Advanced Physics and Robotics (2020 - 2021)

Characteristics of Science

Mathematical Skills

Content Knowledge

identify, develop and investigate questions/problems that can be answered through scientific inquiry

follow correct procedures for use of scientific apparatus (GPS)

develop and use systematic procedures for recording and organizing information (GPS)

develop reasonable conclusions based on data collected (GPS)

determine the source of large disparities between estimated and calculated results (GPS)

write clear, coherent laboratory reports related to scientific investigations (GPS)

read grade-level appropriate text (both informational and fictional) from a variety of genres and modes of discourse (GPS)

apply mathematical skills and processes to analyze and solve scientific problems

explore the relationships between work, power, torque, and kinetic energy (using narrative and mathematical descriptions) and be able to apply these relationships to realistic situations

investigate fluid power systems (pneumatic and hydraulic) and apply the scientific laws that govern each

build electric circuits and will use Ohm's Law and Kirchhoff's Laws to explore the relationships between concepts such as current, voltage, resistance, capacitance and electrical power

use a text-based programming language such as RobotC required to control robotic systems

explain the history of robotics along with the significant technology that has resulted over the last 2,000 years

collaborate as a team to optimize a design solution that involves the engineering design process in which solutions are systematically tested and refined

suggest hypotheses for identified problems (GPS)

recognize hypotheses often lead to the development of new experiments (GPS)

develop procedures for solving scientific problems (GPS)

control the conditions of scientific investigations (GPS)

collect, organize and record appropriate data (GPS)

recognize different explanations may be given for the same evidence (GPS)

explain further understanding of scientific problems relies on the design and execution of new experiments may reinforce or weaken explanations (GPS)

recognize testing, revising, and occasionally rejecting new and existing theories is a continuous process (GPS)

recognize universal principles are discovered through observation and experimental verification and basic principles are the same everywhere (e.g., law of conservation of matter) (GPS)

recognize major shifts in scientific views typically occur after the observation of a new phenomenon or the interpretation of existing data (GPS)

examine the role of curiosity and skepticism in scientific investigations (GPS)

recognize science disciplines differ from one another in what is studied, techniques used, and outcomes sought (GPS)

follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text (CCS 11-12RST3)

conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 

apply standard safety practices for all classroom laboratory and field investigations

demonstrate appropriate techniques in all laboratory situations (GPS)

follow correct protocol for identifying and reporting safety problems and violations (GPS)

use technology to collect, observe, measure, and manipulate data and findings

 se graphical analysis software to produce tables/graphs and to determine constants in experiments (e.g., the acceleration of gravity) (GPS)

use technology to develop, test and revise experimental/mathematical models (GPS)

use valid critical assumptions to draw conclusions

evaluate whether conclusions are reasonable by reviewing the process and checking against other available information (GPS)

assess the quality of data critically for possible sources of bias (GPS)

distinguish among laws, theories, and inferences (GPS)

recognize the merit of a new theory is judged by how well scientific data are explained by the new theory (GPS)

cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account

synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (CCS 11-12RST9)

draw evidence from informational texts to support analysis, reflection, and research (CCS 11-12WHST9)

apply computation and estimation skills necessary for analyzing data and developing conclusions

examine the possible effects of measurement errors on calculations (GPS)

relate number of significant figures to precision of measuring instrument

explain the relationship between accuracy and precision (GPS)

express appropriate number of significant figures for calculated data, using scientific notation where appropriate (GPS)

solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic functions as appropriate (GPS)

compare and analyze data points graphically and/or summary statistics (GPS)

communicate scientific information, ideas, and arguments clearly

write clear, coherent accounts connecting scientific content including: procedures/experiments, current, and historical scientific issues (CCS 11-12WHST2)

develop topic by organizing ideas, making important connections and linking and clarifying relationships

support topic by using relevant facts, domain specific vocabulary and appropriate data representation (including graphics, tables, charts and figures to aid comprehension)

use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

in written or oral presentations, use evidence, including data, to support scientific arguments and claims, and present possible alternative interpretations (GPS, CCS 11-12WHST1)

organize information in order to establish clear relationships between scientific arguments, reasons and evidence

evaluate strengths and limitations of claims and counterclaims

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

provide a concluding statement or section that follows from or supports the argument presented

participate in group discussions of scientific investigations and current scientific issues (GPS)

use peer reviews to analyze accuracy of scientific writings/reports (GPS)

integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (CCS 11-12RST7)

produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCS 11-12WHST4)

develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (CCS 11-12WHST5)

use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information (CCS 11-12RST6)

gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (CCS 11-12WHST8) 

write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCS 11-12WHST10)

read scientific materials to establish context for subject matter, to develop vocabulary, and to be aware of current research

read technical text related to various subject areas (GPS)

determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (CCS 11-12RST2)

discuss messages and themes from text and relate to other subject areas (GPS)

respond to text using multiple modes of discourse (e.g., debate)

evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (CCS 11-12RST8)

analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved (CCS 11-12RST6)

examine the features of disciplinary texts

use content vocabulary in writing and speaking (GPS)

apply strategies for determining content and contextual meaning for unknown words (GPS)

examine relationship between life experiences and subject area content (GPS)

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 11-12 texts and topics (CCS 11-12RST4)

analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas (CCS 11-12RST5)

by the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently (CCS 11-12RST10)

discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how the world works

compare and contrast scalar and vector quantities and give examples of each (GPS)

use to-scale vector diagrams to show magnitude and direction and to show the addition of perpendicular vectors

extension: use to-scale vector diagrams to show magnitude and direction and to show the addition of non-perpendicular vectors

use mathematical methods for vector addition to solve problems for vectors that are on the same line and perpendicular to each other

use mathematical methods for adding non-perpendicular vectors

generate graphs using both traditional methods and with interface technology to plot, interpret, the significance of slope, intercepts, and area under a graph

suggest how to manipulate data to produce a linear graph given the relationship between variables

apply the appropriate variable type for a given application and choose a logical name for the variable in the context of a program

define the types of simple machines and basic compound machines

calculate the work, power, and mechanical advantage of simple and basic compound machines

identify and describe a system of torque-producing forces

explain the effects of changes of force and/or distance in determining torque of a system in equilibrium

calculate the gear ratios and gear reduction give teeth number and wheel diameter

apply the principles of mechanical advantage and torque to determine appropriate gear ratios for specific speeds and loads

contrast the use of toothed gears, sprockets with chain, and pulleys with belt for the purpose of power transfer between an input and output.

calculate gear ratio for a compound gear system (where Total = GR1xGR2) and apply to solve for speed and torque.

define and identify the necessary components in a portable pneumatic system

explain how the volume of a gas varies with changes in pressure and temperature

define absolute temperature and be able to convert between temperature and absolute temperature within the Celsius-Kelvin system and the Fahrenheit-Rankine system

solve mathematical problems involving changes in pressure, temperature, and volume for a gas in a closed pneumatic system using the combined gas law

define and identify the necessary components in a hydraulic system

understand Pascal's law and be able to apply British and metric units (lb/in2; N/m2)

solve mathematical problems involving hydraulic systems (such as lifts, rams, friction brakes) using Pascal's law

define all the basic components of an electric circuit and their schematic representations, including but not limited to: batteries, AC and DC power sources, resistors, capacitors, transistors, switches, potentiometers, diodes, and fuses

design, construct and analyze simple series and parallel DC circuits

use Ohm's Law to mathematically find the values of current, voltage, resistance, and power in various circuits

demonstrate proper use of ammeters, voltmeters, and multimeters to empirically find the values of current, voltage, resistance, and power in various circuits

understand the relationships between electric power, current, and voltage

use Kirchhoff's Laws to determine the voltage across, current through, total resistance and capacitance of each element in parallel DC circuits

understand the main types of motors and servos used in robotics to include DC motors, AC motors (stepper motors), and servos

identify common commands and syntax and explain where to access a library of other commands

define the four main variable types (integer, floating point decimal, string, and boolean)

divide a robotics task into subtasks so that these steps can be translated directly into valid commands in the programming language

compare and contrast a while loop with an if-else statement when programming

use while loops and if-else statements in a program file

outline the range and meaning for the raw values of at least three types of sensors and be able to state the differences between the raw values

save the value of a sensor in a variable and use that sensor value in a conditional statement

display the value of a variable on an LCD screen (or through other means such as the debug window) to communicate with a user

construct a function that includes a variable that acts as a parameter that can be specified when used in the main body of the program file

measure linear distance and wheel rotations by means of optical encoders or using a timer built into the robot's microprocessor.

design and execute a logical process for debugging the robotic hardware and software while it is connected to a computer 

describe the history of robotics and computers from the 1700s to the present

define AGV (automatic guided vehicles), CNC (computer numerical control), PLC (program logic control), and CIM (computer-integrated manufacturing).

explain an appropriate use of each type of automation technology including, but not limited to: AGV, CNC, PLC, and CIM

understand how innovations such as Zhang Heng's original seismoscope throughout history have lead to the current use of robotics

demonstrate the ability to document scientific and engineering process in a logbook or journal

create and modify a flowchart that represents the steps needed to develop and test a robotic system

identify the pathways that should occur simultaneously in a team that is engaged in robotics development and testing

apply the steps of the engineering design process in the context of robotics and automation