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INTRODUCTION
The Robotics: Assistive Design for the Future program is designed
to integrate engineering and technology into middle school students’
after school and in-school curriculum. This robotics unit incorporates
a number of the Engineering/Technology Standards from the Massachusetts
State Curriculum Frameworks. The goal for this program is to give
middle school students an opportunity to learn fundamental principles
of engineering through inquiry-based, design activities.
The curriculum is based on the students designing, building and
programming a LEGO robot. The students will form teams or “companies”
and work together to create a LEGO robot prototype that will serve
as an assistive device for some physically challenged population.
The students will first participate in exercises or “company
trainings” to learn the Engineering Design Process, building
with LEGO bricks, and programming with ROBOLAB. With these tools,
the students will work through the steps of the Engineering Design
Process and create their very own robotic assistive device. Their
work will culminate in a final presentation where they will present
their product to a panel of judges.
PEDAGOGICAL APPROACH
The Robotics: Assistive Design for the Future program aims to create
an inclusive classroom environment where the students are learning
by doing and, through inquiry, are constructing their own ideas
and knowledge. The lessons are designed using the 5E learning cycle,
which is a constructivist teaching methodology.
The 5E learning cycle is a model with five steps that create an
inquiry-based classroom environment. The five steps: Engage, Explore,
Explain, Elaborate, and Evaluate create the skeleton of each lesson.
In each lesson, we aim to engage each student, capture their attention,
and have them start thinking about the topic. Exciting demonstrations
and thought provoking questions engage the students as well as elicit
the previous knowledge they have in the topic. The explore phase
allows the students an opportunity to start “playing”
with the materials, develop hypotheses, and discover new ideas and
concepts. Many of the activities in the program are hands-on and
interactive where students will learn by doing. During the explain
phase, students explain the results of their exploration and the
teacher facilitates the explanation and discussion with the vocabulary
and principles within the topic. The elaborate phase requires the
students to take what they learned and then apply it to new problems,
namely, their assistive design project. The final phase, evaluate,
is where the students are able to assess what they have learned
and reflect upon that. The teacher also assesses what the students
have learned during this phase. Again the purpose of following the
5E learning cycle is to create an inquiry-based and collaborative
classroom learning environment.
GETTING STARTED
The Robotics: Assistive Design for the Future program is a curriculum
with some very specific material requirements. There are also some
additional preparation requirements to effectively deliver the goals
of the program.
WHAT YOU’LL NEED (MATERIALS)
LEGO Robotics Inventions Kits – you will need one kit for
each group of 2 or 3 students you have in the program. The types
of kits can vary, but you want to make sure you have motors, an
RCX, touch and light sensors, and a variety of LEGO Bricks within
each kit. We recommend the ROBO Technology Set with the Technology
Resource Set (~1 per every 3 ROBO sets), or Team Challenge Sets.
Computers – you will need access to at least one computer
per each group of 2 or 3 students. Computers with Internet access
are preferred for the research portion of the program. A USB port
is needed for the Infrared Towers included with your kits.
ROBOLAB software –ROBOLAB v 2.5.4 installed on each computer
the students will be using.
Microsoft Powerpoint – or other presentation software.
Locked/Safe Storage – the LEGO kits are expensive and should
be stored in a locked closet or safe storage area. You will also
want storage space to store the students works in progress.
WHAT YOU’LL NEED TO DO (SETUP)
Reserve Classroom Space – reserve the required classroom space
and computer lab/computers for each of your sessions.
Install ROBOLAB Software - you or your computer administrator should
install the software on each machine and connect the infrared tower.
Reserve a Computer Projector – for a number of the lessons
you will want a computer projector or screen so that the students
can all see what is being done on the screen. Having a projector
will be very important for the final presentations session.
Recruit a Panel of Judges – the final session is designed
for the students to deliver a presentation of their product to a
panel of professionals. You will want to begin recruiting this panel
of judges ahead of time and set a date for the final presentations.
The judges could be engineers, marketing professionals, handicapped
individuals, school officials, teachers, etc.
Recruit the Students – for an after school program you will
need to recruit students to participate. You may want to create
a flier and possibly do a presentation or demonstration so the students
get a sense of what they will be doing. Recruiting female participants
may be challenging and special attention should be made to attract
and recruit female students.
Permissions – you will need to communicate with your principal/headmaster
to be sure you are following school guidelines in running an after
school program and are getting parent or guardian permission for
student participation.
ROBOTICS UNIT OUTLINE
Theme for the unit: Assistive devices technologies
In this unit, students will form teams that will act as a corporation.
At the beginning of the unit, students are given the challenge to
develop an assistive device to assist someone with a handicap. They
will work together in their teams throughout the program developing
their engineering skills in “corporate trainings.” They
will create a corporate structure within their team and each person
will have separate accountabilities within the corporation. With
some basic building and programming skills, the students’
work will culminate with a final project they will present to a
panel of judges.
Lesson 1: Form Companies/Select a Solution
The objective of this lesson is to introduce the students to the
theme. Students will form their companies (teams) and to participate
in their first challenge as a team. In the first challenge, students
will select a prototype solution based on questions they ask about
the design. At the end of the lesson, the students will link their
strategies to the Engineering Design Process.
Lesson 2: Wheelchair Design Challenge
Students will begin to work with the Engineering Design Process
as they build a wheelchair within certain constraints. The wheelchair
must hold a specified material and withstand a drop to the floor.
They will also learn how to use the LEGO bricks to build a strong
structure.
Lesson 3: Introduction to Gears and Orthographic
Drawings
The objective of this lesson is to introduce the students to how
gears work so they can use them in their final projects. The students
will also be introduced to orthographic and isometric drawings in
this lesson. These two topics will assist them in creating their
final projects as well as documenting their work.
Lesson 4: Begin Final Project –
Identify Need, Research Problem, and Develop Solutions
The objective of this lesson is to have the student companies identify
and select a need or problem that they will address with their final
project. The companies will then research the need or problem and
start to develop possible solutions. This lesson is designed to
have them working with the Engineering Design Process and begin
to think systematically about their final project.
Lesson 5: Programming with ROBOLAB
The objective of this lesson is to introduce the students to the
ROBOLAB programming language. They should start to develop the terminology
and basics of computer programming. This lesson will give them a
foundation for future programming for this unit. They will design
and test a simple program using ROBOLAB.
Lesson 6: Programming with Sensors
The objective of this lesson is to introduce the students to the
components of a communication system, focusing on the LEGO sensor
as a communication system. This lesson will also build upon their
ROBOLAB programming skills. They will design and test a program
using sensor commands. They will also brainstorm how they could
use a sensor in their final project.
Lesson 7: Continue Final Project –
Select Best Solution, Begin Constructing Prototype
The objective of this lesson is to have the student companies identify
the best solution from the list of possible solutions they previously
developed. The companies will then begin building their prototype.
This lesson is designed to have them working with the Engineering
Design Process and continue to think systematically about their
final project.
Lesson 8: Continue Final Project –
Finish Constructing Prototype, Test & Evaluate
The objective of this lesson is to have the student companies finish
constructing their prototypes and begin testing and evaluating the
performance of their design. This lesson is designed to have them
working with the Engineering Design Process and continue to think
systematically about their final project.
Lesson 9: Finish Final Project I –
Communicate the Solution (PowerPoint presentation)
The objective of this lesson is to have the student companies consider
the importance of communicating their product idea to an appropriate
audience. During this session, the students will create a PowerPoint
presentation and prepare to present a demo of their final prototype
for the final presentations before a panel of judges.
Lesson 10: Finish Final Project II –
Final Preparations
The objective of this lesson is to have the student companies put
the final touches on their prototypes and presentations. The may
notice small pieces they need to redesign or rework in their prototypes
or presentations from the previous session. This is a final opportunity
to practice their final presentations for the panel of judges.
Final Presentations with Judges Panel
The objective of the final presentations is for the students to
demonstrate what they have learned and created through their participation
in the program. It is also an opportunity for the students to get
feedback and learn from the distinguished members of the panel.
The goal is for the judges to ask probing questions and to also
leave the students feeling empowered by what they have accomplished.
STANDARDS ADDRESSED IN UNIT
2.1 Identify and explain the steps of the engineering design process,
i.e., identify the need or problem, research the problem, develop
possible solutions, select the best possible
solution(s), construct a prototype, test and evaluate, communicate
the solution(s), and
redesign.
2.2 Demonstrate methods of representing solutions to a design problem,
e.g., sketches, orthographic projections, multiview drawings.
2.3 Describe and explain the purpose of a given prototype.
2.4 Identify the appropriate materials, tools, and machines needed
to construct a prototype of a given engineering design.
2.5 Explain how such design features as size, shape, weight, function,
and cost limitations would affect the construction of a given prototype.
3.1 Identify and explain the components of a communication system,
i.e., source, encoder, transmitter, receiver, decoder, storage,
retrieval, and destination.
6.3 Identify and describe three subsystems of a transportation vehicle
or device, i.e., structural, propulsion, guidance, suspension, control,
and support
7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic
devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts,
braces. |
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