Lesson Plans Robotics

A SET OF LESSON PLANS OF TECHNOLOGY, INFORMATION TECHNOLOGY,
PHYSICS, MATHEMATICS and ENGLISH with the use of LEGO MINDSTORMS

EV3 sets concerning using robots
in building industry and environment protection.
Technnology
LESSON 1
Topic: Simple machines - application, using LEGO Mindstorms EV 3 bricks,
familiarization with the Lego set.
Main aim:
- getting to know principles of operation of simple machines, their construction and
use
- familiarization with LEGO Mindstorms EV 3 set
Operational aims:
-presentation of simple machines, explanation what they are, their structure and
operation
-getting familiar with the content and basic functions of LEGO Mindstorms EV 3 set
Duration: 45 minutes.
Stages of the lesson:
1. Introductory part, checking the attendance list, introduction to the topic about 5
min.
2. Presentation of the simple machines, class discussion - about 20 min.
3. Familiarization with LEGO Mindstorms EV 3 set - about 15 min.
4. Summary, collecting sets - about 5 min.
Materials:
Interactive whiteboard, presentation titled: Simple machines, LEGO Mindstorms EV
3 sets.
LESSON 2
Topic: Constructing a robot according to instruction manuals.
Main aim:
- Construction of a robot using Lego EV3 according to instruction manuals.
Operational aims:
-Making use of Lego EV3 bricks to build a robot according to instruction manuals.
-Developing manual skills.

1. Introductory part, checking the attendance list, explaining the topic about 5 min.
2. Constructing a robot cooperating in groups (2 or 3 students in a group) - about
35 min.
Materials:
LEGO Mindstorms EV 3 sets, instruction manuals, interactive whiteboard.
LESSONS 3,4
Topic: Programming a robot with the EV3 brick, princilples of operation of additional
sensors.
Main aim:
- Programming a robot with EV3 program in the brick, making use of sensors.
Operational aims:
-Programming the robot constructed on the basis of instruction manuals according to
own ideas, with the use of the EV3 brick
-Mounting sensors and their programming with the use of the EV 3 brick.

1. Introductory part, checking the attendance list, stating the topic of the lesson,
introduction about 5 min (2x).
2. Getting acquainted with the program contained in the EV 3 brick, the execution of
tasks from the instruction manuals, own compositions (testing on the robot) - about
20 min.
3. Getting acquainted with additional sensors (touch, color, motion, gyroscope), the
connection to the robot according to the instruction manuals about 30 min.
4. Programming with the EV3 brick on the basis of instruction manuals, own
compositions (testing on the robot) - about 20 min.
5. Summary, collecting sets - about 5 min (2x).
Materials:
LESSON 5
Topic: Lego Digital Designer.
Main aim:
- Ability to use the Lego Digital Designer program.
Operational aims:
- Familiarization with the Lego Digital Designer program
- Building 3D compositions of bricks with the use of Lego Digital Designer.

2. The program - LDD (operation and basic functions and capabilities, saving
projects) - about 20 min..
3. Summary - about 5 min.
Materials:
Computers, interactive whiteboard.
LESSONS 6, 7, 8, 9
Topic: Constructing a robot according to own ideas.
Main aim:
- Construction of a working robot according to students own ideas with the use of
components of the LEGO Mindstorms EV3 set; saving the project using LDD
program.
Operational aims:
- Creating the description and project of the own robot
- Making use of the elements of the set ( bricks, sensors, additional elements) to
create the own composition and saving the project using LDD program.
Duration: each lesson 45 minutes.

1. Introductory part, checking the attendance list, explaining the topic (5 min x4).
2. Own project of the robot (basic assumptions, operation and usage) - 15 min
3. Construction of the robot - 55 min.
4. Testing the robot - 15 min.
5. Making a project with the use of LDD program - 55 min.
6. Summary - 5 min. x 4.
Materials:
LEGO Mindstorms EV 3 sets, computers.
Information Technology
Curriculum:
Solving problems and making decisions with the use of a computer, using algorithmic
approach. Using computer and programs and educational games to increase
knowledge and skills in various fields of knowledge.
Theoretical computer science
Aims:
Overview of the basic concepts of information technology.
Solving practical problems from various subjects by using a computer and
algorithmic approach.
Implementation of projects using different programs.
Showing the social, ethical and economic aspects of development of
Information Technology and assessment of risks and limits.
Allowing pursue of our own interests.
Lesson 1:
Topic: A theory of algorithm.
Elementary educational skills:
Student:
knows the notion of algorithm and instruction;

knows the types of algorithms;
creates a simple linear and conditional algorithms;
is able to describe the algorithm verbally, with the list of steps and a
flowchart;
knows the types of rectangles to present the algorithm using the
flowchart
is able to present the algorithm in the form of words;
gives examples of algorithms in the form of a list of steps;
gives examples of algorithms in block diagram form;
creates flowcharts.
Secondary educational skills:

Student:
gives examples of algorithmic problem solving;
creates complex conditional algorithms;
gives examples of recursive algorithms;
explains what iteration in the algorithm is;
knows the important rules when creating flowcharts.
Task
Find words: algorithm, instruction, flowchart, list of steps, verbal description,
rectangle
Task
Write the algorithm in the form of a list of steps and a flowchart for the Pilgrim moving
forward in a straight line for 2 seconds.
Use the MS Word to complete the task and save it on your desktop as Pilgrim.doc
List of steps
Flowchart
LEGO programming language

start block
1. Starting the Pilgrim.

2. Immediate starting
of the left and right
engine for 2 seconds.
Krok 3. The Pilgrim
stops working.
START
Move forward for 2 sec
STOP
Move steering
corresponds for moving the
robot forward with the use
of two engines. You must
select one of three modes:
On for Seconds,
On for Degrees,
On for Rotations,
direction of movement, the
power of motors.
Task
Give the examples of using the Pilgrim with the use of:
a) linear algorithm,
b) conditional algorithm,
c) iteration:
when the number of repetitions is predetermined,
when the instruction is repeated until the condition is met,
when the condition is checked first, and only meeting it allows execution of
the instructions.
Lesson 2:
Topic: Algorithmic problem solving in a spreadsheet.
Student:
knows the notion of an algorithm;
lists the types of algorithms;
explains the difference between a linear algorithm and a conditional
algorithm;
uses algorithmic approach to solve various problems;
knows how to use a spreadsheet to solve algorithmic problem.
Student:
umie poda przykady algorytmw, w ktrych w zalenoci od warunku
mona otrzyma rne rozwizania;
podaje rozwizania rnych algorytmw warunkowych.
is able to give examples of algorithms with the use of which various
solutions, depending on the condition applied, can be received;
gives the solutions of different conditional algorithms.
Task
Write the algorithm in the form of a list of steps showing the movement of the Pilgrim
around the perimeter of a square, a single side being 65 cm.
Using the spreadsheet, calculate the distance of the robot in meters doing 1, 2 ... 10
laps. Name the sheet "road".
Save the spreadsheet on your desktop as "pilgrim.xls"
lap
1
2
3
side a
[cm]
side a
[m]
distance travelled
[m]
4
5
6
7
8
9
10
Task
Write the algorithm in the form of a list of steps for the Pilgrim's way from home to
school according to the following figure (scale 1: 100).
Using the spreadsheet, calculate the way from home to school in meters, including
the condition that the input data is not zero. Name the spreadsheet "home".
Task
Design a spreadsheet table. Use the data from the Physics lesson. Enter the
appropriate formula for calculating velocity, checking the condition of "not divide by
0". Save the spreadsheet as "speed".
DISTANCE
[cm]
TIME [s]
VELOCITY
[cm/s]
TIME [s]
VELOCITY
[cm/s[
Draw a linear graph of distance against the time for the Pilgrim.
Notes
Lesson 3:
Topic: Creating algorithms with the use of LEGO MINDSTORMS and analyzing
its actions.
Student:
knows how to run the program and how the program's window looks like;
knows the basic building blocks to build algorithms in the program;
knows how to create simple algorithms in the program;
is able to enter instructions for the individual blocks;
knows how to run the algorithm that was built into the program.

Student:
creates algorithms, runs them and checks if they work normally;
makes some adjustments and saves created algorithms;
knows how to use the help section of the program.
The Function Blocks is a set of software blocks used for programming. It consists of
six tabs. Each of them consist of different type of blocks.
Action blocks the action blocks control the actions of the program. They
control motor rotations and also image, sound and the light on the EV3 Pbrick.).
Flow bricks The Flow blocks control the flow of the program. All programs
you create will start with the start block.
Sensor blocks the Sensor blocks allows your program to read the inputs
from the Color sensor, IR sensor, Touch sensor and much more..
Data operation blocks The Data operations blocks lets you write and read
variables, compare values and much more.
Advanced blocks The advanced blocks lets you manage files,
Bluetooth connections and much more.
User's own blocks blocks created by the user.
Each block has a similar construction. It consists of:

1. port selection,
2. action mode,
3. The input signal
4. The output signals.
Task
Program the Pilgrim so it moves forward in a straight line for two seconds.
Task
Program the Pilgrim using LEGO MINDSTORMS so it moves from home to school
(figure). Use the worksheet "home".
Measure the distance [cm] and time [s] and calculate the speed [cm / s] of the
Pilgrim. Complete the "velocity" part of the table.
Lesson 4:
Topic: Creating user's own procedures.

Student:
knows how to create his own procedures;

defines what user's own procedure consists of;
defines user's own procedures;
is able to induce a defined procedure.

Student:
knows how to define the procedure in the editor;
is able to define user's complex procedures;
knows what causes a change in the dialog mode to defining procedures
mode.
Task
Program the Pilgrim so it moves from line to line and turns about in the meantime.
In order to make the Pilgrim turn about in the spot we need to:
set the direction of the left engine backwards,
set the direction of the right engine forward,
maintain the speed for both engines.
Algorithm (flowchart)
List of steps
1. Start the Pilgrim.
START
Move forward
2. Instant start of the left and right

engine for determined time /
rotations.
Turn
3. Turn about turning in the spot.

4. Instant start of the left and right
Move forward
engine for determined time /

rotations.
STOP
5. Stop the Pilgrim.
1.
2.
3.
4.
5.
Lesson 5:
Topic: Creating procedures with a parameter.
Student:
knows what the creation of procedures with the parameter is;
creates a simple procedures with his own parameter.
Student:
creates complex procedures with his own parameter.
Task
Program the Pilgrim so it moves around the perimeter of a square, single side being
65 cm.
Task
Program the Pilgrim so it moves around the equilateral triangle.
Task
Program the Pilgrim so it moves around a regular hexagon.
Lesson 6:
Topic: Sorting algorithms of the sets of elements
Student:
knows the notions of: sort by choice, merge sort, insertion sort,
bubble sort;
knows what the sorting is about;
explains giving specific examples what is searching for items in the

ordered sets and not-ordered sets.
Student:
explains each of the ways of sorting: by choice, by merging, by inserting, by
bubble sorting;
knows how to organize the set of items in various ways.
Task
Program the Pilgrim so it moves the colorful bricks outside the construction site
(mock-up).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
sorting by:
bricks
a machine
a procedure
a task
sorting
sorting by:
the bricks used on the IT lesson
... of touch
plan
Mathematics
Topic: Algebra, Linear functions
Three (3) robots, (The Math Expert, The Math Warrior and the Math
Max), all based on Educator Robot model.
I.
Main Aim
Build three (3) similar robots, to be used as teaching aids in

Mathematics.
Operational Aims:
Construct 3 similar robots, based on Educator Robot model, using 3 Lego

Mindstorms Education EV3 set (basic set). The 3 motors will be constructed
based on Educator Robot model with slight adaptations on each robot, that will
differentiate from the others e.g. adding weight, using different wheels etc.
Program the robots actions using EV3 Education Programming software
Learn about EV3 Mindstorms Data Logging
Learn about readings
Make practical use of the robots and its sensors (color sensor)
Course Duration: 120 minutes

Didactic aids / visual aids:
Three (3) sets of LEGO MINDSTORMS Education EV3, EV3 Education

Programming software, PC/laptops, interactive whiteboard, strip, graph paper,
paper, measuring tape, pens.
Course Stages
I.
Introduction
Duration: 10 minutes
Aims:
Discussion of basic health and safety rules

Getting to know the content of LEGO MINDSTORMS Education EV3 set
Inform the students about the course Tasks
II.
Discussion about the robots required movements and basic parts
The teacher explains the students the robots various parts and how the robot works.
III.
Building the Robots
Aim:
In three (3) groups of 3-4 students each, build three (3) working / functional
Educator robots with Lego Mindstorms Education EV3 bricks.
Construct the robots using a Lego User Guide prepared by the class professor.
The User Guide is displayed on computer screen and interactive whiteboard.
Each robot will be based on Educator Robot model but with slight adaptations that
will differentiate each robot e.g. one team can make its robot heavier by adding
weight e.g. by adding Lego parts or sensors, one team can use different wheels,
one team can program its robot moving backwards etc. By the end of this task,
three (3) slightly different robots will be constructed, the Math Expert, the Math
Warrior and the Math Max.
IV.
Programing the Robots
Aims:
Discussion of basic programing blogs (programing commands) in EV3

software.
Control the big motors (2) for linear movement.
Use the EV3 Education Programming software to view Data Logging
Program the robots to handle the different Tasks/Activities as explain in detail

in the following pages.
V.
Testing the Robots
Aims:
Test the robots (robots operation / structure and programing)

Make conclusions and improvements
The students run the robots, make conclusions and take corrective actions /
improvements on robot and programming.
VI.
Mathematics course
Aims:
Learn about whole numbers/decimal numbers lines

Learn how to measure Time and Motion
Learn how to create data tables and graphs
Learn how to plot ordered pairs on coordinate graph
Learn about Algebraic Equations
Task/Activity 1
Summary:
Students will time various robots progression at four points on a straight-lined
course.
Content:
Measurement and construction of whole number/decimal number lines
Measurement of time and motion
Creation of data tables and graphs
Plotting ordered pairs on coordinate graph
Algebraic equations
Task/Activity description:
(A) In groups of three to four students, create and label a straight line (made from
strip) that is divided in 5 points as follows:
Start,
Checkpoint 1,
START
1
3
2
3
2,
3,
3
Finish.
FINISH
(B) Program the robot to reach to the Finish line. As the robot moves along the
straight line, from Start point to Finish point, time the progress of the robot at each
checkpoint i.e. Checkpoint 1, 2, 3 and at the Finish line and record the time the
robot crosses each mark.
(C) Repeat the activity for each robot.
(D) Identify the equation that can be used to calculate times for longer courses.
(E) Repeat the activity with different types of robots and compare the slopes of all the
robots times.
START
FINISH
Figure 1, Straight Line course
Table 1
Robot name
_________
Checkpoint 1
Checkpoint 2
Checkpoint 3
Finish
Task/Activity 2
Summary:
Students will work in groups of three to four. Each team will time various robots
progression at four points on a straight-lined course (see figure 1) and will use the
time data to create X/Y tables with equations and a coordinate graph to show and
compare slopes.
Outline:
Organize the times each robot passed the checkpoints and the finish line in a
data table for each robot tested.
Write and use an equation to calculate the times when the robots would cross
checkpoints on a longer course.
Use the data table to construct a coordinate graph showing the slopes for
each robot timed.
Activity A:
A. Organize the time information from each of the robots drag race in a data table
(see Sample Chart and Data Worksheet). Each group will develop an equation that
will be used to calculate times at other checkpoints along the same course as well as
along the length of a longer course.
Student groups will use a piece of graph paper to create a coordinate graph to plot
the slopes for each robot drag race.
Students will plot the ordered pairs for each race by using a different color for each
robot.
Robot name: the Math Expert
Chart:
X (checkpoints)
0 (start)
1
2
3
4 (finish)
Equation
Y (time in secs)
Ordered pair
Compare the results with the other teams. Did you come up with the same
equation? If not, what factor do you believe was the main one for this result?
Activity B:
Complete the two different following charts. Use the information given to figure out
the missing gaps:
(Create and use an algebraic equation to make probable predictions).
Robot name: the Math Warrior
Chart:
X checkpoints
Equation
_________
1
2
3
4 (finish)
Y (seconds)
Ordered pair
3.5
(1, 3.5)
(2, ___)
(3, 10.5)
(__ , __)
10.5
Robot name: the Math Max

Chart:
X checkpoints
Equation
_________
1
2
3
4 (finish)
Y (seconds)
Ordered pair
(___, __ )
(2, 8)
(3, ___ )
(__ , __ )
Which robot won the race? ___________

How much faster did he run the course? ___________
If the course was twice as long, what would be the finishing times for:
the Math Warrior __________ , the Math Max _______________
Create a coordinate graph on a piece of graph paper to show slopes for the
Math Warrior and , the Math Max. Use different colors for the 2 slopes.
Physics
Topic: Light
The Light Identifier, a robot based on Educator Robot model
I.
Main Aim
Build a robot that is capable of identifying colors.
Operational Aims:
Construct a robot (Educator Robot) using the Lego Mindstorms Education

EV3 set (basic set)
Learn about EV3 Mindstorms Data Logging
Learn about readings
Make practical use of the robot and its sensors (color sensor)
Course Duration: 120 minutes

One Set of LEGO MINDSTORMS Education EV3, EV3 Education

Programming software, PC/laptop, interactive whiteboard, colored papers (red,
green, blue, white, black, grey), measuring tape, pens, paper.
Course Stages
I.
Introduction
Aims:
II.

III.
Building the Educator Robot
Aim:
Build a working / functional Educator Robot model with Lego Mindstorms

Education EV3 bricks.
Construct the Educator Robot using a Lego User Guide prepared by the class
professor. The User Guide is displayed on computer screen and interactive
whiteboard.
IV.
Programming the Educator Robot
Aims:

software.
Use the color sensor to identify different colored surfaces (to distinguish
between various colors, to read black and white lines, Light and Dark colors
readings, high and low color sensor readings)
Use the EV3 Education Programming software view Data Logging
Program the robot to move in a straight line, from the starting point to the finish point
(the robot will cover a distance of 10 meters). As the robot moves in a straight line its
color sensor will reads various colors, and record all reading values. All reading
values are viewable in Data Logging. Repeat the activity using different colors placed
on robots path, and compare the color readings.
V.
Testing the Educator Robot
Aims:
Test the robot (robot operation / structure and programing)

Make conclusions and improvements
The students run the robot, make conclusions and take corrective actions /
VI.
Physics course
Aims:
Learn about Light Intensity, Color Spectrum, of basic health and safety rules
Learn how to read values in EV3 Mindstorms Data Logging
Task1
A. Make your prediction for the black and white lines on the graph using data
logging. Label each line clearly. Why and how did you decide?
___________________________________________________________________
___________________________________________________________________
PREDICTION OF THE COLOR

SENSORS READINGS
100
80
60
40
20
0
0
0 ,5
1 ,5
2 ,5
B. Based on the black and white sensor values, what kinds of colors do you think will
produce high color sensor readings in general? Lighter or darker?
Task 2
A. Add lines to the graph below, showing what you think the lines for the colors red,
blue, green and grey will look like. How did you decide? why?
___________________________________________________________________
___________________________________________________________________
PREDICTION OF THE COLOR

SENSORS READINGS
100
80
60
40
20
0
0
0 ,5
1 ,5
2 ,5
B. Now, measure the actual readings of the color sensor and state it in the table.
Color
Reading
Red
Blue
Green
Grey
Black
White
Task 3
A. Whats the difference between color and hue / shade ?
___________________________________________________________________
___________________________________________________________________
B. Why is it important to choose shades of the same color for this comparison?
Because in order to make a fair comparison, you needed to eliminate as many other
possible factors as possible. This is directly related to the fair test concept, where
external factors which bias the comparison need to be eliminated or controlled as
much as possible. If you did not do so, the real reason for the difference would be
unclear is it the thing youre examining, or the other unintended difference?
___________________________________________________________________
___________________________________________________________________
Task 4
Suppose the robot runs through a 10m stretch of tube/ cylinder and gives the
following data..
What does each arrow represent? ( the leftmost arrow, rightmost and middle arrow):
___________________________________________________________________
___________________________________________________________________
Why the middle arrow has a lower sensor reading?

___________________________________________________________________
___________________________________________________________________
Cross-curricular
II.
Pilgrim/Wanderer 1 - 5X45min., Robot Education
Main aim
To build functioning robot.
Operational aims
Using modern software

Using the robot
Time: 225 minutes

Materials needed:
LEGO MINDSTORMS Education EV3 sets, LEGO MINDSTORMS Education

EV3 software, laptops, an interactive board, a black adhesive tape, a
measuring tape, dynamometers, toothpicks, plasticine, timers, pens, paper
sheets.
Lesson outline
V.
Programming
Aims:
Discussing the basic programming blocks

Using the color sensor to program the Wanderer's route along the dark line
Using the touch sensor to program the obstacle course for the robot
Using the infrared sensor to program the Wanderer's route along the wall
Using the loop
We program the robot so it moves along the geometrical route (square, triangle) by
following the dark line, moves along the wall, runs the obstacle course, and stops just
before the obstacle.
Physics
VI.
Using the Pilgrim/Wanderer in practice
Aims:
Revision of physical notions of trajectory, distance, types of trajectories, vector

of displacement, velocity, uniform linear motion, Newton's first law of motion.
Improving skills of showing the relationship between the two physical
quantities.
Task 1
Fill in:
1. ____________ of movement we call lines which describes a body performing the
movement.
2. We call a rectilinear motion which ____________ is______________ line.
3. A motion which trajectory is a curve track is called ________________.
4. The length of the trajectory between two points is called _____________ travelled
by the object.
5. Examples of the distance is measured by __________ and __________________.
Task 2
The figure below shows the Wanderer's way from home to school.
A
B
SZKOA
,,,,,,,,,,E
C
EE
D
1. Mark the vector on the figure showing the movement of the Wanderer from home
to school.
2. The beginning of displacement vector is at the point ___________.
3. The end of displacement vector is at the point ___________.
4. Calculate the approximate length of the vector displacement. Assume that 1 cm is
100 m.
5. Calculate the distance travelled by the Wanderer from home to school. Assume
that 1 cm equals 100 m.
6. Calculate the difference between the way Wanderer travels from home to school
and the length of the displacement vector.
7. Describe the displacement vector features.
Task 3
Name trajectories of the Wanderer's movement along a geometrically defined route
(square, triangle),following the dark line and along the wall.
Task 4
Plot the graph of relationship between the Pilgrim's time and velocity with the use of a
black adhesive tape. Give the answer in m / s.
V(cm/min)
t(min)
Task 5
Plot the graph of relationship between the distance and time of the Pilgrim with the
use of a black adhesive tape.
s(cm)
t(min)
Task 5
The Wanderer moves uniformly straight and pulls a colorful block. Name all the
forces the robot must struggle with. What can you say about the values of these
forces? Plot these forces on the graph.
Task 6
Cross-out puzzle. Find words connected with the motion of the body.
m
Words to find:
motion, velocity, kilometer, trajectory, distance, vector, force.
Mathematics
VII.
Use the Pilgrim/Wanderer in practice
Aims:
Revision of the mathematical notions of area and circumference of the figure

Improving skills of calculating the velocity, area, and circumference.
Improving the ability of building regular polygons.
Improving the skills of reading data from charts
Task 1
Draw a square, an equilateral triangle and hexagon with a side of 65 cm. Calculate
the area and circumference of these figures.
Task 2
Calculate the Wanderer's velocity in centimeters per second when it is moving along
the triangular, and square routes; when it runs the course along the black adhesive
tape and along the wall, and running the obstacle course, and simultaneously
measure the trajectory of this motion with a measuring tape and time with the use of
a stopwatch.
Task 3
The graph shows the relationship between the velocity and time of the Pilgrim during
12 minutes of its working.
V(cm/min) 300
50
1
t(min)
1. The Pilgrim moved with a speed of ____________________ for 2 minutes.

2. With a ration of 200 cm / min the Pilgrim moved between ______ min to
_______min.
3. During the whole operating time the Pilgrim stopped ___________ time(s).
4. The total operating time was _________min.
5. The distance the Pilgrim travelled with the speed of 100 cm / min
is _________cm.
6. The distance traveled by the Pilgrim during 12 minutes is ______________.

7. The Pilgrim, moving with the speed of 300 cm / min, travelled ______ times
greater distance than when it was moving with a speed of 150 cm / min.
8. The average velocity of the Pilgrim during the whole operating time is _____ cm /
min.
Do necessary calculations.
Task 4
Do the crossword and guess a password.
Questions
1. A rectangle with equal sides.
2. Fractions with the denominator of one hundred.
3. The sum of the lengths of the sides of the polygon.
4. Name a triangle with equal sides.
5. The smallest geometric figure.
6. A mathematician from Greece.

7. The unit of an are used in agriculture.
8. One twenty-fourths of a day.
9. The result of the multiplication.
IV.
Final part
Sum up the students work
Clean up the students work place
III.
The Pilgrim/Wanderer 2- 5X45 min., Robot Education
Main aim
To build functioning robot.
Operational aims

Using the robot
Time: 225 minutes

Materials needed:
LEGO MINDSTORMS Education EV3 sets, LEGO MINDSTORMS Education

EV3 software, laptops, an interactive board, a black adhesive tape, a
measuring tape, ergometers, toothpicks, plasticine, timers, pens, paper
sheets.
Lesson outline
VIII.
Programming
Aims:

Using the color sensor to program the Wanderer's route along the dark line
Using the touch sensor to program the obstacle course for the robot
Using the loop
We program the robot so it moves along the geometrical route by following the dark
line, runs the obstacle course, and stops just before the obstacle.
Physics
IX.
Aim:
Revision of the Physics notions of a motion path, distance, velocity, and the
speed of light.
Task 1
Build a running track measuring 2,60 meters for the Pilgrim. Using the circumference
formula calculate the radius of the wheel which will be used to draw a circle.
1. Measure the time it took the Pilgrim to travel one lap, and calculate the robot's
velocity and impetus.
2. Fill in the table using the data of relationship between the impetus of the
Pilgrim and duration.
p(mkg/s)
0,4
0,2
t(s)
1
t(s)
0
1
2
5
8
12
5
p(mkg/s)
V(m/s)
3. A voice travels 340 m/s. How long will it take you to hear your friend who is
calling you from the end of the room (the room is 7 meters long)?
Task 2
Build an obstacle course for the Pilgrim. Program it so it travels the course as fast as
it can. Measure the distance and time, then calculate the robot's velocity and
impetus.
Task 3
Draw a table and plot a solution on a figure covering the relationship between
distance the Pilgrim travelled and time it took it to run the obstacle course.
s(cm)
t(min)
Task 4
Draw a table and plot a graph of relationship between velocity and time for the
Pilgrim on the obstacle course.
v(cm/min)
t(min)
Task 5
Having in mind that the Pilgrim moves with constant speed of 0,3 m/s, fill in the gaps:
t(s)
s(m)
10
15
9
12
Using the data from the table plot the graph of relationship between the distance and
time.
Task 6
Do the crossword with main password.
Questions
1. "t" is its symbol.
2. The feature of movement.
3. The sub-division of Physics dealing with the movement of the bodies.
4. Movement during which a body travels the same distance.
5. The feature of a vector.
6. We use it to measure lenght.
7. How do we call movement of the body along the curved line?
8. This value remains constant in the uniform motion.
9. The lenght of a cource.
10 Decreasing velocity.
11. How do we call movement of the body along the straight line?
12. A body according to which the movement is calculated.
13. A device used to measure the time.
Mathemaics
Aims:
Revision of mathematical concepts of area of a circle, circumference of a circle

and area's units
Improving the skills of calculating and calculations of percentages
Task 1
Use a running track measuring 2,60 meters to count:
1. How many laps will a sprinter run for:
a) 100m,
b) 200m,
c) 400m,
d) 800m,
e) 5 km,
f) 10km
2. Calculate the area of a given athletics stadium and an area of a given running
track.
3. Calculate the circumference of the stadium.
4. What percentage of the whole stadium is a running track?
5. How many acres is the athletics stadium area?
6. How many minutes did it take the Pilgrim to run 6.5 kilometers on the 2.60
meter long stadium if it travelled one lap in 12 seconds?
Task 2
Change hours to minutes. Find the answers in the box and fill the gaps in the table
with the corresponding letters. Read password.
Hours
Minutes
Letter
45 min O
50 min I
75 min D
25 min
20 min U
33 min E
10 min H
30 min R
66 min W
40 min C
15 min T
6 min
1/2
h
1/3
h
2/3
h
1/6
h
0,25 0,75
h
h
0,1
h
1,25
h
0,5
h
3/4
h
1,1
h
5/6
h
0,55
h
Task 3
Cross-out puzzle. Find words that are the names of the length units.
o
Words to find: meter, kilometer, decimeter, cubit, feet, yard, mile, inch, quarter.
IV.
Final part
IV.
The Pilgrim/Wanderer - 5X45 min., Robot Education
Main Aim
To build a working robot.
Operational aims

Using a robot in practice

Teaching aids:
the LEGO MINDSTORMS Education EV3 sets and software, laptops, an

interactive whiteboard, a black adhesive tape, a measuring tape,
dynamometers, toothpicks, plasticine, stopwatches, pens, paper cards.
Lesson plan
X.
Programming
Aims:

Using the color sensor to program the Wanderers course so it moves along a
dark line
Using the touch sensor to program the obstacle course for the Wanderer
Using of the software loop.
Program the Wanderer so it moves along the given course along the dark line, and
stops in front of the obstacle.
Task 1
Program the Wanderer so it cleans the given plot by removing unnecessary elements
from it (garbage).
Physics
XI.
Aims:
Revision of a notion of the average velocity.
Task 1
Three teams have to perform a clean-up work. The first team would accomplish this
task within 12 days, a second team within 15 days, and the third team in 8 days.
What time would all the teams need to accomplish this task if we assume that they
will work together?
Task 2
Calculate an average velocity of the Pilgrim clearing up the plot.
Mathematics
XII.
Aims:
Revision of the mathematical concepts of geometric figure area and field

quantities, volume of the spatial figures and volume quantities
Improving the skills of doing calculations and calculating the scale
Task 1
Build a plot with the completed house within its boundaries basing on the given
architectural plan. Do the necessary calculations related to the scale of the map.
Task 2
Calculate the area of the built plot and other buildings on this plot. What part of the
area of the whole plot is an area occupied by buildings on this plot?
Task 3
Calculate the cubature of the house on a plot and the outbuildings. The house is 50
cm high. How many cm3 are there per a single person, if there are three people living
there?
Task 4
How many centimeters of the fence is needed to acquire in order to enclose the
entire plot? The main gate is 4cm wide, and two wickets are 1 cm wide each.
Task 5
Delineate a line of the sidewalk and the main entrance to the plot on the mock-up
which are meant to be tiled with square tiles of 1.5 cm each. How many tiles should
you use?
Task 6
How many apple trees can be planted on part of the plot with dimensions of 25cm x
12cm, if one fully-grown apple tree should cover an area of 25cm2 to fruit?
Task 7
1 liter of paint is enough to paint 8m2 of a flat surface. How many liters of paint will be
used to paint a cubic container of 8m3 volume? The container will be painted inside
and outside.
Task 8
There is the same amount of air in the given room like in the cube which edge is 4 m
long. Is it possible for 7 people to stay in that room if it is known that one person
needs 6m3 of air to breathe?
IV.
Final part

V.
The Pilgrim/Wanderer 4 - 5X45 min., Robot Education
Main aim
Building fully functional robot.
Operational aims

Using a robot in practice
Duration time: 225 minutes

Teaching aids:
The LEGO MINDSTORMS Education EV3 sets and software, laptops,

interactive whiteboards, tablets, a prism, color filters, a measuring tape,
colored blocks, stopwatches, pens, paper sheets.
Lesson plan
XIII.
Programming
Aims:
Discussing the basic building blocks

Using a color sensor to sense a particular color of a given block
Using a software loop
Use the tablet to the program the Pilgrim/Wanderer
Task 1
On the mock-up of dimensions of 1,5m x 2m set green, blue and yellow blocks
representing glass, paper and plastic wastes respectively. Program the Pilgrim so it
recognizes the colored blocks and segregates them properly.
Physics
XIV.
Aims:
Revision of physics notions of the average velocity, the refraction of white light
by a prism.
Task 1
Calculate the average velocity of the Pilgrim cleaning up the mock-up.
Task 2
Explain why different objects have different colors?
Task 3
Use the Pilgrim and a prism to refract the white light into other several colors. List
colors you see passing continuously one into the other in the spectrum of white light.
Which color of light is dispersed quicker and which is the slowest?
Task 4
Observe the colored blocks through a red light filter. What have you noticed?
Mathematics
XV.
Aims:
Revision of mathematics notion of a volume of spatial figures and volume

quantity, proportional quantity.
Improving the skills of doing calculations and percentage calculations
Task 1
Brimful skips and garbage containers pose increasing problems with their disposal.
Each of us produces approximately 300 kg of garbage per year. How many 8 ton
cars do we have to use to dispose of annual collection of garbage from our town?
Task 2
Composting the wastes produced in a single household reduces the overall amount
of rubbish. Approximately 1/4 of waste generated in the household and the garden is
compostable. How many kg of waste is composted in the household with a family of
five? What percentage of all wastes from Zawiercie constitute the garbage of this
family? Present the result as exponential notation.
Task 3
In a town, solid waste removal costs 10 zloty per person in case of segregated
wastes, otherwise the amount for removal is 15 zloty per person. There has been a
15% increase of charge for that service in June. How much money will a family of five
pay for removal of waste in both cases? How much money will they save if they
segregate wastes?
Task 4
A garbage bin volume is 2 litres. Calculate how many bins of that type full to the brim
are needed to fill in 75% the tank with a volume of 3m3.
Task 5
In Poland, 530 000 tons of paper waste are used annually. A paper recovery rate is
35%. How many tons of paper are recovered in Poland?
Task 6
In Poland, 12% glass (42 500 tons) is annually recovered from the whole waste glass
amount. How many tons of waste glass are produced in Poland annually?
Task 7
Three piles of garbage weight a total of 26kg. The ratio of their weight is 1: 5: 7. How
much weigh the heaviest?
Task 8
The waste removal company hires 6 men more than women, and for every 4 women
there are 5 more men. How many employees does the company employ?
Task 9
The Pilgrim's task is to sow 1.5 hectare of land in the shape of a rectangle with an
ecologic type of grain. How long will it take it to sow this area? Using a mock-up of
1,5m x 2m make the appropriate measurements and answer the question.
VI.
Final part
II.
Strongman - 5X45 min., GRIPP3R
Main aim
To build working robot.
Operational aims
Use Mindstorms EV 3 blocks to build a robot

Using the robot in practice
Duration: 170 to 225 minutes

Teaching aids needed:
LEGO MINDSTORMS EV3 sets, LEGO MINDSTORMS EV3 software,

laptops, an interactive whiteboard, the GREEN-UP fizzy drink, a measuring
tape, stopwatches, a kitchen scale, pens, paper sheets.
Lesson plan
XVI.
Warm-up 15-20 minutes
Aims:
Discussing the basic safety rules

Getting to know the contents of the LEGO MINDSTORMS EV3 set
XVII. Building the robot 35-45 minutes

Aim:
Building the robot out of Lego Mindstorms EV3 set
The construction of the robot using the instructions that appears on the screens of
the students computers and interactive whiteboard.
XVIII. Discussing the robots design 10-15 minutes
Teacher discusses with the students the parts of the robot and the rules of working of
the built robots
XIX.
Programming 20-30 minutes
Aims:

Using the proximity sensor to program the Amoeba
Using the program loop.
Program the robot so it travels the distance of 100 cm, grab the can of Green-Up
fizzy drink, walk to the edge of the table and let the can go.
XX.
Using the Strongman in practice 90-115 minutes
Aims:
Revision of the physical notions of a gravity force, work, power, potential

energy, kinetic energy.
Revision of the notion of conservation of energy.
Improving the ability to perform measurements and calculations.
Improving the ability to read information.
Improving the ability to recognize the directly proportional quantities.
Improving the ability of doing calculations.
Physics
Task 1
Perform needed calculations and fill in the gaps in the table.
No.
Force F(N)
Distance s
(m)
20
400
90
Work W(J)
Time (s)
Power P(W)
50
2700
60
150
240
10500
120
60
15
7500
20
50
Task 2
Using a kitchen scale calculate the influence of gravity force over the Strongman.
Assume the gravitational acceleration is 10 m / s2.
Task 3
What kind of work will the Strongman perform by lifting the can of GREEN-UP drink?
Measure the quantities needed with proper instruments.
Task 4
The Strongman moved the can of GREEN-UP drink for 50 cm moving on the flat
table. Calculate work the Strongman did.
Task 5
The Strongmans engine Power is 0,4 W. It marched for 5 minutes. What work was
performed by the Strongmans engine?
Task 6
The Strongman dropped the can of GREEN-UP drink from the edge of the table.
What velocity will the can have when it is near the ground? Measure the height of the
table with a measuring tape.
Task 7
Calculate the kinetic energy of the Strongman travelling a distance of 100 cm. Use
proper instruments to measure specified quantities.
Mathematics
Task 8
The Strongman consumes 248 kcal when marching for 60 minutes. How many cans
of GREEN-UP drink would it have to drink to travel a distance of 100 cm? Show the
relationship between joules and calories. Find the required data on the can.
Final part

III.
Amoeba - 5x45 min., R3PTAR
The main objective
To build a working robot.
Main aims
To build a Mindstorms EV3 robot

The use of modern software
Use the robot in practice
Duration time 170 to 225 minutes

Teaching aids needed:
LEGO MINDSTORMS EV3 sets, LEGO MINDSTORMS EV3 software,

laptops, an interactive whiteboard, sheets of graph paper, kitchen scales,
measuring tapes, stop watches, pens, plastic cups, pens, cards.
Lesson plan
XXI.
Introduction 15-20 minutes
Aims:
Discussing basic safety rules

Learning about the contents of the LEGO MINDSTORMS EV3 set.
XXII. Building a robot 35-45 minutes

Aim:
Building a robot with the use of Lego Mindstorms EV3
Building the robot using the instructions that appear on the screens of students
computers and interactive whiteboard.
XXIII. Discussing the robots design 10-15 minut
Teacher discusses with the students the parts of the robot and the rules of working of
the built robots.
XXIV. Programming 20-30 minutes
Aims:

Using the proximity sensor to program the Amoeba
Using the program loop.
Program the Amoeba so it moves, then when it approaches the obstacle it open its
mouth and starts moving slalom.
XXV. Using Amoeba in practice 90-115 minutes
Aims:
Revision of physical notions of balancing forces, gravity force, pressure,

results and types of interactions, velocity.
Revision of mathematics notions of an area unit and concept.
Improving the ability to measure the area by using graph paper.
Improving the ability of ma king calculations and estimating the results.
Physics
Task 1
Using a kitchen scale calculate the influence of gravity force over Amoeba. Assume
the gravitational acceleration is 10 m / s2.
Task 2
Calculate the pressure Ameoba exerts on the ground. Estimate the area of the
Amoebas parts that touch the ground with the use of graph paper.
Task 3
What work will be performed by Amoeba when it will be moving for 2 minutes?
Amoeba engines power is 0,4W.
Task 4
What is the result of collision of Amoeba with an obstacle? What kind of influence is
it?
Task 5
Draw vectors of forces balancing the forces influencing Amoeba. Name those forces
and state their sources.
Mathematics
Task 6
Build a slalom for Amoeba. State the starting and stopping point. Measure the time
Amoeba needs to finish the slalom, measure the courses length and measure its
velocity.
XXVI. Finish part
Sum up the studentswork

LESSON PLAN for use EV3 in a simple recycling task

VI.
The Recycler, a robot based on Educator Robot model
Main aim:
Build a robot that is capable of seperating aluminum cans in a recycling

process.
Operational aims:
Construct a model of a robot using the Lego Mindstorms Education EV3 set
(basic set)
Make practical use of the robot and its sensors
Course Duration: 120 to 140 minutes

One Set of LEGO MINDSTORMS Education EV3, EV3 Education

Programming software, aluminum cans, plastic bottles, glass bottles,
PC/laptop, interactive whiteboard, measuring tape, pens, paper.
Course Stages
XXVII. Introduction
Aims:

XXVIII.
XXIX. Building The Recycler
Aim:
Build a working / functionable model of a robot with Lego Mindstorms

Education EV3 bricks
Construct the robot using a Lego User Guide prepared by the class professor. The
User Guide is displayed on computer screen and interactive whiteboard.
XXX. Programming The Recycler

Aims:

software.
Control the small motor (1) for vertical movement.
Use the colour sensor to identify different coloured surfaces, thus to
distinguish between various colours, selecting the colours of interest (selecting
the aluminum cans) and ignoring the irrelevant colours (ignoring all other
cans).
Use the infrared sensor to avoid falling off the platform of to come very close
to the waste materials.
Use of EV3 special programming blogs such as SWITCH, LOOP etc.
We program The Recycler in oder to make it move in a straight line, having the
waste materials to its right side. The Recycler while moving alongside the waste
materials is reading the colour of each waste material e.g. plastic bottle, aluminum
cans, glass bottles, and decides whether to act or keep moving. The Recycler acts
only when its colour sensor detects aluminum cans (by indentifing certain colours /
light intensity), and in that case, The Recycler stops and pushes the aluminum can
into a funnel. The Recycler then moves to the next waste material, repeating its
check and decide actions, repeating all steps untill it reaches the end of the
conveyor belt. At that point the robot stops and returns back to the starting point to
reapeat the procedure again and again.
Running The Recycler
V.
Aims:
Test the robot (robot operation / structure and programing)
Make conlusions and improvemets
The students run the robot, make conlusions and take corrective actions /
English
LESSON 1
Topic: LEGO MINDSTORMS EV3 set - vocabulary.
Time: 2 hours (2x45 min).

Aim:
The aim of the lesson is to provide students with general information about LEGO
MINDSTORMS EV3 educational set including:
-
Lego parts
Lego bricks
Content of the set
Interaction:
-
group work
individual work
the whole class
Resources:
-
websites: https://quizlet.com/46494989/engineering-in-lego-ev3-robotics-legovocabulary
Lego parts glossary; source:

http://www.nationalroboticschallenge.org/downloads/recources/LEGO%20Part
s%20Glossary.pdf
Interactive whiteboard
Lego Mindstorms EV3 sets
Teaching methods:
-
brainstorming
mini lecture
discussion
practical exercises

1. Introduction to the topic of the lesson:
What do I know about Lego? - group discussions
2. Associations with the word Lego. Brainstorming:
LEGO
3. Find the part in the Lego set:

A.
A teacher displays the Lego part glossary on a whiteboard (source:

http://www.nationalroboticschallenge.org/downloads/recources/LEGO%20Part
s%20Glossary.pdf ) for 5 minutes. Students try to remember the names as
many parts as they can. Next, the students in groups write down the words
they remember by grouping them into categories: BRICKS, PLATES, LIFT

ARMS, AXLES, GEARS, PULLEYS, TIRES, BELTS, THREADS, PINS,
CONNECTORS, BUSHING, JOINERS, DISHES, ELECTRICAL PARTS,
OTHER
B.
Check your answers:

The students check their answers with the glossary displayed on the
whiteboard again.
4. Practice the vocabulary:

A.
B.
The teacher uses the website: https://quizlet.com/46494989/engineering-inlego-ev3-robotics-lego-vocabulary-flash-cards/ and plays the Lego vocabulary
for the students, the students repeat.
Type what you hear interactive exercise. The students type the words they
can hear.
https://quizlet.com/46494989/speller
5. Find the part and name it.

They students work in groups. Their tasks is find all the Lego parts in Lego
Mindstorm EV3 sets and name them in English.
6. Test your knowledge:

The students solve exercises included in the test section of the website:
https://quizlet.com/46494989/test
(written questions, matching questions, multiple choice questions, true/false
questions). Then, they check their answers.
LESSON 2
Topic: LEGO MINDSTORMS EV3 move an object and stop at object.
Time: 1 lesson (45 min)

Aims:
-
Developing listening skills
Deepening the scope of vocabulary (ICT, Lego set)
Developing writing skills instructions.
Revising grammatical point - imperatives.
Promoting interest in Lego and the project Creative minds.
Interaction:
-
group work
pair work
individual work
the whole class
Resources:
websites: https://www.youtube.com/watch?v=1MRlstUDRpI
https://youtu.be/wEHKb8ukuLk
-
Teaching methods:
-
brainstorming
discussion
practical exercises

1. Reminding Lego parts vocabulary, especially the kinds of sensors (whole
class brainstorming).
2. Matching words with definitions (pair work):
1.to grab
2. to release
3.to drop
4. degree
5. highlight
6. button
7. forward
8. back
A. to stop holding (someone or something)

B. something that is very interesting, exciting, or important; the best part of something
C. the side or surface of something that is opposite the front or
face
D. to quickly take and hold something with your hand or arms
E. moving or directed ahead or toward the front
F. to let something fall
G. a unit for measuring the size of an angle
H. a small part of a machine that you push to make the machine
work
3. Reminding usage of imperatives, creating example sentences (pair work).
4. Listening for specific information (individual work).

Instant
success
move
object
and
stop
at
object
https://www.youtube.com/watch?v=1MRlstUDRpI
https://youtu.be/wEHKb8ukuLk
Pre-listening - predicting the language used in the videos
Listening
Video 1 filling the missing information:
1. Moving an object is a . step process.
2. When we click on the interactive .., we can see in highlight where
we are in programming the robot .
3. We are going to use 3 in our programming screen.
4. Program three steps: a graba, it and release it.
5. Next, . the USB cable to the robot.
6. On the right down corner the EV3 button turns .. and all we need to
do is to on the play button.
7. We can use it in Mathematics to practice using to turn all model.
Video 2 True/false exercise

1.
In the activity Stop at object ultrasonic sensor detects the change.
2.
The sensor is connected to port number 4.
3.
The robot moves forward and back.
4.
The robots is programmed to move forwards, see the change, stop and
move back.
5.
When the robot stops, it has one second pause.
6.
The robot sees the change of 5 cm.
Post listening:
Writing instructions how to move an object - group work.
5. Homework
Writing instructions how to stop at object.
LESSON 3
Topic: LEGO MINDSTORMS EV3 stop at angle and stop at line.
Time: 1 lesson (45 min)

Aims:
-
Deepening the scope of vocabulary (ICT, Lego set)
Developing speaking skills - fluency/accuracy practice/consolidating recently

taught language
Developing the skill of programming Lego robots
Interaction:
-
group work
individual work
the whole class
Resources:
Websites: https://youtu.be/BUaZ7H4pkuc
https://youtu.be/eZf5-6_b0rk
-
Laptops with Lego EV3 software
Lego robots constructed in Technology lesson
Teaching methods:
-
brainstorming
practical exercises
communication
working with computers

1. Reminding Lego parts vocabulary (whole class brainstorming).
2. Listening for specific information (individual work).

Instant success - stop at angle and stop at line
https://youtu.be/BUaZ7H4pkuc
https://youtu.be/eZf5-6_b0rk
Pre-listening Students predict some words or expressions that might be in the

video
Listening - True/false exercises

Video 1
1.
In the activity Stop at angle we use gyro sensor.
2.
In the activity Stop at angle the robot moves forward.
3.
We use geometry measures in the activity.
4.
The robot is turning with two motors.
5.
If the robot is drifting, you need to unplug the gyro, wait for a second and
then plug it again.
Video 2
1.
To do the activity Stop at line the color sensor was used.
2.
The sensor needs to be connected at the back.
3.
After connecting the sensor, the green reflective line can be seen red.
4.
You can set the light level.
5.
It is the three step program.
Post listening:
Speaking: instructions how to stop at angle and how to stop at line - group work.
3. Programming Lego robots using laptops and EV3 software.

Group 1 and 2 stop at angle
Group 3 and 4 stop at line
LESSON 4
Topic: Building industry - vocabulary.
Time: 2 hours (2 x 45 min.)

Aims:
-
Deepening the scope of vocabulary building industry
Developing reading comprehension skills
Developing writing skills
Revising grammatical points Present Simple tense, gerund.
Interaction:
-
group work
individual work
the whole class
Resources:
-
websites:
http://www.languageguide.org/angielski/s%C5%82ownictwo/narz%C4%99dzia/
http://www.myhistro.com/show-story/156348#
-
interactive whiteboard
laptops
Teaching methods:
-
brainstorming
mini lecture
practical exercises
work with a computer

1. Associations with Building industry. Brainstorming:
BUILDING
INDUSTRY
2. Building tools
Listening
Students listen and repeat the names of building tools. They try to remember
as many words as they can.
http://www.languageguide.org/angielski/s%C5%82ownictwo/narz%C4%99dzia/
Speaking:
The students tell the names of tools shown in pictures.
3. Revising grammatical points Present Simple tense, gerund.

The students revise the usage and structure of sentences in Present Simple
Tense and gerund. They fill the missing sentences and then create their own
ones.
You need . for building.
A builder .. bricks for building.
you need a hammer on the building site?
he need a hammer on the building site?
You .. need a wardrobe on the building site.
He need .. on the building site.
4. Building industry over centuries.

The students read short texts presented in the form of timeline on how
technological processes have changed over centuries. They use laptops for this
task.
My histro timeline: http://www.myhistro.com/show-story/156348#
The students answer questions concerning the texts.
What kind of materials did people use to build in prehistory?
What are the most impressive buildings of the Gothic style?
Who were the most beautiful buildings built for in Ancient Greece?
What was the new design invented in Ancient Rome?
What is the Renaissance style characterized by?
How was the Romanesque style called?
Which style was full of contrasts?
What was the main building material in Classicism?
5. Mini-dictionary of building industry:

A.
The students work in groups. They use laptops to select the words
connected with building industry. They create mini-dictionary of vocabulary

connected with building industry.
B.
The groups exchange effects of their work and create one dictionary.
A SET OF LESSON PLANS OF TECHNOLOGY, INFORMATION TECHNOLOGY,

MATHEMATICS, PHYSICS and ENGLISH concerning robotics
in bionics and safety.
Technology
Bionics & safety
Lessons 1,2
Topic: Constructing a robot according to instruction manuals. Constructing and
programming a robot according to instruction manuals.
Main aim:
- Construction of a robot using Lego EV3 according to instruction manuals and
programming the constructed robot.
Operational aims:
- Making use of Lego EV3 bricks to build and program a robot according to the
instruction manuals.
- Acquiring the skill to build a robot on the basis of the instruction manuals
- Acquiring the skill to program the robot according to the instruction manuals
- Developing manual skills.
Duration: 2x45 minutes.
2. Constructing a robot cooperating in groups (2 or 3 students in a group) - about
50 min.
3. Programming the robot according to the instruction manuals about 30 min.
Materials:
Lessons 3,4,5,6,7,8
Topic: LEGO EV3 - Constructing a robot according to own ideas.
Main aim:
- Construction of a working robot according to students own ideas with the use of
components of the LEGO Mindstorms EV3 set; making the project of the robots with
the use of the Lego Digital Designer program.
Operational aims:
- Creating the description and project of the own robot.
- Making use of the elements of the set ( bricks, sensors, additional elements) to
create the own composition and making the project of the robot using LDD program.
Duration: each lesson 45 minutes.
1. Introductory part, checking the attendance list, explaining the topic.
2. Own project of the robot (basic assumptions, operation and usage).
3. Construction of the robot.
4. Testing the robot.
5. Making the project with the use of LDD program.
6. Summary.
Materials:
LEGO Mindstorms EV 3 sets, computers.
Bionics
LESSON 1, 2
Topic: Computer modelling and simulations.
The core curriculum:
Solving problems and making decisions with the use of a computer, the use of
algorithmic approach. Using computer programs and educational games to expand the
knowledge and skills in various fields.
Primary core curriculum
requirements:
Additional core curriculum requirements:
Pupil:
Pupil:
knows the concept of simulation,

model;
explains what simulations on the
models are;
know how to search the web for
information about the simulation;
is able to give examples of
simulation;
wyjania, na czym polega symulacja za

pomoc modelu abstrakcyjnego
knows how a computer can help in
conducting simulations;
is able to explain what objects the
simulation can be carried out on;
is able to explain the purpose of
conducting simulations on models;
explains the type of simulation using an
abstract model
1. Warm up: taking the register, explaining the topic. (approx. 5 min.)
2. The presentation entitled "Modeling and simulation in BIONICS", class discussion
(approx. 20 min.)
3. Students are divided into groups. Each group searches the needed information on
the Internet (approx. 15 min.)
Pupils tell their opinions based on gathered materials; they also give the sources
of the information.
4. In the end, conclusions are drawn concerning modeling and simulations (approx. 5
min.)
Materials:
An interactive whiteboard, the presentation entitled "Modeling and simulation
in BIONICS", the Internet, a computer.
LESSONS 3, 4, 5, 6
Topic: Calculations with the use of a spreadsheet. Solving tasks with the use of
spreadsheet.
Core curriculum:
Developing drawings, texts, data, themes, animation, multimedia presentations with
the use of a computer. Solving problems and making decisions with the use of the
computer, the use of algorithmic approach. Using computer programs and educational
games to expand the knowledge and skills in various fields.
Primary core curriculum requirements:
Pupil:
can design a table in the spreadsheet;
is able to plan spendings of his
undertaking;
knows the relative, absolute and mixed
modes of code addressing;
knows a command used in the
spreadsheet to insert functions;
knows what the cost calculation is;
solves the tasks connected with
calculating costs;
solves tasks with the use of a
spreadsheet;
uses the relative, absolute and mixed
modes of code addressing to solve the
tasks;
uses the spreadsheet to do
calculations.
Additional core curriculum requirements:

Pupil:
solves the tasks using the spreadsheet
in different ways;
modifies and deletes the data in the
worksheet with various methods;
knows how to find task solutions in a
spreadsheet;
uses mathematical, logical, statistical
and other functions while doing
calculations in the spreadsheet;
knows the way functions were
segregated in the spreadsheet.
Duration: 2x45 minutes.

1. Warm up: taking the register, explaining the topic. (approx. 5 min.)
2. Discussing the materials. (approx. 5 min.)
3. Dividing the class into groups of two. Each group solves the tasks. (approx. 30 min.)
4. In the end, the conclusions are drawn on the costs calculation. (approx. 5 min.)
Materials:
An interactive whiteboard, work sheet krta-pracy-bionika.docx, a computer,
MS Excel, bionikazadania-kl2gim.xlsx document.
Safety
LESSON 1
Topic: Pinterest gathering and cataloging Internet resources
CORE CURRICULUM: Safe use of a computer and its software, the use of a
computer network. The use of computer and information and communication
technologies to develop students' interests. Describing other applications of
computer science. Assessment of risks and constraints, the social aspects of the
development and application of the computer science.
Student:
- Recognizes the interactivity of the Internet,
- Knows the different forms of presentations on the Internet,
- Can safely retrieve information from various sources,
- Can search the web for certain information.
1. Warm up - taking a register, introduction to the topic - ca. 5 min.

2. Presentation of the webpage - https://pl.pinterest.com, class discussion
- about 15 min.
3. Creating the SAFETY chart and adding at least 10 pins on it about
20 min.
4. Sum up, a presentation of the charts about 5 min.
Materials needed:
An interactive whiteboard, an Internet access point, a computer.
The example of the created chart:
LESSON 2
Topic: Safe work on a computer.
CORE CURRICULUM: Safe use of the computer and its software, the use of a
computer network. The use of computer and information and communication
technologies to develop students' interests. Describing other applications of computer
science. Assessment of risks and constraints, the social aspects of development and
application of Information Technology.
Student:
- knows how to properly organize a terminal;
- understands safe work with the computer;
- knows the rules of work with the computer;
- explains what affects the refresh rate of the screen;
- knows the unit of frequency;
- knows how to properly store the media.
1.
Warm up - taking a register, introduction to the topic - about 5 min.
2.
Describing the topic, a presentation, a class discussion - about 20 min.
3.
Creating the Safe work on a computer mental map about 15 min.
4.
Sum up, presentation of created maps, assessment - about 5 min.
Materials needed:
An example of created mental map:
http://www.spicynodes.org/a/c166870a10243539b74662ffbb350873
LESSON 3
Topic: Numbered lists and bulleted lists safety in the Internet.
CORE CURRICULUM:
Safe use of the computer and its software, the use of a computer network. The use of
computer and information and communication technologies to develop students'
interests. Describing other applications of computer science. Assessment of risks and
constraints, the social aspects of development and application of Information
Technology.
Search and use (gathering, selecting, processing) of information from various sources.
Developing using a computer some drawings, texts, figures, themes, animations,
multimedia presentations.
Student:
- can create bulleted and numbered lists
- recognizes the positive and negative effects of the Internet use;
- sticks to the basic rules for safety in the Internet;
- lists to the rules to ensure the security of the network;
- can search the web for certain information;
- knows how to copy, paste, and format text found on the Internet;
- creates a text document based on information found on the Internet;
- formats the information retrieved from the network.
1. Warm up - taking a register, introduction to the topic - about 5 min.
2. Describing a topic, a presentation, a discussion - about 15 min.
3. Doing the numbered and bulleted lists on a given topic - about 20 min.
4. Sum up, presentation of the lists, assessment - about 5 min.
Materials needed:
An example of created lists:

A numbered list
A bulleted list
LESSON 4
Topic: Designing solution in a spreadsheet.
CORE CURRICULUM:
Developing drawings, text, figures, themes, animation, multimedia presentations using
a computer. Solving problems and making decisions with the use of a computer, use
of the algorithmic approach. Using computer programs and educational games to
expand students' knowledge and skills in various fields.
The student:
- is able to format a spreadsheet cell;
- uses for calculations in a spreadsheet mathematical functions;
- solves the problem tasks using a spreadsheet;
- recognizes the benefits of using robots in the field of security.
1. Warm up - taking the register, introduction to the topic - about 5 min.
2. Description of the topic - about 20 min.
3. Solving tasks about 15 min.
4. Sum up, presentation of the tables and solutions about 5 min.
Materials needed:
An interactive whiteboard, a computer, MS Office.
Task 1.
The robot moved dangerous obstacle left on the sidewalk to a safe place in 2 minutes.
It travelled 240 cm during that time. Calculate the average velocity of the robot in cm /
min, and m / s. Design an appropriate table in a spreadsheet. Format the cells.
A suggested solution:
TASK 1
Distance
240 cm
Time
2 min
Velocity = distance / time
Distance
120 cm/min
Velocity
0,02 m/s
Task 2.
The robot collected 3 boxes from the road (weighing 10 grams, 15 grams, 20 grams
respectively), and moved them to the side of that road. During 90 seconds it moved at
an average speed of 0.01 m / s. Calculate the length of the littered road in meters and
cm.
TASK 2
Velocity
Time
0,01 m/s
90 s
Distance = velocity * time

Distance
0,9 m
Distance
90 cm
Task 3.
The robot transported to a safe place two construction workers who were stuck on the
wall. It travelled 2m both ways and moved at a speed of 0.04 m / s. Calculate the time
it took the robot rescue people and transport them in the initial position of the robot.
TASK 3
Velocity
Distance
0,04 m/s
2 m
Time = distance/velocity
Time
50 s
Time
0,83333 min
Task 4.
The robot entered the platform moving at a safe speed of 60 cm / min and towed
broken-down vehicle off it. It returned to the starting point after 4 minutes. How far from
the robot was the broken car?
TASK 4
Velocity
Time
60 cm/min
4 min
Distance = velocity * time

Distance there and
240 m
back again
Distance to the
broken-down
vehicle
120 cm
LESSON 5
Topic: Graphical presentation of the data in the worksheet.
CORE CURRICULUM:
Developing drawings, text, figures, themes, animation, multimedia presentations using
a computer. Solving problems and making decisions with the use of a computer, the
use of algorithmic approach. Using computer programs and educational games to
expand student knowledge and skills in various fields.
The student:
- finds and uses mathematical, statistical and other functions for calculations in
a spreadsheet;
- knows what the creation of charts in a spreadsheet is;
- creates graphs in a spreadsheet;
- distinguishes the types of charts;
- selects the correct chart type to present data or results;
3. Inserting graphs, doing exercises - about 15 min.
4. Sum up, presentations of works about 5 min.
Materials needed:
An interactive whiteboard, a computer, MS Excel.
Ad Task 1. (from the previous lesson)
Plot a line graph in MS Excel showing velocity of the robot.
velocity of the robot

[cm/min]
140
120
distance [cm]
100
80
60
40
20
0
0
1 min
2 min
time[min]
Task 2. (from the previous lesson)

Do a bar graph showing the weight of dangerous parcels.
Weight of dangerous parcels

taken by the robot
weight [dag]
25
20
15
10
5
0
1 paczka
2 paczka
3 paczka
parcels
Weight of parcels taken by the

robot
parcels
3 paczka
2 paczka
1 paczka
0
10
15
weight [dag]
20
25
Task 4. (from the previous lesson)

Do appropriate graph in MS Excel according to the exercise content.
velocity of the robot

240
distance [cm]
180
120
60
0
0
1 MIN
2 MIN
3 MIN
4 MIN
time [min]
LESSON 6
Topic: Graphs and their formatting.
CORE CURRICULUM:
Developing drawings, text, figures, themes, animation, multimedia
presentations using a computer. Solving problems and making decisions with
the use of a computer, the use of algorithmic approach. Using computer
programs and educational games to expand students' knowledge and skills in
various fields.
The student:
- finds and uses mathematical, statistical and other functions for calculations in
a spreadsheet;
- uses advanced options of a spreadsheet;
- creates graphs in a spreadsheet;
- distinguishes types of charts;
- selects the correct chart type to present data or results.
- knows how to change the data in the chart;
- changes colors, formats the axes of the graph, changing the titles and
designations in the graph area.
Durtation: 45 minutes.

3. Doing exercises, inserting and formatting graphs- about 20 min.
4. Sum up, a presentation about 5 min.
Materials needed:
An interactive whiteboard, a computer, MS Excel.
Drones in
next revolutionary medical services:
A deficopter is a drone that can provide medical
equipment to even the hardest accessible areas.
It can be activated at any time by the application
which will be installed in the smartphone. GPS
located in the phone helps to locate the scene of
the accident. Shortly after activation, the drone
rises into the air and arrives in the indicated
location. A defibrillator is dropped to the ground
with a special parachute. The entire rescue
operation continues rapidly which gives a much
greater chance of surviving to the victim. The deficopter can reach the air speed of 70
km / h. The deficopter with a defibrillator weighs 4.7 kg.
The average time of arrival of paramedics to the patient is about 10 minutes. The
drone's designer claims that the mentioned drone is able to provide a defibrillator within
a radius of 12 km in just a few minutes, thus increasing the patient's chance of surviving
up to 80 percent.
Another revolutionary project is the Iranian Pars meant to be used in the life guard
services - its main task will be delivering the life buoys to those people who are at risk
of drowning.
Monitoring and analyzing the accident site,
or search for missing people in the
mountains is another of many examples of
the use of unmanned aircraft in emergency
services. In Zalesie Grne a lifeguard
drone was presented. The unmanned air
system developed by the DronHouse, is
equipped with a full GPS navigation, the
self-inflating restube and a rescue tow rope
of a length of 400 m and a strength of
maximum of 200 kg. The lifeguard drone's task is to fly along the shore and monitor
water in order to help drowning person.
Restube (rescue tube) - is weighing 280g self-inflating tube which after being triggered
can help safely reach the shore, or help tow the sinking person to the shore.The drone
reaches full readiness for flight in 15 seconds after being launched and it can travel the
distance of 200 meters in 20 seconds. Another 7 seconds will take it to completely fill
the restube. This means that the drone can travel the maximum distance to the victim
within 42 seconds from the start.
http://fakty.interia.pl/galerie/kraj/dron-ratownik
Task 5.
Using the chart, compare average time of arrival of paramedics to the victim with the
average time it takes the drone to reach the victim.
Time it takes to get to the victim in radius of 12 km

10
time [minuty]
10
8
6
4
2
0
ratownik medyczny
dron ratownik
Task 6.
Present the weight of the deficopter on the chart. Mark drone's weight blue and mark
defibrillator's weight green (2.7 kg)
deficopter - weight
drone
43%
defibrillator
57%
Task
Format the charts in tasks 1-4 from the previous lesson changing colors, font and
axes descriptions.
Weight of dangerous parcels which were
taken by the robot
weight [dag]
20
15
10
5
0
1 PACZKA
2 PACZKA
3 PACZKA
parcels
LESSONS 7 and 8
Topic: Algorithms and programming Lego Mindstorms EV3
Core Curriculum:
Solving problems and making decisions with the use of a computer, the use of
algorithmic approach. Using computer programs and educational games to
expand students knowledge and skills in various fields.
The student:
knows how to run LEGO MINDSTORMS EV3 and how the program's window
looks like;
knows the basic building blocks to build algorithms within the program;
knows how to create simple algorithms;
can enter instructions to the individual blocks;
knows how to run the algorithm built into the program;
creates algorithms, runs them and validates the action;
amends and saves created algorithms;
knows how to use the "help" option in the program.
2. Describing the topic, a presentation, a discussion - about 15 min.
3. Programming the robot about 20 min.
4. Sum up, presentation of the results, assessment - about 5 min.
Materials needed:
An interactive whiteboard, the set of LEGO MINDSTORMS EV3 bricks with a
software, a computer.
Task 1.
Program the robot so it moves dangerous object left on the sidewalk to a safe place,
makes a sound, and goes with a load with its red light pulsing.
----------------------------------------------------------------------------------------------------------------Task 2.
Program the robot so it collects dangerous parcels and moves them to the side of the
road.
----------------------------------------------------------------------------------------------------------------An example of a program:
Task 3.
Program the robot so it takes two construction workers, who got stuck on the wall, to a
safe place.
Task 4.
Program the robot so it enters the platform safely and tows a broken-down vehicle off
it.
Mathematics
Bionics
Topic: Calculating the length of prosthetic arms and legs on the basis of the
skeletal system
I.
Calculating the length of prosthetic arms and legs on the basis of the
skeletal system
Aims:
The introduction of the bionics notion

Reminder of terms related to the directly proportional quantities
Developing skills for calculating the length of artificial upper and lower limbs
for a person on the basis of the directly proportional quantities.
Task 1
Calculate the lenght of the artificial upper and lower limb for a person of 170 cm of
height on the basis of the skeletal system.
Task 2
Calculate the length of the upper and lower artificial limb for a person with a height of
170 cm on the basis of the skeleton shown on the board.
Task 3
Draw a table for the directly proportional quantities based on the tasks 1 and 2. Give
the coefficient of the proportionality. Chart the given proportionality.
Safety
Lesson 1: Getting to know the substitution ciphers
Main aim:
- The student learns the encryption methods
Operational objectives:
The student
- learns the terms like encryption, cryptology
- understands the purpose of encryption
- acquires the ability to break the substitution ciphers
- understand the phenomenon of universality of the codes in everyday life
- acquires the ability to decrypt codes with the use of the substitution
ciphers.
Required materials:
- Sticky notes with the methods of encryption written on them and the encrypted
messages, the messages to be encrypted, an interactive whiteboard with code table
of ciphers
Satges of the lesson
XXXI. Introduction - warm up
Familiarizing students with the goal of a lesson; clarifying the concept of
cryptology. A cryptology is a branch of science akin to mathematics, and
deals with methods of encryption.
A cipher is a type of code used to dissimulate the message so it is
impossible (or very difficult) to be read by anyone who does not have the
proper key.
An encryption, however, is the procedure of converting messages so they
are encrypted.
The message before being encrypted is called plaintext and the encrypted
message - a ciphertext.
An encryption is a very old phenomenon, although modern cryptography
was born only in the era of computers and older ciphers are from today's
point of view, completely useless. Note, however, that encryption serves
mainly a practical purpose: to hamper the access to information.
II.
Familiarizing the students with several encryption methods:

- Substitution ciphers: the Caesar cipher, scout ciphers.
Cipher 1
When encrypting a message, each letter is assigned with letter shifted by 4
letters back in the typical alphabet. Table code
(encoded letters are at the top and bottom letters are those that replace
them)
A, , B, C, , D, E, , F, G, H, I, J, K, L, , M, N, , O, , P, R, S, , T, U, V, W, X, Y, Z, , .
Y, Z, , , A, , B, C, , D, E, , F, G, H, I, J, K, L, , M, N, , O, , P, R, S, , T, U, V, W, X.
Eg. a word "Pitagoras" when encrypted is seen as: NPYDYO.

Alphabet code is written repeating it over and over again, so that letter
corresponds the letter Z (the fourth letter before the letter A is the letter Z),
and the letter C corresponds the letter (fourth letter before the letter C is
the letter ). We encrypt the code by reversing letters backwards and decrypt
it by moving letters forward.
Exercise
Decipher the following sentence with the code 1:
J YP BJ YP UG Y FBO P G MH Z KYRG .
Caesar Cipher
Julius Caesar coded his correspondence with Cicero. Each letter was
replaced by a letter three positions down the alphabet.
Code table
A, , B, C, , D, E, , F, G, H, I, J, K, L, , M, N, , O, , P, R, S, , T, U, V, W, X, Y, Z, , .
D, D, E, F, F, G, H, H, I, J, K, L, M, N, O, O, P, R, R, S, S, T, U, W, W, Y, Z, V, A, X, B, C, C, C.
Exercise
Decipher the following sentence with the use of the Caesar Cipher:
1.
2.
3.
4.
GZCH GCLHFL
TUSWYH USARSOHJOH
IHULH CLPSAH
PDYHPDYBND
Cipher 2
Scout code
A scout code is a substitution cipher where the encryption is based on a
short and easy-to-remember key. This key is written in the form of letter
pairs that are easily replaced by other letters. The most frequent sequence
is the "GA-DE-RY-PO-LU-KI".
In this code, each pair of characters separated by a dash is a list of
substitutes. The letters which are not on the list of substitutes are omitted
and are not changed at all. These include spaces as well.
For example, the sentence "Ala ma kota" will be "GUG MG IPTG" when it's
encrypted.
Other frequently used codes by scouts:
MA-LI-NO-WE-BU-TY
PO-LI-TY-KA-RE-NU
PO-LI-TY-KA-NE-RU
BI-TW-AO-CH-MU-RY
KA-CE-MI-NU-TO-WY
KO-NI-EC-MA-TU-RY
ZA-RE-BU-HO-KI
BA-WO-LE-TY-KI-JU
WU-JA-BO-LA-RE-CE
RE-GU-LA-MI-NO-WY
KU-LO-PE-RY-ZA-GI
HA-LO-JU-PI-TE-RY
MO-TY-LE-CU-DA-KI
XXXII. Cracking the codes with the use of learnt ciphers and encrypting the
messages with the learnt ciphers.
Exercise 1
Decrypt the message (the Caesar Cipher).
1. RDZND YS TSYHJL NOZFC
Exercise 2
Use the "GA-DE-RY-PO-LU-KI" Scout Code to decrypt the message:
1. FKALYG
2. YWNGNKD
3. YWNPUDAPBPI K TYJIT
Exercise 3
Use the "MA-LI-NO-WE-BU-TY " Scout Code to decrypt the message:
1. ILCZUM ALWSZMOM
2. ILCZUT RZDZ ELMYWA
3. ATI ELC JWSYWA
Exercise 4
Use the "RE-GU-LA-MI-NO-WY" Scout Code to decrypt the message:
1. PMTLUNELS M TLARS
2. SWSZLRI M ZLPNIOMLRI, YMDZMLRI M ZLPLIMTLRI,
ZENBMRI M ZENZGIMLRI.
Exercise 5
Encrypt the message (the Caesar Cipher).
1. Bez matematyki, jestemy lepi.
Exercise 6
Use the "GA-DE-RY-PO-LU-KI" Scout Code to encrypt the message:
1. S plusy dodatnie i plusy ujemne.
wiczenie 7
Use the "MA-LI-NO-WE-BU-TY " Scout Code to encrypt the message:
1. Liczby rzdz wiatem.
Exercise 8
Use the "RE-GU-LA-MI-NO-WY" Scout Code to encrypt the message:
1. Matematyka to bardziej czynno ni nauka.
XXXIII. Examples of the code used every day.
PESEL
Powszechny Elektroniczny System Ewidencji Ludnoci
Dwie ostatnie
cyfry roku
urodzenia
Miesic
urodzenia
Dzie
urodzenia
Liczba
kontrolna
Pe
Kobiety liczby parzyste
Mczyni liczby nieparzyste
Lesson 2: Getting to know the numeric ciphers.

Main aim:
The student learns the methods of encrypting
The student
- learns about ciphers
- understands the purpose of encryption
- acquires the ability to break the numeric ciphers
- acquires the ability to decrypt the codes with the use of numeric ciphers.
Required materials:
- Sticky notes with the methods of encryption and the encrypted messages,
interactive whiteboard with the code table of ciphers, sticky notes with messages to
be encrypted
The course activities
I. Introduction
Familiarizing the students with the goal of lessons.
Stages of the lesson
XXXIV. Introduction - warm up
Familiarizing students with the goal of a lesson.
XXXV. Familiarizing students with several encryption methods:
- Numerical ciphers: the letter-digit code, mathematical cipher,
multiplication table cipher, the fractional cipher
Cipher 1
Letter-digit code
When encrypting a message, each letter of the alphabet is assigned with
next number as shown in the table below:
A-1, -2, B-3,C-4, -5, D-6, E-7, -8, F-9, G-10, H-11, I-12, J-13, K-14, L-15, -16, M-17, N-18,-19,
O-20, -21, P-22, R-23, S-24, T-25, U-26, W-27, Z-28, -29, - 30, X-31, Y-32
For example, a word Euklides after being encrypted will look like
this: 7261415126724.
Cipher 2
MATHEMATICAL CIPHER
The principle of this cipher is replacing letters with digits allotted to them.
The key is as follows:
The digits being a result of encrypting the letters are combined using
mathematical signs so to create a mathematical operation (which does not
have to be necessarily equal).
This cipher is good because the same word after being encrypted can have
multiple versions. For example, the word HARCBOOK can be encrypted as:
8+1+18+3+2+16+16=11
But it can also have the following form:
8*1/18+3-2=16*(16-11)
The way of combining the digits is up to our imagination.
Cipher 3
MULTIPLICATION TABLE
Letters after being encrypted using this method become simple
mathematical operation such as multiplication.
for example, 2x3, 5x4 itp.
The code is as follows:
When we finally find the letter that we want to encrypt, enter the column
number and then line number instead, thus creating an operation of
multiplication.
Using the method of multiplication table cipher:
-letter "A" will be as follows: 1x1
-letter "P" is 3x4
As usual, let's take a word "Euklides" into consideration. When encrypted, it
will look as follows: 5x1 2x5 1x3 2x3 4x2 4x1 5x1 5x4
Cipher 4
FRACTIONAL CIPHER
The cipher is simple enough so it can be easily recognized.
There are many versions of the cipher, they differ in the number in the
denominator; if the cipher is to be regular in each fraction, there must be the
same number of letters in each fraction so there are versions where there
is:
- One group of fractions
- Three groups of fractions
- Four groups of fractions
- Six groups of fractions
- Eight groups of fractions
- Twelve groups of fractions
- A group of twenty-four fractions
The most popular versions are the four and six groups versions. As an
example we will present the version of "four groups". The code here looks
like this:
So if you want to encrypt the letter "T" using this method, replace it with the
2/4 fraction.
The counter indicates the number of letters, and the denominator stands for
the group number.
An expression "HARCBOOK" looks like this after being encrypted:
2/2 1/1 6/3 3/1 2/1 4/3 4/3 5/2.
XXXVI. Breaking codes using known ciphers and encrypting using known
ciphers.
Exercise 1
Encrypt the message with use of the letter-digit cipher:
Skoki po rozum do gowy te wymagaj treningw.
Exercise 2
Using the mathematical cipher encrypt the following message:
Noce s dugie, a zada tysice.
Exercise 3
By using the multiplication table cipher, encrypt the message:
Mona doprowadzi konia do studni, ale nie mona sprawi, eby si z niej
napi.
Exercise 4
By using the fractional cipher encrypt the message:
Lekarstwem na nud jest ciekawo.
Exercise 5
Decrypt the following letter-digit cipher sentence:
142520 41147 2812211515 12181832411, 24117 17262412 2216201825.
Exercise 6
Decrypt the following multiplication table cipher sentence:
5X31x11x52x54x41x15x25x15x41x53x55x45x54x15x54x25x11x51x11x3
1x1 5x41x14x31x1.
Exercise 7
Decrypt the following sentence with the mathematical cipher:
2219242319201116 1511252423 2117181192432413, 10111 2023121116
141624151.
Exercise 8
Decrypt the following sentence with the fractional cipher:
2/3 3/4 6/4 5/4 5/2 1/1 2/1 3/4 4/1 6/4 3/2 4/4 1/4 5/1 6/3 3/1 3/4 5/3 6/3
1/1 1/2 3/3 3/2 5/1 3/3 3/2 5/1 4/1 4/3 2/1 6/3 5/4 3/1 2/2 3/1 6/4 5/4 3/3
4/3 4/4.
Lesson 3 Getting to know the Morse code
Main aim:
The student learns the letters of the Morse code
Objectives:
The student:
- understands the purpose of using the Morse code

- acquires the ability to use the Morse code to encrypt the messages
- acquires the ability to decrypt messages using the Morse code
- acquires the ability to encode the messages using the Morse code using his hands
and light signals
- acquires the ability to decipher messages with the use of the Morse code by using
his arms and light signals.
Duration time: 90 minutes
Materials needed:
- an interactive whiteboard with letters of the Morse code displayed, paper sheets
with a table with letters of the Morse code.
I.
Warm up / Introduction
Students get to know the aim of the lesson.
I I.
Familiarizing students with the letters of the Morse code.

In the Morse code, each letter and digit corresponds to a sequence of dots
and dashes. Encrypted messages can be written on paper, can be
displayed from a distance by showing signs of light or giving signs with
arms. In writing, the sequences are separated by a slash, and there is the
double slash in the end of the sentence. The word "cat" would look like this:
/ ///
When transmitting light signals a dot is represented by a short mark, a
dash is represented by a longer mark - three time unit long. Between the
letters a break should last time of one dot, between the sequences it
should last at least the time of one dash, and between the words there
should a break of three dashes.
MORSE CODE
A.
N.
1.
B ...
2..
C..
P..
3...
D..
R..
4....
E.
S...
5.....
F...
6....
G .
U..
7...
H....
W.
8..
I..
V...
9.
J.
X..
K.
Y.
.-.-.- dot
L...
Z..
M
The Morse Code can be transmitted by the position of our arms:
dot - rise arms vertically above the head
dash - rise arms horizontally
separating letters or sings - crossed arms
separating a group of signs - crossing arms facing down
mistake or repeat - drawing circles above your head.
III.
Encrypting and decrypting messages with the Morse Code.

Exercise 1
Encrypt the message with the Morse Code:
pomocy, ratunku, sos
Exercise 2
Using the Morse code send the message using light signals and your arms
the following message:
pomocy, ratunku, sos
Exercise 3
Using the Morse code encrypt and transmit a message with light signal and
by using arms:
Wybieram tylko dobro. Zo zostawiam innym.
Exercise 4
Decrypt the message:
.--|-.--|-|-.--|-.-|.-|--|-.--| ..|-.|-.|-.--|--|
-...|.-..|.|-..|-.--|
...|.-|--|..|
--..|.|...|--|-.--|
.--.|---|.--.|.|.-..|-.|..|.-..|..|
-.-|-|---|.-.|.|
Exercise 5
The students using arms present their messages via the Morse code, other
students decrypt presented messages.
Lesson 4: We are creating our own codes.

Main aim:
- A student learns how to create his own codes
The student:
- understands the purpose of encrypting
- acquires the ability to create his own codes
Materials needed:
- an interactive whiteboard with a given website displayed: www.szyfry.matw.pl
I.
Warm up / Introduction
The students get to know the aim of the lesson.
II.
Familiarizing the students with the website: www.szyfry.matw.pl

The students become familiar with codes by visiting the given website.
They encrypt and decrypt messages, checking the principles of individual
codes.
III.
Creating own code with the use of this website www.szyfry.matw.pl and
adding codes to the websites.
IV.
The students present created codes at the www.szyfry.matw.pl website.
Maths & Physics

Maths, Physics (2x45min.)
Topic: Bionics - exercises.
Improving the ability to see the relationship between the natural world and
mechanics
Reminder of the SI base units
Repetition of basic physical quantities
Improving the ability of doing calculations
Improving the skills of calculating the volume of a prism
Improving the ability of creating a balloon based on the given instructions
Task 1
The work of Vitruvius titled "De Architectura", written more than two thousand years
ago, describes the principles of construction of temples, buildings, construction of
machinery used for lifting weights. What gravitational potential energy has the 20 kg
hammer got when it is placed at a height of 2 meters? How deep will the wooden pal
be driven into the ground, if the resistive force of the ground equals 2000 N?
Task 2
Leonardo da Vinci studied the natural phenomena and their applications in technology.
He was involved in many different branches of science, technology and flying. A sketch
of his flying machine was based on the construction of the bat's wings. The plane flies
at a certain height above the ground. What energy does it have? Calculate the total
energy of the aircraft which mass equals 38,125 kg flying at a height of 10 km above
the ground with the speed of 912km / h.
Task 3
By using the given objects - thin resilient paper, newsprint, a strip of cardboard and
glue, build a flying balloon according to the instructions provided.
Instructions:
1. Tape the edges of the thin paper sheet so to have a sheet with sides measuring 80
cm each. Do six copies of this kind and put them right on top of each other. Draw and
then cut the template of the balloon.
2. Fold the six sections of the balloon exactly in half. Glue them together, inserting the
newsprint between each section in order to separate them.
3. Glue the first section with the last one. Leave it to dry up.
4. Extend the balloon. Plaster its base with a strip of the cardboard. Fill it with warm air
using a hair dryer. Your balloon will lift up.
Task 4
At the beginning of the sixteenth century, a professor of Krakw Academy Jan Mroek
lived in Cracow. In 1612 he proved that bees build cells of honeycombs of a hexagonal
shape because the hexagon has the largest surface area for a given perimeter, and a
hexagonal cell has the greatest volume. A honeycomb cell has the shape of a prism
which base edge is of 4mm and a height is of 10 mm. How much honey can fit in one
cell? How many cells must be emptied by the beekeeper to receive 250 ml of honey?
Task 5
A man and his internal organs were often used as a basis for practical applications.
Based on this, the artificial intelligence systems were created. A conduction of nerve
impulses along the axon (a long projections of a nerve cell - neuron) is held at a
constant velocity which can reach up to 100 m / s in mammals' nervous system.
Present this velocity in km / h and calculate the time it takes the nervous impulse to
travel the entire length of the human body.
Task 6
The data below present the split times for 100 metres by Usain Bolt during the Olympic
Games in Beijing and The World Championships in Athletics in Berlin.
10m
1,85
1,89
20m
2,87
2,88
30m
3,78
3,78
40m
4,65
4,64
50m
5,50
5,47
60m
6,32
6,29
70m
7,14
7,10
80m
7,96
7,92
90m
8,79
8,75
10
100m
9,69
9,58
1. Plot a graph of the time-distance relationship and calculate the average speed of a
sprinter.
2. Calculate the average speed with which the sprinter ran another ten meters. Plot a
graph of the relationship between speed and time. When did the sprinter achieve the
highest speed?
3. Calculate the average acceleration of the sprinter in time from the beginning of the
run to the point of maximum speed, and (assuming your own body weight) the force
responsible for this acceleration.
4. Calculate work of the force calculated in the point above done during acceleration,
and kinetic energy at the moment of reaching the highest speed.
5. Calculate the momentum of this force during acceleration and momentum of a
sprinter at the moment of reaching the highest speed.
6. What is the average mechanical power of the sprinter during acceleration?
7. What height would this sprinter reach during the pole vault assuming that all its
kinetic energy would be turned into the potential energy of gravity?
Task 7
The observations of the animal world have given engineers and designers a lot of
ideas. A cheetah is the fastest animal on Earth - its speed reaches 120km / h. On the
basis of observing the movement of the cheetah, the designers used the observed
phenomena in constructing the car chassis. Calculate the cheetah acceleration at the
time of 2 minutes. What kinetic energy will the cheetah have, if its weighs 65 kg?
Task 8
Observations of birds contributed to a number of theoretical and practical applications.
Owls are birds that fly and hunt at night and are able to locate its prey due to their
perfect hearing. The flight of owls is almost inaudible. The so called Owl Technology
was created which is used to solve the problems of Aeroacoustics in the flight industry.
An owl heard the sound of a mouse 0,02s after the sound was transmitted. How far is
the mouse? What is the frequency of the sound? Assume that the velocity of sound in
the air is about 330 m / s.
Topic: Bionics Math and physics tasks

What we have to do:
In a warehouse we need to remove certain packages from the pick-up point into a
truck. We want to synchronize the machine that brings the boxes, in a certain
frequency.
To do that, we need to measure the time that our robot needs to pick-up a box with
its prosthetic arm. Then the robot moves backwards at first, and afterwards straight
towards the truck. Release the box at the truck and go back to the pick-up point.
How are we going to do that:
Step 1: Measure the time that our robot needs to pick-up each box ..
sec.
Step 2: How is the robot going to move backwards to be ready at the next step to go
straight forward.
Step 3: How many rotations the robot wheels need to make backwards so our robot
will change direction as shown at step 2.
Step 4: How many seconds does the robot needs to go backwards: sec
Its speed is: ..
Step 5: The robot will move 8 meters straight ahead. How is it going to do that?
Speed:
Rotations of its wheels: . Time: . sec
Step 6: Measure the time our prosthetic arm needs to put the box into the truck and
move the up. Time: . sec
Step 7: The robot now needs to change direction. So we will repeat steps 2 5 so
our robot will be ready to pick up the next box.
Step 8: Time needed for the whole procedure: .. sec
Topic: Bionics Math and physics tasks
What we have to do:
The task is to calculate the circumference of a simple shape. We have a football field
and we need to find its circumference. We just sum up all the external sites.
We need to mark down on the grass with talk the shape of our field. We will use
white talk for all the lines and red talk just for the begging and the end which is point
A.
At first we need to make sure that our robot has a colour sensor. We set the sensor
to move only on the white line and stop every time it has a change of course. We will
set it to make right turns every time the white line ends and stop when it finds red
colour.
How are we going to do that:
Step 1: We set the robot to move at line AD with a low speed so we will be able to
measure exact time. We put the robot on point A, but make sure that the colour
sensor doesnt read the red colour.
The velocity we set is: .. m/s
We measure the time that our robot needs to reach to point D with our timer:
.. sec.
Use the formula , where v is our velocity, s is the length of AD and t is the time
needed.
So . Hence, AD = s = .. m
Step 2: When the white line ends at point D, the robot is set to turn right in order to
find white and proceed. So it makes a right angle turn to the right and proceed
forward on line DC.
We follow step 1 to calculate the length of line DC.
Time: .. sec, Velocity: .. m/s so DC = .. = .. m
(It is better not to chance our velocity and keep it constant throughout the task).
Step 3: When the white line ends at point C, the robot is set to turn right in order to
forward on line CB.
We follow step 1 to calculate the length of line CB.
Time: .. sec, Velocity: .. m/s so CB = .. = .. m
Step 4: When the white line ends at point B, the robot is set to turn right in order to
forward on line BA.
We follow step 1 to calculate the length of line BA.
Time: .. sec, Velocity: .. m/s so BA = .. = .. m
Step 5: When the white line ends at point A, the robot stops because the sensor
reads red colour and stops. So our robot stops.
Step 6: We sum up all the lines. AD + DC + CB + BA =
= m
Physics
Bionics
Topic: Simple machines in a human body.
Duration 90 minutes
Aims:
Reminder of the basic knowledge of the simple machines

Learning three basic levers in the human body
Reminder of the law of the second class levers
Examples of the use of the equilibrium conditions for the calculation and
interpretation of the joints overloading (calculations)
Examples of simple machines
Levers are classified by the relative positions of the fulcrum, effort and resistance (or
load). This allows the identification of three classes of levers by the relative locations
of the fulcrum, the resistance and the effort. Class 2 lever - resistance (or load) in the
middle: the effort is applied on one side of the resistance and the fulcrum is located on
the other side
Class 1 lever: Fulcrum in the middle: the effort is applied on one side of the
fulcrum and the resistance (or load) on the other side.
Levers in the human body

In the human body there are three types of similar levers:
Class 1 lever - fulcrum in the middle: the effort is applied on one side of the fulcrum
and the resistance (or load) on the other side. An example of this type of lever is the
atlanto-occipital joint (the place where the bones of the skull are joined with the first
vertebrae of the spine). This joint is responsible for the vertical movements of the head
- nodding.
Class 2 lever - resistance (or load) in the middle: the effort is applied on one side of
the resistance and the fulcrum is located on the other side. It is quite "economical" joint
in our body - its example is e.g. foot.
Illustration of the second class lever.
Class 3 lever - effort in the middle: the resistance (or load) is on one side of the effort
and the fulcrum is located on the other side. It is very common and also not very
economical joint that present in the human body. An example is e.g. the upper limb
where the axis of rotation of the lever is elbow joint. When we raise any object with our
hand this lever is in use.
Illustration of the third class lever.
Conditions for equilibrium for the lever

r1*F1=F2*r2
1. What is the strength of hand muscles that operate the pulley shown on figure?
2. Ola's father, Ola and Ala sat down on the swing. Daddy weights F1 = 800N, and
Ala and Ola's weight F2 = 400N. Ola and Ala sat at a distance r = 2m from the
axis of rotation. At what distance from the axis should daddy sit so to keep the
swing in balance?
3. Eve and Charles are sitting on the swing which is kept in balance. Children's
distance from the fulcrum is given in the figure. If Eve has a mass of 25 kg what
is the mass of Charles?
4. Farmer that weights 750N and is holding a stone that weights 50N. What is the
force which acts on the farmer's legs and what is its direction? What is the total
mass of the farmer and stone?
5. A man is holding a stone. The forces of gravity and man's muscles act on the stone.
a. Show the direction of the force of gravity and the force of the farmer's arm.
b. Which force direction is greater - gravitational or force of the farmer's arm?
c. Which force is greater - the strenght of muscles or the force of gravity?
6. Scissors are simple machine - first class lever. The scissors cut material. Is the
strenght of the muscles greater or lesser than the shearing force? Is the
direction of the strenght of muscles greater or lesser than the shearing force?
7. A wheelbarrow is a simple machine. A man holds wheelbarrow handles in a

large distance from the axis of rotation. A force of his muscles acts vertically
upwards. Why is wheelbarrow useful at work?
8. Why do we use wrench with long handle to loosen and tighten the screws?
Safety
Topic: An electromagnet
Aims:
Learning about an electromagnet structure
Understanding the operation of an electromagnet and functions of the
electromagnet's core
Creating do-it-yourself electromagnet
Getting to know the application of the electromagnets is everyday life.
Materials:
wire (preferably a copper one), steel nail, a battery, steel needles
"Electromagnet application" slideshow downloaded from http://www.scholaris.pl
movie manual how to build an electromagnet
an interactive whiteboard with boards.
I.
Discussing the structure and the rule of operation of an electromagnet.
II.
Discussing the application of the electromagnets with the help of the

slideshow.
III.
The students watch the movie manual "How to build your own
electromagnet" http://www.scholaris.pl/resources/run/id/49078
The students create their own electromagnet.
IV.
Lesson summary. The students are given questions checking what they
have learnt - "Test questionnaire"
English
Bionics
Topic: Bionics - vocabulary.
Time: 1 hour (45 min.)
Aims:
-
Deepening the scope of vocabulary bionics

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

the future
Interaction:
- the whole class
- individual work
- group work
Resources:
-
Voki website
http://www.voki.com/pickup.php?scid=12199902&height=400&width=300
multimedia presentation - bionics
laptops
Teaching methods:
-
brainstorming
discussion
practical exercises
work with a text

7. Associations with Bionics. Brainstorming:
BIONICS
8. What is bionics?
A. Listening
Students listen to the definition of bionics
http://www.voki.com/pickup.php?scid=12199902&height=400&width=300
B.
Speaking:
The students explain how they understand the definition.
9. The use of bionics.

A. The students read a short text concerning bionics presented by means of
multimedia presentation.
B.
The students do the T/F exercise. According to the text, they state if the
sentences are true or false.
Bionics is the interdisciplinary area of knowledge studying the build and

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

A.
The students work in groups. They use laptops to select the words
connected with bionics. They create mini-dictionary of vocabulary connected
with bionics.
5. Homework
The groups exchange effects of their work and create one dictionary.
Topic: Bionic robot.
Time: 1 hour (45 min.)
Aims:
-
Deepening the scope of vocabulary bionics, the language of programming

Developing speaking skills
Developing the skills of programming Lego robots

Understanding the role of bionics in contemporary world and as a chance for
the future
Interaction:
- the whole class
- pair work
- group work
Resources:
-
YouTube video:
https://www.youtube.com/watch?v=RPyjXecieZ4
Lego robot bionic hand built during Technology classes
Teaching methods:
-
brainstorming
discussion
practical exercises
demonstration
communication

1. Associations with the word Disabled. Brainstorming:
DISABLED
2. How can we help the disabled?
Whole class discussions suggesting the ways of helping the disabled

people; development of the theme of prosthesis
3. Bionic robot.
Watching the video bionic robot and solving the listening comprehension
exercise filling the spaces with missing information (pair work).
https://www.youtube.com/watch?v=RPyjXecieZ4
Checking the exercise with the whole class. Writing down the answers on the
whiteboard.
Rex is the worlds first real .. man. (bionic)

The robot cost .. euros. (600 000)
The robot has implant which enables him to hear (cochlear)
Rex was built by a team of leading .. experts. (robotics)
Artificial . of the robot that runs through the turbines is absolutely
science-fiction. (blood)
Artificial kidney is able to replace the failing one without necessity of the
kidney .. (transplant)
The device in artificial hand of the man is controlled by electrods allocated
next to the muscles.
The hand can move all the fingers and grip in . different
ways (7)
4. Programming the robot with bionic hand built during Technology classes.
-
Reminding the vocabulary of programming (eg. brick, go forward, turn left,

press, button, stop at angle).
The students are divided into teams and prepare a set of instructions for
another groups to program the robot.
Programming the robot according to the instruction of another group.
Testing the program.
5. Description of the robot with the bionic hand (its functions, features and
usage).
Safety
Topic: Safety - vocabulary.
Time: 2 hours (2x45 min.)
Aims:
-
Deepening the scope of vocabulary safety

Developing speaking skills
Interaction:
- the whole class
- group work
Resources:
-
Materials:
https://www.emaze.com/@AFZCTWCI/how-can-we-be-safe-at-home
http://prezi.com/cydqxon7-hra/?utm_campaign=share&utm_medium=copy
https://animoto.com/play/jmO2qMhzKO91ZDibEo2EEQ
laptops
Teaching methods:
-
brainstorming
discussion
practical exercises
work with texts

1. Associations with Safety. Brainstorming:
SAFETY
2. What is safety?
Speaking: The students explain how they understand the definition and when
they can feel safe.
3. Safety at home, in the city and country.

The students are divided into groups. They use laptops to read the information
about safety included in the materials:
https://www.emaze.com/@AFZCTWCI/how-can-we-be-safe-at-home
http://prezi.com/cydqxon7-hra/?utm_campaign=share&utm_medium=copy
https://animoto.com/play/jmO2qMhzKO91ZDibEo2EEQ
Each group presents the ways of assuring safety at home, in the city and in the
country in oral and written form.
4. Mini-dictionary of safety:
The students work in groups. They use laptops to select the words connected
with safety. They create mini-dictionary of vocabulary connected with safety.
5. The groups exchange effects of their work and create one dictionary: safety.
Topic: Lego Engineering Projects.
Time: 2 hours (2x45 min.)
Aims:
-
Deepening the scope of vocabulary The Design Engineering Pack

Developing listening comprehension skills
Getting to know The Design Engineering Pack
Getting familiar with the Lego Engineering Projects
Interaction:
-
the whole class

group work
individual work
pair work
Resources:
-
the software of the Design Engineering Pack

YouTube videos:
https://youtu.be/aMf2dxm5-Aw
https://youtu.be/hbP9-7oG-3Y
laptops
Teaching methods:
-
discussion
practical exercises
work with a video

1. Explaining what the Lego Engineering Projects pack is and which sections it
consists of:
Make a system
Make it smarter
Make it move
2. Practicing the vocabulary included in the teacher mode of the Design

Engineering Pack. The students give English definitions of the words
connected with the set of the Lego Engineering Projects. They check in online
dictionaries the meaning of words which they dont understand.
Vocabulary: human senses, robot sensors, seeing/vision, hearing/audition,
balance/vestibular system, feedback, example solution, overview, design brief,
input, output, graph programming, zones, dataset, upload, communication,
gesture, sender, receiver, organism, life span, timer, control.
3. Watching the videos and filling the missing spaces with appropriate
information:.
A. INSTANT SUCCESS 9 MAKE IT SMARTER AND FASTER
a. In the video the bug has been built to move around and
(respond) to the environment.
b. The bug reacts to the .. (sensors) and
. (touch) and using the .. to move
around.
c. The activity is included in Make It .. (Smarter)
part of the Design Engineering Pack.
d. The activity is called Make It smarter with a (sensor)
e. We start the Engineering Process with a .. (Design
Brief)
f. After . (brainstorming) and selecting the best
idea, we build the solution and program it. We test and analyze it, then
(review) and revise it and then we communicate our
final solution to the world.
g. In the design Engineering Pack the teacher can find example solutions.
h. In the programming you need to use a .. (loop)
i. When you press the touch sensor, the bug makes some noise and
(stops).
B. INSTANT SUCCESS 10 MAKE A SYSTEM
j. We need to move a (ball) from one place to another.
k. The task is to design and program a robotic system that moves a ball at
.. 90 degrees from one location to another.
l. In the activity must select the best (solution). You build
it, test it, analyze it and . (evaluate) how it works.
m. The exercise is presented in (example) solution
video in the Activity Pack.
n. The students can also use example (building)
instructions as well as programming solutions to help to do the activity.
o. The students are free to .. (design) their own
solutions.
B. Working with computers and LEGO software - Testing the Design Engineering
Packs, getting to know the package, studying the guidelines , following the
instructions.
By Polish and Cypriot teachers

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Lesson Plans Robotics

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A SET OF LESSON PLANS OF TECHNOLOGY, INFORMATION TECHNOLOGY,

PHYSICS, MATHEMATICS and ENGLISH with the use of LEGO MINDSTORMS

Stages of the lesson:

Stages of the lesson:

Stages of the lesson:

Duration: each lesson 45 minutes.

Stages of the lesson:

knows the notion of algorithm and instruction;

Secondary educational skills:

LEGO programming language

1. Starting the Pilgrim.

Secondary educational skills:

Each block has a similar construction. It consists of:

Elementary educational skills:

knows how to create his own procedures;

Secondary educational skills:

2. Instant start of the left and right

3. Turn about turning in the spot.

engine for determined time /

5. Stop the Pilgrim.

explains giving specific examples what is searching for items in the

Build three (3) similar robots, to be used as teaching aids in

Construct 3 similar robots, based on Educator Robot model, using 3 Lego

Course Duration: 120 minutes

Three (3) sets of LEGO MINDSTORMS Education EV3, EV3 Education

Discussion of basic health and safety rules

Discussion about the robots required movements and basic parts

Building the Robots

Programing the Robots

Discussion of basic programing blogs (programing commands) in EV3

Program the robots to handle the different Tasks/Activities as explain in detail

Testing the Robots

Test the robots (robots operation / structure and programing)

Learn about whole numbers/decimal numbers lines

Figure 1, Straight Line course

Robot name: the Math Max

Which robot won the race? ___________

Build a robot that is capable of identifying colors.

Construct a robot (Educator Robot) using the Lego Mindstorms Education

Course Duration: 120 minutes

One Set of LEGO MINDSTORMS Education EV3, EV3 Education

Discussion of basic health and safety rules

Discussion about the robots required movements and basic parts

Building the Educator Robot

Build a working / functional Educator Robot model with Lego Mindstorms

Programming the Educator Robot

Discussion of basic programing blogs (programing commands) in EV3

Testing the Educator Robot

Test the robot (robot operation / structure and programing)

PREDICTION OF THE COLOR

PREDICTION OF THE COLOR

Why the middle arrow has a lower sensor reading?

Pilgrim/Wanderer 1 - 5X45min., Robot Education

To build functioning robot.

Using modern software

Time: 225 minutes

LEGO MINDSTORMS Education EV3 sets, LEGO MINDSTORMS Education

Discussing the basic programming blocks

Using the Pilgrim/Wanderer in practice

Revision of physical notions of trajectory, distance, types of trajectories, vector

Use the Pilgrim/Wanderer in practice

Revision of the mathematical notions of area and circumference of the figure

1. The Pilgrim moved with a speed of ____________________ for 2 minutes.

6. The distance traveled by the Pilgrim during 12 minutes is ______________.