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INSTRUCTOR’S GUIDE
Science H (Technology)
Thank you for downloading this sample of Sonlight’s Science H Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG.
Here’s a quick overview of what you’ll find in this sample.
Ҍ A Quick Start Guide
Ҍ A 3-week Schedule
Ҍ Activity Sheets and Parent Answer Keys
Ҍ A Scope and Sequence of topics and and skills your children will be developing throughout the school year
SONLIGHT’S “SECRET” COMES DOWN TO THIS:
We believe most children respond more positively to great literature than they do to textbooks. To properly use this sample to teach your student, you will need the books that are scheduled in it. We include all the books you will need when you purchase a package from sonlight.com.
Curriculum experts develop each IG to ensure that you have everything you need for your homeschool day. Every IG offers a customizable homeschool schedule, complete lesson plans, pertinent activities, and thoughtful questions to aid your students’ comprehension. It includes handy teaching tips and pointers so you can homeschool with confidence all year long.
If you need any help using or customizing our IGs, please reach out to our experienced homeschool advisors at sonlight.com/advisors.
We hope you enjoy using this sample. For even more information about Sonlight’s IGs, please visit: sonlight.com/ig. It would be our pleasure to serve you as you begin your homeschool journey.
If you like what you see in this sample, visit sonlight.com/science to order your Science package.
Blessings!
Sarita Holzmann, Co-founder and president of Sonlight Curriculum
Contact a Sonlight Advisor today-FREE
CHATsonlight.com/advisors
SONLIGHT.COM
CALL / TEXT 303-730-6292
EMAIL [email protected]
I was feeling overwhelmed and afraid that I lacked what it takes to successfully homeschool my kids,” writes Jennifer A of Battle Creek, MI. “I contacted an Advisor on Sonlight’s online chat tool and got the help I needed. The next day I was able to put her counsel into practice!”
The heavens declare the glory of God; the skies proclaim the work of his hands.”
Psalm 19:1 (NIV)
Science HConservation, Robots, and Technology
By the Sonlight Team
HAges 10–13Grades 5–8
INSTRUCTOR’S GUIDE
Sonlight Curriculum® Science H “Conservation, Robotics and Technology” Instructor’s Guide and Notes, Second Edition
Copyright © 2018 and annually 2018–2019 by Sonlight Curriculum, Ltd Portions copyright © by InquisiCorp Corporation
All Rights Reserved.
No part of this publication may be reproduced, stored in a retrieval sys-tem, or transmitted in any form or by any means—electronic, mechani-cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written permission of the publisher. However, permission is hereby granted to the original Sonlight Curriculum, Ltd. purchaser only to reproduce as many copies of the Schedule Pages; Certificate of Completion; and Activity Sheets for his or her immediate family’s use.
“Do to others what you would have them do to you” (Matthew 7:12).
“The worker is worth his keep” (Matthew 10:10).
Published by
Sonlight Curriculum, Ltd. 8042 South Grant Way Littleton, CO 80122-2705 USA
Phone (303) 730-6292 Fax (303) 795-8668
E-mail: [email protected]
NOTE TO PURCHASER
Sonlight Curriculum, Ltd. is committed to providing the best home-school resources on the market. This entails regular upgrades to our curriculum and to our Instructor’s Guides. This guide is the 2019 Edition of the Sonlight Curriculum® Science H “Conservation, Robotics and Technology” Instructor’s Guide. If you purchased it from a source other than Sonlight Curriculum, Ltd., you should know that it may not be the latest edition available.
This guide is sold with the understanding that none of the Authors nor the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be addressed to practicing members of those professions.
The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation.
The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.
Printed in the United States of America.
For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates.html. Please notify us of any errors you find not listed on this site. E-mail cor-rections to [email protected] and any suggestions you may have to [email protected].
1 Introduction to Your Instructor’s Guide• Quick Start Guide• Introduction
o An Overview of This Year's Studieso Corrections and Suggestionso Shipping Restrictionso Summary
2 Schedule, Notes and Activity Sheets• A Weekly SCHEDULE for Science
• ACTIVITY SHEET ANSWER KEYS
3 Appendices• Recommendations for Teaching Science• Weekly Subject Supplies List
Table of Contents
Visit sonlight.com | Call 800-903-1675
Special features of Sonlight’s Science Instructor’s Guides:1 Complete, Ready-to-Use Lesson Plans
All your science books and experiments are fully scheduled for the entire year. No need to create your own plans.
2 Detailed Teaching NotesNotes explain each assignment and
activity, point out fun facts about your reading, and provide extra information about important topics so you get the most from your materials.
3 Organizational Tools to Help You Plan Ahead
See at a glance the supplies you need for experiments this week and the following week. Know what supplies you’ll find in the Sonlight Science Kits, and which household items you’ll want to have ready.
4 Weekly Assignments and Engaging Activities
Simple, engaging experiments coordinate with your reading and provide hands-on learning. Sonlight’s Science kits provide the key supplies . . . so you actually do the experiments.
Many experiments are intriguing, yet simple, activities—such as exploring taste buds using basic ingredients like lem-on juice and sugar. Again, no planning necessary!
Your children will relish the discoveries they make throughout the year. And you’ll love that they are actively exploring Science, Technology, Engineering, Math (STEM) concepts, and making their learning stick.
Try before you buy!Get a three week sample of any Sonlight Instructor's
Guide—FREE!sonlight.com/samples
BIG-catalog.indb 16 2/21/2019 3:45:34 PM
Try before you buy! Get a three week sample of any Sonlight Instructor’s Guide—FREE! sonlight.com/samples
I am so thankful for Sonlight Science,” writes Janine B of Peoria, AZ. “The gentle overview of many topics in Science A has kept both of us engaged all year. I love that the materials are all provided in the Science Supply kit, so I’m not left scrambling for uncommon items on the morning of Experiment Day. Thank you, Sonlight, for making my job easy!” In this picture, Levi (7, Science A) learns about carbonation with the help of some raisins.
Instructor’s Guides A-J also include:
5 Interactive Activity SheetsYour Activity Sheets—with hundreds of activities, illustrations, charts, and pictures—help your children remember what they’ve learned. A variety of activity options coordi-nate with your students’ science studies and draw on a range of skills and interests.
Activities progress with your children’s abil-ities: from cutouts, matching, circle-the-an-swer, and dictation, to fill-in puzzles and sequencing analysis.
6 Complete Answer KeysSeparate Answer Keys mirror your Student Activity sheets for easy grading. No need to test—you have ongoing, reliable insight into your children’s comprehension.
6
BIG-catalog.indb 17 2/21/2019 3:45:38 PM
An Overview of this Year’s Studies
Our goal in teaching science to young students is to encourage their sense of wonder; to fuel their excitement in the joy of discovery. While you and your children are enjoying reading, experimenting, and learning together, you will find that your children become familiar with basic concepts, thus building a foundation for further growth as the same concepts come up in the future.
Sonlight’s Science H includes introductory studies in the fields of:
• Robotics
• Technology
• Canals and Dams (engineering and physics)
• Energy
• The Industrial Revolution
• Earth (resources and conservation)
• Weather and Climate Change
Sonlight believes the best approach to studying science is through a good mix of reading and hands-on lessons. We provide directions for experiments and activities following, and related to, many of the assigned readings. The main point of these is not to cram children’s heads full of factoids, but rather to familiarize them with the scientific method and the joy of discovery.
Children, we believe, thrive in a rich environment in which lots of topics, some closely related, others not so closely related, are introduced and presented to them in close succession.
Using Sonlight Science H, your children will be introduced to a lot of different subjects, intrigued by the concepts and ideas, hit them from different angles, and enticed to want to come back to the same themes again and again in the future. The more exposure they have to a subject—a word, concept, or entire range of information—the more familiar they will be with it; and the more familiar they are with it, the more comfortable they will be discussing and using and interacting with it; and the more comfortable they are with it, the more ready they will be to interact with it; and the better (and more) they interact with it, well, … the more familiar they will be and the more they will truly know it…
We include:
• Student Activity sheets with a wide variety of age-appropriate activities
• true and highly memorable hands-on scienceexperiments
• a complete list of the contents of the Science SuppliesKit for this year’s experiments (Section Three)
• a list of those science supplies you provide, so youcan collect or purchase them the week before
• a weekly subject list, to enable you to plan applicablefield trips, movies, or other enriching activities aheadof time (Section Three)
• a list of books you will be using along with an indica-tion of when you will be using them (Section Three)
Corrections and Suggestions
Since we at Sonlight Curriculum, Ltd. Corporation are constantly working to improve our product development, we would love it if you would help us with this process.
If you find an error in one of our products, please check our updates page for the latest information at www.sonlight.com/curriculum-updates.html. If you don’t find the correction, please e-mail us at [email protected].
We appreciate you taking the time to let us know what you find. Thanks for your help!
Shipping Restrictions
Due to strict import regulations, it is illegal to ship bio-logical matter to certain countries (including New Zealand and Australia). If you requested your science supplies shipped to a country with such restrictions, we have re-moved that kit from your order and reduced your charge accordingly.
Summary
We hope that you enjoy your adventure this year and that it helps you learn more about the world we live in. If we can be of any assistance, please do not hesitate to e-mail us at [email protected], call us at (303) 730-6292, or better yet, join our Sonlight Connections Community (sonlight.com/connections), where you can chat with others who are going through this same program. You can ask questions, learn new ideas, share with others what you have learned, problem-solve, or just talk. Happy exploring! n
©20
19 b
y So
nlig
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urric
ulum
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. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | 4-Day | Section One | 3
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
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serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 1 | 1
N Parental Notes
Level H: Science
Feel free to let your children do those activities that they enjoy and simply talk through others. We have provided space for you to fill in answers as your children respond verbally, or simply check off the items that you discuss.
Remember: This program is designed for you to use to meet your children’s needs. It is not meant to use you!
Suggestion: Your Activity Sheets might work more easily in a small binder for your children to keep and use as assigned. If you have more than one child using this program, extra Activity Sheets can be purchased for each child (Item # HSG1).
Note: There is an error in the book on page 10. The arrow pointing down under “Does it see, touch, hear, smell, or detect radiation?” should say “No.”
Day
2 #9–14
Mars Rovers Research
Today’s Activity Sheet assignment asks your students to visit nasa.gov to look up the latest news on Opportunity or Curiosity, two Mars Rovers. The NASA site is fairly easy to navigate. If they type “Mars Rovers” into the search pane, they should find pages of information they can use for this assignment. Please provide them with whatever assistance or guidance they may need as they use the Internet today.
Activity SheetsDay
1 #1–8
Find Activity Sheets after each week’s notes, and answer the questions listed on the schedule page. We provide an Answer Key page directly after these notes and before the Student Activity Sheets.
You do not have to do every question on the Activity Sheets. Feel free to adjust and/or omit activities to meet the needs of your children. We cover the same concepts repeatedly throughout the year (and years to come!) to enable students to learn “naturally” through repetition and practice over time.
Any question marked Challenge: will be just that—a challenge for your children. While we believe the material covered in the challenge questions is worthwhile for your children to know, it may not Kelly Monico be specifically explained in their reading assignment. As always, if you think any question is too difficult for your children, please feel free to skip.
Week Overview
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36Days 1–4: Date: _______ to _______
Week 1Date: Day 1 Day 2 Day 3 Day 4
Robotics chap. 1 pp. 1–14
chap. 1 pp. 15–23
chap. 2 pp. 27–33
Lab pp. 24–26
Activity Sheet Questions #1–8 #9–14 #15–18 #19–22
Supplies We provide: HSK— DC motor (use the taller motor without wires), electrical tape, foam cup, 2 AAA batteries, rubber band, 1' insulated electrical wire (with red and white plastic coating), one jumbo craft stick, cork.You provide: wire cutter, foam mounting tape (or duct tape), 3 markers, cardboard box lid, plain white or light-colored paper, optional: pipe cleaners, craft sticks, styrofoam or wooden pieces, decorative glue-ons, googly eyes, glitter pens, quick-dry glue, or hot glue gun.
Shopping/Planning List For next week: ½ cup warm water, 3 teaspoons water, 4 teaspoons white (Elmer’s type) or gel glue, food coloring (optional), plastic bag or cotainer.
Additional Subjects:
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
2 | Week 1 | Section Two | Conservation, Robotics, and Technology
RoboticsDay
2 Chapter 1 pp. 15–23
The book mentions a robotic arm implant that should be widely available by 2015. We conducted some research and cannot say for certain that it is “widely” available, though we did find some interesting videos about them. For links to these videos, see our IG Links page.
Day
4 Lab pp. 24–26
Note: Duct tape can be used in lieu of foam mounting tape for this experiment.
Note to Mom or Dad: In Week 30, your students will bury two bags of garbage in the ground, water them for two weeks and then dig them up to observe how the items inside decompose. Since this lab will probably be easiest to complete during warmer months, please con-sider rescheduling this lab if you plan to complete Week 30 during the winter before the ground thaws. If you do not have a yard, also decide where your students could bury the garbage without bothering anyone, and yet have it remain undisturbed for the entire two week period. n
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
1 Act
ivit
y Sh
eet
1C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y |
4-D
ay |
Wee
k 1 A
ctiv
ity S
heet
Robo
tics
1.
To m
any
robo
ticis
ts, w
hat c
ycle
mus
t a ro
bot b
e ab
le to
com
plet
e? N
ame
each
ste
p in
the
cycl
e in
the
boxe
s, an
d
then
use
the
lines
bel
ow to
des
crib
e w
hat h
appe
ns a
t eac
h st
ep. O
n th
e la
st li
ne, l
ist t
he p
art n
eede
d in
ord
er to
perf
orm
eac
h st
ep.
(p. 6
)
Part
:Pa
rt:
Part
:
2.
Do
all r
obot
icis
ts a
gree
that
a ro
bot m
ust b
e ab
le to
follo
w th
e ab
ove
step
s in
ord
er to
trul
y be
a ro
bot?
Why
or w
hy
not?
(p.
7)
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_
3.
How
do
mor
e si
mpl
e m
odel
s he
lp fu
rthe
r the
fiel
d of
robo
tics?
(p.
7)
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(Sen
se)
(Thi
nk)
(To
take
in in
form
atio
n ab
out
its su
rrou
ndin
gs)
(sen
sor)
(To
use
the
info
rmat
ion
to
choo
se th
e ne
xt st
ep to
take
)
(con
trol
ler)
(To
do so
met
hing
that
affe
cts
the
outs
ide
wor
ld)
(effe
ctor
)
(Act
)
(No,
som
e th
ink
that
any
mac
hine
that
can
act o
n its
ow
n is
a ro
bot.
It do
esn'
t nec
essa
rily
have
to m
ake
deci
sion
s or
"thi
nk" i
n or
der t
o be
a ro
bot.)
(Mor
e si
mpl
istic
mod
els m
ake
it ea
sier
for h
obby
ists
to g
et in
volv
ed a
nd st
udy
in ro
botic
s bec
ause
the
mac
hine
s the
y us
e
are
chea
per a
nd e
asie
r to
build
. With
mor
e pe
ople
invo
lved
, our
soci
ety
is a
ble
to co
ntrib
ute
mor
e cr
eativ
e en
ergy
to th
e
scie
nce
and
poss
ibly
mak
e m
ore
adva
ncem
ents
than
if o
nly
spec
ialis
ts co
uld
part
icip
ate.
The
mod
els t
hey
build
can
help
scie
ntis
ts b
uild
mor
e co
mpl
icat
ed v
ersi
ons.)
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 1 | 3
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
1 Act
ivit
y Sh
eet
3C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y |
4-D
ay |
Wee
k 1 A
ctiv
ity S
heet
5.
Why
hav
e tr
ue ro
bots
(one
s th
at c
an s
ense
, thi
nk a
nd a
ct) o
nly
been
pos
sibl
e fo
r the
last
50
year
s or
so?
(p.
11)
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____
___
6.
Why
are
aut
omat
a an
d pu
nch
card
s th
e pr
edec
esso
rs to
toda
y's
robo
ts?
(p. 1
3)
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___
7.
Com
pare
and
con
tras
t Wie
ner's
theo
ry th
at b
oth
peop
le a
nd m
achi
nes
use
feed
back
, com
mun
icat
ion
and
cont
rol t
o
mak
e de
cisi
ons
with
the
Turin
g te
st.
(p. 1
3)
They
are
sim
ilar b
ecau
se…
They
are
diff
eren
t bec
ause
…
8.
Base
d on
the
desc
riptio
ns o
f the
fam
ous
fictio
nal r
obot
s on
pag
e 14
, wou
ld a
ny p
ass
the
Turin
g te
st?
(p. 1
4)
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____
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___
9.
Do
you
thin
k de
velo
ping
robo
ts fo
r use
in to
ys a
nd a
rt is
as
impo
rtan
t as
othe
r app
licat
ions
? Why
? (p
p. 1
6–17
)
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____
____
___
(they
are
mac
hine
s tha
t cou
ld d
o th
ings
by
them
selv
es)
(bec
ause
they
requ
ire co
mpu
ters
in o
rder
to ru
n, a
nd e
lect
roni
c co
mpu
ters
wer
e in
vent
ed a
bout
50
year
s ago
)
(In b
oth
test
s, bo
th h
uman
s and
mac
hine
s "th
ink"
and
mak
e de
cisi
ons.)
(To
pass
the
Turin
g te
st, a
mac
hine
has
to th
ink
so co
n-
vinc
ingl
y th
at p
eopl
e th
ink
the
mac
hine
is h
uman
.)
(Onl
y M
aria
mig
ht h
ave,
bec
ause
she
was
dis
guis
ed a
s a h
uman
. In
each
of t
he o
ther
stor
ies,
the
hum
ans w
ere
wel
l aw
are
that
the
robo
t cha
ract
ers w
ere
not h
uman
.)
(Pos
sibl
e: B
y us
ing
robo
tics i
n th
ese
two
area
s, ro
botic
ists
may
inte
rest
the
youn
ger g
ener
atio
n or
a se
gmen
t of t
he p
opu-
latio
n w
ho m
ight
not
hav
e be
en o
ther
wis
e in
tere
sted
in ro
botic
s. D
oing
so co
uld
crea
te m
ore
expo
sure
for t
he sc
ienc
e,
spar
k in
tere
st, a
nd h
elp
to e
xpan
d an
d fu
rthe
r the
fiel
d of
robo
tics.)
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
1 Act
ivit
y Sh
eet
4.
Com
plet
e th
e ac
tivity
on
page
s 8–
10 in
the
spac
e be
low
to d
eter
min
e w
heth
er o
r not
eac
h de
vice
is a
robo
t, ba
sed
on th
e Se
nse-
Thin
k-Ac
t def
initi
on. P
leas
e ad
d tw
o de
vice
s of
you
r ow
n at
the
end
of th
e lis
t to
anal
yze.
(pp
. 8–1
0)
Dev
ice
Sens
orCo
ntro
ller
Effe
ctor
Robo
t?
tele
visi
on
Yes
N
o
auto
mat
ic g
arag
e do
or o
pene
r
Y
es
N
o
calc
ulat
or
Yes
N
o
clot
hes
drye
r
Yes
N
o
auto
mat
ic
supe
rmar
ket d
oor
Y
es
N
o
elec
tric
toot
hbru
sh
Yes
N
o
smok
e de
tect
or
Yes
N
o
auto
mat
ic s
oap
disp
ense
r
Y
es
N
o
Y
es
N
o
Y
es
N
o
2W
eek
1 Act
ivity
She
et |
4-D
ay |
Con
serv
atio
n, R
obot
ics,
and
Tec
hnol
ogy
Plea
se se
e th
e an
swer
s prin
ted
at th
e bo
ttom
of
page
10
in th
e bo
ok.
Tips
as y
our s
tude
nts w
ork
thro
ugh
the
flow
cha
rt
to d
eter
min
e w
heth
er e
ach
devi
ce is
or i
sn't
a ro
bot:
• If
it do
es n
ot h
ave
a co
ntro
ller,
it is
not
a ro
bot.
• If
it ha
s a re
mot
e co
ntro
l, st
rictly
spea
king
, it
isn'
t a ro
bot.
• If
it do
esn'
t hav
e an
y ar
ms,
light
s, sp
eake
rs,
etc.
, it i
sn't
a ro
bot.
(ligh
t sen
sor)
(rem
ote
cont
rol)
(vid
eo sc
reen
)
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
4 | Week 1 | Section Two | Conservation, Robotics, and Technology
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
1 Act
ivit
y Sh
eet
10.
How
doe
s th
e da
Vin
ci S
urgi
cal S
yste
m im
prov
e a
patie
nt's
surg
ical
exp
erie
nce?
(p.
18)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
11.
Why
are
robo
ts e
xcel
lent
wor
kers
in th
e m
anuf
actu
ring
indu
stry
? (p
p. 1
9–20
)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
12.
Thin
king
abo
ut th
e ex
ampl
es o
f rob
ots
on p
ages
16
thro
ugh
21, i
f you
cou
ld c
onst
ruct
a
robo
t to
impr
ove
hum
an li
fe, w
hat w
ould
you
mak
e it
do? W
hy?
(pp.
16–
21)
_
____
____
____
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
13.
How
hav
e ro
bots
hel
ped
scie
ntis
ts fu
rthe
r our
und
erst
andi
ng o
f har
d-to
-vis
it pl
aces
like
vol
cano
es a
nd th
e de
ep s
ea
or o
uter
spa
ce?
(pp.
22–
23)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
14.
With
you
r par
ents
' per
mis
sion
, vis
it na
sa.g
ov a
nd s
earc
h fo
r "M
ars
Rove
rs" t
o lo
ok u
p th
e la
test
new
s on
Opp
ortu
nity
or C
urio
sity
, the
Mar
s Ro
vers
. Sum
mar
ize
thre
e in
tere
stin
g po
ints
you
find
in th
e sp
ace
belo
w.
(p. 2
3)
D
ate
you
visi
ted
the
page
: ___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Su
mm
ary:
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
4W
eek
1 Act
ivity
She
et |
4-D
ay |
Con
serv
atio
n, R
obot
ics,
and
Tec
hnol
ogy
(this
robo
t hel
ps su
rgeo
ns m
ake
smal
ler a
nd m
ore
prec
ise
cuts
, whi
ch sh
orte
ns a
pat
ient
's re
cove
ry ti
me)
(robo
ts ca
n m
ove
heav
ier o
bjec
ts, w
ork
long
er h
ours
, wor
k in
mor
e da
nger
ous c
ondi
tions
and
nev
er h
ave
to le
ave
thei
r
wor
kspa
ce [s
o th
ey ca
n ke
ep th
e w
orki
ng e
nviro
nmen
t cle
an],
whi
ch m
eans
they
can
do a
ll of
thes
e th
ings
bet
ter t
han
thei
r hum
an co
unte
rpar
ts)
(sin
ce ro
bots
are
not
aliv
e, th
ey ca
n go
pla
ces a
nd e
ndur
e ha
rshe
r env
ironm
ents
than
hum
ans c
an, a
nd tr
ansm
it da
ta
abou
t the
pla
ces t
hey
visi
t bac
k to
the
hum
ans w
ho co
ntro
l the
m)
(Ans
wer
s will
var
y)
(Ans
wer
s will
var
y)
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
1 Act
ivit
y Sh
eet
5C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y |
4-D
ay |
Wee
k 1 A
ctiv
ity S
heet
15.
Why
has
it p
rove
n us
eful
to m
ake
robo
ts o
f diff
eren
t siz
es—
som
e gi
ant o
nes
and
nano
bots
whi
ch y
ou c
an't
even
see
with
out a
mic
rosc
ope?
(p.
28)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
16.
How
doe
s a
robo
t sw
arm
diff
er fr
om m
odul
ar ro
bots
? (p
. 29)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
17.
Wha
t typ
es o
f mat
eria
ls d
o ro
bot d
esig
ners
use
for p
roto
type
s? W
hy?
(pp.
30–
32)
_
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____
____
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____
____
____
____
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
18.
Why
is th
e U
ncan
ny V
alle
y a
prob
lem
for r
obot
icis
ts?
(p. 3
3)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
(gia
nt ro
bots
can
do la
rge
jobs
like
spra
y or
char
ds o
r sm
ooth
conc
rete
floo
rs, a
nd re
sear
cher
s
hope
to o
ne d
ay u
se n
anob
ots t
o pe
rfor
m su
rger
y or
att
ack
canc
er ce
lls w
ithin
the
body
)
(A sw
arm
is a
gro
up o
f ide
ntic
al ro
bots
that
wor
k to
geth
er to
form
som
e ta
sk. M
odul
ar ro
bots
can
wor
k al
one
or co
nnec
t
toge
ther
to fo
rm a
larg
er ro
bot)
(they
use
mat
eria
ls th
at a
re c
heap
and
eas
y to
wor
k w
ith, l
ike
card
boar
d, st
yrof
oam
, pvc
pip
e an
d ev
en k
ids'
build
ing
sets
.
This
way
, the
y ca
n m
ake
desi
gn c
hang
es e
asily
)
(whe
n a
robo
t loo
ks a
lmos
t rea
l, m
ost p
eopl
e pe
rcei
ve it
as f
right
enin
g. W
hen
peop
le a
re su
re so
met
hing
isn'
t rea
l, it
does
n't b
othe
r the
m b
ut w
hen
a ro
bot i
s not
-qui
te-b
elie
vabl
y re
al, i
t's c
reep
y! R
obot
icis
ts w
ho b
uild
life
-like
robo
ts w
ould
pref
er th
at th
eir c
reat
ions
not
scar
e pe
ople
, so
they
hav
e to
figu
re o
ut a
way
to b
uild
them
so th
ey d
on't
"fal
l int
o th
e
Unc
anny
Val
ley."
)
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 1 | 5
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
1 Lab
Act
ivit
y Sh
eet
Lab:
Rob
otic
s | p
p. 2
4–26
Vibr
obot
19.
How
wel
l did
you
r Vib
robo
t wor
k th
e fir
st ti
me?
Wer
e yo
u ha
ppy
with
it? W
hy?
(pp.
24–
26)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
20.
Wer
e yo
u ab
le to
adj
ust i
t to
impr
ove
how
wel
l it w
orke
d? (p
p. 2
4–26
) Ye
s N
o
21.
Wha
t adj
ustm
ents
did
you
nee
d to
mak
e? (p
p. 2
4–26
)
_
____
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____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
22.
If yo
u m
ade
it ag
ain,
wha
t wou
ld y
ou d
o to
impr
ove
or c
hang
e its
des
ign?
(pp.
24–
26)
_
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____
____
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____
____
____
____
____
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____
___
_
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
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____
____
___
6W
eek
1 Act
ivity
She
et—
Lab
| 4-
Day
| C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y
(Ans
wer
s will
var
y)
(Ans
wer
s will
var
y)
(Ans
wer
s will
var
y)
(Ans
wer
s will
var
y)
This page intentionally left blank.
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 1 Activity Sheet
1Conservation, Robotics, and Technology | 4-Day | Week 1 Activity Sheet
Robotics
1. To many roboticists, what cycle must a robot be able to complete? Name each step in the cycle in the boxes, and
then use the lines below to describe what happens at each step. On the last line, list the part needed in order to
perform each step. (p. 6)
Part: Part: Part:
2. Do all roboticists agree that a robot must be able to follow the above steps in order to truly be a robot? Why or why
not? (p. 7)
________________________________________________________________________________________________
________________________________________________________________________________________________
3. How do more simple models help further the field of robotics? (p. 7)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________ ________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 1 Activity Sheet
4. Complete the activity on pages 8–10 in the space below to determine whether or not each device is a robot, based
on the Sense-Think-Act definition. Please add two devices of your own at the end of the list to analyze. (pp. 8–10)
Device Sensor Controller Effector Robot?
television Yes
No
automatic garage door opener
Yes
No
calculator Yes
No
clothes dryer Yes
No
automatic supermarket door
Yes
No
electric toothbrush Yes
No
smoke detector Yes
No
automatic soap dispenser
Yes
No
Yes
No
Yes
No
2 Week 1 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 1 Activity Sheet
3Conservation, Robotics, and Technology | 4-Day | Week 1 Activity Sheet
5. Why have true robots (ones that can sense, think and act) only been possible for the last 50 years or so? (p. 11)
________________________________________________________________________________________________
________________________________________________________________________________________________
6. Why are automata and punch cards the predecessors to today's robots? (p. 13)
________________________________________________________________________________________________
________________________________________________________________________________________________
7. Compare and contrast Wiener's theory that both people and machines use feedback, communication and control to
make decisions with the Turing test. (p. 13)
They are similar because… They are different because…
8. Based on the descriptions of the famous fictional robots on page 14, would any pass the Turing test? (p. 14)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
9. Do you think developing robots for use in toys and art is as important as other applications? Why? (pp. 16–17)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 1 Activity Sheet
4. Complete the activity on pages 8–10 in the space below to determine whether or not each device is a robot, based
on the Sense-Think-Act definition. Please add two devices of your own at the end of the list to analyze. (pp. 8–10)
Device Sensor Controller Effector Robot?
television Yes
No
automatic garage door opener
Yes
No
calculator Yes
No
clothes dryer Yes
No
automatic supermarket door
Yes
No
electric toothbrush Yes
No
smoke detector Yes
No
automatic soap dispenser
Yes
No
Yes
No
Yes
No
2 Week 1 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 1 Activity Sheet
3Conservation, Robotics, and Technology | 4-Day | Week 1 Activity Sheet
5. Why have true robots (ones that can sense, think and act) only been possible for the last 50 years or so? (p. 11)
________________________________________________________________________________________________
________________________________________________________________________________________________
6. Why are automata and punch cards the predecessors to today's robots? (p. 13)
________________________________________________________________________________________________
________________________________________________________________________________________________
7. Compare and contrast Wiener's theory that both people and machines use feedback, communication and control to
make decisions with the Turing test. (p. 13)
They are similar because… They are different because…
8. Based on the descriptions of the famous fictional robots on page 14, would any pass the Turing test? (p. 14)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
9. Do you think developing robots for use in toys and art is as important as other applications? Why? (pp. 16–17)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 1 Activity Sheet
10. How does the da Vinci Surgical System improve a patient's surgical experience? (p. 18)
________________________________________________________________________________________________
________________________________________________________________________________________________
11. Why are robots excellent workers in the manufacturing industry? (pp. 19–20)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
12. Thinking about the examples of robots on pages 16 through 21, if you could construct a
robot to improve human life, what would you make it do? Why? (pp. 16–21)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
13. How have robots helped scientists further our understanding of hard-to-visit places like volcanoes and the deep sea
or outer space? (pp. 22–23)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
14. With your parents' permission, visit nasa.gov and search for "Mars Rovers" to look up the latest news on Opportunity
or Curiosity, the Mars Rovers. Summarize three interesting points you find in the space below. (p. 23)
Date you visited the page: __________________________________________________________________________
Summary: _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4 Week 1 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 1 Activity Sheet
5Conservation, Robotics, and Technology | 4-Day | Week 1 Activity Sheet
15. Why has it proven useful to make robots of different sizes—some giant ones and nanobots
which you can't even see without a microscope? (p. 28)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
16. How does a robot swarm differ from modular robots? (p. 29)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
17. What types of materials do robot designers use for prototypes? Why? (pp. 30–32)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
18. Why is the Uncanny Valley a problem for roboticists? (p. 33)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 1 Activity Sheet
10. How does the da Vinci Surgical System improve a patient's surgical experience? (p. 18)
________________________________________________________________________________________________
________________________________________________________________________________________________
11. Why are robots excellent workers in the manufacturing industry? (pp. 19–20)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
12. Thinking about the examples of robots on pages 16 through 21, if you could construct a
robot to improve human life, what would you make it do? Why? (pp. 16–21)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
13. How have robots helped scientists further our understanding of hard-to-visit places like volcanoes and the deep sea
or outer space? (pp. 22–23)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
14. With your parents' permission, visit nasa.gov and search for "Mars Rovers" to look up the latest news on Opportunity
or Curiosity, the Mars Rovers. Summarize three interesting points you find in the space below. (p. 23)
Date you visited the page: __________________________________________________________________________
Summary: _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4 Week 1 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 1 Activity Sheet
5Conservation, Robotics, and Technology | 4-Day | Week 1 Activity Sheet
15. Why has it proven useful to make robots of different sizes—some giant ones and nanobots
which you can't even see without a microscope? (p. 28)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
16. How does a robot swarm differ from modular robots? (p. 29)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
17. What types of materials do robot designers use for prototypes? Why? (pp. 30–32)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
18. Why is the Uncanny Valley a problem for roboticists? (p. 33)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 1 Lab Activity Sheet
Lab: Robotics | pp. 24–26
Vibrobot
19. How well did your Vibrobot work the first time? Were you happy with it? Why? (pp. 24–26)
________________________________________________________________________________________________
________________________________________________________________________________________________
20. Were you able to adjust it to improve how well it worked? (pp. 24–26) Yes No
21. What adjustments did you need to make? (pp. 24–26)
________________________________________________________________________________________________
________________________________________________________________________________________________
22. If you made it again, what would you do to improve or change its design? (pp. 24–26)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
6 Week 1 Activity Sheet—Lab | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 2 | 7
N Parental Notes
Level H: Science Week Overview
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
RobotsDay
5 Chapter 3 pp. 38–47
Strandbeests, p. 42
For a fascinating video of Theo Jansen’s Strandbeests, visit our IG links web page.
Day
8 Lab pp. 34–35
Note: Use regular Elmer’s glue instead of gel glue for this experiment. n
Days 5–8: Date: _______ to _______
Week 2Date: Day 5 Day 6 Day 7 Day 8
Robotics chap. 3 pp. 38–47N
chap. 4 pp. 55–59
chap. 5 pp. 68–71, 74–78
Lab pp. 34–35N
Activity Sheet Questions #1–7 #8–13 #14–15 #16–18
Supplies We provide: HSK— 2 foam cups, 2 craft sticks for stirring, 1-2 teaspoons borax, styrofoam plate.You provide: ½ cup warm water, 3 teaspoons water, 4 teaspoons white or gel glue, food coloring (op-tional), plastic bag or container, 1-4 teaspoons cornstarch (optional).
Shopping/Planning List For next week: pencil with eraser, clear tape, scissors, hot glue gun, cookie sheet.
Additional Subjects:
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 1 Lab Activity Sheet
Lab: Robotics | pp. 24–26
Vibrobot
19. How well did your Vibrobot work the first time? Were you happy with it? Why? (pp. 24–26)
________________________________________________________________________________________________
________________________________________________________________________________________________
20. Were you able to adjust it to improve how well it worked? (pp. 24–26) Yes No
21. What adjustments did you need to make? (pp. 24–26)
________________________________________________________________________________________________
________________________________________________________________________________________________
22. If you made it again, what would you do to improve or change its design? (pp. 24–26)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
6 Week 1 Activity Sheet—Lab | 4-Day | Conservation, Robotics, and Technology
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
8 | Week 2 | Section Two | Conservation, Robotics, and Technology
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
2 A
ctiv
ity
Shee
t
7C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y |
4-D
ay |
Wee
k 2
Act
ivity
She
et
Robo
tics
1.
Why
are
sol
ar p
ower
ed b
atte
ries
a go
od c
hoic
e fo
r the
Mar
s ro
vers
? (p
. 40)
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___
2.
Why
do
BEA
M ro
bots
mov
e sp
orad
ical
ly?
(p. 4
1)
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___
3.
Chal
leng
e! W
hy is
dec
idin
g up
on a
pow
er s
ourc
e an
impo
rtan
t dec
isio
n w
hen
desi
gnin
g a
robo
t? (
pp. 3
8–43
)
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4.
With
out l
ooki
ng a
t the
boo
k, m
atch
eac
h te
rm to
the
corr
ect d
efin
ition
. (p
p. 4
3–45
)
____
__ a
ctua
tor
a.
uses
air
or g
ases
pus
hed
thro
ugh
tube
s to
mak
e a
mac
hine
mov
e
____
__ D
C m
otor
b.
whe
els
that
hav
e in
terlo
ckin
g te
eth
that
tran
sfer
mot
ion
from
one
pa
rt o
f a m
achi
ne to
ano
ther
____
__ f
orce
c.
an e
lect
rom
agne
tic d
evic
e th
at p
ushe
s a
rod
up a
nd d
own
____
__ g
ears
d.
a m
otor
with
a s
haft
that
spi
ns a
roun
d; it
spi
ns in
one
dire
ctio
n,
acco
rdin
g to
the
curr
ent t
hat p
ower
s it
____
__ h
ydra
ulic
sys
tem
e.
a sp
ecia
l mot
or w
hose
mot
ion
can
be c
ontr
olle
d el
ectr
onic
ally
____
__ p
neum
atic
sys
tem
f. th
e am
ount
of f
orce
it ta
kes
to tu
rn s
omet
hing
____
__ s
ervo
g.
the
part
of a
robo
t tha
t mak
es it
mov
e; a
type
of m
otor
____
__ s
olen
oid
h.
uses
wat
er o
r oil
push
ed th
roug
h tu
bes
to m
ake
a m
achi
ne m
ove
____
__ t
orqu
ei.
a pu
sh o
r a p
ull t
hat c
hang
es a
n ob
ject
's sp
eed
or d
irect
ion
(bec
ause
the
rove
rs d
o no
t com
e ba
ck to
Ear
th o
n a
regu
lar b
asis
for s
cien
tists
to se
rvic
e th
em, c
hang
e ba
tter
ies o
r cha
rge
them
. Sol
ar p
ower
ed b
atte
ries m
ake
the
rove
rs m
ore
inde
pend
ent)
(BEA
M ro
bots
cont
ain
a ca
paci
tor t
hat s
tore
s ele
ctric
ity li
ke a
bat
tery
unt
il th
ere
is e
noug
h to
mak
e th
e ro
bot's
mot
or m
ove.
Whe
n it
has e
noug
h, it
rele
ases
it a
ll at
onc
e, a
nd th
en w
aits
to m
ove
agai
n un
til th
e ca
paci
tor i
s ful
l. Th
e tim
e it
take
s to
fill d
epen
ds o
n th
e am
ount
of
suns
hine
.)
(A ro
botic
ist n
eeds
to co
nsid
er th
e fu
nctio
n of
the
robo
t (W
ill it
mov
e? D
oes i
t nee
d to
be
light
? Doe
s it n
eed
to b
e st
rong
?
etc.
) as w
ell a
s whe
re it
will
ope
rate
(Will
ther
e be
sunl
ight
? Doe
s it n
eed
to b
e w
ater
-tig
ht? C
an w
e se
rvic
e it
regu
larly
?) in
orde
r to
mak
e a
wis
e de
cisi
on fo
r a ro
bot's
pow
er so
urce
. Sel
ectin
g th
e w
rong
pow
er so
urce
mea
ns a
robo
t sim
ply
won
't
wor
k.)
(g)
(d)
(i) (b)
(h)
(a)
(e)
(c)
(f)
©2019 by Sonlight Curriculum, Ltd. All rights reserved.Sc
ienc
e H
: Wee
k 2
Act
ivit
y Sh
eet
5.
How
doe
s a
serv
o di
ffer f
rom
a D
C m
otor
? (p
p. 4
3–44
)
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____
___
If
you
wer
e to
bui
ld a
robo
t, de
scrib
e ho
w y
ou m
ight
use
a D
C m
otor
and
a s
ervo
.
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___
6.
Com
pare
and
con
tras
t hyd
raul
ic a
nd p
neum
atic
sys
tem
s. (p
p. 4
4–45
)
They
are
sim
ilar b
ecau
se…
They
are
diff
eren
t bec
ause
…
7.
Why
do
mos
t rob
ots
mov
e ar
ound
on
whe
els
or tr
acks
inst
ead
of le
gs?
(pp.
46–
47)
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____
___
8.
Use
a d
ictio
nary
to d
efin
e th
e w
ords
affe
ct a
nd e
ffect
. Use
the
wor
d in
a s
ente
nce.
(pp
. 55–
56)
af
fect
: __
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___
ef
fect
: __
____
____
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____
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___
Ch
alle
nge!
Why
do
you
thin
k th
e to
ol o
n a
robo
t is
calle
d an
"effe
ctor
" ins
tead
of a
n "a
ffect
or"?
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___
8W
eek
2 A
ctiv
ity S
heet
| 4
-Day
| C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y
(A D
C m
otor
onl
y ru
ns w
hen
a cu
rren
t mov
es th
roug
h it—
so it
is e
ither
"on"
or "
off",
and
the
only
way
to c
hang
e its
dire
c-
tion
is to
reve
rse
the
curr
ent w
ith a
switc
h or
by
reve
rsin
g th
e ba
tter
ies.
A ro
bot's
cont
rolle
r can
tell
the
serv
o ho
w fa
r to
turn
and
in w
hat d
irect
ion)
(Pos
sibl
e: A
DC
mot
or w
ould
be
usef
ul to
mak
e a
robo
t driv
e ar
ound
the
room
, and
a se
rvo
coul
d m
ake
it m
ove
its a
rm o
r
turn
its h
ead)
(bot
h sy
stem
s use
the
forc
e of
som
ethi
ng m
ovin
g th
roug
h
pipe
s to
mak
e a
mac
hine
mov
e;
both
use
a so
leno
id to
pus
h a
rod
up a
nd d
own)
(pne
umat
ic sy
stem
s use
gas
es o
r air
and
hydr
aulic
sys-
tem
s use
a li
quid
like
wat
er o
r oil
to m
ake
them
mov
e;
hydr
aulic
syst
ems a
re lo
uder
but
stro
nger
than
pneu
mat
ic sy
stem
s)
(bec
ause
it is
eas
ier f
or a
robo
t to
bala
nce
on w
heel
s or t
rack
s. Le
gs a
re m
uch
mor
e di
fficu
lt to
cont
rol a
nd co
mpe
nsat
e
for a
nd co
rrec
t a ro
bot i
f it s
tart
s to
tip o
ver)
( [
verb
] to
influ
ence
; ie.
The
new
air
cond
ition
er a
ffect
ed th
e te
mpe
ratu
re in
the
room
gre
atly
.)
( [
noun
] a re
sult,
or t
he th
ing
that
hap
pens
bec
ause
of s
ome
sort
of s
timul
us; i
e. T
he e
ffect
of t
he co
oler
room
on
Yuon
g's m
ood
was
rem
arka
ble.
)
(If
an
"effe
ct" i
s
the
thin
g th
at h
appe
ns b
ecau
se o
f a st
imul
us, t
hen
an "e
ffect
or" c
ould
be
thou
ght o
f as t
he th
ing
that
bec
omes
act
ive
beca
use
of so
me
sort
of c
omm
and.
)
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 2 | 9
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
2 A
ctiv
ity
Shee
t
9C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y |
4-D
ay |
Wee
k 2
Act
ivity
She
et
9.
Why
can
a ro
bot's
effe
ctor
be
anyt
hing
from
a li
ght t
o a
vacu
um to
a ro
ck g
rinde
r? (
pp. 5
5–56
)
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____
____
____
____
____
____
____
____
___
_
____
____
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____
____
____
____
____
____
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____
____
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____
____
____
____
____
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____
___
10.
Chal
leng
e! B
ased
on
its d
escr
iptio
n in
the
book
, how
cou
ld a
n ex
oske
leto
n be
put
to u
se p
ract
ical
ly?
(p. 5
7)
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____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
11.
Dra
w a
rrow
s by
the
mod
els
of ro
botic
arm
s to
sho
w th
e di
rect
ions
it c
an m
ove,
bas
ed o
n th
e pr
ovid
ed d
egre
es o
f
free
dom
. Tip
: Tw
istin
g is
1 d
egre
e of
free
dom
; bal
l and
soc
ket j
oint
s pr
ovid
e 3
tota
l deg
rees
of f
reed
om. (
p. 5
8)
Fo
r ext
ra c
redi
t: U
se L
ego®
blo
cks
or a
noth
er b
uild
ing
toy
to c
onst
ruct
an
exam
ple
of a
n ar
m w
ith 4
deg
rees
of
free
dom
!
12.
If de
gree
s of
free
dom
mak
e a
robo
tic a
rm m
ore
vers
atile
, why
do
robo
ticis
ts tr
y to
incl
ude
as fe
w d
egre
es o
f fre
edom
as th
ey c
an?
(pp.
58–
59)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
6 de
gree
s of
fr
eedo
m3
degr
ees
of
free
dom
2 de
gree
of
free
dom
hing
es
hing
e
Ball
&
Sock
et
spin
s 36
0ohi
nge
hing
es
spin
s 36
0o
(bec
ause
an
effe
ctor
is a
nyth
ing
a ro
bot u
ses t
o af
fect
the
wor
ld a
roun
d it)
(Pos
sibl
e: O
n a
cons
truc
tion
site
, it c
ould
lift
larg
e lo
ads o
f mat
eria
ls so
they
are
in a
bet
ter
loca
tion
for w
orke
rs to
use
, or h
old
heav
y bu
ildin
g m
ater
ials
in p
lace
whi
le w
orke
rs se
cure
them
; cou
ld b
e us
ed to
load
truc
ks o
r shi
ppin
g co
ntai
ners
with
frei
ght.)
(bec
ause
eac
h de
gree
of f
reed
om re
quire
s its
ow
n po
wer
and
cont
rol s
yste
ms,
whi
ch m
eans
they
mak
e th
e ro
bot m
ore
com
plic
ated
to b
uild
)
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
2 A
ctiv
ity
Shee
t
13.
Thin
k ab
out t
he d
esig
n of
the
Uni
vers
al Ja
mm
ing
Grip
per.
Why
do
you
thin
k it
is im
port
ant f
or s
cien
tists
and
desi
gner
s to
sta
rt fr
esh,
try
new
idea
s an
d w
ork
"out
side
the
box"
whe
n th
ey c
an?
(p. 5
9)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
14.
Labe
l the
follo
win
g as
eith
er in
put (
I) or
out
put (
O) f
or a
hum
an.
(p. 6
9)
____
__ a
sne
eze
____
__ h
earin
g yo
ur fa
vorit
e so
ng
____
__ t
he ta
ste
of c
hoco
late
____
__ d
anci
ng
____
__ s
eein
g a
brill
iant
sun
set
____
__ n
otic
ing
the
bath
room
floo
r is
cold
____
__ s
quin
ting
____
__ p
uttin
g yo
ur s
lippe
rs o
n
____
__ f
eelin
g an
itch
____
__ h
earin
g th
unde
r
____
__ s
crat
chin
g__
____
mov
ing
your
bik
e in
to th
e ga
rage
out
of t
he ra
in
15.
Use
the
term
s in
the
box
to h
elp
you
iden
tify
a se
nsor
that
cou
ld a
ppro
pria
tely
per
form
eac
h
func
tion.
Not
e: Y
ou w
ill u
se tw
o of
the
term
s tw
ice.
(pp
. 70–
78)
____
____
____
____
____
____
____
____
____
_tu
rn o
ff a
spac
e he
ater
whe
n it
falls
ove
r
____
____
____
____
____
____
____
____
____
_he
lp a
robo
t fin
d its
way
from
you
r hou
se to
th
e lib
rary
____
____
____
____
____
____
____
____
____
_tu
rn o
n a
batt
ery-
oper
ated
sec
urity
ligh
t whe
n th
e po
wer
goe
s ou
t
____
____
____
____
____
____
____
____
____
_m
ake
a ro
bot s
top
befo
re it
bum
ps in
to s
omet
hing
____
____
____
____
____
____
____
____
____
_au
tom
atic
ally
slo
w a
robo
t dow
n if
it ro
lls d
own
a hi
ll.
____
____
____
____
____
____
____
____
____
_m
ake
a ro
bot t
urn
off
____
____
____
____
____
____
____
____
____
_tu
rn o
n a
clos
et li
ght w
hen
you
open
the
door
____
____
____
____
____
____
____
____
____
_m
ake
auto
mat
ic s
hade
s cl
ose
whe
n it
is s
unny
____
____
____
____
____
____
____
____
____
_fin
d a
war
m b
ody
in a
dar
k ro
om
____
____
____
____
____
____
____
____
____
_m
ake
a to
y ba
ll pl
ay m
usic
whe
n it
rolls
acr
oss
the
floor
.leve
rtil
t sw
itch
phot
ores
isto
rU
V lig
ht s
enso
rso
nar/
rada
r/lid
arac
cele
rom
eter
in
frar
edG
PS
10W
eek
2 A
ctiv
ity S
heet
| 4
-Day
| C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y
(The
Uni
vers
al Ja
mm
ing
Grip
per d
oes n
ot lo
ok o
r fun
ctio
n an
ythi
ng li
ke a
hum
an h
and,
and
yet
it ca
n ha
ndle
som
e ob
-
ject
s a ro
botic
han
d m
ight
not
be
able
to h
andl
e—lik
e a
penn
y ly
ing
flat o
n a
tabl
e. B
y th
inki
ng in
a n
ew w
ay, i
ts d
evel
op-
ers w
ere
able
to a
ccom
plis
h ne
w th
ings
.)
(O)
(I) (I) (O)
(I) (O)
(I) (O)
(I) (O)
(I) (O)
(tilt
switc
h)
(GPS
)
(pho
tore
sist
or)
(son
ar/r
adar
/lida
r)
(acc
eler
omet
er)
(leve
r)
(pho
tore
sist
or)
(UV
sens
or)
(infra
red)
(tilt
switc
h)
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
10 | Week 2 | Section Two | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 2 Activity Sheet
7Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet
Robotics
1. Why are solar powered batteries a good choice for the Mars rovers? (p. 40)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Why do BEAM robots move sporadically? (p. 41)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
3. Challenge! Why is deciding upon a power source an important decision when designing a robot? (pp. 38–43)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4. Without looking at the book, match each term to the correct definition. (pp. 43–45)
______ actuator a. uses air or gases pushed through tubes to make a machine move
______ DC motor b. wheels that have interlocking teeth that transfer motion from one part of a machine to another
______ force c. an electromagnetic device that pushes a rod up and down
______ gears d. a motor with a shaft that spins around; it spins in one direction, according to the current that powers it
______ hydraulic system e. a special motor whose motion can be controlled electronically
______ pneumatic system f. the amount of force it takes to turn something
______ servo g. the part of a robot that makes it move; a type of motor
______ solenoid h. uses water or oil pushed through tubes to make a machine move
______ torque i. a push or a pull that changes an object's speed or direction
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
11
Scie
nce
H: W
eek
2 La
b A
ctiv
ity
Shee
t
Con
serv
atio
n, R
obot
ics,
and
Tec
hnol
ogy
| 4-
Day
| W
eek
2 A
ctiv
ity S
heet
—La
b
Lab:
Rob
otic
s | p
p. 3
4–35
Frub
ber
16.
Was
it e
asy
or d
iffic
ult t
o ge
t a g
ood
mix
ture
of F
rubb
er th
at w
as m
alle
able
but
not
stic
ky?
(pp.
34–
35)
Y
es
N
o
If
was
har
d at
firs
t but
you
eve
ntua
lly w
orke
d ou
t the
text
ure,
how
did
you
do
it? _
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
17.
Wou
ld y
ou c
lass
ify y
our F
rubb
er a
s a
non-
New
toni
an fl
uid
(a s
ubst
ance
that
can
hol
d its
sha
pe li
ke a
sol
id a
nd fl
ow
like
a liq
uid)
? Why
or w
hy n
ot?
(pp.
34–
35)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
18.
Why
are
non
-New
toni
an fl
uids
use
ful f
or ro
botic
ists
? (p
p. 3
3–35
)
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
(Ans
wer
s will
var
y. T
he b
ook
does
cla
ssify
the
subs
tanc
e m
ade
from
thei
r rec
ipe
as a
non
-New
toni
an fl
uid,
but
you
r stu
dent
may
hav
e ha
d a
diffe
rent
expe
rienc
e.)
(Ans
wer
will
var
y)
(sof
t rob
ots t
hat u
se th
is ty
pe o
f mat
eria
l can
sque
eze
thro
ugh
tight
spac
es, o
r the
mat
eria
l can
be
fille
d w
ith se
nsor
s to
prov
ide
skin
-like
feed
back
to th
e ro
bot)
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 2 Activity Sheet
7Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet
Robotics
1. Why are solar powered batteries a good choice for the Mars rovers? (p. 40)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Why do BEAM robots move sporadically? (p. 41)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
3. Challenge! Why is deciding upon a power source an important decision when designing a robot? (pp. 38–43)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4. Without looking at the book, match each term to the correct definition. (pp. 43–45)
______ actuator a. uses air or gases pushed through tubes to make a machine move
______ DC motor b. wheels that have interlocking teeth that transfer motion from one part of a machine to another
______ force c. an electromagnetic device that pushes a rod up and down
______ gears d. a motor with a shaft that spins around; it spins in one direction, according to the current that powers it
______ hydraulic system e. a special motor whose motion can be controlled electronically
______ pneumatic system f. the amount of force it takes to turn something
______ servo g. the part of a robot that makes it move; a type of motor
______ solenoid h. uses water or oil pushed through tubes to make a machine move
______ torque i. a push or a pull that changes an object's speed or direction
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 2 Activity Sheet
5. How does a servo differ from a DC motor? (pp. 43–44)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
If you were to build a robot, describe how you might use a DC motor and a servo.
________________________________________________________________________________________________
________________________________________________________________________________________________
6. Compare and contrast hydraulic and pneumatic systems. (pp. 44–45)
They are similar because… They are different because…
7. Why do most robots move around on wheels or tracks instead of legs? (pp. 46–47)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
8. Use a dictionary to define the words affect and effect. Use the word in a sentence. (pp. 55–56)
affect: __________________________________________________________________________________________
________________________________________________________________________________________________
effect: __________________________________________________________________________________________
________________________________________________________________________________________________
Challenge! Why do you think the tool on a robot is called an "effector" instead of an "affector"? _________________
________________________________________________________________________________________________
________________________________________________________________________________________________
8 Week 2 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 2 Activity Sheet
9Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet
9. Why can a robot's effector be anything from a light to a vacuum to a rock grinder? (pp. 55–56)
________________________________________________________________________________________________
________________________________________________________________________________________________
10. Challenge! Based on its description in the book, how could an exoskeleton be put
to use practically? (p. 57)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
11. Draw arrows by the models of robotic arms to show the directions it can move, based on the provided degrees of
freedom. Tip: Twisting is 1 degree of freedom; ball and socket joints provide 3 total degrees of freedom. (p. 58)
For extra credit: Use Lego® blocks or another building toy to construct an example of an arm with 4 degrees of
freedom!
12. If degrees of freedom make a robotic arm more versatile, why do roboticists try to include as few degrees of freedom
as they can? (pp. 58–59)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
6 degrees of freedom
3 degrees of freedom
2 degree of freedom
hinges
hinge
Ball & Socket
spins 360o hinge
hinges
spins 360o
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 2 Activity Sheet
5. How does a servo differ from a DC motor? (pp. 43–44)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
If you were to build a robot, describe how you might use a DC motor and a servo.
________________________________________________________________________________________________
________________________________________________________________________________________________
6. Compare and contrast hydraulic and pneumatic systems. (pp. 44–45)
They are similar because… They are different because…
7. Why do most robots move around on wheels or tracks instead of legs? (pp. 46–47)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
8. Use a dictionary to define the words affect and effect. Use the word in a sentence. (pp. 55–56)
affect: __________________________________________________________________________________________
________________________________________________________________________________________________
effect: __________________________________________________________________________________________
________________________________________________________________________________________________
Challenge! Why do you think the tool on a robot is called an "effector" instead of an "affector"? _________________
________________________________________________________________________________________________
________________________________________________________________________________________________
8 Week 2 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Science H: Week 2 Activity Sheet
9Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet
9. Why can a robot's effector be anything from a light to a vacuum to a rock grinder? (pp. 55–56)
________________________________________________________________________________________________
________________________________________________________________________________________________
10. Challenge! Based on its description in the book, how could an exoskeleton be put
to use practically? (p. 57)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________________________________
11. Draw arrows by the models of robotic arms to show the directions it can move, based on the provided degrees of
freedom. Tip: Twisting is 1 degree of freedom; ball and socket joints provide 3 total degrees of freedom. (p. 58)
For extra credit: Use Lego® blocks or another building toy to construct an example of an arm with 4 degrees of
freedom!
12. If degrees of freedom make a robotic arm more versatile, why do roboticists try to include as few degrees of freedom
as they can? (pp. 58–59)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
6 degrees of freedom
3 degrees of freedom
2 degree of freedom
hinges
hinge
Ball & Socket
spins 360o hinge
hinges
spins 360o
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 2 Activity Sheet
13. Think about the design of the Universal Jamming Gripper. Why do you think it is important for scientists and
designers to start fresh, try new ideas and work "outside the box" when they can? (p. 59)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
14. Label the following as either input (I) or output (O) for a human. (p. 69)
______ a sneeze ______ hearing your favorite song
______ the taste of chocolate ______ dancing
______ seeing a brilliant sunset ______ noticing the bathroom floor is cold
______ squinting ______ putting your slippers on
______ feeling an itch ______ hearing thunder
______ scratching ______ moving your bike into the garage out of the rain
15. Use the terms in the box to help you identify a sensor that could appropriately perform each
function. Note: You will use two of the terms twice. (pp. 70–78)
_____________________________________ turn off a space heater when it falls over
_____________________________________ help a robot find its way from your house to the library
_____________________________________ turn on a battery-operated security light when the power goes out
_____________________________________ make a robot stop before it bumps into something
_____________________________________ automatically slow a robot down if it rolls down a hill.
_____________________________________ make a robot turn off
_____________________________________ turn on a closet light when you open the door
_____________________________________ make automatic shades close when it is sunny
_____________________________________ find a warm body in a dark room
_____________________________________ make a toy ball play music when it rolls across the floor.
levertilt switch
photoresistorUV light sensor
sonar/radar/lidaraccelerometer
infraredGPS
10 Week 2 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
11
Science H: Week 2 Lab Activity Sheet
Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet—Lab
Lab: Robotics | pp. 34–35
Frubber
16. Was it easy or difficult to get a good mixture of Frubber that was malleable but not sticky? (pp. 34–35) Yes No
If was hard at first but you eventually worked out the texture, how did you do it? _____________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
17. Would you classify your Frubber as a non-Newtonian fluid (a substance that can hold its shape like a solid and flow
like a liquid)? Why or why not? (pp. 34–35)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
18. Why are non-Newtonian fluids useful for roboticists? (pp. 33–35)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 2 Activity Sheet
13. Think about the design of the Universal Jamming Gripper. Why do you think it is important for scientists and
designers to start fresh, try new ideas and work "outside the box" when they can? (p. 59)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
14. Label the following as either input (I) or output (O) for a human. (p. 69)
______ a sneeze ______ hearing your favorite song
______ the taste of chocolate ______ dancing
______ seeing a brilliant sunset ______ noticing the bathroom floor is cold
______ squinting ______ putting your slippers on
______ feeling an itch ______ hearing thunder
______ scratching ______ moving your bike into the garage out of the rain
15. Use the terms in the box to help you identify a sensor that could appropriately perform each
function. Note: You will use two of the terms twice. (pp. 70–78)
_____________________________________ turn off a space heater when it falls over
_____________________________________ help a robot find its way from your house to the library
_____________________________________ turn on a battery-operated security light when the power goes out
_____________________________________ make a robot stop before it bumps into something
_____________________________________ automatically slow a robot down if it rolls down a hill.
_____________________________________ make a robot turn off
_____________________________________ turn on a closet light when you open the door
_____________________________________ make automatic shades close when it is sunny
_____________________________________ find a warm body in a dark room
_____________________________________ make a toy ball play music when it rolls across the floor.
levertilt switch
photoresistorUV light sensor
sonar/radar/lidaraccelerometer
infraredGPS
10 Week 2 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
11
Science H: Week 2 Lab Activity Sheet
Conservation, Robotics, and Technology | 4-Day | Week 2 Activity Sheet—Lab
Lab: Robotics | pp. 34–35
Frubber
16. Was it easy or difficult to get a good mixture of Frubber that was malleable but not sticky? (pp. 34–35) Yes No
If was hard at first but you eventually worked out the texture, how did you do it? _____________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
17. Would you classify your Frubber as a non-Newtonian fluid (a substance that can hold its shape like a solid and flow
like a liquid)? Why or why not? (pp. 34–35)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
18. Why are non-Newtonian fluids useful for roboticists? (pp. 33–35)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 3 | 11
N Parental Notes
Level H: Science
This page intentionally left blank.
Week Overview
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
RoboticsDay
9 Chapter 6 pp. 85–93
Coding Websites
For two websites that let students practice basic coding on their own, visit our IG links web page. The first site allows them to try coding in Logo on their own, and the second lets them try out basic programming conditional statements, subroutines and loops.
You may find the first website suggestion helpful as you check your students’ coding work later on.
Day
12 Lab pp. 48–49
We recommend the following tips when doing this experiment:
• Step 4: Make sure the glue has dried before putting pressure on the motor shaft.
• Step 6: When connecting the wires: carefully strip about 1/2 inch of plastic coating from the end of each wire using a wire stripper or scissors. Then, set the black wires parallel to each other to twist the exposed wire and tape securely. Repeat with the red wires; gently pull the solar panel wires towards the center of the panel and glue the wires so they hang down from the middle of the panel. Be care-ful not to break the connection to the end of the solar panel. Tuck all the wires inside the dome and balance the panel over the dome opening. When the solar panel is centered and balanced, glue it in place; The WobbleBot works best on smooth sur-faces and in bright sunlight. n
Days 9–12: Date: _______ to _______
Week 3Date: Day 9 Day 10 Day 11 Day 12
Robotics chap. 6 pp. 85–93N
chap. 7 pp. 104–110
chap. 7 pp. 111–113
Lab pp. 48–49N
Activity Sheet Questions #1–5 #6–9 #10 #11–13
Supplies We provide: HSK— shorter DC motor with wires, solar panel, recycled CD or DVD, electrical tape, clear dome from drink cup.You provide: pencil with eraser, tape, scissors, hot glue gun, cookie sheet.
Shopping/Planning List For next week: super strong disk magnet (optional), scissors, flat head nail (thin enough to fit in straw, optional).
Additional Subjects:
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
12 | Week 3 | Section Two | Conservation, Robotics, and Technology
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
Scie
nce
H: W
eek
3 A
ctiv
ity
Shee
t
13C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y |
4-D
ay |
Wee
k 3
Act
ivity
She
et
Robo
tics
1.
Why
was
the
inno
vatio
n of
sili
con
so im
port
ant f
or th
e ad
vanc
emen
t of m
oder
n co
mpu
ters
(and
oth
er te
chno
logy
)? (
p. 8
6)
_
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___
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___
_
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____
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___
2.
Why
doe
s th
e sm
all s
ize
of a
mic
ropr
oces
sor h
elp
to m
ake
it fu
nctio
n m
ore
quic
kly?
(p.
86)
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____
___
3.
Why
can
't ro
bots
func
tion
com
plet
ely
with
onl
y vi
rtua
l (In
tern
et-b
ased
) con
trol
lers
? (p
. 87)
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4.
If w
e si
mpl
ify th
e id
ea o
f com
pute
r mem
ory
to “a
mat
rix o
f on/
off s
witc
hes,”
why
doe
s th
e bi
nary
sys
tem
for s
torin
g
data
mak
e se
nse?
(p.
89)
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___
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___
5.
Follo
w th
e st
ruct
ure
in th
e bo
ok to
writ
e a
basi
c pr
ogra
mm
ing
loop
that
use
s an
if-t
hen-
else
sta
tem
ent t
o pr
ogra
m a
robo
t to
sort
all
of th
e pe
as o
ut o
f a b
owl o
f mix
ed v
eget
able
s th
at c
onta
ins
corn
, pea
s an
d be
ans.
(pp.
90–
92)
W
HIL
E: __
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IF
: __
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Then
: __
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Else
: __
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____
EN
D IF
; EN
D W
HIL
E.
(bec
ause
it it
smal
l, th
e di
stan
ce e
lect
ric c
urre
nt h
as to
trav
el b
etw
een
com
pone
nts i
s tin
y, w
hich
mea
ns th
e cu
rren
ts ca
n
open
and
clo
se th
e tr
ansi
stor
"sw
itche
s" a
t inc
redi
ble
spee
ds)
(robo
ts st
ill n
eed
som
e on
boar
d co
ntro
llers
for p
ract
ical
reas
ons,
like
avoi
ding
obj
ects
in it
s pat
h)
(sili
con
acts
as a
sem
icon
duct
or th
at ca
n va
ry th
e am
ount
of e
lect
rical
cha
rge,
and
is m
uch
easi
er to
use
than
a v
acuu
m tu
be, a
nd m
uch
less
bre
akab
le. T
oday
, mill
ions
of t
rans
isto
rs ca
n
be p
rinte
d on
smal
l squ
ares
of s
ilico
n to
cre
ate
com
pute
r chi
ps. T
hese
chi
ps a
re c
heap
and
com
pact
, whi
ch m
eans
they
can
be u
sed
in a
ll sh
apes
and
size
s of e
lect
roni
cs)
(the
very
tiny
"sw
itche
s" in
com
pute
r mem
ory
only
hav
e tw
o se
ttin
gs. O
n, o
r off.
So,
the
bina
ry sy
stem
[1's
(on)
, and
0's
(off
)] is
all
that
is n
eede
d)
(P
ossi
ble:
the
num
ber o
f veg
etab
les i
n th
e bo
wl i
s 1 o
r mor
e, p
ick
up 1
veg
etab
le)
(th
e ve
geta
ble
is a
pea
)
(p
ut it
in th
e bo
wl o
n th
e rig
ht)
(p
ut it
in th
e bo
wl o
n th
e le
ft)
©2019 by Sonlight Curriculum, Ltd. All rights reserved.Sc
ienc
e H
: Wee
k 3
Act
ivit
y Sh
eet
6.
How
is th
e sc
ienc
e of
Art
ifici
al In
telli
genc
e di
ffere
nt th
an m
ost b
asic
com
pute
r pro
gram
s? (
p. 1
05)
_
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___
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___
_
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____
____
___
7.
Why
is a
CA
PTCH
A te
st li
ke a
reve
rse
Turin
g te
st?
(p. 1
05)
_
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___
_
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___
_
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___
8.
Des
crib
e so
me
of th
e w
ays
com
pute
rs c
an le
arn.
(pp
. 106
–107
)
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___
_
____
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___
W
hy d
o yo
u th
ink
Art
ifici
al In
telli
genc
e re
sear
cher
s tr
y to
des
ign
prog
ram
s th
at c
an le
arn?
(p.
107
)
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___
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___
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____
___
9.
Why
are
soc
ial r
obot
s us
eful
? (p
p. 1
07–1
10)
_
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___
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___
_
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___
10.
Wha
t do
you
thin
k ab
out t
he d
iscu
ssio
n of
robo
t eth
ics?
Sho
uld
robo
ts b
e pr
ogra
mm
ed to
adh
ere
to c
erta
in la
ws?
Shou
ld th
ey fi
ll ro
les
that
cau
se p
eopl
e to
car
e ab
out t
hem
, eve
n if
they
cou
ld p
oten
tially
hur
t a h
uman
's fe
elin
gs?
Why
? (p
p. 1
11–1
12)
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14W
eek
3 A
ctiv
ity S
heet
| 4
-Day
| C
onse
rvat
ion,
Rob
otic
s, a
nd T
echn
olog
y
(bas
ic co
mpu
ters
still
nee
d pe
ople
to te
ll th
em w
hat t
o do
. The
goa
l of a
rtifi
cial
inte
llige
nce
is to
mak
e co
mpu
ters
smar
t
enou
gh to
mak
e de
cisi
ons f
or th
emse
lves
with
out h
uman
inte
ract
ion)
(A Tu
ring
test
is a
serie
s of q
uest
ions
that
trie
s to
dete
rmin
e if
a co
mpu
ter c
an th
ink
like
a hu
man
bei
ng. C
APTC
HA
test
s are
use
d to
pro
ve th
at so
meo
ne e
nter
ing
data
is a
hum
an a
nd n
ot a
noth
er co
mpu
ter—
whi
ch is
just
the
oppo
site
.)
(by
peop
le c
hang
ing
thei
r pro
gram
min
g; b
y ob
serv
ing
hum
ans,
dete
rmin
ing
patt
erns
in h
uman
beh
avio
r and
copy
ing
them
; by
colle
ctin
g in
form
atio
n ab
out t
he u
ser t
o ap
ply
to fu
ture
situ
atio
ns)
(Pos
sibl
e: T
hey
don'
t hav
e to
teac
h a
com
pute
r eve
ryth
ing
it kn
ows t
hat w
ay; t
he co
mpu
ter c
an "g
row
smar
ter"
inde
pen-
dent
ly; t
he co
mpu
ter c
an b
ecom
e m
ore
spec
ializ
ed fo
r its
spec
ific
role
if it
can
lear
n fro
m si
tuat
ions
it is
exp
osed
to; e
tc.)
(man
y re
sear
cher
s bel
ieve
that
robo
ts th
at h
ave
pers
onal
ity a
nd sh
ow fe
elin
gs a
re e
asie
r for
hum
ans t
o w
ork
with
;
they
've
been
show
n ca
pabl
e of
che
erin
g pe
ople
up
the
way
ani
mal
s do,
and
coul
d ac
t as a
pet
for s
omeo
ne w
ho co
uldn
't
care
for a
real
pet
; cou
ld h
elp
child
ren
lear
n ne
w w
ords
; hel
p au
tistic
chi
ldre
n le
arn
to in
tera
ct b
ette
r with
oth
ers)
(A
nsw
ers w
ill v
ary.
)
©20
19 b
y So
nlig
ht C
urric
ulum
, Ltd
. All
right
s re
serv
ed.
Conservation, Robotics, and Technology | Section Two | Week 3 | 13
©2019 by Sonlight Curriculum, Ltd. All rights reserved.
15
Scie
nce
H: W
eek
3 La
b A
ctiv
ity
Shee
t
Con
serv
atio
n, R
obot
ics,
and
Tec
hnol
ogy
| 4-
Day
| W
eek
3 A
ctiv
ity S
heet
—La
b
Lab:
Rob
otic
s | p
p. 4
8–49
Beam
-Typ
e So
lar W
obbl
ebot
11.
Did
you
r Wob
bleb
ot w
ork
as in
dica
ted
the
first
tim
e? (p
p. 4
8–49
) Ye
s N
o
Ei
ther
way
, whi
ch m
odifi
catio
ns w
ould
you
mak
e to
the
desi
gn to
mak
e it
bett
er o
r mor
e in
tere
stin
g?
_
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____
____
____
____
____
____
____
___
_
____
____
____
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____
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___
12.
Try
runn
ing
the
Wob
bleb
ot w
ith a
brig
ht a
rtifi
cial
ligh
t and
with
brig
ht s
unsh
ine.
Whi
ch w
orks
bet
ter?
(pp.
48–
49)
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___
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____
____
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____
____
____
____
____
___
W
hy d
o yo
u th
ink
this
is tr
ue?
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obbl
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and
writ
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here
(pp.
48–
49):
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(Ans
wer
s will
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(Ans
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s will
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(Ans
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(Ans
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Science H: Week 3 Activity Sheet
13Conservation, Robotics, and Technology | 4-Day | Week 3 Activity Sheet
Robotics
1. Why was the innovation of silicon so important for the advancement of modern computers
(and other technology)? (p. 86)
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2. Why does the small size of a microprocessor help to make it function more quickly? (p. 86)
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3. Why can't robots function completely with only virtual (Internet-based) controllers? (p. 87)
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4. If we simplify the idea of computer memory to “a matrix of on/off switches,” why does the binary system for storing
data make sense? (p. 89)
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5. Follow the structure in the book to write a basic programming loop that uses an if-then-else statement to program a
robot to sort all of the peas out of a bowl of mixed vegetables that contains corn, peas and beans. (pp. 90–92)
WHILE: __________________________________________________________________________________________
IF: _____________________________________________________________________________________________
Then: _________________________________________________________________________________________
Else: __________________________________________________________________________________________
END IF; END WHILE.
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 3 Activity Sheet
6. How is the science of Artificial Intelligence different than most basic computer programs? (p. 105)
________________________________________________________________________________________________
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7. Why is a CAPTCHA test like a reverse Turing test? (p. 105)
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8. Describe some of the ways computers can learn. (pp. 106–107)
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Why do you think Artificial Intelligence researchers try to design programs that can learn? (p. 107)
________________________________________________________________________________________________
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9. Why are social robots useful? (pp. 107–110)
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10. What do you think about the discussion of robot ethics? Should robots be programmed to adhere to certain laws?
Should they fill roles that cause people to care about them, even if they could potentially hurt a human's feelings?
Why? (pp. 111–112) _______________________________________________________________________________
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14 Week 3 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
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Science H: Week 3 Lab Activity Sheet
Conservation, Robotics, and Technology | 4-Day | Week 3 Activity Sheet—Lab
Lab: Robotics | pp. 48–49
Beam-Type Solar Wobblebot
11. Did your Wobblebot work as indicated the first time? (pp. 48–49) Yes No
Either way, which modifications would you make to the design to make it better or more interesting?
________________________________________________________________________________________________
________________________________________________________________________________________________
12. Try running the Wobblebot with a bright artificial light and with bright sunshine. Which works better? (pp. 48–49)
________________________________________________________________________________________________
________________________________________________________________________________________________
Why do you think this is true? _______________________________________________________________________
________________________________________________________________________________________________
13. Use your imagination to think of one practical use for a Wobblebot and write it here (pp. 48–49):
________________________________________________________________________________________________
________________________________________________________________________________________________
©2019 by Sonlight Curriculum
, Ltd. All rights reserved.
Science H: Week 3 Activity Sheet
6. How is the science of Artificial Intelligence different than most basic computer programs? (p. 105)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
7. Why is a CAPTCHA test like a reverse Turing test? (p. 105)
_____________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
8. Describe some of the ways computers can learn. (pp. 106–107)
________________________________________________________________________________________________
________________________________________________________________________________________________
Why do you think Artificial Intelligence researchers try to design programs that can learn? (p. 107)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
9. Why are social robots useful? (pp. 107–110)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
10. What do you think about the discussion of robot ethics? Should robots be programmed to adhere to certain laws?
Should they fill roles that cause people to care about them, even if they could potentially hurt a human's feelings?
Why? (pp. 111–112) _______________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
14 Week 3 Activity Sheet | 4-Day | Conservation, Robotics, and Technology
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Science H: Week 3 Lab Activity Sheet
Conservation, Robotics, and Technology | 4-Day | Week 3 Activity Sheet—Lab
Lab: Robotics | pp. 48–49
Beam-Type Solar Wobblebot
11. Did your Wobblebot work as indicated the first time? (pp. 48–49) Yes No
Either way, which modifications would you make to the design to make it better or more interesting?
________________________________________________________________________________________________
________________________________________________________________________________________________
12. Try running the Wobblebot with a bright artificial light and with bright sunshine. Which works better? (pp. 48–49)
________________________________________________________________________________________________
________________________________________________________________________________________________
Why do you think this is true? _______________________________________________________________________
________________________________________________________________________________________________
13. Use your imagination to think of one practical use for a Wobblebot and write it here (pp. 48–49):
________________________________________________________________________________________________
________________________________________________________________________________________________
Section ThreeInstructor’s Guide Resources
Conservation, Robotics, and Technology | Section Three | 1
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Recommendations for Teaching Science
Science 7 | Section Three | Instructor’s Guide Resources | 1
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You will need to provide your children with a significant amount of help—in reading the books, working through the Activity Sheets, and preparing for the experiments.
You will help your children immensely by taking a few extra minutes to explain any new ideas.
One note about the science vocabulary. Again, we are not looking for mastery here. Not this year, certainly! We are only interested in familiarity.
Please don’t torture your children with high expectations! If your children can simply answer some of your questions at the end of the day, we think you should be thrilled. While mastery of the vocabulary we have placed in this program might be appropriate for older students, it is wholly inappropriate for our intended audience here. Children will gain mastery of the vocabulary through repeated contact over the years to come.
We want your children to remember what they have learned (because they can’t help it; because they want to!); we don’t want them merely to memorize what they are supposed to learn (so they can pass a test).1 Let your chil-dren relax! They will have many, many opportunities in the years to come (especially if they continue to use Sonlight) to master the vocabulary being introduced this year.
After the scientific readings, there are the science ex-periments. We do not intend that your children should do these on their own. We expect that you will need to take the time to ensure that your children understand what they are trying to accomplish and how they are to achieve those results. You should also take care to ensure that they have the materials necessary to do the experiments.
As we put this Science curriculum together, we deliber-ately included a lot of experiments—many more than you would likely find in any “normal” classroom setting. We did this because:
1. Children understand and remember far betterwhat they have actually seen and done thanwhat they have merely heard about. So we haveincluded a variety of science experiments.
2. Certain skills and physical abilities are developedsimply by doing things … and by observingsomeone else (you) do them as well. As you dem-onstrate care in reading and following directions,recording data, etc., your children learn to follow
1. Have you ever noticed how many lines from a movie your kids remember after only one viewing? This is part of our philosophy, goal, and approach with Sonlight. Make the “learning experience” so enjoyable that parents and kids can’t help but remember… . Rather than placing classroom-style vocabulary tests in front of your children—tests that seem designed from the start to show how bad a student must be (“You missed that one!”); let’s give our children the opportunity to show how amazing they are: “Look how much you learned on only one reading!” Let us be amazed, too. And then let us think: “How much more, my children, you will learn over the years to come as you read more books and do more experiments that will deal with these same topics!”
your lead. An attitude of success—”Sure. We can do this!”—rubs off as well. These cannot be taught simply by reading books; they have to be modeled.
3. Doing a scientific experiment can be great fun,especially if you have the appropriate materialscollected in advance. In fact, experiments are oftenso much fun, you’ll be hard-pressed to get yourchildren to stop them once they have begun.
Student Activity Sheets
After the notes for each week, you will find Activity Sheets to reinforce what you are teaching and engage your student. The questions coordinate with what you are reading and each activity is assigned on the schedule page.
It is not necessary to complete every activity provided. These are merely suggestions and you, as the teacher, can determine which are best suited for your children. You will find a variety of activities included in the Activity Sheets that are designed to draw on different skills and interests.
We have also included corresponding Instructions and Answer Key pages for all activities. You may want to file the Activity Sheets in a separate binder for your student’s use.
Note
1. Please be aware that some of your books may implythat an experiment will knock your socks off: theresults will be “bigger than life.” The reality, we’vefound, is rarely so exciting. Often what you should belooking for is a very small change. The experimentssuggested in your books are basic ideas. Try them;improve them! If you figure something out that worksbetter than the instructions in your book, please tellus! Some experiments work every time, some maytake several tries. Even the most famous scientistshave had to try the same (or similar) experiments overand over. If an experiment does not work the firsttime, please try again. n
Recommendations for Teaching Science
Conservation, Robotics, and Technology | Section Three | 3
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Science H—Weekly Subject List
Week Subject1 robots: robot development/robot bodies
2 robots: moving robots/robotic action/robotic sensors/robot skin
3 robots: robotic thinking/future of robots/robots vs. humans
4 technology: smoke/toilet/bed/HDTV/boiler/turbine/recycle/bioplastic/hydroponics
5 technology: supermarket/shampoo/retina/timepieces/laptop/mouse/wifi toy/e-book/bluetooth
6 technology: petcam/head up/convergence/e-voting/supercomputer/seti/game console/simulators/second life
7 technology: scan/music/roller coaster/x-sports/flybar/gekkomat/bodyflight/hawk-eye/robots
8 technology lego/cube/formula 1/converter/robot car/road/catseyes/venture one/segway
9 technology: ultra/watercraft/flip ship/jet ski/sail rocket/glider/flight/aerobatics/helicopter
10 technology: sneakers/escalator/vomit comet/mars rover/space probes/solar sail/space ship/telescope/space station
11 technology: explorers/oil rig/binoculars/night vision/microscope/weather balloon/atlas/neutrino tank/fusion reactor
12 technology: concrete/building blocks/drill/viaduct/designs/eden/falkirk wheel
13 technology: skywalk/big builds/mass damper/power tower/stadium roof/micro machines/laser/money
14 technology: biometric ID/airport security/spy/datadot/stealth/ejector seat/kevlar/hard wear/rebreather
15 technology: fire extinguisher/eyewear/lifestraw/shelters/lighthouse/tsunami alert/flood barrier
16 engineering: canal and dam engineering/physics of canals
17 engineering: amazing canals/canal catastrophes
18 engineering: physics of dams/amazing dams/dam disasters
19 energy: electricity/hydrogen
20 energy: petroleum/natural gas/coal/nuclear power
21 energy: wind power/hydropower/solar power
22 energy: biomass/future of energy
23 Industrial Revolution: textiles/industrial revolution comes to America
24 Industrial Revolution: labor unions/transportation in the future/communication
25 Industrial Revolution: Edison and electricity/captains of industry/20th century industry
26 Earth Science: biomes/air/water
27 Earth Science: sun/life on earth/pollution
28 Earth Science: global warming and ozone/nature at risk/recycling and balance
29 Earth Science—conservation: garbage quantity/garbage history
30 Earth Science—conservation: where does trash go/hazardous waste/reducing garbage
31 Earth Science—conservation: reuse/recycle/rethink
32 Earth Science—climate: weather/climate change/sun/atmosphere/greenhouse gasses and effect
33 Earth Science—climate: global warming/climate zones/local climates/water/oceans/currents/clouds
34 Earth Science—climate: clouds and wind/air/wind/fronts/extreme weather
35 Earth Science—climate: weather study/forecast/change in weather/weather journal
36 Earth Science—climate: icy earth/life impact/conservation/alternative energy/future climate change/weather journal