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CT PROJECT TEMPLATE

Project Title: Robot Arm Course(s): Blueprint Reading

Unit of Instruction: Hydraulic and Pneumatic Print Reading

Teacher(s): Cope

Date:

Instructional Time: ___1__class period of __51_ minutes

Grade Level: 9-12

Project’s Driving/Essential Question: What design of Robot arm best serves a manufacturing plant as a box loader? Project Scenario: You are a team of Engineers. You are faced with having to present different designs and prototypes of robotic arms used for loading boxes onto pallets. 21st Century Prompt Your team will be required to communicate progress throughout the project. Each member must be able to document evidence of their contributions to the team and communicate on the project as a whole throughout the project. Technical Prompt: Your team must design, build, and test a Robotic arm prototype and prepare a Technical Report that includes the following: 1. A schedule for the Prototype manufacturing process 2. Engineering Drawings with Parts Lists 3. Assembly Procedures 4. Testing Data

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Literacy Prompt Your team must research Robotic designs, assembly, and testing standards necessary to support their work. You must document all resources used to support your work. Math Prompt Your team’s blueprint must contain two and three-dimensional views of your robotic arm.

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Essential Standards:

Career Technical Education:

BRX 120-Tasks 3,4,7,8,9,10,11,18,19,25 3.Identify multiple views 4.Arrange multiple views 7.Arrange and identify auxiliary views 8.Demonstrate the use of size and location dimensions 9.Demonstrate proper dimensions of cylinders and arcs 10.Size dimensions of holes and angles 11.Locate dimensions for centering of holes, points, and centers 18.Sketch parts with irregular shapes 19.Sketch oblique views of various parts 25.Interpret connections and flow of various electrical, hydraulic, and pneumatic schematics and diagrams

Literacy:

WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.6: Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

Math:

HSG-GMD.B.4: Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Science:

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21st century skills:

Communication Collaboration

Other:

Problem-Solving/Design Process

Circle One or Write Your Own:

SREB Engineering Troubleshooting Web Nursing Life Cycle Business Scientific

Project Launch

Youtube video showing manufacturing robots. https://www.youtube.com/watch?v=4TOotC_Q3sU

Map of Instruction for Project Unit

Problem-Solving/Design Process Step 1 - Define :

Standards

What Instruction?

What instruction will you provide during this phase?

Student Work

What will you ask students to do to demonstrate their learning?

Assessment

How will you assess that they have learned this skill? Formative/Summative

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Technical:

25.Interpret connections and flow of various electrical, hydraulic, and pneumatic schematics and diagrams

Discussion on hydraulics. Complete Intro to Fluid Power Systems on ToolingU.

ToolingU test.

21st Century:

Literacy:

Teacher led discussion on the project details

Take notes and read handouts over the project.

Math:

Science:

Other:

Map of Instruction for Project Unit

Problem-Solving/Design Process Step 2 - Research :

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Standards

What Instruction?

What instruction will you provide during this phase?

Student Work

What will you ask students to do to demonstrate their learning?

Assessment

How will you assess that they have learned this skill? Formative/Summative

Technical:

21st Century:

Collaboration, Communication

Assign Groups Student will communicate and collaborate on fulfilling the research rubric.

Collaboration Rubric.

Literacy:

Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a

Discuss Expectations of the student’s research.

Research Robotic Arm designs.

Develop a plan of how they will design their robot arms.

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standard format for citation.

Math:

Science:

Other:

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 3 - Design :

Standards

What Instruction?

What instruction will you provide during this phase?

Student Work

What will you ask students to do to demonstrate their learning?

Assessment

How will you assess that they have learned this skill? Formative/Summative

Technical:

3.Identify multiple views

4.Arrange multiple views

7.Arrange and identify auxiliary views

8.Demonstrate the use of size and location dimensions

9.Demonstrate proper dimensions of cylinders and arcs

10.Size dimensions of holes and angles

11.Locate dimensions for centering of holes, points, and centers

18.Sketch parts with irregular shapes

19.Sketch oblique views of various parts

25.Interpret connections and flow of various

Handout rubric on the blueprint.

Students will create a blueprint of their robotic arm.

Grade the blueprints using the rubric.

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electrical, hydraulic, and pneumatic schematics and diagrams

21st Century:

Collaboration, Communication

Students will collaborate with each other to design their robotic arms.

Collaboration Rubric.

Literacy:

Math:

Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects

Students will create their blueprints showing multiple views of two and three-dimensional objects.

Blueprint Rubric

Science:

Other:

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 4 - Create :

Standards

What Instruction?

What instruction will you provide during this phase?

Student Work

What will you ask students to do to demonstrate their learning?

Assessment

How will you assess that they have learned this skill? Formative/Summative

Technical:

8.Demonstrate the use of size and location dimensions

9.Demonstrate proper dimensions of cylinders and arcs

10.Size dimensions of holes and angles

11.Locate dimensions for centering of holes, points, and centers

25.Interpret connections and flow of various electrical, hydraulic, and pneumatic schematics and diagrams

Review my expectations for building the robotic arms.

Take notes on the process and timeline for building.

Build Robotic arms.

Observation

Blueprint/Building Rubric

Students will be graded on their Robotic Arm matching their blueprint.

21st Century:

Collaboration, Communication

Students work together building their robotic arm.

Observation

Collaboration Rubric

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Literacy:

Math:

Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects

Use Blueprints and dimensions to build the robotic arm.

Blueprint/Building Rubric

Students will be graded on their Robotic Arm matching their blueprint.

Science:

Other:

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 5 Implementation :

Standards

What Instruction?

What instruction will you provide during this phase?

Student Work

What will you ask students to do to demonstrate their learning?

Assessment

How will you assess that they have learned this skill? Formative/Summative

Technical:

Review the presentation process.

Students will use their Robotic Arms to move objects representing packaging in a manufacturing facility.

I will check off whether their Arms completed the desired task.

21st Century:

Literacy:

Math:

Science:

Other:

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 6 - :

Standards

What Instruction?

What instruction will you provide during this phase?

Student Work

What will you ask students to do to demonstrate their learning?

Assessment

How will you assess that they have learned this skill? Formative/Summative

Technical:

21st Century:

Literacy:

Math:

Science:

Other:

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Summative and Final Assessment(s):

Blueprints Graded, Fluid Power Test.

Rubrics: Collaboration Rubric, Bluprint/Building Rubric

Resources:

Equipment/ Technology

Computer Lab

Materials Syringes and plastic tubing, wood. Any other material can be supplied by students.

Human Resources

Other

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CALENDAR OF MAJOR LEARNING ACTIVITIES

Project:

REFER BACK TO PAGE 1 FOR INSTRUCTIONAL TIME. BRIEFLY DESCRIBE THE LEARNING ACTIVITIES FOR EACH DAY

Week 1

Monday Tuesday Wednesday Thursday Friday

Walk through the project. Go to computer lab for research.

Computer Lab research. Present research material to Teacher for approval. Start drawing blueprints.

Continue drawing blueprints No School

Week 2

Finish Blueprints.

Start construction of Robotic arms after Teacher approval of blueprints

Construction of robotic arms Construction of arms Final construction day/ present robotic arms for testing.

Week 3

Week 4

Week 5

Week 6

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