MakeItSmarter Andfaster PDF

Make It Smarter
and Faster
Teacher’s Guide Design Engineering Projects Curriculum

Table of Contents
Make It Smarter and Faster

1 Introduction
2 Connect Video
3 Make It Smarter and Faster
4 Sample Solution
5 Building Ideas
6 Key Concepts
KEY:
Press the buttons for tips and guidance:
All rights reserved. No part of this publication may be reproduced, stored in a retrieval LEGO, the LEGO logo, MINDSTORMS, the MINDSTORMS logo and the Minifigure are trademarks and/or copyrights of the/sont des marques de
system, or transmitted in any form or by any means electronic, mechanical, photocopying, commerce et/ou copyrights du/son marcas registradas, algunas de ellas protegidas por derechos de autor, de LEGO Group. ©2016 The LEGO
recording or otherwise, without the prior written permission of the copyright owner Group. All rights reserved/Tous droits réservés/Todos los derechos reservados.
Introduction
LEGO, the LEGO logo, MINDSTORMS, the MINDSTORMS logo and the Minifigure are trademarks and/or copyrights of the/sont des marques de commerce et/ou copyrights du/son marcas
registradas, algunas de ellas protegidas por derechos de autor, de LEGO Group. ©2016 The LEGO Group. All rights reserved/Tous droits réservés/Todos los derechos reservados.
Introduction
Introduction
LEGO® Education is pleased to bring you Design Engineering LEGO MINDSTORMS Education EV3 Design Engineering Projects
Projects, innovative materials that allow students to design, build, and are designed for use with the LEGO MINDSTORMS Education EV3
program robots to solve specific problems. Core Set (45544) and the LEGO MINDSTORMS Education EV3
Programming App.
Who Is It For?
Using the Design Engineering Projects materials, you can
immerse your students in physical science, technology,
and mathematical concepts. Students can apply these
concepts in creative problem-solving projects supported by digital
documentation tools, and a software programming environment.
You can also emphasize technical writing, as well as oral and written
communication skills, and teamwork. No prior knowledge of LEGO
building, MINDSTORMS® programming concepts, or data logging is
required before using this material.
What Is It For?
As they work on these Design Engineering Projects, students
are the engineers. Each student is a member of a small team in
which they brainstorm ideas for solving a design challenge, and
then build, program, and test their model to evaluate how well
it worked. As they are learning and having fun within their teams,
students are applying science, technology, and mathematics skills,
and developing technical language and other communication skills.
registradas, algunas de ellas protegidas por derechos de autor, de LEGO Group. ©2016 The LEGO Group. All rights reserved/Tous droits réservés/Todos los derechos reservados. 3
What is in this Teacher’s Guide
This Design Engineering Projects Teacher’s Guide provides you with The students documentation, where they record their work, can be
a complete overview of each lesson with multimedia, and interactive viewed within this book alongside the Teacher’s Notes. It includes the
features, and a complete overview of what the students will be doing, following pages related to the engineering process:
including:
• Robots In Action videos to provide inspiration, examples of

mechanisms and programmed behaviors, and discussion
Design Brief
Brainstorm
questions
• A sample solution to support you Select the Best Solution
• Building Ideas to support brainstorming and creative idea

generation during the lesson
Build and Program
Test and Analyze
Review and Revise
Communicate
Four assessment rubrics have been added to the student projects to

support assessment. See the Assessment section for more details.
Students can access their documentation and assessment materials

through Google Forms.
Before Starting the First Lesson
If you have never worked with LEGO®

MINDSTORMS® Education EV3 before, you should 1 Install the EV3 Programming app
ensure the following:
1. Each tablet has a preinstalled version of

the LEGO MINDSTORMS Education EV3
Programming App.
2. Each EV3 Brick has the latest firmware and is

fully charged. To install firmware, you need a
desktop version of the EV3 Software. For more 2 Access Firmware from the Tools Menu
instructions, refer to the User Guide, which you

can access from the EV3 Software Menu.
3. Before connecting computers and EV3 Bricks

via Bluetooth in the classroom, we recommend
renaming each EV3 Brick. This can be done in
two ways:
a. Update the name via the desktop EV3 Software
using a USB cable.
b. Update to firmware V1.07E or later and change
the name via the EV3 Brick Settings Area (see 3 Help can be found in the Menu of the EV3
Programming App
the User Guide for more help).
4. Check out the Quick Start

Video.
You may want the students

LEGO® Element Survey 45544
to understand the names
and functions of the different 10x
Bushing, ½-module, yellow 2x
4239601 Axle with stud, 3-module, 5x
elements in the brick set. dark beige
6031821
Axle, 7-module, gray
4211805
Discuss the naming and basic 10x

Bushing, 1-module, gray
4211622
functionality of the key hardware 2x

Axle with stop, 4-module, dark gray 2x
4560177 Axle, 8-module, black
components, and establish a set
60x
Connector peg with friction, 370726
2-module, black
of brick management rules.

4121715
2x
10x Axle with stop, 8-module, dark gray
2x
Connector peg, 2-module, gray 4499858
4211807
The Element Survey will help you
4535768
10x
Quick Start Video understand the names of the
8x
4
Connector peg with axle, 2-module, Axle, 2-module, red
4142865
helps you to get beige
components, as well as give a

4666579
2x
started Axle, 10-module, black
373726
greater understanding of what is
14x
6x Axle, 3-module, gray
Connector peg, 3-module, beige 4211815
4514554
in the box.
20x 2x
4x Axle, 12-module, black
Connector peg with friction/axle, Axle, 4-module, black
2-module, blue 370826
370526
4206482
30x 4x
6x Pointer, 3-module, white
Connector peg with friction,
Axle, 5-module, gray 4173941
3-module, blue
4211639
4514553
22x
Connector peg with bushing, 4x 4x
3-module, red Axle, 6-module, black T-Beam, 3x3-module, black
4140806 370626 4552347
LEGO, the LEGO logo and MINDSTORMS are trademarks of the/sont des marques de commerce de/som marcas registradas de
LEGO Group. ©2013 The LEGO Group. 059636.
1
Classroom Management Tips
How Much Time Do I Need? encourage students to share their work and consider other design
ideas. Allow your students to see and evaluate a variety of ideas and
The time taken to complete each of the Projects depends on a solutions by having each student group present and discuss their
number of factors, including the level of complexity, the age of projects among a larger group or the whole class.
the student, the student’s experience with LEGO® Mindstorms®
Education, and their familiarity with the concepts covered in the One of the most important lessons of these Projects is that there is
Project. no one perfect solution. There are benefits and drawbacks to every
design. More creative solutions may emerge as students share their
There are three Categories of Projects, with one Project in each work. You can also modify the design brief so students have easier or
Category. The Categories are designed to progress from simple to more difficult criteria for satisfactorily completing the Project.
more complex. Open-ended design is encouraged. The following
estimates will give you an idea of the amount of time needed for an These lessons cover three units of study:
average student to complete the building and programming of a
Project in each of the Categories. • science
• engineering
Project Category Suggested Completion Time
(In minutes)
• applied mathematics
Make It Move Without Wheels 45 - 120 This is one of three Design Engineering Projects available in Google
Make It Smarter and Faster 90 - 120 Forms. The categories covered are Make It Move, Make It Smarter,
Make a System That and Make A System. This project, Make It Smarter and Faster,
120 - 180
Communicates challenges students to design, build, and program a robotic creature
that can sense its environment and respond by moving. This is a
If you do not have double-block class time, students can use the creative design challenge and demands experimenting with different
digital tools to document their work and then pick up where they kinds of mechanisms and sensors. After you have completed this
left off during the next class period. Documenting the process may challenge, try out the other two Design Engineering Projects.
Classroom Management Tips
How Do I Use the Robot Educator Tutorials with the If you prefer to start students with the tutorials before beginning the
Design Engineering Projects? Design Engineering Projects, refer to Robot Educator – Introduction
to Robotics Lesson Plan. For most middle school students beginning
The EV3 Programming App includes six Robot Educator tutorials. a robotics course, the Introduction to Robotics Lesson Plan route is
Your students do not need to do all of these tutorials before a good start. Students completing this route will be familiar with the
beginning the Design Engineering Projects. Some teachers like to main EV3 building and programming features, and will be ready for a
have the students work through a few tutorials before beginning the design challenge.
Design Engineering Projects. Others prefer to have students learn
hands-on about the EV3 Software and hardware as they design their
own robots.
Assessment
Five assessment pages are included within each

Project:
Describe Your Ideas: A page within the student documentation to be

used after brainstorming to help students identify three ways to solve
the design problem. This page provides specific student support
for considering multiple ideas, which is part of the Next Generation
Science Standards performance expectations.
Evaluate Design and NGSS Goals: Two of four rubrics within the
student documentation on which students can evaluate their project
work according to engineering-related learning goals from the Next
Generation Science Standards:
• How well did their design meet the requirements of the design
brief?
• How well did they use a selected Next Generation Science

Standard engineering practice?
Evaluate Creativity and Collaboration: Two more rubric pages on

which students can evaluate their project work according to learning
goals which are prominent in both the Common Core and 21st
century learning literature, specifically:
• How creative was their solution?
• How well did their team work together?

Assessment
Each rubric includes four levels: Bronze, Silver, Gold and Platinum.
Introduction
The intention is to help students reflect on what they have done well
Curriculum Grid in relation to the learning goals and what they might do better.
Make It Move Make It Smarter Make a System
Objective Number
Students should mark the box to indicate the appropriate rubric level.
Video
With Wheels
And Display Speed
Without Wheels
Up an Incline
In a Pattern
Video
With a Sensor
And Faster
And Adaptable
With Communication
And Healthier
Video
That Moves a Ball
That Picks and Places
That Manufactures
That Sorts Colors
That Communicates
Next Generation
Science Standards
If you prefer to emphasize formative assessment, ask the students
to record dates in the rubric that correspond to their completion of
= addresses standard
= partially addresses standard
Practices
1 Asking questions each level.
2 Developing and using models
3 Planning and carrying out investigations
Curriculum Grids
4 Analyzing and interpreting data
5 Using mathematics and computational thinking
6 Constructing explanations and designing solutions
7 Engaging in argument from evidence
8 Obtaining, evaluating and communicating information
Crosscutting Concepts
1 Patterns
These Curriculum Grids show the relationship of Design Engineering
2
3
Cause and effect: Mechanism and explanation
Scale, proportion and quantity

Projects to science, engineering, technology, and math standards.
4 Systems and system models
5 Energy and matter: Flows, cycles and conservation
The three projects, Make It Move Without Wheels, Make It Smarter and
6 Structure and function
7 Stability and change
Physical Science
MS-PS1 Matter and its Interactions Faster, and Make a System That Communicates, are highlighted on
MS-PS2 Motion and Stability: Forces and Interactions
MS-PS3 Energy the Curriculum Grid to match relevant standards. The other projects
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Life Science are available in the full desktop version of Design Engineering
MS-LS1 From Molecules to Organisms
MS-LS2 Ecosystems
Projects.
MS-LS3 Heredity
MS-LS4 Biological Evolution
Earth and Space Science

MS-ESS1 Earth’s Place in the Universe
MS-ESS2 Earth’s Systems
MS-ESS3 Earth and Human Activity
Engineering Design
MS-ETS1 Engineering Design
LEGO, the LEGO logo, MINDSTORMS and the MINDSTORMS logo are trademarks of the/sont des marques de commerce du/son 1
marcas registradas de LEGO Group. ©2013, 2016 The LEGO Group. 062615.
Make It Smarter and Faster
Overview and Design Brief
Make It Smarter and Faster Video
Overview and Design Brief
Overview and Design Brief Prerequisites

Students should know how to create and download a program, and
Objectives should be familiar with the Robot Educator tutorials.
Students will:
Classroom Tips
• Understand that sensors provide feedback to a system Use the Make It Smarter Video and discussion questions to initiate
• Understand that sensors measure physical phenomena such

as angle of displacement, color, percentage of reflected light,
group communication about robotics and movement.
distance from an object, and whether a Touch Sensor is pressed or Use the Key Concepts presentations to help explore Sensors and
not pressed Sensing, and Robot Logic during brainstorming.
• Understand that robots use sensors for feedback in a similar way

that living beings use senses
Sample Solution
For one way to satisfy this design brief, see the
• Understand that animals’ senses and movement relate to their
health, safety, and role in the food chain (e.g., behavior as predator
Insect sample solution, which includes a video,
building instructions, and the program described at
or prey)
the end of these notes.
• Build a robotic creature with sensors that simulate a real-life
creature Building Ideas
• Write a program using feedback to control a motor to make a

robotic creature react to its environment
Students can explore the Building Ideas for inspiration in creating
their own robots. They can use the step-by-step instructions to learn
how to put together functioning mechanisms, or use several different
Vocabulary
Building Ideas to build
Human senses, robot sensors, seeing/vision, hearing/audition,
a more complex robotic system. This should only be used for
balance/vestibular system, feedback
students who are struggling to generate their own solutions.
Materials Needed
You may wish to make colored paper and other decorative materials
available on a resource table for students to use.
Let’s Get Started
Let’s Get Started
The following pages will guide you

through the Make It Smarter and Faster
Project.
Make It Smarter and Faster Connect Video
Student Teacher
Make it Smarter Video Make It Smarter Video
Use this video to:
• Connect students to real-life robots that demonstrate intelligent behavior when interacting
with people or performing tasks usually done by humans
• Consider how robots think; how they know where they are and what they need to do
• Inspire students to create their own robots that think and respond to their environment
Make It Smarter and Faster Connect Discussion
Student Teacher
Make It Smarter Discussion Make It Smarter Discussion
1. Look at the tasks the robots are 3. How many human-like senses do you see
performing. Choose one example and the robots demonstrating?
describe what the robot needs to be Answers may vary, but some examples
able to sense and then plan and act in are: The balancing robot behaves in a
response. similar way to our inner ear (vestibular
This question challenges students to system), and the robot tracking the red
observe and describe how the robot ball behaves in a similar way to our vision
behaves and consider how the robot and ability to focus.
thinks.
4. Which robot(s) moves in a regular
2. What senses do humans have and why are pattern? What does moving in the pattern
they important to us? accomplish?
Humans have the sense of touch, smell, What does moving in the pattern
taste, vision, hearing, and also a sense accomplish? The iRobot Scooba
of balance (vestibular system). These is cleaning the pool and repeating
senses help us survive in our world. movements so the whole pool is cleaned.
The NASA all-terrain robot uses a pattern
to map a location, including obstructions.
Make It Smarter and Faster Teacher’s Notes
Student Teacher
Design Brief Design Brief
Read the design brief to the students.
Student Teacher
Brainstorm Brainstorm
Encourage an active brainstorming process so that students develop their conceptual

understanding. For example, encourage them to:
• Watch the Robots In Action video, which shows robots for inspiration
• Investigate the Key Concepts: Sensors and Sensing, and Robot Logic projects
• Show the examples suggested in Building Ideas to students who are struggling to generate
their own solutions
• Personalize their robot, or describe a context in which a robotic creature is important (e.g., a
robotic insect-type creature that can navigate uneven terrain)
Describe Your Ideas
Students can document their ideas using Google Forms.

Encourage students to use Google Docs to document their photos.
Student Teacher
Select the Best Solution Select the Best Solution
Encourage students to describe why they have chosen a particular solution. That way, when
they are reviewing and revising, they will have specific information to use in evaluating their
solution and deciding whether or not it was effective.
Build and Program Build and Program
Encourage students to briefly summarize their work at the end of each class period. That way,
they will remember where to begin during the next class period.
Students can add images, video, text, sound, or weblinks.
Student Teacher
Test and Analyze Test and Analyze
Students can record their test data in Google Forms.
Review and Revise Review and Revise
Encourage students to look back at the design brief and at their own brainstorming notes and
test data.
Student Teacher
Communicate Communicate
Here are some ideas to suggest to students:
• Create a video of your project, especially your final presentation and your robot’s
performance.
• Explain some important features of your software program.
• Produce a building guide for your model by taking a series of photographs as you
deconstruct it.
• Include an image of your program with comments.
• Add a team photograph!
Assessment Rubrics
Assessment Rubrics
Student Teacher
Evaluate Design Evaluate Design and NGSS Goals
Two rubrics are included in this and all Design Engineering Projects. The pages are fully
editable.
Students can use the provided rubric to review their design goals, as well as their use of some
NGSS practices. They can rate their level of work by adding a mark in the box next to the
Bronze, Silver, Gold, or Platinum column.
You may also use the rubric to rate each team or student yourself.
Evaluate NGSS Goals You may want to encourage a peer-review process so that each group evaluates another
group’s project in addition to their own. This review process can help students develop skills
in giving constructive feedback, as well as help them sharpen their analytical skills and use of
data to support an argument.
Assessment Rubrics
Student Teacher
Evaluate Creativity Evaluate Creativity and Collaboration
Using the provided rubric, students can review their creative and collaboration processes.
You may also use the rubric to rate each team or student yourself.
Evaluate Collaboration
Congratulations
Student Teacher
Congratulations! Congratulations!
Sample Solution
Make It Smarter and Faster Building Ideas
Sample Solution Video Building Instructions Sample Solution Program
Click this icon

to watch large
program video
Click on the video to see to see the Insect This Insect solution combines these Building This program checks if the Ultrasonic
sample solution. This Insect uses its Ideas: Sensor sees something within 15 cm. If the
Ultrasonic Sensor to sense danger and Ultrasonic Sensor does not see something,
move away from the threat. • EV3 Frames the program:
• Leg 2 • Turns on the green EV3 Brick Status Light
• Leg 3 • Turns on Motors B and C in opposite
•

Ultrasonic Sensor directions at between 30 percent and 100
percent power for 3 seconds
Four copies of Leg 3 were built: one for the • Waits for one quarter of a second
front left, one for the back right, and two • Reverses the direction of Motors B and C
mirror copies for the front right and back • Waits for one quarter of a second
left. • Loops so the Insect wanders around
Make It Smarter and Faster Building Ideas
Students can explore the Building Ideas for EV3 Frames

inspiration in creating their own robots. They
can use the step-by-step instructions to learn
how to put together functioning mechanisms,
or use several different Building Ideas to build
a more complex robotic system. These should
only be used for students who are struggling
to generate their own solutions.
Leg 2
Leg 3
Ultrasonic Sensor
Key Concepts
These Key Concepts resources support your engineering work by examples of concepts in use, and tools for developing better
providing robotics ideas in relation to science and mathematical understanding.
concepts, background material and vocabulary, information and
The Engineering Process
The Engineering Process involves seven practices:
Design Brief
Brainstorm
Select the Best Solution
Build and Program a Solution
Test and Analyze
Review and Revise
Communicate
The process is iterative. That means it repeats. There is feedback to help you improve
the solution.
Page 1 of 8
Key Concepts
Robot Logic
When you download a program to an EV3
robot, you are making the robot smarter.
Your programs tell the robot how to sense
its surroundings, move, collect data, and
make decisions.
To program decision making, use these

blocks on the Flow palette: Start, Wait,
Loop, and Switch.
These blocks are built on true/false logic.

The logic built into programs allows robots
to think. It is how robots know how to make
decisions.
Page 1 of 7
Key Concepts
Sensors and Sensing

The EV3 Brick is the brain of your robot. It
stores programs in its memory that tell it how
to display images, data, or text; play sounds;
control lights; and make motors move. By
adding sensors, you can program your robot
to interact with the world.
Color - to sense different colors and reflected
or ambient light
Gyro - to sense rotation and balance
Touch - to sense objects or others in direct
contact
Rotation - to sense motor rotation in either
direction
Ultrasonic - to sense objects at a distance
Page 1 of 6
What will we do next?
Congratulations!
You have finished your first EV3 Design

Engineering Project. What will you do next?
Try out one of these two Design Engineering

Projects also available to download.
Make It Move Without Wheels Make a System That Communicates
Firmware Update screen
Help screen
10x
Bushing, ½-module, yellow 2x
4239601 Axle with stud, 3-module, 5x
dark beige Axle, 7-module, gray
6031821 4211805
10x
Bushing, 1-module, gray
4211622
2x
Axle with stop, 4-module, dark gray 2x
4560177 Axle, 8-module, black
60x
Connector peg with friction, 370726
2-module, black
4121715
2x
10x Axle with stop, 8-module, dark gray
2x
Connector peg, 2-module, gray 4499858
4211807
4535768
8x 10x
Connector peg with axle, 2-module, Axle, 2-module, red
beige 4142865
4666579
2x
Axle, 10-module, black
373726
14x
6x Axle, 3-module, gray
Connector peg, 3-module, beige 4211815
4514554
20x 2x
4x Axle, 12-module, black
Connector peg with friction/axle, Axle, 4-module, black
2-module, blue 370826
370526
4206482
30x 4x
6x Pointer, 3-module, white
Connector peg with friction,
Axle, 5-module, gray 4173941
3-module, blue
4211639
4514553
22x
Connector peg with bushing, 4x 4x
3-module, red Axle, 6-module, black T-Beam, 3x3-module, black
4140806 370626 4552347
1
4x
Beam with crosshole, 2-module, 4x
black Beam, 5-module, gray
6006140 6x 4211651
Angular beam, 4x4-module, white
4509912
2x
Beam, 3-module, black
4142822
4x
4x Beam, 7-module, gray
Angular beam, 3x7-module, gray 4495930
4211624
4x
Beam, 3-module, green
6007973
4x 6x
4x Angular beam, 4x6-module, black Beam, 9-module, gray
Beam, 3-module, red 4112282 4211866
4153718
4x
Beam, 3-module, blue
4509376
4x
Double angular beam, 3x7-module, 4x
white Beam, 11-module, gray
4495412 4611705
4x
Beam, 3-module, yellow
4153707
6x
Angular beam, 2x4-module, red
4141270
6x
Beam, 13-module, gray
3x 4522934
Frame, 5x7-module, gray
4539880 2x
Angular beam, 3x5-module, gray
4211713
1x 4x 6x
Frame, 5x11-module, gray Angular beam, 3x5-module, white Beam, 15-module, white
4540797 4585040 4542578
2
4x 4x
4x Cross block, 2x2-module, black Angular block 1, 0º, black
Double connector peg, 3-module, 4140430 4107085
gray
4560175
2x
Cross beam, 2x1-module, red 4x
6008527 Angular block 2, 180º, black
6x
Double connector peg, 4107783
3x3-module, gray
4225033
2x
Connector peg with handle,
3-module, black 2x
4563044 Angular block, 6 (90º), black
4x 4107767
Angular connector peg,
3x3-module, gray
4296059
2x
½ beam, 4-module, black 4x
4142236 Rubber beam with crossholes,
2-module, black
8x
4198367
Cross block, 2-module, gray
4211775
4x 4x
8x ½ triangle beam, 5x3-module, gray Gear, 8-tooth, dark gray
Cross block, 3-module, dark gray 6009019 4514559
4210857
2x
6x 2x Bevel gear, 12-tooth, beige
Cross block, 3x2-module, gray 3-spoke angular block, 3x120º, 4565452
4538007 gray
4502595
8x 4x
Double cross block, 3-module, 4x Gear, 16-tooth, gray
black Tube, 2-module, gray 4640536
4121667 4526985
4x 6x
Cross block fork, 2x2-module, Bushing/axle extender, 2-module, 4x
black red Gear, 24-tooth, dark gray
4162857 4513174 4514558
3
2x 4x
Gear, 40-tooth, gray Sprocket, 40.7x15 mm, black
2x 4582792
4285634
Hub, 43.2x26 mm, gray
4634091
2x
Double bevel gear, 12-tooth, black
4177431
2x 2x 1x
Double bevel gear, 20-tooth, black Low profile tire, 56x28 mm, black Right curved panel, 5x11-module,
4177430 6035364 black
4543490
4x
2x Tire, 30.4x4 mm, black
Double bevel gear, 36-tooth, black 6028041
4255563
1x
2x 4x
Left curved panel, 5x11-module,
Worm gear, gray Hub, 24x4 mm, dark gray
black
4211510 4587275
4541326
4x 1x
Gear, 4-tooth, black Steel Ball, silver metalic
4248204 6023956
1x
Left curved panel, 3x5-module,
black
4566251
2x
Turntable bottom, 28-tooth, gray 1x
4652235 Ball bearing, dark gray
4610380
1x
2x 54x Right curved panel, 3x5-module,
Turntable top, 28-tooth, black Track, 5x1,5-module, black black
4652236 6014648 4566249
4
25 cm / 10 in.
4x
Cable, 25 cm / 10 in.
6024581
1x
EV3 Brick
6009996
35 cm / 14 in.
1x
2x
Color Sensor
2x Cable, 35 cm / 14 in.
6008919
Large Motor 6024583
6009430
50 cm / 20 in.
2x
Touch Sensor
6008472 1x
Medium Motor
6008577
1x
Cable, 50 cm / 20 in.
6024585
1x
Ultrasonic Sensor
6008924
1x
Rechargeable Battery
6012820
1x 1x
Gyro Sensor USB Cable
6008916 6036901
5
Quick Start video
Point and Curve Turn video
Teacher Support screen – step 1
Teacher Support screen – step 2
Introduction
Curriculum Grid
Objective Number
Video
With Wheels
And Display Speed
Without Wheels
Up an Incline
In a Pattern
Video
With a Sensor
And Faster
And Adaptable
With Communication
And Healthier
Video
That Moves a Ball
That Manufactures
That Sorts Colors
That Communicates
Next Generation
Science Standards
Practices
1 Asking questions
2 Developing and using models
3 Planning and carrying out investigations
4 Analyzing and interpreting data
5 Using mathematics and computational thinking
6 Constructing explanations and designing solutions
7 Engaging in argument from evidence
8 Obtaining, evaluating and communicating information
Crosscutting Concepts
1 Patterns
2 Cause and effect: Mechanism and explanation
3 Scale, proportion and quantity
4 Systems and system models
5 Energy and matter: Flows, cycles and conservation
6 Structure and function
7 Stability and change
Physical Science
MS-PS1 Matter and its Interactions
MS-PS2 Motion and Stability: Forces and Interactions
MS-PS3 Energy
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Life Science
MS-LS1 From Molecules to Organisms
MS-LS2 Ecosystems
MS-LS3 Heredity
MS-LS4 Biological Evolution
Earth and Space Science

MS-ESS1 Earth’s Place in the Universe
MS-ESS2 Earth’s Systems
MS-ESS3 Earth and Human Activity
Engineering Design
MS-ETS1 Engineering Design
Introduction

Objective Number
Video
With Wheels
And Display Speed
Without Wheels
Up an Incline
In a Pattern
Video
With a Sensor
And Faster
And Adaptable
With Communication
And Healthier
Video
That Moves a Ball
That Manufactures
That Sorts Colors
That Communicates
Common Core
Mathematics Standards
Practices
1.1 Make sense of problems and persevere in solving them
1.2 Reason abstractly and quantitatively
1.3 Construct viable arguments and critique the reasoning of others
1.4 Model with mathematics
1.5 Use appropriate tools strategically
1.6 Attend to precision
1.7 Look for and make use of structure
1.8 Look for and express regularity in repeated reasoning
Ratios and Proportional Relationships

Grade 6 Understand ratio concepts and use ratio reasoning to solve problems
Analyze proportional relationships and use them to solve real-world and
Grade 7
mathematical problems
The Number System

Apply and extend previous understandings of multiplication and division to
Grade 6
divide fractions by fractions
Compute fluently with multidigit numbers and find common factors and
Grade 6
multiples
Apply and extend previous understandings of numbers to the system of
Grade 6
rational numbers
Apply and extend previous understandings of operations with fractions to add,
Grade 7
subtract, multiply and divide rational numbers
Understand that there are numbers that are not rational, and approximate them
Grade 8
by rational numbers
Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic
Grade 6
expressions
Grade 6 Reason about and solve one-variable equations and inequalities
Represent and analyze quantitative relationships between dependent and
Grade 6
independent variables
Grade 7 Use properties of operations to generate equivalent expressions
Solve real-life and mathematical problems using numerical and algebraic
Grade 7
expressions and equations
Grade 8 Work with radicals and integer exponents
Understand the connections between proportional relationships, lines and
Grade 8
linear equations
Grade 8 Analyze and solve linear equations and pairs of simultaneous linear equations
Functions
Grade 8 Define, evaluate and compare functions
Grade 8 Use functions to model relationships between quantities
Continues...
Introduction
Continued from previous page

Objective Number
Video
With Wheels
And Display Speed
Without Wheels
Up an Incline
In a Pattern
Video
With a Sensor
And Faster
And Adaptable
With Communication
And Healthier
Video
That Moves a Ball
That Manufactures
That Sorts Colors
That Communicates
Common Core
Mathematics Standards
Geometry
Solve real-world and mathematical problems involving area, surface area and
Grade 6
volume
Draw, construct and describe geometrical figures and the relationship between
Grade 7
them
Solve real-life and mathematical problems involving angle measure, area,
Grade 7
surface area and volume
Understand congruence and similarity using physical models, transparencies
Grade 8
or geometry software
Grade 8 Understand the Pythagorean theorem
Solve real-world and mathematical problems involving volume of cylinders,
Grade 8
cones and spheres
Statistics and Probability

Grade 6 Develop an understanding of statistical variability
Grade 6 Summarize and describe distributions
Grade 7 Use random sampling to draw inferences about a population

Investigate chance processes and develop, use and evaluate probability
Grade 7
models
Grade 8 Investigate patterns of association in bivariate data
Introduction
Video
With Wheels
And Display Speed
Without Wheels
Up an Incline
In a Pattern
Video
With a Sensor
And Faster
And Adaptable
With Communication
And Healthier
Video
That Moves a Ball
That Manufactures
That Sorts Colors
That Communicates
ITEEA Standards for
Standard
Technological Literacy
The Nature of Technology

Students will develop an understanding of the characteristics and scope of
1
technology
2 Students will develop an understanding of the core concepts of technology
Students will develop an understanding of the relationships among technologies and
3
the connections between technology and other fields of study
Technology and Society

Students will develop an understanding of the cultural, social, economic and political
4
effects of technology
Students will develop an understanding of the effects of technology on the
5
environment
Students will develop an understanding of the role of society in the development
6
and use of technology
7 Students will develop an understanding of the influence of technology on history
Design
8 Students will develop an understanding of the attributes of design
9 Students will develop an understanding of engineering design

Students will develop an understanding of the role of troubleshooting, research and
10
development, invention and innovation, and experimentation in problem solving
Abilities for a Technological World

11 Students will develop abilities to apply the design process
Students will develop abilities to use and maintain technological products and
12
systems
13 Students will develop abilities to assess the impact of products and systems
The Designed World

Students will develop an understanding of and be able to select and use medical
14
technologies
Students will develop an understanding of and be able to select and use agricultural
15
and related biotechnologies
Students will develop an understanding of and be able to select and use energy and
16
power technologies
Students will develop an understanding of and be able to select and use information
17
and communication technologies
Students will develop an understanding of and be able to select and use
18
transportation technologies
19
manufacturing technologies
20
construction technologies
Introduction
Video
With Wheels
And Display Speed
Without Wheels
Up an Incline
In a Pattern
Video
With a Sensor
And Faster
And Adaptable
With Communication
And Healthier
Video
That Moves a Ball
That Manufactures
That Sorts Colors
That Communicates
ISTE National Education
Standard
Technology Standards
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a Apply existing knowledge to generate new ideas, products or processes

b Create original works as a means of personal or group expression
c Use models and simulations to explore complex systems and issues
d Identify trends and forecast possibilities
2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to
the learning of others.
Interact, collaborate and publish with peers, experts or others employing a variety of
a
digital environments and media
Communicate information and ideas effectively to multiple audiences using a variety
b
of media and formats
Develop cultural understanding and global awareness by engaging with learners of
c
other cultures
d Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency

Students apply digital tools to gather, evaluate and use information.
a Plan strategies to guide inquiry

Locate, organize, analyze, evaluate, synthesize and ethically use information from
b
a variety of sources and media
Evaluate and select information sources and digital tools based on
c
the appropriateness to specific tasks
d Process data and report results
4. Critical Thinking, Problem Solving and Decision Making

Students use critical-thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools
and resources.
a Identify and define authentic problems and significant questions for investigation
b Plan and manage activities to develop a solution or complete a project
c Collect and analyze data to identify solutions and/or make informed decisions
d Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship
Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior.
Advocate and practice safe, legal, and responsible use of information and
a
technology
Exhibit a positive attitude toward using technology that supports collaboration,
b
learning and productivity
c Demonstrate personal responsibility for lifelong learning
d Exhibit leadership for digital citizenship
6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems and operations.
a Understand and use technology systems

b Select and use applications effectively and productively
c Troubleshoot systems and applications
d Transfer current knowledge to learning of new technologies
Insect video
Sample Solution Program
The Engineering Process
The Engineering Process involves seven practices:
Design Brief
Brainstorm
Build and Program a Solution
Test and Analyze
Review and Revise
Communicate
The process is iterative. That means it repeats. There is feedback to help you improve
the solution.
Page 1 of 8
The Design Brief
What is needed?
The design brief tells you what is needed. It also

describes the criteria and constraints.
Criteria
The standards or rules describing how well the
robot must perform.
Constraints
The limits (e.g., how far, how fast, how many
times).
Page 2 of 8
Brainstorm
Research, explore, and share ideas for solving

the design brief task.
What movement does the robot need to do?

How do I program the robot to do that?
Think about:
How do machines and robots do these tasks
now?
Watch the Make It Move, Make It Smarter,
and Make a System videos of real robots for
inspiration and information.
Page 3 of 8
Your team must choose one idea.

Discuss the pros and cons, then choose one.
Remember:
Engineering is iterative. Test and revise as you go.
It won’t be perfect the first time.
Get started...
Page 4 of 8
Build and Program
Log your progress as you create your own solution.
Find programming ideas in the EV3 Programming

App Robot Educator Tutorials.
Page 5 of 8
Test and Analyze
How well does your robot work?
To find out, collect data and record observations in

an organized way.
For example:
• Measure, record, or graph your data to see how
accurate your robot is.
• Test multiple times so you have an average result.
• Test so you can show how well your robot is
completing the task.
Page 6 of 8
Review and Revise
Look at your results.
• What can you say about your robot and its

performance based on the data?
• Did your robot satisfy the design brief?
• What could your robot do better?
Page 7 of 8
Communicate
Some advice for communicating your ideas:
• Share your work with everyone you can.

• Include everyone on your team.
• Describe your robot solution.
• Show how your robot solves the problem... how
about a video?
• Explain your program logic and your results.
• Did your robot mess up? Show that too... sharing
mistakes can be helpful!
Page 8 of 8
Robot Logic
When you download a program to an EV3
robot, you are making the robot smarter.
Your programs tell the robot how to sense
its surroundings, move, collect data, and
make decisions.
To program decision making, use these

blocks on the Flow palette: Start, Wait,
Loop, and Switch.
These blocks are built on true/false logic.

The logic built into programs allows robots
to think. It is how robots know how to make
decisions.
Page 1 of 7
Wait
Logic describes the control or decision-making
flow of the program.
Wait is one way to control program logic.
Try this:
Use the EV3 Programming App to write and run
the program.
Did you see the red EV3 Brick Status light turn
on?
Page 2 of 7
Loop
A Loop can mean, “do this
function until something is true.”
Try this:
Use the EV3 Programming App
to write and run the program.
What should be true to make

the red light turn on?
What should be true to play the

“Bravo” sound?
Page 3 of 7
Switches: If Then
If statements are frequently used in program logic.
Switches are If statements.
The statements are either true or false.
Try this:
Use the EV3 Programming App to write and run the
program.
• Which image is displayed?
• Which statement is true when the program runs?
• How can you make the other image display?
Page 4 of 7
Switches: OR
Logic statements can be combined using
operators. OR is an important operator.
The program to the right is an example of using OR.
Try this:
program.
• How can you make the other image display?
Page 5 of 7
Switches: AND
The program below is an example of a logical AND.
Try this:
program.
• How can you get all three images to display?
• Explain why this program is an example of an AND
operation.
Page 6 of 7
Logic Examples in Robot Educator
See the Robot Educator tutorials in the EV3
Programming App for other examples of programs
using logic concepts.
Other Robot Educator examples:

• Stop at Line uses Wait for Color Sensor Block
• Stop at Angle uses Wait for Gyro Sensor Block
• Follow a Line uses Switch and Color Sensor to
change motor settings within a Loop
Page 7 of 7
Sensors and Sensing
The EV3 Brick is the brain of your robot. It
stores programs in its memory that tell it how
to display images, data, or text; play sounds;
control lights; and make motors move. By
adding sensors, you can program your robot
to interact with the world.
Color - to sense different colors and reflected
or ambient light
Gyro - to sense rotation and balance
Touch - to sense objects or others in direct
contact
Rotation - to sense motor rotation in either
direction
Ultrasonic - to sense objects at a distance
Page 1 of 6
Color Sensor
Think about:
1. How is the Color Sensor like an eye?
2. How is it not like an eye?
3. Which animals have many more
eyes than we have? How does that
change what they see?
4. Do plants grow toward light?
Note: See the Robot Educator Stop at

Line tutorial.
Page 2 of 6
Gyro Sensor
Think about:
1. How is the Gyro Sensor like our inner
ear?
2. What is a vestibular system?
3. What is proprioception?
4. What is the strangest example of
proprioception you can find?

Angle tutorial for more information and
programs. IMPORTANT: Keep the Gyro
Sensor and EV3 steady when connecting
the cable, and during start-up of the EV3.
Page 3 of 6
Rotation Sensor
Think about:
1. How is the Rotation Sensor like our inner
ear?
2. How is it different from the Gyro Sensor?
3. How do our muscles and inner ear work
together?
4. Describe a way in which you might use
your muscles and vestibular system in a
behavior (or describe an animal using its
muscles and vestibular system)
Note: See the Robot Educator Curved

Move tutorial for more information and
programs.
Page 4 of 6
Touch Sensor
Think about:
1. How is the Touch Sensor like skin?
2. How is it not like skin?
3. Why is it important to have a sense
of touch?
4. How do animals sense touch if they
don’t have skin?
Page 5 of 6
Ultrasonic Sensor
Think about:
1. How is the Ultrasonic Sensor like an ear?
2. How is it like an eye?
3. Describe an animal that hears or sees
things that we cannot.
4. Why is that behavior important for that
animal?

Object tutorial for more information and
programs.
Page 6 of 6

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Make It Smarter

Teacher’s Guide Design Engineering Projects Curriculum

Make It Smarter and Faster

3 Make It Smarter and Faster

• Robots In Action videos to provide inspiration, ​examples of

• A sample solution to support you Select the Best Solution

• Building Ideas to support brainstorming and creative idea

Test and Analyze

Review and Revise

Four assessment rubrics have been added to the student ​projects to

Students can access their documentation and assessment materials

Before Starting the First Lesson

If you have never worked with LEGO®

ensure the following:

1. Each tablet has a preinstalled version of

2. Each EV3 Brick has the latest firmware and is

instructions, refer to the User Guide, which you

3. Before connecting computers and EV3 Bricks

the User Guide for more help).

4. Check out the Quick Start

You may want the students

Discuss the naming and basic 10x

functionality of the key hardware 2x

of brick management rules.

components, as well as give a

Five assessment pages are included within each

Describe Your Ideas: A page within the student documentation to be

• How well did they use a selected Next Generation Science

Evaluate Creativity and Collaboration: Two more rubric pages on

• How creative was their solution?

• How well did their team work together?

3 Planning and carrying out investigations

5 Using mathematics and computational thinking

6 Constructing explanations and designing solutions

7 Engaging in argument from evidence

8 Obtaining, evaluating and communicating information

Scale, proportion and quantity

5 Energy and matter: Flows, cycles and conservation

7 Stability and change

MS-LS4 Biological Evolution

Earth and Space Science

MS-ESS2 Earth’s Systems

MS-ESS3 Earth and Human Activity

Make It Smarter and Faster Video

Overview and Design Brief Prerequisites

• Understand that sensors measure physical phenomena such

• Understand that robots use sensors for feedback in a similar way

• Write a program using feedback to control a motor to make ​a

Let’s Get Started

The following pages will guide you

Use this video to:

Read the design brief to the students.

Encourage an active brainstorming process so that students develop their conceptual

Describe Your Ideas

Students can document their ideas using Google Forms.

Build and Program Build and Program

Students can add images, video, text, sound, or weblinks.

Students can record their test data in Google Forms.

Review and Revise Review and Revise

• Robots In Action videos to provide inspiration, examples of

Four assessment rubrics have been added to the student projects to

• Write a program using feedback to control a motor to make a