Lesson Plan Course Title: Robotics and Automation Session Title: How to Construct a Robot Part 4: Body Performance Objective: After completing this lesson, students will be able to lay out, dimension, and construct a basic body and all of its mounting parts (wheels, vertical column, arm, grippers, motors and all working 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 – construction strength, speed, function, purpose, and weight.  Select the best one, not necessarily the best drawing (that fits its main function)  Calculate surface area, and what function you want the robot to perform.  Analyze if you have enough room to hold all materials (try to have body aid in performance).  Identify that size and speed will be determined by this 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) Copyright © Texas Education Agency, 2012. All rights reserved.
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. . . follow safety guidelines as described in various manuals, instructions, and regulations; . . . dispose of hazardous materials and wastes appropriately; . . . 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)(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 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. Copyright © Texas Education Agency, 2012. All rights reserved.
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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, 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 Copyright © Texas Education Agency, 2012. All rights reserved.
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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); and 
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; and 
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. Copyright © Texas Education Agency, 2012. All rights reserved.
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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; 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. Copyright © Texas Education Agency, 2012. All rights reserved.
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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 4: Body slide presentation 2. Prepare Story Board handout for each student 3. Prepare Plan Sheet handout for each student 4. Prepare How to Construct Robot Part by Part Rubric for each student 5. Research books and internet for applications 6. Have materials and equipment ready for student choice 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 Instructional Aids: 1. How to Construct a Robot Part 4: Body 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 Copyright © Texas Education Agency, 2012. All rights reserved.
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4. Computer aided design/drafting software 5. Wood, plywood, metal, screws, string, plastic, wire mesh, rubber 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 1‐3 lessons Introduction Introduction (LSI Quadrant I): SAY: Today we are going to learn how to construct a body to attach all the robot parts. ASK: Does anyone know what the three things you should keep in mind when constructing the body of the robot are? (Allow time for answers.) SAY: Yes, weight, speed, and aid in main function of robot to hold all robot parts. SAY: We are now going to go through a slide presentation called How to Construct a Robot Part 4: Body slide presentation. We will stop twice so that you will be able to create the body and parts. SHOW: Point out a few examples from the presentation. SAY: Next we will look at the Body Plan Sheet. SHOW: Show the Body Plan Sheet and then stop and let the students develop their own robot body. After they have completed one device, continue with the rest of the presentation allowing students to follow steps in the presentation to create their own body shape, and its attaching parts. ASK: Which body 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 Teacher will begin How I. Body defined as to Construct Robot Part A. A device used to hold parts 4: Body slide B. A device used to cover and aid in main presentation and define function of the robot Copyright © Texas Education Agency, 2012. All rights reserved.
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II. Problem solving process for a body A. Understanding the problem B. Devising a plan C. Carrying out the plan D. Questioning students E. Looking back, evaluating . III. Follow procedures in the slide presentation A. Construct by a plan sheet B. Follow story board C. Complete plan sheet D. Review five body examples E. Select or revise design IV. Allow students to construct the body A. Students construct body B. Students try different challenges with different body shapes a body. Distribute Story Board and Plan Sheet handouts and How to Construct Robot Part by Part Rubric. Teacher will discuss the steps to the problem solving process as it relates to creating a body. Slides 2‐20. Teacher will stop at the end of slide 20 for students to begin their own designs of body and attachments. Slides 2‐ 22 (body) Teacher will guide students through body procedures in How to Construct a Robot Part 4: Body slide presentation. Students will complete a Plan Sheet and follow the Story Board and rubric in constructing the body of their choice. Teacher continues to ask questions regarding their designs. As the students are working, the teacher reminds them to think of things that relate to them in their everyday life that could be a problem or aid in the development of a body, or how else a robot’s body could be used. Copyright © Texas Education Agency, 2012. All rights reserved.
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Teacher will ask students questions once they have finished their devices. The teacher should question students why they chose certain materials. V. Evaluation of challenge (body) A. Best device for certain tasks B. Ways to improve each device C. What to do differently if allowed unlimited materials D. How to do it differently Finish How to Construct a Robot Part 4: Body slide presentation. Teacher will guide students through an evaluation of their designs and voting on which body was best for certain tasks. VI. Last step of problem solving process – looking back A. Evaluate all designs B. Vote which body was best for certain tasks Verbal Linguistic Logical Mathematical Visual Spatial Musical
Rhythmic Bodily
Kinesthetic Intra‐
personal Inter‐
personal Naturalist Existentialist
Application Guided Practice (LSI Quadrant III): Throughout How to Construct a Robot Part 4: Body slide presentation, students will be taught how to make a body and all its attachments, and to think critically of how to design a body and hold attachments. Independent Practice (LSI Quadrant III): Students will be required to be creative, think critically, and make their own body and its attachments. Summary Review (LSI Quadrants I and IV): Copyright © Texas Education Agency, 2012. All rights reserved.
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Question: Which body was the best for performance? Answer: (It depends on the body created.) The best answer will most likely be a kind of body that aids in main function that holds and contributes to all of its parts and functions (balance speed, strength, weight) of the robot. Question: Which body could best hold a lot of weight? Answer: (It depends on the body created.) The best answer will most likely be the kind of body that has enough area surface and structure to perform the task. Question: Which body worked best for combination and multiple tasks? Answer: The body that had the best combination of weight, function, and speed. Evaluation Informal Assessment (LSI Quadrant III): The teacher will observe the students as they work on the creation and testing of their robot’s body. Formal Assessment (LSI Quadrant III, IV): Construction of a Robot Part by Part Rubric. The students will create a body for different tasks and should be evaluated on the efficiency of the body and design. Extension Extension/Enrichment (LSI Quadrant IV): For more enrichment, students should construct a body that can be operated electronically (moving a platform down, or pulling objects into the body, and loading gate). Copyright © Texas Education Agency, 2012. All rights reserved.
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Story Board
How to Construct a Robot Part 4: Body
Using the Plan Sheet given, draw a body for your
robot.
1. Draw a three-view drawing of your robot’s body.
2. Dimension the robot’s body.
3. Choose the material you would use to construct
the robot, and find the cost.
4. Construct a plan of procedure you will use to put
the body together.
5. List the machines you will need to cut and
construct the body.
6. Use several drawings until you find the
functioning body you like.
7. Basic considerations - make the shape to best
perform the task you need. Bring in the object
close and in position to best perform the task.
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. SIZE
NO T W
L
NAME OF
PART MATERIAL
UNIT COST
Tools and Machines:
Steps or Procedure:
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
5. ______________________________________
6. ______________________________________
7. ______________________________________
8. ______________________________________
9. ______________________________________
10. ______________________________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL
COST
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Copyright © Texas Education Agency, 2012. All rights reserved.
STUDENT MUST PASS TEST BEFORE USING MACHINE 12
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
(11-15 points)
Always wear safety
glasses; have a clean and
safe work space; lay out
Points
Earned
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stock before cutting; make
all machines set up with
power off
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
(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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