EDUC 2220- Educational Technology Robots 1 Lesson Plan

Daniel Dildine Grade 8 / Technology

Common Core Standards:

Benchmarks from: http://ims.ode.state.oh.us/ode/ims/acs/Benchmarks/Default.asp Analyze information relative to the characteristics of technology and apply in a practical setting. Apply the core concepts of technology in a practical setting. Analyze the relationships among technologies and explore the connections between technology and other fields of study.

Lesson Summary: This lesson will expand on the introduction to electronics. Topics that will cover safety. Power, resistance led lights, and basic robots. Several simple circuits will be built and added to the robot by the instructor. Robots and their usefulness will be discussed as well as other forms that you may not think of as robots. Microwaves, vacuum cleaners etc. Students will be asked to create the robot of their choice on paper. Describe what circuits that they will use and why. Estimated Duration: Estimated time for this lesson will be 3 class periods of 50 minutes each include an estimate of the time needed for instruction. This lesson will take about 3 hours. Commentary: My lesson approach is to develop a basic interest in electronics or robotics through the introduction of a simple take home project and the class participation in building a simple robot. The instructor will build the basic robot in stages but the final two addition (in the form of lights or sensors) will be chosen by the class and added during class time.

Instructional Procedures:

Day 1: First 10 minutes: Refresher of previous electronics. 10 minutes of discussing electronic/electrical safety Topics include lightning storms, bare electrical wires, car batteries, and possibilities of exposed wired being a potential for starting fires (use the toaster example) 5 minutes: Class demo of resistance. Ask a volunteer to push against your hand with instructor using more or less resistance. Describe that more or less work can be done depending on resistance. Explain that reistance is good for some thing like lights because it slows down the work and allows the bulb to last longer. If took much work gets done at once, the bulb is very bright but will burn up faster too. 10 minutes : Discussion of what electronics are used for. Try to steer the discussion towards robotics or other similar devices. 10 minutes: Discussion and class participation of robots and robots in TV and movies. Day 2 5 minutes review of battery, resistor, and LED 5 minutes draw the basic circuit of a flashlight on the overhead projector. Show the flow of electricity, what slows down the flow and makes the battery last longer, and describe how the light works. Also show that if you disconnect the wire the circuit is no longer complete and the light will no longer work. Next describe a switch and show that it opens and closes the circuit turning the light on and off. 30 minutes Flashlight assembly project using mini breadboards. A circuit will be drawn on the board showing the parts and description given of how to use the mini-breadboard. Students will be encouraged to try assembly by themselves or in small groups. When a student has a working project he can bring it up to the teacher for soldering and final assembly. Students who finish early can be recruited to measure and cut heat shrink tubing and wrap the completed project in electrical tape. Students that fall behind should be able to complete the project in 30 minutes 10 minutes discussion of problems that were observed and what students might consider for a future project. 5 minutes: Show a basic robot demo. Using the arduino board and a system prebuilt by the instructor. (See the notes on How to Make Your First Robot Using the Arduino You-Tube video) Day 3 10 minutes: Watch several You-tube videos. The first video showing things that can be done by robots (see the attached notes for the Gull Lake First Robotics Competition video from You-Tube) 5 minutes: Discussion on what you would do with a robot.

10 minutes: Discussion of robot sensors and outputs are and what they do. Add the two led circuits to the robot to make blinking eyes. Add a light sensor to the robot that will turn on eyes when the lights go off. 10 minutes: Discussion of robots and sensors. Examples, Roomba, robots in the cartoons, terminator, what about microwave ovens? Are the also a form of robot? Disc light sensors and how a robot might use them. Have a class volunteer help to add the light (eyes) to the robot. Have another class volunteer add a light sensor to the robot. Have the robot sense light. If there is no light, make the eyes glow in the dark (turn off classroom lights)

Pre-Assessment: Students have been given a previous lecture in basic electronics in which power, resistance, and several other electronic terms were discussed. A mini quiz will be given covering three terms. Power = The potential to do work and is measured in voltage. Resistance = The opposition of voltage in an electronic circuit, measured in ohms. Light = Energy from an electronic circuit that becomes visible. A matching quiz with all 3 terms is meant more as a refresher than an actual scored item. This assessment will be given the day prior to coverage of the first lesson for robotics.

Scoring Guidelines: This assignment will be graded as complete/incomplete. Students will only be required to hand in the assignment complete to receive credit. Post-Assessment: Have the class draw a robot. The drawing is not be graded but used to help the student visualize what the purpose of the robot will be. Ask them to add two sensors or lights and tell how the robot will use them. Have them write a paragraph describing what task this robot design does. This assessment is critical thinking assignment. The goal of the lesson is to build a better understanding of robots, robot components, and robot uses. Artwork is not important, but the thinking of what components to add and the use of the robot is the real assignment. Scoring Guidelines: 2 points will be given for each sensor added (up to 2) 1 point will be given for describing the purpose of each sensor added (max 2) 2 points will be given for describing the general purpose of the robot design

Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: Differentiated for Exceptional: Project is modified to add servos which would add motion to the robot board. Students would be required to help modify the program and assemble using the free compiler from http://arduino.cc/en/Main/Software. This is a free utility but need an Arduino board to upload the program. This would be a group project. Differentiated for struggling: Students would focus on the flashlight project. Additional robotics videos and discussions could be added in place of the advanced robot project.

Discuss additional activities you could do to meet the needs of students who might be struggling with the material:

Extension Additional information on Arduino boards can be obtained from www.arduino.cc.

Homework Options and Home Connections Homework option. Require students to go home and look at common things in the house and write about what they might consider being robot-like and why? Students will be given the example of an alarm clock. An alarm clock is similar to a robot. It can be programmed to remember time, display lights, and sound an alarm when the alarm time happens. It has a small computer and performs a specific purpose, telling time and waking people up. Parents are encouraged to help students realize what items in the house might have similar functions. Televisions, microwaves, sewing machines, smart vacuum cleaners, etc. All of these items have small computers, electronic circuits, or some form of automatic motion that serves a purpose.

Interdisciplinary Connections Computers and computer science are obvious choices. Other connection could be medical devices that measure patient statistics and send alarms if someone is in trouble. In chemistry a centrifuge is used to separate liquid elements. It performs specific motions that are preprogrammed to separate blood cells from plasma without damaging them. Automotive classes benefit from intelligent machines that hook up to cars and measure different performance statistics to determine engine or electrical problems. Cooking class

benefits from smart ovens that measure for specific oven temperatures and turn off when the oven gets to hot keeping a near constant cooking temperature. All of these device use sensors as part of the measurement system. Oven measure temperature, centrifuges measure speed of rotation, automotive analyzers measure electrical pulses.

Materials and Resources:

For teachers

Robotic Kit A laptop with the Arduino programming console. This is used to change the program on the Arduino robotics board as needed. Parts used in the Arduino project are: 9V battery and connector. Arduino Uno board Small breadboard (240 pin or similar) Wire jumpers Range of resistors from 220ohm to 2200ohm 2 Red LEDs 2 Multicolor LEDs 1 Light sensor resistor (2700ohm) 2 360 degree rotation servos with plastic wheels Plastic jug or similar mounting base. Flashlight kits ( 1 per student) Small SPST switches (available in 10 packs) 1 switch required for each student 9V Connector with wires (available in 10 packs) 1 390 ohm resistor Electrical Tape ( 1 roll per 20 students) Red LED (available in 10 or 20 packs) 1 LED required for each student Mini breadboards 1 required for each student for assembly but will be returned to the class supplies during the assembly process. Heat shrink tubing (approximate 4 inches per student)

For students

1 - 9 volt battery Note: For students who do not provide 9 volt batteries at the time of flashlight assembly, one will be provided as a loan for the duration of the class so that each student can see that their project is successful. The battery is the primary cost of each project and is outside of the class budget for supplies.

Key Vocabulary Resistor A component that is used to slow the force of electricity in a circuit. Volts Electromotive force or potential difference in an electrical circuit. Robot An electronic circuit or computer that typically has input sensors and performs some kind of output or task. LED - Light Emitting Diode Program The computer input that determines what a robotic circuit will detect and how it will react.

Additional Notes Any additional information about your lesson- or notes for me- go here!

2013 Gull Lake FIRST Robotics Competition Qualifying Match # 28 https://www.youtube.com/watch?v=qrRHi4o_4qk

How to make your first robot using arduino