Lesson Plan
Course Title
Robotics and Automation
Session Title
Robotic Design Challenge
Performance Objective
At the end of this capstone project, students will be able to design, build, redesign, and rebuild
a basketball-playing robotic assembly based on performance objectives that match the criteria
in the Robot Construction Rubric.
Specific Objectives
 Produce working drawings and physical assemblies designed to perform objectives
 Modify or improve an engineered assembly into the design and construction of a
physical assembly
 Integrate multiple dynamic assemblies into a working robot construction
 Design and build a gripper assembly to grip or pick up a ball
 Design and build a movable arm assembly to pick up a ball off the floor and place in the
shooter
 Build a shooter that can make a basket from a fixed location
 Build an adjustment into the shooter to be able to make a shot from different locations
 Determine the initial velocity needed to make a basket from one meter
 Use calculations to determine the tangential velocity of the wheel
 Demonstrate how a gear train affects either speed or torque
 Use calculations to determine the gear ratio needed to produce the proper ball velocity
for a given motor
 Build an assembly that attaches to a robot base and connects a motor to the shooter
wheel using the gears that give the desired gear ratio
 Work on a design team to find solutions to problems
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Robotics and Automation
 130.370 (c)
o (3) The student develops skills for managing a project. The student is expected to:
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(A) use time-management techniques to develop and maintain work schedules
and meet deadlines;
(B) complete work according to established criteria;
(C) participate in the organization and operation of a real or simulated
engineering project; and
(D) develop a plan for production of an individual product.

130.370 (c)
o (5) The student develops the ability to use and maintain technological products,
processes, and systems. The student is expected to:
(A) demonstrate the use of computers to manipulate a robotic or automated
system and associated subsystems;
(B) troubleshoot and maintain systems and subsystems to ensure safe and
proper function and precision operation;
(C) demonstrate knowledge of process control factors; and
(D) demonstrate knowledge of motors, gears, and gear trains used in the robotic
or automated systems.

130.370 (c)
o (6) The student develops an understanding of the advanced concepts of physics,
robotics, and automation. The student is expected to:
(A) demonstrate knowledge of rotational dynamics, weight, friction, and traction
factors required for the operation of robotic and automated systems;
(B) demonstrate knowledge of torque and power factors used in the operation of
robotic systems;
(C) demonstrate knowledge of feedback control loops to provide information;
and
(D) demonstrate knowledge of different types of sensors used in robotic or
automated systems and their operations.

130.370 (c)
o (7) The student develops an understanding of the characteristics and scope of
manipulators and end effectors required for a robotic or automated system to
function. The student is expected to:
(A) demonstrate knowledge of robotic or automated system arm construction;
(B) understand and discuss the relationship of torque, gear ratio, and weight of
payload in a robotic or automated system operation; and
(C) demonstrate knowledge of end effectors and their use in linkages and the
gearing of a robotic or automated system.

130.370 (c)
o (8) The student uses engineering design methodologies. The student is expected to:
(A) understand and discuss principles of ideation;
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(B) think critically, identify the system constraints, and make fact-based
decisions;
(C) use rational thinking to develop or improve a product;
(D) apply decision-making strategies when developing solutions;
(E) identify quality-control issues in engineering design and production;
(F) describe perceptions of the quality of products and how they affect
engineering decisions;
(G) use an engineering notebook to record prototypes, corrections, and or
mistakes in the design process; and
(H) use an engineering notebook to record the final design, construction, and
manipulation of finished projects.

130.370 (c)
o (10) The student designs products using appropriate design processes and
techniques. The student is expected to:
(A) interpret industry standard system schematics;
(B) identify areas where quality, reliability, and safety can be designed into a
product;
(C) improve a product design to meet a specified need;
(D) understand use of sensors in a robotic or automated system;
(E) produce system schematics to industry standards;
(F) 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; and
(G) implement a system to identify and track all components of the robotic or
automated system and all elements involved with the operation, construction,
and manipulative functions.

130.370 (c)
o (11) The student builds a prototype using the appropriate tools, materials, and
techniques. The student is expected to:
(A) identify and describe the steps needed to produce a prototype;
(B) identify and use appropriate tools, equipment, machines, and materials to
produce the prototype;
(C) implement sensors in a robotic or automated system;
(D) construct a robotic or automated system to perform specified operations
using the design process;
(E) test and evaluate the design in relation to pre-established requirements such
as criteria and constraints and refine as needed;
(F) refine the design of a robotic or automated system to ensure quality,
efficiency, and manufacturability of the final product; and
(G) present the prototype using a variety of media.
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Interdisciplinary Correlations:
Algebra I
 111.32 (b)
o Foundations for functions. The student understands that a function represents a
dependence of one quantity on another and can be described in a variety of ways.
The student is expected to:
(A) describe independent and dependent quantities in functional relationships;
(B) gather and record data and use data sets to determine functional
relationships between quantities;
(C) describe functional relationships for given problem situations and write
equations or inequalities to answer questions arising from the situations;
(D) represent relationships among quantities using concrete models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities; and
(E) interpret and make decisions, predictions, and critical judgments from
functional relationships.

111.32 (b)
 (3) Foundations for functions. The student understands how algebra can be used to
express generalizations and recognizes and uses the power of symbols to represent
situations. The student is expected to:
(A) use symbols to represent unknowns and variables; and
(B) look for patterns and represent generalizations algebraically.
Precalculus (c)
 111.35 (c)
o (3) The student uses functions and their properties, tools and technology, to model
and solve meaningful problems. The student is expected to:
(D) use properties of functions to analyze and solve problems and make
predictions; and
(E) solve problems from physical situations using trigonometry, including the use
of Law of Sines, Law of Cosines, and area formulas and incorporate radian
measure where needed.

111.35 (c)
o (4) The student uses sequences and series as well as tools and technology to
represent, analyze, and solve real-life problems. The student is expected to:
(B) use arithmetic, geometric, and other sequences and series to solve real-life
problems.

111.35 (c)
o (6) The student uses vectors to model physical situations. The student is expected
to:
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(A) use the concept of vectors to model situations defined by magnitude and
direction; and
(B) analyze and solve vector problems generated by real-life situations.
English Language Arts and Reading, English IV

110.34 (b)
o (11) Reading/Comprehension of Informational Text/Procedural Texts. Students
understand how to glean and use information in procedural texts and documents.
Students are expected to:
(A) draw conclusions about how the patterns of organization and hierarchic
structures support the understandability of text; and
(B) evaluate the structures of text (e.g., format, headers) for their clarity and
organizational coherence and for the effectiveness of their graphic
representations.

110.34 (b)
o (15) Writing/Expository and Procedural Texts. Students write expository and
procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals,
college applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on
the topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white
space);
(iii) relevant questions that engage readers and address their potential
problems and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).

110.34 (b)
o (20) Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major
research question to address the major research topic; and
(B) formulate a plan for engaging in in-depth research on a complex, multifaceted topic.

110.34 (b)
o (21) Research/Gathering Sources. Students determine, locate, and explore the full
range of relevant sources addressing a research question and systematically record
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the information they gather. Students are expected to:
(A) follow the research plan to gather evidence from experts on the topic and
texts written for informed audiences in the field, distinguishing between reliable
and unreliable sources and avoiding over-reliance on one source;
(B) systematically organize relevant and accurate information to support central
ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and
separate factual data from complex inferences; and
(C) paraphrase, summarize, quote, and accurately cite all researched information
according to a standard format (e.g., author, title, page number), differentiating
among primary, secondary, and other sources.

110.34 (b)
o (22) Research/Synthesizing Information. Students clarify research questions and
evaluate and synthesize collected information. Students are expected to:
(A) modify the major research question as necessary to refocus the research
plan;
(B) differentiate between theories and the evidence that supports them and
determine whether the evidence found is weak or strong and how that evidence
helps create a cogent argument; and
(C) critique the research process at each step to implement changes as the need
occurs and is identified.

110.34 (b)
o (26) Listening and Speaking/Teamwork. Students work productively with others in
teams. Students will continue to apply earlier standards with greater complexity.
Students are expected to participate productively in teams, offering ideas or
judgments that are purposeful in moving the team towards goals, asking relevant
and insightful questions, tolerating a range of positions and ambiguity in decisionmaking, and evaluating the work of the group based on agreed-upon criteria.
Physics
 112.39 (c)
o Physics. In Physics, students conduct laboratory and field investigations, use
scientific methods during investigations, and make informed decisions using critical
thinking and scientific problem solving. Students study a variety of topics that
include: laws of motion; changes within physical systems and conservation of energy
and momentum; forces; thermodynamics; characteristics and behavior of waves;
and atomic, nuclear, and quantum physics. Students who successfully complete
Physics will acquire factual knowledge within a conceptual framework, practice
experimental design and interpretation, work collaboratively with colleagues, and
develop critical thinking skills.
o (2) Nature of science. Science, as defined by the National Academy of Sciences, is
the "use of evidence to construct testable explanations and predictions of natural
phenomena, as well as the knowledge generated through this process." This vast
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body of changing and increasing knowledge is described by physical, mathematical,
and conceptual models. Students should know that some questions are outside the
realm of science because they deal with phenomena that are not scientifically
testable.
o (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of
the natural world. Scientific methods of investigation can be experimental,
descriptive, or comparative. The method chosen should be appropriate to the
question being asked.
o (4) Science and social ethics. Scientific decision making is a way of answering
questions about the natural world. Students should be able to distinguish between
scientific decision-making methods and ethical and social decisions that involve the
application of scientific information.
o (5) Scientific systems. A system is a collection of cycles, structures, and processes
that interact. All systems have basic properties that can be described in terms of
space, time, energy, and matter. Change and constancy occur in systems as patterns
and can be observed, measured, and modeled. These patterns help to make
predictions that can be scientifically tested. Students should analyze a system in
terms of its components and how these components relate to each other, to the
whole, and to the external environment.

112.39 (c)
o (4) Science concepts. The student knows and applies the laws governing motion in a
variety of situations. The student is expected to:
(A) generate and interpret graphs and charts describing different types of
motion, including the use of real-time technology such as motion detectors or
photogates;
(B) describe and analyze motion in one dimension using equations with the
concepts of distance, displacement, speed, average velocity, instantaneous
velocity, and acceleration;
(C) analyze and describe accelerated motion in two dimensions using equations,
including projectile and circular examples;
(D) calculate the effect of forces on objects, including the law of inertia, the
relationship between force and acceleration, and the nature of force pairs
between objects; and
(E) develop and interpret free-body force diagrams.

112.39 (c)
 (6) Science concepts. The student knows that changes occur within a physical system
and applies the laws of conservation of energy and momentum. The student is
expected to:
(A) investigate and calculate quantities using the work-energy theorem in various
situations;
(B) investigate examples of kinetic and potential energy and their
transformations;
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(C) calculate the mechanical energy of, power generated within, impulse applied
to, and momentum of a physical system; and
(D) demonstrate and apply the laws of conservation of energy and conservation
of momentum in one dimension.
Occupational Correlation (reference: O*Net – www.onetonline.org)
Job Title: Physicists
O*Net Number: 19-2012.00
Similar job titles: Health Physicist, Scientist, Research Scientist, Physicist, Research Consultant,
Research Physicist, Biophysics Scientist
Tasks










Perform complex calculations as part of the analysis and evaluation of data, using
computers.
Describe and express observations and conclusions in mathematical terms.
Analyze data from research conducted to detect and measure physical phenomena.
Report experimental results by writing papers for scientific journals or by presenting
information at scientific conferences.
Design computer simulations to model physical data so that it can be better understood.
Collaborate with other scientists in the design, development, and testing of
experimental, industrial, or medical equipment, instrumentation, and procedures.
Direct testing and monitoring of contamination of radioactive equipment, and recording
of personnel and plant area radiation exposure data.
Observe the structure and properties of matter, and the transformation and
propagation of energy, using equipment such as masers, lasers, and telescopes, in order
to explore and identify the basic principles governing these phenomena.
Develop theories and laws on the basis of observation and experiments, and apply these
theories and laws to problems in areas such as nuclear energy, optics, and aerospace
technology.
Teach physics to students.
Soft Skills
 Critical thinking
 Complex problem solving
 Reading comprehension
 Speaking
 Active listening
 Active learning
 Judgment and decision making
 Learning strategies
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Teacher Preparation
Review the lesson plan and preview Robotic Design Challenge slide presentation and notes.
Have robotic parts available and organized for students to use.
References
 Gear train reference material: http://en.wikipedia.org/wiki/Gear_train
Instructional Aids
 Robotic Design Challenge slide presentation and notes
 Robotic kit guide found online
 Robotic kit programming guide found online
 Programming users guide found online
 Introduction to Robotics Parts 1-5 (refer back to)
 How to Construct a Robot Parts 1-7 (refer back to)
 Robot Construction Rubric
Materials Needed
 Robotic kits
 Robotic parts and supplies to construct a robot
 Programming software
This lesson is based on parts commonly available in a robotics classroom, or using robotic kits
and parts from a commercial vendor. Any number of Internet-based hobby shops specializing in
robotic parts and supplies will source parts that are designed to work together and, as far as
robotic parts go, are relatively inexpensive. The recommendation is to have one robotic kit for
every two students, but you can have as many as four students per kit.
Equipment Needed
 Computer
 Projector and screen
 A desk or table for students to work on
 Tennis balls that are 6.6 – 6.9 cm diameter; and 57 – 59 grams mass
 Dremel tool to cut and smooth metal
 Vice
 Allen wrench (also called an L-wrench) - 2 sizes: 5/64” and 3/32”
 Open ended wrench
 Screwdrivers
 Flat head and Phillips
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

Needle nose pliers and diagonal cutters
Crescent wrench
Learner Preparation
Completion of the previous lessons: Introduction to Robotics Parts 1-5 and How to Construct a
Robot Parts 1-7.
Introduction
Introduction (LSI Quadrant I)
Say
 You are finally going to design and build a robot assembly on your own, without
detailed, step-by-step instructions.
Ask
 Does anyone know what the only requirements are for the robot you build?
Say
 Number one, you need to follow the design process and number two, it has to perform
the objectives given. I don’t care what it looks like or how you do it; it just has to work.
Ask
 What happens if you don’t know how to make your robot do what it needs to do?
Show
 A computer
Say
 You will need to RESEARCH using the computer!
Say
 Let’s go over a few more of the basics, and then you can get started. (Begin Robotic
Design Challenge slide presentation.)
Outline
Outline (LSI Quadrant II)
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I.
Design challenge starting point
A. Students have learned the fundamentals
of building structurally sound robots and
programming them in previous lessons.
B. Students are now ready to try to build and
program a robot without step-by-step
instructions.
C. They begin with a robotic platform they
Notes to Instructor
In this lesson, students
are expected to do
more than just
participate; they must
practice and develop
important skills. This is
an important module,
not just in the quantity
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already have, but it may be necessary to
have the students re-design and re-build
their robot.
D. Give students general performance
objectives and let them figure out how to
design and build a robot to meet the
performance objectives.
E. There are three stages to the design
challenge that together make a complete
basketball-playing robot (Slide 4).
F. Based on time and robotic parts available,
some of the stages may be skipped or
deemphasized, at the teacher’s discretion.
and variety of different
TEKS met, but that
there are TEKS
involving design and
problem solving that
are ONLY (or at least
best) met in this
project.
II.
Design criteria
A. Students are expected to use the design
process, but at this early stage, start with
simple drawings primarily designed to
brainstorm ideas and possible solutions.
B. Use only a few of the design process criteria
for assessment.
C. The physical solution is up to the student
design team; introduce the fact that the
design is not open-ended, and there are
functional criteria and considerations
involved.
D. Math and science are often the foundation for
a design.
E. Math and science are one way a designer
shows (proves) that a design will work to
perform the objectives.
Many of the TEKS
involve the design
process, so create the
expectation that
students use the design
process and are able to
document their
justification for a design.
This is a chance for
students to use the
design process on a
project where it really
matters.
Slides 5-6
III.
Practical considerations
A. If you have a motor for this project, go
over the speed and torque characteristics.
B. If you do not have a motor, students will
research motor characteristics and find a
motor from a vendor that meets
requirements (including cost limitations).
C. A typical DC motor used for robot
propulsion will have plenty of torque, but
it will have too low a rotational speed to
provide the velocity needed.
D. The first objective is to build a shooter
that can make a basket from a fixed
The point of this
design challenge is to
make the performance
objective significantly
difficult but not too
hard to accomplish.
Slides 7-9
.
Begin Robotic Design
Challenge slide
presentation.
Slides 1-4
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11
distance.
E. A gear train will be required to increase
speed from motor to shooter wheel.
F. A tennis ball is specified because the size
and mass are large enough that a simple
design, like a hitter, will not meet shooting
distance or accuracy requirements.
G. The basketball hoop needs to be robust
but not too large (about eight inches in
diameter).
IV.
V.
Evaluation
A. Students are expected to document their
use of the design process.
B. Hand out Robot Construction Rubric,
review the expectations, and go over the
evaluation process.
C. This project may take a significant period
of time to complete, so there may be a
need for a number of intermediate and
formative assessments.
D. Stress the importance of making progress
toward a goal and staying on track for
these intermediate assessments.
E. Use a narrower set of evaluation criteria
from the rubric for formative assessments.
F. Emphasize work ethic.
Slide 10
Students work harder
when they know what
the expectations are
and can see that the
assessment is not
arbitrary.
Distribute the Robot
Construction Rubric.
Equations of motion
Slides 11-15
A. Physics is presented to allow the student
to mathematically model the ball
Skip Slide 12 at the
movement based on the physical
teacher’s discretion.
characteristics of the shooter.
B. Students should be able to see the
relationships between mathematical
calculations and physical reality.
C. Use this section to reinforce concepts that
are covered in other math and science
classes using the fact that the project is a
practical example of where those concepts
are used.
D. For example, the only acceleration a
projectile has will be from gravity after it
has left the shooter.
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12
E. Gravity only acts in the vertical or (Y)
direction, while distance to the basket
from the shooter is in the (X) direction.
F. Therefore, the motion needs to be
considered separately in each of these
components.
VI.
The important formula
A. This is the formula that allows a
calculation of distance from an initial
velocity at an angle.
B. Slide 17 shows the derivation of this
formula from the equations of motion.
C. Students can be asked to derive this
formula from the equations of motion, in
which case, Slide 17 acts as an aid to the
teacher to review that derivation process.
D. The calculation of required initial velocity
shown on Slide 19 is given a required
distance of one meter.
E. Have students calculate an initial velocity
required at a distance other than one
meter.
Slides 16-19
Slide 17 is designed to
help the teacher and is
not specifically
designed for students
to follow. Skip Slide 17
at the teacher’s
discretion.
VII.
Ball and wheel velocity
Slides 20-24
A. Ball velocity comes from the tangential
velocity of the shooter wheel.
B. Each of the terms in the tangential velocity
formula (speed equals radius of the wheel
times angular velocity) needs to be
converted from American units (which are
what are typically given) to metric units.
VIII.
Compound gears
A. A high gear ratio is needed to get from
typical robot DC motor speed to the speed
required from the shooter.
B. The only way to get the high gear ratios
needed is with compound gears.
C. Gears were covered in a previous lesson,
but the theory of operation may need to
be reviewed.
D. There are a number Internet sources that
can be used to review gear operation and
Slides 25-29
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13
theory. Do an Internet search for gear
trains.
IX.
Verbal
Linguistic
More design challenges
A. These slides provide additional
information and some new examples of
design challenges for extension activities.
B. Participation in robotic contests are
encouraged because they are interesting
and exciting for students, and they offer
the ability to develop a large number of
valuable skills and experiences in a realworld environment.
C. Even without participation, the robotic
contest objectives are a great source of
additional design challenges.
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Slides 30-33
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III)
This lesson requires less guided practice than in the previous Introduction to Robotics and How
to Construct Robots lessons because students are expected to solve problems on their own.
When students have problems, it is most often because they are not following the “keep it
simple” rule, and they do need to be guided back to the objectives.
Independent Practice (LSI Quadrant III)
This lesson requires essentially independent practice and allows students to build problemsolving skills and demonstrate the things they have learned in previous lessons.
Summary
Review (LSI Quadrants I and IV)
 Question
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14

o Does anyone have questions about what the objectives are for this lesson?
Answer
o No? Good! Begin work.
Evaluation
Informal Assessment (LSI Quadrant III)
Observation/ question and answer/ time on task/ ability to work on their own
Formal Assessment (LSI Quadrant III, IV)
 Robot Construction Rubric covering robotic design and construction.
 This is a project-based lesson intended to be evaluated based on design criteria.
Extension
Extension/Enrichment (LSI Quadrant IV)
Students can enter and participate in robotics contests, but they can also research design
objectives and build a robot to meet the performance standards (even without participating).
One option is to have an in-class contest based on one of the national contests. Search the
Internet for various contests to enter that are within the scope of the lesson objectives.
Copyright © Texas Education Agency, 2013. All rights reserved.
15
Robot Construction Rubric
Name: ___________________________________________
Evaluation Criteria
Robot Design
Sketches/Drawing
Total Possible = 100 pts
Excellent (X 1)
Robot well thought out; many
views showing good detail for
construction purposes
Good (X .8)
Robot thought out; some
views showing detail for
construction purposes
Fair (X .6)
Robot not well thought out;
few views showing any detail
for construction purposes
Poor (X .4)
Robot not well thought
out; few or no views
showing any detail (or no
drawings at all)
Original design factors evident;
serious consideration given to
the functions required of the
robot
Original design factors are
evident; some consideration
given to the functions
required of the robot
Design originality may not be
evident; little consideration
given to the functions
required of the robot
Almost no consideration
to the functions required
of the robot
Attention to detail is present;
quality workmanship is
evident (with time devoted to
ensure precision and quality
performance)
Attention to detail is present;
acceptable workmanship is
evident (with time devoted
to ensure precision and
quality performance)
Little attention to detail is
present; workmanship is
average (but little time
devoted to ensure quality
performance)
No attention to detail;
unacceptable
workmanship; little or no
time devoted to ensure
quality performance
Robot performs its functions
with few or no flaws; unit
operates as intended
Robot performs its functions
with a few flaws; unit
operates primarily as
intended
Robot performs its functions
with difficulty; unit operates
but perhaps not quite as well
as intended
Robot does not perform or
performs its functions with
much difficulty; unit does
not operate as intended or
not at all
Problems solved easily; a lot of
ideas about how design could
be improved upon given more
time; lessons learned; an
honest self critique
Problems solved; some
constructive critical
comments about possible
improvements; lessons
learned; an attempt at an
honest self critique
Problems solved with
difficulty; few constructive
critical comments about
possible improvements; few
lessons learned; poor
attempt at a self critique
Problems not solved; no
constructive critical
comments; no honest self
critique or evaluation is
not completed
Always busy working
Consistently busy working
Mostly busy working
Seldom busy working
10 points
Originality /
Practicality
My Score: _________
10 points
Robot Workmanship
25 points
Robot Performance
25 points
Self Evaluation /
Redesign
10 points
Work Ethic
20 points
Copyright © Texas Education Agency, 2013. All rights reserved.
16
Class Participation
Group
Dynamics
A
B
All members work
productively together.
Cordial resolution of
any differences. All
opinions are respected.
Group is productive, but
one member is somewhat
less effective (or perhaps
less respected) than the
others.
Can be improved with
instructor
intervention/counseling
since, oftentimes, it is
subtle and unintentional.
Personal
Contribution
(peer
assessment)
Equally conversant
with both hardware
and software, even if
specializing in one or
the other. Readily
communicates
knowledge to the rest
of the group. Can
accept ideas from
others as well as
constructive criticism.
Knows both hardware and
software but less able to
share specialized
knowledge. Still open to
input from others and not
too critical of failures.
C
Group is still
productive, but there
is noticeable internal
friction. Some
backbiting and rude
comments.
Teacher intervention
is usually not
successful, except to
reduce the more overt
displays of discontent.
Knows a specialty
adequately but has
little concern about
what others are doing.
Begins to blame
others for failures.
Mantras: "Hey, I'm
just the mechanical
guy” or "Hey, I'm just
the code monkey."
D
F
Group has significantly
reduced productivity
compared to their
potential. Frequent
bickering and
disrespect. Members
undo each other’s
work at extra sessions
when the originators
aren't around.
Dysfunctional,
pathological group.
There are open
hostilities, and there is
ganging up, shunning,
"recorders" who just
take notes, and people
who stare off into
space, read E-mail, or
work on other
coursework. No
tangible progress.
Often occurs if a coworker relationship
breaks up during the
semester.
Supposedly has
specialized or accepted
responsibility for a
given task, but actually
is clueless about how
to do the job and
won't give it up to
someone else who can
do it. Knows nothing
about what others are
doing. Mismatch
between perceived
and actual abilities.
Extremely rare. Has
occurred only three to
five times over the
entire history of the
course.
Is just "there"
occupying space..
Might be writing very
diligently in his design
notebook, perhaps
even making an
excellent one, but is
not helping the others
in any tangible way.
Copyright © Texas Education Agency, 2013. All rights reserved.
17