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Drone Pollination Unit

Age Levels:

High School / Principles of Engineering / Physics

Total Time Required:

2 Weeks [time needed to complete this unit plan in hours or class periods]

Prepared by:

Andrew Nuetzel and Shana Schreiner June 2018-19

Unit Objectives:

Students will be able to:

Identify basic forces on an object graphically and mathematically and determine the effects of acceleration of the object from the total sum of the forces.

Select an approach that meets or satisfies the constraints in a design brief. Utilize a decision matrix for design problems.

Science Standards and Standards for Technology Literacy:

Physics I Standards:

PI.3.1: Understand Newton’s first law of motion and describe the motion of an object in the absence of a net external force according to Newton’s first law.

PI.3.2: Develop graphical and mathematical representations that describe the relationship among the inertial mass of an object, the total force applied, and the acceleration of an object in one dimension where one or more forces is applied to the object and apply those representations to qualitatively and quantitatively describe how a net external force changes the motion of an object.

Standards for Technology Literacy:

Provided by TRAILS www.purdue.edu/trailsCreated by Andrew Nuetzel & Shana Schreiner / Drone Pollination / June 2019

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http://www.purdue.edu/trails


POE - 4.5: Analyze the forces acting on a object while in motion POE - 4.6: Describe the relationships among force, mass, and changes in motion. POE - 8.3: Select an approach that meets or satisfies the constraints provided in a

design brief.

Recommended Instructor Preparation

Download the whole TRAILS Drone Pollination Unit and read over. [Provide a bulleted list of preparation steps to ensure instructor is adequately

prepared to implement these activities. Preparation could include recommended reading, instructional videos, or web content.]

o


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Lesson Plan: #1 – What can we do about declining bee populations?

Lesson Focus:

Introduce the Unit to students through the use of videos, articles, a design brief, and some of the 21st Century Rubrics.


45 minute Class Period

Lesson Objectives:


Explain what is required for their drone pollinator. Understand to their role in the group. Complete the first half of the KWL sheet

Equipment and Materials

Tools and Materials Quantity Needed

Computer with internet connection 1 needed for the class/teacher. If possible it is nice to have 1:1 classroom computers for all students.

Handouts [if not using computers] 1 per student in class or 1 per each group

Inductrix Quadcopter (or similar small one)

1 per group

Engineering Notebook 1 per student

Special Notes on Materials: Many of the documents and rubrics do not need to be printed if students have access to a personal computer.

Lesson Procedures:


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1. Start class with a 2.5 minute segment: New Bees Video from Greenpeace. [In this clip, we have manufactured bees 2.0, small recyclable bee drones that pollinate our fields. They are not real, but the students don’t really know this at first.] Should we create a new world, or save our own?

2. Students will get into their new groups for this unit and start reading the articles: Robotic Bees (5-10 min)

a. This google doc has 2 different articles and half the class should read each article.

3. They need to discuss the article together and answer several questions.a. What is the author’s main point? Who is his audience? Why did we

read this article? b. If you were asked to create a pollination drone, where would you

start? What information do you currently know that will help? What physics ideas will be needed to develop this? What engineering design ideas would be needed to complete something like this?

4. Introduce the Design Brief to the students. (5 min)

5. Demonstrate how the basic Quadcopter Flies and how the Pollen Gates will work. (5 min)

6. After sufficient time in demonstrating the students will complete the first half of the KWHLAQ form in their groups. (15 min)

a. As a class, what are the specific things that you need to know?b. As a class, how will you go about learning that information?

7. Introduce the Critical Thinking Rubric and Creativity and Innovation Rubric to the students and have them that read over the 21st Century Skills. Explain to them that these will be used in addition to couple of other rubrics in evaluating the students projects in this unit.

a. Does anyone have any questions on these?

8. After completing the first three columns in the chart, they will begin a brainstorming session on what they think that their drone collector piece will look like. EACH PERSON NEEDS TO COMPLETE TWO DRAWINGS OF QUADCOPTER FRAMES BY TOMORROW. They will work in their groups more on Tuesday and Wednesday.

9. Using your Engineering Notebook, each student needs to develop two ideas for what the collector/applicator will look like.

a. How will you attach the collector?


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https://docs.google.com/document/d/1LAEqmxAIHV8epvnLvqhk36JLqt2YKjTwal2D5TpEy7k/edit

https://docs.google.com/document/d/1jdMTfe2Cdcdzsk4fGaDNlJd1zl0TuUb5MiT7k5l7Qjs/edit

https://docs.google.com/document/d/1-JO04L4OI2MBa8CIJiIfRqzTLP78fJrbwQyzzmGfjgE/edit

https://docs.google.com/document/d/1gRcnFy1QYaKq0blsyM0IdeW-3zKMeMXnpCtFZUB4kdk/edit

https://docs.google.com/document/d/18OCfFVEw5XZXExh3nAFNhf3AsZi0irM2yNZlfVLJ8ng/edit

https://www.youtube.com/watch?v=CGTNjPow3LM


b. What shape should the collector be? What type of materials will it holding?

Closure/ ReviewBefore students leave for the day we will remind them that they need to complete the first 3 columns of the form as a group, and their homework is to have 2 quadcopter frame/applicator designs in their notebook that they can share tomorrow and Wednesday and find materials to gather pollen to bring Wednesday.

Note:

If students do not have access to 1:1 classroom computers then you can print copies of the rubrics and articles for each group.

Student Resources:

New Bees Video: Greenpeace International Youtube

Student Worksheets:

Design Brief KWHLAQ Form Critical Thinking Rubric Creativity and Innovation Rubric Engineering Notebook


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https://docs.google.com/document/d/1-JO04L4OI2MBa8CIJiIfRqzTLP78fJrbwQyzzmGfjgE/edit

https://docs.google.com/document/d/1gRcnFy1QYaKq0blsyM0IdeW-3zKMeMXnpCtFZUB4kdk/edit

https://www.youtube.com/watch?v=CGTNjPow3LM


Lesson Plan: #2 – The Role of Insects in Pollination

Lesson Focus:

Introduce the students to the concept of pollination, the plight of honeybee colonies, and the basic methods and functions of how pollination is aided by animals and insects. This works very well if there is an outside speaker, such as an entomologist to introduce the topic.


45 minute class period

Lesson Objectives:


Explain how pollination occurs Describe the role of insects in pollination



Engineering Notebook Each student should have one

Lesson Procedures: 1. Recap the design brief from yesterday’s class period and answer any questions

that the students may have.

2. What is pollination? How does an insect pollinate a flower?

3. Introduce the speaker (or use the TRAILS Pollination Video linked in the Youtube Channel


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a. During the lecture / video, students should take notes with goal of being able to understand these ideas:

The reproductive parts of a flower (and have diagram in notebook) How does pollination occurs The significance of insect pollination Adaptations of insects which allow pollination to occur

4. After the lecture, students will gather in their groups for a brainstorming session on ideas.

a. Each student will begin a new page in the engineering notebook, titled Group Brainstorm.

b. Each student will share their (minimum) two ideas with their groups.c. Brainstorm and document ideas in individual notebooks.d. The TRAILS project has several sections that focus on Design

Brainstorming that can be utilized by the teacher to help focus their students.

5. With the remaining time in class have students go back over anything from Lesson 1 that they did not have time to complete.

Student Resources:

Youtube Video Lecture on Pollination

Student Worksheets:

n/a


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Lesson Plan: #3 – Science Inquiry Investigation: Forces and Engineering Design

Lesson Focus:

There are several major goals during today’s activity: introduce forces and how they affect motion,


6 hours [This is taught as in “In-House” Field Trip and allows us to accomplish a several lessons in a much shorter time period, while maximizing the time spent going deeper in the content areas]

Lesson Objectives:


Explain how pollination occurs Describe the role of insects in pollination



Hovercraft Quadcopters 1 per group

Small Screwdriver (eyeglasses size) 1 per group

Extra 1s batteries and motors, Wall Chargers

As needed

Rocketball Arena 1 per class

String cut to different lengths 1 per group

Paper Clips 100 per group

Balance / Scale 1 per every 2 to 3 groupsProvided by TRAILS www.purdue.edu/trails

Created by Andrew Nuetzel & Shana Schreiner / Drone Pollination / June 2019 of 38




Large Paper / Whiteboards

Lesson Procedures: 1. School Announcements - Make sure all students have their engineering

notebooks. If they don’t have their notebook and Chromebook, they do not get to eat donuts. All students will meet in the Library/IMC/Large Group Area to listen to the announcements and eat some donuts. [until 7:15 am] (10 min)

2. Collaboration Rubrics - Introduce the day’s schedule and hand out the Collaboration Rubrics and reinforce how important it is that they work together. [until 7:30] (15 min)

1. Have students read through the 21CS Collaboration Rubric.2. What is the best part / worst parts of working in a group? What ways can

you ensure that you are an effective group member?3. Have them develop an agreement about how work will be shared among

the members and the roles. It is advisable that these roles are not set for the rest of the project, or even the rest of the day.

1. Recorder - Adds information to the Engineering Science Notebook2. Manufacturer - Will be hands on in transforming the hovercraft into

a quadcopter and other building tasks 3. Artist - Add in group designs into notebook4. Servant Leader - Oversees each group and serves the group in any

way possible5. Other - Insert your own job title and job description

3. Types of Basic Forces [until 8] (30 min)1. Using the large Whiteboards / or giant Post It Pages, the teacher will

introduce the students to the various basic types of forces that are normally talked about in a Physics or Principles of Engineering. Each student will be taking notes in their engineering notebooks.

1. Gravity, Normal, Friction, Tension (ropes), Spring, Compression, Lift, Thrust

2. Name, Symbol, When is this Force Present, Which direction is this force. We will not be giving the formulas at this time.

3. There notes page should look similar to the first page of BFPM G.01 - Types of Forces

1. This is done in a very similar way as described in Kelly OShea’s Physics modeling blog.


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https://kellyoshea.blog/2011/12/29/common-types-of-forces-bfpm-cheat-sheet/

https://kellyoshea.blog/2011/12/29/common-types-of-forces-bfpm-cheat-sheet/

https://docs.google.com/document/d/15NJd31OhCYgEUqC3ZmoECph_m-RbzIuPeCGPCMDlIAU/edit


https://docs.google.com/document/d/1B9AOqqTlJ__9gMqBVq5towhJimFwMhhU3ANcAk0QwAg/edit


4. System Schema and Free Body Diagrams - Hover Disc. [until 8:30] (30 min)1. The class will break up into two groups, with both teachers walking

through the steps of creating snapshots of forces to create a system schema and a free body diagram. This assignment will also be done in their notebooks as the second half of the Introduction to Forces. There will be a couple of sets of teachers sets that can be included for anyone who may be absent.

1. This activity is very similar to Kelly Oshea’s Introduction to Forces as described in her blog.

2. 4 “Snapshots”: At rest & turned off, sliding across floor & turned on, sliding across floor & turned off, and being stopped by a string.

3. The MAIN GOAL of this assignment is for them to make the connection that Balanced Forces = Constant Velocity, and Unbalanced Forces equals a changing velocity. BFPM = CVPM.

4. This is similar to the second page of BFPM.G.01.5. There are two readings that the students will get access to that will help so

that they can have some more concrete examples of how this works. BFPM Reading #1, and BFPM Reading #2

5. PHET Lab [until 9] - (30 min) The class will move into the West Wing and take up the seats near their groups and begin to work through a lab simulation and see what the correlation to what will happen when forces are balanced or unbalanced and the motion of objects.

1. Students will visit the PHET Force and Motion Simulator and will work through the assignment BFPM G.02 - Phet Simulator.

6. Hovercraft Introduction – (5-10 min) Students will move back into the front foyer to begin working with RC Hovercrafts. Each team will get a Hovercraft and will get about 5 minutes (or 1 battery to practice driving the Hovercrafts. Each person in the team will have to drive the hovercraft for a part of the time.

7. Rocketball Tournament [until 10:30] (60 – 85 min) The purpose of this activity is to give the students a real-life application of forces and actions. The team members will have experienced the effects of forces on their hovercrafts, allowing them to relate the previous activities and lectures.

1. Rocketball is played with 6 hovercrafts on two different alliances. An example of play can be seen at https://youtu.be/uBuytwpwc4k. A small wiffle ball is placed in the center of the arena and both alliances try to score the ball in a goal, similar to soccer, except the hovercrafts are the players. Each team gets a fresh battery to start the match and the match will end in one of two ways. The first way to win is when one team scores 3 points. The other way to win is to have the most points when 2 or more batteries have died.


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https://youtu.be/uBuytwpwc4k

https://docs.google.com/document/d/1KJqUiFbQGetmfsKf4Fj55jUNp5nXtA-WENB7pkWg8qQ/edit

https://kellyoshea.blog/2011/10/15/building-the-balanced-force-particle-model/


1. During qualifications each time a goal is scored a new person needs to drive the hovercraft. Before you can have one person drive a second time, all other team members will need to drive the hovercraft.

2. In the Rocketball Games, each alliance will have 3 teams. The total number of teams in the tournament will be 12. Each team will play 3 rounds with different alliances in the qualifications. A win in the qualifications is worth 2 points, a tie is worth 1 point, and a loss is worth 0 points. After the three matches, the top two teams will be able to draft their alliance partners for the finals. If two or more teams are tied, then we will go with the highest scores from qualification matches.

3. In the finals, you can choose your top two drivers to play. The finals will be played to 3 goals, and batteries will be changed out as needed.

4. If we run out of time then we will unfortunately have to award the winning team based on qualification scores.

Round 1 1 2 3 VS 4 5 6Round 2 7 8 9 VS 10

11 12

Round 3 1 13 7 VS 2 5 14Round 4 13 4 14 VS 10 1 8Round 5 3 6 9 VS 12

14 5

Round 6 11 2 4 VS 13 3 10Round 7 11 6 8 VS 12 7 9Round 8 13 X X x x x

8. Force Analysis in Rocket League. (5 - 10 min)1. After the teams have played, each person will need to write a short

explanation about how forces affect the involved in driving the hovercrafts. This becomes more complicated as the hovercraft is moving in two dimensions instead of just moving forward and backward. Force diagrams


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for 4 situations need to be drawn and explained. This can be done during qualifications or as homework if the students desire.

2. Hovercraft to Quadcopter Build [until 11] (15 – 20 min)1. After the team is done with Rocketball they will begin to transform

their device back into its quadcopter design. There will be an instructional video that will be posted for them so that they can follow along if they need.

2. They will also get a chance to learn what the specific parts of the quadcopter are called.

3. POE Thursday, November 1 - students exchanged quadcopter motors to use the higher speed motors and 4 blade propellers. Then tested that they were assembled correctly and could bind with one of the controllers. Because we really need only 7 of them at a time, we might look at just using one controller/copter set for both group 1s.

9. LUNCH - [until 11:30] (30 min) We will have a pizza lunch for the day. Students will get a half hour to eat in the West Wing.

10.Design Team Sharing – [until 11:40] (10 min) Students are meeting to design as their complete groups for the first time with the physics students and the engineering student.

11.Force test with quadcopters – [until 12:00] (20 min) The quadcopters have a maximum weight that they can hold and still fly. The goal of this activity is to determine the capacity of the group’s quadcopter and analyze the aggregated data to find a minimum and maximum and average of the set of quadcopters to help in the design process.

1. How heavy can the applicator be?2. Procedure:

1. Students will be given a set of paperclips to act as weights.2. All team members should decide how the paper clips should be

added to the copter. Prepare the paper clips so that they may be quickly attached.

3. Attach paper clips to the copter until it will no longer lift off to determine the maximum capacity.

4. Find and record the mass of the paperclips minus one.5. Run the copter for 1 minute. 6. Will there be a difference in number of paperclips?7. Repeat the paper clip experiment8. Add your masses to the chart on the wall.


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9. Record all of the masses in your engineering notebook. Find the mean for each test..

10.Find the approximate volume of the attachment. Use density of PLA = 1.25 gcm3

11.So what?12.Discuss what this answer means for the design of the pollinator.

12.Test Applicator Materials - [until 12:20] (20 min) Students were asked to bring in potential materials to use to collect and dispense pollen. You might imagine a collection of cotton swabs, cotton balls, paint brushes, yarn, etc. Students will use their samples to test different materials. It is a good idea to have some potential materials that you can share with the students. Some ideas are paper, fabric, fleece,

1. Re-introduce the Critical Thinking Rubric and Creativity and Innovation Rubric to the students and have them review them before they get too far into designing the applicators.

Critical Thinking Rubric Creativity and Innovation Rubric

2. What is the best material to use for the applicator?3. Give each group a small quantity of “pollen” dust and tape.4. Test each material for how well it picks up the dust and how well it leaves

it on the tape.5. Weigh a quantity of the material that you might use for your pollinator.

Record all information.6. As a group, score each material on a scale of 1 to 5 for picking up and

dropping off. Rank each material for weight.

13.Design Holder for the applicator - [until 12:35] (15 min1. As a group, make sketches of at least 3 concepts for the pollinator.2. Label parts and materials on the sketches.3. Write down any special information about the design.

14.Decision Matrix for Pollinator Designs - [[until 12:55] (20 min)1. What is the best design to use for the pollinator?2. Review the decision matrix process with the whole group. 3. Students should use the decision matrix to quantify the suitability of each

constraint of each design as a team.4. Record the results of the decision matrix in the notebooks. “Design # ___

is our choice for the pollinator because….”

15.Final Sketch - [until 1:15] (20 - 25 min)1. Sketch the final design concept as a team on large papers.


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2. Take a photo of the design for each member of the group to print out and tape into each engineering notebook.

3. Take a photo of the team to add to online group folder for the presentation.

Closure/ Review16.Conclusion - [release at 1:25] (5 - 10 min) Summarize today’s activities with the

group. Explain again that the students will be meeting in their own classes to make the prototypes in POE and presentations in Physics CP until the next week when presentations will occur. In the meantime, communication between team members can be electronic to update each other what is happening. Answer any questions that students may have about this.

Homework = Fill out their Collaboration Rubrics

Student Resources:

Rocket League Video

Student Worksheets:

Collaboration Rubric . BFPM G.01 - Types of Forces BFPM G.02 - Phet Simulator Critical Thinking Rubric Creativity and Innovation Rubric

Lesson Plan: #4a – Introduction to 3-D ModelingProvided by TRAILS www.purdue.edu/trails





https://docs.google.com/document/d/1KJqUiFbQGetmfsKf4Fj55jUNp5nXtA-WENB7pkWg8qQ/edit



https://www.youtube.com/watch?v=uBuytwpwc4k&feature=youtu.be


Lesson Focus:

In this lesson the Principles of Engineering students will be taking the designs that the groups brainstormed and chose and will create the 3-d model, so that a 3-d printed object can be formed.


90 minute block class period (Completed in the Principles of Engineering Class)

Lesson Objectives:


Create a model in Autocad Inventor Share your thoughts and progress with the Physics Class



Computers with Modeling software Each group needs one computer

3-d Printer At least one per class

Lesson Procedures: This lesson is similar to the Introduction to Parametric Modeling that is in the TRAILS lessons.

Today’s lesson is the first after the students meet with their teams. The students have a concept from their group meeting during the in-house field trip. They will have to flesh it out with dimensions and engineering drawings. Then, the 3D modeling will begin.Show the video above at the beginning of class. (5 min)


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1. Good Morning America broadcast posted February 10, 2018 of Intel drone light show at the PyeongChang Winter Olympics https://www.youtube.com/watch?v=yRMUNptyTag 0:00 - 3:00

2. Invite students to compare and contrast the Intel Shooting Star and quadcopter drones in general and our drones specifically to highlight the emerging uses of the technology and features that are not included in our drones. Note that there is discussion about the weather’s effects on flight. How does that relate to our work with forces in yesterday’s class?

https://media.wired.com/photos/5a7cfcf5fe6ef84cd1052a91/master/w_532,c_limit/Intel-shooting-star-1.jpg

https://www.horizonhobby.com/product/horizon-hobby-best-brands/blade-brand/blade-brand/inductrix-bnf-blh8780


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https://www.youtube.com/watch?v=yRMUNptyTag


3. Review the goal of these members of the teams: Because there is only one POE student on each team, they will model the design that their team decided upon and 3-D print it.

4. Open to the next page in the engineering notebook. Title, add to table of contents, and date the top of the page. Begin taking notes of what is done today.

5. Start Inventor. Review naming conventions and expectations for storing and sharing the files.

6. Have everyone make a new project called Pollinator - team name. Students should download the frame body part file and save it in their Inventor folder with their team name added. Open the project in Inventor and open the file.

7. From the pictures of the drawings that were made yesterday (make sure they are taped into notebooks, signed across edges, and dated), students will make engineering detail drawings. Make sure that the sizes will fit with the existing model.

8. Be aware of the design guidelines for 3D printing. (See Rules for 3D Printing.pdf)

9. As items are completed, mark progress in the engineering notebooks. If there are questions, post them for the rest of the team. Share progress through post.

10.After the details of the addition have been thought through, start modeling it as additions to the existing drone frame. Save a copy of the part file to the shared drive for the Physics CP students. If necessary, demonstrate how to do this.

11. If necessary, stop everyone and share common issues that the students are coming across.

Student Resources:

Design Rules for 3d Printing

Student Worksheets:

n/a


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https://drive.google.com/open?id=1g-niTyvaaotq_vkW9EN2uhKQA7LiCBMt


Lesson Plan: #4b – Critique, Design, Fly

Lesson Focus:

In this lesson the Physics students will look over the 3-d models, critique designs, and practice flying the quadcopters.


45 minute block class period (Completed in the Physics Class, in the Design room)

Lesson Objectives:


Critique a model in Autocad Inventor Share your thoughts and progress with the POE Class





Lesson Procedures:

1. COLLECT HOMEWORK - Force Analysis in the Rocket League. We will start by discussing the results and explanations of how the forces acted on the hovercrafts. Each member will share one of their results with the group. Then each group will share one of their best ideas to the class. This will also allow a chance to correct any misconceptions. (5 -10minutes)


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2. Introduction to Inventor Reminder for CP Physics students. Quickly remind the students how to manipulate and learn from the 3-dimensional solids that are on the computer. They should have some basic knowledge from 2 months ago when we did the D-Bait Unit. Principles of Engineering partners should have left a copy of the model on the Student shared drive (or uploaded to Google Drive) for their group to look at and play with. Each student should copy the file to their documents folder. If necessary, go through the steps of copying the files.(5 minutes)

3. The CP Physics students will Critique the Designs that we see in inventor. (10 minutes)

1. Are the dimensions right? Do any parts need to be larger/smaller?2. What does the iProperties tell us about the weight?3. What useful feedback can you leave for the POE students so that they can

modify the design if they must?

4. Practice Flight with Drones - (Rest of class time) The CP Physics students will get out the Quadcopters and practice in the room and hallway with the drones. They need to follow the progression of skills and basic flight rules that are described. When the time for the actual drone pollination competition arrives, they will choose the top 3 pilots on their team to switch back and forth for pollinating different flowers. By learning to master the progression of skills it should increase their ability to pilot the quads.

Basic Flight Rules: Each Person in group should fly some. If you are out of control immediately throttle down. Do not use rudder (Left Stick, Left/Right) Keep the back of the quad in front of you. Use small gentle movments of the sticks. Using thumbs is easier than fingers.

Progression of Basic Pilot Skills:

1. Liftoff and hover at eye level in roughly the same spot for 5 seconds. Land. Repeat.

2. Hover, then fly forwards and backwards for about 10 feet and repeat.3. Hover, then fly left and right for about 10 feet and repeat.4. Hover, then fly in a square path of about 10 feet and repeat.5. Fly forward, then use the rudder (left stick( to turn around and then fly back.


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Closure/ ReviewEach student will reflect in the engineering notebook on what they learned today.

Student Resources:

Design Rules for 3d Printing

Student Worksheets:

n/a

Lesson Plan: #5 – Modeling Continued

Lesson Focus:

In this lesson the POE students will look over the 3-d models, continue modeling, and then begin the 3-d printing process.


45 minute block class period (Completed in the Physics Class, in the Design room)

Lesson Objectives:


Critique a model in Autocad Inventor Share your thoughts and progress with the Physics Class

Equipment and MaterialsProvided by TRAILS www.purdue.edu/trails







Lesson Procedures:

The modeling will need to continue. The force diagrams that were optionally homework on Wednesday will be collected and discussed. The flowers that are arranged in the room will be a fun reminder of what our ultimate goal is - having a working quadcopter that will distribute pollen from one flower to another. The students will check the mass of the part through iProperties and save a rendering of the part for the Physics CP students to put in the presentation.

1. COLLECT HOMEWORK - Force Analysis in the Rocket League. Discuss the results and explanations of how the forces acted on the hovercrafts. Correct any misconceptions. (3 - 10 minutes)

2. Exhibit the flowers to reinforce the goals of the prototype.

3. Today’s goal (2 minutes): have a model ready to print that:1. (Say it and write it on the board.)2. Will hold the applicator material3. Has a mass less than the lift4. Will be able to apply pollen

4. Students should be ready with their engineering notebooks and checking for posts from their teammates. Write today’s activities in the notebook. Also note comments and suggestions from teammates’ posts and respond to those - both as a follow-up post and as an entry in the notebook. (5 minutes)

5. Continue Modeling. Rest of time (30 minutes)1. Use Inventor’s iProperties to estimate the mass of the new drone frame

with the pollinator. If the model is very solid, the mass will be less than is estimated. Any information that is learned needs to be entered into the notebook.

2. Save a copy of the file in the shared drive. Because this will be used by the Physics CP students, we will be sure that it is not the original file.

3. Save an image file in the shared drive for the team to use in the presentation.

6. Students will have printed a previous project, so they will be familiar with the export and slicing processes to ready the model for printing. Students will be able


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to download their Cura file for the print. Models will be logged in and listed with the estimated time to complete. A sheet like this 3D printing order tracker can help keep track of the prints. The printers can be running most of the day. Try to print all the models before Monday’s class.

Closure/ ReviewHave each student briefly share where they are in the process. Share that

they will have another day to continue, but there must be a finished product by the end of class in two days. (Tuesday) If not ready, plan to spend some time outside of class to finish the pollinator.

Student Resources:

n/a

Student Worksheets:

n/a

Lesson Plan: #6 – Into the Shark Tank

Lesson Focus:

In this lesson the physics students will learn about pitching ideas, begin their presentations, and practice flying if needed.


45 minute block class period (Completed in the Physics Class)

Lesson Objectives:


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https://drive.google.com/open?id=1s0JjUBR-W8zetcyp8LRx6XDVmrlA3EAWDAaEF4I-Pso



Explain what is needed in a persuasive sales pitch Begin to plan their persuasive presentation.



Computers with internet connection Each student should have their computer

Engineering Notebook One per person

Lesson Procedures:

1. What is the best idea you have ever had? Have students share their answers with each other in their groups and then go over the timeline for the rest of the project.

POE Students CP Physics Students

Today Finish models/prototypes, test Plan presentationsTuesday Finish models/prototypes, test Complete

presentationsWednesday No class Final practiceWednesday

BLU63Test & practice – combined classes

Thursday Presentation/ test course – combined classesFriday Wrap-up Wrap-up

2. Watch Shark Tank Episode Clip - (until 1:50) Scrub Daddy (Most Successful Shark Tank Business) Students watch a clip of Shark Tank to see the premise of the show.

3. Discuss the Shark Tank show. Explain the idea of a persuasive sales pitch and the investors. The goal of the show is to get an investor to buy into your idea and to be able to secure money and a new business partner.


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https://www.youtube.com/watch?v=k3PY_p_M-8w


4. Pass out a digital copy of The Communication Rubric - Share a copy of the rubric with the students so that they can see what they will need to do for their presentations. The Sharks will also have a copy of this rubric which they can use to evaluate how the presentations go.

5. Students will then begin working on a presentation that they will be preparing for the Shark Tank Judges. They will need to develop a script for the presentation and include possible props (apart from their drone). The difference between this project is that instead of each person having a completely different idea and pitch, they are all pitching their group’s solution to the same company. In essence they are different companies vying to be picked by the company.

6. Expectations on the Pitch a. Introduce your groupb. Explain what your applicator is / how it is usedc. Tell why your group decided on this solution (helpful if you have a biomimicry

connection)d. Give a physics explanation on how your chosen applicator is affected by

forces, specifically concerning weight and lift e. Explain the improvements you see in your applicator / technology that your

investor could help your solution to be even more effective.f. Sell the reasons your group be given the contract to finalize the

applicator prototypes

7. Shark Tank Resources - Share these with students so that they can learn how to make a great pitch.

a. How to Deliver the Perfect Business Pitch b. 10 Secrets to the Perfect Shark Tank Pitch

Closure/ Review Students should document the progress that they have and give a short “heads up” for their POE teammate in the shared student drive/email.

Student Resources:

How to Deliver the Perfect Business Pitch 10 Secrets to the Perfect Shark Tank Pitch The Communication Rubric


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https://docs.google.com/document/d/1gaW5R5gzvQ6fNPJUSLy76DEx7d2aFM3XDW9Jvl0vRfY/edit

https://www.scienceofpeople.com/the-10-secrets-to-the-perfect-shark-tank-pitch/

https://blog.hubspot.com/marketing/perfect-business-pitch-shark-tank





Student Worksheets:

n/a

Lesson Plan: #6b – Printing Time!

Lesson Focus:

In this lesson the POE students will be working on getting the final models printed up and tested.


45 minute block class period (Completed in the POE Class)

Lesson Objectives:


Complete and 3-d print models, begin testing designs. Practice flying the drone pollinators





3-d Printer and software One per class, or more.


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Lesson Procedures:

1. Review the timeline for both classes

POE Students CP Physics Students

Today Finish models/prototypes, test

Plan presentations

Tuesday Finish models/prototypes, test

Complete presentations

Wednesday No class Final practice

Wednesday BLU63

Test & practice – combined classes

Thursday Presentation/ test course – combined classes

Friday Wrap-up Wrap-up

2. Students will spend time today wherever they are in the process.a. Complete part modelb. Prepare for printingc. Clean, post-process printd. Assemble pollinator dronee. Practice flight with drones They need to follow the progression of skills and

basic flight rules that are described. When the time for the actual drone pollination competition arrives they will choose the top 3 pilots on their team to switch back and forth for pollinating different flowers. By learning to master the progression of skills it should increase their ability to pilot the quads.

Basic Flight Rules:

1. Each person in group should fly some.2. If you are out of control Immediately Throttle Down.3. Do not use Rudder (Left Stick Left/Right)4. Keep the back of the quad in front of you.5. Use small, gentle movements of the sticks.6. Using Thumbs is easier than fingers.

Progression of Basic Pilot Skills:

1. Liftoff and Hover at eye level in roughly the same spot for 5 seconds. Land and repeat.

2. Hover, fly forwards and backwards for about 10 feet and repeat.3. Hover, fly Left and Right for about 10 feet and repeat.


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4. Hover, fly in a square path of about 10 feet and repeat.5. Fly forward, then use the rudder (left stick) to turn around and then fly back.

3. Students will be able to assist each other, offering suggestions for modeling technique.

4. Save the latest model both in the students’ documents and in the shared folder.

5. Take photos documenting the process and post in shared folder. Print photos by first putting in a document to make them a suitable size.

Closure/ ReviewDocument today’s progress in the engineering notebook and in the shared document online for

the other teammates to see. Is it ready for the big day?

Student Resources:

n/a

Student Worksheets:

n/a

Lesson Plan: #7 – Finishing the Shark Tank

Lesson Focus:

In this lesson the physics students will complete their pitch, begin practicing their presentations, and practice flying if needed.



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45 minute block class period (Completed in the Physics Class)

Lesson Objectives:


Plan and Practice their persuasive presentation.





Lesson Procedures:

1. Go through the reality of this with the different designs and articles listed below in resources. Have 2 groups each look over the various articles and then report back to the rest of the class. (15 minutes) a. PlanBee - Robotic Bees on Earth as Pollinators - [Greenhouse?]b. First Drone Pollination c. Mars Bee - For Surveying Martian Landscaped. Drone Autonomous Flight for Inspiration - TED Talk (From 0 to 1:10 and 8:00

minutes to the end)

2. Check the shared drive for progress/updates from the POE teammate. (2 minutes)

3. Students will use the material from yesterday to finalize their Presentations. (Most of the class)Expectations on The Pitch:

i. Introduce your groupii. Explain what your applicator is / how it is usediii. Tell why your group decided on this solution (helpful if you have a

biomimicry connection)


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https://www.ted.com/talks/raffaello_d_andrea_meet_the_dazzling_flying_machines_of_the_future#t-58493

https://www.nasa.gov/directorates/spacetech/niac/2018_Phase_I_Phase_II/Marsbee_Swarm_of_Flapping_Wing_Flyers_for_Enhanced_Mars_Exploration

https://www.newscientist.com/article/2120832-robotic-bee-could-help-pollinate-crops-as-real-bees-decline/

https://www.cnet.com/news/plan-bee-drone-designed-to-pollinate-flowers-in-style/


iv. Give a physics explanation on how your chosen applicator is affected by forces, specifically concerning weight and lift

v. Explain the improvements you see in your applicator / technology that your investor could help your solution to be even more effective.

vi. Sell the reasons your group be given the contract to finalize the applicator prototypes

Closure/ ReviewAt the end of class, before leaving, they need to give a post of progress for the POE teammate on the shared drive. (Last 5 minutes of class)

Student Resources:

How to Deliver the Perfect Business Pitch 10 Secrets to the Perfect Shark Tank Pitch The Communication Rubric

Student Worksheets:

n/a

Lesson Plan: #7b – Printing and Possibilities!

Lesson Focus:

In this lesson the POE students will be working on getting the final models printed up and tested.


45 minute block class period (Completed in the POE Class)


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Lesson Objectives:


Complete and 3-d print models, begin testing designs. Examine how close to reality this project actually is.





3-d Printer and software One per class, or more.

Lesson Procedures:

Set Induction: What are the possibilities? How possible/probable is it that this assignment could be in our world’s future?

Materials Needed: Inventor or other 3-D modeling software, 15 drones, frame part template, 3-D Printer, Cura software, tools to clean-up printed parts

Procedures / Steps: (Include and/or number the steps or procedures to follow. Note key questions for students to consider/discuss)

Procedures / Steps:1. Go through the reality of this with the different designs and articles listed below in

resources. Have 2 groups each look over the various articles and then report back to the rest of the class. (15 minutes) a. PlanBee - Robotic Bees on Earth as Pollinators - [Greenhouse?]b. First Drone Pollination c. Mars Bee - For Surveying Martian Landscaped. Drone Autonomous Flight for Inspiration - TED Talk (From 0 to 1:10 and 8:00

minutes to the end)


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https://www.ted.com/talks/raffaello_d_andrea_meet_the_dazzling_flying_machines_of_the_future#t-58493

https://www.nasa.gov/directorates/spacetech/niac/2018_Phase_I_Phase_II/Marsbee_Swarm_of_Flapping_Wing_Flyers_for_Enhanced_Mars_Exploration

https://www.newscientist.com/article/2120832-robotic-bee-could-help-pollinate-crops-as-real-bees-decline/

https://www.cnet.com/news/plan-bee-drone-designed-to-pollinate-flowers-in-style/


2. Check the shared drive for progress/updates from the Physics CP teammates. (2 minutes)

3. Review the timelinea. Today - finish models/prototypes, testb. Wednesday - meet BLU63 with Physics classes, test, practicec. Thursday - presentation/ test coursed. Friday - wrap-up

4. Students will spend time today wherever they are in the process.a. Complete part modelb. Prepare for printingc. Clean, post-process printd. Assemble pollinator dronee. Test fly the drone.f. Assist each otherg. Save the latest model both in the students’ documents and in the shared

folder.h. Take photos documenting the process and post in shared folder.i. Print one photo by first putting in a document to make them a suitable size to

post. Add to notebook for today.j. Document today’s progress in the engineering notebook and in the shared

document online for the other teammates to see.k. Students will review the presentation that the rest of their team is preparing.

Make comments in the notes section of the presentation if there is a change needed. DO NOT MAKE CHANGES IN THE SLIDES

Closure/ ReviewAt the end of class, before leaving, they need to give a post of progress for the Physics teammates on the shared drive. If the prototype is not ready, outline your plan for finishing it before tomorrow BLU63 (Last 5 minutes of class)

Student Resources:

n/a

Student Worksheets:

n/a


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Lesson Plan: #8 – Drone Day!

Lesson Focus:

In this lesson the POE and Physics students will be presenting their work and completing their projects.


120 minute Mini Field Trip o All three classes joining together for a significant part of a day.

Lesson Objectives:


Participate in the Shark Tank Presentations Fly through the Drone Pollination Course Wrap up the unit.



Drones with printed applicators 1 per group

Projector(s) 2 would be beneficial if enough stakeholders were involved

Flight Course Flowers 1 set [mostly student designed]

Special Notes: In advance of this day, invite a variety of guests to act as panelists and judges for both parts of the competition. This will free the teachers to be certain that everything is running smoothly. Some suggestions for the guests are the administration, Biology teachers, Entomology professor, bee keepers, local


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farmers, greenhouse owners, florists, etc. Talk with them in advance so that they understand the role they are playing in the competition.

Make use of the auditorium stage for the flight tests and a wing of the auditorium (spare room) for the presentations. Set the flowers in advance and make sure all the A/V components are ready. The resource period that is the previous afternoon gives a perfect opportunity to remove any potential problems before the actual day.

Lesson Procedures: 1. Introduce the esteemed guests/ stakeholders/ panelists.

2. “Explain” to the guests and students the purpose of the project and what will be happening this morning.

3. Panelists for judging the pollination trials will have the Communication Rubric which will be used to judge the presentations.

Communication Rubric

4. Student will have a scorecard to score the pollination flights as well.

5. Panelists for judging the Shark Tank Pitches will have a scorecard based on the expectations for the pitch and the Communication Rubric.

6. Students and judges will be released to their prospective areas so that they can follow the schedule below so that they know when and where they are to be to maximize the day. The students who are not currently scheduled will sit in the auditorium to score the drones.

8:559:00 9:05

9:10 9:15

9:20 9:25

9:30 9:35

9:40 9:45

9:50 9:55 10

Pollination Flights (in front of Auditorium) 1 14 2 13 12 3 7 8 9 10 11 12 4 5Queue for demo flights 14 2 13 12 3 7 8 9 10 11 12 4 5

Queoer - Alynn

Presentation [Principals Conference

7 6 5 4 3 2 1


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Room]Queue for Presentation 6 5 4 3 2 1

Presentation [Falcon's Nest] 8 9 10 11 12 13 14Queue for Presentation [Teacher's Lounge] 9 10 11 12 13 14

Pollination Demos

7. At the conclusion, gather again in the auditorium for concluding remarks and thanks to the guests for their time and service.

Student Resources:

Schedule for the Day – This needs to be created to accommodate your students and groups numbers. This will vary depending on how many groups you have. We had 16 groups and 5 minute shark tank presentations.

Student Worksheets:

n/a


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Lesson Plan: #9 – Closing Session

Lesson Focus:

In this lesson we will reflect on the activity and refine possible ideas, evaluate group members, and celebrate the progress


45 minute Class Period

Lesson Objectives:


Reflect on the unit Celebrate their progress



Computers 1 per student

Awards / Candy As determined by the teacher.

Lesson Procedures: Procedures / Steps: The purpose of the day is to reflect on the learning that has occurred through this project.

Could drones effectively perform the pollination duties of insects? What changes could have made our drone better?

1. Students will complete an individual writing assignment that is to help them reflect on the whole project in their Engineering Notebooks. The expectation is that this assignment will be 1-2 pages. Topics to include are as follows:

a. Discuss how their design used biomimicry to pollinate flowers.b. Describe the forces involved in the flight and motion of the pollination drone.


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c. Individually reflect on what was most successful about their work and what was least successful.

d. Propose a modification to their design with an explanation of what improvement their modification will provide.

2. Students will also get a chance to self-reflect on the 21st Century Rubrics one more time for their teammates’ and team’s efforts. This will be factored into their grades for this unit project.

Communication Rubric Collaboration Rubric . Critical Thinking Rubric Creativity and Innovation Rubric

3. The most successful pollination drones will be displayed in the PLTW display case (actual drone, or photos, or videos?)

The following are possible sources of formative and summative assessment:

The 21st Century Rubrics will be used for most of the formative and summative assessment. When the students fill them out as they progress through the unit that will be part of the

formative assessments. The summative assessments will be based on a combination of rubric scores from the

individual learners, their group members, and the teacher. Collaboration Rubric Communication Rubric Critical Thinking Rubric Creativity and Innovation Rubric

Student Resources:

Collaboration Rubric . Critical Thinking Rubric Creativity and Innovation Rubric Communication Rubric


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Student Worksheets:

n/a

This project is supported by the National Science Foundation, award # DRL – 1513248

Any opinions, and findings expressed in this material are the authors and do not necessarily reflect the views of NSF.


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age levels: · web viewage levels: high school / principles of engineering / physics total time...

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