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Mission Accomplished - Days 4-5

Discovery Experience 5 – Mission AccomplishedThe students will become acquainted with a variety of robots and the jobs they do by participating in notional activities and sharing information gathered from a variety of resources.

ResourcesDay 4-5 (Dirty and dangerous jobs)

Materials Needed:

  1. Internet
  2. Robot Jobs PPT (TR)
  3. Lego Robot
  4. Touch sensors
  5. Mindstorm program
  6. 4 four feet 2x4s or some other materials to build a 4ft x 4ft square


Procedure:

  1. Lecture: Robots often have to do dirty and dangerous jobs
    • PPT (TR) that has You Tube videos links to dirty and dangerous jobs
      • Dirty Jobs: Mowing lawn, vacuums, working in sewers, surgery
      • Dangerous Jobs: Military, bomb squads
  2. Programming a simple robot cleaner and a bomb sweeper
    • Students have to program a robot so it will go down to a wall, use either the touch or sonic sensor, and come back
    • In learning log, explain what you did to make the robot accomplish this task
    • Put a 4ft x 4ft field constructed of wood or some other barrier for the robot to bump into
    • Students are to program a robot to move around the area as if they were a vacuuming robot or sweeping for mines
    • Program and run program
  3. In learning log journal: Why do we use robots for dirty and dangerous jobs?
  4. Quiz (TR): Using their learning log, take a quiz that covers what has been taught so far: what is a robot, what are the basic parts, what robots are used for, what iis meant by dull, dirty, and dangerous jobs


Assessment:

    nb11
  1. Quiz – Individual and Independent assessment
  2. learning log
  3. Informal observation during class discussion
  4. Informal, observation of group tasks


* Extension ideas:

A. For Dirty Jobs Section:

  1. Research websites selling robot lawnmowers and vacuums
  2. As students visit these websites and watch the videos (if possible) , they answer the following questions in their learning log:
    • How are these robots helpful?
    • People sell these to make money. Do you think they sell a lot of these robots?
    • How many people do you know who have these kinds of robots?
    • Can you think of some other tasks that robots could do in your house?
  3. nb12
  4. In groups of 4 students discuss these questions
  5. After discussing these questions, students then draw a robot that is designed for a certain task and explain (1) what task the robot will complete, and (2) how the robot will complete that task

B. For Dirty Jobs Section:

  1. Have students interview five adults and see (1) if they have a robot vacuum cleaner and (2) if they would want to get one. Why or why not?
  2. Bring results back, tally them on a white board
  3. Lead a discussion about how many people actually use robots in Hawaii
  4. Discussion question: Will there be an increase in the use of robots for doing dirty jobs in the home get more? Should robots be doing dirty jobs in Hawaii in the future?

C. For Dangerous Jobs Section

    nb9
  1. Have students construct a simple circuit that needs to have a weight put on it to complete the circuit. A possible scenerio would be that the power has gone out after a hurricane and someone needs to connect the circuit so emergency power can be tapped
    • This would be for some science standards:
  2. The circuit is placed in an obstacle course to mimic a dangerous situation (for instance the aftermath of a hurricane)
  3. Students need to program their robot so that it will go through the obstacle course to either (1) deposit a weight to connect circuit or (2) put itself on the circuit
  4. To make it more interesting and/or challenging, each group could make their own circuit and place it in different spots, so that every robot has a circuit to hit

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Contact Info

  • Kathleen Letsky, Curriculum Specialist
  • Nathan Patia, STEM Specialist
  • Salvador Cabusi, Technology Specialist
  • Robot Invasion
  • Krause Family Foundation
  • Honolulu, Hawaii
  • Tel: 808.778.1265

The Krause Family Foundation: ‘Alana Ke Aloha

  • ‘Alana Ke Aloha places relationship at the heart of all learning.  We create and support projects that engage participants’ imagination, collaboration, and problem solving toward a healthy planet.
  • The Krause Family Foundation: ‘Alana Ke Aloha is a private, 501(c) (3) nonprofit organization (EIN: 27-1531421) registered (01/21/2010) in the State of Hawai‘i.