The following apply, you can pick and choose as needed (copy and paste)

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1 1. Program Goals and Objectives: Describe how participants in Botball programs will contribute to helping students meet Oklahoma C3 standards, Common Core State Standards, and PASS Standards for Science, Technology, Engineering, and Mathematics. o c3- priority- academic- student- skills The following apply, you can pick and choose as needed (copy and paste) Oklahoma C3/PASS Science SCIENCE PROCESSES AND INQUIRY Grade 6, 7, 8 Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event. 2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers and handheld data collection devices) to measure objects, organisms, and/or events. 3. Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e. milli-, centi-, and kilo-) when measuring objects, organisms and/or events. Process Standard 3: Experimental design Understanding experimental designs requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard. 1. Ask questions about the world and design investigations that lead to scientific inquiry. Identify testable questions based on prior knowledge, background research, or observations. 2. Evaluate the design of a scientific investigation. 4. Identify a testable hypothesis for an experiment. 5. Follow a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6. Recognize potential hazards and practice safety procedures in all science activities. Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. 1. Report and record both quantitative/qualitative data in an appropriate method when given an experimental procedure or data. 2. Interpret data tables, line, bar, trend, and/or circle graphs. 3. Evaluate data to develop reasonable explanations and/or predictions. 4. Determine if results of investigations support or do not support hypotheses. 5. Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation, and digital presentation).

2 Process Standard 5: Inquiry Inquiry can be defined as the skills necessary to carry out the process of scientific thinking. In order for inquiry to occur students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard. 1. Ask questions that can be answered through scientific investigation. 2. Design and conduct experiments utilizing scientific processes. 3. Use the engineering design process to address a problem or need (e.g., identify a need, conduct background research, prepare preliminary designs, build and test a prototype, test and revise design, communicate results). 4. Understand the value of technology and use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices, digital cameras, software. 5. Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion, and suggest alternative explanations. Grade 6 PHYSICAL SCIENCE Standard 1: Physical Properties in Matter - Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers. 2. The mass of an object is not altered due to changes in shape. Standard 2: Transfer of Energy - Change from one form of energy to another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Energy exists in many forms such as heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways (e.g., potential to kinetic, electrical to light, chemical to electrical, mechanical to electrical). 2. Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open and closed circuits, parallel and series circuits). Grade 7 Standard 1: Properties and Physical changes in Matter Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, and density). Physical changes of a substance do not alter the chemical nature of a substance (e.g., phase changes of water, sanding wood).

3 Grade 8 Standard 1: Properties and Chemical Changes in Matter - Physical characteristics of objects can be described using shape, size, and mass. The materials from which objects are made can be described using color, texture, and hardness. These properties can be used to distinguish and separate one substance from another. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 2. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, texture, density, and hardness) and chemical properties. In chemical reactions and physical changes, matter is conserved (e.g., compare and contrast physical and chemical changes). Standard 2: Motions and Forces - The motion of an object can be described by its position, direction of motion, and speed as prescribed by Newton s Laws of Motion. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The motion of an object can be measured. The position of an object, its speed, and direction can be represented on a graph. 2. An object that is not being subjected to a net force will continue to move at a constant velocity (i.e., inertia, balanced and unbalanced forces). All Science Classes High School Standards for Inquiry and the Physical Sciences SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Identify qualitative and quantitative changes given conditions (e.g., temperature, mass volume, time, position, length) before, during, and after an event. 2. Use appropriate tools with accuracy and precision (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) when measuring objects and/or events. 3. Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e., micro-, milli-, centi-, and kilo- ) when measuring objects and/or events. Process Standard 3: Experimental Design - Understanding experimental design requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard. 1. Evaluate the design of a physical science experiment. 2. Identify the independent variables, dependent variables, controlled variables, and control set- up in an experiment. 3. Use mathematics to show relationships within a given set of observations. 4. Identify a hypothesis for a given problem in physical science investigations. 5. Recognize potential hazards and practice safety procedures in all physical science activities. Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

4 1. Select appropriate predictions based on previously observed patterns of evidence. 2. Report and display data using appropriate technology and other media. 3. Interpret data tables, line, bar, trend, and/or circle graphs from existing science research or student experiments. 4. Determine if results of physical science investigations support or do not support hypotheses. 5. Evaluate experimental data to draw the most logical conclusion. 6. Routinely prepare a written report describing the sequence, results, and interpretation of a physical science investigation or event. b. When appropriate or possible, utilize technology to produce, publish, or revise writing products. 7. Communicate or defend scientific thinking that resulted in conclusions. a. Read, comprehend, and present evidence from a range of sources (e.g. texts, experiments, simulations) to support conclusions. 8. Identify and/or create an appropriate graph or chart from collected data, tables, or written description. a. Translate quantitative information expressed in words into visual form (e.g., table, chart). b. Translate information expressed visually or mathematically (e.g. a table, chart, or equation) into words. Process Standard 5: Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard. 1. Interpret a model which explains a given set of observations. 2. Select predictions based on models, and when appropriate, apply mathematical reasoning to make accurate predictions. 3. Compare a given model to the physical world. Process Standard 6: Inquiry - In order for inquiry to occur, students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard. 1. Formulate a testable hypothesis and design an appropriate experiment relating to the physical world. 2. Design and conduct physical science investigations in which variables are identified and controlled. 3. Use a variety of technologies (e.g., probes, handheld digital devices, digital cameras, software, calculators, digital balances, microscopes, measuring instruments, computers) to collect, analyze, and display data. 4. Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry. Process Standard 7: Engineering Design - Engineering design can be defined as the creative process of turning abstract ideas into a physical prototype (laboratory apparatus, trial product, or model) that addresses a need students must have the opportunity to identify a need or problem, establish design criteria, prepare preliminary designs, build then test a prototype, and test and redesign as necessary. The student will accomplish these objectives to meet this process standard: 1. Identify a need or problem or improve an existing design. 2. Identify design criteria and constraints (e.g., materials used, product limitations, time limits). 3. Use a variety of resources (e.g., Internet, databases, texts) to conduct research in order to develop a preliminary design. 4. Build and test a prototype. Document the strengths and weaknesses of the prototype in writing. 5. Analyze and redesign to determine which solution best meets the criteria and constraints. 6. Communicate results in a variety of ways (e.g., orally, written, Internet publications, videos, posters, product demonstrations). Physical Science

5 High School Standard 3: Motion and Forces The motion of an object can be described by its position, direction of motion, and speed. A change in motion occurs as a result of a net force. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Objects change their motion only due to a net force. Laws of motion are used to determine the effects of forces on the motion of objects. Gravitation is a universal force that each object exerts on any other object. 2. Moving electric charges produce magnetic forces, and moving magnets produce electric forces. Electricity and magnetism are two aspects of a single electromagnetic force (e.g., voltage, current, resistance, induction). Standard 4: Interactions of Energy and Matter Energy can be transferred or transformed but never destroyed. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Energy can be classified as kinetic energy (energy of motion) or potential energy (e.g., positional, elastic, chemical, nuclear). 2. Waves radiate energy and interact with matter. a. Propagation of mechanical waves (e.g., sound, seismic, water) requires a medium. b. Electromagnetic waves (radio waves to gamma rays) do not require a medium. PHYSICS High School Standard 1: Motion The change in position of an object is motion. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The motion of an object can be described by its position, direction, and speed. 2. Motion can be modeled in terms of 1- or 2-dimensions relative to a system s defined reference point (e.g., particle model, vector model, graphical model). 3. Objects undergoing acceleration can be mathematically modeled using time, displacement, velocity, and acceleration equations. Standard 2: Force - A change in motion occurs as a result of a net force. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Objects change their motion due to a net force. Newton s Laws of Motion are used to calculate the effects of forces on the motion of objects (e.g., balanced vs. unbalanced forces, momentum, inertia, impulse, action vs. reaction, friction, torque). 4. Electricity and magnetism are two aspects of a single electromagnetic force (e.g., series/parallel/complex circuits, electromagnets, induction, Ohm s Law, generators, motors, capacitors). Standard 3: Energy - The total energy of the universe is constant. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Energy in a system is never created nor destroyed but may be transferred or transformed (e.g., Law of Conservation of Energy, Laws of Thermodynamics). a. As changes occur, energy becomes less ordered. b. Conservation of energy can be modeled (e.g., pendulum motion, spring system). 2. Energy can be classified as kinetic energy (energy of motion) or potential energy (e.g., positional, elastic, chemical, nuclear). Standard 4: Interactions of Energy and Matter Energy interacts with matter and is transferred during these interactions. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Heat is energy transferred due to temperature differences within a system. The amount of heat is also dependent on the mass and type of substances. 2. Transfer of energy and changes in wave properties (e.g., speed, amplitude, wavelength, frequency) may

6 occur as waves and matter interact (e.g., reflection, refraction, diffraction, interference). 3. When work is done on an object, energy is transferred. 4. Machines change the force/distance ratios involved in doing work. 5. Power is the rate at which work is done. Common Core Mathematics- Standards of Practice- Directly apply across the board. 1. Making sense of problems and persevering in solving them Students must analyze all possible solutions and strategies to solve problems in completing their tasks. They must monitor and adjust their strategies constantly evaluating strengths and weaknesses. 2. Reason abstractly and quantitatively Understand how the math relates to the problems with the robots. Measurement on the board for localization (where am I? and sensor feedback (units) and what they represent. 3. Construct viable arguments and critique the reasoning of others. Students must present and defend their ideas and solutions to judges during special awards judging and at the onsite presentation. Because Botball is open- ended with no one set solution they must present, defend and evaluate the reasoning of others at team meetings and during design processes 4. Model with mathematics Students must submit software flowcharts and documented code. Students can utilize proportional control in their code. Students must analyze a schematic to build a practice table 5. Use appropriate tools strategically Must be able to use tools to solve the geometry of the game board. Must be able to choose the correct sensor for the design application Must be able to effectively use resources on the online team- home base Must be able to appropriately package and upload required documentation, which includes data and graphs. 6. Attend to precision Programming/scripting requires attention to precision or the programs will not compile and run. Sensors require to be calibrated within experimentally determined ranges to work accurately. 7. Looking for and making the use of structure. Properly written code has definitive flow and structure. 8. Look for and express regularity in repeated reasoning. Students learn to use functions and global variables to control repeated behaviors. Ratios and Proportional relationships 6.RP Understand ratio concepts and use ratio reasoning to solve problems. 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratioof wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes. 2. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Apply and extend previous understandings of numbers to the system of rational numbers. 5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

7 7. Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret 3 > 7 as a statement that 3 is located to the right of 7 on a number line oriented from left to right. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 3 o C > 7 o C to express the fact that 3 o C is warmer than 7 o C. c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of 30 dollars, write 30 = 30 to describe the size of the debt in dollars. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars. 8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Expressions and Equations 6.EE Apply and extend previous understandings of arithmetic to algebraic expressions. 1 Write and evaluate numerical expressions involving whole-number exponents. 2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s 3 and A = 6 s 2 to find the volume and surface area of a cube with sides of length s = 1/2. Reason about and solve one-variable equations and inequalities. 5.Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 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.

8 7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. 8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative relationships between dependent and independent variables. 9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. Statistics and probability 6.SP Develop understanding of statistical variability. 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, How old am I? is not a statistical question, but How old are the students in my school? is a statistical question because one anticipates variability in students ages. 2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Ratios and Proportional relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems. 1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2 /1/4 miles per hour, equivalently 2 miles per hour. 2. Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Expressions and equations 7.EE Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $ If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. 4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Geometry 7.G

9 Draw, construct, and describe geometrical figures and describe the relationships between them. 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawingand reproducing a scale drawing at a different scale Expressions and Equations 8.EE Work with radicals and integer exponents. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology HIGH SCHOOL Quantities N Q Reason quantitatively and use units to solve problems. 1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. 2. Define appropriate quantities for the purpose of descriptive modeling. 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Vector and Matrix Quantities N VM Represent and model with vector quantities. 3. (+) Solve problems involving velocity and other quantities that can be represented by vectors. Creating Equations A - CED Create equations that describe numbers or relationships 1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm s law V = IR to highlight resistance R. Interpreting Functions F- IF Understand the concept of a function and use function notation 1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). 2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. 3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n 1.

10 Linear, Quadratic, and Exponential Models F LE Construct and compare linear, quadratic, and exponential models and solve problems 1. Distinguish between situations that can be modeled with linear functions and with exponential functions. a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. Modeling with Geometry G- MG Apply geometric concepts in modeling situations 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). 3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios Making Inferences and Justifying Conclusions S- IC Understand and evaluate random processes underlying statistical experiments 2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? Make inferences and justify conclusions from sample surveys, experiments, and observational studies 3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. 5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. 6. Evaluate reports based on data. Use probability to evaluate outcomes of decisions 5. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. a. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fastfood restaurant. b. Evaluate and compare strategies on the basis of expected values. For example, compare a highdeductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident. 6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).