Escape from Disce (Force & Motion)

Program Overview: Using catapult kids, ozobots, and construction materials, participants help Resu, Sour, and Gelo plan their Escape from Disce. Activities include: building a scale model of Disce, building a catapult from a kit, programming and using line-following robots, building and testing structures to save an egg from breaking during a crash. Learning topics include: geometry, trajectories, forces, motion and programming logic.

Day 1 Disce

  • Overview
    Overview

    Character: Participants choose one of three characters from pictures of Resu, Sour and Gelo – read character sheet and discuss who this character might be and what their life is like. (Media)

    Story: Read “Escape from Disce” story (p. 1- 6). (Connectors)

    Media: Refer to the Map of Disce image.

    Discuss: Refer to the activity “Scale Model of Disce” and read the facts on Disce. (Lesson)

    Build: Scaled Paper model of Disce. (Lesson)

    Ideation: Create this challenge after careful observation of Disce’s map and as a way to understand the problem our protagonists face. The materials are minimal: paper and measuring tape. The scale is 1 km:1 inch where Disce is 40 km in diameter. The outer walls have to be 2.125 inches high and can be built with no more than 12 pieces of paper that must be folded and not cut or torn. You may choose to include towers, inner walls, including the circular walls around Horus, which is 10% the area of Disce (Teachers can decide if the buildings are going to be constructed using a certain amount of paper as they did with the wall). The tallest tower in Disce is twice the height of the outer wall of Disce, located at the center of Horus. After an initial discussion and paper measurements in their groups, students should create a plan and design of their process before beginning the construction of the 3D model.

    Tie-In: Return to the character chosen above, where does s/he live in this model? Remaining paper? Create a tiny figurine of the character to place in the model.

    Criteria: Evaluate student’s work based on their process, creativity, visual display, appearance of sturdiness, closest resemblance to the map, most efficient use of resources (you may choose to have student’s vote on each other’s model/art).

  • Chapters
    Chapters

    • Chapter 1 - The Only Ones View
  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

Day 2 The Lead Foot Wall

  • Overview
    Overview

    Character: Participants choose another character from pictures of Resu, Sour and Gelo – read character sheet and discuss who this character might be and what their life is like; how are they different from other character/s? How are they the same? (Media)

    Story: Read “The Story of the Lead Foot Wall” (Connectors)

    Media: Refer to images of “KingMyterFist” and “KingAlliteFoot”

    Build: Scale model of a piece of the Lead Foot Wall according to dimensions in Guide “Scale Model of Disce” (Lessons)

    Calculate: Read the facts on Disce (Refer to the document “Scale Model of Disce”); see if participants can return the next day with some answers to the calculation questions.

    Writing: Participants in teams of 3 write down on a notepad: if the participant group was in charge of Disce: (1) Would they be elected by citizens of Disce or be kings and queens in complete charge? (2) Would science or art be more important in Disce? Why not both? (3) Disce has no transportation, other than walking. Would those participants in charge have engineers work on cars, trains, airplanes, or something else so that citizens can move quickly around Disce?

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

Day 3 Robots

  • Overview
    Overview

    Story: Read or listen to the audio version of the “Escape from Disce” story (p. 7-10).

    Character: Using character sheet for Karina – discuss who she is, how she survives in Disce, and what makes her unique Intro: Karina, a mysterious young teen, has snuck robots to Resu, Gelo, and Sour.

    Ideation: Now that the participants can use robots, have them in groups of 3 plan how robots might be used to Escape from Disce.

    Writing: Participants in groups of 3 create a short story on how Resu, Gelo, and Sour manage to create two tunnels underneath the walls of Disce.

    Robot: Set the Ozobot to follow lines, refer to “Ozobot tips” and have participants use the robot to follow the line.

    Build: Cut two holes in the Lead Foot Wall built in Day 1, representing the tunnels in the wall. Each hole should be six inches from the edge of the wall.

    Build: Setup the Wall. Pick one side to be inside Disce and the other is the desolate desert. Draw a line that starts 1 foot from the wall inside of Disce, goes through the left hole of the Wall to outside Disce, travels in a parabolic arc (If students are unfamiliar with this term, teacher can replace this word by using arch) around to the other tunnel and re-enters Disce.

    Art: Participants sketch what the robot would actually look like, instead of the Ozobot, in the story The Escape from Disce.

    Research: Participants investigate Artifical Intelligence. What is the difference with a robot and AI? What will AI be like in the future? Will it take all our jobs?

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

    • Karina Character Sheet Download
    • Video: Valkyrie, NASA's Superhero Robot Download

Day 4 Catapults and Trajectories

  • Overview
    Overview

    Character: Participants choose the remaining character from pictures of Resu, Sour and Gelo – read character sheet and discuss who this character might be and what their life is like; how are they different from other character/s? How are they the same?

    Story: Read or listen to the audio version of the “Escape from Disce” story (p. 10-17).

    Ideation: (a) Read Resu’s letter and discuss: How can we help them? (b) in groups of 3, participants discuss How objects can be moved to the other side of the wall? What objects might they need if there is nothing but plantless, baren desert outside of Disce?

    Build: Using kits, build catapults.

    Discuss: While building, discuss trajectories. If they were going to lob bananas at each other, what would the trajectory look like? (Remind them about the arch they drew on Day 3).

    Play: Optional: allow a team at a time to play the Online trajectory game with Gorillas.

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

Day 5 Shooting Objects over the Lead Foot Wall

  • Overview
    Overview

    Build: Ozobots and programming. Build a parabolic line using markers that is 2 feet long and at the peak of the arc (apex) is 1 foot high from the base.

    Robot: Set the Ozobot to follow lines, refer to “Ozobot tips” and have participants use the robot to follow the line created previously.

    Ideation: Returning to the idea of using a catapult to shoot something over the Lead Foot Wall, let the participants know they will build a segment of the Lead Foot Wall and shoot balls over the wall.

    Test: Trajectory - From The Story of the Lead Foot Wall (refer to the document “Scale Model of Disce”) – take measurements of the clay ball’s height, test how high the wall must be and how far away the catapult needs to be from the wall to get maximum height, just over the wall.

    Test: Participants shoot the clay balls using the catapult. 10 successful trials of a clay ball just passing over the wall should be achieved.

    Options for the end of day:

    Calculate: Read the facts on the Lead Foot Wall; see if participants can return the next day with some answers to the calculation questions.

    Art: Kids create a list of possible methods other than catapults for getting supplies and people over the Wall, with discussion of limited resources (e.g. can’t build a tank or ship) – kids sketch their top idea.

    Research: Have participants investigate NASA Juno mission and tie to video on trajectory.

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

    • Real Martians Moment Space Launch System Trajectory Download
    • Video: Juno spacecraft trajectory animation Download
    • The Catapult History Download

Day 6 Sending Supplies to the Other Side

  • Overview
    Overview

    Intro: the catapult is going to be used to shoot supplies over the wall. The robot will be used to go retrieve the supplies for Resu, Sour and Gelo. The supplies were supposed be launched 2 feet directly from the West (left from inside Disce) tunnel (hole) in the North direction (straight from the hole), but landed 20 degrees off because the teens forgot to think about the wind. The supplies did go 2 feet North (straight), but also went 1 foot the West (left).

    Measure: How far did the supplies actually travel? If it was only supposed to go 2 feet, then what is the ratio with respect to how far it actually went?

    Robot: Participants should mark the location of the supplies. Participants draw a line to the supplies, but the robot can only move 6 inches before it must turn left or right. Participants must find the shortest way there and draw that line to the supplies. The robot starts 1 foot inside of Disce from the West (left) tunnel.

    Robot: Set the Ozobot to follow lines, refer to “Ozobot tips” and have participants use the robot to follow the line.

    Intro: The supplies splattered on the ground and they are useless. The trio (Resu, Sour, and Gelo) must have a way to cushion and protect the supplies from the forces of the crash landing.

    Ideation: Now that the participants must find a way to cushion the supplies, have them in groups of 3 plan no less then 3 options on how to accomplish a safe landing for the supplies. Sketch each option.

    Ideation: Given the limited supplies (refer to Egg Drop Challenge Guide), participants review what they have to work with and consider ways to engineer a landing device for an egg.

    Build: Student build contraption around their egg for drop challenge.

    Time left in day: Ideation: Participants each think of a new character for the story in Escape from Disce. What is the character’s name, personality, history and family? How old is the character and what do they look like? Sketch the character from three different angles.

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

Day 7 A Challenging Day

  • Overview
    Overview

    Test: Conduct the Egg Drop challenge. (Lessons)

    Challenge: Gelo, Sour, and Resu are at the south bank of a giant river that runs east to west. With them is one huge gorilla and a chimpanzee. All of them must get across the river in a boat that only fits two. There are some rules:

    • Only humans and the massive gorilla (he’s really smart) can row the boat.

    • The super smart gorilla is named Flaco. Any of the teens (Resu, Gelo, or Sour) can tell Flaco to row the boat for someone else, drop off someone, and return back to the shore by himself.

    • At ALL times, the number of humans on either side of the river MUST be greater than or equal to the number of primates (gorilla and monkey).

    • The boat only has room for 2 (primates and humans).

    Robot: With a marker draw a spot with marker as a starting point on a table or ground. Draw a box (3 inches by 3 inches) that is 1 foot higher (north) and 19 inches to the right (east) of that spot. Rules for the robot: - Each time it crosses the river it moves one foot straight (north) - Each time it drops off a primate, it turns right and move forward (east) two inches, then turns right again, and travels down (south) 1 foot - Each time it reaches the south shore, it turns left, moves forward (east) two inches, then turns left again - Each time it drops off a human, it turns right and move forward (east) three inches, then turns right again, and travels down (south) 1 foot

    Build: Participants solve the challenge. Each time they have the boat cross the river then the robot moves forward (north) 1 foot, if it drops off a primate or human (or both) then it follows the rules above. Participants draw the lines for their robot to follow. If they solve it correctly, the lines will eventually stop at the box draw 1 foot and 19 inches from the starting point (in a zig zag pattern).

    Robot: Set the Ozobot to follow lines, refer to “Ozobot tips” and have participants use the robot to follow the line.

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

Day 8 Making your own Graphic Novel to Finish the Story

  • Overview
    Overview

    Writing: Participants create an outline of a story that will be turned into a graphic novel.

    Must include: - Participant’s character from Day 3 - Resu & Karina - Music - Catapult - Robot

    Art/Writing: Participants sketch graphic novel using graphic novel template sheets provided.

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media

    • Printable Graphic Novel Template Sheets Download

Day 9

  • Overview
    Overview

  • Chapters
    Chapters

  • Connectors
    Connectors

    • Escape from Disce (short story written) View
    • Escape from Disce (audio) View
  • Lessons
    Lessons

  • Activities
    Activities

  • Media
    Media