This unit is a designed to work in conjunction with the Simple Machine Unit Physic Unit, but does not take the place of the Simple Machine Unit as an enrichment project. The project can be done by 4 or 5 students who would be willing to work on the project when they are finished with their everyday assignments and requirements. It is best to have students that have had an introductory robotic training but it is not necessary. Using the Mindstorm Robotic Kit students will build learn to build standard robots with simple functions and then build a sophisticated robotic horse that is used to pull student complex machine projects- travois. This is just a guideline for the teacher to keep the student motivated and on track. This unit must be taught several months before the Simple Machine Unit to guarantee the robotic horse will be completed finished. Students will use an engineering journal of design to keep all information available for the teacher. Please see the Engineering Journal of Design Handout. http://www.roboticslearning.com/references.htm This websites allows students to find answers to possible questions, order products, watch video of products. http://empoweringminds.spd.dcu.ie/documents/serve-version?id=196 Mindstorm Links Materials Needed: Mindstorm NXT Robotic KitCan be purchasedLEGO Education USA (PITSCO)Phone: 800-362-4308Product ID: W735870.Table or area designated for the parts and production of the robot. Since the materials are expensive it is advised to have a lock case to easily store the robot parts. Week 1 – Using the lab top which has been programmed with Mindstorm operating system, students will get an introductory lesson of parts of the robotic, brain, the programming the on/off switch, the power etc.
Day 1 Essential Question: Why is logical thinking a desired trait in programmers?Discuss what Mind Storm Robotics are and have them look at the web site for additional support.http://www.roboticslearning.com/references.htm
Objectives: Students will be able to :Explain the components of the Mind Storm and how the interactCreate a robotic design according to a design plan Communicate with others in the group to achieve the goal Procedures:1 .Students will view Mindstorm Introductory video and discuss how the possibilities of robotics.2. Student groups will look at design plans for possible robots and decide on a plan.3. Students will inventory robotics tackle box and asses what is in box.4. Students will assemble robot. Assessment:Teacher will examine the design and discuss the progress of the creation. Summarizing/Review Students will discuss the important things in engineering journal of design and record their findings.
Day 2 Essential Question: How is logic used in good design and communication?
ObjectivesStudents will be able to:Communicate with robot through the use of the tower program basic maneuvers Save work Procedure:1. Students will set up tower and communicate with Mind Storm.2. Students will program basic maneuvers, change programming and save. Assessment: Teacher will see the students demo their robots Summarizing/Review: Teacher questions the builders regarding communication and different programming commands while student record responses in students Engineering Journal of Design.
Day 3 Essential Question: What effect do variables have on the operation of a program in a course?
Objectives:Students will be able to:Identify the different variables that can impact the operation of a robotIsolate variables to test one at a timeCreate the desired course with exact measurements Procedures:1. Students will run the robot on different surfaces.2. Students will swap out tires/treads and time differences in run time on surface.3. Students will discuss how battery power can impact the robot run.4. Students will test and decide what tires/tread run best on the course surface.Students will list all possible programming variables, i.e. time, turns, etc. Assessment: Teacher will observe students beginning to program for course. Summarizing/Review: The variables to consider while programming should be recording in Engineering Journal of Design. Week 2 Students should be able to build and program the robot to do several turns.
Day 4 Essential Question: What effect do variables have on the operation of a program in a course?
Objectives:Students will be able to:Program the robot for complete the course within the linesCommunicate in an effective manner with others in the group for effective programming Procedures:1. Students will program the robot for the course.2. Students will test the programming on the course. 3. Students will modify the program to complete the course.. Assessment:Teacher will observe students beginning to program for course and student record results in Engineering Journal of Design. Students turn Engineering Journal of Design into Teacher. Summarizing/Review: Students will discuss and analyze the factors impacting the programming and record responses in robotic journal.
Day 5, 6, 7 Repeat the same questions, procedures and assessment as Day 4 and it involving the student problem solving to tweak the programming. Week 3 Students will compete with their robot design to see which one is more efficient.
Day 8 , 9 Essential Question: Is competitiveness a good or bad thing in programming? Objectives: Students will be able to:Compete in the obstacle course competitionTake suggestions from team mates
Procedures:
1. Students will test run their robots through the course for the final time.Groups robots will be judged by a panel of three judges using a critique sheet. Winning group will receive candy bars. Assessment: Judges will critique each group’s robot and assign score.Summarizing/Review: Discuss what went right/what can be improved and record in robotic journal.
Day 10 Student start a design that will represent an Appaloosa Horse to be used for carrying travois weighting 140 grams through eight separate obstacles in an empty classroom. Engineering Journal of Design Engineering Journal of Design is a way to keep track of your project and all important information for the project. It can be a folder, binder or notebook, as long as it is wholly devoted to this project alone. In it, you will keep all of the notes, handouts, sketches and assignments that are related to the project. You are responsible for your own Engineering Journal of Design Notebook, and for keeping it categorized, updated, and safe. Your instructor will collect the entire notebook from you at any time, so make sure it is up-to-date and organized. All material should be kept in chronological order. Your personal Engineering Journal of Design Notebook will include:• Class handouts• Daily logs and notes• All sketches, plans, and drawings• Notes from design reviews• Calculations relevant to your project• Documentation of the evolutionary changes of your project• All completed and returned assignments• Final (turned-in) version of any individual assignments that are due Your group Engineering Journal of Design Notebook will include:• Notes for presentations, reports, proposals, etc.• Final (turned-in) version of any group assignments that are due.• Graded and returned group assignments. Assessment• The notebook itself will be graded based on completeness and organization.• Students are responsible for lost, damaged, or poorly kept Journals. There will be no credit given for lost Engineering Journal of Design Notebooks.• When requested at any time, students must hand in their notebooks, to be returned after the contents have reviewed and been graded• Notes and logs are the only evidence of work done on a daily basis. Make sure they are complete and will explain your individual contributions to the project. Questions that are helpful with any project to answer in your Engineering Journal of Design are the following: Our goal for today was…Our accomplishments today were…Some of the difficulties we encountered were…My personal role or contribution(s) to the group effort was/were…One important thing I learned today was…
Day 1 Essential Question: Why is logical thinking a desired trait in programmers?Discuss what Mind Storm Robotics are and have them look at the web site for additional support.http://www.roboticslearning.com/references.htm
Objectives: Students will be able to :Explain the components of the Mind Storm and how the interactCreate a robotic design according to a design plan Communicate with others in the group to achieve the goal Procedures:1 .Students will view Mindstorm Introductory video and discuss how the possibilities of robotics.2. Student groups will look at design plans for possible robots and decide on a plan.3. Students will inventory robotics tackle box and asses what is in box.4. Students will assemble robot. Assessment:Teacher will examine the design and discuss the progress of the creation. Summarizing/Review Students will discuss the important things in engineering journal of design and record their findings.
Day 2 Essential Question: How is logic used in good design and communication?
ObjectivesStudents will be able to:Communicate with robot through the use of the tower program basic maneuvers Save work Procedure:1. Students will set up tower and communicate with Mind Storm.2. Students will program basic maneuvers, change programming and save. Assessment: Teacher will see the students demo their robots Summarizing/Review: Teacher questions the builders regarding communication and different programming commands while student record responses in students Engineering Journal of Design.
Day 3 Essential Question: What effect do variables have on the operation of a program in a course?
Objectives:Students will be able to:Identify the different variables that can impact the operation of a robotIsolate variables to test one at a timeCreate the desired course with exact measurements Procedures:1. Students will run the robot on different surfaces.2. Students will swap out tires/treads and time differences in run time on surface.3. Students will discuss how battery power can impact the robot run.4. Students will test and decide what tires/tread run best on the course surface.Students will list all possible programming variables, i.e. time, turns, etc. Assessment: Teacher will observe students beginning to program for course. Summarizing/Review: The variables to consider while programming should be recording in Engineering Journal of Design. Week 2 Students should be able to build and program the robot to do several turns.
Day 4 Essential Question: What effect do variables have on the operation of a program in a course?
Objectives:Students will be able to:Program the robot for complete the course within the linesCommunicate in an effective manner with others in the group for effective programming Procedures:1. Students will program the robot for the course.2. Students will test the programming on the course. 3. Students will modify the program to complete the course.. Assessment:Teacher will observe students beginning to program for course and student record results in Engineering Journal of Design. Students turn Engineering Journal of Design into Teacher. Summarizing/Review: Students will discuss and analyze the factors impacting the programming and record responses in robotic journal.
Day 5, 6, 7 Repeat the same questions, procedures and assessment as Day 4 and it involving the student problem solving to tweak the programming. Week 3 Students will compete with their robot design to see which one is more efficient.
Day 8 , 9 Essential Question: Is competitiveness a good or bad thing in programming? Objectives: Students will be able to:Compete in the obstacle course competitionTake suggestions from team mates
Procedures:
1. Students will test run their robots through the course for the final time.Groups robots will be judged by a panel of three judges using a critique sheet. Winning group will receive candy bars. Assessment: Judges will critique each group’s robot and assign score.Summarizing/Review: Discuss what went right/what can be improved and record in robotic journal.
Day 10 Student start a design that will represent an Appaloosa Horse to be used for carrying travois weighting 140 grams through eight separate obstacles in an empty classroom. Engineering Journal of Design Engineering Journal of Design is a way to keep track of your project and all important information for the project. It can be a folder, binder or notebook, as long as it is wholly devoted to this project alone. In it, you will keep all of the notes, handouts, sketches and assignments that are related to the project. You are responsible for your own Engineering Journal of Design Notebook, and for keeping it categorized, updated, and safe. Your instructor will collect the entire notebook from you at any time, so make sure it is up-to-date and organized. All material should be kept in chronological order. Your personal Engineering Journal of Design Notebook will include:• Class handouts• Daily logs and notes• All sketches, plans, and drawings• Notes from design reviews• Calculations relevant to your project• Documentation of the evolutionary changes of your project• All completed and returned assignments• Final (turned-in) version of any individual assignments that are due Your group Engineering Journal of Design Notebook will include:• Notes for presentations, reports, proposals, etc.• Final (turned-in) version of any group assignments that are due.• Graded and returned group assignments. Assessment• The notebook itself will be graded based on completeness and organization.• Students are responsible for lost, damaged, or poorly kept Journals. There will be no credit given for lost Engineering Journal of Design Notebooks.• When requested at any time, students must hand in their notebooks, to be returned after the contents have reviewed and been graded• Notes and logs are the only evidence of work done on a daily basis. Make sure they are complete and will explain your individual contributions to the project. Questions that are helpful with any project to answer in your Engineering Journal of Design are the following: Our goal for today was…Our accomplishments today were…Some of the difficulties we encountered were…My personal role or contribution(s) to the group effort was/were…One important thing I learned today was…