Lesson Plan Course Title: Robotics and Automation Session Title: How to Construct a Robot Part 2: Gripper Performance Objective: After completing this lesson, students will be able to lay out, dimension, and construct a basic gripper and all of its mounting parts, matching the criteria in the How to Construct a Robot Part by Part Rubric. Specific Objectives:  Explain how to make the parts and why you are looking at the main considerations – speed and function.  Calculate speed and how to easily pick up an object.  Identify that size and speed will be determined by its part.  Explain what materials you are using and why.  Explain what machines and tools you are using and how to use them.  Identify safety required when using the machines and tools.  Prepare a Plan Sheet using the plan sheets given in the slide presentation. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities may result in the elimination of any or all of the TEKS listed. Robotics and Automation:  130.370(c)(1)(D) . . . demonstrate the principles of teamwork related to engineering and technology;  130.370(c)(2)(C) . . . serve as a team leader and a team member and demonstrate appropriate attitudes while serving in those roles.  130.370(c)(3)(C) . . . participate in the organization and operation of a real or simulated engineering project;  130.370(c)(9)(A) . . . safely use tools and laboratory equipment to construct and repair systems;  130.370(c)(10)(F) . . . evaluate design solutions using conceptual, physical, and mathematical models at various Copyright © Texas Education Agency, 2012. All rights reserved.
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times during the design process to check for proper functionality and to note areas where improvements are needed; Interdisciplinary Correlations: Algebra I:  111.32(b)(1)(A)(B)(C)(D)(E) . . . describe independent and dependent quantities in functional relationships; . . . gather and record data and use data sets to determine functional relationships between quantities; . . . describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations; . . . represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; . . . interpret and make decisions, predictions, and critical judgments from functional relationships.  111.32(b)(2)(A)(B)(C)(D) . . . identify and sketch the general forms of linear (y = x) and quadratic (y = x2) parent functions; . . . identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete; . . . interpret situations in terms of given graphs or creates situations that fit given graphs; . . . collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.  111.32(b)(3)(A)(B) . . . use symbols to represent unknowns and variables; and . . . look for patterns and represent generalizations algebraically.  111.32(b)(4)(A)(B)(C) . . . find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations; . . . use the commutative, associative, and distributive properties to simplify algebraic expressions; and . . . connect equation notation with function notation, such as y = x + 1 and f(x) = x + 1.  111.32(b)(5)(A)(B)(C) . . . determine whether or not given situations can be represented by linear functions; . . . determine the domain and range for linear functions in given situations; and . . . use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.  111.32(b)(6)(A)(B)(C)(D)(E)(F)(G) . . . develop the concept of slope as rate of change and determine slopes from graphs, tables, Copyright © Texas Education Agency, 2012. All rights reserved.
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and algebraic representations; . . . interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs; . . . investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b; . . . graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‐intercept; . . . determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations; . . . interpret and predict the effects of changing slope and y‐intercept in applied situations; . . . relate direct variation to linear functions and solve problems involving proportional change. English Language Arts and Reading, English I: 
110.31(b)(1)(A)(E) . . . determine the meaning of grade‐level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; . . . use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. 
110.31(b)(11)(A)(B) . . . analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); . . . analyze factual, quantitative, or technical data presented in multiple graphical sources. 
110.31(b)(12)(A) . . . compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non‐visual texts; 
110.31(b)(15)(B) . . . write procedural or work‐related documents (e.g., instructions, e‐mails, correspondence, memos, project plans) that include: (i) organized and accurately conveyed information; (ii) reader‐friendly formatting techniques; 
110.31(b)(19)(A)(B) ‐ Oral and Written Conventions/Spelling 
110.31(b)(21)(A)(B) . . . follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; . . . organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); 
110.31(b)(22)(B) . . . evaluate the relevance of information to the topic and determine the reliability, validity, and Copyright © Texas Education Agency, 2012. All rights reserved.
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accuracy of sources (including Internet sources) by examining their authority and objectivity; 
110.31(b)(23)(C)(D) . . . uses graphics and illustrations to help explain concepts where appropriate; . . . uses a variety of evaluative tools (e.g., self‐made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; 110.31(b)(26) ‐ Listening and Speaking/Teamwork 
Physics:  112.39(c)(1)(A)(B) . . . demonstrate safe practices during laboratory and field investigations; . . . demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.  112.39(c)(2)(A)(B)(C)(D)(E)(F) . . . know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; . . . know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; . . . know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well‐established and highly‐reliable explanations, but may be subject to change as new areas of science and new technologies are developed; . . . distinguish between scientific hypotheses and scientific theories; . . . design and implement investigative procedures, including making observations, asking well‐
defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness; . . . demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand‐held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90‐degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers; Copyright © Texas Education Agency, 2012. All rights reserved.
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Occupational Correlation: (reference: O*Net – www.onetonline.org) Aerospace Engineers 17‐2011.00 Similar Job Titles: Aerospace Engineer, Flight Test Engineer, Design Engineer, Systems Engineer, Structures Engineer, Test Engineer, Aeronautical Engineer, Aerospace Stress Engineer, Avionics Engineer, Flight Systems Test Engineer Tasks:  Direct or coordinate activities of engineering or technical personnel involved in designing, fabricating, modifying, or testing of aircraft or aerospace products.  Formulate conceptual design of aeronautical or aerospace products or systems to meet customer requirements.  Plan or coordinate activities concerned with investigating and resolving customers' reports of technical problems with aircraft or aerospace vehicles.  Plan or conduct experimental, environmental, operational, or stress tests on models or prototypes of aircraft or aerospace systems or equipment.  Analyze project requests, proposals, or engineering data to determine feasibility, cost, or production time of aerospace or aeronautical products.  Maintain records of performance reports for future reference.  Write technical reports or other documentation, such as handbooks or bulletins, for use by engineering staff, management, or customers.  Review performance reports and documentation from customers and field engineers, and inspect malfunctioning or damaged products to determine problem. Soft Skills: Critical Thinking; Reading Comprehension; Active Listening; Complex Problem Solving; Operations Analysis; Speaking; Mathematics; Science; Writing; Monitoring Teacher Preparation: 1. Review How to Construct a Robot Part 2: Gripper slide presentation 2. Prepare Story Board handout for each student 3. Prepare Plan Sheet handout for each student 4. Prepare How to Construct a Robot Part by Part Rubric for each student 5. Research books and internet for applications 6. Have materials and equipment ready for students to choose References: 1. Malcolm, D. R. (1988). Robotics: An Introduction (Electronics Technology) (2nd ed.). Albany, NY: Delmar. 2. Potter, T., & Guild, I. (1983). Robotics (New Technology). London, England: Usborne. 3. Magazines for mechanics 4. NASA Robotics 5. Internet search for gears, problem solving applications Copyright © Texas Education Agency, 2012. All rights reserved.
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Instructional Aids: 1. How to Construct a Robot Part 2: Gripper slide presentation 2. How to Construct a Robot Part by Part Rubric 3. Computer aided design/drafting software 4. Internet access Materials Needed: 1. Story Board handout for each student 2. Plan Sheet handout for each student 3. How to Construct a Robot Part by Part Rubric for each student 4. Computer aided design/drafting software 5. Wood, plywood, metal, screws, string, rubber, plastic Equipment Needed: 1. Assorted hand tools 2. Metal cutters 3. Scroll saw 4. Drill press 5. Scratch awl 6. Compass Learner Preparation: How to Construct a Robot Part 1: Team Structure and Leadership lesson Introduction Introduction (LSI Quadrant I): SAY: Today we are going to learn how to construct a gripper and attach the gripper to the body of the robot. ASK: Does anyone know what are the three things you should keep in mind when constructing a gripper? (Allow time for answers.) SAY: Yes, weight, grip, and speed. SAY: We are now going to go through a slide presentation called How to Construct a Robot Part 2: Gripper. We will stop twice so that you will be able to create your gripper and parts. SHOW: Point out a few examples from the presentation. SAY: Next we will look at The Gripper Plan Sheet. SHOW: Show the gripper Plan Sheet and then stop and let the students develop their own gripper. After they have completed one device, continue with the rest of the presentation allowing students to follow the steps to create their own gripper and its attaching parts. ASK: Which gripper was best for this Robot and its connecting parts? (Allow time for the students to EXPLAIN their answers.) Copyright © Texas Education Agency, 2012. All rights reserved.
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Outline Outline (LSI Quadrant II): Instructors can use the slide presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor Teacher will begin the I. Define a gripper as: A. A device used to move and hold objects over a How to Construct a Robot Part 2: Gripper distance slide presentation and B. A device used to deposit objects over a define a gripper. distance Distribute Story Board and Plan Sheet handouts and How to Construct a Robot Part by Part Rubric. Teacher will discuss II. Problem solving process for a gripper: the steps to the problem A. Understanding the problem solving process as it B.
Devising a plan relates to creating a C. Carrying out the plan gripper. D. Questioning students Slides 2‐31. E. Looking back F. Evaluating Teacher will stop at the end of slide 31 for students to begin their own designs of gripper and attachments. . Slides 2‐33 (Gripper). III. Follow procedures in the slide presentation: Teacher will guide A. Construct by a plan sheet students through gripper B. Things to keep in mind C. Three challenges procedures in the How D. Follow story board to Construct a Robot E. First gripper Part 2: Gripper slide F. Second gripper presentation. Slide 32 G. Third gripper reminds students to H. Revise or select gripper revise or select their design. Teacher continues to ask IV. Allow students to construct the gripper questions regarding their A. Students construct different grippers designs. As the students B.
Students try different challenges with Copyright © Texas Education Agency, 2012. All rights reserved.
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are working, the teacher reminds them to think of things that relate to them in their everyday life that the gripper could be used or could be a problem. Students will construct a robot part (gripper) that matches the criteria in the How to Construct a Robot Part by Part Rubric. different grippers Verbal Linguistic Teacher will ask students questions once they have finished their devices. The teacher should question students about why they chose certain materials. V. Evaluation of gripper challenges: A. Best device for certain tasks B. Ways to improve each device C. What to do differently if allowed unlimited materials D. How do you do it differently Finish How to Construct a Robot Part 2: Gripper slide presentation. Teacher will guide students through an evaluation of their designs and voting on which gripper was best for certain tasks. VI. Last step of problem solving process – looking back A. Evaluate all designs B. Vote which gripper was best for certain tasks Logical Mathematical Visual Spatial Musical
Rhythmic Bodily
Kinesthetic Intra‐
personal Inter‐
personal Naturalist Existentialist
Application Copyright © Texas Education Agency, 2012. All rights reserved.
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Guided Practice (LSI Quadrant III): Throughout the How to Construct a Robot Part 2: Gripper slide presentation, students will be taught how to make a gripper and its attachments, and how to think critically how to design and draw a gripper and its attachments. Independent Practice (LSI Quadrant III): Students will be required to be creative, think critically, and make their own gripper and its attachments. Summary Review (LSI Quadrants I and IV): Question: Which gripper was the best for speed? Answer: (It depends on the gripper created.) The best answer will most likely be a kind of gripper featuring speed, or one that picked up and deposited weight and (or) objects the best. Question: Which gripper could best move a lot of weight? Answer: (It depends on the gripper created.) The best answer will most likely be a gripper that picked up, held and deposited objects fast. Question: Which gripper worked best for combination and multiple tasks? Answer: The gripper that had the best combination of weight, grip, and speed. Evaluation Informal Assessment (LSI Quadrant III): The teacher will observe the students as they work on the creation and testing of their grippers. Formal Assessment (LSI Quadrant III, IV): Construction of a Robot Part by Part Rubric. The students will create a gripper for different tasks and should be evaluated by efficiency of the gripper and design. Extension Extension/Enrichment (LSI Quadrant IV): For more enrichment, students should construct a gripper that can be operated electronically. Copyright © Texas Education Agency, 2012. All rights reserved.
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Story Board
How to Construct a Robot Part 2: Gripper
Now that you have come up with a conclusion,
sketch your gripper and make a Plan Sheet. Make a
three-view drawing of the gripper, and start
gathering information to construct your gripper, part
by part.
1. Draw one or as many drawings as needed.
2. Refine or select the part that is best for gripper
and robot.
3. The material might have a reaction on the
gripper, so a redraw may be in order.
4. Keep in mind all the features that are needed
(construction strength, speed, function, purpose,
weight).
5. Choose the best one, not necessarily the best
drawing.
6. Choose the best person and the right tool to
make the part.
Copyright © Texas Education Agency, 2012. All rights reserved.
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PLAN SHEET Name______________________________________Grade_______________Class____________________
Name of Project ___________________Date Started ________________Date Completed______________
Working Drawing ‐ Refine part in drawing software or three‐view drawing. NO
SIZE
T W
L
NAME OF
PART Tools and Machines:
MATERIAL
TOTAL
COST
Steps or Procedure:
1. ______________________________________1.
2. ______________________________________2.
3. ______________________________________3.
4. ______________________________________4.
5. ______________________________________5.
6. ______________________________________6.
7. ______________________________________7.
8. ______________________________________8.
9. ______________________________________9.
10. _______________________________________
10.
UNIT COST
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________ STUDENT MUST PASS TEST BEFORE USING MACHINE Copyright © Texas Education Agency, 2012. All rights reserved.
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How to Construct a Robot Part by Part Rubric
Task Statement: Students will demonstrate they can construct a robot part by part.
Task Assignment: Students will lay out and dimension each part; consider the weight, speed and tolerance; determine what tools
to use and how to use them; incorporate safety tips as a priority; and use appropriate materials for cost effectiveness.
Criteria Concepts/Skills to be
Assessed
Lay out and dimension the
robot part by part
Novice
1
Developing
2
Exemplary
3
Pencil sketch main idea
Complete sketch to
working drawing and
dimensions
Complete working drawing,
and dimension with exact
measurements (*add five
extra credit points to
simulate and animate the
parts)
(Possible 15 points)
Consider weight, speed, and
tolerance of each part
(1-5 points)
Correct height, width, and
depth of each part
(6-10 points)
Correct height, width,
depth, weight, speed, and
tolerance of each part
(11-15 points)
Correct height, width, depth,
weight, speed, and
tolerance of each part to
balance load for winning
applications
(Possible 15 points)
What tools will you use and
how do you use the tools?
(1-5 points)
Correct tools for the
correct job
(6-10 points)
Correct tools for the
correct job; precision and
accuracy required
(11-15 points)
Correct tools for the
correct job; precision and
accuracy required to save
you time and effort
(Possible 15 points)
What safety tips are required?
(1-5 points)
Always wear safety
glasses; have a clean and
safe work space
(6-10 points)
Always wear safety
glasses; have a clean and
safe work space; lay out
stock before cutting; make
(11-15 points)
Always wear safety
glasses; have a clean and
safe work space; lay out
stock before cutting; make
Points
Earned
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all machines set up with
power off
all machines set up with
power off; wear proper
attire; obey all safety rules;
select the correct tool for
the correct job
(Possible 15 points)
Use only materials provided in
class
(1-5 points)
Select correct materials for
each part
(6-10 points)
Select the correct
materials, size, speed,
weight, and application for
all functions
(11-15 points)
Select the correct materials,
size, speed, weight and
applications for all functions
and measurements to take
you through the applications
with ease
(Possible 15 points)
Why are you using the
materials selected?
(1-5 points)
Ability to apply needed
constraints
(6-10 points)
Choose materials to apply
the best constraints and
accuracy for results and
efficiencies
(11-15 points)
Choose materials to apply
the best constraints and
accuracy for results and
efficiencies that will
accurately affect
performance
(Possible 15 points)
Find cost of materials
(1-5 points)
To avoid waste
(6-10 points)
To avoid waste; and is for
best business practices
(11-15 points)
To avoid waste; and is for
best business practices;
and results in the efficiency
of management
(11-15 points)
(6-10 points)
(1-5 points)
(Possible 15 points)
A = 73-105 points; B = 40-72 points; C = 8-39 points; D = 0-7 points
*Add five extra credit points to simulate and animate the parts:__________
Total Points:__________ Copyright © Texas Education Agency, 2012. All rights reserved.
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