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Cue robots (1 per pair)
tablets or compatible devices (1 per pair)
any stationary object heavier than Cue (e.g., chair, retort stand; 1 per pair)
3 pieces of cut string, approx. 50 cm, 100 cm, and 150 cm long (1 set per pair)
spring scales (1 per pair)
Building Brick Connectors (2 per group)
LEGO bricks (2 per group)
Variables Affecting Gravity worksheet (1 per pair)
Before this lesson, it is recommended that students:
Have a basic understanding of gravity and its effect on objects on earth.
Practice programming loops and events in the Cue app.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
1. Say, “A force is a push or a pull. For example, in a game of tug of war, when two teams are pulling against each other.”
2. Ask, “What force holds the solar system together?” (Sample response: “The solar system is held together by gravity.”)
Ask, “What is gravity?” (Sample response: “Gravity is the force experienced between any two objects made of matter.”)
3. Discuss what variables affect gravity. Encourage students to provide examples from their daily life. (Sample response: “Gravity is affected by mass. For example, a bowling ball makes a louder thud than a baseball when it gets dropped on the floor.”)
Watch this video about Gravity and Planetary Motion explaining how distance and mass both affect the force of gravity.
Reinforce that both distance and mass are variables that affect gravity.
Say, “A portion of code can be repeated multiple times by using a loop. A while loop checks a condition before executing code each time. A repeat block repeats code a set number of times.”
Ask, “What are some reasons the robot might break out of a loop?” (Sample response: “The robot may sense something in its path or complete the action as many times as was required.”)
Explain the goal of the lesson: Say, “Today, you will program Cue to be like a satellite orbiting a planet. Cue is affected by gravity, which will be represented as a string tied between the satellite and the planet. We will use this model to see what variables affect gravity.”
1. Say, “The force of gravity is proportional to mass and inversely proportional to distance squared. This means that as the distance gets larger, the force of gravity gets smaller, and as the mass gets larger, the force gets larger.”
2. Say, “The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.”
3. Project the following NASA infographic and discuss how gravity played a role in distinct stages during the formation of the solar system:
Pulling together a cloud of gas and dust. After an explosion of a nearby star in the solar system, a cloud of gas and dust began to spin and collapse together.
Nuclear fusion of hydrogen into helium. Particles of hydrogen were fused together into helium atoms.
Formation of planets. Some particles formed clumps that got bigger as more clumps fused together. These eventually formed planets and moons.
4. Have students form pairs.
Distribute robots, devices, chairs (or other heavy objects), spring scales, and strings.
Instruct the students to take the smallest of the three strings and tie one end around Cue and the other around the spring scale. The spring scale should then be attached to the chair.
Say, “The chair is much heavier than Cue and will act as a planet. Cue will act as a satellite orbiting around the planet. The string will act as gravity between the satellite and the planet. The spring scale will be used to measure the force of tension in the string, or in other words, the force of gravity.”
5. Say, “The objective is to build a program that realistically makes our ‘satellite’ orbit our ‘planet.’”
Discuss why loops and events could be helpful in students’ programs.
Say, “A loop repeats similar motions in succession. For example, a satellite that is orbiting around earth will have a continuous circular trajectory. This can be achieved using multiple move blocks in a loop.”
Say, “An event can sense objects in front of Cue and take immediate action. For example, a satellite may encounter an obstacle and take action to avoid it.”
6. Project your device’s screen and open the Cue app.
Select the Code with Block & JavaScriptⓇ section.
Ask, “What are some blocks that could be looped to make Cue move around the Earth in the desired motion?” (Sample response: “Move distance, turn angle, and set wheel speed blocks.”)
Have students help you program. Test different shapes of orbits and the effect they have on the force read on the spring scale.
Sample Program:
7. Test and run your program.
Ask, “What variables can be changed in the code above?” (Sample response: “We can change the distance and speed of each side, as well as the turn angle.”)
Fix and retest.
Stress the importance of testing, fixing, and retesting.
How will you program loops in your program? (Sample response: “We will program loops to repeat the rotation of the satellite, Cue, around the planet.”)
How will you use events in your program? (Sample response: “We will program event blocks to avoid other obstacles that the satellite may encounter.”)
1. Give each pair as Variables Affecting Gravity worksheet and two Building Brick Connectors.
2. Say, “We will observe how both distance and mass change the force of gravity. The distance will be changed by the distance of the string. The mass will be adjusted by adding LEGO bricks.”
3. Once the students have created programs for a clear orbit, encourage them to change each of the variables mentioned above and record the force shown on the spring scale in the appropriate boxes on their worksheet.
Have students change the distance by using strings of different lengths.
Have students change the mass by attaching one and then two LEGO bricks to Cue.
4. Guide each group to make conclusions about how mass and distance affect the role of gravity in this model. Also discuss the limitations of this model.
Ask, “What happens to the force of gravity as the distance increases?” (Sample response: “The force of gravity decreases.”)
Ask, “What happens to the force of gravity as the mass increases?” (Sample response: “The force of gravity increases.”)
Have students program their robots to avoid obstacles in the orbit’s path using event blocks.
What two factors affect gravity and what is the relationship between those factors?
Did this model accurately convey the role of gravity between two objects? Why or why not?
How could the model be improved?
Use our Evaluation Rubric to review students’ work and presentations.
[Optional] Share your students’ work with the world using @logicsacademy and #Cue
MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
CCSS.MATH.CONTENT.6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
1B-AP-08: Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
2-AP-17: Systematically test and refine programs using a range of test cases.
1A: Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
1B: Build networks and customize their learning environments in ways that support the learning process.
1C: Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
4D: Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
5A: Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5C: Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
6C: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
7A: Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7C: Contribute constructively to project teams, assuming various roles and responses.
SCIENCE INQUIRY
Students will:
identify one or more ways of finding answers to given questions
identify variables: identify the variable to be manipulated, identify variables to be held constant, identify the variable that will be observed (responding variable)
select appropriate materials and identify how they will be used
modify the procedures as needed
work individually or cooperatively in planning and carrying out procedures
PROBLEM SOLVING THROUGH TECHNOLOGY
General Learner Expectations:
6–3 Design and carry out an investigation of a practical problem, and develop a possible solution.
Students will:
communicate effectively with group members in sharing and evaluating ideas, and assessing progress
evaluate procedures used and identify possible improvements
evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. Example criteria include: effectiveness—Does it work?; reliability—Does it work every time; durability—Does it stand up to repeated use?; effort—Is it easy to construct? Is it easy to use?
SKY SCIENCE
General Learner Expectations:
6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
Students will:
10. Recognize that not only Earth, but other planets, have moons; and identify examples of similarities and differences in the characteristics of those moons.
11. Identify technologies and procedures by which knowledge, about planets and other objects in the night sky, has been gathered.
12. Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universe.
CTF is planning, creating, appraising and communicating in response to challenges.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
I solve problems in response to challenges.
I create products, performances or services in response to challenges.
I appraise the skills, knowledge and technologies used to respond to challenges.
I communicate my learning.
CTF is working independently and with others while exploring careers and technology.
I determine how my actions affect learning.
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Questioning and Predicting:
Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
Make observations in familiar or unfamiliar contexts
Planning and Conducting:
With support, plan appropriate investigations to answer their questions or solve problems they have identified
Use equipment and materials safely, identifying potential risks
Processing and Analyzing Data and Information:
Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data
Identify patterns and connections in data
Compare data with predictions and develop explanations for results
Demonstrate an openness to new ideas and consideration of alternatives
Communicating:
Communicate ideas, explanations, and processes in a variety of ways
Express and reflect on personal, shared, or others’ experiences of place
force of gravity
the overall scale, structure, and age of the universe
the position, motion, and components of our solar system in our galaxy
Applied Technologies:
- Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
- Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use.
- Identify how the land, natural resources, and culture influence the development and use of tools and technologies.
Appreciation of Science
422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
Interest in Science
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues
Scientific Inquiry
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
431 work collaboratively in carrying out investigations, as well as in generating and evaluating ideas
select and use tools in building models of the solar system that show approximate relative size of the planets and sun, and the approximate relative orbits of the planets around the sun (205-2)
describe the physical characteristics of components of the solar system (104-8, 300-23)
Appreciation of Science
422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
Interest in Science
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues
Scientific Inquiry
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
431 work collaboratively in carrying out investigations, as well as in generating and evaluating ideas
Appreciation of Science
422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
Interest in Science
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues
Scientific Inquiry
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
431 work collaboratively in carrying out investigations, as well as in generating and evaluating ideas
2.2 use technological problem-solving skills to design, build, and test devices (e.g., a sundial, a model of the earth’s rotation around the sun) for investigating the motions of different bodies in the solar system
2.4 use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral and written communication
3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures
C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves events influenced by a defined count and/or sub-program and other control structures
C3.2 read and alter existing code, including code that involves events influenced by a defined count and/or sub-program and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions
C3.2 read and alter existing code involving the analysis of data in order to inform and communicate decisions, and describe how changes to the code affect the outcomes and the efficiency of the code
Initiating and Planning
with support (e.g., as a class or in small groups), generates a list of possible solutions to a practical problem and determines which are realistic in the classroom and/or the real world
outlines (individually or in small groups) the steps of a plan, including labelled drawings and/or diagrams, to solve the problem
establishing general criteria for evaluating objects or devices designed to solve the problem
Performing and Recording
carries out the pre-determined plan (individually or in pairs or small groups)
designs, builds, and tests (on the basis of pre-determined criteria) a device or an object to solve the problem
Analyzing and Interpreting
identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes
Communicating
describes orally, and/or using drawings, pictures, and/or simple sentences, the problem and how he or she solved it
Create scale-distance and/or scale-size models to represent the major components of the solar system.
Initiating and Planning
with support (e.g., as a class or in small groups), generates a list of possible solutions to a practical problem and determines which are realistic in the classroom and/or the real world
outlines (individually or in small groups) the steps of a plan, including labelled drawings and/or diagrams, to solve the problem
establishing general criteria for evaluating objects or devices designed to solve the problem
Performing and Recording
carries out the pre-determined plan (individually or in pairs or small groups)
designs, builds, and tests (on the basis of pre-determined criteria) a device or an object to solve the problem
Analyzing and Interpreting
identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes
Communicating
describes orally, and/or using drawings, pictures, and/or simple sentences, the problem and how he or she solved it
Initiating and Planning
with support (e.g., as a class or in small groups), generates a list of possible solutions to a practical problem and determines which are realistic in the classroom and/or the real world
outlines (individually or in small groups) the steps of a plan, including labelled drawings and/or diagrams, to solve the problem
establishing general criteria for evaluating objects or devices designed to solve the problem
Performing and Recording
carries out the pre-determined plan (individually or in pairs or small groups)
designs, builds, and tests (on the basis of pre-determined criteria) a device or an object to solve the problem
Analyzing and Interpreting
identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes
Communicating
describes orally, and/or using drawings, pictures, and/or simple sentences, the problem and how he or she solved it
30.0 describe the physical characteristics of the Sun, planets, and moons
300-23 describe the physical characteristics of components of the solar system—specifically, the sun, planets, moons, comets, asteroids, and meteors
6-4-09 Identify the planets in the solar system and describe their size relative to the Earth and their position relative to the Sun.
Solar system
Recognizes the main components of the solar system (sun, planets, natural satellites)
Describes the characteristics of the main components of the solar system (e.g. composition, size, orbit, temperature)
301-20 observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides
P2: Students will be expected to use digital tools to develop ideas and original works in innovative ways.
TOC1: Students will be expected to
safely use many forms of current technology for learning with growing competence
demonstrate conceptual understanding of how information and communication technology, digital tools, and authorized networks support their learning
use terminology related to information and communication technology
