Robotic Arm Challenge - lesson plan
Unit Title: Robotic Arm Challenge Subject: Engineering
Grade Level: 8
# of Weeks:2
Stage 1: Identify Desired Results
Established Goal(s)
Generalization from Connecticut frameworks about what students should know and be able to do.
Connecticut Career & Technical Education Performance Standards & Competencies (2011)
B5. Identify principles of a problem.
B 6. Describe the process for researching known, relevant information, constraints and limitations.
B 7. Analyze and research between alternate solutions.
B 8. Develop details of a solution.
B 9. Build a prototype from plans.
B 10. Test a prototype.
B 11. Describe the steps of the design process (e.g., create, evaluate, synthesis, final solution, findings, and present.)
C12. Explain and use pre-engineering laboratory equipment and materials.
C13. Explain quality control.
C14. Measure with precision measurement tools and instruments.
C15. Describe and demonstrate the components of personal and group laboratory safety.
C16. Describe and use safety laboratory equipment.
E20. Contribute to a team project.
E21. Identify characteristics of an effective design team (e.g., leadership, responsibility, respect, rapport and time management).
F25. Describe and demonstrate the process for using CAD in a design solution.
G32. Describe components of hydraulic and pneumatic systems.
G36. Identify the six simple machines and their applications.
G42. Describe work in electrical, mechanical, fluid and thermal systems.
International Technology Education Association: Standards for Technological Literacy
1. Students will develop an understanding of the characteristics and scope of technology.
8. Students will develop an understanding of the attributes of design.
9. Students will develop an understanding of engineering design.
10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
11. Students will develop abilities to apply the design process.
15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.
16. Students will develop an understanding of and be able to select and use energy and power technologies.
19. Students will develop an understanding of and be able to select and use manufacturing technologies.
Enduring Understandings
Insights earned from exploring generalizations via the essential questions (Students will understand THAT…) Essential Questions
Inquiry used to explore generalizations
Fluids under pressure have the ability to transfer energy and create motion.
Liquids are in-compressible.
Gases are compressible.
A fluid is any substance that flows.
What is a fluid power system?
What are hydraulic and pneumatic systems?
How are mathematics used to evaluate fluid power systems?
Has fluid power ever moved you?
Knowledge and Skills
What students are expected to know and be able to do
1. Define fluid and fluid power.
2. Identify the basic components of a fluid power system.
3. Understand the basic concepts of hydraulic and pneumatic systems.
4. Compare the hydraulic and pneumatic systems.
5. List the advantages of using fluid power systems.
6. Use mathematical skills to calculate the area of an actuator, and the force and pressure of fluid power.
7. List a minimum of 5 applications of fluid power we see in our everyday lives.
8. Explain why gases are used for some fluid systems and liquids are used in others.
9. Explain Pascal’s Law: a change in pressure applied to an enclosed fluid is transmitted undiminished to every point of the fluid & the walls of the container.
10. Explain Boyle’s Law: as increasing pressure is applied to a gas, the volume decreases.
11. Define pressure.
12. Differentiate between a simple and compound machine.
13. Convert linear motion to rotary motion.
Stage 2: Determine Acceptable Evidence
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting, Performance, Standards) Other Evidence
Application that is functional in a classroom context
Only to evaluate student achievement of desired results
Goal: To apply the engineering design process to solving a technology related problem.
Role: Mechanical Engineer
Audience: Classroom Teacher
Setting: Technology classroom and lab
Performance: Students will use the engineering design process and fluid power systems to design a manually operated hydraulic robot to perform a specific task.
Standards: Student work will be assessed on the rubric for the Robotic Arm Challenge
Pre test
Post test
Design sketches
2-D Drawings
3-D Drawings
Do nows
Quizzes
Observation of student lab work
Stage 3: Develop Learning Plan
1. Administer pre-test
2. Discuss where fluid power is used.
3. Show video clips of fluid power applications.
4. Begin discussion on how fluid power systems work.
5. Show students examples (e.g. hydraulic lift, pneumatic chair, pneumatic nailer)
6. Explain Boyle’s law.
7. Explain Pascal’s principle.
8. Discuss the difference between hydraulics and pneumatics.
9. Explain parts of a hydraulic system.
10. Discuss how to evaluate a fluid power system using mathematical skills.
11. Demonstrate how to calculate surface area and volume of a cylinder.
12. Discuss and demonstrate how mechanical advantage is gained in a hydraulic system.
13. Introduce or review the engineering design process.
14. Introduce “The Problem” to students.
15. Break students up into design teams.
16. Students should define the problem.
17. Have students gather information about the problem through textbooks, internet and classroom discussions.
18. Have students design several solutions to the problem.
19. Have students complete a rough sketch of their solution.
20. Have students complete 2-D & 3-D drawings of their design solution.
21. Review lab safety procedures with the students.
22. Demonstrate the use of any needed tools or machines necessary for the completion of the project. (i.e. drill press, miter saw, hammer)
23. Have students utilize the lab to construct a model of their design solution.
24. Have students test their design solution.
25. Administer post-test.
Click to Download Robotic Arm Info.
Grade Level: 8
# of Weeks:2
Stage 1: Identify Desired Results
Established Goal(s)
Generalization from Connecticut frameworks about what students should know and be able to do.
Connecticut Career & Technical Education Performance Standards & Competencies (2011)
B5. Identify principles of a problem.
B 6. Describe the process for researching known, relevant information, constraints and limitations.
B 7. Analyze and research between alternate solutions.
B 8. Develop details of a solution.
B 9. Build a prototype from plans.
B 10. Test a prototype.
B 11. Describe the steps of the design process (e.g., create, evaluate, synthesis, final solution, findings, and present.)
C12. Explain and use pre-engineering laboratory equipment and materials.
C13. Explain quality control.
C14. Measure with precision measurement tools and instruments.
C15. Describe and demonstrate the components of personal and group laboratory safety.
C16. Describe and use safety laboratory equipment.
E20. Contribute to a team project.
E21. Identify characteristics of an effective design team (e.g., leadership, responsibility, respect, rapport and time management).
F25. Describe and demonstrate the process for using CAD in a design solution.
G32. Describe components of hydraulic and pneumatic systems.
G36. Identify the six simple machines and their applications.
G42. Describe work in electrical, mechanical, fluid and thermal systems.
International Technology Education Association: Standards for Technological Literacy
1. Students will develop an understanding of the characteristics and scope of technology.
8. Students will develop an understanding of the attributes of design.
9. Students will develop an understanding of engineering design.
10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
11. Students will develop abilities to apply the design process.
15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.
16. Students will develop an understanding of and be able to select and use energy and power technologies.
19. Students will develop an understanding of and be able to select and use manufacturing technologies.
Enduring Understandings
Insights earned from exploring generalizations via the essential questions (Students will understand THAT…) Essential Questions
Inquiry used to explore generalizations
Fluids under pressure have the ability to transfer energy and create motion.
Liquids are in-compressible.
Gases are compressible.
A fluid is any substance that flows.
What is a fluid power system?
What are hydraulic and pneumatic systems?
How are mathematics used to evaluate fluid power systems?
Has fluid power ever moved you?
Knowledge and Skills
What students are expected to know and be able to do
1. Define fluid and fluid power.
2. Identify the basic components of a fluid power system.
3. Understand the basic concepts of hydraulic and pneumatic systems.
4. Compare the hydraulic and pneumatic systems.
5. List the advantages of using fluid power systems.
6. Use mathematical skills to calculate the area of an actuator, and the force and pressure of fluid power.
7. List a minimum of 5 applications of fluid power we see in our everyday lives.
8. Explain why gases are used for some fluid systems and liquids are used in others.
9. Explain Pascal’s Law: a change in pressure applied to an enclosed fluid is transmitted undiminished to every point of the fluid & the walls of the container.
10. Explain Boyle’s Law: as increasing pressure is applied to a gas, the volume decreases.
11. Define pressure.
12. Differentiate between a simple and compound machine.
13. Convert linear motion to rotary motion.
Stage 2: Determine Acceptable Evidence
Performance Task(s)
Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting, Performance, Standards) Other Evidence
Application that is functional in a classroom context
Only to evaluate student achievement of desired results
Goal: To apply the engineering design process to solving a technology related problem.
Role: Mechanical Engineer
Audience: Classroom Teacher
Setting: Technology classroom and lab
Performance: Students will use the engineering design process and fluid power systems to design a manually operated hydraulic robot to perform a specific task.
Standards: Student work will be assessed on the rubric for the Robotic Arm Challenge
Pre test
Post test
Design sketches
2-D Drawings
3-D Drawings
Do nows
Quizzes
Observation of student lab work
Stage 3: Develop Learning Plan
1. Administer pre-test
2. Discuss where fluid power is used.
3. Show video clips of fluid power applications.
4. Begin discussion on how fluid power systems work.
5. Show students examples (e.g. hydraulic lift, pneumatic chair, pneumatic nailer)
6. Explain Boyle’s law.
7. Explain Pascal’s principle.
8. Discuss the difference between hydraulics and pneumatics.
9. Explain parts of a hydraulic system.
10. Discuss how to evaluate a fluid power system using mathematical skills.
11. Demonstrate how to calculate surface area and volume of a cylinder.
12. Discuss and demonstrate how mechanical advantage is gained in a hydraulic system.
13. Introduce or review the engineering design process.
14. Introduce “The Problem” to students.
15. Break students up into design teams.
16. Students should define the problem.
17. Have students gather information about the problem through textbooks, internet and classroom discussions.
18. Have students design several solutions to the problem.
19. Have students complete a rough sketch of their solution.
20. Have students complete 2-D & 3-D drawings of their design solution.
21. Review lab safety procedures with the students.
22. Demonstrate the use of any needed tools or machines necessary for the completion of the project. (i.e. drill press, miter saw, hammer)
23. Have students utilize the lab to construct a model of their design solution.
24. Have students test their design solution.
25. Administer post-test.
Click to Download Robotic Arm Info.
