MMS+Grade+7+Science+Assured+Experience+2009

= Enhancing Education Through Successful Technology Practices = = = jonesmd@mansfieldct.org ** ||
 * Submitted by || Mr. Mark Jones & Mrs. Barbara Hunter ||
 * Grade Level || 7 ||
 * Subject || Science ||
 * Email Address of primary author(s) || ** hunterbj@mansfieldct.org
 * School / District || Mansfield Middle School/Mansfield ||
 * RESC / Contact person and email || EastConn/ Jane Cook, jcook@eastconn.org ||

=** Mansfield **** Middle School Grade 7 Science Assured Experience **=

Title : Robots in Space

Task Discipline : Science and Technology

Abstract: Students participated in a simulation of a real world task that required them to design, build, and program a robotic probe, similar to probes built by NASA, and to collaborate with team mates across classes to complete this task. Teams of four students in each science class were assigned a robotic task and given a robot kit. Each of the six robot kits had a team from each of the science classes assigned to it. Team mates collaborated with each other across classes using a wikispace dedicated to that specific robot. Students were expected to continue the work done by the previous class by checking the engineering journal located on the wikipage.

Introduction : As space exploration becomes increasingly expensive, most space probes are being designed and built by a consortium of countries, companies, and governments. This experience gave student teams the opportunity to develop the skills of communication, collaboration and cooperation that will be required of them as adults in the working world. The designing and building of the robot provided students with a kinesthetic component to their learning that engaged all students.

Lesson Objectives: · collaborate as members of a team to design, build, and program a robotic probe suitable for extra-terrestrial exploration and share information in a class Wiki. · collaborate in online problem-solving and communication using a teacher-guided wiki to facilitate the programming and building of a robotic probe. · use a Wiki to maintain an online engineering journal recording the process of construction of a robotic probe. · Demonstrate an understanding of NASA’s engineering design process · Effectively use the functions and operations of online wikis for group collaboration and problem solving <span style="font-size: 10pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontsize: 12.0pt;">· Analyze and synthesize information in order to program robots to accomplish a given task

Task Description : In late January we integrated technology into our Space Exploration Unit. Our goal was to engage students in a collaborative engineering project that replicated how such work is done in the real world. Their task was to design, build, and program a robotic probe suitable for extra-terrestrial exploration. They worked collaboratively with other classes using a private wiki. The wiki was used as an online journal and collaboration tool that recorded and facilitated the successful completion of the project in mid-February.

Our school was fortunate enough to receive a state technology grant that enabled us to purchase twelve VEX Robotics kits for this project. In addition the grant enabled us to purchase a private label wikispace that allowed us to have more administrative control over the space. If a school were to not have these kinds of resources, the basic premise of the project could still be implemented. NASA has many engineering challenges on its website and the public wikispace could be used with increased oversight to assure anonymity.

Prior to student use of the wikispace some administrative tasks needed to be completed. Each robotic probe needed a separate wiki – page that would be used for collaboration and communication. Each teacher had six robotics kits and so made six separate wiki –pages. Then each student in seventh grade needed a unique account with a user name and password. It is important to protect the identity of the students when creating usernames so this was done by a teacher. Once the accounts were created each student was given their unique information and the logins were tested with a question – response activity.

The robotics kits needed to be unpacked, organized and labeled. This was done during professional development time and after school. Once the physical aspects of the robots were ready, tasks needed to be created that were possible with the materials we had available. Six distinct tasks were created that varied in complexity and support. For instance, one of the tasks was to build a robotic probe that could traverse rough terrain. This task was fairly straight forward and the manual provided building directions for a “Tumble Bot” that was designed for just such a purpose. On the other hand a task such as picking up a rock and bringing it back to the launch vehicle was much more challenging and the manual provided minimal assistance with the design and construction. This task was given to robotic teams that were more advanced. In this way, students of all abilities could successfully participate and contribute to the project. When creating robotic teams the teacher needs to not only think about the group make – up in each class but also about the entire robotic team across all classes. ,

Once the students were placed in teams and received the robotics kits and some instruction about using the wikipages, teams worked fairly independently to complete the robots. At this time the teacher became a facilitator and helped teams with communication and resources. The VEX robotics manuals that came with the kits were very helpful as were the VEX tech support people. In order to encourage students to use the manual as a resource, we created two quizzes based on sections of the manual that covered basic information. ,, , In mid-February all robots needed to be completed and a demonstration day was arranged. For this, we set up an obstacle course in the hallway outside our classrooms that would accommodate most of the tasks. Each team needed to demonstrate that their robot could complete the given task and that each member of the group had a reasonable amount of working knowledge about the robot and the design process. Students were assessed on the completion of the robot and its ability to perform the given task and on their participation during the entire project. Assessment of participation for the project was based on teacher observations and students’ reflections.

Context within which the work was produced: This experience was embedded in our Space Exploration Unit. It provided an enriched learning experience for all our students. Prior learning required: Students did not need any prior learning to be successful in this experience. Some students were members of our school robotics team and their experience was helpful but, not absolutely necessary. Types of groupings used in this task: <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Homogeneous groups were used for most robots <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Grouping was used to modulate the difficulty and support provided by staff or student coaches. <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· It is important to look at groups across all classes in respect to student abilities, special needs and task assigned. Any differentiated strategies used in this task: Robot tasks were created with a range of difficulties and challenges. Groups were created that took into consideration all the instructional needs of the students. For instance a robot team was created that would receive adult support in three of the five classes and included several students with special needs. The task for this robot was straight forward and had directions for many of the components in the VEX manual. At the other end of the spectrum, two robots task were created that required the building of arms and were assigned to teams more able to accept that challenge. Programming was also differentiated. We created a series of tasks and the more that were completed the higher the grade. Students could receive a “B” without mastering many programming tasks but, in order to receive an “A” students needed to complete all the programming tasks. (See sample robot tasks above.) CT Curriculum Frameworks: ** Connecticut Standards and Expected Performances – Core Science for Grades 6-8 ** (This project meets the standards for Scientific Inquiry, Literacy, and Numeracy, C IN.5, C INQ.6, C INQ.9 and C INQ.10) [] CT Student Technology Standards === Pre-K – 12 Computer Technology Competency Standards For Students <span style="font-weight: normal; font-size: 12pt; font-family: 'Comic Sans MS'; mso-bidi-font-weight: bold;"> []    === // (CT 5-8 Computer Technology Performance Standards For Students: Competency Standards 4, 5, & 6 -Competencies 4.1 – 4.5, 5.2, 5.5, 5.6, 5.8, 5.11, 5.12, 5.13 // // (NETS·S Standards: (1) Creativity and Innovation, (2) Communication (3) Research and Information Fluency) Standards: 1.1-1.4, 2.1-2.4, 3.1-3.4 // Assessment:  In mid-February all robots needed to be completed and a demonstration day was arranged. For this, we set up an obstacle course in the hallway outside our classrooms that would accommodate most of the tasks. Each team needed to demonstrate that their robot could complete the given task and that each member of the group had a reasonable amount of working knowledge about the robot and the design process. Students were assessed on the completion of the robot and its ability to perform the given task and on their participation during the entire project. Assessment of participation for the project was based on teacher observations and students’ reflections. [|Student Reflection] In order to encourage students to use the manual as a resource, we created two quizzes based on sections of the manual that covered basic information. [|Robotics Quiz 1], [|Robotics Quiz 2], [|Robotics Study Guide 1], [|Robotics Study Guide 2]
 * ** Technology - ** Town Technology Goals & Objectives Gr. 5 – 8: Use technology tools to work with others to identify, locate, organize, create, and share information when presented with an information problem; Real-world uses of electronic spreadsheets, telecommunications and the Internet. Understand ethical use of other’s work and avoid plagiarism; Use a variety of technology tools data gathering and analysis, and for individual and collaborative writing, publishing, and problem solving;

Student Work (files embedded): Use the link below to view student wiki-pages. []

Reflections: The private wiki-pages allowed collaboration across classes which would have been extremely cumbersome otherwise. The VEX robotics kits allowed students to participate in the engineering design process with a project that was extremely motivating and engaging. This experience allowed the use of many modalities at once and gave each student a chance to contribute to the success of the robot. As the project progressed we modified various aspects of it as we also were actively engaged in learning. The robotics unit had a steep learning curve and so we have more modifications we’d like to make. More guidance on appropriate postings to the Wikispaces would help eliminate the slang/IM lingo that some pages lapsed into. A short instructional period regarding the general working and building of a robot prior to tasks being assigned may help students solve problems more easily. Students were very resistant to reading the manual, so a way to engage them with the text needs to be designed. Perhaps a mini-unit using the manual prior to assigning tasks would give the students a useful working knowledge of robotics before they begin the design process.

Material Resources: For seven science classes we used 12 VEX Robotics kits, six per teacher. We also used two digital cameras compatible with the VEX systems. Two science probes to take temperature were also used. Depending on the type of VEX robotics kit you use, rechargeable batteries with 15 minute charges may be necessary. Some of our robots had rechargeable battery packs and chargers while others used rechargeable AA batteries and we purchased the fast chargers. Extra allen wrenches and storage systems for all the small robotics parts would be helpful. As part of the design process teams may need to find and use materials not part of the robotics kit.

Technology Resources and Web Links: The following web site was a great help in answering most of our questions about the robots and their programming. []

This website describes numerous NASA design Challenges suitable for an assured experience such as ours without the need for robotic kits. []=

The Easy C programming software is not included with the robotic kits, but is necessary. We purchased a set of ten licenses and installed them on classroom computers. It is helpful to have a computer for each robot. We used a private wiki space that allowed us to control the accessibility of the wiki pages. The district has control over the management of the wikis and allows us unlimited creation of wiki pages.

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