DTEACh Robotics 3-5

8/3/2019 DTEACh Robotics 3-5

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DTEACh

TheUniversityofTexas

CockrellSchool

of

Engineering

AutomationandControlCurriculum

Grades35


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DTEACh,UniversityofTexasCockrellSchoolofEngineering

AutomationandControlCurriculum(Grades35)

TheFiveStepDTEAChTeachingModel

TheDTEAChteachingmethod,aneffectivemodelforengagingandeducatingstudentsfrom

Kindergartenthroughgraduateschool,comprisesfivesteps.

HandsonTechnologyExploration

Studentsexplorefamiliarexamplesoftechnology

tosetacontextfortheconceptstobediscussed.

InteractiveDiscussion

Theteacherandstudentsdiscussthematerials

examinedin

the

first

step

to

discover

goals,

terms,

andmathandscienceconcepts.

DirectedExploratoryLabs

Studentsperformdirectedlabstolearn

particularhandsonapplicationsoftheconcepts

discussed.

OpenendedDesignProblems

Studentsarepresentedwithdesignexercises

thatrequirethemtoapplytheirknowledgein

newanddifferentways.

ProjectReporting

Studentsdescribe

their

design

solutions

and

answerquestionsfromteachersandother

students.

STEPONE

STEP

TWO

STEPTHREE

STEPFOUR

STEPF

IVE


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AutomationandControl

StudentOutcomes:

Studentswillexploreeverydayautomaticsystemsanddevelopexplanationsforhowtheywork. Studentswillidentifycontrolsystemsanddifferentiatebetweenopenandclosedsystems. Studentswillcreateflowchartsofeverydaytasksandautomateddevicestorepresenttheflow

throughacontrolsystem.

Studentswilldesign,build,andprogramroboticdevicestocompletedesignchallenge. Studentswillresearcheverydayautomaticdevicestoidentifyanddeterminehowthepartsthat

makeupthesystemworktogether.Studentswillcreateavisualaidexplaininghowtheautomatic

deviseworks.

TEKSObjectives:

Science

Collectinformationbyobservingandmeasuring. (3.2B,4.2B,5.2B)* Analyzeandinterpretinformationtoconstructreasonableexplanationsfromdirectandindirect

evidence. (3.2C,4.2C,5.2C)*

Thestudentknowsthatasystemisacollectionofcycles,structures,andprocessesthatinteract.(3.5,4.5,5.5)*

Math

Identifythemathematicsineverydaysituations. (3.14A,4.14A,5.14A) Solveproblemsthatincorporateunderstandingtheproblem,makingaplan,carryingouttheplan,

andevaluatingthesolutionforreasonableness. (3.14B,4.14B,5.14B)

Explainandrecordobservationsusingobjects,words,pictures,numbers,andtechnology. (3.15A,4.15A,5.15A) Relateinformallanguagetomathematicallanguageandsymbols. (3.15B,4.15B,5.15B)

LanguageArts

Speakappropriatelytodifferentaudiencesfordifferentpurposesandoccasions.(3.3) Communicateclearlybyputtingthoughtsandfeelingsintospokenwords. (3.4) Generatequestionsandconductsresearchusinginformationfromvarioussources. (3.12) Usewritingasatoolforlearningandresearch. (3.20) Connectexperiences,information,insights,andideaswiththoseofothersthroughspeakingand

listening. (4.4A,5.5A)

Speak

clearly

and

appropriately

to

different

audiences

for

different

purposes

and

occasions.

(4.5,

5.5)

Inquireandconductresearchusingavarietyofsources. (4.13,5.13) Writeforavarietyofaudiencesandpurposes,andinavarietyofforms. (4.15,5.15) Usewritingasatoolforlearningandresearch. (4.21,5.21) Producevisualimages,messages,andmeaningsthatcommunicatewithothers. (4.25,5.25)


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Technology

Thestudentusesavarietyofstrategiestoacquireinformationfromelectronicresources,withappropriatesupervision. (3.4,4.4,5.4)

Thestudentacquireselectronicinformationinavarietyofformats,withappropriatesupervision.(3.5,4.5,5.5)

Thestudentusesappropriatecomputerbasedproductivitytoolstocreateandmodifysolutionstoproblems.(3.7,4.7,5.7)

Thestudentusesresearchskillsandelectroniccommunication,withappropriatesupervision,tocreatenewknowledge.(3.8,4.8,5.8)

*IdentifiesTEKSthataretestedonTAKS(TexasAssessmentofKnowledgeandSkills)


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Vocabulary:

technology applyingasystematictechnique,method,orapproachtosolveaproblem.Includestheuseof

materials,tools,techniques,andsourcesofpowertomakelifeeasier,moreproductive,andmore

pleasant.

system agroupofpartsthatworktogetherasaunit.

controlsystem Circuitsthatcontrolthewayadeviceoperates

openloop Asysteminwhichaparticularinputproducesaparticularoutput

closedloop Asystemthatcheckswhatishappeningattheoutput,andifnecessary,changeswhathappens

feedback Involvestheuseofasensortodetectchangestathtoutputandtofeedinformationbacktothe

controldevice,whichmaymodifytheoutput.

input Somethingputintoasystemtoachievearesult.

output Theenergy,power,orworkproducedbyasystem.

automation

Makingproducts

under

the

control

of

computers

and

programmable

controllers

sensor Adevicethatreceivesandrespondstoasignalorstimulus

actuator Amechanicaldeviceusedformovingorcontrollingamechanismorsystem.

simplemachine Thebasicmachinesthatmakeupothermachines.

lever Abarthatmovesonoraroundafixedpoint.

pulley Asimplemachinemadeupofaropeorchainandawheelaroundwhichtheropefits

gear Atoothedmachinepart,suchasawheelorcylinder,thatmesheswithanothertoothedpartto

transmitmotionortochangespeedordirection.

inclinedplane Flatsurfacewithoneendhigherthantheother

wedge

Amachine

made

up

of

two

inclined

planes

placed

back

to

back.

screw Aninclinedplanwrappedaroundapole.

wheelandaxle Asimplemachinemadeupofalargewheelattachedtoasmallerwheelorrod

force Apushorapull

algorithm aseriesofstepsinaprocessthathasadefinitebeginningandending.

hardware Thecomponentsnecessarytoimplement analgorithm


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BackgroundInformation:

RefertotheDTEACh2007NXTTeacherTrainingMaterials,availableonlineat

http://www.engr.utexas.edu/dteach/teachers/profdev/2007materialsnxt.cfm

Materials:

Everydaydevicesfoundaroundtheschoolandhome

EngineeringJournal:Automation,ControlSystems,FlowChartTemplate,FlowChartDirections

Constructionpaper,posterboard

Technology:

InspirationorMicrosoftWordflowcharttemplate

WebsiteResources:

OddMachine

http://www.edheads.org/activities/odd_machine/index.htm

SimpleMachines

http://www.edheads.org/activities/simplemachines/index.htm

GadgetAnatomy

http://www.mos.org/sln/Leonardo/GadgetAnatomy.html

GoldburgertoGo

http://pbskids.org/zoom/games/goldburgertogo/

HowStuffWorks

http://www.howstuffowrks.com

LiteratureConnections:

TheNewWayThingsWorkbyDavidMacaulay

TheWayThingsWorkbyDavidMacaulayandNeilArdley

TheWayThingsWork:TheCompleteIllustratedGuidetotheAmazingWorldofTechnologybyChrisOxlade


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Time:

Automation

DTEACh1:HandsonTechnologyExploration 45minutes DTEACh2:InteractiveDiscussion 30minutes

Control

ControlSystemsDTEACh1:HandsonTechnologyExploration 60minutes

DTEACh2:InteractiveDiscussion 30minutes

DTEACh5:ProjectReporting 20minutes

FlowChartsDTEACh1:HandsonTechnologyExploration 60minutes

DTEACh2:InteractiveDiscussion 30minutes

EvaluationandExtension

Evaluation 90minutes Extension timewillvary

Introductionto

LEGO

MINDSTORMS

Hardware

DTEACh3:DirectedExploratoryLab:BuildingwithLEGOS 60minutes DTEACh4:OpenendedDesignChallenge:BuildingaCanPushVehicle 90minutes DTEACh5:ProjectReporting 30minutes

IntroductiontoLEGOMINDSTORMSSoftware

DTEACh3:DirectedExploratoryLabs:ProgramminginNXTorRoboLab 60minutes DTEACh4:OpenendedDesignChallenge:ProgrammingaCanPushVehicle 90minutes DTEACh5:ProjectReporting 30minutes

NextStepsinBuildingandProgramming

DTEACh3:DirectedExploratoryLab:BuildandProgramaStarTrekDoor 60minutes

DTEACh

4:

Open

ended

Design

Challenge:

Three

mid

level

Design

Challenges

3

hours

ABetterMouseTrap,AutomaticPuttReturner,Mechanimals

DTEACh5:ProjectReporting 60minutesMoreDesignChallenges

DTEACh4:OpenendedDesignChallenges timewillvary AmusementParkRide LunchBoxAlarm Dr.DeSotosDentistChair SilentAlarmClock StorytellingwithMechanimals SoccerBallReturn AutomaticSoccerGoalie BattingPractice Catapults FishingMachine AirportSecurityScreener PinballMachine

DTEACh5:ProjectReporting 60minutes StudentEvaluationRubric 20minutes


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Automation

StepOne:HandsonTechnologyExploration

1. Askstudentstoexamineanexampleofeverydaytechnologysuchasamanualpencilsharpeneroratoy.Studentsmayobservethepartsinsidethedevicebytakingitapart.

Studentswilldiscusshowtheythinkthedeviceworks.TheywilldrawdiagramsoftheinsideandoutsideoftheobjectandwritetheirexplanationsintheirEngineeringJournals.

en.wikipedia.org/wiki/Pencil_sharpener

2. Discuss: Asaclasslookattheinsideofthedeviceandidentifythepartsthatmakeupthesystem.

Constructanexplanationforhowthepartsenablethesystemtowork.

Studentswillshareandcomparetheirdrawings. Identifythesimplemachinesthatmakeupthedevice. Constructanexplanationforthetermtechnology.

3. Dividestudentsintosmallgroupsorallowthemtoworkindependently.4. Eachgrouporstudentwillselectanexampleofeverydaytechnology.Studentsmaybringtheirown

examplesorselectfromdevicesprovidedbytheteacher.

Studentswilllookinsidetheirdevices,identifythepartsthatmakeupthesystemandexplainhowthepartsworktogethertomakethesystemwork.

StudentswillrecorddrawingsandexplanationsintheirEngineeringJournals.

StepTwo:InteractiveDiscussion

1.

Students

will

share

their

drawings

and

explanations

of

their

device

with

the

class.

2. Reviewtermssuchassensors,lever,screw,inclinedplane,gear,pulley,wheelandaxle,andforce.StudentswilladdvocabularytotheirJournals.

3. Usereferencematerialsandonlineresourcestodiscussconceptsfurther.


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EngineeringJournal

Automation

Drawwhatyouobserveinsideandoutsidetheautomateddevice.


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Recordyourresultsandconclusions:

1. Identifythepartsthatmakeupthedevice.____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. Explainhowyouthinkthesystemworks.____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. Identifythesimplemachinesthatmakeupthedevice.____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4. Whathaveyoulearnedfromthisactivity?Includenewvocabularytermsyouhavelearned.____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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Control:ControlSystems


1. Brainstormotherautomaticdevicesthatstudentsuseeveryday.Distinguishbetweenmechanicalandautomatic.

2. Ask: Howdoeseachofthesystemswork? Whatmakesthepartsofasystemworktogether?Sequenceofactionsthatmustoccur.

3. Askstudentstoexplainhowanautomaticdooratagrocerystoreworks. Usethetermsensortoidentifythedevicethatsensespeoplemovingoverthestore

entrance.

Identifymovingovertheentranceastheinputthattellsthedoortoopen.Theopeningofthedooristheoutput.4. Actoutanexampleofacontrolsystem.

Ask2studentstostandinfrontoftheclassroom.Explainthattheywillstandnexttoeachothertorepresenttheautomaticdooratthegrocerystore.

Placeamatonthefloorinfrontoftheautomaticdoor(students). Asktheclasswhatshouldhappenwhensomeonewalksupandstandsonthemat.The

doorshouldslideopenbecausethesensorunderthematsignalsamotortorun.Aftera

specificamountoftime,thedoorwillslideshut.

Askastudenttocomestandonthemat.Thestudentsrepresentingtheautomaticdoorwill

move

apart

to

allow

the

student

standing

on

the

mat

to

pass.

After

a

set

amount

of

time,thestudentsmaymovebackintotheiroriginalpositiontorepresentclosingthe

door.

5. Ask: Whatsetthecontrol(door)inmotion?Steppingonthemat(input). Whatarewecontrolling?Door(control) Whatistheoutcome?Motorsopeningandclosingdoors(output).Identifytheinput

(standingonthemat)andtheoutput(dooropeningandclosing).Togethertheinputand

outputmakeupacontrolsystem.Inthiscontrolsystemaparticularinputproducesa

particularoutput.Thisiscalledanopenloopsystem.

6. Drawablockdiagramontheboardtorepresentthecontrolsystem.Anopenloopsystemislinear.Input:

touchsensorunder the mat

Control

Device:

door

Output:

door opening

and closing


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7. Brainstormotherexamplesofopenloopedsystemssuchastypingonakeyboard,railroadcrossing,elevator,garagedoor,automaticpapertoweldispenser,automaticsink,toilet,automaticpencil

sharpener,motionsensor,sprinklersystem,carwindow.

8. Organizestudentsintogroupsoftwotocreatetheirownopenloopsystem.Studentsmustdemonstrateandidentifytheinput,controldevice,andoutputintheirsystemstotheclass.Students

willrecordtheircontrolsystemsintheirEngineeringJournals.

9. Asktwostudentstocometothefrontoftheroomtoactoutadifferenttypeofcontrolsystem. Thetwostudentswillstandtogethertoformanelevatordoor.(controldevice). Athirdstudentwillstandinfrontoftheelevatordoorandpretendtopressabutton

(input).Thestudentsrepresentingtheelevatordoor(controldevice)willmoveapartso

thestudentmaypass.Oncetheelevatordoorisopen(output),thestudentsrepresenting

theelevatordoorwillcountuptotwosecondsandwillthenclose.

Anotherstudent(input:sensor)willstandnearbytowatchforanythingthatmaymoveinthewayofthedooronceitbeginstoclose.Thestudent (input:sensor)willcontinually

communicatetotheelevatordoorsayingeither,Clear,or,Stop,dependingon

whethersomeoneisblockingthedoor.

Askstudentsfromtheclasstotaketurnsusingtheelevator.Eachtimethedooropensstudentsmaymoveallthewaythroughormaystopinthedoorwayoftheelevatorto

preventthedoorfromshutting.

Duringeachtest,thestudent(input:sensor)mustinstructtheelevatordoor.Ifsomeonestopsinthedoorwaythestudent(sensor)willsay,Stop.Oncethepassengerclearsthe

door,thestudent(sensor)willsay,Clear,andtheelevatordoormayclose(output).

Discuss: Whydoesanelevatordoorstopmovingonceitsensessomethingblockingit? Howisthissituationdifferentfromthegrocerystoreautomaticdoor?

Drawablockdiagramontheboardtorepresentthecontrolsystem.Identifythisasaclosedloopsystem.Askstudentstoexplainhowclosedloopsystemisdifferentthanthe

openloop

system.

Closed

loop

is

not

linear

and

is

asystem

with

feedback.

The

feedback

involvestheuseofasensortodetectachangeattheoutputandfeedinformationbackto

thecontroldevice,whichmaythenadjustorchangetheoutput.Intheelevatordoor

examplethestudent(input:sensor)wasconstantlycheckingwhethersomeonewas

blockingthedoor,sothedoorcouldmakeadjustments.

Input:

Motionsensor

detects

something

blockingdoor

Input:

Elevator

button(Touch

sensor)

Control

Device:

Elevator

door

Output:

Door

openingand

closing


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10.Organizestudentsintosmallgroupstocreatetheirownclosedloopsystem.Studentsmustdemonstrateandidentifytheinput,controldevice,output,andfeedbackintheirsystemstotheclass.

StudentswillrecordtheircontrolsystemsintheirEngineeringJournals.

Brainstormideaswithstudents:alarmclockwithsnooze,thermostat,waterlevel,refrigeratordooralarm,spellcheck.

StepTwo:InteractiveDiscussion:

1. Discussthedifferencebetweenopenandclosedloopsystems.Comparetheblockdiagrams.Reviewandconstructexplanationsforterms:input,controldevice,output,feedback,controlsystem,openand

closedloop.

2. Brainstormandlistexamplesofopenloopedsystemssuchastypingonakeyboard,automaticdoorsatthegrocerystore,automaticpapertoweldispenser.

3. Brainstormandlistexamplesofclosedloopedsystems:toilet,cruisecontrol,thermostat.

StepFive:ProjectReporting

1. StudentswilldrawexamplesofopenandclosedloopsystemsintheirEngineeringJournalsandthenexplainthedifferencebetweenthem.

2. Studentsmaysharetheirworkwiththeclass.


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EngineeringJournal

ControlSystems

Drawablockdiagramofanopenloopsystem.

Drawablockdiagramofaclosedloopsystem.

Explainthedifferencebetweenanopenloopandclosedloopcontrolsystem.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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Control:FlowCharts


1. Reviewtheautomateddevicesandcontrolsystemsthestudentshavestudieddofar.Theopenandclosedloopsystemsstudentsactedoutwereprettysimple.Itwillbeimportanttohaveamethodforwritingtheprocessofmorecomplexcontrolsystems.

2. Introducethetermflowchart.Flowchartsareanothermethodforrepresentingtheflowthroughacontrolsystem.Flowchartsshowthefunctionsofsensing,decisionmaking,andactivation.

3. Selectataskthatallstudentswillbefamiliarwithsuchasmakingasandwich.Askstudentstolisteachstepintheprocess.Theclasswillcreateaflowcharttorepresentthestepsnecessarytomakinga

sandwich.

4. Introducetheflowchartsymbolsstudentswillusefortheiralgorithms.

5. Asstudentsidentifysequenceofstepsinmakingasandwich,theteacherwillcreateaflowchartonthe

board,

overhead,

or

computer.

Arrows

connect

the

symbols

to

indicate

the

flow

of

the

control

system.

measurement activation decision start,stop,timedelay


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6. Askiftheflowchartformakingsandwichesisanopenorclosedloop.Studentsshouldexplainthattheflowchartisaclosedloopsystembecauseitincludesfeedback.Thesandwichmakerwillreadjustthe

peanutbutterandjellytomatchthespecifications.

7. Identifythetermalgorithm.Theflowchartisanalgorithmbecauseitshowsthesequenceinwhichthefunctionsareperformedfrombeginningtoend.Askstudentstoidentifymathalgorithmsthey

routinelyfollowsuchasdeterminingareaandsolvingdivisionandmultiplicationproblems.Write

examplesontheboardanddiscusshowthealgorithmsareaffectedbychangingthesequencesofthe

steps.

8. Brainstormothertasksthatfollowasequenceofstepssuchascheckingoutalibrarybook,makingasnack,travelingtoschool,ridingabike,orrecordingafavoriteTVprogram.

9. Studentswillworkinpairstocreateaflowchartofatask.IfcomputersarenotavailablestudentsmaycutoutandtracetheFlowcharttemplatesonconstructionpaper.

StepTwo:InteractiveDiscussion:

1. Studentswillpresenttheircompletedflowchartstotheclassanduseappropriatetermsastheyexplain

their

algorithms.

2. Selectanexampleofanautomateddevice.Asaclasscreateaflowchartshowinghowthedeviceworks.Studentsshouldunderstandthattheflowchartisarepresentationofthesequenceofthe

functionsofthedeviceandnotasetofdirectionforhowtousethedevice.Studentswillneedto

identifythesensor(s)thedeviceusesandthefeedbackthathelpsthedevicefunctionproperly.


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Evaluation:

1. Studentswillselectanexampleofanautomateddeviceandresearchhowitworks.a. Studentswillcreateadiagramofthedeviceonposterboard,trifoldboard,PowerPoint,or

MicrosoftWord.Studentsmustlabelthepartsofthedeviceandincludeacaptionexplaining

howthepartsworktogether.

b.

Students

will

include

required

vocabulary

in

the

presentation.

c. Useanyofthefollowingresources:TheNewWayThingsWorkbyDavidMacaulay

TheWayThingsWorkbyDavidMacaulayandNeilArdley

TheWayThingsWork:TheCompleteIllustratedGuidetotheAmazingWorldofTechnologyby

ChrisOxlade

HowStuffWorks

http://www.howstuffowrks.com

d. Studentswillcreateaflowchart(algorithm)showinghowthedeviceworks.e. Studentswillpresenttheirautomateddevicetotheclassanddemonstrateifpossible.

Extension:

Makedevicesusingelectricalcircuits.Createaflowchartshowinghowthedeviceworks.Identifytheinputandoutput.

ShoworreadDr.SeusssTheLorax.Createaflowchartoutliningtheactionsanddecisionsthatweremadeleadingtothedestructionoftheenvironment.

Writeanessayusinganyoftheflowchartscreated. Createaflowchartshowingthestepsinavolcaniceruption,seedgermination,lifecycle,orformationofa

tornadoorhurricane.


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FlowChartTemplates

Cutout

and

trace

the

patterns

on

construction

paper.

Glue

the

symbols

paper

to

create

aflow

chart

measurement

decision

action stop,start,timedelay


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IntroductiontoLEGOMINDSTORMSHardware

StepThree:DirectedExploratoryLab: BuildingwithLEGOS

1. ExplainthatstudentswillbecreatingtheirowncontrolsystemsusingLEGOMindstormsNXTbuildingmaterialsandsoftware.

2. ExploretheLEGOMindstormskitingroups. Lookateachpartanddiscusspossiblefunctionsofeachpartwithinthegroup.Identifysensors,inputandoutputports,motors,andexplorehowpiecesfit

together.

StepFour:OpenendedDesignChallenge:BuildingaCanPushVehicle

1. PresenttheDesignChallengetostudents.Eachgroupwillconstructadevicethatwilltravelthestreetsofyourtownlookingforaluminumcanstorecycle.Thedeviceshouldbecapableofturningasneeded

tofindandpushthecansintotherecyclingcenter.Acanmeasuresapproximately2.5inchesin

diameter.

2. ThevehicleshouldbeconstructedusingcomponentsfromtheLEGOMindstorms/RoboLabkit.Eachkitcontainstwolightsensors,onetouchsensor,twoelectricmotors,andonelamptouseinthe

construction.

3. Studentsshouldcompletethefollowingstepspriortobuilding. ExploreLEGOparts. Developafunctionaldescriptionofthevehiclewhichdescribesactionsthevehiclemustbe

capableofaccomplishingduringoperation.

Generateseveralideas,sketchingthemonpapertodiscusswiththegroup. Constructthevehicle. Testthemodelbypushingitovervariousterrains.Checkforsturdiness. Modifythemodelifneededbasedoninitialtesting. Startthinkingaboutwhattheprogrammustincludethatwillallowthevehicletoaccomplishthe

task.

4. StudentsmayselectoneoftheconstructionmodelsprovidedintheDTEACh:AutomationandControlInstituteBinder.ExamplescanbefoundinthesectiontitledLegosLaboratoryLonghornRecycling

Vehicle.


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1. Eachgroupwillsharetheirfinalmodel.Studentsshoulddiscussthefollowing:a. Theconstructionofthemodel.b. Howtheydecidedonthedesigntheyused.c. Challengesofconstructionandhowtheyovercamethosechallenges.

2. Identifyvocabularyusedthroughoutthediscussionssuchassturdy,friction,gears,system,andmore.3. Studentsshoulddiscussthemodificationstheymadetotheiroriginaldesign.


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EngineeringJournal

BuildingaLonghornRecyclingVehicle

SketchyourideasforconstructingaLonghornRecyclingVehiclethatwillbeabletopushacanintoa

recyclingcenter.


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IntroductiontoLEGOMINDSTORMSSoftware

StepThree:DirectedExploratoryLab: ProgrammingwithNXTorRoboLab

1. StepthroughbasicprogrammingskillsusingthedirectionsfromDTEACh:AutomationandControlInstituteBinder.RefertothesectiontitledAutomationandControlLaboratory:RoboLabInroduction

Parts1and2orMINDSTORMSNXTIntroduction.

2. Together,theclasswillwriteasimpleprogramtodownloadonthevehiclebuildearlier.

StepFour:OpenendedDesignChallenge:ProgrammingaCanPushVehicle

1. ReviewtheLonghornRecyclingVehicleSingleCanPushDesignChallenge.Studentswillprogramtheirvehiclestopushasingleemptycanintotherecyclingcenter.Refertothespecificationsinthe

DTEACh:AutomationandControlInstituteBinder.ThesectionistitledLRVSingleCanPushingFlow

ChartLaboratory.

Thecanisapproximately12inchesinfrontand10inchestotheleftoftheLRV.TheLRVmustdriveuptothecanbygoingstraight12inches,turnleft90degrees,gostraight10inches,andthenpush

thecanforward6inchesintotherecyclingcenter.

2. Studentswillfirstcreateaflowchartoftheprogram.3. Onceeachgrouphasdiscussedtheirprogramwiththeteacher,theymaybeginprogrammingusing

RoboLaborMINDSTORMSNXT.

4. StudentswilldownloadtheRoboLaborNXTprogramintotheirvehiclestotest.5. Studentsmustmodifytheprogramuntiltheirvehiclecanaccomplishthetask.Assignatimeconstraint

forstudentstomeet.

StepFive:

Project

Reporting

1. Eachgroupwilldemonstratetheirvehiclesontherecyclingcourse.Studentsshouldalsopresentandexplaintheirprograms.

2. Discusstheresultsofeachvehicleandchangesstudentswouldmaketoimproveperformance.


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3. StudentwillevaluatetheirexperienceintheirjournalsorusingtheLonghornRecyclingVehicleChallengeJournalpage.Studentsmustanswerquestionssuchas:

ExplaintheresultsoftheDesignChallenge.Didyourvehicleperformasyouexpected?Whyorwhynot?

Whatwouldyoudotoimprovethedesignofyourvehicle?program? WhathaveyoulearnedfromthisexperienceaboutworkingwithNXTorRobolab,teamwork,and

yourself?


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Journal:LonghornRecyclingVehicleChallenge

1. ExplaintheresultsoftheDesignChallenge.Didyourvehicleperformasyouexpected?Whyorwhynot?

_________________________________________________

_________________________________________________

_________________________________________________

2. Whatwouldyoudotoimprovethedesignofyourvehicle?program?

_________________________________________________

_________________________________________________

_________________________________________________

3. WhathaveyoulearnedfromthisexperienceaboutworkingwithNXTorRobolab,teamwork,andyourself?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________


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NextStepsinBuildingandProgramming

StepThree:DirectedExploratoryLab: BuildandProgramaStarTrekdoor

1. AsaclassstepthroughtheMINDSTORMSNXTcompletepalette.2. TogetherbuildandprogramaStarTrekdoorusingdirectionsfromDTEACh:AutomationandControl

InstituteBinder.

3. Studentswilltesttheirdoorsanddiscussmodificationstheycouldmaketoimprovetheperformanceoraltertheresultingtask.

StepFour:

Open

ended

Design

Challenge:

Three

Mid

Level

Design

Challenges

1. Studentswillworkingroupstocompleteoneofthefollowingtasks.Buildandprogram: abettermousetrap Designadevicethatwillcaptureamouseinanonlethalandautomatic

manner.Themousetrapshouldbetriggeredautomatically,holdingthemouseuntilyoudesire

toreleaseitelsewhere.

anautomaticputtreturner Helpsomeonepracticetheirputputgolfswingskills.Theputtingmechanismshouldreceiveaputtedball,indicatingaproperstroke,andthenreturntheballto

theuserforanothershot.

amechanimalDesignandprogramamodelofananimalthatmimicsitsbehaviororanadaptatation.

2. Studentsshouldcompletethefollowingstepspriortobuilding. ExploreLEGOparts. Developafunctionaldescriptionofthedevicewhichdescribesactionsitmustbecapableof

accomplishingduringoperation.

Generateseveralideas,sketchingthemonpapertodiscusswiththegroup. Constructthedevice. Testthesturdinessofthemodel. Modifythemodelifneededbasedoninitialtesting. Startthinkingaboutwhattheprogrammustincludethatwillallowthedevicetoaccomplishthe

task.

3. Studentsshouldcompletethefollowingstepspriortoprogramming. Createaflowchartoftheprogram. Explaintheprogramtotheteacher BeginprogrammingusingRoboLaborMINDSTORMSNXT. DownloadtheRoboLaborNXTprogramintodevicesandtest. Modifytheprogramuntilthedevicecanaccomplishthetask.


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1. Eachgroupwilldemonstratetheirdevices.Studentsshouldexplainhowtheyconstructedtheirdevicesandexplaintheirprograms.

4. Discusstheresultsofeachdeviceandchangesstudentswouldmaketoimproveperformance.5. StudentwillevaluatetheirexperienceintheirjournalsorusingtheDesignChallengeJournalpage.

Studentsmustanswerquestionssuchas:

ExplaintheresultsoftheDesignChallenge.Didyourdeviceperformasyouexpected?Whyorwhynot?

Whatwouldyoudotoimprovethedesignofyourdevice?program? WhathaveyoulearnedfromthisexperienceaboutworkingwithNXTorRobolab,teamwork,and

yourself?


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EngineeringJournal

DesignChallenge:____________________________

Sketchyourideasforconstructingyourdevice.


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Journal:DesignChallenge:__________________

1. ExplaintheresultsoftheDesignChallenge.Didyourdeviceperformasyouexpected?Whyorwhynot?

_________________________________________________

_________________________________________________

_________________________________________________

2. Whatwouldyoudotoimprovethedesignofyourdevice?program?

_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________

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MoreDesignChallenges

StepFour:OpenendedDesignChallenge:ThreeMidLevelDesignChallenges

1. Studentswillworkingroupstocompleteoneofthefollowingtasks.Buildandprogram: AmusementParkRide LunchBoxAlarm Dr.DeSotosDentistChair SilentAlarmClock StorytellingwithMechanimals SoccerBallReturn AutomaticSoccerGoalie BattingPractice Catapults FishingMachine AirportSecurityScreener PinballMachine

2. Studentsshouldcompletethefollowingstepspriortobuilding. ExploreLEGOparts. Developafunctionaldescriptionofthedevicewhichdescribesactionsitmustbecapableof

accomplishingduringoperation.

Generateseveralideas,sketchingthemonpapertodiscusswiththegroup. Constructthedevice. Testthesturdinessofthemodel. Modifythemodelifneededbasedoninitialtesting. Startthinkingaboutwhattheprogrammustincludethatwillallowthedevicetoaccomplishthe

task.

3. Studentsshouldcompletethefollowingstepspriortoprogramming. Createaflowchartoftheprogram. Explaintheprogramtotheteacher BeginprogrammingusingRoboLaborMINDSTORMSNXT. DownloadtheRoboLaborNXTprogramintodevicesandtest. Modifytheprogramuntilthedevicecanaccomplishthetask.


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1. Eachgroupwilldemonstratetheirdevices.Studentsshouldexplainhowtheyconstructedtheirdevicesandexplaintheirprograms.

2. Discusstheresultsofeachdeviceandchangesstudentswouldmaketoimproveperformance.3. StudentwillevaluatetheirexperienceintheirjournalsorusingtheDesignChallengeJournalpage.

Studentsmustanswerquestionssuchas:

ExplaintheresultsoftheDesignChallenge.Didyourdeviceperformasyouexpected?Whyorwhynot?

Whatwouldyoudotoimprovethedesignofyourdevice?program? WhathaveyoulearnedfromthisexperienceaboutworkingwithNXTorRobolab,teamwork,and

yourself?

Evaluation:

1. Studentswillcompleteindividualandgroupevaluationrubrics.2. Studentsmayalsopresenttheirfinalproductstostudentsinotherclassesoraspartofaschool

roboticsfair.


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EngineeringJournal

DesignChallenge:____________________________

Sketchyourideasforconstructingyourdevice.


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Journal:DesignChallenge:__________________

1. ExplaintheresultsoftheDesignChallenge.Didyourdeviceperformasyouexpected?Whyorwhynot?

_________________________________________________

_________________________________________________

_________________________________________________

2. Whatwouldyoudotoimprovethedesignofyourdevice?program?

_________________________________________________

_________________________________________________

_________________________________________________


_________________________________________________

_________________________________________________

_________________________________________________

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DesignChallengeEvaluation

Doesnot

meetexpectations

1

Meetsfew

expectations

2

Meetsmost

expectations

3

Meetsall

expectations

4

ROBOT

Thedesignisdetailedandlabeledwithpartsneeded

tobuildtherobot.

Studentsmadenecessarymodificationstotheoriginal

designtoallowtherobottocompletethetask(s).

Therobotissturdyanddoesnotfallapartwhen

handledorrunning.

Therobotmeetsalldesigncriteria. Thestudents

followeddirections

and

specifications.

Therobotisabletocompletethetask(s).

MINDSTORMSPROGRAM

StudentswroteaMINDSTORMSprogramthatworks

successfullywiththerobot.

Studentsdemonstratedunderstandingof

MINDSTORMSicons,terminology,andprogramming

concepts.

STUDENTPERFORMANCE

Allstudentscontributedtobuildingandprogramming

therobot.

Studentsworkedasateamtosolveproblemsand

completethetask.

Thestudentsareabletoexplaintherobotdesignand

placementofparts.

StudentsareabletoexplainhowtheROBOLAB

programworks.

Students

are

able

to

explain

how

they

solved

design

andprogrammingproblemsthroughouttheproject.

Grade


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NAME_____________________

DesignChallenge

IndividualEvaluation

YES SOMEWHAT NO

Thestudentworkedcooperativelywiththe

grouptoplanandbuildthedevice.

Thestudentparticipatedineachstepofthe

process.

Thestudent

considered

other

students

ideas.

Thestudentwasabletoexplainthedesign,

construction,andprogram

Thestudentusedtimewiselyandstayedon

taskthroughouttheproject.

GRADE

Comments:___________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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NAME__________________

DesignChallenge

GroupEvaluation(tobecompletedbygroupmembers)

YES SOMETIMES NO

Ourteamworkedcooperativelytoplanand

buildthedevice. Everyonehelpedbuildand

solveproblems.

Ourdevicelookedthewaywewanteditto.

Ourdeviceaccomplishedthetask.

Themembers

of

our

team

helped

each

other

stayinvolvedintheproject.

Welistenedtoandusedeachothersideas.

Eachmemberoftheteamcontributedby:___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Wewereaneffectiveteambecause:_______________________________________________

_____________________________________________________________________________

Ourteam

needs

to

improve

at:

___________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Our group earned a grade of:

DTEACh Robotics 3-5

Documents

Transcript of DTEACh Robotics 3-5