Introduction to Robotics Lesson 10 : Robot Bug, Part 3 Grade Level:​ 6-­8 Brief Description of Lesson: ​Participants will explore the Robotic function of decision making by finishing their ​robotic bug with antenna sensors​. Through the wiring of their design, participants will solidify their understanding of switches and​ how sensors help robots make decisions​. They will also build an ​arena​ in which to test their robot bugs. IDENTIFY DESIRED RESULTS ● ​ Essential Questions ● ​Enduring 1.
2.
3.
1.
Understandings 2.
3.
How can a robot make decisions? How can electrical energy turn into kinetic energy? How can one battery provide energy to two motors at different times within the same circuit? To make decision the robot need to have information from the external world (through sensors) and compare it what a presetting goal. The result of the comparison will activate outputs that will modify the activation of the structure, according to the needs of the robot and the external conditions. An electric motor converts electrical energy in kinetic energy. The electricity passing through a coil generates a magnetic field. This magnetic field react with a magnetic field of a permanent magnet in the motor. This magnetic force makes the rotor (coil) to turn around converting electric energy into kinetic energy. The circuit has switches (sensors) connected to activate the motors according the design of the robot. Each switch has two position N.O. (normally open) and N.C. (normally close). Using these possibilities, the decision making system was designed. STANDARDS Next Generation Science Standards MS-­ETS1-­1.​ Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. CCSS Standards for English Language Arts Standards CCSS.ELA-­Literacy.RST.6-­8.4​ Determine the meaning of symbols, key terms, and other domain-­specific words and phrases as they are used in a specific scientific or technical context relevant to ​
​grades 6–8 texts and topics. CCSS Standard for ○ .​CCSS.Math.Practice.MP2​ Reason abstractly and quantitatively. Mathematical Practice: KNOWLEDGE AND SKILLS Key Content Knowledge and Skills Participants will know: 1. The antennas are acting as the sensors for our robots because they activate a switch that turns the motor off and creates a pivot point. 2. The pivot point allows the robot to turn and avoid an obstacle. 3. The switches have multiple connectors so they can perform different functions. 4. The motors will receive energy from different sides of a battery (positive or negative), which means they have different polarity. This allows the motors to turn in opposite directions so the bug will move forward. 5. When the spade connector is out of the battery pack, the circuit is open, and therefore the bug will not move. When the connector is in the battery pack, the circuit is closed, and therefore the motors will receive energy from the batteries and move forward. 6. Soldering is an important technique used to build circuits. Participants will be able to: 1. Explain how the antenna are acting as sensors in a whole group discussion. 2. Apply their knowledge of pivots point by wiring the bug appropriately. 3. Use their soldering skills to wire the bug. 4. Explain how the wiring allows the bug to avoid obstacles. English ○ Participants will know: Language 1. Vocabulary terms such as ​bug, rubber band, design, constraint, Development specifications, switch, voltage, multimeter, clockwise, counter-­clockwise, ​and Knowledge and pivot. Skills (for starting, emerging, and developing ELLs) 2. Content-­specific vocab terms such as ​kinetic energy, potential energy, electrical energy, constraint, specifications, evaluation, friction, ​and symmetry. Participants will be able to: 1. Use these terms in discussion with their peers and instructors 2. Describe the procedures of the activity on tutorials using the vocabulary words in their own sentences with 90% accuracy. DETERMINE ACCEPTABLE EVIDENCE Pre-­requisite/Prior knowledge for Both Content and Language: Formative Assessment for Both Content and Language ● Other Forms of Participants should know: 1. The three components of a robot are structure, energy and decision-­making. 2. Kinetic energy is the work needed to accelerate a body of mass from rest to the desired velocity, or motion 3. The switch has three connectors: common, normally open, and normally closed. This allows for the switch to turn off one circuit while turning on another. 4. By using these switches we can tell one motor to stop moving while the other continues to move, allowing the robot bug to turn. 5. In order to have the bug make a turn, one motor will stop moving and become the pivot point. The other motor will continue moving in the direction of the stopped motor and will turn as it pivots. 6. Participants should be able to… 7. Discuss the components of a robot with their peers and instructor 8. Explain the relationship between potential and kinetic energy 9. Explain the concepts involved in pivoting and how the switches help us achieve the pivot for the robot bug 10. Cooperate in small groups 1. Participants will be able to discuss how the energy from the batteries moves the bug. 2. Participants will be able to apply their knowledge of circuits and soldering to wire the bug. 3. Participants will complete their bug designs. 4. The final steps of the Robot Bug will be completed. 1. Checklists Assessment 2. Instructor questions 3. Etc. Assessment Criteria 1. To complete the bug, participants will finalize by connecting all the wiring together. Summative Assessment 1. Participants should test their Robot bugs 2. Participants will complete bug with 100% accuracy according to their designs. PLAN LEARNING EXPERIENCES Time Required for Segments Minutes Grouping Arrangements Set/Hook 10 minutes Whole Class Instructor Demonstration/Lecture 10 minutes Whole Class Guided Practice 60 minutes Small Groups Closure 10 minutes Small Groups Total 90 minutes MATERIALS AND TECHNOLOGY Disposable Material One set for each pair: -­ Robot Bug Kits Tools Forms -­
-­
-­
-­
-­
-­
-­
Small Screwdriver Hair Dryer Wire Stripper Cutter Pliers Soldering Irons/cardboard/tin 2 AA Batteries per participant Pre-­Assessment/Consent Forms (Sp) /Attendance Sheets/Weekly Participant Surveys Instructor Preparation 1. Assemble materials, practice procedures beforehand, identify new vocabulary and organize workstations. 2. The instructor should arrive at the site 15-­30 minutes prior to the start of class. 3. The instructor will need to write definitions and diagrams on boards if available. 4. Watch video tutorials and lesson plans displayed in the SfT website 5. As participants arrive, instructor should take attendance so they can fully complete instructor log afterwards. Set/Hook (10 min) Engage and focus participants for 2-­3 minutes. Specific plans for establishing a hook or set should be evident; take participants' prior experiences and knowledge into account; and require participant participation. Plans: 1.
The instructor will begin by activating participants’ prior knowledge by asking, “What are the three parts of a robot?” Participants will explain that Robots need Structure, Energy and Decision Making. 2.
We have talked about how robots need to make decisions. Who can explain how our robot will make decisions? The instructor should guide participants to understand that the antenna will activate switches at different times and tell the robot to turn on the pivot point. 3.
Now that we have the whole structure put together, we need to wire everything to make it work how we planned. We have talked about how we need the two motors to move toward each other (in opposite directions) so the bug will move forward. Instructor Demonstration/L
ecture (10 min) Explain your execution of the following procedures​: 1. Connecting previous and current learning 2. Instructor modeling (including a logical sequence or chunking of the explanation or modeling) 3. Use of academic language to develop content understanding 4. Checking for understanding of the procedures, expected behaviors, and anticipated products. Plans: 1.
So here we have two batteries that are connected in a series circuit and each measures 1.5 volts. There are placed in the holder in opposite directions meaning the positive end of one battery is lined up with the negative end of the other battery, and vise versa. If we connect one of the batteries to one motor and the other battery to the second motor, the two motors will be moving in opposite directions because they are receiving energy from opposite ends of a battery (different polarity). Guided Practice (60 min) 1. First, we are going to start by making a main switch with this spade (red, metal piece that fits into the battery holder), which will allow us to open and close our circuit (in other words, turn on and off our robot). We want to measure and cut two pieces of wire in two different colors approximately 14 cm in length. Next we need to strip the ends of each wire (take off the plastic) and then twist the wires together at one end. We will then place the twisted end into the end of the spade connector, press it closed with pliers, and solder the inside securely. 2. Next, we will place the spade connector (or switch) into the bottom of the battery pack. We will take the two wires and solder each one to a different motor. These first wires should be soldered to the motor connectors that are closest to the tail of the bug. 3. Next, we want to cut two more pieces of wire approximately 7 cm in length and strip both ends. Each wire will be attached to the second connector of the motor that has nothing soldered to it thus far. One wire will go from one motor to the common connector of the switch closest to it. The other wire will be soldered to the other motor and then connected to the other switch’s common connector. 4. Next, we will be working with the two wires from the battery pack and the switch that is on the left hand side of the robot bug. The black wire will be soldered to the normally open connector on the switch (or the one closest to the tail). The red wire will be soldered to the normally closed connector on the switch (or the one closest to the head). 5. Next, we will cut two more pieces of wire approximately 18 cm in length, and strip both ends. Take one wire and attach it to the normally open connector where the black wire is. Take the other end and attach it to the normally open connector of the other switch. Take the second wire and attach it to the normally closed connector of the switch where the red wire is. Take the other end and attach it to the normally closed connector of the other switch. Independent Practice 1. Homework or independent practice related to the lesson Closure (10 min) 1. As participants help clean up, ask: What was interesting about the lesson? What did you learn during the lesson? 2. Pass out weekly​ ​survey​ that will be done each week. 3. The Instructor will submit the weekly Activity Journal at the end of every class located at​ ​www.scientistsfortomorrow.org/logs