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Course: High School Math with NAO
Modeling with Trigonometry

  • 9-12 grade
  • Intermediate

Lesson Description:

The students collect data and compare with that of Nao robot to conclude if Nao can fly or not.


 

Standards Covered

CCSS.MATH.CONTENT.HSF.TF.B.5

Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.*

CCSS.MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP4

Model with mathematics.

CCSS.MATH.PRACTICE.MP5

Use appropriate tools strategically.

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Lesson Modules


Teaching Tips:

Place the robot in the middle of the classroom or at the front so the students can observe the live demo of Nao.

Watch this video to make NAO's flapping motion using Timeline. Make sure the robot will flap its arms at a fixed frequency.




Show the live demo to the class and ask the students if they think Nao robot can fly and have the students answer the question.




After Nao experienced skydiving, Nao wants to fly like a real bird. 

Watch the NAO robot and answer the question. 



What information do you need in order to determine if Nao can fly or not? Type your answer using only ONE word.


Teaching Tips:

2. Have the robot demo the repeated moves so the students can complete the table.

3. The students will speak the period at which the robot will try to flat its hands and the robot will do it. For example, if the student says “Period 2”, the robot will flap its arms up and down every two seconds.  As the period gets smaller, the robot will not be able to keep up because there is a limit to how fast it can move its arms up and down. Observing the actual period versus what was requested will allow the student to determine the maximum flapping frequency of the robot. The student can then discuss the likelihood that the robot can fly like a bird by comparing the weight of various birds their wing size and the frequency at which they flap their wings.

4. Have students answer the poll question by typing "yes" or "no" into the open text box.

At the end of this module, have students present their conclusion and why/how they made the conclusion. 
 

  1. Use the interactive tool to review frequency/period. 

Change the frequency by using the slider.




  1. The robot will go through a series of repeated moves. Each move is at a different rate. Measure the frequency fo each move and complete the table below.
MovePeriod (in seconds)Frequency (Hz)
Clap

Wave

Shake hips

Arm flap


  1. As the frequency gets bigger, the robot will not be able to keep up because there is a limit to how fast it can move its arms up and down. Observe the movement on the simulation and go online and collect the data you need to complete the table below.
     
BirdWing SizeWeightFlap Frequency
Humming Bird


Bald Eagle  


Turkey Vulture


NAO



  1. Make a conclusion and share with your peers.
    Do you think Nao robot can fly?
    • YES
    • NO

Teaching Tips:

Have students answer the questions. You have access to the data from the dashboard. 

Take a quiet time to reflect on your understanding of each concept. Answer the questions individually. Be totally honest. Your responses will not be graded but only be used for the next lesson plans.

I understand the concept of frequency/period.
  • Not at all
  • Not really
  • Kind of understood
  • Pretty much understood
  • Totally got it

What is the highest frequency of Nao's flap motion from your findings? Type your answer in a sentence.

What does that mean if Nao flaps its arms at the frequency of 4 Hz? Type your answer in a sentence.

I am able to use appropriate tools strategically to collect data and analyze them.
  • Not at all
  • Not really
  • Kind of understood
  • Pretty much understood
  • Totally got it

Explain what strategy you used in order to determine if Nao robot can fly or not. Type your answer in a sentence.