Exploration of ‘Black-box’ Terrain Using Limited Sensors

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Attachments:

Author: Paul Rader

School District: Edwards-Knox Central School

Intended Audience:
Content Area: Science, Technology, Engineering, and Mathematics
Course Title: Science Enrichment
Grade Level: Middle School

Technology Integration:
Technology Hardware: VEX starter kit
Technology Software: VEX Programming Software
Internet Resources:

Other Content Areas for STEM Integration:
Content Area:

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 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

[http://www.nyu.edu/projects/mstep/state7.html]

ALSO:
Alternate Level - Technological Systems
Key ideas -
1. Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy or other systems.
Performance indicators -
Students:
• identify and operate familiar systems.
• assemble simple systems.

http://www.vesid.nysed.gov/specialed/publications/learnstand/lrnstd4.htm

Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.

How can we design a robot that will tell us about an environment we can’t directly know?

Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.

Using two types of sensors, how can we use what they can tell us to explore an unknown environment?

Learning Objectives:
By the end of this learning experience students will be able to:

Correctly interpret sensor data to infer what can be known about our unseen lab environment.

Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.

Textbook(s), Workbook(s): VEX Inventor’s Guide
Reference Book(s): Mathematics Resources (textbooks, charts)
Handout(s): Engineering Design Principles
Other:

  • VEX Robotics basic kit, and programming kit, including tether
  • 2 x 4’s to construct field and terrain
  • plywood for field base
  • nails or other fastening devices
  • Cloak - materials of suitable design

Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.

  1. 1. Practice using bumper and limit switches
  2. 2. Practice encountering various obstructions
  3. 3. Using feedback, practice interpreting data
  4. 4. With ‘Cloak’ in place, gather data
  5. 5. Make inferences about terrain encountered
  6. 6. Removing Cloak, evaluate inferences
  7. 7. Incorporate new ideas for better interpretation

Steps 4 through7 will be recursive within the remaining time

Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.

Models of possible terrain encounters should be provided, together with associated sensory data gathered.
An easily-removable cover that allows concealment should be provided.

Time used for Planning:
Time spent without students to prepare.

2 days

Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.

This is a culminating experience after having spent six to eight weeks learning the programming, motor, and sensor fundamentals. Howeve, it can be expected that this last segment can be accomplished in ten days.

Step 1 : known 1. Practice using bumper and limit switches
Day 1 and 2
Step 2		 2. Practice encountering various obstructions
Days 3 and 4
Step 3		 3. Using feedback, practice interpreting data
Days 5-9
Steps 4-7, recursive		 4. With ‘Cloak’ in place, gather data
5. Make inferences about terrain encountered
6. Removing Cloak, evaluate inferences
7. Incorporate new ideas for better interpretation
Day 10 Discuss and debrief

Assessment Tools:
List all forms of assessment for the learning experience.

Engineering notebook, fully noting design changes and test feedback.
Report, including conclusions drawn about terrain, and degree of confidence with which knowledge is obtained.
Report should also include suggestions for refining the information-gathering procedures.

Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.

Pros: exceptional ‘open-ended’ experience; hands-on learning; high motivation.
Cons: tasks may be beyond the scope and skill of students at the intermediate level.
I might make sure that students’ math skills are sufficient for the task.

Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.

Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.

Quadrant D:

Application Axis: (5) This knowledge can be directly transferred to solving terrain encounter problems in the real world, especially as it pertains to unpredictable situations. This is the sort of problem that more sophisticated computers/programming and /or implementation of more powerful sensors may resolve in helping those with disabilities maneuver, or in helping the military reconnoiter an area remotely.

Knowledge Axis: (4, 5, 6) Students must analyze the data their sensors give them, synthesize a most likely explanation of all the data, and evaluate how to gain even more information in succeeding trials.

Answering the Student Work Section: [see attached illustrations]

Given the Actual Terrain: VEX field

Mastery: VEX field MASTERY

Average: VEX field - average

Below Average: VEX field below average