Design, build and program a robotic system that can pick up the Cuboid from one location and place it in another location.
Use this video to:
Make a System Discussion
Design Brief
Design, build, and program a robotic system that can pick up the Cuboid from one location and place it in another location.
Brainstorm
Encourage an active brainstorming process so that students develop their conceptual understanding. For example, encourage them to:
Building Ideas:
Select the Best Solution
Describe the solution that you have agreed to build and program.
Think about examples from your brainstorming discussion. Then explain why you chose this solution for the design brief. Encourage students to describe why they have chosen this solution. That way, when students are reviewing and revising, they will have specific information to use to evaluate their solution and decide whether or not it was effective.
Build and Program
Start building and programming your solution!
As you work on your solution, make sure students keep track of:
Students can use images, video, text, sound, or weblinks to document their work.
Test Set Up and Procedure
Materials needed: Large sheet of graph paper or paper with gridlines, colored pencils (3 or more different colors).
Depending on the students’ skill level, they can use Cartesian coordinates to indicate the expected and actual coordinates (e.g., Expected (x, y) Actual (x1-5, y1-2)). You could even challenge students to identify a Cartesian system on the graph paper and get very specific describing the range of motion, depending on the type of robot that they students created.
Test and Analyze
How well does your solution satisfy the design brief?
Use a table to record data. Name the columns and rows, such as Trial Number, Expected position, Actual position, Difference and Changes.
Review and Revise
Take a moment to reflect on your robot solution.
Encourage students to look back at the design brief and at their own brainstorming notes and test data. Encourage a peer-review process so that each group is responsible for evaluating their own and others’ projects. This review process can help students develop skills in giving constructive feedback as well as sharpening analysis skills and the use of objective data to support an argument.
Communicate
Here are some ideas to suggest to students:
Evaluate Design and NGSS Goals
You can use the included rubrics to evaluate skills progression of Design Engineering Projects.
Communicate
Here are some ideas to suggest to students:
Evaluate Design and NGSS Goals
You can use the included rubrics to evaluate skills progression of Design Engineering Projects.
The Pick and Place Solution is one example of many possible solutions for the Make a System That Picks and Places project.
Sample Solution Building Ideas
Pick and Place combines these Building Ideas: Cuboid, Color Sensor 2, Grabber, Gyro Sensor, Touch Sensor, and Turntable.
Sample Solution Program
There are two tasks in this program.
This first program task:
This second program task:
Multitasking is the term for more than one program task running concurrently.
Students will:
• Understand that larger systems can be made from smaller systems or subsystems
• Understand that sensor data can control systems using feedback
• Understand that pick-and-place robots are examples of production technology
• Write a program to control picking up the Cuboid, moving it and placing it in another location
LEGO® MINDSTORMS Education EV3 Core Set
LEGO® MINDSTORMS Education EV3 Lab or EV3 Programming
Prerequisites
Students should know how to create and download a program, and how to program a motor.
This lesson works on the following operating systems:
Common Core Science
Practices
1.1, 1.2, 1.3, 1.6, 1.8
Cross-cutting Concepts
2.4
Core Ideas: Engineering, Technology and Application of Science
3.ETS.1
Common Core Mathematics
Practices
1.1, 1.2, 1.4, 1.5, 1.6
ITEEA Standards for Technological Literacy
Design
8, 9, 10
Abilities for a Technological World
11, 13
The Designed World
16
ISTE National Education Technology Standards
1a, 1b, 1c, 2b, 2d, 3a, 3d, 4a, 4b, 4c, 6a, 6c, 6d
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