Lesson   Plan
Course   Title:      Robotics   and   Automation
Session   Title:    How   to   Construct   a   Robot   Part   3:   Wheel
Performance   Objective:
After   completing   this   lesson,   students   will   be   able   to   lay   out,   dimension,   and   construct   a   basic   wheel   and   all   of   its   mounting   parts   (hub   to   motor,   mount   to   box,   wheel   housing),   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   traction.

Calculate   speed   and   how   to   increase   traction   surface   area.

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)(4)(B)(D)(E)(F)
.
.
.
follow   safety   guidelines   as   described   in   various   manuals,   instructions,   and   regulations;
.
.
.
dispose   of   hazardous   materials   and   wastes   appropriately;
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1

.
.
.
perform   maintenance   on   selected   tools,   equipment,   and   machines;
.
.
.
handle   and   store   tools   and   materials   correctly;

130.370(c)(5)(D)
.
.
.
demonstrate   knowledge   of   motors,   gears,   and   gear   trains   used   in   the   robotic   or   automated   systems.

130.370(c)(6)(A)(B)
.
.
.
demonstrate   knowledge   of   rotational   dynamics,   weight,   friction,   and   traction   factors   required   for   the   operation   of   robotic   and   automated   systems;
.
.
.
demonstrate   knowledge   of   torque   and   power   factors   used   in   the   operation   of   robotic   systems;

130.370(c)(7)(A)(B)(C)
.
.
.
demonstrate   knowledge   of   robotic   or   automated   system   arm   construction;
.
.
.
understand   and   discuss   the   relationship   of   torque,   gear   ratio,   and   weight   of   payload   in   a   robotic   or   automated   system   operation;
.
.
.
demonstrate   knowledge   of   end   effectors   and   their   use   in   linkages   and   the   gearing   of   a   robotic   or   automated   system.

130.370(c)(9)(A)
.
.
.
safely   use   tools   and   laboratory   equipment   to   construct   and   repair   systems;

130.370(c)(10)(A)(F)
.
.
.
interpret   industry   standard   system   schematics;
.
.
.
evaluate   design   solutions   using   conceptual,   physical,   and   mathematical   models   at   various   times   during   the   design   process   to   check   for   proper   functionality   and   to   note   areas   where   improvements   are   needed;

130.370(c)(11)(A)(B)(D)
.
.
.
identify   and   describe   the   steps   needed   to   produce   a   prototype;
.
.
.
identify   and   use   appropriate   tools,   equipment,   machines,   and   materials   to   produce   the   prototype;
.
.
.
construct   a   robot   or   automated   system   to   perform   specified   operations   using   the   design   process.
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
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2

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   =   x
2
)   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,   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.
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3

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   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
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4

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.
5

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   3:   Wheel   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   for   how   to   find   speed.
6.
Have   materials   and   equipment   ready   for   students   to   choose.
References:
1.
Malcolm,   D.
R.
(1988).
Robotics:   An   Introduction   (Electronics   Technology)   (2 nd
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
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6

Instructional   Aids:
1.
How   to   Construct   a   Robot   Part   3:   Wheel   slide   presentation
2.
How   to   Construct   a   Robot   Part   by   Part   Rubric
3.
Story   Board   handout
4.
Plan   Sheet   handout
5.
Computer   aided   design/drafting   software
6.
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   tire   tubs
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   Parts   1 ‐ 2   lessons
Introduction
Introduction   (LSI   Quadrant   I):
SAY:   Today   we   are   going   to   learn   how   to   construct   a   wheel   and   attach   the   wheel   to   the   body   of   the   robot.
ASK:   Does   anyone   know   what   three   things   you   should   keep   in   mind   while   constructing   a   wheel?
(Allow   time   for   answers.)
SAY:   Yes,   weight,   grip,   and   speed.
SAY :   We   are   now   going   through   a   slide   presentation   called   How   to   Construct   a   Robot   Part   3:   Wheel.
We   will   stop   twice   so   that   you   will   be   able   to   create   your   wheel   and   parts .
SHOW:    Point   out   a   few   examples   from   the   presentation.
SAY:   Next   we   will   look   at   the   wheel   Plan   Sheet.
SHOW :   The   wheel   Plan   Sheet   and   then   stop   and   let   the   students   develop   their   own   wheel.
After   they   have   completed   one   device,   continue   with   the   rest   of   the   presentation,   allowing   students   to   follow   the
Copyright © Texas Education Agency, 2012. All rights reserved.
7

steps   in   the   presentation   to   create   their   own   wheel   and   its   attaching   parts.
ASK:    Which   wheel   was   best   for   this   robot   and   its   connecting   parts?
(Allow   time   for   the   students   to
EXPLAIN   their   answers.)
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
I.
Define   a   wheel   as   a   device   used   to   move   objects   over   a   distance
Teacher   will   begin   the
How   to   Construct   a   Robot
Part   3:   Wheel   slide   presentation   and   define   a   wheel.
Distribute   Story
Board   and   Plan   Sheet   handouts   and   How   to
Construct   a   Robot   Part   by
Part   Rubric.
Teacher   will   discuss
II.
Discuss   the   problem   solving   process   for   a   wheel
A.
Understanding   the   problem
B.
Devising   a   plan
C.
Carrying   out   the   plan
D.
Questioning   students
E.
Looking    back,   evaluating
the end
solving relates wheel.
Slides
Teacher
steps of
3
to
‐
to process creating
17.
will slide
the stop
17
problem as
for
at
it a
the
.
III.
Follow
A.
B.
C.
procedures
Construct
Things
Follow
to
in by keep story
the
a
in slide plan
mind board
presentation sheet
D.
Review   three   wheel   examples
E.
Construct   a   plan   sheet   for   materials   (select   one)
1.
hub   to   wheel
2.
hub   to   motor
3.
mount   to   box,   wheel   housing
F.
Revise   or   select   design
students   to   begin   their   own   designs   of   wheel   and
attachments.
Slide   3 ‐ 20   (wheel)
Teacher   will   guide   students   through   wheel   procedures   in   the   How   to
Construct   a   Robot   Part   3:   wheel   slide   presentation.
Students   will   complete   a
Plan   Sheet   and   follow   the
Story   Board   and   rubric   in   constructing   the   wheel   of   their   choice.
It   is
Copyright © Texas Education Agency, 2012. All rights reserved.
8

IV.
Allow
A.
B.
students
to
Students
Students
construct construct try
the   wheel different different
wheels challenges
V.
Evaluation   of   challenge   (wheel)
A.
Which   device   worked   and   why?
B.
What   are   ways   to   improve   the   device?
C.
What   would   you   do   differently   if   allowed   unlimited   materials?
D.
How   would   you   do   it   differently?
VI.
Last   step   of   problem   solving   process   –   looking   back
A.
Evaluate   all   designs
B.
Vote   which   wheel   was   best   for   certain   tasks    necessary   for   the   teacher   to   assist   students   in   how
to   find   speed.
Teacher   continues   to   ask   questions   regarding   student   designs.
As   the   students   are   working,   the   teacher   reminds   them   to   think   of   things   in   their   everyday   life   that   the   wheel   could   be   used   for.
Students   will   construct   a
robot   part   (wheel)   that   matches   the   criteria   in   the   How   to   Construct   a
Robot   Part   by   Part   Rubric.
Teacher   will   ask   students   questions   once   they   have   finished   their   devices.
The   teacher   should   question   students   why   they   chose   certain   materials.
Finish   How   to   Construct   a
Robot   Part   3:   Wheel   slide   presentation.
Teacher   will   guide   students   through   an   evaluation   of   their   designs   and   voting   on   which   wheel   was   best   for   certain   tasks.
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9

Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intra ‐ personal
Inter ‐ personal
Naturalist   Existentialist
Application
Guided   Practice   (LSI   Quadrant   III):
Throughout   the   How   to   Construct   a   Robot   Part   3:   Wheel   slide   presentation,   students   will   be   taught   how   to   make   a   wheel   and   all   its   attachments,   and   how   to   think   critically   how   to   design   and   draw   a   wheel   and
its   attachments.
Independent   Practice   (LSI   Quadrant   III):
Students   will   be   required   to   be   creative,   think   critically,   and   make   their   own   wheel   and   its   attachments.
Summary
Review   (LSI   Quadrants   I   and   IV):
Question:   Which   wheel   was   the   best   for   speed?
Answer:   (It   depends   on   the   wheel   created.)   The   best   answer   will   most   likely   be   a   kind   of   wheel   that   was
thin   and   tall   (10”).
Question:   Which   wheel   could   best   move   a   lot   of   weight?
Answer:   (It   depends   on   the   wheel   created.)   The   best   answer   will   most   likely   be   a   kind   of   wheel   that   was
thicker   and   had   a   lot   of   surface   traction.
Question:   Which   wheel   worked   best   for   combination   and   multiple   tasks?
Answer:    The   wheel   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   creating   and   testing   their   wheels.
Formal   Assessment   (LSI   Quadrant   III,   IV):
Construction   of   a   Robot   Part   by   Part   Rubric.
The   students   will   create   a   wheel   for   different   tasks   and   should   be   evaluated   by   efficiency   of   the   wheel   and   design.
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10

Extension
Extension/Enrichment   (LSI   Quadrant   IV):
For   more   enrichment,   students   should   construct   a   wheel   that   can   be   operated   electronically.
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11

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12

Name______________________________________Grade_______________Class____________________
Name of Project ___________________Date Started ________________Date Completed______________
Working   Drawing  ‐  Refine   part   in   drawing   software   or   three ‐ view   drawing.
SIZE
NO T W L
NAME OF
PART   COST
Tools and Machines: Steps or Procedure:
1. ______________________________________ 1. ______________________________________________
2. ______________________________________ 2. ______________________________________________
3. ______________________________________ 3. ______________________________________________
4. ______________________________________ 4. ______________________________________________
5. ______________________________________ 5. ______________________________________________
6. ______________________________________ 6. ______________________________________________
7. ______________________________________ 7. ______________________________________________
8. ______________________________________ 8. ______________________________________________
9. ______________________________________ 9. ______________________________________________
10. ______________________________________ 10.
______________________________________________
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13

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
Novice
1
Developing
2
Exemplary
3
Points
Earned
Lay out and dimension the robot part by part
(Possible 15 points)
Consider weight, speed, and tolerance of each part
(Possible 15 points)
What tools will you use and how do you use the tools?
(Possible 15 points)
What safety tips are required?
Pencil sketch main idea
(1-5 points)
Correct height, width, and depth of each part
(1-5 points)
Correct tools for the correct job
(1-5 points)
Always wear safety glasses; have a clean and safe work space
Complete sketch to working drawing and dimensions
(6-10 points)
Correct height, width, depth, weight, speed, and tolerance of each part
(6-10 points)
Correct tools for the correct job; precision and accuracy required
(6-10 points)
Always wear safety glasses; have a clean and safe work space; lay out
Complete working drawing, and dimension with exact measurements (*add five extra credit points to simulate and animate the parts)
(11-15 points)
Correct height, width, depth, weight, speed, and tolerance of each part to balance load for winning applications
(11-15 points)
Correct tools for the correct job; precision and accuracy required to save you time and effort
(11-15 points)
Always wear safety glasses; have a clean and safe work space; lay out
Copyright © Texas Education Agency, 2012. All rights reserved.
14

(Possible 15 points)
Use only materials provided in class
(Possible 15 points)
Why are you using the materials selected?
(Possible 15 points)
(1-5 points)
Select correct materials for each part
(1-5 points)
Ability to apply needed constraints
(1-5 points) stock before cutting; make all machines set up with power off
(6-10 points)
Select the correct materials, size, speed, weight, and application for all functions
(6-10 points)
Choose materials to apply the best constraints and accuracy for results and efficiencies
(6-10 points) stock before cutting; make all machines set up with power off; wear proper attire; obey all safety rules; select the correct tool for the correct job
(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
(11-15 points)
Choose materials to apply the best constraints and accuracy for results and efficiencies that will accurately affect performance
(11-15 points)
Find cost of materials To avoid waste To avoid waste; and is for best business practices
To avoid waste; and is for best business practices; and results in the efficiency of management
(Possible 15 points) (1-5 points) (6-10 points) (11-15 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.
15