problem based curriculum development - knilt€¦ · web viewa case study - implementing robotics...

Problem Based Curriculum DevelopmentA Case Study

- Implementing robotics as a vehicle for real-world student learning –bob raguette

Introduction:The following case study is an actual scenario where a middle school is implementing a

problem based curriculum utilizing collaborative strategies designed to develop a classroom learn -ing community where students work together to resolve authentic problems while supporting each others learning.

Teachers reviewing this case will recognize: a sequential process of gaining an under -standing of student needs and prerequisites; developing an effective problem designed to generate student interest, motivation and deep understanding; determining resource requirements and classroom configurations; the establishment of effective goals and objectives directed toward the mission of developing life long learners and the necessary social skills to succeed in the real world; an assessment strategy that extends the lesson to other related topics thereby ensuring transfer; and as a culminating exercise a thorough analysis of outcomes designed to support curriculum ad-justments.

Mission statement:The primary focus of the technology education program is the application of scientific and

mathematical principles to practical ends such as the design, manufacture, and operation of effi -cient and economical structures, machines, processes, and systems for the purpose of developing students who through the study and resolution of real world problems will become independent life long learners contributing to a collaborative community of learning.

NY State Standards: Engineering design is an iterative process involving modeling and optimization used to de-

velop technological solutions to problems within given constraints. Computers, as tools for design, modeling, information processing, communication, and

system control, have greatly increased human productivity and knowledge Technological systems are designed to achieve specific results and produce outputs, such

as products, structures, services, energy, or other systems

Curriculum development team:The following teachers and staff are members of the development team focusing on the

creation and implementation of this problem based curriculum with its goals and objectives set against those established by the NY State Education Department standards for technology, mathe-matics and science (MST).

Educators: Administrative Staff:

Technology Education TeacherCertifications:

Technology EdBusiness and Distributive EdMathematics ExtensionScience Extension

Assistant Superintendent for CurriculumCertifications:

SDAEnglishEducation K-12

Technology Education TeacherCertification:

Director of Educational TechnologyCertifications:

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Technology Ed SDAEducational TechnologyEducation K-12

Technology Education TeacherCertification:

Technology Ed

Educational TechnologistCertification:

Educational Technologist

Technology Education TeacherCertifications:

BiologyEducational technology

Educational TechnologistCertifications:

ChemistryEducational Technologist

Needs analysis:Grasping a clear understanding of student’s abilities in all areas is necessary to determine

if the knowledge attained is adequate to meet the minimum level of prerequisites to support the new curriculum. In the review of the available data the designer must take into the consideration the dynamic of the students at the middle level. At this level technology education is a state man -dated course requiring a minimum of 1 unit (1 year) between 6 th and 8th grades. Therefore any cur-riculum must be able to accommodate all learning styles, interests, preexisting knowledge and a di -verse set of abilities. Using the data collected from a student survey taken the year prior, students have given a clear indication that robotics is of great interest.

Using collected information regarding the 8th grade students current level in mathematics and science from teachers and state exam data over the past several years, and the dynamic of physical and mental abilities of the entire student population (IEP’s – 504’s – grade averages) pro-vides a basis for determining program level at which students can participate, be stretched, and succeed. Having a handle on the expected level of knowledge it becomes easier to determine the hardware and software configurations that will be a best fit.

Additional analysis:

Review of similar implementations in other educational organizations: Today much of the information regarding the implementation of robotics in sec-

ondary levels is readily available on line. Many schools provide details regarding their pro -gram; some include lessons with expected and actual outcomes. The review of this data is one of the basis upon which the selection of hardware and software was determined.

Review of an existing internal program:About one year after my initial proposition a mathematics teacher in our high

school applied for a grant to implement a computer science program and circumvent the internal process for acquiring funding. That program has now been underway for a full se-mester and has provided very positive feedback demonstrating outcomes beyond initial ex -pectations and established objectives. The level of device selected however was beyond the abilities of the majority of students within the 8 th grade program.

There are two issues that stand out as major concerns with the high school pro-gram: First, it is an elective course and second, the program was initially established as a computer science course focusing on learning programming and the robot simply provided a platform through which students could easily observe program test results.

The actual vs. expected outcomes of the course was its redeeming factor. Stu-dents perceived the course as something beyond learning programming and began to con-sider other factors such as the mathematics and physics associated with the function of

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the device. This outcome was in support of my initial premise for the implementation of a robotics program at the middle level.

Goals: Implement robotics as a vehicle through which students may apply mathematics and sci-

ence to solve real world problems. (Students must learn to think across disciplines, since that's where most new breakthroughs are made. Its interdisciplinary combinations--design and technology, mathematics and art--"that produce YouTube and Google," says Thomas Friedman, the best-selling author of The World Is Flat.)

Create an environment where students will: o use mathematics, science, and logic to engender deep thought in response to real

world problemso develop a positive attitude toward using technology that supports collaboration,

learning, and productivityo transfer current knowledge to learning of new technologieso Demonstrate personal responsibility for lifelong learning

Objectives: Students will – Describe the application of simple machines in the mechanics of robotics

o Describe how the two primary simple machines are applied in all me-chanical devices

o Demonstrate mechanical advantage o Demonstrate application of simple machines as force and/or distance

multiplierso Calculate the force required to balance a lever knowing the weight on

one end of the lever arm and the position of the fulcrum or solve for any unknown

o Determine the force required to balance, lift or move a load using a pul-ley assembly, wheel and axle, or gears or solve for any unknown

o Determine the length of an incline plane necessary to raise a known load to a given height or solve for any unknown

Identify and define authentic problems and significant questions for investigation Plan and manage activities to develop a solution or a complete project Demonstrate the application of appropriate mathematical and scientific methods in the de -

velopment of a resolution to a real world problem Collect and analyze data to identify solutions and make informed decisions

o Plot points in polar coordinateso Compare graphs to determine differences and similaritieso Analyze results of testing to and apply output graphicallyo Apply and describe the various points of experimental procedure:

Experimental hypothesis Measurement technique Multiple trials

o Come to a conclusion that summarizes the lessons learned in the Inves-tigation

Describe and apply the use and function of all robotic components:

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o Demonstrate the function and application of sensors in enabling a robot to navigate and/or investigate its environment

Describe the electronic function of sensors Describe how the logic responds to sensor stimulus

o Servo motors Motor function Function when integrated with logic

o Program (object oriented and/or coding)o Mechanical parts:

Gears Belts Wheels Busses

o Logical unit(s) Processors (IC chips)

Construct a functioning robot using proper mechanical construction and object oriented programming techniques designed to meet a student determined; prob-lem based set of specifications intended to resolve specific real world problems

o Create programs to enable the robot to function logicallyo Test the programs to make sure that they work properlyo Analyze/debug programs

Analyze and describe:o Outcomes vs. expectations (objectives vs. actual)o Production process (extracted from daily log data)o Application of learning to other scenarios (student developed real-world scenar-

ios)o Students will describe their underlying thinking and method of generating ideas

during the project (metacognition)

Note : Curriculum mapping will be modified based upon the expected outcomes of these goals and objectives. The district maintains an open to the public curriculum map that provides the purpose of a course of study, its goals and objectives, expected outcomes, course activities, and essential questions. These maps are similar in intent as those designed by Gagné except that information is presented without the flowchart appearance.

Sample Curriculum Map:Objective - Demonstrate the application of appropriate mathematical and scientific meth -

ods in the development of a resolution to a real world problem.

In this objective we look for students to use a combination of prerequisite and new knowledge to derive a solution. This constructivist approach will foster the understanding that students must continue to learn in order to develop new knowledge to resolve new problems. Due to the general nature of the undetermined problem a broad approach is ap -plied to the map created below. It is likely that the student will combine topics like physics and mathematics to realize a resolution.

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Apply the scientific method:(1) Identify the problem to be solved(2) Formulate a hypothesis(3) Test the hypothesis(4) Collect and analyze the data (5) Make conclusions.

Objective considerations: The objectives presented above are sequential allowing students to master prerequisite

material prior to moving forward They are not designed to restrict students from performing above expectations and there -

fore should not be all that the students would achieve They serve as a guide for the development of curriculum appropriate unit lessons which

should at a minimum cover the material described Flexibility and room to modify them as necessary provides latitude for the teacher to pur-

sue student generated ideas and goals reflecting their interests and extensions to existing thought

Determining student prerequisites:As indicated in the needs analysis section, student achievement in essential areas is mea -

sured to ensure that the selection of the robotic device and the units of study that can be created are appropriate to their ability level. Supportive prerequisites have been determined through the student survey where students were asked about their level of familiarity with the robotics and the products available, interest in robotics in general, desire to learn object oriented programming or detailed coding (learning a programming language), and their attitude toward investing class time to investigate and design solutions to real world problems using robotics. Realizing that the imple -mentation of this curriculum, or any other, will inevitably not be a perfect fit for all students we will strive to meet the needs of the majority and diversify as necessary for the students with special needs as well as those that are more advanced (those located at either end of the bell curve).

Resource requirements: Lego NXT robotics kit – one per 2 students – 8th grade Paralax kit – 1 unit per 2 students - 7th grade Laptop computer – one per two students:

o NXT programming softwareo Teacher and student supplementary informational & planning softwareo Microsoft Office Suite (Word, Excel, Power Point, etc.)o Wireless network

Digital projector and screen for direct teaching and student presentations Total cost to the district $85,000.00

Classroom configuration:

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Demonstrate appropri-ate mathematical and scientific methods re-quired to resolve the problem.

Entry Point

Identify whether the problem requires a sci-entific or mathematical process or a combina-tion of both. Apply mathematical inquiry:

- Will mathematics solve the prob-lem?

- Does the problem require more than one method to resolve?

- Can it be broken into smaller com-ponents?

Apply the appropriate scien-tific and/or mathematical ap-proaches.

Demonstrate how the application of the sci-entific and/or mathe-matical process re-solved the problem.

It is essential that the design of the curriculum take into consideration the environment in which the learning will take place. Will the available physical plant, hardware and software neces-sary to support the student project(s) be made available?

Making use of existing facilities the technology classrooms are sufficiently large enough to support a full compliment of students, laptop computers, robotic kits, and storage cabinets for both. The rooms already contain workbenches and power outlets for charging the computers and robots. Floor space will be utilized for testing robotic function providing sufficient room to move about freely thereby creating a more casual atmosphere.

The outstanding requirements are the wireless network to support the laptops and provide freedom of student movement, drawings to clearly define the redeployment and/or reconfiguration of the existing layout for the network and custodial crews to work from, and the requisition of the new robotic product and storage units.

The financial support for this endeavor will be taken from current year funds and post im -plementation outcomes must demonstrate support of the Board of Educations mission and goals for students in the district.

Assessments, Analysis, and Transfer:In this section the designer of the curriculum decides how to assess student performance

on objectives. The application of authentic assessments is essential to the determination of student learning through performance and object referenced tests employing a criterion referenced inter -pretation provide a means to determine whether students have mastered an objective, early detec -tion of a failure to learn, and data for curriculum improvement. Both of these methods are inte-grated within the assessment scheme.

Assessments in this curriculum will follow along with the underlying concepts expected to be learned taking the form of a mixture of traditional written assessment(s), research, presentation, design and development of a product that emulates real world solutions to problems, and testing of that product followed by a detailed analysis. Traditional testing would be used to check for under -standing of the basic terminology or the common language of robotics along with applied mathe-matics and science. The tests however will be based on the research work begun in the first unit lesson where students will demonstrate their knowledge through the use of a presentation de -signed to teach the balance of the class. The presentation culminates in a student designed as-sessment that they will administer. Specific guidelines and a review process will exist that allows for teacher validation prior to administration of the assessment.

Post the research phase and during the second unit lesson the expectation is that students will perform the necessary calculations and record transactions following a standard scientific method to collect and analyze data. Tracking the data and maintaining a daily log provides the in -formation necessary for students to perform a complete analysis of the project as a culminating as -sessment. Students are expected to be able to determine what modifications they should perform in order to improve their original design as if they would have to construct another device. This will engage students in the practice of metacognition a skill necessary for the enhancement of student thought processes. This becomes a "portable skill"--critical thinking, making connections between ideas and knowing how to keep on learning. To further assess student performance and the suc-cess of the unit lesson students should be able to demonstrate transfer of the new knowledge to other related or similar problems.

There will be several ongoing assessments achieved through class discussion, teacher questioning which will aid in maintaining student focus while providing timely information regarding the status of student learning, and student demonstration of effective social skills. Social skills are critical in the real world students must also demonstrate their ability to function well as a team. Teaming - working together in an effective, efficient and gracious manner using the 7C’s: commu-

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nicate, collaborate, cooperate, compromise, courteous, caring, & compassionate (Raguette, 2003).

Project configuration: The use of cooperative groups promotes a realistic, social, and supportive organized team

through which students may achieve. Individual members will support each other by filling the knowledge gaps through contributions by each individuals skill set. To develop successful learning teams teachers will need to gain an in-depth knowledge of student attributes that would provide the ability to establish an effective mix of current skills and aptitude. This understanding may be ascer -tained through the review of student documentation and conversations with other educators.

Students will be assigned to small cooperative groups blending skill level and gender as well as possible based on familiarity with: student profiles, IEP’s, 504’s, previous engagement, state exam history, and teacher discussion (see needs analysis). Students will own their operation and determine student team member roles during the various components of a particular project (research, presentation, design, construction, testing, and analysis).

To promote student focus it is advisable to have the groups assign specific task responsi -bilities to team members. Some suggested titles listed in the following table are designed to deliver the desired motivation while being clearly descriptive of the task.

Student roles may consist of (but not limited to):1. Scribe 8. Inventory control2. Researcher 9. Materials manager3. Presentation coordinator 10. Test manager4. Discussion facilitator 11. Data collection5. Designer 12. Test observer & recorder6. Designer coordinator 7. Construction manager

13. Analysis manager 14. Log editor

These lines of responsibility will provide the ability to assess students individually in a group context so long as the students are aware that this does not relinquish liability for a group members’ participation in the team’s overall success. It does encourage the social skills of working with peers through the sharing of ideas following the 7C’s approach (see assessment) and devel-oping leadership through acceptance. The latter is essentially indicative of persons who lead be -cause they have the ability to work well in a group situation where each member has the same level of authority but depend upon the individual skills of each to achieve a common goal. Through this setting each student may have the opportunity to lead, learn and practice project management skills.

The project will be problem based utilizing a real-world scenario to spawn student interest while promoting the development of student generated ideas for resolution. Imbedding economics, health, safety, and/or research as the reason behind the specifications of the project builds a sense of reality. Subsequently the roles above are only a list of suggestions that may aid the students in developing their own to fill a particular need.

Individual lesson configuration and sequence:Gagné proposes a fundamental sequential lesson configuration that simplifies the planning

process: 1. Gaining attention –2. Inform the learner of the lesson objective – 3. Stimulating recall of prior learning – 4. Present stimulus material –

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5. Provide learning guidance – 6. Elicit performance – 7. Provide feedback – 8. Assess performance –9. Enhance retention and transfer –

Although these steps appear to ignore resource requirements they in fact allow for diverse variations contingent upon actual resource availability.

Justification for methodology: In constructing the problem based unit lesson framework an overriding question of signifi -

cant relevance to the student, in an authentic setting, using real-world scenarios must be devel -oped in order to give credence to the learning thereby creating interest and subsequent motivation. At this time the teacher would build the unit lessons around this essential question, weaving the unit objectives throughout the various lessons and related activities. Listed below, an excerpt from an article by Phyllis Blumfeld and Joseph Krajcik (2006), is a succinct listing of attributes of an ef-fective problem based project. The development of unit lessons should reflect the intent of the five key features:

Problem based learning environments have five key features (Blumfeld et al., 1991; Krajcik, et al., 1994; Krajcik, Czerniak, & Berger, 2002):

1. They start with a driving question, a problem to be solvedDriving question features (Krajcik et al., 2002):a. Feasible b. Worthwhile – Content aligns with standardsc. Contextualized – Real-world and non triviald. Meaningful – Interesting and exciting to the learnerse. Ethical – Do no harm

2. Students explore the driving question by participating in authentic, situated inquiry – pro-cesses of problem solving that are central to expert performance in the discipline. As stu-dents explore the driving question, they learn and apply important ideas in the discipline.

3. Students, teachers, and community members engage in collaborative activities to fid solu-tions to the driving question. This mirrors the complex social situation of expert problem solving. The classroom becomes a community of learners.

4. While engaged in the inquiry process, students are scaffold with learning technologies that help them participate in the activities. (Edelson, 2001) offers three reasons for the use of technology in schools:

a. Align with the practice of scienceb. Present information in dynamic and interactive formatsc. Moves teaching away from a transmission-and-acquisition model of instruction

5. Students create a set of tangible products that address the driving question. These are shared artifacts, publicly accessible external representations of the class’s learning:

a. Physical representations (models)b. Videosc. Presentationsd. Reportse. Drawingsf. Gamesg. Plays

We build on four major learning sciences ideas (Bradford, Brown, and Cocking, 1999):

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1. Active construction - Deep understanding occurs when a learner actively constructs meaning based on his or her experiences and interaction in the world

2. Situated learning – Authentic , real-world context : designing investigations, making ex-planations, modeling, and presenting ideas to others

3. Social interactions – students, teachers, and community members work together in a sit-uated activity to construct shared understanding (sharing, using, & debating ideas)

4. Cognitive tools – Amplify and expand what students can learn: a. Graphs/chartsb. Learning technologies:

Accessing and collecting data Providing visualizations and data analysis tools Allowing for collaboration Planning building an testing models Developing multimedia documents that illustrate student understanding

Unit Plans:

8th Grade Concepts in Engineering(Unit Lesson 1 of 5)

Teacher Introduction:In this initial unit lesson students will be introduced to the concept of simple machines as

standalone devices and their application in robotics. Videos specifically related to simple machines will be displayed demonstrating how the devices work followed by discussion related to their appli -cation in robotics.

Students will then perform research of various materials (videos, articles) from multiple sources (library, in house videos, Internet) regarding the six simple machines. Student groups will be assigned (random selection) a specific simple machine to study and present to the class. The Power Point presentation will contain an active model and all of the associated mathematics re -lated to the devices basic physics. Students will fill the role of teacher and share their knowledge with each other group. The culmination of the lesson will be a student developed quiz/test that will be administered following each presentation.

The teacher’s roles throughout the lesson will continually change from that of facilitator in-troducing the lesson, to moderator of class level discussion, consultant when students require steering in the appropriate direction and negotiator if groups reach a deadlock. In this first lesson the teacher will review and approve the student developed presentations and assessments to en -sure the lesson objectives are covered.

Project Title: Robotics – Learning Simple Machines

State Standards: See page 1 of this document

Unit Timeline:

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1. Research - Learn simple machines with presentation and assessments integrating small group collaboration (5 classes)

2. Problem development – students design a real world problem – small group collabo-ration (3 classes)

3. Design of a problem resolution – presentations (5 classes)4. Construction of the design (5 classes)5. Testing and analysis of the completed device (5 classes)

Lesson Name: Learning Simple Machines with Presentation and Assessment

Targeted Intelligence: Visual/Spatial, Logical/Mathematical

Supporting Intelligences: Logical, Kinesthetic and Interpersonal

Objectives: For the complete unit objectives see page 3 and 4 of this document.Students will be able to –

Describe the application of simple machines in the mechanics of roboticso Describe how the two primary simple machines are applied in all me-

chanical devices o Demonstrate mechanical advantage o Demonstrate application of simple machines as force and/or distance

multiplierso Calculate the force required to balance a lever knowing the weight on

one end of the lever arm and the position of the fulcrum or solve for any unknown

o Determine the force required to balance, lift or move a load using a pul-ley assembly, wheel and axle, or gears or solve for any unknown

o Determine the length of an incline plane necessary to raise a known load to a given height or solve for any unknown

Media Literacy Objectives: Students will be able to -

Use communications & computing technologies to locate information efficiently Use productivity tools & peripherals to support group collaboration

Thinking Skills: Students will view videos regarding simple machines and real robots, observe the roles that they play in various scenarios and determine how to integrate con-cepts into their own design (lesson 3).

Social Skills: Working in a small team of 2 students will need to utilize the 7C’s approach to un -derstand another’s point of view and be open to sharing personal ideas and knowl -edge with others (Teaming and the 7 C’s, Scoring and Grading – page TBD – ex-cerpt below).

Teaming - working together in an effective, efficient and gracious manner using the 7C’s: communicate, collaborate, cooperate, compromise, courteous, car-ing, & compassionate. (20 points)

Content Focus: The study of the application of various simple machines devices through observa-tion and hands on testing

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Materials: The introductory lesson requires:- Video of simple machines- Video equipment – Computer, projector, screen, and audio hardware

Post the introductory lesson:- Computer lab (in-house)- Simple machines packet- Laser printer for student assessment output

Accessing Previous Knowledge: Through the stimulus of the introductory videos previously described, students

will relate new information to previous knowledge. To fully access this preexisting under-standing students are guided through relevant questioning leading to discussion.

Scope and Sequence: Task Focus: Students will view videos, perform research, Objective:

Perform research and develop presentations/lessons followed by authentic assessments pre-sented to the class that are designed to determine the success of their work (a community view).

Product or Output: Knowledge of simple machines and their applica-tion through the construction of robotic components using specific learned construction meth -ods.

Problem: What simple machine devices are used in the reviewed ro-bots and what role do they play in its function? (analysis)

Activity: Students will observe video, models and previous student work samples, take notes, share responses to questions, create tests, and share information.

Assessments: - Continual questioning at regular intervals with discussion using these techniques; no

particular order intended here: Lead-ins TTYPA – (Turn to your partner and……….)

- Student developed assessments – one per group to be administered to the balance of the class thereby determining the success of the presentation and student learning.

Transfer: Students will demonstrate the application of the simple machines to various hypothetical robotic devices in diverse situations.

Rubric for Robotics and Simple Machines Research Project and Presentation

A B C DPower Point pre-sentation4 points

Contains models or a clear drawing demonstrating a sim-ple or detailed version of the assigned device with an accu-rate description of its function, application in real world situa-tions and any associated mathematics.

Contains a model or a clear drawing with a weak description of the device or any part of the total re-quirements.

Contains a model or a clear drawing with mistakes in the description of its function, and missing or incom-plete requirements

Contains a weak drawing or missing description and/or multiple missing or incomplete require-ments

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Model Demonstra-tion1 point

Contains a detailed typed de-scription of the how the device functions with a functional demonstration

Contains a typed description of the function with only a simple error and/or the device functions well.

Contains multiple errors or is incom-plete and or the device functions poorly.

Demonstrates no understanding of the device function and the model is in-correct or doesn’t work.

PresentationDepth of Research 4 points

The student must demon-strate in depth understanding of the devices, their function, application in real-world sce-narios, and all associated mathematics.

The student will be knowledgeable with minor exception but will understand all associated mathe-matics.

The student will demonstrate weak understanding with multiple errors and/or missing mathematics

The student will not understand the de-vice, its application, or the associated mathematics.

Bibliography 1 point Cite all Sources of information Most sources cited Many sources not

cited No citations

Timeliness minus points – 2 per day Completed in 3 days max 1 day late 2 days late 3 days late


Teacher Introduction:In this second unit lesson students will perform research of various robots through videos,

news stories, and manufacturing demos from multiple sources such as the library and the Internet in order to ascertain the underlying question that motivated the creation of the demonstrated ro -botic design. In a class discussion format students will be invited to contribute their thoughts re -garding the language that need be used to meet the lesson criteria for the development of the driv -ing design question that underpins the researched scenarios.

Using the guidelines from the Project Configuration section on page 7, students will self govern and make the determination of student roles and lines of responsibility. Throughout the project students will move in and out of roles as the need arises. These cooperative groups will en -gage in active research, sharing information and making decisions through discussion which they will initiate in their small group settings. The output from this interaction will be the teams driving question.

The teacher’s roles throughout the lesson will continually change from that of facilitator in-troducing the lesson, to moderator of class level discussion, consultant when students require steering in the appropriate direction and negotiator if groups reach a deadlock. The teacher will need to review the student developed driving question and facilitate a class level discussion re-garding its viability. Students will challenge and provide constructive criticism to the presented question. The outcome from these discussions may drive potential modifications or complete re-designs of the driving question. The lesson will demonstrate the need for a clear statement of pur -pose, goals and objectives prior to the development of a design.

Project Title: Robotics – Developing a real-world problem and a driving question


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Unit Timeline: 1. Research - Learn simple machines with presentation and assessments integrating

small group collaboration (5 classes) 2. Problem development – students design a real world problem – small group collabo-

ration (3 classes)3. Design of a problem resolution – w/presentations (5 classes)4. Construction of the design (5 classes)5. Testing and analysis of the completed device (5 classes)

Lesson Name: Problem development – students design a real world problem



Objectives: For the complete unit objectives see page 3 and 4 of this document.Students will be able to – 1. Recognize the need for a real world problem (driving question)2. Describe the features of the driving question

Driving question features (Krajcik et al., 2002):a. Feasible b. Worthwhile – Content aligns with standardsc. Contextualized – Real-world and non triviald. Meaningful – Interesting and exciting to the learnerse. Ethical – Do no harm

3. Develop a driving question/problem that individual student groups will use as the basis for their project

4. Develop a set of goals and objectives that will be used as the basis for the robotic de-sign



Thinking Skills: Students will perform Internet research regarding robotic applications, observe the roles robots they play in various scenarios in order to determine the relation-ship between the driving question/problem and their design (lesson 3). This may take the form of a needs analysis.



Content Focus: The study of the premise upon which the design and construction of various ro-botic devices is based through the determination of the driving question/problem.

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Materials: - Videos of robotic devices- Video equipment – Computer, projector, screen, and audio hardware- Computer lab (in-house)- Internet access- Laser printer for student assessment output- NXT Engineering 1 CD

Accessing Previous Knowledge: Students will analyze robotic videos through engaging in a class discussion. Stu-

dents can bring any previous experience to the table and construct new knowledge through the analysis.

Scope and Sequence: Task Focus: Students will view videos regarding various robotic appli-

cations, perform research for real world scenarios where robots could have been used to ac-complish a task and develop a viable driving question upon which their designs will be based.

Product or Output: A driving question/problem that meets the require-ments presented in the lesson objective above (page 12).

Problem: What viable real world problem will require the application of a robot for resolution?

Activity: Students will observe videos, models and view previous stu-dent work samples, take notes as required, share responses to student developed questions within the cooperative group, and share information to balance group understanding.

Assessments: - Continual questioning at regular intervals with discussion as necessary. - Approval of each groups driving question based upon student provided evidence

meeting the criteria listed in the lesson objectives

Transfer: Students will demonstrate the application of the skill of developing a driving question in other hypothetical scenarios.


Teacher Introduction:In this third unit lesson students will design a resolution to the assigned problem based on

the established driving question. The design phase of the unit will require the creation of minor as-semblies and the programming to accommodate their function. At this point students will study the integration of the mechanics and the integration of the functional processor.

Using the guidelines from the Project Configuration section on page 7, students will self govern and make the determination of student roles and lines of responsibility. Throughout the project students will move in and out of roles as the need arises. These cooperative groups will en -gage in sharing information and making decisions through discussion which they will initiate in their

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small group settings. The output from this interaction will be the team’s design of a robotic device that will be constructed in the next lesson.

The teacher’s roles throughout the lesson will continually change from that of facilitator in-troducing the lesson, to moderator of class level discussion, consultant when students require steering in the appropriate direction and negotiator if groups reach a deadlock. In this unit the teacher will play the role of technical consultant steering students to the appropriate method for se -lection of components and programs to achieve the student’s objectives.

Project Title: Robotics – Designing for problem resolution




ration (3 classes)3. Design of a problem resolution – w/presentations (5 classes)4. Construction of the design (5 classes)5. Testing and analysis of the completed device (5 classes)

Lesson Name: Design of a problem resolution – w/presentations (5 classes)




Plan and manage activities to develop a solution or a complete project Demonstrate the application of appropriate mathematical and scientific methods in the

development of a resolution to a real world problem Describe and apply the use and function of all robotic components:

o Demonstrate the function and application of sensors in enabling a robot to navigate and/or investigate its environment

Describe the electronic function of sensors Describe how the logic responds to sensor stimulus

o Servo motors Motor function Function when integrated with logic

o Program (object oriented and/or coding)o Mechanical parts:

Gears Belts Wheels Busses

o Logical unit(s) Processors (IC chips)

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Thinking Skills: Students will apply simple machines devices, via robotic components, identify ap-propriate programming techniques and learn the application of sensors, servo motors and other components and the role they play in allowing the robot to re-spond to its environment.



Content Focus: Designing a robotic product that is developed by its driving question to resolve a specific problem.

Materials: - Computer lab (in-house)- NXT Engineering 1 CD- NXT Robotic Kit

Accessing Previous Knowledge: Students who have worked with mechanical devices and/or programming will recognize the application of their previous experi-ence to the current lesson.

Scope and Sequence: Task Focus: Students will review the Engineering 1 CD learning the

function of the various hardware and software components of the NXT unit and their relation -ship to total robotic function.

Product or Output: Students will develop a written design explicitly demonstrating expected functional outcomes.

Problem: Does the design allow the robot to resolve the problem? Activity: Students will view previous student work samples, take notes

as required, share responses to student developed questions within the cooperative group, and share information to balance group understanding.

Assessments: - Continual questioning at regular intervals with discussion as necessary. - Review of each groups robotic design and its ability to resolve the problem

Transfer: Students will demonstrate the application of design techniques to various hypothetical situations.

Rubric for Robotics Design, Construction and Testing4 3 2 1

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Design Score __ X 2 = __

Group graded

Roles: Designer -

responsible for the logical design/pro-gramming

Component assembler/tester – physical device

Contains simple machines as required including:

o 3 classes of levers o pulley o wheel and axle o inclined plane o wedge and o screw

All movement must be shown using arrows and dashed line im-ages (movement indicators)

Each component must be la-beled with its name

The design must logically func-tion (Detailed MS Word descrip-tion)

Missing or incorrect la-beling of any one device

Missing or incorrect ar-row or dashed movement indicator

The design must logi-cally function (MS Word description)

Missing or incorrect la-beling of any two devices

Two missing or incor-rect arrows or dashed de-vice movement indicators


Missing or incorrect la-beling of three or more devices

Three or more missing or incorrect arrows or dashed device move-ment indicators


ConstructionScore __ X 4 = __

2 student group; Indi-vidual grades, based on assigned devices.

Roles: Logical pro-

gramming Construc-

tion

No component may go beyond the specification for appropriate use (don’t force parts together)

All components must be labeled with the simple machine name

Draw arrows showing motion of each device

Parts usage is kept to what is necessary

An accurate inventory is main-tained

A part assembled inap-propriately

Missing or incorrect la-beling of any one device

Missing or incorrect mo-tion arrow

An unnecessary part is installed

The parts inventory has a single discrepancy

Two assemblies assem-bled inappropriately

Missing or incorrect la-beling of any two devices

Multiple missing or in-correct motion arrows

Two unnecessary parts are installed

The parts inventory has two discrepancies

Three or more compo-nents assembled inap-propriately

Missing or incorrect la-beling of any three or more devices

Multiple missing or in-correct motion arrows and

Multiple unnecessary parts are used

The parts inventory has three or more dis-crepancies.

Standalone Test

Score __ X 2 = __

Group grade

Compo-nents must func-tion segregated from other function

Components function indepen-dently of each other

All components function

One component is un-reliable or not functioning

The completed device will have only one device failure.

Two components are unreliable or not function-ing

The completed device will have only two failing devices

Three or more compo-nents are unreliable or not functioning

The completed device will have three failing devices

Integrated TestScore __ X 4 = __

Group grade

The robot must fully function, resolve the prob-lem and answer the driving ques-tion

All programs and components function without error consistently

The device solves the problem or answers the driving question

One program or compo-nent failure

The device solves the problem or answers the driving question

Two program or com-ponents failures

The device resolves some of the problem or partially answers the driv-ing question

Three program or components failures

The device does not solve the problem or an-swer the driving ques-tion

Timeliness minus points – 3 per day

Completed in 5 days max 1 day late 2 days late 3 days late


Teacher Introduction:

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The fourth unit lesson initiates the construction of a product based on the students driving question, problem and preliminary designs. Students will construct the device previously designed and implement an appropriate program design to accommodate function. The completed device should demonstrate use of the design and any necessary changes. Should functional problems arise students must pursue other avenues to resolution. Any deviations from the initial design should be accompanied by a written description of the problem, reasons for the change and a de -scription of the original design and the change. A running log will be maintained to provide the data necessary for students to recreate and analyze the project. As in previous units, student roles will change as necessary to determine lines of responsibility.

Using the guidelines from the Project Configuration section on page 7, students will self govern and make the determination of student roles and lines of responsibility. Throughout the project students will move in and out of roles as the need arises. These cooperative groups will en -gage in sharing information and making decisions through discussion which they will initiate in their small group settings. The output from this interaction will be the team’s design of a robotic device that will be constructed in the next lesson.

The teacher’s roles throughout the lesson will continually change from that of facilitator in-troducing the lesson, to moderator of class level discussion, consultant when students require steering in the appropriate direction and negotiator if groups reach a deadlock. In this unit the teacher will play the role of technical consultant steering students to the appropriate method for as -sembling the device and designing software programs to achieve the student’s objectives.

Project Title: Robotics – Construction and programming of the designed product




ration (3 classes)3. Design of a problem resolution – w/presentations (5 classes)4. Construction and programming of the design (5 classes)5. Testing and analysis of the completed device (5 classes)

Lesson Name: Construction and programming of the design




Construct a functioning robot using proper mechanical construction and object oriented programming techniques designed to meet a student determined; prob-lem based set of specifications intended to resolve specific real world problems

o Create programs to enable the robot to function logicallyo Test the programs to make sure that they work properlyo Analyze/debug programs

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Thinking Skills: Students will apply appropriate construction techniques and logical function to the robotic device. Students must consider the logistics of construction in an appro-priate sequence and a viable process for debugging a program.



Content Focus: Construct a robotic product that was developed by its driving question and re-solves a specific problem.

Materials: - Computer lab (in-house)- NXT Engineering 1 CD- NXT Robotic Kit

Accessing Previous Knowledge: Students who have worked with mechanical devices and/or programming will recognize the application of their previous experi-ence to the current lesson.

Scope and Sequence: Task Focus: Students will implement the new knowledge of construc-

tion and programming. Product or Output: Students will create a fully functioning robotic de-

vice using the previously created design. Problem: Does the robotic device resolve the original problem? Activity: Students will review the NXT soft documentation, take notes

as required, share responses to student developed questions within the cooperative group, and share information to balance group understanding. Using this learning student’s will collab -oratively construct the device sharing the work equitably.

Assessments: - Continual questioning at regular intervals with discussion as necessary. - Review each groups robotic construction and programming, and its ability to resolve

the problem

Transfer: Students will demonstrate the application of the software program, hardware and con-struction techniques to other robotic functions. This may come in the form of groups sharing information and/or assisting other groups.

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Teacher Introduction:This is the culmination of the unit lessons. Students will have by this lesson designed a

problem and driving question, developed a functional design to accommodate the problem, con-structed and tested the design and determined a resolution to any issues that may have appeared. Students will have kept a detailed log of student participation, roles, issues (if any), changes, and results of functional testing relative to the initial problem. At this time students begin to analyze their successes and failures for the purpose of recognizing: how well the group worked together, the functionality of the robotic device, how well the device met their objectives and whether or not the problem was resolved by the device.

Using the guidelines from the Project Configuration section on page 7, students will self govern and make the determination of student roles and lines of responsibility. Throughout the project students will move in and out of roles as the need arises. These cooperative groups will en -gage in sharing information and making decisions through discussion which they will initiate in their small group settings. The output from this interaction will be the team’s design of a robotic device that will be constructed in the next lesson.

The teacher’s roles throughout the lesson will continually change from that of facilitator in-troducing the lesson, to moderator of class level discussion, consultant when students require steering in the appropriate direction and negotiator if groups reach a deadlock. In this unit the teacher will play the role of analytical advisor. The teacher role will provide the stimulus for getting the students started. Utilizing the log data and the device testing outcomes students will deliver a document containing an analysis of their work. Under consideration is the ability for the team to function cohesively, the outcome relative to the expectation, explanations for erroneous thinking and error correction. This is a collaborative effort and will be assessed as such.

Project Title: Robotics – Analysis of the product and production process




ration (3 classes)3. Design of a problem resolution – w/presentations (5 classes)4. Construction and programming of the design (5 classes)5. Testing and analysis of the completed device (5 classes)

Lesson Name: Testing and analysis of the completed device




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Analyze and describe:o Outcomes vs. expectations (objectives vs. actual)o Production process (extracted from daily log data)o Application of learning to other scenarios (student developed real-world scenar-

ios)o Students will describe their underlying thinking and method of generating ideas

during the project (metacognition)


Use communications & computing technologies to locate analyze information effi-ciently and effectively

Use productivity tools & peripherals to support group collaboration and produce an analytical paper

Thinking Skills: Students will analyze their thinking (metacognition), learning to think deeply about their process or methodology of creating ideas and developing new thinking.



Content Focus: Construct a robotic product that was developed by its driving question and re-solves a specific problem.

Materials: - Computer lab (in-house)

Accessing Previous Knowledge: The “new” previous knowledge will be reflected upon and students will dis -cuss what previous experiences have leaded them to the development of their groups’ final product.

Scope and Sequence: Task Focus: Students will reflect on the project, analyze their thinking

and apply the learning to alternative scenarios. Product or Output: Students will complete an analysis form designed

to foster reflection and stimulate the creation of an analytical document which will contain: a description of the thinking students used to develop their designs, create and test their de-vices, and consider what would be performed differently should the project be repeated.

Problem: How did your thinking affect learning, product and process; was it effective?

Activity: Students will complete an analysis form reflecting on their work and create a document that expresses students thinking methodology (metacognition)

Assessments:

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- Review each groups robotic construction and programming relative to objectives and actual outcomes

- Review group and individual analysis forms and metacognative document for deep thinking and an understanding of the skill of metacognative reflection

Transfer: Students will review what was learned and consider the application of the learning to other scenarios.

Analysis documentation:Beginning on page 24 of this document is located the Analysis Form template which fos-

ters deeper thinking regarding all aspects of the project. Students are to work cooperatively on the questions while the last section is designed or independent work. After many years of field testing it becomes obvious that the teacher’s perceptions match fairly closely to those expressed by the stu-dent’s group members.

In conjunction with the analysis form and the daily log data, students will create a docu-ment that demonstrates the thinking they used to resolve the driving question/problem. This paper will likewise describe the method that students used to organize their thoughts and consider their process of thinking (metacognative process). The purpose of this exercise is to foster a process where by students can improve how they organize and clarify information, and develop ideas from the data.

Analysis Work Sheet (8 points)(To be completed & submitted after the testing of the robotic device; be specific & detailed with your answers. You may use

additional paper as necessary)

How did your completed device perform vs. expectations? (2 points) Did you use the original design, combine designs or completely redesign before construction? Did it function fully (100% - no errors) first time? How many times did it fail? Had you tested the device prior to the integrating the robotic components? Did the completed tested device meet your expectations, even if you expected failures?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Where in the device did it fail and why? (If no failure, where was the device weakest – 2 points) What specific component failed or was the most unreliable? Was the failure or weakness due to? (describe each as necessary)

o Design oro Construction quality o Programming

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What would you change to improve the device? (Include weak or unreliable components – 2 points)

What design changes if any would you make? What construction modifications would you incorporate, change or remove? What programming process would you develop or follow?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How did the Team function as a unit? Put an “X” to the left of the most accurate answer. (2 points) Was work evenly distributed? ______Definitely, ______ Mostly, ______ Somewhat, ______ Never Did all members participate fully? ______Always, ______ Most times, ______Some times, ______

Never

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What is the individual grade you feel that you should receive? Why? Give specific reasons that relate to the Unit Goals and Objectives which can be found on page 3. (Be honest – the only one you fool is yourself).

Rate each member of your team as you id for yourselfTeam Member Name

(print clearly)Grade Why?

1)First: ______________Last: ______________Class: _____________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2)First: ______________Last: ______________Class: _____________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3)First: ______________Last: ______________Class: _____________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluation of the Unit:The evaluation process includes:

Peer review Outside review Classroom/field testing Student feedback Measurement of outcomes vs. objective expectations

The unit will be distributed to all interested parties for review and comment. Coincidently the lessons will be field tested as additional documentation is updated for clarity and understand-ing. A final unit working document will be created including all lessons, objectives, activities, as -sessments, forms and associated media. This working document would be passed to other inter-ested institutions for full review and field testing with opportunity for comment.

A unit will contain revision date and be maintained on the departments system drive for easy access and continual modification. Any updates will be communicated in house at department meetings and with external users via a mailing list.

The success of the unit will ultimately be determined by the students. Feedback via as -sessments, the ability for students to demonstrate transfer, a noted positive attitude shift toward learning (follow-up student questionnaire), and the quality of student output: products, discussions; and analysis along with the implementation of classroom video recording will provide the data re-quired to formulate a reliable conclusion as to unit success. This data will also generate opportuni-ties for improving the effectiveness and efficiency of the overall unit.

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