EDTC 5630 02 ROBOTICS IN THE CLASSROOM                                                 July 20, 22, 27, 29

                                                                                                                                           9 a.m. to 3:30 p.m.       

DAY TWO

 

A. CREATE:

SOLAR POWERED OBJECTS (crickets, beads, paper, kits with leads, toys)

 

B. DISCUSS:

1.    What is solar – how to pre-teach solar?

Example: When energy from the sun is used to create power, we have solar power –  

2.    How do you pre-teach solar

3.    Describe solar for all age levels

4.    How can you tie in with curriculum (consider alternative energy)

5.    How can you assess

 

C. SOLAR LINKS

http://richardsolo.com/index.asp?PageAction=VIEWPROD&ProdID=348
http://richardsolo.com/index.asp?PageAction=VIEWPROD&ProdID=331
http://richardsolo.com/index.asp?PageAction=VIEWPROD&ProdID=358

 

D. COPYRIGHT

http://www.utsystem.edu/OGC/IntellectualProperty/teachact.htm TEACHAct

 

E. CREATE:

GOBBLE BOT

Create gobble bot from kit or as an alternative, create this paper basic gobble bot:

·         http://www.education.com/worksheet/article/robotic-rider/

 

F. MICROBOTS – NANOTECHNOLOGY – ANDROIDS – ARTICLES

·         Microbots and Nanotechnology

1.    Nanotechnology http://www.sciencefriday.com/kids/sfkc20030926-2.html

2.    Palm sized bots http://mobilemag.com/content/100/102/C1547/

·         Androids

1.    Androids today - http://www.androidworld.com/

2.    Click on various links to see Valerie: http://www.androidworld.com/prod19.htm

3.    Androids in the movies – http://www.androidworld.com/prod07.htm

4.    Runway model robot designboom.com/weblog/cat/16/view/5834/hrp-4c-humanoid-robot-on-the-runway-at-japan-fashion-week.html

·         Articles on robots and robotics

1.    http://www.biotele.com/Monkey.htmmonkey and brain news item

2.    http://news.bbc.co.uk/2/hi/health/3186850.stm more on monkey

3.    http://blog.800hightech.com/military-super-suit-exoskeleton-video/1148/ article on super hero robotics suits

 

G. LEGAL, MORAL, ETHICAL ETHICS OF ROBOTICS?  

 

H. KITS – PARTS - SUPPLIES

 

I. ASSESSING THE FINISHED PRODUCT

Is it working, is the curriculum you chose working, problems, solutions…

 

Items to consider:

- what it is supposed to do

- does it do what it’s supposed to

- does it complete the task (complete what it is supposed to do)

- are the pieces to the bot placed appropriately

- does the bot stay together or does it fall apart as its running

- are the axels moving with the wheels, are the wheels aligned

- is it aesthetically pleasing or is it just slapped together

- are the gears turning

- if working in groups did members contribute equally

- were all members cooperative

 

Kindergarten - very basic sample rubric:

4 – WOW – The student exceeded the expectations for the science framework addressed, usually by doing extra work beyond the GOT IT requirements.

3 – GOT IT – The student fully meets the expectations for the science framework addressed.

2 – NOT YET – The student’s work indicates understanding but the work does not meet all the requirements for the science framework addressed.

1 – TRY AGAIN – The student’s work does not indicate understanding.

0 – NO EFFORT – Absent, Nothing turned in, etc.

 

J. RUBRIC   

What should you assess when incorporating robotics in the classroom?

Go to http://rubistar.4teachers.org/index.php?screen=NewRubric&module=Rubistar  and create a basic rubric for assessing a bot - click on ‘create a rubric’

 

K. IMPERIAL AND METRIC, CONVERSIONS AND MEASUREMENTS (some from last week)

Ÿ  http://www.printmini.com/printables/rulers/index.shtml – US Measurements

Ÿ  http://www.vendian.org/mncharity/dir3/paper_rulers/ print out a metric ruler

Ÿ  http://convert.french-property.co.uk/ metric conversion charts

Ÿ  http://www.vendian.org/mncharity/dir3/paper_rulers/ paper printout metric rulers

 

L. OPTIONS / IDEAS / SUGGESTIONS FOR COST-EFFECTIVE ROBOT BUILDING 

·         Examine various outlets for purchasing robotic supplies and how to build a basic chassis from heavy card stock paper using the template, create wheels using hole punches, and add axils and gears – use scoring tools - or purchase the items individually. (Most items can be purchased from Art Mart, Michaels, Office Max, or any arts and craft stores, you’ll notice that hobby shops such as Schaefer’s Hobby do not carry many of these supplies any longer.

·         go to:  http://www.techcard.co.uk/

·         Order via mail or FAX and be aware of pricing at this site – it is not US Dollars - look up currency exchange rates for the UK

·         To order a catalog from 'The Commotion Group' click on the link below, click on 'contact us,' and fill out the form. Make sure the first item is selected - the box next to 'Please send me your Technology - Solutions For Education Key Stages 3 & 4  2003 Catalogue.' http://www.commotiongroup.com 

·         http://www.solarbotics.com  Solar bot supplies

 

M. FINAL PROJECT - PREPARATION

·        The final project will be presented during the last day of class but created outside of class – the last few hours of day three we will brainstorm to help everyone locate a project - and the first few hours of day four will be for creating the lesson plans and instructions - the last few hours of day four will be for presentations

 

·        Create one object that involves force or motion that will cost very little

·        Create a kit for each class member to assemble and one for your instructor

·        Create a short set of instructions (if your project calls for it) for each kit

·        Create a method to assess (rubric or checklist) - for your instructor

·        Create a half page lesson plan and explain the following (for your instructor)

·        your plan, objective, etc.

·        what your students will do

·        what you will do

·        ties to curriculum

·        tie to at least one standard – ISTE for students

·        discuss any moral, ethical, or legal issues you might have to plan for

·        give approximate cost break down to complete the project

 

·        In the past projects included creative pinwheels, mouse trap projects,  rubber band cars, food bots, bristle bots – feel free to use these ideas   

·        When it is your turn to present, give a short demo of your project and a short synopsis of your lesson plan, then pass out your kit and worksheet to each of us and instruct us how to assemble the object

 

Submit the rubric or checklist and lesson plan to your instructor