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Build Your Own Remote Control Car (Grades 4 - 6) Saturday Class

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Dates:October 5-26, 2013
Meets:Sa from 9:30 AM to 11:00 AM, 4 sessions
Location:UT Arlington CEWF-F200D
Instructor:Instructor Information
Fee: $165.00  
Textbook:No Book Required

Sorry, this course is inactive. Please contact our office to see if it will be reinstated, or if alternative classes are available.

Course Description

Build your own remote control car from the ground up! In this camp, students will learn about basic transmitters, receivers, gears, motors, circuit boards and electronic switching theories as they engineer and build the inner workings of a remote controlled car.

Educational Benefits:

  • Learning about automotives
  • Spatial Problem Solving
  • Building a working model
  • Interacting creatively with technology
  • Creative Problem Solving and
  • Teamwork
  • Click here to view all Kids and Teens programs and required forms.

    All of our STEM Based-Camps focus on Science, Technology, Engineering and Math.

    Teks for Science Grade 4

    (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
    (A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;
    (B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps;
    (C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;
    (4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:
    (A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and
    (5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
    (A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

    Teks for Technology Application Grade 3-5

    (2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (A) draft, edit, and publish products in different media individually and collaboratively;
    (F) perform basic software application functions, including opening applications and creating, modifying, printing, and saving files.
    (4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to:
    (A) identify information regarding a problem and explain the steps toward the solution;
    (B) collect, analyze, and represent data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages;
    (C) evaluate student-created products through self and peer review for relevance to the assignment or task; and

    Teks forMathematics Grade 4

    (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
    (A) apply mathematics to problems arising in everyday life, society, and the workplace;
    (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
    (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
    (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
    (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to:
    (A) identify relative sizes of measurement units within the customary and metric systems;
    (B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and
    (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

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