge.
Activities:

 Program the NXT robot to move in a square pattern around a square box using a count
controlled loop.
 Program the NXT robot using ultrasonic sensor readings so that it moves, stops when it
detects an obstacle in its way and then makes a 90 degree turn using a switch block.
 Program the NXT robot to move in a square pattern while detecting and avoiding
obstacles in its path.
 Analyze an NXT program with repeating behavior logic to find the error.
 Analyze an NXT program with obstacle detection logic (loop and switch) to find the error.
 Analyze an NXT program with repeating behavior logic to determine the path that the
robot will travel.
 Simulated Sentry challenge.
 How many sides? (Classroom Activities for the Busy Teacher)

 Automated Sentry challenge.

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
18
Unit 9: Line Following
 How can an NXT robot perform repeating behaviors?

 How can an NXT robot follow along a path delineated by a black line?
 What are the NXT programming blocks and controls used to make the NXT robot perform
repeating behaviors?
 What are the NXT programming blocks and controls used to make the robot move along
a path marked by a black line?
programming blocks?
Objectives:
 Explain how a loop works and apply this knowledge to programming an NXT robot to
perform repetitive behavior.
 Describe the NXT programming Switch block and use it to program the NXT robot to
follow a path delineated by a black line.
 Describe the function of the Light sensor and apply this knowledge to program the NXT
robot to follow a path delineated by a black line.
 Analyze a problem statement requiring the use of line following behavior and implement a
 Analyze a complex obstacle course challenge and determine, design and implement a
programming solution to enable the NXT robot to successfully complete the challenge.
Activities:

 Calculate the threshold values for the Light sensor.
 Program the NXT robot using light sensor readings so that it moves by following a path
delineated by a black line using a switch and a loop.
 Analyze an NXT program with Line following logic to find the error.
 Analyze an NXT program with Line following logic to determine the path that the robot will
travel.
 RoboSlalom challenge.
 Optimized timed RoboSlalom challenge.

 Grand obstacle challenge.

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
20
Unit 10: Arm Control
 Which NXT hardware components are needed to add an arm control mechanism to the
robot?
 What are the steps to build an arm control mechanism and attach it to a Lego®
MindStorms® NXT robot?
 What are the sub-palettes and blocks in the advanced palette?
 How is the Motor block and its control used for arm control?
 What are the NXT programming blocks and controls used to make the NXT robot close
an arm control mechanism?
 What are the NXT programming blocks and controls used to make the NXT robot open
an arm control mechanism?
 What are the NXT programming blocks and controls used to make the robot move to an
object and then pick the object up using arm control?
Objectives:
 Identify the parts of a Lego Mindstorms NXT robot construction kit used to build an arm
control mechanism.
 Construct the “Gripper” arm control mechanism.
 Explain and properly connect a third motor to the default port on the NXT brick.
 Explain and use the advanced palette and its sub-palettes.
 Explain and use the Motor blocks and its controls to open the arm control mechanism.
 Explain and use the Motor blocks and its controls to close the arm control mechanism.
 Analyze a problem statement requiring the use of an arm control mechanism combined
with other complex robot behaviors and integrate the arm control logic.
Activities:

 Build the “Gripper” arm control mechanism.
 Experiment with programming the NXT robot to grip an object.
 Analyze an NXT program with Arm control logic to find the error.
 Fruit Picker challenge.
 Logic Loops Video Trainer lesson.

 Variables Video Trainer lesson.

 Quizzes
 Tests
 Exit slips
Resources:

 Teacher Webpage
22
Unit 9: Final project
As a final project, students will research NXT robot designs and build a new robot. The robot
must be able to navigate the final project obstacle challenge.
Approximate # Of Weeks: 1 week
 What are the challenges of designing and building a robot?

 How is the engineering process used in designing and building a robot?
 What elements of construction make a robot stable and able to move straight?
 What elements of construction make a robot turn accurately?
Upon completion of this unit students will be able to:
 Design and build a Lego® MindStorms® NXT robot.

 Program the robot to navigate the obstacle course.
 Create a multimedia “marketing promotion” to sell the robot design.
Interdisciplinary Standards
Activities:
 Research NXT robot designs.

 Design and build an NXT robot. .
 Program the robot to successfully navigate the obstacle course challenge.
 Develop a multimedia “marketing promotion” to sell the robot design.
 Explain and present the completed project.
 Assessing students’ daily progress and participation.

 Final project design, construction, programing, testing and “marketing promotion” graded
using a rubric.
Resources:

 Teacher Webpage

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Glen Ridge Public Schools – Computer Science Curriculum

Course Title: Introduction to Robotics

Subject: Mathematics/Computer Science

Grade Level: 8th grade

Duration: 18 weeks (3 days per week)

Elective or Required: Elective

Mathematics Mission Statement

Students will be engaged and challenged in a developmentally appropriate, student-centered

Author: Mayra Bachrach

A. Technology Operations and Concepts

21st Century Life and Career Education

A. Critical Thinking and Problem Solving

Approximate # of Weeks: 2 weeks

Upon completion of this unit, the student will be able to:

 Explain what a robot is.

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 What is a Robot? (Classroom Activities for the Busy Teacher).

 NXT robot building project

 Carnegie Mellon Robotics Academy NXT Video Trainer

Approximate # of Weeks: 2 weeks

 How does a robot make decisions?

Upon completion of this unit, the student will be able to:

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 “How Fast?” activity (Classroom Activities for the Busy Teacher).

 NXT Video Trainer exercises

 Carnegie Mellon Robotics Academy NXT Video Trainer

Approximate # of Weeks: 2 weeks

 How do the wheels of an NXT robot work together during a turn?

Upon completion of this unit, the student will be able to:

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 Project: Coordinated robots turning.

 NXT Video Trainer exercises

 Carnegie Mellon Robotics Academy NXT Video Trainer

Approximate # of Weeks: 2 weeks

 How does an NXT robot detect that it has touched an object?

Upon completion of this unit, the student will be able to:

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 Project: Coordinated robots touching.

 NXT Video Trainer exercises

 Carnegie Mellon Robotics Academy NXT Video Trainer

Approximate # of Weeks: 2 weeks

Upon completion of this unit, the student will be able to:

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 NXT Video Trainer exercises

 Carnegie Mellon Robotics Academy NXT Video Trainer

Approximate # of Weeks: 2 weeks

 How does an NXT robot detect light or dark?

Upon completion of this unit, the student will be able to:

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 NXT Video Trainer exercises

 Carnegie Mellon Robotics Academy NXT Video Trainer

Approximate # of Weeks: 1 week

 How does an NXT robot detect loud or quiet?

Upon completion of this unit, the student will be able to:

 8.1 A, B, 9.1 A, B, C, F, RST.6-8.3, RST.6-8.4, RST.6-8.10

 Lecture and class discussion.

 NXT Video Trainer exercises