Scribd
Upload
4 views

Grade7 IntroductiontoRoboticsEngineering

intro

Uploaded by

yyx4pmvwht
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
4 views

Grade7 IntroductiontoRoboticsEngineering

intro

Uploaded by

yyx4pmvwht
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Grade 7 - Introduction to Robotics Engineering

Unit Focus
Within the Introduction to Robotics Engineering course, students will develop a working knowledge of control systems and an understanding of the basic hardware and software
required to navigate and manipulate a simple robot. Both block-based programming and constructing autonomous robotic systems will be employed. Students will be exposed to
concepts related to structures and mechanisms, control systems, and basic logical sequencing and coding frameworks. The PBA will have students create an autonomous program for
the Clawbot to perform a specific challenge.

Stage 1: Desired Results - Key Understandings


Standard(s) Transfer
Connecticut Goals and Standards T1 Work together on a common goal to meet deadlines through addressing challenges and
Computer Information Systems: 8 problems along the way both individually and collectively.
 Apply design principles to programming tasks. CIS.6.1.I.2 T2 Develop a product/solution that adheres to key parameters (e.g., cost, timeline,
 Test, debug, and document code. CIS.6.1.I.3 restrictions, available resources and audience).

Pre-Engineering Technology: 9
 Describe and utilize the steps in the design process. ENG.02.01 Meaning
 Read and understand design documentation and technical manuals. ENG.05.01
 Actively contribute to a team project. ENG.05.04 Understanding(s) Essential Question(s)
 Identify characteristics of an effective design team (e.g. leadership.
responsibility. respect. rapport and time management). ENG.05.05 U1 Robotics Engineering involves both Q1 How do the physical components of a
design and programming components. robot interact, relate, and connect?
CSTA: Computer Science Standards (2017- ) U2 Various components, including sensors, Q2 How can a robot be designed to
CSTA: 6-8 of a robot can be altered to produce different perform specific tasks using a variety of
 Design and iteratively develop programs that combine control structures, results in movement and reaction. sensors that acquire information about the
including nested loops and compound conditionals. 2-AP-12 U3 Failures and setbacks are an essential part world external to the robot?
 Decompose problems and subproblems into parts to facilitate the design, of the robotics engineering process. Q3 What role do robots play in our current
implementation, and review of programs. 2-AP-13 U4 Engineers often work cooperatively in society and how may this change the
 Seek and incorporate feedback from team members and users to refine a teams to accomplish a goal. future?
solution that meets user needs. 2-AP-15 U5 An engineering notebook is a book in Q4 Why is it important to document all
 Systematically test and refine programs using a range of test cases. 2-AP-17 which an engineer will formally document, aspects of the design when developing a
in chronological order, all of his or her work solution to a problem?
that is associated with a specific design
ITEEA - Standards for Technological Literacy project.
Technological Literacy: K-12

Madison Public Schools | July 2019 1


Stage 1: Desired Results - Key Understandings
 Students will develop an understanding of the relationships among Acquisition of Knowledge and Skill
technologies and the connections between technology and other fields of study.
3 Knowledge Skill(s)
 Students will develop an understanding of the attributes of design. 8
 Students will develop an understanding of engineering design. 9 K1 Robotics kits typically have a system to S1 Build a robot using plans and a system
 Students will develop an understanding of the role of troubleshooting, research identify all their parts and uses. of unified parts and components.
and development, invention and innovation, and experimentation in problem K2 Tele-operated, autonomous, and hybrid S2 Demonstrate how to sync the remote to
solving. 10 as methods to control robots. achieve a wireless connection between the
 Students will develop the abilities to apply the design process. 11 K3 Robots can have several different sensors robot's brain and the remote.
that provide various functions to a robot's S3 Evaluate the effectiveness of the
NGSS/NSTA Science & Engineering Practices movements and purpose. connections (motors and sensors) by
NGSS Science & Engineering Practices: 6-8 K4 An Engineering Notebook is used to running through the Device Info on the
 Ask questions to clarify and/or refine a model, an explanation, or an document the process in solving a brain.
engineering problem. SE.6-8.1.4 problem. The following questions are used S4 Create an autonomous program where
 Define a design problem that can be solved through the development of an to reflect and guide future work: several systems of the robot need to be
object, tool, process or system and includes multiple criteria and constraints,  What did I do? programmed all together to serve a
including scientific knowledge that may limit possible solutions. SE.6-8.1.8  How did I do it? function.
 Develop and/or use a model to generate data to test ideas about phenomena in  What were the problems I S5 Demonstrate troubleshooting in
natural or designed systems, including those representing inputs and outputs, encountered? achieving a specific result by utilizing an
and those at unobservable scales. SE.6-8.2.7  What are some solutions to this engineering notebook. (Iterative Process)
 Undertake a design project, engaging in the design cycle, to construct and/or problem?
implement a solution that meets specific design criteria and constraints. SE.6-  What are my next steps?
8.6.7
 Optimize performance of a design by prioritizing criteria, making tradeoffs,
testing, revising, and retesting. SE.6-8.6.8

Student Growth and Development 21st Century Capacities Matrix


Creative Thinking
 Imagining: Students will be able to conceive of a novel approach to create a
text, performance, solution, application, or inquiry. MM.2.2
Collaboration/Communication
 Collective Intelligence: Students will be able to work respectfully and
responsibly with others, exchanging and evaluating ideas to achieve a common
objective. MM.3.1
Self-Direction
 Perseverance: Students will be able to identify problem(s) and use appropriate
strategies to continue toward a desired goal. MM.4.2

Madison Public Schools | July 2019 2

You might also like