MINDSTORMS EV3 Core Set

Grab and Release

Build a motorised tool that can be used to move objects.

45-90 min.
Beginner
Years 7-9 OR Key Stage 3
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Lesson plan

1. Prepare

  • Read through the pupil material in the EV3 Classroom App.
  • Collect information about motorised tools and how they’re used in robotics.
  • In order to complete this lesson, the pupils will have to have built the Driving Base model, which will take about 30 minutes to complete.

2. Engage (5 Min.)

  • Use the ideas in the ‘Ignite a Discussion’ section below to engage your pupils in a discussion relating to this lesson.
  • Divide your class into teams of two pupils.

3. Explore (20 Min.)

  • Have each team build the Cuboid, and the Medium Motor and Ultrasonic Sensor extensions for their Driving Base.
  • Allow the pupils time to use the programming stacks that have been provided to explore how this motorised tool can be used to move the Cuboid.

4. Explain (5 Min.)

  • Facilitate a discussion about the key features of the Medium Motor extension, and its limitations.

5. Elaborate (15 Min.)

  • Challenge your pupils to program their Driving Bases to use the Ultrasonic Sensor to stop near the Cuboid and then lower the arm to collect and return the Cuboid.
  • Don’t forget to leave some time for tidying up.

6. Evaluate

  • Give feedback on each pupil’s performance.
  • To simplify the process, you can use the assessment rubrics that have been provided.

Ignite a Discussion

Motorised tools can be attached to robots to enable them to perform different tasks. Some are very specialised and have been optimised for a single purpose, whereas others are more versatile.

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Use these questions to engage your pupils in a discussion about the ways in which robots could use motorised tools:

  • What tasks should a motorised tool that’s been designed to handle objects be able to perform?
  • In which situations would you choose a highly-specialised motorised tool?
  • In which situations would a versatile motorised tool be better?

Building Tips

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Building Instructions

Keep the Driving Base assembled after use, rather than taking it apart.

Coding Tips

Main Program

EV3 Classroom-Programs 1-3-program en-gb

Possible Solution

EV3 Classroom-Programs 1-3-solution en-gb

Differentiation

Simplify this lesson by:

  • Allowing the pupils to place the Cuboid at a known and fixed distance
  • Spending additional time explaining how to use the Ultrasonic Sensor

Take this lesson to the next level by:

  • Asking your pupils to modify the Medium Motor extension to move objects of different shapes and sizes
  • Challenging your pupils to create their own Driving Base tools

Assessment Opportunities

Teacher Observation Checklist
Establish a scale that suits your needs, for example:

  1. Partially accomplished
  2. Fully accomplished
  3. Overachieved

Use the following success criteria to evaluate your pupils’ progress:

  • The pupils are able to use a motorised tool to move and release an object.
  • The pupils are able to use the Ultrasonic Sensor to determine when to activate the motorised tool.
  • The pupils are able to expand their programs to return an object to the starting position of the Driving Base.

Self-Assessment
Have each pupil choose the level that they feel best represents their performance.

  • Bronze: I’ve used a motorised tool to move and release the Cuboid.
  • Silver: I’ve used the Ultrasonic Sensor to activate a motorised tool at the right time to move and release the Cuboid.
  • Gold: I’ve used the Ultrasonic Sensor to activate a motorised tool at the right time, and I’ve moved the Cuboid to the starting position of the Driving Base.
  • Platinum: I’ve used the Ultrasonic Sensor to activate a motorised tool at the right time, and I’ve moved different objects to the starting position of the Driving Base.
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Language Arts Extension

To incorporate the development of language arts skills:

  • Have your pupils prepare and deliver a presentation explaining how their Driving Base uses the motorised tool to complete tasks, highlighting the tool’s strengths, components used, etc.

Note: This will require additional time.

The pupils who enjoyed this lesson might be interested in exploring these career pathways:

  • Information Technology (Computer Programming)
  • Science, Technology, Engineering & Mathematics (Science and Maths)

Teacher Support

The pupils will:

  • Create a motorised tool for the Driving Base
  • Explore how to move and release objects

Computing at School Progression Pathways

Algorithms:

  • Designs solutions (algorithms) that use repetition and two-way selection i.e. if, then and else.
  • Uses logical reasoning to predict outputs, showing an awareness of inputs.
  • Designs solutions by decomposing a problem and creates a sub-solution for each of these parts.
  • Recognises that different solutions exist for the same problem.
  • Recognises that different algorithms exist for the same problem.

Programming & Development:

  • Creates programs that implement algorithms to achieve given goals.
  • Uses post-tested loop e.g. ‘until’, and a sequence of selection statements in programs, including an if, then and else statement.
  • Understands the difference between, and appropriately uses if and if, then and else statements. (AL)
  • Uses a variable and relational operators within a loop to govern termination.
  • Understands that programming bridges the gap between algorithmic solutions and computers.
  • Uses a range of operators and expressions e.g. Boolean, and applies them in the context of program control.

Hardware & Processing:

  • Knows that computers collect data from various input devices, including sensors and application software.

Information Technology:

  • Makes appropriate improvements to solutions based on feedback received, and can comment on the success of the solution.
  • Uses criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions.
  • Designs criteria to critically evaluate the quality of solutions, uses the criteria to identify improvements and can make appropriate refinements to the solution.

Pupil Material

Student Worksheet

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