Standards Alignment Guide

Brush Bots: K-5 Learning Standards
QR Code
20+
Standards Addressed
K-5
Grade Levels
4
Standards Frameworks

Educational Value of Brush Bots

Brush Bots provide a perfect entry point to robotics and engineering. Using simple materials - a toothbrush head, vibrating motor, and battery - students discover how electrical energy converts to mechanical motion. The unpredictable movement patterns spark curiosity about forces, balance, and design optimization.

Grades K-2 Standards Alignment

Ages 5-8

Key Concepts for Young Learners

  • Push and pull forces cause movement
  • Vibration makes things move and makes sound
  • Different designs move in different ways
  • We can measure and compare distances
  • Engineers test and improve their designs

NGSS - Forces & Motion

Code Standard Brush Bots Connection
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on motion. The vibrating motor creates force. Students experiment with weight placements to change direction and speed.
K-PS2-2 Analyze data to determine if a design solution works as intended to change speed or direction. Students observe how their bot moves, then modify design to change its behavior.
1-PS4-1 Plan investigations to provide evidence that vibrating materials can make sound. The vibrating motor makes a buzzing sound AND causes movement. Students feel, hear, and see vibration.

NGSS - Engineering Design (K-2)

Code Standard Brush Bots Connection
K-2-ETS1-1 Ask questions and gather information to define a simple problem that can be solved. "How can we build a robot that moves across the table?"
K-2-ETS1-2 Develop a simple sketch or physical model to illustrate how shape helps function. Students draw or build their design, showing how bristles and motor help it move.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem. Students race Brush Bots and compare: Which was faster? Which went straighter?

Georgia Standards of Excellence (GSE) - Science

Code Standard Brush Bots Connection
SKP2.a Plan and carry out an investigation to determine the relationship between object's attributes and resulting motion when force is applied. Investigate how bristle shape, weight distribution, and motor position affect movement.
SKP2.b Construct an argument as to the best way to move an object based on its attributes. After testing, students explain which design moved fastest or straightest.
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Grades K-2 (continued)

Ages 5-8

Common Core Math - Measurement & Data

Code Standard Brush Bots Connection
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe the Brush Bot: "It's as long as my hand. The motor is small."
K.MD.A.2 Directly compare two objects with a measurable attribute in common. Compare Brush Bots: "This one went farther. That one is faster."
1.MD.A.2 Express the length of an object as a whole number of length units. Measure how far the Brush Bot traveled using paper clips or blocks.
2.MD.A.1 Measure the length of an object using appropriate tools such as rulers. Use rulers to measure exact race distances in inches or centimeters.

Grades 3-5 Standards Alignment

Ages 8-11

Key Concepts for Upper Elementary

  • Balanced vs. unbalanced forces
  • Energy conversion: electrical to mechanical
  • Complete circuits power the motor
  • Systematic testing and fair comparisons
  • Data collection and graphing
  • Engineering design iteration

The Physics of Brush Bots

When the eccentric weight on the motor spins, it creates a rotating unbalanced force. This force is transferred through the motor mount to the bristles. The bristles flex in response, creating a walking motion that propels the bot forward.

NGSS - Forces & Motion

Code Standard Brush Bots Connection
3-PS2-1 Plan and conduct an investigation to provide evidence of effects of balanced and unbalanced forces. The eccentric weight creates unbalanced forces. Students adjust weight to observe directional movement.
3-PS2-2 Make observations of an object's motion to provide evidence that a pattern can predict future motion. Students identify patterns: "Bots with weight on the left always turn right."

NGSS - Energy

Code Standard Brush Bots Connection
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by electric currents. Electric current flows to the motor. Students observe energy transfer as electricity becomes vibration.
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Brush Bots are energy conversion devices! Electrical → vibration → motion.
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Grades 3-5 (continued)

Ages 8-11

Georgia Standards of Excellence (GSE) - Science

Code Standard Brush Bots Connection
S4P3 Obtain, evaluate, and communicate information about relationship between balanced and unbalanced forces. Brush Bots demonstrate unbalanced forces. The off-center weight creates asymmetric vibrations.
S5P2.b Design a complete, simple electric circuit and explain all necessary components. Building the circuit requires: power source (battery), conducting path (wires), and load (motor).
S5P2.c Investigate and test common materials to determine if they are insulators or conductors. When troubleshooting, students test whether materials conduct electricity.

NGSS - Engineering Design (3-5)

Code Standard Brush Bots Connection
3-5-ETS1-1 Define a simple design problem with criteria for success and constraints. "Design a robot that can travel at least 2 feet in a straight line using only provided materials."
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem. Students sketch 2-3 designs before building. Compare: Which will go straightest?
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled. Fair tests: same surface, same starting position, same battery charge.

Common Core Math - Measurement & Data

Code Standard Brush Bots Connection
3.MD.B.3 Draw a scaled bar graph to represent a data set with several categories. Graph race results: Create bar graph showing how far each design traveled.
3.MD.B.4 Generate measurement data by measuring lengths. Show data on a line plot. Measure race distances to the nearest quarter inch. Create a line plot.
4.MD.A.1 Know relative sizes of measurement units. Express measurements in different units. Convert: "The bot traveled 18 inches. How many feet is that?"
5.MD.A.1 Convert among different-sized standard measurement units. "If the bot travels 6 inches per second, how far in 10 seconds? Convert to feet."

Why Brush Bots Matter for Learning

🔋

Entry-Level Robotics

The simplest form of autonomous robot - no programming required.

🔬

Visible Cause & Effect

Every component is visible. Students see how energy becomes motion.

🎨

Creative Expression

Each robot looks and moves differently. No single "right" design.

📊

Authentic Data

Racing creates real data that students care about.

🔄

Iteration & Improvement

Design → build → test → analyze → improve → repeat.

👥

Collaborative Learning

Students share discoveries and help troubleshoot each other's robots.

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