SIW Level 5 - Smart Robotics

SMART ROBOTICS ROBOTICS SMART

This book belongs to:

STEM Innovator’s Workbook - Level 5 Copyright © 2026 Author: Erin Goodwin Editors: Asma Mahamedi, Lindsey Own, Natasha Karampela, Hari Mukul Sagar, and Rebecca McDowell ISBN: 978-981-17494-1-4 Published by: SKOOL21 PTE. LTD. 71 Robinson Road, #14-01, 068895, Singapore First Edition published by SKOOL21 PTE LTD - Singapore, 2024 Second Edition published by SKOOL21 LLC - United States, 2026 No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.

For permissions or inquiries, please contact: Email: info@skool21.org Website: https://skool21.org Address: 600 California St, #13-021, San Francisco, CA 94108, United States

02

Hello, STEM Innovator!

Welcome to your book!

You are a STEM Innovator.

Innovator. An Innovator is a hero who uses data and smart robots to solve big challenges!

Open your Smart Robotics Kit. Kit. Inside you have: The Brain: A micro:bit to think and run your robots.

The Senses: Senses: Sensors that measure moisture and light The Action: Expansion board that make your machines work.

In this book, you will: Build a Seismograph to measure how the ground shakes during during an earthquake.

Explore with a Mars Rover to learn how robots help us see other worlds.

Protect Nature by making a smart sensor to help plants get the right amount of water.

Earn Your Rewards!

Rewards!

As you complete each project, you will earn Innovator Stickers.

Stickers.

At the end of this book, you will receive your Certificate of Innovation to show the world that you are a Master of Robotics!

Let’s build together!

03

Table of Contents S. NO

CONTENTS

PAGE NO.

1

INTRODUCTION TO THE KIT

05

2

LESSON I: MEET THE MICRO:BIT

06

3

LESSON II: THE LED PAD

08

4

LESSON III: BUILT-IN SENSORS

11

5

LESSON IV: GRAPHING SENSOR DATA

14

6

LESSON V: INPUTS AND OUTPUTS

17

7

LESSON VI: ROBOT VISION

20

8

PROJECT 1: FUNCTIONAL FLOWERS

23

9

PROJECT 2: DIGESTIVE SYSTEM

32

10

PROJECT 3: RIPENESS CHECKER

41

11

PROJECT 4: SEED DISPERSAL

49

12

PROJECT 5: ENVIRONMENTAL ADAPTATION

58

13

PROJECT 6: SPIDER ADAPTATIONS

66

14

PROJECT 7: PARTICLE MODEL

75

15

PROJECT 8: WATER TREATMENT MIXER

83

16

PROJECT 9: RAIN PREDICTOR

92

17

PROJECT 10: LIFT MECHANISM

100

18

PROJECT 11: SOUND MUFFLER

109

19

PROJECT 12: ELECTROMAGNETISM

117

20

PROJECT 13: TIRE POLLUTION

125

21

PROJECT 14: EVAPORATION FAN

134

22

PROJECT 15: THE EARTH’S TILT

143

23

CAPSTONE PROJECT: INNOVATOR’S CHALLENGE

151

24

GLOSSARY

159

25

INNOVATOR STICKER SHEET

161

26

STEM CERTIFICATE

163 04

Introduction to the Kit Meet Your SKOOL21 Smart Robotics Kit! Open your box and see what is inside! This kit has everything you need to build and play. Use your micro:bit with programming and sensors. You can turn your big ideas into real working simulations. Let’s build together!

KIT COMPONENTS 1. Power & Control BBC

Extension

Usb

Alligator

Moisture

Blue

Servo

DC

Micro:bit

Board

Cable

Wires

Sensor

Battery

Motor

Motor

x1

x1

x1

x1

x1

x1

x1

x2

2. Sensors Light

Color

Humidity

Ultrasonic

Infrared

Potentiom

Camera

Rocker

Sensor

Sensor

Sensor

Sensor

module

eter

Module

Module

x1

x1

x1

x1

x1

x1

x1

x1

BUILDING BLOCKS

05

Lesson I:

MEET THE MICRO:BIT LEARNING OBJECTIVES

At the end of this lesson, learners will be able to: Find the LED pad, buttons, and light sensor Understand what an input is Understand what an output is See how inputs change outputs

VOCABULARY Word

Meaning

Input

Something that gives information to the micro:bit

Output

Something the micro:bit shows or does

MATERIALS

Micro-bit

Expansion board

Battery

WHAT IS A MICRO:BIT? The micro:bit is a small computer. It can sense, think, and show. It works using inputs and outputs.

Inputs tell the micro:bit what is happening.

Outputs show what the micro:bit does.

LOOK AT YOUR MICRO:BIT

Find these parts on your micro:bit: LED pad Button A Button B The small light sensor

06

GETTING STARTED

Now we will use an input and an output.

1. Insert the micro:bit into the expansion board.

2. Connect the battery pack.

3. Watch the LED pad.

The lights turn on by themselves. This is an output.

4. Press Button A. Watch the LED pad change. The LED changed because you pressed the button.

3. Press Button B. Watch the LED pad change again. The buttons are inputs. They tell the micro:bit to do something.

IMPORTANT IDEA Correct way The LED lights face forward.

The buttons are at the top.

Wrong way The micro:bit is flipped.

The board will not work.

TRY IT YOURSELF Press Button A many times. What happens?

Press Button B. What changes?

Cover the light sensor with your finger. Watch the LED pad. What happens?

07

Lesson II:

THE LED PAD LEARNING OBJECTIVES

At the end of this lesson, learners will be able to: Create a new project in MakeCode website Use blocks to control the LED pad Download your program to the micro:bit See how your code changes the LED pad

VOCABULARY Word

Meaning

MakeCode The website used to program the micro:bit Program

Instructions you give to the micro:bit

MATERIALS

Micro:bit

USB cable

Computer

WHAT IS MAKECODE? MakeCode is a website. We use it to write programs for the micro:bit. We use blocks to tell the micro:bit what to do. Today, we will make the LED pad show letters.

Show pictures and words

Make lights blink

Make sounds and music

Use buttons and movement

IMPORTANT IDEA In MakeCode:

Program

A program is made with blocks

Blocks

Blocks are used to build instructions

08

LED Pad

The LED pad shows what the program does

GETTING STARTED Open MakeCode

1. Open Google Chrome.

2. Go to: makecode.microbit.org 3. Click New Project.

4. Name your project: LED Test.

Build your program 5. Find

on the screen.

6. From Basic, drag

into forever. Show letter H.

7. From Basic, drag

into forever. Pause 500 ms

8. From Basic, drag

into forever. Show letter I.

9. From Basic, drag

into forever. Pause 500 ms

Watch the screen Look at the simulator on the screen.

→→ →

You will see: H I H I Your program is working!

CONNECT YOUR MICRO:BIT Now test your program: 1. Plug in your micro:bit.

2. Click Download.

3. Watch your micro:bit. You will see H and I.

09

IF YOUR DEVICE DOES NOT CONNECT

Unplug and plug the USB cable again Look for the MICROBIT drive on your computer Click Download as File Drag the file into the MICROBIT drive

TRY IT YOURSELF Change your program: Change the letters to your name Add an icon between the letters Make the pause time longer Make the pause time shorter Download again and test.

STOP AND THINK

1. What does the forever block do?

Repeats again and again

Runs once

2. Is LED Pad an input or an output?

Output

Input

10

Project 1:

FUNCTIONAL FLOWERS Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

OBJECTIVES At the end of this activity, the learner will be able to demonstrate an understanding of the following:

Next Generation Science Standards Engineering Design 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Cambridge Science Structure and Function 5Bs.01 Know that not all plants produce flowers.

5Bs.02 Identify the parts of a flower (limited to petals, sepals, anthers, filaments, stamens, stigma, style, carpel, and ovary).

5Bs.03 Describe the functions of the parts of a flower (limited to petals, anthers, stigma and ovary).

1Ps.02 Explore ISTE that Standard as sound travels from a source it becomes quieter

1.1.c Empowered Learner Students use technology to set goals, work toward achieving them, and demonstrate learning.

1.3.d Knowledge Constructor Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

1.4.d Innovative Designer Students develop, test, and refine prototypes as part of a cyclical design process.

Common Core Mathematics Operations and Algebraic Thinking 5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Cambridge Math Length, mass and capacity 5Ni.05 Estimate and divide whole numbers up to 1000 by 1-digit whole numbers.

STEM Careers Connection

This project includes tasks that reflect the work of professionals in the following careers: Botanist

Agriculturist

23

Project 1:

FUNCTIONAL FLOWERS INTRODUCTION Flowers help plants make new seeds by attracting pollinators like bees. Many flowers open in the sun and close at night to survive.

However, not all plants have flowers! In this project, we explore how flowers react to light.

We will learn about different plant parts and see how light helps them grow and stay healthy in nature.

Bringing Science to Life

Flower Parts and Patterns

Anther Petal

You are a Botanist!

Daylight

Nighttime

Stigma Ovary

Petals attract pollinators.

The stigma and ovary help the flower make seeds.

We build robotic flowers to help people learn about nature and provide a Quality Education.

Voltage is measured in volts (V) or millivolts (mV).

DEFINE THE PROBLEM A science and art museum wants to show flowers that open in the light and close in the dark. Right now, they do not have a way to make this happen.

You will be engineers!

Your team will help by building a robotic flower that opens and closes when the light changes.

24

Botanists study how plants grow and react to light to protect our planet's flowers.

MEASURE YOUR SUCCESS Goals

Rules

Your functional flower should: Measure brightness in the environment Open and and close the petals depending on brightness level

Your functional flower must: Use only the materials provided Include design ideas from every team member

TEAM ROLES

Circle your role for this project.

Material Manager

Leader

Project Tester

Reporter

MATERIALS

Which parts do you think will you need?

Computer

Micro:bit

Light Sensor

Color Sensor

Big Gear

Small Gear

Expansion Board

USB Cable

Humidity Sensor Ultrasonic Sensor

Small Axle

Medium Axle

Alligator Wires

Battery

Servo Motor

DC Motor

Moisture Sensor

White Beam

Infrared Sensor

Rocker Module

Potentiometer

Camera Module

Wheels

Rectangle Beam

Long Axle

Black Peg

Blue Peg

Yellow Peg

Grey Bush

Blue Beam

VOCABULARY Word Photosensitive Voltage

Meaning Something that reacts or responds to light Electrical push that moves current.

25

GETTING STARTED TECHNOLOGY IN FOCUS

A photosensitive module is a light sensor. It measures how bright or dark the environment is. When light shines on the sensor, the value increases. When it is dark, the value decreases. We can use it to:

Detect daylight and darkness

Turn lights on automatically at night

Make our robotic flower open and close with light

BUILD See the steps below for inspiration on how to to build.

26

Board

Photosensitive module

3.3V

VCC

P0

OUT

P3

NC

GND

GND

CODE Start a new project 1. Open Google Chrome and go to: makecode.microbit.org 2. Click New Project.

3. Create your project: Project 1 – Functional Flowers Create a variable 1. Click

→ Make a Variable.

2. Name it: lightValue.

3. Drag

and

replace 0 with Drag

.

from

and change to pin P3

Read the light sensor (photoresistor) 1. Click Advance dropdown 2. From

. Drag

Write “Light” in first box. Replace 0 with

from

3. Add

Observe the bright and dark values before continuing.

Use light to open and close the flower 1. From , add 2. Complete the condition lightValue > 600 3. From

, add

Set value to 120 when opening and 30 when closing.

4. Add

, and change to 200 (ms)

Connect your micro:bit 1. Plug in your micro:bit. Click Download.

2. Print the photoresistor values to the serial monitor.

3. Shine a light on the sensor to test.

27

YOUR

CHALLENGE

THIS IS WHERE YOU USE YOUR OWN THINKING! Daylight

Night

The museum would also like some of the‌ flowers t‌o open at night. Change the‌ program to code for a night-blooming‌ robotic flower.

DESIGN AND PLAN Use the space below to brainstorm ideas for your solution. You can use the Design Prompts on the right as inspiration to help guide your design.

Design Prompts

Servo Motor

Micro:bit

Light Sensor Expansion Board

SHARE YOUR IDEAS Which ideas will you use from each team member?

Team Member

Ideas

28

TEST Go back to the 'Measure Your Success' and check the boxes.

Does your project meet all the goals and rules?

Yes No

MATH AND SCIENCE CONNECTION 1. Which flower parts are directly involved in reproduction? Circle all correct answers.

Anther Petal

Stigma

Petals

Ovary

Anthers

2. Your micro:bit reads a light value from the sensor.

Stigma

Daylight

Ovary

Night

→ flower opens. → flower closes.

When the number is high When the number is low

This number is called a threshold. Look at the table.

Hint: 50 is NOT a good threshold!

Threshold

What happened to the flower?

Light condition

50

REFLECT SUSTAINABILITY IN FOCUS Quality Education means we learn by building, testing, and improving ideas. In this project, you learned how plants respond to light by creating a working robotic flower. This includes:

Learning science by building a model

Using technology to understand nature

29

Improving ideas through testing

1. How did this project show Quality Education? Circle one answer.

Learned by building a model

Made the room brighter

Used less paper

2. Which STEM career studies how plants grow? Circle one answer.

Botanist

Fitness Analyst

Doctor

Studies plant growth

Flies airplanes

Treats sick people

FEEDBACK

Complete the following sentence and practice saying to your friends: 1. I built a

2. It helps 3. One way I made my model effective was Show your project to 3 friends and collect stickers!

30

Try to build and program the tool yourself. If you are having trouble, try the following directions.

SAMPLE SOLUTION Try creating your own design. If you need help, use this example for inspiration.

SAMPLE BUILD The solution below shows how to build and program a flower to open during the evening and close during the day by replacing the “less than” sign with a “greater than” sign.

Night

Daylight

SAMPLE CODE

31

Project 2:

DIGESTIVE SYSTEM Ensure healthy lives and promote well-being for all at all ages.

OBJECTIVES At the end of this activity, the learner will be able to demonstrate an understanding of the following:

Next Generation Science Standards Engineering Design 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Cambridge Science Structure and function 5Bs.04 Describe the human digestive system, including the functions of the organs involved (limited to mouth, oesophagus, stomach, small intestine, large intestine and anus), and know that many vertebrates have a similar digestive system.

ISTE Standard 1.4.c Prototypes Students develop, test and refine prototypes as part of a cyclical design process.

1.7.c Project Teams Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Common Core Mathematics Number and Operations in Base 10 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Cambridge Math Addition and subtraction 5Nf.08 Understand the relative size of quantities to compare and order numbers with one decimal place, proper fractions with the same denominator and percentages, using the symbols =, > and <.

STEM Careers Connection

This project includes tasks that reflect the work of professionals in the following careers: Doctor

Nurse practitioner

32

Project 2:

DIGESTIVE SYSTEM INTRODUCTION The digestive system breaks food into small parts for energy. First, the mouth chews food. Then, it travels down the esophagus to the stomach, where acids break it down further. In the small intestine, the body absorbs nutrients. Finally, waste moves through the large intestine and out of the body. This amazing process helps us stay strong and healthy every single day!

Understanding Our Bodies

Organs and Operations

You are a Doctor!

Liver Gall Bladder Stomach Pancreas Small Intestine Large Intestine

Learning how we digest food helps us make healthy choices and live well together.

Appendix Rectum Anus

We model how food moves from the mouth to the stomach and intestines.

DEFINE THE PROBLEM A science museum needs a new exhibit to teach people about the human body. They want visitors to learn about medical careers through an interactive display.

You will be engineers!

Your team will help by building a model that moves "food" through the organs of the digestive system.

33

Doctors use science and math to fix the body and help people stay healthy.

MEASURE YOUR SUCCESS Goals

Rules

Your human body system should: Use a servo to launch the “food” Model how food travels from the mouth to the large intestine

Your human body system must: Use only the materials provided Include design ideas from every team member

TEAM ROLES

Work with your team to determine who will complete each role.

Leader Material Manager Reporter Testing Supervisor

MATERIALS

Which parts do you think will you need?

Computer

Micro:bit

Light Sensor

Color Sensor

Big Gear

Small Gear

Expansion Board

USB Cable

Humidity Sensor Ultrasonic Sensor

Small Axle

Medium Axle

Alligator Wires

Battery

Servo Motor

DC Motor

Moisture Sensor

White Beam

Infrared Sensor

Rocker Module

Potentiometer

Camera Module

Wheels

Rectangle Beam

Long Axle

Black Peg

Blue Peg

Yellow Peg

Grey Bush

Blue Beam

VOCABULARY Word Circulatory system Digestive system

Meaning The heart and tubes that move blood and oxygen all around your body.

The parts of your body that break down food into energy and waste.

34

GETTING STARTED TECHNOLOGY IN FOCUS

A servo motor can turn to specific angles. It does not spin freely like a fan. You can control how far it turns using code. With a servo, you can:

Move robot arms

Move parts to exact positions

Create sweeping movements

BUILD See the steps below for inspiration on how to to build.

Expansion Board

GND

3.3 V

S1

Servo Motor

GND

VCC

Signal

35

CODE Start a new project 1. Open Google Chrome and go to: makecode.microbit.org 2. Click New Project.

3. Create your project: Project 1 Add the Yahboom library 3. Click 4. Paste this link: https://github.com/YahboomTechnology/SuperBitLibV2

5. Click the SuperBit library to add it.

Build the program 1. Create the following code to move the servo to hit the ball when button A on the micro:bit is pressed to start the ball rolling down the channel.

Connect your micro:bit 1. Plug in your micro:bit.

2. Click Download.

36

YOUR

CHALLENGE

THIS IS WHERE YOU USE YOUR OWN THINKING!

B‌uild an arm on the servo such that its rotation‌ sets a ball in motion down the channel.

DESIGN AND PLAN

Use the space below to brainstorm ideas for your solution. You can use the Design Prompts on the right as inspiration to help guide your design.

Design Prompts

Building Blocks

Micro:bit

Sensors

Expansion Board

SHARE YOUR IDEAS

Which ideas will you use from each team member?

Team Member

Ideas

37

TEST Go back to the 'Measure Your Success' and check the boxes.

Does your project meet all the goals and rules?

Yes No

MATH AND SCIENCE CONNECTION 1. A test subject swallows a pill with a sensor that is tracked to see how long it takes to make its way through her digestive system. The scientists record the time after 0 seconds that it arrives in certain organs.

Esophagus

Stomach

Small Intestine

Large Intestine

10 seconds

3,600 seconds

10,911 seconds

36,532 seconds

a. How long does it take for food to get from the start of the esophagus to the end of the stomach?

b. How long does it take for food to get from the start of the small intestine to the start of the large intestine?

REFLECT

SUSTAINABILITY IN FOCUS Good Health and Well-being means keeping people safe from germs and sickness.

Your No-Touch Doorbell helps everyone stay healthy by stopping the spread of bacteria from hands.

Stops germ spread

Keeps hands clean 38

Promotes safe homes

1. How could a body system model help prompt good health and well-being for all? Circle the correct answer.

It shows health.

Grows plants faster

Makes food tastier

2. Which job helps people understand their bodies using a system model?

Fitness Analyst

Doctor

Firefighter

Studies step data

Teaches healthy living

Puts out fires.

FEEDBACK

Complete the following sentence and practice saying to your friends: 1. I built a

2. It helps 3. One way I made my model effective was Show your project to 3 friends and collect stickers!

39

Try to build and program the tool yourself. If you are having trouble, try the following directions.

SAMPLE SOLUTION

Try creating your own design. If you need help, use this example for inspiration.

The solution below shows one way to create an arm that will set the ball in motion down the channel.

SAMPLE BUILD

40

For C Grea

Ma

r!

For C Grea

Ma

te

r!

ee

r!

For C Gre

Ma

te

r! ee

r!

For C

Ma

te

r! ee Ma

Gr

r! te

r! ee Ma

Cli r! te

Ma

r!

r!

r! te

Fo r

r!

rP

te

resen

resen

ts/profess ren io pa

ls na

ro!

ee

ee

r!

Ma

Ma

te

r! ee

r! ee

r! ee

r!

r! r! te

r! te

r! te

r! te

r! te

r! te

Ma Ma Ma Ma Ma Ma

te

r!

ee r!

ee

r! ee

r! ee

r! ee

r! ee

r! ee

! er

ject 15 Pro

Sta

Sta

161

ly on ! er

ject 14 Pro

rP

t E n gi n

resen

ly on r! ee

Sta

rP

Exp

Sta

ject 14 Pro r Cod ste

ate He m

Sta

er!

Expe

E n gin

t E n gi n

resen

Capstone Project: Innovator’s Challenge

rt

er

ject 15 Pro r Cod e st

ject 12 Pro

rP

t E n gi n

er Cod st

ly on ! ter

Sta

er

resen

! er

resen

Exp

Sta

rP

ly on or! at

Sta

ject 12 Pro r Cod e st

ject 14 Pro

ject 13 Pro

t E n gi n

Sta

er

ject 15 Pro

! er

ject 13 Pro r Cod ste

resen

Exp

Sta

rP

tificate Use er t Cod ea

resen

ject 10 Pro

rP

t E n gi n

ject 12 Pro

jec Pro t 11

t E n gi n

Sta

ject 10 Pro r Cod ste

! er

Exp

er

er

resen

! er

jec Pro t 11 r Cod e st

resen

Exp

Sta

rP

tificate Use er Engin at

jec Pro t 8

rP

t E n gi n

ject 10 Pro

jec Pro t 9

t E n gi n

ject 13 Pro

jec Pro t 8 r Cod ste

! er

Exp

er

er

resen

! er

jec Pro t 9 r Cod ste

resen

Exp

Sta

rP

tificate Use er es t Pr en

jec Pro t 6

rP

t E n gi n

jec Pro t 8

jec Pro t 7

t E n gi n

jec Pro t 11

jec Pro t 6 r Cod ste

! er

Exp

er

er

resen

! er

jec Pro t 7 r Cod ste

resen

Exp

Sta

rP

jec Pro t 9

jec Pro t 6

tificate Use er no t In v

jec Pro t 4

rP

t E n gi n

! er

Exp

er

er

jec Pro t 5

t E n gi n

jec Pro t 7

jec Pro t 4 r Cod ste

! er

Exp

er

resen

Exp

Sta

rP

jec Pro t 5 r Cod ste

rP

t E n gi n

jec Pro t 4

jec Pro t 3

t E n gi n

jec Pro t 5

er

jec Pro t 2

! er

jec Pro t 3 r Cod ste

resen

! er

Exp

er

jec Pro t 2 r Cod e st

! er

rP

t E n gi n

jec Pro t 3

jec Pro t 2

Exp

Sta

Exp

er

Project 1

! er

Project 1 r Cod ste

Ma

Project 1

te

Innovator Sticker Sheet

an Share!

Ic

an Build!

Ic

Sign

Date

I can Build. I can Code. I can Share. I am an Innovator!

Who successfully completed the STEM Innovator's Challenge Level 5 - Smart Robotics.

This award is proudly presented to:

NOITAVONNI FO ETACIFITREC

CERTIFICATE OF INNOVATION

m

nn an I ovat

an Code!

Ic

! or

Ia