This document outlines a robotics project for 8th grade students. It involves designing and building a robot that uses hydraulics. Students are divided into groups with roles as mathematicians, engineers, or artists. They research hydraulics and calculate areas and perimeters. Experiments with syringes demonstrate hydraulic principles of pressure and force. Students then design, build, and present a creative robot that moves using a hydraulic system. The project aims to teach students about hydraulics, geometry, and team-based design and building of a robot.

1. Middle School Programme 2017-2018/ Grade VIII/ Robotics
Project
Robotics

2. Middle School Programme 2017-2018/ Grade VIII/ Robotics
Robotics
Task:
You are a group of young mathematicians, engineers and artists who are assigned to
develop a creative robot after understanding the system of hydraulics. You will present
your robot to your class/ school in an exhibition.
Subjects: General Science, Mathematics Driving Question: How can I make my own
Robot?
Content Questions:
1. How are area and perimeter of different
geometrical shapes calculated?
2. How can shapes have the same area with
different perimeters?
3. What is the compressibility of liquid and
gases?
4. How does a hydraulic press work?
Learning Goals
1. To calculate the area of different
geometrical shapes using graphs.
2. To understand the relationship of
pressure with force and area.
3. To comprehend the mechanism and
use of a hydraulic system.
4. To create a system that uses
hydraulics.
Suggested Time: 10-12 class periods Presentation: Hydraulics Model
Required Material: Ice cream sticks, copper
wire, graph paper, syringes 5mL, eraser,
internet/ library, different material required
for the model
Level of Difficulty: Moderate

3. Middle School Programme 2017-2018/ Grade VIII/ Robotics
Method:
1. Divide yourself in groups of 3. Discuss within your groups and allot the following roles
amongst yourself:
 Mathematician
 Engineer
 Artist
Note: All tasks will be completed as a group. The role of the lead is to ensure the tasks
are completed on time with quality.
2. Look at the following shapes and predict:
a. Which shape has the largest area? Give reasons for your answer
b. Is the perimeter of all the shapes equal?
Stage 1 (Lead: Mathematician):
3. Take a graph paper and draw the following:
a. A square of sides 4 unit, keeping length of one small box 1 unit. Count the boxes
within the boundary of the square.
b. A rectangle of length 8 unit and breadth 2 unit, keeping length of one small box 1
unit. Count the boxes within the boundary of the rectangle.
Reflect on your predictions from Step 2. Is your answer different from your prediction?
Write your findings in your journal.
4. Calculate the area and perimeter of the triangle given in Step 1 using a graph and using
the formula. Is there a difference in your answers? Give reasons for your answer.
4 cm
4 cm 2 cm
8 cm 8 cm
4 cm
5.65 cm4.47 cm

4. Middle School Programme 2017-2018/ Grade VIII/ Robotics
A BFigure 2
C
5. Prepare the following:
Apparatus:
 Ice cream sticks – 10 piece
 Copper wire - 1 meter
 Compass – 1 piece
 Pencil
Steps:
 Take an ice cream stick and draw 3 lines on the breath of the
stick and find the midpoint of the lines you have drawn as shown
in Figure 1.
 Draw a straight line to connect the midpoints you have marked as
shown in Figure 1.
Now, on both sides of the stick, leave 1 cm and make a hole. Make another hole in the
center of both holes.
 Repeat the same for the remaining nine sticks and join them to make an X shape.
 Connect all the X shaped sticks together by using a copper wire.
(Run the wire through the holes to join the sticks together and
make two small circular turns that can act as a as a stopper)
Your design should look like Figure 2
6. Bring A and B close to each other and then pull A and C
close to each other. What do you notice? Write down your
observations
7. Now trace a rectangular boundary around your design:
a. When A is close to B.
b. When A is close to C
Calculate the area and perimeter for both rectangular boundaries. How does this
compare to your findings in Step 3?
Point to ponder: Where have you observed a design like this?
Stage 2 (Lead: Engineer):
8. Research to correctly identify the following parts of a syringe:
a. Needle
Figure 1

5. Middle School Programme 2017-2018/ Grade VIII/ Robotics
b. Plunger
c. Barrel
9. You will now perform an experiment:
Apparatus:
 New empty syringe 5mL (use it for all parts of the experiment) - Your teacher will
give you a syringe with the needle removed (DO NOT remove the needle
yourself)
 Eraser/ Rubber to seal
Method:
Part A:
 Hold the plunger and pull it outside to its maximum limit.
 Seal the opening of the syringe by pressing it against an eraser/ rubber.
 Now press the plunger using your thumb and release.
 Repeat the step above three times.
Write down your observation in your notebooks
Part B:
 Bring the plunger to its initial position.
 Seal the opening of the syringe by pressing it against an eraser/ rubber.
 Pull the plunger to its maximum space and release the plunger.
Write down your observation in your notebooks.
Part C:
 Fill the syringe with water.
 Seal the opening of the syringe by pressing it against an eraser.
 Now press the flat ring using your thumb.
Write down your observation in your notebooks
Part D:
 Fill half of the syringe with water and pull it to its maximum position.
 Seal the opening of the syringe by pressing it against an eraser.
 Now press the flat ring using your thumb.

6. Middle School Programme 2017-2018/ Grade VIII/ Robotics
Write down your observation in your notebooks
10. Predict the scientific reasons to the observations you have made in Step 8. What was the
difference between air and water in the syringe?
11. As a class share and discuss your notes regarding the experiment.
12. Now research to find the relationship between Force, Area and Pressure and carefully
read the text shared by your teacher.
13. Complete Table 1 by using Figure 4.
Table 1:
S.No Choose any 1 (˂ , ˃ or =) Reason
1 P1 ____ P2
2 A1 ____ A2
3 F1 ____ F2
14. Combining your understanding of your experiment and the exercise above, can you
explain how applying force to car pedal in a car causes it to brake? Discuss in your
groups before sharing your idea with the class.
Now, make your own hydraulic system using syringes. The engineer of the group will
demonstrate the hydraulics system to the class.
Area 2 (A2)
Area 1(A1)
Pressure 1(P1)
Pressure 2(P2)
Force 2 (F2)
Force 1 (F1)
(F1)
(F2)
Hydraulics Oil
Piston 1
Piston 2
Figure 4

7. Middle School Programme 2017-2018/ Grade VIII/ Robotics
Stage 3 (Lead: Artist):
15. You will now design a robot which moves using hydraulics. (You can refer to the
design made with ice cream sticks in step 7). List down your ideas in your group.
16. Discuss the ideas for a robot with your teacher and finalize one which you will then
create. Keep the following in mind:
 Your robot should move using a hydraulic system
 It should be creative (use colors, different materials)
 It should have a purpose (what can it be used for?)
17. Make your robot and test it. You will be required to exhibit it, so make sure it works!
18. Show your robot in action to your teacher and incorporate any suggested changes.
19. Present your robot in your class exhibition.
Submission Guidelines
Compile, organize and submit to your teacher the following items in your project portfolio
folder:
 Research notes and rough drafts
 Graph papers and workings
 Completed Table 1.
 Hydraulics Robot