1 of 10

The Arizona STEM Acceleration Project

Data Collection With Sphero Bolt - Coding

2 of 10

Data Collection With Sphero Bolt - Coding

A 7th grade STEM lesson

Jeff Ringer

11/23/2023

3 of 10

Notes for teachers

This lesson builds on the previous 3 lessons. In this lesson they students will put their math discoveries to use and plan the duration and direction of the Sphero using block code to complete a course. Students will be given a description of the course with distances and complementary/Supplementary angles only.

Pairs work best, but groups will be based on how many Spheros you have.

List of Materials

  • Sphero Bolts (This can be done with other programmable robots as well)
  • The Sphero Edu app
  • Tape Measure
  • Protractor
  • Code Organizer (for written steps of pseudocode)

4 of 10

Standards

Math

​

7.G.B.5: Use facts about supplementary, complementary, vertical, and

adjacent angles in multi-step problems to write and solve simple

equations for an unknown angle in a figure.

​

Computer Science - .DA.

CVT.1

Collect and analyze data using computational tools to create models that are meaningful and useful.

As students continue to build on their ability to organize and present data visually to support a claim, they will need to understand

when and how to transform data for this purpose. For example, students use computational tools such as Microsoft Excel or Google

Sheets to solve a problem that is relevant and meaningful.

Practice(s): Testing and Refining Computational Artifacts: 6.3

​

7.AP.A.1 Use planning strategies, such as flowcharts or pseudocode, to develop algorithms to address complex problems.

Complex problems are problems that would be difficult for students to solve computationally. Students should use pseudocode and/or

flowcharts to organize and sequence an algorithm that addresses a complex problem, even though they may not actually program the

solutions. For example, students might follow an algorithm that produces a recommendation for purchasing sneakers based on inputs

such as size, colors, brand, comfort, and cost.

​

​

  • ​
  • ​

Standards

Science and Engineering Practices

Plan and carry our investigations.

Use mathematical and computational thinking.

Cause and effect

​

5 of 10

Objectives: Speed and Distance

Students will calculate the needed duration of travel using given distances.

Students will calculate the angles needed to turn.

Students will make use the engineering process of making adjustments based on results.

Students will plan a set of instructions to complete a Sphero course using block code.

6 of 10

Agenda

Intro- 5 minutes?

Instruction activity - 5 - 10 minutes

Mapping/measuring the course - 10 - 15 minutes.

Programming Sphero with block code 10-15

Assessment - 15- 20 minutes.

7 of 10

Intro/Driving Question/Opening

​

​

Why is it important to minimize variation when collecting data?

​

​

8 of 10

Hands-on Activity Instructions

  • Students will plan their program by gathering information about the course using measuring tools like a tape measure and protractor.
  • Students will iteratively test their code as they add additional lines/blocks of code to help their Sphero get further in the course
  • Students should take turns making observations (navigator) and editing the code (driver)

​

Photo is not a complete course, but shows how to use tape to create a course.

​

9 of 10

Assessment

The assessment is for the students to complete the course using only the coded instructions.

10 of 10

Differentiation

The course can be adjusted in number of turns and straight-aways.

​

​

Remediation

Extension/Enrichment

The students can be given algebraic expressions to solve for the straight-aways and angles instead of allowing students to measure them.