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Debralee Bloemer's Lesson Plan
In the Limelight LoTi Teachers Website
Robotic Bomb Squad
Technology
LoTi Role
Campus
Technology Trainer
Grade Levels 11th and 12th
Essential/Engaging
Questions
1) What is hydraulics? How are hydraulics controlled?
2) What is input sequencing?
3) How would we sequence a robot to perform the task of picking up items?
4) What is a RFP? How do I make an RFP?
5) What is my design specs?
(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(A) determine and employ methods to evaluate the design and functionality of the process using effective coding, design, and test data; and
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use appropriately and trace recursion in program design comparing invariant, iterative, and recursive algorithm; (E) create robust programs with increased emphasis on design, style, clarity of expression and documentation for ease of maintenance, program expansion, reliability, and validity; I) develop software to solve a school or community problem such as customer relations, design, modular programming, documentation, validation, marketing, or support; and
(J) research advanced computer science concepts such as applied artificial intelligence, expert systems, robotics, depth-first/breadth-first and heuristic search strategies, multitasking operating systems, or computer architecture, such as reduced instruction set computer (RISC) and complex instruction set computer (CISC).
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; (C) extend the learning environment beyond the school walls with digital products created to increase teaching and learning in the foundation and enrichment curricula; and
(D) participate in relevant, meaningful activities in the larger community and society to create electronic projects.
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) annotate coding properly with comments, indentation, and formatting; and
(B) create interactive documents using modeling, simulation, and hypertext.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy and monitor displays; and
(B) publish information in a variety of ways including, but not limited to, software, Internet documents, and video.
(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
(A) write technology specifications for planning and evaluation rubrics documenting variables, prompts, and program internally and externally;
(B) seek and respond to advice from peers and professionals in evaluating the product; and
(C) debug and solve problems using reference materials and effective strategies.
Technology Applications
Internet, Lego Midstorms programming, Movie Maker, Visual Communicator, Fireworks, Word, Excel
Visit http://www.sci-spy.ie/Index.aspx
and go through the Introduction, Quiz and Fact sheet. ( A website on hydraulics)
Visit http://www.remotec-andros.com
Create a simple program to make a generic robot go forward, backwards and turn right 90 degrees and then stop.
Program a robot move or stop based on light/dark sensitivity. Students will use cardboard boxes and different colored electrical tape to perform this task.
Students will create an RFP for construction of their bomb removal robot. Submit design specs to teacher.
Students will continue creating the own RFP for their bomb removal robot.
Targeted TAKS Objectives
Science 1 and 5
Complex Thinking Strategies
Problem Solving
Decision Making
Creative Problem Solving
Experimental Query
Reasoning
Investigation
Differentiation
Interest Based Investigations
Flexible Grouping
Description of the differentiation activity
Students will work as a group of one (6 students total) and can choose which
portion to be the leader of.
Concepts & Topics
Students are to create a robot that performs bomb removal. Students will
create a RFP submitted to other students for review on the design and
programming of the robot. The robot will have hydraulic capabilities. The
robot will go into a "room" and remove a "bomb"(can of spam). The robot will
work off light, touch and temperature sensors
Bloom's Taxonomy
Knowledge
Comprehension
Application
Evaluation
Synthesis
Analysis
Description of activities that support the Bloom's level
Students will learn about hydraulics.
Students will take a quiz on hydraulics.
Students will learn about programming and RFP's.
Students will program a robot and generate a RFP.
Process Skills
Complex Problem Solving
Resources
Internet, LegoMindstorms, LINKS,
RoboLab, Computers, Word, E-Mail, Excel
Culminating
Performance Task
Students will ultimately create a robot that will remove a bomb and create
an infomercial to promote their product to local law enforcement.
Assessments
Design Spec, RFP and prototype program code
Rubric for Video
Click here to view rubric