Robo-Racers: Build and Code Arduino RC Cars

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Robo-Racers: Build and Code Arduino RC Cars

Grade 7Computer ScienceTechnology90 days

In the Robo-Racers project for 7th grade, students engage in building and programming Arduino-controlled remote control cars. Through a systematic inquiry-based framework, they explore the necessary components, design processes, and programming required for successful car creation with a focus on safety and technology standards. Students collaborate in activities like researching Arduino, identifying electronic components, sketching car designs, coding, and safety planning, culminating in building and testing a functional RC car. Evaluations are based on programming, design innovation, component knowledge, and application of safety measures.

ArduinoRemote Control CarProgrammingEngineering DesignSafety MeasuresMicrocontrollersTechnology Education

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and program a fully functional remote control car using Arduino, considering the necessary components, construction steps, and safety measures?

Essential Questions

Supporting questions that break down major concepts.

What is Arduino and how can it be used in programming remote control cars?
How do remote control systems work, and what components are necessary for their construction?
What are the steps involved in designing and building a remote control car from scratch?
How can programming be used to control the movement and functions of a remote control car?
What safety and technical considerations must be taken into account when designing and building electronic devices?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand and apply basic programming concepts to create a functional Arduino-controlled remote car.
Identify and explain the components required to build a remote control system.
Design, build, and evaluate a remote control car using systematic engineering processes.
Program the Arduino microcontroller to control the movement and functions of a remote control car.
Understand and apply safety measures in the creation of electronic devices.

State Technology Standards

CS.7-1

Primary

Understand basic programming concepts and utilize them to create functional programs using microcontrollers.Reason: Aligns with learning how to program using Arduino for robotics projects.

CS.7-2

Primary

Apply understanding of circuits and electronic components to create and troubleshoot basic electronic projects.Reason: Necessary for understanding how the components of the remote control car work together.

Next Generation Science Standards (NGSS)

ENG-7.MS-ETS1-2

Primary

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: Fits the engineering design process involved in creating a remote control car.

Common Core English Language Arts Standards

CCSS.ELA-Literacy.RST.6-8.3

Supporting

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Reason: Supports the need to follow precise building and programming steps in the project.

Common Core Math Standards

CCSS.Math.7.G.B.6

Supporting

Solve real-world and mathematical problems involving area, volume, and surface area.Reason: May be applied in the design and spatial planning of the remote control car's structure.

Entry Events

Events that will be used to introduce the project to students

Robo-Racer Challenge Kickoff

Start with an exciting live demonstration of a professional remote-controlled car race. Invite a local expert or racing enthusiast to show off their high-speed creations. As students watch, challenge them to think about the technology behind the scenes and how they might engineer similar or even better versions with Arduino. This immersive experience lets students connect theory to a real-world application, sparking curiosity about the project's possibilities.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Arduino Explorer

Students will understand what an Arduino is and how it functions. Through research and exploration, they will identify its components and uses, setting a firm foundation for their remote-controlled car project.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Start with an introductory video or presentation about Arduino and its applications.

2. Have students research online and compile essential facts about Arduino.

3. Create a group discussion to share findings and clarify understanding.

Final Product

What students will submit as the final product of the activityA detailed mind map illustrating Arduino's components, uses, and functionalities.

Alignment

How this activity aligns with the learning objectives & standardsCS.7-1 - Understand basic programming concepts and utilize microcontrollers.

Activity 2

Component Detective

In this activity, students will explore the necessary components for building a remote control car. They will identify and understand the role of each part in building a functional car.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Provide a list of potential components needed (e.g., motors, sensors, wheels).

2. Research each component, focusing on its purpose and function within the system.

3. Document the findings in a component log.

Final Product

What students will submit as the final product of the activityA comprehensive logbook detailing each component's function and importance in the remote-controlled car.

Alignment

How this activity aligns with the learning objectives & standardsCS.7-2 - Apply understanding of circuits and electronic components.

Activity 3

Design Lab

Students will sketch and outline their remote control car designs using basic engineering concepts and considerations. They'll apply mathematical concepts in their designs, prepping them for the build phase.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Begin with brainstorming and sketching potential car designs.

2. Use mathematical calculations to determine measurements and fit for components.

3. Consider safety and efficiency in design plans.

Final Product

What students will submit as the final product of the activityA blueprint of the car design with detailed measurements and notes on component placement.

Alignment

How this activity aligns with the learning objectives & standardsENG-7.MS-ETS1-2 - Evaluate design solutions using engineering processes; CCSS.Math.7.G.B.6 - Solve mathematical problems involving measurements.

Activity 4

Code Commander

In this activity, students will develop their programming skills needed to control their Arduino-powered car. They'll write and test codes, ensuring that they can manage the fundamental movements of their car.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Start with introductory lessons on basic programming relevant to Arduino.

2. Write simple codes that can direct basic car movements (forward, backward, turn).

3. Test the codes using simulation software or small-scale models.

Final Product

What students will submit as the final product of the activityA portfolio of tested codes that control various car functions.

Alignment

How this activity aligns with the learning objectives & standardsCS.7-1 - Use programming concepts to create functional programs on microcontrollers.

Activity 5

Safety Architect

Students will analyze the safety and technical considerations required in building a remote control car. They'll establish guidelines to ensure a safe and efficient building process.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research common safety hazards and best practices in electronics projects.

2. Create guidelines or checklists based on research findings.

3. Review peer designs for potential safety issues and offer improvements.

Final Product

What students will submit as the final product of the activityA safety guideline document tailored to electronic projects like remote control cars.

Alignment

How this activity aligns with the learning objectives & standardsCS.7-2 - Troubleshoot electronic projects; CCSS.ELA-Literacy.RST.6-8.3 - Follow multistep procedures.

Activity 6

Build and Test Mastery

In this final activity, students will apply everything they've learned to build and test their Arduino-controlled remote control cars. They'll evaluate their success based on pre-determined criteria and constraints.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Assemble the car according to the design and safety guidelines.

2. Conduct tests to ensure the car functions as intended.

3. Evaluate the car's performance against initial design constraints and document the findings.

Final Product

What students will submit as the final product of the activityA fully functional Arduino remote-controlled car demonstrated in a class showcase.

Alignment

How this activity aligns with the learning objectives & standardsENG-7.MS-ETS1-2 - Evaluate design solutions; CCSS.ELA-Literacy.RST.6-8.3 - Follow technical construction steps.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Robo-Racers Project Rubric

Category 1

Programming and Code Development

Assesses students' understanding and application of programming concepts to control the Arduino-powered car.

Criterion 1

Code Accuracy and Functionality

Evaluates the correctness and effectiveness of the code written to control various car functions.

Exemplary

4 Points

Code is error-free, highly efficient, and successfully controls all specified car functions.

Proficient

3 Points

Code contains minor errors but effectively controls most car functions.

Developing

2 Points

Code has some errors and controls some of the car functions as intended.

Beginning

1 Points

Code has significant errors and fails to control most car functions.

Criterion 2

Code Documentation

Assesses the quality of code documentation and explanation of programming logic.

Exemplary

4 Points

Code is thoroughly documented with clear, concise explanations of programming logic.

Proficient

3 Points

Code is adequately documented with explanations for most parts.

Developing

2 Points

Code includes limited documentation and explanation of logic.

Beginning

1 Points

Code lacks documentation and logical explanations.

Category 2

Components and Circuit Knowledge

Evaluates understanding of electronic components and circuits necessary for building the remote control car.

Criterion 1

Component Functionality

Assesses ability to explain the role and function of each component in the system.

Exemplary

4 Points

Provides detailed and accurate explanations of all components and their functions.

Proficient

3 Points

Explains functions of most components accurately.

Developing

2 Points

Partially explains component functions with some inaccuracies.

Beginning

1 Points

Struggles to explain the functions of most components.

Category 3

Design and Engineering Process

Evaluates the design process and application of engineering principles in the car's creation.

Criterion 1

Design Innovation and Planning

Assesses creativity and strategic planning in car design and blueprint creation.

Exemplary

4 Points

Demonstrates innovative designs with thorough planning and excellent use of engineering principles.

Proficient

3 Points

Creates practical designs with clear planning using engineering principles.

Developing

2 Points

Produces basic designs with some planning and limited use of engineering principles.

Beginning

1 Points

Designs lack coherence and effective planning.

Category 4

Safety and Technical Considerations

Assesses understanding and application of safety measures in the electronic building process.

Criterion 1

Safety Practices

Evaluates identification of safety hazards and implementation of guidelines.

Exemplary

4 Points

Identifies all potential hazards and implements comprehensive safety guidelines.

Proficient

3 Points

Recognizes most hazards and follows established safety guidelines.

Developing

2 Points

Identifies some hazards, with limited application of safety guidelines.

Beginning

1 Points

Fails to identify hazards and apply safety guidelines adequately.

Category 5

Construction and Testing

Assesses ability to build and evaluate the remote control car against established criteria.

Criterion 1

Build Quality and Functionality

Evaluates the quality of car construction and its ability to function as intended.

Exemplary

4 Points

Constructs a high-quality, fully functional car meeting all design criteria.

Proficient

3 Points

Builds a functional car that meets most design criteria.

Developing

2 Points

Builds a partially functional car with basic adherence to design criteria.

Beginning

1 Points

Car construction is non-functional and does not meet design criteria.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most challenging aspect of designing and programming your remote control car with Arduino, and how did you overcome it?

Text

Required

Question 2

On a scale from 1 to 5, how confident do you feel about your ability to use Arduino for future projects?

Scale

Required

Question 3

Which component or phase of the project did you find most engaging or rewarding, and why?

Text

Optional

Question 4

How effectively were you able to apply mathematical concepts in the design and construction of your remote control car?

Text

Optional

Question 5

Consider the safety measures you implemented in your project. How did they influence your design and building process?

Text

Required

Question 6

Which skills developed during this project do you believe will be most beneficial in your future academic or personal projects?

Multiple choice

Optional

Options

Programming

Problem-solving

Team collaboration

Safety awareness

Mathematical applications

Design thinking

Question 7

How well did the final product meet your initial expectations and goals, and why?

Text

Required