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9th Grade  Project 9 weeks

ZumoBot: Duelo Autónomo en Acción

Luis F
Updated
3A-AP-16
3A-AP-13
3A-AP-22
3A-AP-19
9-12.AF.6.5
+ 11 more
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Purpose

Students work in teams to design, code, build, and refine an autonomous Zumo robot that can detect an opponent, make decisions, stay inside the arena, and compete effectively. Through repeated build-test cycles, engineering huddles, and weekly exit circles, they use sensor data, test logs, photos, and peer feedback to improve both robot performance and teamwork. The experience connects computational thinking, physics, and engineering design to an authentic challenge supported by a robotics coach or competition organizer, culminating in a live showcase, mock tournament, and design portfolio that documents growth over time.

Learning goals

Students will design, code, and iteratively refine a Zumo robot that uses events and sensor-based algorithms to detect an opponent, control boundaries, make simple strategic decisions, and compete effectively in the arena. They will collect and analyze test data on sensing accuracy, driving patterns, collisions, energy use, and in-bounds performance to evaluate tradeoffs, improve reliability, and explain how scientific and engineering ideas shaped each revision. Working in defined team roles with collaborative tools, students will use engineering huddles, weekly exit circles, peer feedback, and input from a robotics coach or competition organizer to strengthen teamwork, communication, usability, and accessibility. By the end, each team will present a live demonstration, compete in a judged mock tournament, and defend its design choices through a portfolio with photos, test logs, reflections, and competition results.

Standards
  • [Computer Science Teachers Association] 3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
  • [Computer Science Teachers Association] 3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
  • [Computer Science Teachers Association] 3A-AP-22 - Design and develop computational artifacts working in team roles using collaborative tools.
  • [Computer Science Teachers Association] 3A-AP-19 - Systematically design and develop programs for broad audiences by incorporating feedback from users.
  • [Next Generation Science Standards] 9-12.AF.6.5 - Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
  • [Next Generation Science Standards] HS-PS2-3 - Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
  • [Next Generation Science Standards] 9-12.AF.7.6 - Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
  • [Next Generation Science Standards] 9-12.AF.1.2 - Evaluate a question to determine if it is testable and relevant. (a) Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. (b) Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (c) Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.
  • [Next Generation Science Standards] HS-PS3-3 - Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
  • [Computer Science Teachers Association] 3A-AP-21 - Evaluate and refine computational artifacts to make them more usable and accessible.
Competencies
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Products

Durante el proyecto, los equipos crearán bocetos iniciales, prototipos funcionales del Zumo, programas con comportamientos basados en sensores, cuadernos de ingeniería con datos de pruebas sobre detección, control de límites y patrones de movimiento, y un portafolio de diseño con fotos y reflexiones breves. En cada ciclo producirán registros de prueba, decisiones de mejora y evidencias de revisión para mostrar cómo cambiaron el código, la estructura y la estrategia del robot. Como producto final, presentarán un robot Zumo listo para competir que detecta oponentes, se mantiene dentro del área y toma decisiones autónomas en un torneo simulado. También entregarán y exhibirán un portafolio de diseño final con resultados de competencia, evidencias de iteración y una explicación clara del proceso ante familias, otra clase y un coach u organizador de robótica.

Launch

Comienza con “Lanza Zumo en la Arena”: muestra combates cortos entre robots Zumo, permite que los estudiantes inspeccionen sensores, ruedas y chasis, y pídeles que registren primeras ideas sobre cómo detectar al oponente y mantenerse dentro del dohyo. Luego, en equipos, realiza “Build the Battle Bot”, un reto rápido para bosquejar, armar una mini prueba de movimiento o sensor, y capturar fotos y notas iniciales para su portafolio de diseño desde el primer día. Cierra con una clínica breve de reglas y puntuación dirigida por un coach experimentado u organizador regional de robótica, quien presenta criterios de éxito para control de límites, detección y toma de decisiones. Finaliza con una discusión guiada para construir la pregunta del proyecto y acordar roles iniciales de equipo para el primer sprint.

Exhibition

Host a Circuito Final Zumo where families, another robotics class, and a regional robotics coach watch each team run a short live demo in the arena, explain how the robot detects opponents and stays in bounds, and share a design portfolio with photos, test logs, reflections, and competition results. Follow this with a Desafío Arena Abierta mock tournament judged by the coach or competition organizer, with teams rotating through driver, pit crew, and presenter roles so every student contributes publicly. Between matches, students give quick presentations on one major revision they made after engineering huddles and weekly exit circles, using evidence from sensor data, driving patterns, and boundary-control tests. End with audience feedback and judging on sensing accuracy, decision-making, boundary control, and teamwork.