Lesson Plan Course Title: Robotics and Automation Session Title: How to Construct a Robot Part 6: Arm Performance Objective: After completing this lesson, students will be able to lay out, dimension, and construct a basic arm 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 – reach and strength.  Calculate the size and speed to be determined by the controller.  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; . . . perform maintenance on selected tools, equipment, and machines; . . . handle and store tools and materials correctly; Copyright © Texas Education Agency, 2012. All rights reserved.
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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. 
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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; Copyright © Texas Education Agency, 2012. All rights reserved.
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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, and algebraic representations; . . . interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs; Copyright © Texas Education Agency, 2012. All rights reserved.
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. . . 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); 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 Copyright © Texas Education Agency, 2012. All rights reserved.
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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 6: The Arm slide presentation 2. Prepare Story Board handout for each student 3. Prepare Plan Sheet handout for each student 4. 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 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 Copyright © Texas Education Agency, 2012. All rights reserved.
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Instructional Aids: 1. How to Construct a Robot Part 6 : Arm 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, plastic, 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 1‐5 lessons Introduction Introduction (LSI Quadrant I): SAY: Today we are going to learn how to construct an Arm and attach the arm to the body of the robot. ASK: Does anyone know what are the three things you should keep in mind when constructing an Arm? (Allow time for answers.) SAY: Yes, weight, rotation, and speed. SAY: We are now going to go through a slide presentation called How to Construct a Robot Part 6: Arm. We will stop twice so that you will be able to create the arm and parts. SHOW: Point out a few examples from the presentation. SAY: Next we will look at the Arm Plan Sheet. SHOW: Show the Arm Plan Sheet and then stop and let the students develop the arm. After they have completed one device continue with the rest of the presentation allowing students to follow steps in the presentation to create the arm and attaching parts. ASK: Which arm was best for this Robot and attaching 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 show presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor Teacher will begin the I. Arm defined as How to Construct a A. A device used to move objects at an angle Robot Part 6: Arm slide using height or levers B. A device used to move objects over a distance presentation and define an arm. Distribute Story using heights or levers Board and Plan Sheet handouts and How to Construct Robot Part by Part Rubric. Teacher will discuss II. Problem solving process for an arm the steps to the problem A. Understanding the problem solving process as it B. Devising a plan relates to creating an C. Carrying out the plan arm. D. Questioning students Slides 2‐29. E. Looking back, evaluating Teacher will stop at the end of slide 29 for students to begin their own designs of an arm and attachments. . Slide 2‐30 (Arm) III. Follow procedures in the slide presentation Teacher will guide A. Construct by a plan sheet students through arm B. Follow Story Board procedures in the How C. Complete plan sheet to Construct a Robot D. Review two arm examples E. Select or revise design Part 6: Arm slide presentation. Students will complete a Plan Sheet and follow the Story Board and rubric in constructing the arm of their choice. Teacher continues to ask IV. Allow students to construct the arm questions regarding their A. Students construct arm Copyright © Texas Education Agency, 2012. All rights reserved.
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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 an arm, or how else a robot’s arm could be used. Students will construct a robot part (arm) 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 about why they chose certain materials. B. Students try different challenges with different arms V. Evaluation of challenge (arm) 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 6: Arm slide presentation. Teacher will guide students through an evaluation of their designs and voting on which arm was best for certain tasks. VI. Last step of problem solving process – looking back A. Evaluate all designs B. Vote which arm was best for certain tasks Verbal Linguistic Logical Mathematical Visual Spatial Musical
Rhythmic Bodily
Kinesthetic Intra‐
personal Inter‐
personal Naturalist Existentialist
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Application Guided Practice (LSI Quadrant III): Throughout How to Construct a Robot Part 6: Arm slide presentation, students will be taught how to make an arm and all its attachments, and how to think critically of how to design an arm and its attachments. Independent Practice (LSI Quadrant III): Students will be required to be creative, think critically, and make an arm and attachments. Summary Review (LSI Quadrants I and IV): Question: Which arm was the best for speed and balance? Answer: (It depends on the arm created.) The best answer will most likely be a kind of arm that completed the job with the least effort. Question: Which arm could best move a lot of weight? Answer: (It depends on the arm created.) The best answer will most likely be a kind of arm that moved fast enough with the least effort. Question: Which arm worked best for combination and multiple tasks? Answer: The arm that had the best combination of weight, balance, and speed. Evaluation Informal Assessment (LSI Quadrant III): The teacher will observe the students as they work on the creation and testing of the arm. Formal Assessment (LSI Quadrant III, IV): Construction of a Robot Part by Part Rubric. The students will create an arm for different tasks and should be evaluated on the efficiency of the arm and design. Extension Extension/Enrichment (LSI Quadrant IV): For more enrichment, students should construct an arm 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 6: Arm
Using the Plan Sheet given below, draw an ARM for your
ROBOT.
1. Draw a three-view drawing of the arm.
2. Dimension the arm.
3. Choose the material you would use to construct the
arm, and find the cost.
4. Construct a plan of procedure you will use to put the
arm together.
5. List the machines you will need to cut and construct
the arm.
6. Use several drawings until you find the functioning of
the arm you need.
7. Basic considerations - make the shape to best
perform the task you need.
8. Place the arm close to the position needed and test
for best performance.
9. Consider several ideas.
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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
UNIT COST
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.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________ Copyright © Texas Education Agency, 2012. All rights reserved.
STUDENT MUST PASS TEST BEFORE USING MACHINE
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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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