“Mine” or Yours
Additional Resources:
Author: Matthew Shaver
School District: Ogdensburg
Intended Audience:
Content Area: Robotics
Course Title: Robotics I
Grade Level: 9 - 12
Technology Integration:
Technology Hardware:
- Vex Robotics System
- Vex Advanced Motion Pack
- Vex Aluminum Metal Pack
Technology Software: EasyC for Vex
Internet Resources: Vex Curriculum 1.0
Other Content Areas for STEM Integration:
Content Area: Science, Math, Technology, and ELA
STEM PEER REVIEW PROCESS
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Mathematical Analysis Key Idea 3: Critical thinking skills are used in the solution of
mathematical problems.
- apply algebraic and geometric concepts and skills to the solution of problems.
Scientific Inquiry Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
- devise ways of making observations to test proposed explanations.
Engineering Design Key Idea 1: Engineering design is an iterative process involving
modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
-devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.
Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Key Idea 5 (Measurement): Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
- choose the appropriate tools for measurement.
- use dimensional analysis techniques.
Key Idea 7 (Patterns and Functions): Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
- represent and analyze functions using verbal descriptions, tables, equations, and graphs.
- translate among the verbal descriptions, tables, equations and graphic forms of functions.
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
- explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia)
Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Tools, Resources and Technological Processes Key idea: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into ore useful forms.
-select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information
Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Key Idea 2 (Models): Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
- revise a model to create a more complete or improved representation of the system.
- collect information about the behavior of a system and use modeling tools to represent the operation of the system.
Key Idea 6 (Optimization): In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
- analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.
Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Key Idea 1 (Connections): analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.
- design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
The Secretary of the Military has asked your group to design and build prototype robots to gather and dispose of pedastal mines.
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
How can the Vex system be used to create a prototype of a mine gathering robot?
Learning Objectives:
By the end of this learning experience students will be able to:
- Present the steps used designing and creating a mine gathering robot.
- Outline the design, build, and testing phases of the task in a journal.
- Create a working prototype robot.
- Compete against other students to determine which design is the most functional.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s):
- Vex Inventor’s Guide
- Sensor Inserts for Vex Inventor’s Guide
Reference Book(s):
Handout(s): Mine Removal Worksheet
Other:
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
- Students have previously learned the Vex Robotic System and journal writing.
- Students are reminded of safe work habits with the robotics system.
- Students will be given time to brainstorm ideas, create, and test their robot.
- Students will compete against other robots to see whose robot is the best design.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
- Students will work in groups to maximize efficiency.
- Group size can be adjusted based on student’s abilities.
Time used for Planning:
Time spent without students to prepare.
5 hours to create challenge worksheet and board.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Day 1 - Introduction and Brainstorming (42 mins)
Days 2 - 15 - Student work time (42 mins X 14)
Day 16 - Student test day (42 mins)
Assessment Tools:
List all forms of assessment for the learning experience.
- Daily participation points
- Journal
- Design review
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
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Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. |
Quadrant D – Adaptation
Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
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Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. |
Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.
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From the International Center on Leadership in Education @ http://leadered.com
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
This task, as presented, is real-world because of the possibility of mines in a battlefield. The design review makes this an “evaluation” task.
