LEGO MINDSTORMS Education EV3 Core Set

Make a System That Moves a Ball

Design, build and program a robotic system that moves a ball 90 degrees from one location to another.

90-120 min.
Intermed.
Grades 6-8
Make a System That Moves a Ball
Teacher Support

Students will:
• Understand that larger systems can be made from smaller systems
• Understand that sensor feedback can be used to control systems
• Understand that changing the direction of a ball (or any mass) requires a force to be applied to the ball
• Write a program to apply a force to move the ball and then apply another force to change the direction of the ball

LEGO® MINDSTORMS Education EV3 Core Set
LEGO® MINDSTORMS Education EV3 Lab or EV3 Programming

Prerequisites
Students should know how to create and download a program, and how to program a motor.

This lesson works on the following operating systems:
device_logodevice_logodevice_logodevice_logo

Common Core Science
Practices
1.1, 1.2, 1.3, 1.6, 1.8
Cross-cutting Concepts
2.4
Core Ideas: Physical Science
3.PS.2
Core Ideas: Engineering, Technology and Application of Science
3.ETS.1

Common Core Mathematics
Practices
1.1, 1.2, 1.5

ITEEA Standards for Technological Literacy
Design
8, 9, 10
Abilities for a Technological World
11, 13
The Designed World
16

ISTE National Education Technology Standards
1a, 1b, 1c, 2b, 2d, 3a, 3d, 4a, 4b, 4c, 6a, 6c, 6d

Student worksheet

Download, view or share the student worksheet, either as a an online HTML page or a printable PDF

Share with:

Make a System That Moves a Ball

Connect

Video preview

Use this video to:

  • Connect students to real-life robotic systems
  • Consider how robotic systems are made up of smaller subsystems
  • Inspire students to create their own robotic systems

Make a System Discussion

  1. Robotic systems are built from smaller, related subsystems. Look at the automobile system shown in the video. What subsystems can you see?
    Answers can vary but may include describing the automobile manufacturing system with one subsystem for moving the car into position and multiple robotic subsystems welding components on different parts of the car.
  2. What other systems and subsystems do you see in the video?
    Answers may vary but may include describing the box-sorting conveyor system that separates boxes of different sizes. This system has two conveyor lines: one for larger boxes and one for smaller boxes. There is also a more complex sorting system that manages a larger volume of boxes and many more possible locations using multiple sorting arms and conveyors.

Brainstorm
Encourage an active brainstorming process so that students develop their conceptual understanding. For example, encourage them to:

  • Review the Robots In Action videos showing robots for inspiration
  • Investigate Key Concepts Systems and Subsystems
  • Build some of the examples from Building Ideas and explore how they work
  • Personalize their robot or describe a context in which a robot that moves without wheels is useful, such as the Rex exoskeleton robot in the Medical video

Building Ideas:

Select the Best Solution
Describe the solution that you have agreed to build and program.

Think about examples from your brainstorming discussion. Then explain why you chose this solution for the design brief. Encourage students to describe why they have chosen this solution. That way, when students are reviewing and revising, they will have specific information to use to evaluate their solution and decide whether or not it was effective.

Construct

Build and Program
Start building and programming your solution!

As you work on your solution, make sure students keep track of:

  1. Describe one part of your design that worked especially well.
  2. Describe one design change that you had to make.
  3. What will you try next?

Students can use images, video, text, sound, or weblinks to document their work.

Contemplate

Test and Analyze
How well does your solution satisfy the design brief?
Use a table to record data. Name the columns and rows, such as Trial Number, Robot Successful?, and Observations.

Review and Revise
Take a moment to reflect on your robot solution.

  • Can the robot movement be made more accurate?
  • What are some ways that others have solved the problem?

Encourage students to look back at the design brief and at their own brainstorming notes and test data. Encourage a peer-review process so that each group is responsible for evaluating their own and others’ projects. This review process can help students develop skills in giving constructive feedback as well as sharpening analysis skills and the use of objective data to support an argument.

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

Evaluate Design and NGSS Goals
You can use the included rubrics to evaluate skills progression of Design Engineering Projects.

  • Students can review their design goals as well as their use of some NGSS practices using the provided rubric. Students can rate their level of work by adding a mark below the Bronze, Silver, Gold, or Platinum column.
  • You may also choose to use the rubric to rate each team or student yourself.

Continue

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

Evaluate Design and NGSS Goals
You can use the included rubrics to evaluate skills progression of Design Engineering Projects.

  • Students can review their design goals as well as their use of some NGSS practices using the provided rubric. Students can rate their level of work by adding a mark below the Bronze, Silver, Gold, or Platinum column.
  • You may also choose to use the rubric to rate each team or student yourself.

Sample Solution Overview

The Ball Conveyor Solution is one example of many possible solutions for the Make a System That Moves a Ball project.

Video preview

Sample Solution Building Ideas
The Ball Conveyor Solution combines these Building Ideas: Color Sensor, Catch, Ramp, and Tracks.

Sample Solution Program

This program:

  • Resets Large Motor Rotation Sensor A to 0
  • Resets Medium Motor Rotation Sensor D to 0
  • Waits until the Color Sensor sees a change in reflected light intensity
  • Turns on Motor A so the conveyor lifts the ball up and onto the ramp
  • Waits until the Touch Sensor is pressed by the steel ball
  • Generates a random number between -1 and +1
  • Wires the random value into the Switch, which is set to run one of the program strings based on the random value
DOWNLOAD SAMPLE CODE
(8 KB, REQUIRES EV3 LAB SOFTWARE)
Teacher Support

Students will:
• Understand that larger systems can be made from smaller systems
• Understand that sensor feedback can be used to control systems
• Understand that changing the direction of a ball (or any mass) requires a force to be applied to the ball
• Write a program to apply a force to move the ball and then apply another force to change the direction of the ball

LEGO® MINDSTORMS Education EV3 Core Set
LEGO® MINDSTORMS Education EV3 Lab or EV3 Programming

Prerequisites
Students should know how to create and download a program, and how to program a motor.

This lesson works on the following operating systems:
device_logodevice_logodevice_logodevice_logo

Common Core Science
Practices
1.1, 1.2, 1.3, 1.6, 1.8
Cross-cutting Concepts
2.4
Core Ideas: Physical Science
3.PS.2
Core Ideas: Engineering, Technology and Application of Science
3.ETS.1

Common Core Mathematics
Practices
1.1, 1.2, 1.5

ITEEA Standards for Technological Literacy
Design
8, 9, 10
Abilities for a Technological World
11, 13
The Designed World
16

ISTE National Education Technology Standards
1a, 1b, 1c, 2b, 2d, 3a, 3d, 4a, 4b, 4c, 6a, 6c, 6d

Student Material
Student worksheet

Download, view or share the student worksheet, either as a an online HTML page or a printable PDF

Share with:

The maximum quantity of an item that can purchased in each transaction is 99.

To inquire about purchasing more than 99 of one item, please call 800-362-4308.

To inquire about purchasing more than 99 of one item, please call 800-362-4738.