Drinks “Fore” You (Robotics Design Challenge)
Additional Resources:
Author: Zachary Dupree, Technology Education Teacher
School District: Madrid-Waddington High School
Intended Audience:
Content Area: Technology
Course Title: Robotics
Grade Level: 9-12
Technology Integration:
Technology Hardware: Vex Robotics Kit, Vex Sensor Kit, Shop Tools (nut drivers, screw drivers, ect.),
Classroom Computers
Technology Software: Easy C Program
Internet Resources: Vex Curriculum 1.0
Other Content Areas for STEM Integration:
Content Area: Science, Technology, Engineering, Mathmatics, 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).
ITEA STANDARD 1 - THE NATURE OF TECHNOLOGY
Students will develop an understanding and scope of technology.
ITEA STANDARD 6 - TECHNOLOGY AND SOCIETY
Students will develop an understanding of the role of society in the development
and use of technology.
ITEA STANDARD 8, 9, 10 - DESIGN
- Students will develop an understanding of the attributes of design.
- Students will develop an understanding of engineering design.
- Students will develop an understanding of the role troubleshooting, research and development, invention and innovation and experimentation in problem solving.
ITEA STANDARD 11, 12, 13 - ABILITIES FOR A TECHNOLOGICAL WORLD
- Students will develop the abilities to apply the design process.
- Students will develop the abilities to assess the impact of products and systems.
- Students will develop the abilities to use and maintain technological products and systems.
ITEA STANDARD 17, 18 - THE DESIGNED WORLD
- Students will develop an understanding of and be able to select and use information and communication technologies
- Students will develop an understanding of and be able to select and use transportation technologies
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
A new golf course is being built in your town. They are in need of a mobile caddy system to serve drinks and snacks throughout the course.
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
The golf course owners have contacted your company to come up with a solution to this problem. Your job is to design a robot that can be used as a mobile vending machine to serve drinks and snacks throughout the golf course. Use all your prior knowledge of Vex Robotics and its sensor kit to design and construct a prototype that you can present to the client. The client will then decide which design they think is most effective.
Learning Objectives:
By the end of this learning experience students will be able to:
- Implement prior knowledge of the Vex Robotics system in a real world application.
- Brainstorm ideas and solutions in a group setting.
- Understand and demonstrate the problem solving steps in order to find an effective solution.
- Demonstrate prototyping techniques by creating and designing a working prototype.
- Design and create a robot to fit a specific need.
- Reflect ideas and comments in a working journal.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): Vex Inventors Guide
Reference Book(s):
Handout(s): Design Challenge Problem
Golf Course Layout
Grading Rubric
Other: Prior class notes
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
- Students have gained prior knowledge of the Vex Robotics system and its sensor kit in previous lessons.
- Check for students prior knowledge by giving a pre-test.
- Review previous lessons before presenting the problem.
- Group students depending on the number of students in you class and ability level of the students.
(keep groups to a maximum of 3 people) - SAFTEY: remind students of proper saftey practices.
- Present students with the problem (design challenge). Handout design challege problem sheet
(View this sheet in resources) - Allow time for students to ask questions (don’t give up too much, let students think on their own).
- Handout golf course layout. (View this sheet in resources)
- Let students brainstorm ideas within their group.
- Design and create robots.
- Test robots on golf course layout.
- Students should refelct and comment in working journal each day they work.
- Students finally need to present their robot to the client.
- Class Discussion and post-test.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
Students will be working in groups. One modification might be to pair weaker students with stronger students. Also, the number of students in a group will depend on the number of students in the class and their abilities. Another modification may be the time for implementation. Some groups may require more time to complete this activity, so plan for this. Some students may not be aware of the atmosphere of a golf course. A modification could be to change the setting to a place the student is familiar with or take a field trip to the golf course for reasearch purposes.
Time used for Planning:
Time spent without students to prepare.
1 week - New content knowledge (35 hours)
1 week- Learning experience (35 hours)
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
All class periods are 40 minutes.
Day 1 - Students are given a pretest and review previous content knowledge.
Day 2 - Present the problem
Day 3 - Design and create
Day 4 - Design and create
Day 5 - Design and create
Day 6 - Design and create
Day 7 - Design and create
Day 8 - Test robots
Day 9 - Test robots
Day 10 - Test robots
Day 11 - Test robots
Day 12 - Test robots
Day 13 - Present to client
Day 14 - Present to client
Day 15 - Present to client
Day 16 - Post - test and class discussion
Assessment Tools:
List all forms of assessment for the learning experience.
Pre-test
Post-test
Grading Rubric (Includes: design, class participation, and working journal)
Class Presentation
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
N/A
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 learning experience is located in quadrant D. This is true because there is no definite answer to this learning experience. Students analysis and synthesis their own ideas to come up with an answer. Also, by making the students feel like they are working for a company and have a client the students are applying knowledge to a real -world situation. This learning experience requires students to work together to come up with ideas on their own. These ideas may differ from other students. At the end of the learning experience students have a chance to present their ideas to the class and evaluate or critique others work. Students will use prior knowledge and skills to create solutions to a real-world problem.
