Helps students surpass state standards
through Interactive Distance Learning
TEKS-ALIGNED
FUTURE-READY
Designed for students to explore
and gain interest in STEM careers
HANDS-ON
Students control robots over the web
• 112.34 Biology: b.3; c.3.A.D
(b) Introduction.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(c) Knowledge and skills.
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;
(D) evaluate the impact of scientific research on society and the environment;
• 112.35 Chemistry: b.3; c.3.A.C.D.E; c.6.B; c.11.A
(b) Introduction.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific practices of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(c) Knowledge and skills.
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;
(C) draw inferences based on data related to promotional materials for products and services;
(D) evaluate the impact of research on scientific thought, society, and the environment;
(E) describe the connection between chemistry and future careers; and
(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:
(B) describe the mathematical relationships between energy, frequency, and wavelength of light using the electromagnetic spectrum;
(11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:
(A) describe energy and its forms, including kinetic, potential, chemical, and thermal energies;
• 112.39 Physics: b.3; c.2.E; c.3.D; c.6.B; c.7.D.E
(b) Introduction.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(c) Knowledge and skills.
(2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
(E) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
(D) research and describe the connections between physics and future careers; and
(6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:
(B) investigate examples of kinetic and potential energy and their transformations;
(7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:
(D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect; and
(E) describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens.
• 130.420 Fundamentals of Computer Science: b.3; c.1.A; c.4.C; c.5.E
(a) General requirements. Students shall be awarded one credit for successful completion of this course. This course is recommended for students in Grades 9-12.
(b) Introduction.
(3) Fundamentals of Computer Science is intended as a first course for those students just beginning the study of computer science. Students will learn about the computing tools that are used every day. Students will foster their creativity and innovation through opportunities to design, implement, and present solutions to real-world problems. Students will collaborate and use computer science concepts to access, analyze, and evaluate information needed to solve problems. Students will learn the problem-solving and reasoning skills that are the foundation of computer science. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations and concepts. The six strands include creativity and innovation; communication and collaboration; research and information fluency; critical thinking; problem solving, and decision making; digital citizenship; and technology operations and concepts.
(c) Knowledge and skills.
(1) Creativity and innovation. The student develops products and generates new understanding by extending existing knowledge. The student is expected to:
(A) investigate and explore various career opportunities within the computer science field and report findings through various media;
(4) Critical thinking, problem solving, and decision making. The student uses appropriate strategies to analyze problems and design algorithms. The student is expected to:
(C) understand binary representation of data in computer systems, perform conversions between decimal and binary number systems, and count in binary number systems;
(5) Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected to:
(E) discuss the impact of computing and computing related advancements on society
SPEED TEST
Students, test your internet connection using an online speed test by clicking the link below.
Minimum: 600 Kbps / Recommended: 1 Mbps
HELP SPREAD THE WORD
Download flyer below by using "Right-click and save as"
Frequently Asked Questions
what will be covered in the live session?
To survive in a world where innovation rules, students today not only need to be tech-savvy but also understand fundamentals of science and engineering. In this virtual engineering camp experience, we will show students the engineering design process from idea to prototype to mass-production to better prepare today’s minds for the STEM jobs of tomorrow.
Students will also become familiar with the basics of drone systems, robotics, and programming. Mentors will cover computer science concepts before students learn to remotely control drones. Drones will be controlled over the internet in a time-based competition amongst their peers.
How will students control the drones?
Students will be given a link through which they will be able to see a live video feed of the drone. They will navigate through obstacles using buttons on the same page in a time-based competition.
How will i know if my students have a strong enough internet connection?
Instruct your students to visit www.fast.com and check their internet speed. The minimum speed is 600 Kbps and the recommended speed is 1 Mbps and above. Please check with students prior to camp. Hotspots are sufficient. Ensure students test their speed at the designated location and wifi network where they plan to use during the live camp session.
what kind of technology will students need?
Students will need an internet-enabled device to experience the live camp session via Zoom.
What if I can't meet the 50-student minimum?
We will coordinate with nearby schools to fill the slots. Please contact klmckinney@esc1.net
When will i receive my student's shirts
Shirts will be distributed Fall of '21 and sent via mail to campuses.
What if my campus can't attend a virtual camp during school hours?
We have an after school option from 4-6pm and a Saturday option as well with 4 time slots between 9am-6pm. The button below will take you to a live calendar.
Is this camp experience teks-aligned?
TEKS-driven Asynchronous instruction will occur before the live session by use of a digital handout covering camp-related science concepts and careers before the synchronous virtual camp session.
- 112.34 Biology: b.3; c.3.A.D
- 112.35 Chemistry: b.3; c.3.A.C.D.E; c.6.B; c.11.A
- 112.39 Physics: b.3; c.2.E; c.3.D; c.6.B; c.7.D.E
- 130.420 Fundamentals of Computer Science: b.3; c.1.A; c.4.C; c.5.E
The camp is for 50 to 100 students, but the sign-in sheet only has 30 slots?
Please print and fill in the student names on multiple sheets then email them to camps@reybotics.com
Click this link to download the sheet: Sign-in sheet
We will use these sheets during the 10 minute wait time before camp starts to accept students that match the list.
