Course Profile Technological Design (TDJ4M), Grade 12, University/College Preparation, Combined

Unit 3: Engineering Dynamics: How Things Work

Time: 30 hours

Activity 3.1 | Activity 3.2 | Activity 3.3

Unit Description

Students develop mechanisms that simulate the ways in which animals adapt to their environment. Students add intelligence to their mechanisms through the use of microprocessor control technology, and demonstrate the capabilities of their devices through a performance competition. The problem-solving process is emphasized throughout the unit. Students use and integrate the Catholic faith tradition in the critical analysis and appreciation of systems in nature. A special focus is placed on living the gospel values through interdependent work with peers.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
3.1 Engineering Dynamics: Mechanisms in Nature	15 hours	TFV.01, TFV.04, TF1.01, TF2.03, SPV.05, SP1.01, SP3.02, SP3.03, ICV.03, IC1.01, IC2.02, IC2.03 CGE2c, 3b. 3f, 7i	Knowledge/ Understanding Thinking/Inquiry Communication Application	Students research and design mechanisms that adapt to an environment (e.g., go to a light/heat/food source for survival).
3.2 Engineering Dynamics: Microprocessor Control	10 hours	TVF.01, TFV.02, TFV.05, TF1.01, TF2.03, TF3.01, TF3.03, SPV.01, SPV.02, SPV.05, SP2.01, SP3.01, SP3.02, ICV.03, IC2.01 CGE2b, 2c, 2e, 4f, 5a	Knowledge/ Understanding Thinking/Inquiry Communication Application	Students develop a microprocessor controlled mechanism to seek out food sources.
3.3 Engineering Dynamics: Robotics Demonstration	5 hours	TFV.02, TFV.04, TF1.03, TF2.04, SPV.05, SP2.01, SP2.03, SP3.02 CGE2c, 4f, 5a, 5e, 5f	Knowledge/ Understanding Thinking/Inquiry Application	Students test and run simulations to maximize speed in a seeking food competition.

Activity 3.1: Engineering Dynamics: Mechanisms in Nature

Time: 15 hours

Description

Students focus on developing an awareness and appreciation of nature and how it is mechanized. These systems can range from animal movements and habits to techniques for survival. They can also include human systems. This activity is an extension of Unit 2 as the focus remains on nature and mechanisms. The expectation cluster is addressed through the concentration on engineering principles found in nature, as well as the focus on design and evaluating project solutions. Students work in a team environment to create their design solutions. Students develop thinking and problem-solving skills through the process of relating the physiological attributes of nature to mechanisms with which they are familiar, such as levers, pulleys, etc. Throughout the activity, students demonstrate awareness and appreciation of nature and the world given to us by a loving God. In addition, they have responsibility as children of God to consider others and their contributions in light of the common good.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE7I - respect the environment and use resources wisely.

Overall Expectations

TFV.01 - apply engineering principles and appropriate formulas to design work;

TFV.04 -solve engineering problems in a team environment;

SPV.05 - evaluate project solutions;

ICV.03 - assess project solutions in terms of safety, efficiency, ergonomics, and the environment.

Specific Expectations

TF1.01 - explain the engineering principles that apply and the formulas used in technological design;

SP1.01 - prepare effective design briefs outlining problems that require design solutions;

SP3.02 - evaluate the appropriateness of project solutions in terms of the design criteria;

SP3.03 - evaluate the suitability of materials for project design applications;

IC1.01 - identify design considerations when designing for the physically challenged;

IC2.02 - analyse the consequences of a product’s features in terms of safety, efficiency, ergonomics, and the environment;

IC2.03 - describe how well designed project solutions can minimize negative environmental impact.

Prior Knowledge & Skills

Students have researched and designed with respect to nature in Unit 2. A working knowledge of computer operations, such as word processing, creating graphics, printing, and file management, is required. Students have knowledge of Internet research techniques and are familiar with using a CAD drawing program from the Grade 11 course. Students are familiar with computer use policy as defined at the local level. Students should also be familiar with library research techniques. Safety with tools and machines should be revisited throughout the unit.

Planning Notes

· Teachers provide copies of (Appendix 3.1.1 Self Assessment) to detail the process and evaluation breakdown for students.

· Teachers could arrange a guest speaker who is an expert in animal behaviour to speak with the class. A field trip to a wildlife/conservation centre or zoo in the area can also prove profitable in the context of this activity.

· Time is allotted for Internet and library/resource centre research outside of class time.

· Teachers provide materials for construction (e.g., aluminum, wood, plastic) and materials to create moving joints and enhance movement (e.g., hinges, dowels, cardboard, thin plastic, pop bottles, rubber bands, and paper mache materials). Teachers book a workshop with access to various materials, such as wood, plastics, and metals, to facilitate construction of the device. Teachers modify project activities to deal with the availability of equipment.

· A system of recording student activities is implemented through the use of a daily log or journal.

· Teachers prepare the journal evaluation rubric (and other assessment tools).

· The teacher may want to collect examples of different levels of student work at various times throughout the activity for use with future classes as reference points for applying the levels in the rubric (Appendix 3.1.1 – Self Assessment).

· The entire class should decide on the parameters of the activity before design and construction begin, as the Robotics Competition (Activity 3.3) will be a uniform task for each group.

· Throughout this activity, teachers closely monitor and observe all group activities, especially in the formation stages. The group should be working on their various tasks while still being in close connection with each other. Teachers facilitate this connection by instituting a conferencing session on a regular basis to meet with the entire group and receive a report on the progress of the members. Teachers also regularly check logs to ensure that there is adequate cross discussion regarding the various components of design and construction.

Teaching/Learning Strategies

1. The teacher develops this unit based on the culminating activity in Unit 2 – Engineering Statics: How Things are Built.

2. Utilizing a brainstorming strategy, the teacher directs students to find examples of mechanisms and adaptations evident in nature. Students gather as many ideas as possible in order to increase available options.

3. The teacher discusses group formations; students are arranged in groups for the entire unit. The teacher defines the expectations of each group member. The groups could be formed as a design entity in order to emphasize the various components of the design and construction process. The entire class decides on the parameters of the activity as it leads to the competition in Activity 3, which is a uniform task for each group.

4. The teacher ensures that students are involved in all aspects of the design and construction process through a system of mentoring and conferencing with the groups.

5. The teacher distributes Appendix 3.1.1 and explains the expectations.

6. After the brainstorming activity, students begin to work in small groups to determine categories of mechanisms in nature. Students use Appendix 3.1.1 as a guide to organize tasks. (The example given in this activity is that of an animal seeking food; other possibilities are animals seeking a light/heat source, animals sensing and fleeing danger, animals sensing other animals, animals traveling in packs, and birds flying in ‘V’ formation.)

7. Once a set of parameters has been determined, students begin to design their mechanism.

8. In groups of three to five, students discuss their ideas with the teacher and then begin the design process. Students offer a proposal to the teacher for approval before construction. Students are introduced to Activity 3.2 – Engineering Dynamics: Microprocessor Control, as their device must be able to house a microcontroller when completed.

9. Students work in cooperative groups with duties determined as a primary function of the group. Duties include:

· design: this student organizes the designs that are discussed and presents the concepts, drawings, and specification objectives to the entire class;

· mechanics and structure: this student organizes materials and focuses on the actual functionality of the robotic device, i.e. movement and mechanisms;

· robotic control: this student learns the technology of control and then explains the process to the other members of the group, as well as defining the process of controlling their robotic device.

Throughout the activity, students:

· remain conscious of the robotic component during design and construction because the device needs to be able to house the microprocessor;

· are continually given time for reflection in their journals, as indicated in Appendix 3.1.1;

· use the tools and materials at their disposal to construct the mimicking device according to their design specifications.

Assessment & Evaluation of Student Achievement

· Formative assessment based on the journal entries, conferencing session, and anecdotal notes for each student.

· Ongoing personal communication through self-assessment and personal student tracking checklists. Students can also use the self-assessment sheet provided in Appendix 3.1.1.

· Performance assessment of finished project. Does the prototype work with respect to design specifications? A teacher-developed rubric will facilitate this assessment.

Accommodations

· To assist physically-challenged students, alterations may include: tilt-top or raised desks and work areas to accommodate wheelchair access; easier-to-use hand tools.

Resources

Print

Hutchinson, J. and J. Karsnitz. Design and Problem Solving in Technology. New York: Glencoe/McGraw-Hill, 1994. ISBN 0-8273-5244-1

Thompson, E. Technology Today and Tomorrow. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-658570-7

Vogel, S. Cats’ Paws and Catapults: Mechanical Worlds of Nature and People. New York: W.W. Norton, 2000. ISBN 0-393-31990-3

Vogel, S. Life’s Devices. Princeton Paperbacks, 1989. ISBN 0-691-02418-9

Wright, R. and H. Smith. Understanding Technology. Tinley Park, IL: Goodheart-Willcox Co., 1998.
ISBN 1-56637-374-3

Websites

How Stuff Works – www.howstuffworks.com

The Discovery Channel – http://dsc.discovery.com/

Appendix 3.1.1

Mechanisms in Nature Worksheet

1. Brainstorm, in a large group, on ‘name mechanisms’, systems, or adaptations that exist in nature, which animals use to survive. Write all of the comments on the board or on the back of this page.
(It is important to include all of the terms suggested; there is no wrong answer when brainstorming.)

· After the class has decided that the topic has reached a saturation point, take a look at the words and terms. Determine categories for your terms.

2. In groups of three to five, students begin the process of designing and building the robotic device. In your group, divide tasks to include: design; mechanics and structure; and robotics control.

3. Each person is responsible for compiling a journal of his/her activities which details the work completed as well as any sketches and plans for future work.

4. Your task is to design and construct a robotic device that mimics a mechanism evident in nature. You may use any material at your disposal. A microcontroller will control the device. Design considerations include:

a. How will the robotic device move?

b. Where will the microcontroller be placed?

c. What kind of stimulus will the device respond to? Will it respond in a positive or negative way, or will it respond in a positive way to some stimulus but negatively to others?

d. Will the device be a stand-alone unit (i.e., will the unit be a light/food/heat/water-seeking animal looking to ensure its own survival)?

5. You are working as a group; the final product is the culmination of three different groups or activities or both. However, each task is individual, and students are evaluated according to individual contributions.

6. Appointments must be made to conference with the teacher throughout the stages of the work.

7. Complete the self-assessment checklist provided.

Appendix 3.1.1 (Continued)

Self-Assessment

(Use this questionnaire to assess your own progress of Activity 3.1)

Criteria	Yes	No
Design Journal
My journals are complete and up to date.
My journals contain detailed entries with references to websites, books, and journals.
My journal contains all of my ideation sketches.
I detail successes, failures, and next steps in my journal.
Design
The design chosen is suitable to the task.
I have included CAD drawings with detail, scale, and dimensions.
Practical
Mechanics:
My device is strong enough to complete the task.
All working mechanisms function as designed.
The device is suitable to the overall task.
The device is able to complete the assigned task.
Safe Working Practices:
I use the machines and equipment safely and properly.
I foster a safe, collaborative work environment within the laboratory.
Group Dynamics:
I am involved in conferencing and my group is on task.
I am aware of my duties; I make a contribution to the group’s activities.
I have complete knowledge and awareness of the group’s direction.
Each member in my group has knowledge of each task.

Activity 3.2: Engineering Dynamics: Microprocessor Control

Time: 10 hours

Description

Students are introduced to microprocessor technology. They learn to recognize the components, and the programming, of a microprocessor. Students then extend this knowledge to connect a microprocessor to the device created in Activity 3.1 and have their animal mechanism follow a series of actions. The expectation cluster is centred on applying effective engineering principles to the task at hand and then being able to articulate the process through effective reporting practices. Students are challenged to utilize engineering principles in troubleshooting their device as well as using technical guides to explore and develop the technology. Students keep detailed logs and report their experiences in a final report in Activity 3.3 – Dynamics. Students enhance their problem-solving skills as they learn new technology and then apply this technology to a previously fabricated device. The emphasis in this activity is to work collaboratively, considering the contributions of others as students work in the Catholic tradition. In addition, students must consider the ramifications of the technology in a Christian context; any new technology developed must be used wisely to enhance the quality of life.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE2e - use and integrate the Catholic faith tradition in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a - work effectively as an interdependent team member.

Overall Expectations

TFV.01 - apply engineering principles and appropriate formulas to design work;

TFV.02 - demonstrate the ability to interpret technical reference materials and test data;

TFV.05 - identify suitable ways of communicating their design ideas;

SPV.01 - produce effective design briefs and technical reports, and create freehand illustrations and traditional or computer-aided drawings that conform to industry standards;

SPV.02 - fabricate effective models and displays of student-developed products;

SPV.05 - evaluate project solutions;

ICV.03 - assess project solutions in terms of safety, efficiency, ergonomics, and the environment.

Specific Expectations

TF1.01 - explain the engineering principles that apply and the formulas used in technological design;

TF2.03 - work cooperatively in a group, communicating ideas effectively, being supportive of other group members’ ideas, and accepting constructive criticism;

TF3.01 - keep accurate records of engineering tests and results;

TF3.03 - write technical reports detailing product specifications, test results, and effectiveness in meeting established design criteria;

SP2.01 - construct functional models and prototypes of their finished products;

SP3.01 - prepare effective technical reports documenting the design process and proposed solutions;

SP3.02 - evaluate the appropriateness of project solutions in terms of the design criteria;

IC2.01 - handle tools and materials safely.

Prior Knowledge & Skills

Students are familiar with the process of research using the World Wide Web. A working knowledge of the concept of a flowchart is necessary. The concepts of simple electronics and circuitry are needed to begin the process of powering the robotics device. Students may have been introduced to various forms of circuitry and robotics control in the Grade 10 course.

Planning Notes

· Teachers identify a source for information and work examples about microprocessor controls. The technology exhibited here is the ‘Basic Stamp,’ which has activities and tutorials that are accessible through the ‘Parallax’ website listed in Resources.

· If possible, teachers set up an e-mail account in school to pose questions of the expert technicians in various companies. The e-mail account would have to adhere to local guidelines and be strictly monitored.

· Teachers prepare a supply of electronic equipment (e.g., solder irons, LEDs, wires, connectors, sensors, etc.).

· Teachers book computer labs; ideally there should be access to the computer for the design group and the computer control group.

· Cross-curricular links can be made to Religious Education and Computer Engineering.

· Teachers should be prepared to allow for ethical discussions about effective use of robotics technology in society. Teachers encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

· Teachers institute a strict materials management policy as the components are small and can be expensive to replace.

· Teachers plan to incorporate a peer-coaching system; students can assist with the teaching of the various components, as well as being involved with the research and development of the program.

Teaching/Learning Strategies

1. The teacher implements the materials control system and introduces the technology.

2. Student groups complete the first process of lighting an LED (Appendix 3.2.2) before continuing on in the activity. An emphasis is placed on all students becoming familiar with the microcontroller technology.

3. The teacher may alter the scope of the project to a device that is powered by simple electronics and uses some form of student-built remote control.

4. The teacher ensures that students are involved in all aspects of the design and construction process through a system of mentoring and conferencing with the groups.

5. As students progress through the work, the teacher distributes Appendix 3.2.3 – Sample Microcontroller Program, Switching Program, as a reference for building the robotic component for the mimicking device.

6. Students continue to describe their activities in their daily log entries. Students must be aware of the activities of the entire group, as separate components are combined throughout the unit.

7. Using Microcontroller Activities, students experiment with microcontroller technology. In the first portion of the activity, students in the computer control group learn the elements involved in turning an LED on and off. Extensions are made to have the light blink at certain intervals. A sample program is provided in Appendix 3.2.2 – Sample Microcontroller Program, Blinking Light Program.

8. As students are in constant contact, the computer control students must act in a peer-coaching role to teach the technology involved in the various tasks. All students should be given the opportunity to learn and use the computer control technology throughout the activities. As such, a portion of the group evaluation is dependent on the success of the group. See Appendix 3.3.2 – Personal Student Tracking Checklist.

9. After students have become familiar with the technology, the group comes together to determine the actual components of the robotics device. Emphasis is placed on where the various parts are placed and how the actual device is driven. The concept of feedback is discussed, how it is manifested in nature and how it will be replicated through process control in the mechanism. The issue of how the device will move and mimic nature should remain high on the list of concerns throughout the activity.

10. A sample program is provided in Appendix 3.2.3 – Sample Microcontroller Program, Switching Program, which involves the robotic device moving and searching for a light source.

Assessment & Evaluation of Student Achievement

· Formative assessment based on the journal entries, conferencing sessions, and anecdotal comments. Ongoing self-assessment through reflective practice in the journal-writing process. (See
Appendix 3.1.1, Mechanisms in Nature Worksheet, Self Assessment)

· Personal communication through self-assessment sheets (see Appendix 3.3.2 – Personal Student Tracking Checklist).

· Performance assessment to describe the components of a microcontroller. Students should be able to demonstrate knowledge of components as well as an ability to articulate pertinent definitions, components, commands programming, and actions of the microprocessor.

· Summative evaluation regarding the finished product includes testing the product with respect to design specifications (i.e., does the device work based on the student design?) (See Appendix 3.2.4.)

· Formal evaluation of the design report, scale drawings, and documentation of research.

· Summative evaluation of microcontroller knowledge and skills gained through the work in
Activities 2 and 3 (see Appendix 3.3.1).

Accommodations

· To assist students with physical challenges, alterations may include: tilt-top or raised desks and work areas to accommodate wheelchair access; make it easier to use hand tools. Peer tutors assist students with special needs when handling equipment.

Resources

Parallax website which is full of downloadable activities and information for the teacher and student using ‘Basic Stamp’ – http://www.stampsinclass.com

“Nuts and Volts” magazine website. An entire section devoted to projects that use the ‘Basic Stamp’
– http://www.nutsvolts.com/stmpindx.htm

Axelson, J. The Microcontroller Idea Book. Madison, WI: Lakeview Research, 1994.
ISBN 0-96508-190-7

Edwards, S. Programming and Customizing the Basic Stamp Computer. New York: McGraw-Hill.
ISBN0079136842

Masterson, J., R. Towers, and S. Fardo. Robotics Technology. South Holland, IL: Goodheart-Willcox Co., 1996. ISBN 1-56637-046-9

McComb, G. Gordon McComb’s Gadgeteer’s Goldmine! New York: TAB Books, 1990.
ISBN 0-8306-3360-X

McComb, G. The Robot Builder’s Bonanza. New York: TAB Books, 1987. ISBN 0-8306-2800-2

Nuffield Design and Technology. Electronic Products. Essex: Addison-Wesley Longman Ltd., 1997.
ISBN 0582-31775-4

Olsen, G. The Beginner’s Handbook of Electronics. Englewood Cliffs, NJ: Prentice-Hall Inc., 1980.
ISBN 0-13-074203-1

Salant, M. Introduction to Robotics. New York: McGraw-Hill, 1988. ISBN 0-07-054468-9

Scherz, P. Practical Electronics for Inventors. New York: McGraw-Hill, 2000. ISBN 0-07-058078-2

Appendix 3.2.1

Microcontroller Activities

Access the Parallax website at http://www.stampsinclass.com and download the package called: What’s a Microcontroller? This package contains most of what is needed to begin to work with the ‘Basic Stamp’ and the ‘Board of Education’ (BoE) which contains the Stamp already.

The Basic Stamp is one of many examples of microcontrollers available on the market. This activity is transferable to any other form of microcontroller that may be in use in the class.

1. Begin by reading through the first experiment.

2. Define the following terms: CPU; microcontroller; L.E.D.; PCB; breadboard; Basic Stamp; Pbasic; program; bug; download; remark; sensor; input; output; binary; analog; interface circuitry; variable; I/O; millisecond; servo.

3. Ensure you have the materials needed to begin the first experiment: Board of Education; parallel port cable; (2) LEDs; (2) 470-ohm resistors (yellow, violet, brown); 9-volt battery or transformer connected to the BoE; jumper wires.

4. Work your way independently through the tutorial or attempt the sample set-up and program provided in Appendix 3.2.2 – Sample Microcontroller Program, Blinking Light Program).

5. As you work with the tutorials, there are activities and extensions at the end of each section. Complete each section and consider completing the extensions.

6. Troubleshoot. Record all your findings in your journal.

Robotic Control

The task is now to convert the knowledge of the microcontroller technology to the situation created in Activity 3.1. Your group must work together to create a program that moves your robotics device in the manner determined by the class.

1. Attempt the sample set-up and program for turning the light on and off with a button provided in Appendix 3.2.3 – Sample Microcontroller Program, Switching Program.

2. Independently design the circuitry for your animal-mimicking device; have it checked by the teacher or peer teacher in the class.

3. Ensure that you have the materials to begin this experiment:

Board of Education; parallel port cable; LED’s resistors; 9-volt battery or transformer; jumper wires; drive system (motors or servos).

4. Before you attempt to test your solution, have it examined by the teacher or peer teacher in the laboratory. Test your solution to the situation.

5. Troubleshoot. Record all your findings in your journal.

Appendix 3.2.2

Sample Microcontroller Program
Blinking Light Program

Parts Required

· 1 BASIC Stamp module

· 1 Board of Education (BoE)

· The Board of Education is the project board for BASIC Stamp microcontroller projects

· 1 Programming Cable

· 1 wall transformer or 9-volt battery

· 1 LED

· 100 ohm resistor

· jumper wire

Program Statements

output 0 'Set pin0 as an output

start: 'Start the loop

high 0 'Turn LED on

pause 1000'Wait 1 second

low 0 'Turn LED off

pause 1000'Wait 1 second

goto start 'Go back to start:

This program was created and field-tested by Michael McCarthy and Kathleen O’Reilly.

Board of Education Sample Set-up

Appendix 3.2.3

Sample Microcontroller Program
-Switching Program

(This program sets up an LED to be turned on and off by a button switch.)

Parts Required

· 1 Basic Stamp Module

· 1 Board of Education

· The Board of Education is the project board for BASIC Stamp microcontroller projects

· 1 Programming Cable

· 1 wall transformer or 9-volt battery

· 1 LED (light emitting diode)

· 1 button/switch

· 100 k ohm resistor

· 100 ohm resistor

· jumper wires

Program Statements

output 0 ‘Set Pin0 as an output

input 1 ‘Set Pin1 as an input

start: ‘Start the loop

if in1=1 then on ‘Wait for button DOWN

if in1=0 then off ‘Wait for button UP

goto start ‘Go back to start:

on: ‘Start light ON loop

High 0 ‘Turn LED on

goto start ‘Go back to start:

off: ‘Start light OFF loop

low 0 ‘Turn LED off

goto start ‘Go back to start:

This program was created and field-tested by Michael McCarthy and Kathleen O’Reilly.

Board of Education Sample Set-up

Appendix 3.2.4

Assessment Rubric: Microcontroller Technology

Categories	Level 1 (50-59%)	Level 2. (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding Knowledge of the terminology of microcontroller technology	- demonstrates limited understanding of the terminology of microcontrollers	- demonstrates some understanding of the terminology of microcontrollers	- demonstrates considerable understanding of the terminology of microcontrollers	- demonstrates thorough understanding of the terminology of microcontrollers
Thinking/Inquiry Applies the skills used in an inquiry/design process	- applies the skills involved in an inquiry/design process with limited effectiveness	- applies the skills involved in an inquiry/design process with some effectiveness	- applies the skills involved in an inquiry/design process with considerable effectiveness	- applies the skills involved in an inquiry/design process with thorough effectiveness
Application Uses procedures, equipment, and technology safely and correctly	- uses procedures, equipment, and technology safely and correctly only with supervision	- uses procedures, equipment, and technology safely and correctly with some supervision	- uses procedures, equipment, and technology safely and correctly	- demonstrates and promotes the safe and correct use of procedures, equipment, and technology
Communication Communicates ideas and solutions using language symbols and visuals	- uses language, symbols, and visuals with limited accuracy and effectiveness	- uses language, symbols, and visuals with some accuracy and effectiveness	- uses language, symbols, and visuals with considerable accuracy and effectiveness	- uses language, symbols, and visuals with a high degree of accuracy and effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Activity 3.3: Engineering Dynamics: Robotics Demonstration

Time: 5 hours

Description

Students develop a fair test that forms the basis for a demonstration or, in some cases, a competition of the robotic devices created in Activities 3.1 and 3.2. Within the agreed-upon parameters, students carry out the demonstration and record the results. Throughout the competition, students are encouraged to refine their strategy of competition and/or to make necessary alterations to their device and the microprocessor control, adding an integral element of problem solving to the activity. The expectation cluster of testing, solving, and evaluating situations is in evidence through the emphasis on teams working to improve their robotic device throughout the competition. Emphasis is placed on the process of problem solving; the collaborative team environment is developed among the various groups. Throughout the competition, students are expected to exercise their Christian leadership skills to advance the attainment of individual, but more importantly, common or group goals. The class is expected to maintain an element of respect of the rights and contributions of all participants. Students also consider the ethical issues surrounding the use of robotics in society.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a - work effectively as an interdependent team member;

CGE5e - respect the rights, responsibilities, and contributions of self and others;

CGE5f - exercise Christian leadership in the achievement of individual and group goals;

Overall Expectations

TFV.02 - demonstrate the ability to interpret technical reference materials and test data;

TFV.04 - solve engineering problems in a team environment;

SPV.05 - evaluate project solutions.

Specific Expectations

TF1.03 - demonstrate an ability to consult pertinent technical reference materials;

TF2.04 - use technical illustrations, traditional or computer-aided drawing methods, and models to present ideas and solutions effectively;

SP2.01 - construct functional models and prototypes of their finished products;

SP2.03 - conduct appropriate structural tests on components and assemblies;

SP3.02 - evaluate the appropriateness of project solutions in terms of the design criteria.

Prior Knowledge and Skills

Students are familiar with a fair test and how the process is used. Students should follow the rules and guidelines of the competition/demonstration. Students understand the importance of gospel values in a collaborative or competitive atmosphere. Students are well versed in the skills of problem solving.

Planning Notes

· Teachers organize a venue for the competition (e.g., the classroom, a cafeteria, or a school common room) and invite guests to observe the action. Teachers ensure that the area has adequate power supply and networking capabilities for the computer hardware.

· Teachers arrange for a work area to be used by the teams in between their competition heats to troubleshoot and repair any problems.

· Teachers may wish to arrange for an impartial judge to be present to determine the winner.

· Teachers determine the order of demonstrations beforehand.

· In the competitive atmosphere, teachers ensure that students adhere to gospel values and maintain respect for each person involved.

· Teachers prepare for curriculum links with Religious Education for the ethical-issues portion of the activity. To prepare for question 3c teachers may search for writers who express viewpoints based on the moral and ethical use of technology.

· Teachers prepare copies of Appendix 3.3.1 – Microcontroller Final Assignment.

Teaching/Learning Strategies

1. Throughout the activity, the teacher closely monitors and observes all group activity, through conferencing on a regular basis and reviewing log and journal entries.

2. The teacher encourages attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

3. The teacher begins a discussion of the ethical considerations of the use of robotics. Discussion could include collaboration with the Religious Education Department.

4. The teacher facilitates a system whereby each group has the opportunity to demonstrate or compete based on the nature of the event.

5. The teacher distributes Appendix 3.3.1 – Microcontroller Final Assignment and discusses the components of the assignment and the rules and guidelines of the competition.

6. Students present their robotic device in the form of a demonstration event. They prepare to run their device in the time frames agreed upon by the class.

7. Students engage in the process of problem solving throughout the activity, as they are offered opportunities to alter the design of their project.

8. Students each complete Appendix 3.3.1 – Microcontroller Final Assignment in which they demonstrate their knowledge and comprehension of microcontroller technology.

Extensions to the project include a demonstration that the device can perform other tasks in addition to the task described in Appendix 3.3.1 – Microcontroller Final Assignment. One determining factor for success: an animal that can complete two or more tasks (e.g., find a food source and flee danger, or find a food source and avoid a heat source). Another extension may be groups that teach their robotic devices to complete a task in collaboration with another device as when two animals work together in packs or in ‘V’ formation. Depending on the nature of the activities, they could either be competitive, i.e. first to reach a food source, or cooperative, i.e., animals in packs or in V formation.

Assessment & Evaluation of Student Achievement

· Final summative peer and self-assessment using journals. (See Appendix 3.3.2 – Personal Student Tracking Checklist.)

· Summative evaluation of microcontroller knowledge and skills gained through the work in
Activities 3.2, and 3.3, using the culminating assignment. (See Appendix 3.3.1 – Microcontroller Final Assignment)

· Summative evaluation based on the performance of design in competition or the ability to articulate reasons for problems with performance based on design and construction of the prototype.

Accommodations

Enriched Program:

· Developing programs that allow two or more robots to work in concert with each other.

· Taking responsibility for planning the demonstration events.

Resources

The Catholic Educator’s Resource Center – http://www.catholiceducation.org/index.html

The Official Site of The Vatican – http://www.vatican.va/

For information on various types of robotics competitions:

Skills Canada Website – www.skillscanada.com and – http://www.libermann.tcdsb.on.ca

The Learning Channel’s Robotica – www.tlc.discovery.com/fansites/robotica/robotica.html

Appendix 3.3.1

Microcontroller Final Assignment

1. Glossary: Develop a glossary of terms and their definitions (25 marks). Marks will be given for each term and the definition. Include diagrams as you see fit.

2. Using a picture of a Basic Stamp that has been drawn by hand, using a CAD program, or scanned, label the components in detail (25 marks). Marks will be given for correct labels and their locations. Marks will be deleted for vital components that have been overlooked.

3. Using a copy of the drawing from step 2, draw the components of a circuit you have experimented with. Label the drawing in detail (25 marks). Marks will be allotted for each component included as well, as for their correct placement.

4. Print the program that powers the circuit from step 3 and explain each step in detail (25 marks). Marks are allotted for steps and explanations. It is assumed that the program works as it has been displayed.

Total: 100 marks

Appendix 3.3.2

Personal Student Tracking Checklist

Criteria	Yes	No
Journals
Complete
Detailed entries
References cited: books, journals, websites…
Sketches
CAD drawings complete
To scale
Includes dimensions/detail
Design meets specifications
Mechanics of Structure
Structural strength of device
Mechanisms work
Completes required tasks
Device is suitable for all tasks
Safe Working Practices
Demonstrate competent use of machines and tools
Shows concern for safety of others and self
Can describe safety regulations of all tools used
Collaborative Work
On task with group
Aware of division of duties
Contributes to group’s activities and direction
Conferences with group and teacher
Has knowledge of group tasks

Appendix 3.3.3

Robotics Ethical Issues Worksheet

1. With a partner or in a small group, list different examples of robotics technology in use today. (In your session you can include the use of sensor type technology.)

2. When you feel that you have a comprehensive list, brainstorm around this question: How have these various forms of technology affected society in general and individuals in particular?
(The effects can be positive or negative in your opinion.)

3. As members of the Catholic faith, we struggle with moral and ethical issues frequently. For example, robots can be used to build cars more efficiently than human labour. This is a positive effect of using robotics. This does, however, become a moral issue when one considers that, through the use of robots, some people may lose their jobs. In your group, decide on an issue concerning robotics that challenges us to make moral and ethical decisions as a society.

a. Describe in detail the moral or ethical concerns surrounding the issue.

b. Formulate an opinion: As moral and ethical members of society, what is our obligation concerning this situation?

c. Many writers speak about new technologies in their writings. Read a paper on this subject and comment using your own arguments. (Use your Religion teacher as a resource.)

4. Formulate a list of moral/ethical guidelines that should be followed when considering the use of robotics technology in our society today.

Your opinions directly influence the direction of our society. Be clear; ensure that your voice is heard.

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