Exploration Mars by Blue

UST

Blue

Exploration Mars LEGO Group, Distributed by Pitsco, Inc. In 2003, I co-authored Exploration Mars, RoboChallenge. Published by LEGO, the curriculum and robotics materials were distributed by Pitsco, Inc. Exploration Mars materials were based on the RCX Mindstorms hardware and National Instruments LabView software, RoboLab.

RoboChallenge

Exploration Mars

TEACHER GUIDE

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Explorations in Math, Science and Technology

RoboChallenge

Exploration Mars

TABLE OF CONTENTS

SECTION 1: Background and Organizational Information Curriculum Relevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The LEGO Learning Philosophy and the 4 Câ&#x20AC;&#x2122;s . . . . . . . . . . . . . . . Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gear Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 6 8 10

SECTION 2: Curriculum Extensions

Challenge Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Introductory Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

SECTION 3: Engineering

Introduction to Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Engineering 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

SECTION 4: Programming SECTION 5: Challenges

Introduction to Programming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Programming 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

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Challenge 1 Challenge 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Challenge 1 Scoring Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linear Layout Challege 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Challenge 2 Challenge 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Challenge 2 Scoring Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linear Layout Challege 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SECTION 6: Student Journal

Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teamwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introductory Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Challenge 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Challenge 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

35 46 47 48 60 65 66 67 69 76 77 80 87 91 1

RoboChallenge Exploration Mars

SECTION 7: Team Journal

Challenge Daily Record Intro . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Challenge 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Challenge 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

SECTION 8: Assessment

SECTION 9: Teacher Resource Guide

Engineering Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Mars Content Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Programming Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

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Mars Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mars Madness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Robots Rock! 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RoboLab Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . General Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

116 7 7 7 7

RoboChallenge

Exploration Mars

Section 1

Curriculum Relevance

LEGO Mindstorms for Schools is full of connections to curriculum. Inherent in all RoboChallenge missions are connections to curriculum in math, social studies, language,science, and technology. Standards from the National Council of Teacher of Mathematics (NCTM), National Science Education Standards (NSES), and International Technology in Education Association (ITEA), and International Society for Technology in Education (ISTE) served as a framework for the development of these materials (see Educational Standards).

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Exploration Mars has been designed to use the appeal and excitement of The LEGO Educational Division and RoboChallenge model of learning to introduce, reinforce, and enrich key components of math, science, and technology as those components relate to the exploration of Mars. Each challenge in the Teacherâ&#x20AC;&#x2122;s Guide as well as supporting activities are correlated to specific education standards. There are accompanying activities to help students make connections between the exploration of our own planet earth with the past, present, and future exploration of Mars. There are also introductory activities in programming and engineering that are intended to lay the necessary foundation for students before they begin work on the actual challenges. Each challenge will include activities designed to reinforce and/or enrich key content elements in the areas of math, science, and technology.

Exploration Mars involves two challenges, each of which requires students to build and program a rover that will accomplish certain tasks at pre-determined landing sites on Mars. Each challenge will take place on a simulated surface on Mars. There are two sides to the Challenge Mat, one for each of the challenges. (See Materials Page.) Each challenge involves four similar missions in different scenarios. The missions are: â&#x20AC;˘ I SPY!

Designing and programming a rover to collect satellite imagery

that will allow students to identify and analyze characteristics of Mars. â&#x20AC;˘ Rock On! Designing and programming a rover to take core samples and collect other geological data to uncover the geological formation and history of Mars. 3

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Curriculum Relevance Cont.

• Let the Sunshine! Designing and programming a rover to find and activate energy sources on Mars.

• ET-Call Home! Designing and programming a rover to find the predetermined location on Mars for sending collected data back to Earth. (In the second challenge, this mission will include delivering the capacitor to this base so as to have enough energy to transmit data back to earth.)

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“We’re Not in Kansas Anymore!, the first challenge, is based on the following scenario: The rover built and programmed by the students has landed at a predetermined landing site on Mars. The goal of the challenge is to overcome obstacles at the four mission sites in order to collect important data. The last mission requires the robot to “send” the data back to earth. When teams successfully accomplish a mission, they will be given data that will be used in researching the landing site. Points will be awarded based on the amount of data that is accumulated during the mission. (During the first challenge, the only source of data collection is through successful missions of the robot. This challenge will be timed in a formal competition in which all missions must be accomplished within an identified time frame.)

“Where in the World is My Rover?” is the second challenge. In this scenario, Mission Control has miscalculated the rover’s landing site and is lost on Mars. The data collected from each successful mission will provide information needed for students to determine the exact location of the rover. (In the second challenge, students may use other sources of information as well to accumulate data and will be given points accordingly.) In the final mission, the rover will send data back to Earth to let scientists know where the rover is on Mars. (In the second challenge, each mission will be completed within two one-hour class periods. There will be no final competition in which all of the missions must be accomplished within a certain time frame. This scenario will allow students time to gather and analyze research while programming and constructing their robots for specific tasks on Mars.) 4

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Curriculum Relevance Cont.

Upon completion of both challenges, students analyze all accumulated data to determine which of the two landing sites would be better suited for a future mission to Mars. Each team will create a presentation that justifies its choices and will share the presentation with the rest of the class who will assume the role of scientists on earth. Teams will have the opportunity to ask questions of each other.

For final assessment purposes, each individual will make a determination based upon all data available and presented as to which landing site should be revisited. The teacher will score this determination with a rubric provided in the Assessment Section of the Teacherâ&#x20AC;&#x2122;s Guide.

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Process and problem-solving are integral parts of this RoboChallenge curriculum. The Student Journal (on the accompanying CD) is an important part of the problem-solving process as students are encouraged to explore, experiment, observe results, and draw conclusions. We encourage you to use the Student Journal as both an application tool and assessment tool throughout the course of this experience.

The assessment components of Exploration Mars are intended to be both ongoing and culminative. The assessment tools will include evaluation of programming and engineering skills as well as content knowledge and understanding of Mars and the scientific process. While the assessment tools are designed to measure progress and performance, they are also intended to be a vehicle for student expression and sharing of knowledge.

RoboChallenge Exploration Mars

Section 1

LEGO LEARNING PHILOSOPHY: THE 4 C’s The design of this RoboChallenge curriculum is the shared learning philosophy of the LEGO Educational Division and FIRST, and the objective is to inspire learning through design, construction, simulation, exploration, and discovery. This curriculum provides an innovative, accessible, and educationally sound method for exploring content areas of math, science, and technology through the use of robotics in the classroom.

The development of this curriculum follows a philosophy established by the LEGO Education Division that can be represented with a cyclical model based on four educational principles:

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Connect: Learning only becomes real and relevant when new learning experiences can be connected to previous knowledge and experiences of the learner or when the learner is exposed to initial learning experiences that are stimulating and can be used as a “seed” or the start of a new framework of knowledge. Providing a learning environment where students can be creative and make their own emotional and mental connections to the content being introduced will contribute to a deeper understanding and retention of concepts, knowledge, and skills.

Construct: Learning by doing and building involves the organization and construction of ideas and models. Robotics activities offer three types of construction:

1) Open-minded Exploration: Before making assumptions and decisions about how/why things are done, students are given the opportunity to freely explore concepts in order to make connections from previous learning experiences. This free exploration allows students to organize ideas before beginning construction of models. 2) Guided Investigation: By observing the performance of a robot and understanding the tasks that need to be accomplished in order to successfully complete the challenge, students will discover the necessary steps needed to design and build models for specific tasks. 3) Open-ended Problem-solving: As students become confident wit designing and building based upon steps learned and practiced, they will begin to use lessons leaned to design and build models to meet other challenges. Contemplate: Reflection is an integral part of any successful learning process. In this curriculum, you will find structured opportunities for students to reflect both verbally and in writing about their programming and engineering ideas, their plans for modification and adjustment, and on successes and programs encountered. As students become

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Section 1

familiar with the procedure used for contemplating, they will implement the process into each mission and use reflection as a tool for improving performance and results. Continue: _________________ is designed to offer students a wide range of opportunities to extend their learning experience beyond the actual robotics challenges and to transfer skills into other content areas.

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You will see the 4Câ&#x20AC;&#x2122;s identified throughout this curriculum, and it is our hope that this learning philosophy will assist you as you make your plans to implement this curriculum in your classroom.

RoboChallenge Exploration Mars

Section 1

MET-MISSION ELAPSED TIME How to Manage Time in Your Class Planning and preparation for a unit of study requires a certain amount of thought, time, and organization. To assist you with this task, we are providing a sequence of activities, (Mission Elapsed Time), and a suggested time frame in which these activities can successfully occur.

1 Hour 2 Hours

3 Hours

30 minutes

1 Hour 2 Hours

None

2 Hours

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30 minutes

None

2 Hours

None

2 Hours

None

2 Hours

None

2 Hours

30 minutes

3 Hours

30 minutes

1 Hour

2 Hours

Third Rock from the Sun Introduction to Programming Introduction to Engineering The Making of a Team/ History of Mission Patches Introduction to Challenge 1 Mission 1 -Satellite Imagery I Spy Mission 2-Planetary Geology Rock On! Mission 3-Energy The Heat is On! Mission 4-Communication ET-Call Home! Challenge 1 Competition Challenge 1 Assessment/ Team Presentation Introduction to Challenge 2

Time on Task (One Hour = Class Period) 5 Hours 3 Hours

Time

Teacher Prep

Activitiy(s)

RoboChallenge

Exploration Mars

Section 1

2 Hours

None

2 Hours

None

3 Hours

None

3 Hours

None

3 Hours

None

3 Hours

30 minutes

O N

3 Hours

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30 minutes

3 Hours

30 minutes

Programming/ Engineering Part 2 Mission 1 Prep-Satellite Imagery I Spy Mission 2-Planetary Geology Rock On! Mission 3-Energy The Heat is On! Mission 4-Communication ET-Call Home! Challenge 2 Competition Challenge 2 Assessment/ Team Presentation Mission Accomplished Final Assessment/ Presentations

RoboChallenge Exploration Mars

Section 2

Overview of the Activity Traditionally, the tools needed for successful research projects within a classroom learning environment have been presented to students in the following way:

•

Teacher determines the topic to be researched. Teacher tells student about the topic to be researched. Teacher tells student what information to discover about the topic being researched. Teacher tells student where to find the information about the topic being researched. Teacher tells student how to present the information about the topic being researched.

• • •

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This research lesson provides a different approach to teaching tools for meaningful, relevant research. Although the teacher knows the content for which students are responsible, the students themselves will determine the procedure for identifying and discovering relevant information, validating information, as well as how to present the information to others.

This RoboChallenge focuses on the programming and building of a robot that can explore Mars and collect important data for scientists on earth. For this research activity, students will be given the following scenario:

Your team has been asked to design and build a rover that will explore Mars, collect and analyze data that will reveal Important information about the characteristics of Mars, and successfully send that data back to scientists on earth. In order to accomplish this task successfully, what information about Mars will you need to know in order to design your robot?

Because there are so many places in space that man has not or will not be able to go, scientists rely on information relayed by satellites and robotic spacecraft for important data about happenings in space as well as the origins of the universe. In this activity, students will research Mars looking information that might be helpful as they design and construct their robots. The information found from these research lessons can also be used as teams prepare presentations to be given at the conclusion of the second challenge.

RoboChallenge

Exploration Mars

Section 2 Time:

Two one-hour class periods

Group:

Entire class and small research groups

Facility:

Classroom; library; computer access

Teacher Preparation:

1) Check to be sure that identified resources are available and accessible to students during these activities.

Chart paper Markers Sentence Strips-one per student (or paper cut into strips) Student Logbook for each student

• • • •

Materials Needed:

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Procedure:

1) The teacher will read the scenario to students. Using the “Mars Matters to Me” page in the Student Journal, each student will identify five questions he/she has about Mars. 2) Each student will choose one of the questions to share with the class. Each student will write the chosen question on a sentence strip (using a marker). 3) Each student will tape or tack the question to the wall, bulletin board, or pre-determined area. 4) The teacher will then tell the students that the class can only choose ten of the displayed questions to research. The class must determine which ten questions are the most important to answer in order to successfully accomplish the task outlined in the scenario. (If a question appears more than once in the displayed area, then it should be pointed out that its answer is most probably important and relevant.) 5) The teacher (or identified student) will record the chosen questions on chart paper. 6) The teacher will then lead a discussion about sources of information for finding answers to the identified questions. Also, the teacher will talk with students about how and why to validate information-check more than one source, check the date of publication of source, credibility of website, etc.

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7) Students will record the ten identified questions on the “Mars Matters to Us” page in the Student Journal. 8) Students will work in groups of four or five to find the answers to the questions. Students will use the following guidelines to discover answers to the identified questions: •

•

Record the answer and the source from which you get your information in your Student Journal. Validate your answer with at least two sources. If two sources give conflicting information, cite a third source.

As students begin the research activity, the teacher will record the ten identified questions on a sheet of chart paper for display in the classroom.

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(Contemplate)

9) When research teams find the answer to a question, each team will record answers on the chart paper with the corresponding question using a previously determined color marker. (This is so each research team can easily identify its answers as well as make comparisons to answers found by the other teams.)

10) The teacher will address each question allowing a reporter from each research team to share the team’s answer with the class. Each team must cite its sources. The teacher will call attention to questions with conflicting answers and discuss with the class the possible reasons for the conflicting information. Teams will search for another source to validate any conflicting information.

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Section 3

Overview of the Activity After students are comfortable with the research procedure introduced and practiced in “Mars Madness”, each team will follow the same procedure to discover information about robotic spacecraft that have traveled to Mars. Two one-hour class periods (following Mars Matters)

Group:

Entire class and small research groups

Facility:

Classroom; library; computer access

Time:

Teacher Preparation:

1) Check to be sure that identified resources are available and accessible to students during these activities. 2) Prepare timeline and pictures/descriptions of robotic spacecraft. (See Teacher Resource Section.)

•

Chart paper (One sheet per research team) Markers Student Logbook for each student Timeline that identifies important events in space exploration displayed somewhere in the classroom(See Teacher Resource Section.) Pictures of Robotic Spacecraft and corresponding descriptions (See Teacher Resource Section.)

Procedure:

• • • •

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Materials Needed:

1) The teacher will call attention to the timeline that identifies important events in space exploration. (See Teacher Resource Section.) 2) The teacher will distribute one picture/corresponding descriptions of a robotic spacecraft to each research team. (See Teacher Resource Section.) After reading and discussing the brief description of the robotic spacecraft, the team must determine where in the timeline, the mission of the specific robotic spacecraft would fit. The team will confirm or change its hypothesis after completing the research lesson. 15

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1) Within the research team, each student will use the “Robots Rock 1” page of the Student Journal to identify five questions he/she has about the robotic spacecraft the team is researching. 2) Each student will choose one question to record on the chart paper distributed to each team. Students will then record the identified questions on “Robots Rock 2” in the Student Journal. The team will follow the same guidelines outlined in the above activity to discover the answer to the questions identified by each team member. 3) Each student will record answers and cite sources on the “Robots Rock 2” page in the Student Journal, and each team will record answers and cite the sources on the chart paper provided. 4) When all teams have completed their research, each one will have the opportunity to change its hypothesis about where the robotic spacecraft should appear on the timeline and will make a short presentation to the class about the specified spacecraft.

RoboChallenge Exploration Mars

Section 3

Model Contruction â&#x20AC;˘1 model per team - tetrahedron base - crater - core samples (2) - data transmitter - solar panel - rocks / boulders (7)

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These models require disperate amount of construction time. Combine them so that the class and work are manageable.

RoboChallenge Exploration Mars

Section 3

INTRODUCTION TO PROGRAMMING Overview:

Before students begin to build and program solutions for the challenges, it is important that they have an understanding and working knowledge of both programming and engineering. The following programming activities introduce students to the language (both visual and verbal) that they will used to program the robots. Students will learn the mechanics of activating the robot, as well as the importance of making sure that what the robot is doing matches the and the intent of the students who created the program. We will establish important programming procedures through the following activities. Students should practice and maintain these procedures in Challenge 1 and 2.

Activity # 1 One Hour

Group:

Entire class divided into robotics teams of three to five students (These groups will be the Robotics Teams for the duration of the unit, so the teacher might want to group accordingly.)

Facility:

4’ X 4’ Floor Space for each group Magnetic White Board or magnetic strips attached to wall or bulletin board.

One chassis and RCX brick for each team (Chassis will be built by teacher and volunteer students/parents before the unit begins. See Gear Up section.) Magnetic Icons (one set per team) Chart paper (standard 24” x 32” or larger) Markers Student Journal

• •

Materials Needed:

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Time:

• • • •

Teacher Preparation: 1) Teacher will need to program the RCX brick with the following programs. (Firmware should already be installed. See the Gear Up section.) Program slots 1 and 2 must be unlocked.

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Section 3

Each of the four programs is displayed in both Pilot (4) and Inventor levels. Program 1

•

Program 2

•

Program 3

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•

Program 4

•

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Section 3

2) Identify 4’ X 4’ areas on the floor. 3) Become familiar with “Tech Talk” Terms (Explanation found in Teacher Resource Guide.) • Chassis • RCX brick • Toggle • Input • Output • Program

Procedure:

(Connect)

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1) The teacher will give a brief explanation of how the RCX brick is used to determine the performance of the robot. Using the human brain as a comparison gives students a familiar concept to which they can connect. The brain responds to stimuli and initiates ideas of its own as it sends messages to the body. The teacher will chart student ideas about how and why the brain gives instructions to the body. For example, if I feel hungry, I tell my body to eat. If I touch something hot, I tell my body to pull away from the source of heat. The teacher will explain to students that the RCX brick will work much the same way. Students will learn how to use inputs and outputs as they decide what tasks the robot needs to perform.

2) The teacher will explain and demonstrate the procedure for activating the RCX. The teacher will also identify the “front” of the robot so students will always have a point of reference. Note: the following Illustration is from an Adobe Illustrator file – we burned this for you on the CD! – It is in the Intro to Programming folder: RCX I/O diagram - Mars

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Section 3

The procedure for activating the brick is as follows: • Power on the brick. • Toggle to a program. • Toggle to run. • Toggle to stop. • Power off the RCX. When students are confident with activating the brick, the teacher will show students how to attach the RCX brick to the chassis.

(Insert picture of the chassis and the RCX brick. Input ports and corresponding parts should be labeled, and it is critical that the orientation of the wires is displayed accurately.) NOTE: Front should be labeled.

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Section 3

Before the next step in the procedure, it is suggested that the teacher introduce Team Assignments (See Building a RoboChallenge Team) as follows:

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•

The Mission Director is responsible for keeping team on task, assigning additional responsibilities that may be required during the challenge, and reporting information and team progress to the entire class. The Engineering Director is responsible for maintaining the chassis and subassemblies as they are built and/or modified, recording necessary building information at the end of every class period, and organizing team challenge sets and elements. The Programming Director is responsible for maintaining the RCX brick and the computer being used by the team, recording programs as they are tested, saving programs at the end of each class period, and managing magnetic icons. The Data Analyst is responsible for collecting, organizing, and recording the data from the missions. The team will use this data and other resource information to design a presentation about Mars for the entire class after the challenges are completed.

•

3) The teacher will introduce the following procedure for determining a robot’s performance: I think this procedure should be in the Student Journal.

Observe: Record: Report:

Observe:

Record: Report:

Observe what the robot actually does. Record what you observe. Report what you observed to the group. Observe the robot’s performance again to • Confirm what you observed the first time. • Change if your observation was incorrect. • Modify to make your observation clearer. Record what you observe. Come to a consensus with the group and record the performance of the robot.

4) Each team will have chart paper and markers. The team will have a robot and will position around the 4’ X 4’ area marked on the floor. The Engineering Director will be responsible for the initial activation of the robot. The teacher will instruct the Engineer Directors to toggle to Program 1 (pre-programmed in the Teacher Preparation) 23

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and toggle to run. The team will observe the performance of its robot. The team will discuss observations and the Data Analyst will record what the team observed on the chart paper.

The robot goes forward for 4 seconds and then pauses for 2 seconds. The robot goes backward for 2 seconds and then stops.

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4) The Mission Director from each team will report the teamâ&#x20AC;&#x2122;s observations to the class. The teacher (or identified student) will record each teamâ&#x20AC;&#x2122;s observations on chart paper. The teacher will call attention to common elements in each observation. Did all teams report that the robot went forward? Did all teams report that the robot stopped? The teacher will then highlamp some of the differences. Did any team observe that the robot turned? Did any tam identify an amount of time delineation that the robot stopped before starting again?, etc.

5) Teams will then observe again to confirm, change, or modify initial observations. (The Mission Director will select another team member to activate the robot. It is important for each student to have experience activating and running the robot during this activity.) The Data Analyst will record this observation underneath the initial observation on the chart paper. 6) The teacher will then guide the class as the groups come to a consensus about the performance of the robot. Teacher will record that consensus on chart paper.

7) The teacher will then guide a discussion about what caused the behavior of the robot. The motors are attached to output ports. Remind students that output is a behavior that occurs when the RCX is programmed to tell the robot an action to take. For example:

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Motor A and C are programmed to move counter clockwise causing the robot to move forward. When motors A and C are programmed to move clockwise, the robot moves backwards. For the robot to pause, motors A and C must be programmed with a Stop Sign. Whenever Port B is not activated, it should be programmed with a Stop Sign. The behavior was determined from the robot itself, not from a stimuli in the environment. This behavior is called an output.

8) The teacher will introduce the magnetic icons to represent the consensus that has been expressed in writing.

This image is saved as P1 Magnetic Representation in RoboLab

Programs P1 file

9) The students will record the following in the Intro to Programming section in the Student Journal.

The activity of each output port

â&#x20AC;˘

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â&#x20AC;˘ The behavior of the robot The robot goes forward for 4 seconds and then pauses for 2 seconds. The robot goes backward for 2 seconds and then stops.

Direction and time designation of the output ports (label images)

This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder

RoboChallenge

Exploration Mars

Section 3 Activity # 2 One Hour

Group:

Entire class divided into robotics teams of three to five students (These groups will be the Robotics Teams for the duration of the unit, so the teacher might want to group accordingly.)

Facility:

4’ X 4’ Floor Space for each group Magnetic White Board or magnetic strips attached to wall or bulletin board.

Time:

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• • •

• •

Materials Needed:

Procedure:

1) The teacher will review the procedure for observing a robot’s performance introduced in Activity # 1. Observe what the robot actually does. Record what you observe. Report what you observed to the group.

Observe:

Observe the robot’s performance again to: • Confirm what you observed the first time. • Change if your observation was incorrect. • Modify to make your observation clearer. Record what you observe. Come to a consensus with the group and record the performance of the robot.

Observe: Record: Report:

Record: Report:

2) Each team will have chart paper and markers. The team will have a robot and will position around the 4’ X 4’ area marked on the floor. The Engineering Director will be responsible for assigning a team

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member to activate the robot. The teacher will instruct the teams to toggle to Program 2 (pre-programmed in the Teacher Preparation) and toggle to run. The team will observe the performance of its robot. The team will discuss observations and the Data Analyst will record what the team observed on the chart paper. Program # 2

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The robot goes forward for 6 seconds and pauses for 2 seconds with the lamp on. The robot then goes backwards for 4 seconds with the lamp on. The robot stops, and the lamp goes off.

3) The Mission Director from each team will report the teamâ&#x20AC;&#x2122;s observations to the class. The teacher (or identified student) will record each teamâ&#x20AC;&#x2122;s observations on chart paper. The teacher will call attention to common elements in each observation. Did all teams report that the robot went forward? Did all teams report that the robot stopped? Did the teams notice that the lamp came on?The teacher will then highlamp some of the differences. Did any team observe that the robot turned? Did any tam identify an amount of time delineation that the robot stopped before starting again?, etc.

4) Teams will then observe again to confirm, change, or modify initial observations. (The Mission Director will select another team member to activate the robot. It is important for each student to have experience activating and running the robot during this activity.) The Data Analyst will record this observation underneath the initial observation on the chart paper. 5) The teacher will then guide the class as the groups come to a consensus about the performance of the robot. Teacher will record that consensus on chart paper.

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Section 3

6) The teacher will review with students how the program determines the behavior of the robot; The lamp is an output device that must be connected to ports A, B, or C. In Program 2:

Motors A and C are moving counterclockwise causing the robot to move forward. When Port B is programmed to be “on”, the lamp is activated as an output of the RCX brick. When Motors A and C are moving clockwise, the robot goes backwards. Whenever ports are inactive, they are programmed with stop signs.

7) The teacher will ask a student to come forward and arrange the magnetic icons to match the performance of the robot that was determined by the class. The icons will look like this:

-D

This image is saved as P2 Magnetic Representation in RoboLab Programs P2 file

The behavior of the robot

•

8) The students will record the following in the Intro to Programming section in the Student Journal.

The robot goes forward for 6 seconds and pauses for 2 seconds with the lamp on. The robot then goes backwards for 4 seconds with the lamp on. The robot stops, and the lamp goes off.

•

The activity on each output port

Direction and time designation of the output ports (label images) This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder

RoboChallenge Exploration Mars

Section 3

Program #3

The next two programs introduced to the students will guide them to the discover how the robot is programmed to make turns. For these two programs, each team will need a sheet of chart paper. A 6” x 8” (unless we should use metric!) rectangle should be drawn in the bottom, left-hand corner of the chart paper (portrait). This square will represent “base”. (The base should be labeled ‘Base”).

Base

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Chart Paper 24” x 32”

The robot goes forward for 2 seconds and pauses for 2 seconds. The robot turns right for 2 seconds and pauses for 2 seconds. The robot goes forward for 2 seconds and then stops.

Students will follow the same procedure as Steps #2-5 above. 9) The teacher will ask a student to come forward and arrange the magnetic icons to match the performance of the robot that was

RoboChallenge

Exploration Mars

Section 3

determined by the class. The icons will look like this:

This image is saved as P3 Magnetic Representation in RoboLab Programs P3 file

10) After consensus has been reached about the behavior of the robot, the teacher will then guide a discussion about what makes the robot turn.

For the robot to move forward Motors A and C must move counterclockwise. One way to program the robot to make a right turn is for Motor A to move counterclockwise and Motor C to stop. This is the behavior you see in Program 3.

-D

11) Each team will place the robot in the “base” represented on the chart paper. The Mission Director will assign a team member to activate the robot on Program 3. The Data Analyst on each team will trace the path that the robot takes and use representations of the magentic icons to label ports that are activated or not activated along the path. (See Diagram below.)

The behavior of the robot

•

10) The students will record the following in the Student Journal, Pg.

The robot goes forward for 2 seconds and pauses for 2 seconds. The robot turns right for 2 seconds and pauses for 2 seconds. The robot goes forward for 2 seconds and then stops. •

The activity of each output port

For the robot to move forward Motors A and C must move counterclockwise. One way to program the robot to make a right turn is for Motor A to move counterclockwise and Motor C to stop. Whenever ports are inactive, they are programmed with stop signs. •

Direction and time designation of the output ports (label images) This image is saved as Student Journal Intro to Programming 30

RoboChallenge Exploration Mars

Section 3

(Adobe Illustrator) in the Student Journal folder Program # 4

The robot goes forward for 2 seconds and pauses for 2 seconds. The robot turns right for 2 seconds and pauses for 2 seconds. The Robot goes forward for 2 seconds and then stops.

12) Students will follow the same procedure as Steps #2-5 above.

-D

13) The teacher will ask a student to come forward and arrange the magnetic icons to match the performance of the robot that was determined by the class. The icons will look like this:

This image is saved as P4 Magnetic Representation in RoboLab Programs P4 file

14) After consensus has been reached about the behavior of the robot. Teams will use the same sheet of chart paper as used in Program 3 to trace the path of the robot beginning in “base”. (Students should use a different color marker to trace this path. Ports should also be labeled with the same color marker as the path.) 15) The teacher will guide discussion about the similarities and differences in the two paths noting that the written descriptions of Program 3 and 4 are very similar. The teacher will ask students to observe the robot’s behavior in Program 3 and 4 again if necessary before answering this question: “What determines the difference in the robot’s behavior in Programs 3 and 4? In Program 3, the robot goes forward when Motors A and C are

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Section 3

moving counterclockwise. The robot makes a wide right turn when Motor A moves counterclockwise and Motor C stops. In Program 4, the robot goes forward when Motors A and C are moving counterclockwise. The robot makes a sharp right turn when Motor A moves counterclockwise and Motor C moves clockwise for the same amount of time.

Program 3 and 4 - Pilot

Program 3 and 4 - Inventor

-D

The teacher should use the magnetic icons to display both programs so that students can see the differences.

The teacher will ask” “When are times when you might want your robot to make a wide turn? A sharp turn? The teacher will explain to students that these are issues that will need to be addressed by both programmers and engineers on the team.

16) The students will record the following in the Student Journal,

Pg.

•

The behavior of the robot

The robot goes forward for 2 seconds and pauses for 2 seconds. The robot turns right for 2 seconds and pauses for 2 seconds. The robot goes forward for 2 seconds and then stops. •

The activity of each output port The robot goes forward when Motors A and C are moving counterclockwise. The robot makes a sharp right turn when Motor A

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Section 3

moves counterclockwise and Motor C moves clockwise for the same amount of time. Whenever ports are inactive, they are programmed with stop signs. â&#x20AC;˘

Direction and time designation of the output ports (label images)

This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder

Program # 5

We have not complete this partâ&#x20AC;Ś stay tuned

-D

Students should feel comfortable with behaviors of the robot that are determined by outputs programmed into the RCX brick. Now students will take what they have learned and apply those skills to the actual programming of the robot. (The teacher should become familiar with the Robolab software before this activity by using the Training Missions which are included with RoboLab product. Mindstorms for Schools Using Robolab: Userâ&#x20AC;&#x2122;s Guide for Robolab Software is also an excellent reference for beginning Robolab users and can be purchased through the PITSCO catalog.

The robot goes forward for 2 seconds and then pauses for 2 seconds. The robot goes backwards for 2 seconds and stops. The lamp comes on for 3 seconds and then goes off.

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Section 3

WE’RE NOT IN KANSAS ANYMORE! Ten one-hour class periods

Group:

Robotic teams of four to six students (See Building a RoboChallenge Team.)

Facility:

Classroom with area for challenge mat, access to one computer station per robotics team, and a magnetic white board or magnetic strips

Time:

Teacher Preparation:

Each team will need a robot chassis for Challenge 1. Directions for constructing the chassis are located in the Mindstorms for Schools Constructopedia (9793/9794) on pages 16-21 and 30-32 (track system). Each Team Challenge Set includes the Constructopedia. The chassis must be constructed before the teams begin the Misisons.

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There are two broad approaches to chassis construction: 1. The teacher and/or student volunteers can build one chassis per team. 2. Each team can build the chassis.

If option 2 is selected, the teacher should construct a chassis and become familiar with the design and building sequence with the view that: students will have a sample to view, and the teacher will understand the process (including the time required) and the mechanical features of the robot.

Note: the Contructopedia includes examples of subassemblies (e.g., touch sensor subassemby) that can be referenced by teams later when they design and build solutions for the missions. Challenge Introduction: (Construction) “We’re Not in Kansas Anymore!” is the first of two challenges in the Exploration Mars RoboChallenge. Challenge 1 includes four missions that must be accomplished in a total of two minutes. Teams accumulate points based on the performance of the robots and teams receive information about the site based on the success of the missions. We will refer to this information as Mars Data 1, Mars Data 2, Mars Data 3, and Mars Data 4 throughout the Challenge.

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Exploration Mars

Section 3

Using a pre-built chassis, each team will program a robot and construct sub-assemblies.to perform four missions at pre-determined coordinates on Mars. The last mission requires the robot to “send” data back to earth. The four missions may be attempted and accomplished in any sequence with the exception of ET-Call Home, which must be accomplished last in order to receive any points for Challenge 1. (The Challenge Mat will be introduced to students after the following investigation activity.)

Curriculum Investigation 1: (Connect) Overview:

-D

Whenever scientists are studying data received about planets and other bodies in space, it is important for them to create models/maps of the area they are exploring. These models/maps need to be as accurate as possible so that collected data can be matched to locations being studied. In this activity, students will create the “simulated surface” for Challenge 1 by placing models at pre-determined coordinates on the Challenge Mat of a specified region on Mars. The placement of the models on the Challenge Mat will serve as the context for the four missions of Challenge 1. One hour class period

Group:

Students will work in pairs

Facility:

Classroom

Time:

Teacher Preparation:

1) This activity should occur after the Introduction to Engineering during which students build the models to be used in Challenge 1 (We’re Not in Kansas Anymore!). 2) Become familiar with background on longitude/latitude. (See Teacher Resource Section.) 3) Determine location for the challenge mat in the classroom.

RoboChallenge Exploration Mars Materials Needed:

• •

-D

•

Challenge Mat for Challenge 1 Slide or Transparency of Challenge Mat that shows longitude and latitude lines. Following models: (built by students in Intro to Engineering) o Tetrahedron Base o Crater o Boulders (7) o Solar Panel o Core Sample o Data Transmitter Reproductions of the Challenge Mat, which include longitude and latitude lines, but not the demarcations for model location. (Student Journal-we actually need 5 copies for students-8 1/2 by 14 so as to accommodate a c. 6 1/2 by 13 inch representation of the Challenge Mat. Note, the actual size of the Challenge Mat is 45 by 93 inches.) The reason for this size is explained in the Gear Up section (Mat/Table preparation). Model Placement Instructions (Student Journal) (This sheet will have longitude/latitude coordinates for each model.) Globe and/or world map (not provided in curriculum package) Challenge 1 Scoring Poster

• •

Procedure:

1) Teacher will write longitude/latitude markings for a city/town on board and ask if anyone knows what those numbers represent. (To find this information, go to: http://www.worldatlas.com/aatlas.imageg.htm Teacher will introduce and/or review the concept of longitude/latitude to students. (See Teacher Resource Section.) Using a globe and/or world map, the teacher will help students identify specific locations using longitude/latitude coordinates. 2) When students understand how scientists can use longitude and latitude coordinates to identify and study specific locations on earth, the teacher will introduce the landing site on Mars for the Challenge 1. Using a slide/transparency of the site, the teacher will give a broad overview of features of the site. (See Teacher Resource Section.) Students will receive more information about the site as Challenge 1 progresses. The teacher will identify coordinates for some of the geological features of the site.

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Exploration Mars

3) The teacher will ask students to find the Longitude/Latitude Model Placement Instructions and the 6 1/2 by 13 inch reproduction of the Challenge Mat in the Student Journal. Using the Instruction Sheet, students will locate model placements on the reproduction using longitude and latitude coordinates. Students may draw models or create symbols to represent the models. If using symbols, students will need to create a Symbol Key as well. (Students should pay specific attention to not only where on the mat the model should be placed, but also to the positioning and orientation of the model as well.)

-D

4) The teacher will display the slide or transparency of the Challenge Mat in view of entire class. Students will reach consensus on where the models should be located on the map and how they should be positioned. Once consensus is reached, the models will be placed on the actual Challenge Mat in preparation for Challenge 1. (Each team of students responsible for building the models during the Introduction to Engineering will be responsible for placing the models on the challenge mat. Each team will be required to maintain the engineering integrity as well as placement of models throughout Challenge 1.)

Mission Overviews:

5) Students will modify drawings on the reproduction of the Challenge Mat in their Student Journals to reflect the class consensus of the placement of the models.

Challenge 1 – We’re Not in Kansas Anymore! Includes 4 Missions: •I Spy •Rock On •Let The Sunshine In •ET Call Home The four missions may be attempted and accomplished in any sequence with the exception of ET-Call Home, which must be accomplished last in order to receive any points for Challenge 1. While this requirement may seem difficult, the goal of the entire challenge is to relay data collected to scientists on earth. Any data not communicated is worthless. (If ET-Call Home is the ONLY successful mission, the team will receive points for that mission, but will not have collected as much data that could be used for the final Mars presentation.) It should be noted that return to base after each successful mission is not mandatory, but will award the team 50 points. (Points will only be awarded once per mission for return to base.)

RoboChallenge Exploration Mars At this juncture, the teacher should assemble the students around the challenge mat. Students should bring their Student Journals and the teacher will display the Challenge 1 Poster, including point values. The teacher will explain the challenges and the point values. Mission

Points Data

Robot proceeds to identified coordinates and pauses for ten seconds

100

Robot proceeds to identified coordinates, pauses for 10 seconds and returns to Base

150

Robot proceeds to edge of crater and retrieves core sample (from crater)

200

I Spy!

Objectives

Rock On!

Mars Data 2

Robot proceeds to edge of crater and retrieves core sample and returns to Base WITH core sample

Mars Data 1

Let the Sunshine Robot proceeds to solar panel and clears dust particles In! from the panel.

Robot proceeds to Data Transmitter and deploys satellite

100

Robot proceeds to Data Transmitter and deploys satellite and returns to Base

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Robot proceeds to solar panel and clears dust particles from the panel and returns to Base

Mars Data 3

Mars Data 4

ET-Call Home!

25 per piece

800

TOTAL POSSIBLE POINTS

General Scoring Guidelines: Each team will have two minutes to accomplish the four missions in Challenge 1. Students may handle the robot in base and add or detach elements/sub-assemblies while in Base. Students may collect the robot at any time and return it to Base but will not receive 50 points for an autonomous return to Base. No penalty is assessed for collecting the robot. A team may only earn 50 points per mission for an autonomous return to base. If the robot is handled in any way outside the base, it must be returned to Base. Teams may choose to program the robot to proceed from one mission to the next without returning to Base. If a misison is successful but the robot does not return 39

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Exploration Mars

to Base after a mission, the team does not receive the 50 points. Upon successful completion of each mission, the team will be given information about the landing site of Mars (the Mars Data files 1-4) are located in Teacher Resource Section). This information can be used in the team’s final presentation on Mars. Curriculum Investigation 2: (Continue)

(This investigation is NOT part of the actual mission, I Spy, but an investigation designed to enhance student knowledge of longitude/latitude. However, the results of this investigation will provide resources for programmers as they determine navigation paths to the first mission site. Therefore, we suggest that this investigation occur during the class periods allotted for the programming of I Spy. This investigation should follow the Curriculum Investigation from the Challenge 1 Introduction. (See above.)

Overview:

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In this investigation, students will apply what they have learned about using longitude and latitude coordinates to determine a path the rover could take to get from base to the “I Spy!” mission site. While programmers on each team are primarily responsible for navigation, in this activity, each team member will have the opportunity to choose one navigation path for the rover that will guide it to the “I Spy!” mission site. Upon completion of the activity, team members will compare paths and reach consensus as to the one that might be most successful in the scenario. Time:

Group:

One hour class period

Facility:

Entire class; individual students; robotics teams Classroom

Teacher Preparation: 1) Prepare one copy of the Challenge Mat per student for assessment purposes. (See Assessment Section.)

RoboChallenge Exploration Mars Materials Needed:

• • • • •

Challenge Mat with models accurately placed Slide or Transparency of Challenge Mat that shows longitude and latitude lines Three colored pencils or markers per student Representation of Challenge Mat (Student Journal) Coordinate Identification Sheet (Student Journal) Chart Paper Magnetic Icons

• •

Procedure:

1) Teacher will display image of Challenge Mat and review longitude/latitude using the coordinates for the models that were placed in the Challenge Introduction Investigation.

-D

2) Students will use the representation of the Challenge Mat in the Student Journal to draw three different paths that the rover could take from the base to the I Spy coordinates. The Challenge Mat representation in the student journal will have the placement of the models – drawn by the student and based on the class consensus (see above). The three paths should reflect: • The most direct path (obstacles should not be considered) • The safest path (the path where the rover could avoid the most obstacles) • The most reasonable path (the path the student considers both safe and efficient)

Students will record and label each path with a different color marker or pencil.

3) Students will record coordinates followed for each path on the Coordinate Identification Sheet. (Student Journal) Each time a longitude and/or latitude line is crossed, the coordinates should be recorded. 4) When students have completed the above task, each student will share with his/her team members the recommended path chosen for the robot to take. The team will discuss and choose one of the team member’s paths to recommend to the class. The recommended path will be reported to the class by the Mission Director. (See below.)

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5) Each team will prepare a “mat” with longitude and latitude lines on a sheet of chart paper. Drawings of models and the path recommended by the team should be included. (The Data Analyst will be responsible for delegating responsibilities for this task.) The teacher should understand that this representation may not be entirely accurate, but is intended to be used for display and explanation purposes only.

6) The Mission Director from each team will share the team’s determined path with the rest of the class using the display prepared on chart paper.

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Mission Preparations I Spy! Rock ON! Let The Sunshune IN! ET Call Home!

7) The teacher will guide students as they identify similarities and differences in the paths created by each team. The class will reach consensus as to which path would be the safest, most efficient path to take from Base to the identified mission site based on justifications offered by each team.

Nine one-hour class periods (We have allowed nine hours for students to prepare robots for the final competition in Challenge 1. It should be noted here, however, that teams may work on these missions at their own pace so as to best utilize the time of both engineers and programmers. The Mission Director will manage this time during the Challenge 1 time frame. Teams should follow the “Contemplate Activity” at the end of each class period. (See Student Journal.)

Time:

Contemplate: The teacher will remind programmers and engineers to follow procedures introduced in the Programming and Engineering sections during mission preparation. There is a page in the Student Journal for each Challenge

RoboChallenge Exploration Mars identified as “Progress Report”. Students should record team progress daily on this page. The team should chart progress as well on the Daily Record Sheet in the Team Journal. These pages will be used as part of the final assessment tool. The teacher should remind students that it is sometimes helpful to trace the navigation path of the robot on the “Mat” in the Student Journal in order to determine how/why the robot is behaving. (This procedure was introduced in the Introduction to Programming session.)

Note: Because the I Spy mission is a navigation challenge, engineers will not record and graph data in reference to engineering strategies for the mission, unless they determine that a light or touch sensor would be beneficial and, therefore, engineered to be attach to the chassis. Robotics Teams

Facility:

Classroom; one computer per robotics team; White board or magnetic strips

Challenge Mat with models accurately placed (See Model Placement Instruction Sheet in Curriculum Investigation 1.) Robot chassis for each team Representations of Challenge 1 mats (Student Journal) Magnetic Icons (one set per team) LEGO elements not included Challenge Set #9794 (Not sure if these will be included in Additional Parts set or ordered as additional items.) One additional motor #775114

• • • •

-D

Materials Needed: •

Group:

I Spy!

The robot will leave base, proceed to 24 degrees longitude south and –175 degrees latitude west and pause for 5 seconds. Julie: do we want to label this on the mat as “I Spy”? The pause represents simulated time needed to collect data from the site. In order to receive points for this mission, the robot must navigate accurately and pause for the specified time. The robots must be programmed to avoid boulders in the vicinity. The robot can be manually returned to base or return on its own (autonomously) for additional points after the five second pause. (If any part of the robot rests on the specified coordinates for the pause, the mission is considered successful.) 43

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The teacher will remind programmers and engineers to follow procedures introduced in the Programming and Engineering sections during preparation for each mission. These procedures will appear in the Student Journal. (Because this mission is a navigation challenge, engineers should work on the sub assemblies for the other missions.)

Rock On!

Programmers on the team will program a robot that will proceed to the site of the core sample on the interior edge of the crater located between 32 degrees and 35 degrees longitude south and –173 degrees and –176 degrees latitude west. The robot will retrieve the core sample (placed as close as possible to 33 degrees longitude south and –176 degrees latitude west) using a sub-assembly constructed by the engineers. Upon successful completion of Rock On!, the team will receive geological data about the landing site. This data can be used in the team’s final presentation on Mars.

-D

Let the Sunshine In!

The robot will proceed to the solar panel (located between 14 degrees and 16 degrees longitude south and –182 degrees and –183 degrees latitude west). The sub assembly will remove dust particles from the solar panel. Upon successful completion of Let the Sunshine In! the team will receive data confirming the day/night cycles on Mars. This data can be used in the team’s final presentation on Mars.

ET-Call Home!

The robot will proceed to the Data Transmitter (located between 29 degrees and 32 degrees longitude south and between –182 degrees and –183 degrees latitude west) to deploy the antennae array that will send data back to earth. Curriculum Investigation 3: (Contemplate) Time:

30 minutes

Group:

Individual

Facility:

Classroom

RoboChallenge Exploration Mars

Teacher Preparation:

None

Materials Needed: Venn Diagram (Student Journal) White board, chalkboard, or chart paper

Teacher Preparation:

None

• •

Procedure:

-D

What Can Humans Do In Space? What Can Robots Do In Space?

The teacher will lead students in a discussion about the pros and cons of robotic and human exploration in space. The teacher will record students thoughts on two lists: “What Can Robots Do In Space?” and “What Can Humans Do in Space”. Students will then use the ideas on those lists to complete a Venn Diagram (Student Journal) to compare the contributions of robots and humans to space exploration.

RoboChallenge

Exploration Mars

Section 3

EXPLORATION MARS CHALLENGE 2 WHERE IN THE WORLD IS MY ROVER? Ten one-hour class periods

Group:

Robotic teams of four to six students (See Building a RoboChallenge Team.)

Facility:

Classroom with area for challenge mat (the mat for Challenge 2 is on the reverse side of the mat used for Challenge 1), access to one computer station per robotics team, and a magnetic white board or magnetic strips

Time:

Teacher Preparation:

-D

Teams will use the same chasses from Challenge 1. There will be opportunity, however, for the engineers to change and/or modify navigation treatments during the course of Challenge 2. It will be necessary for sub-assemblies used in Challenge 1 to be disassembled so that LEGO elements are available for engineers during Challenge 2.

Because this mission requires teams to determine the coordinates of the landing site based upon data received from successful missions, the models for the challenge should be placed carefully on the mat before the challenge is introduced to students. The instructions for model placement for Challenge 2 are found in the Gear Up section of the Teacher’s Guide.

Challenge Introduction:

“Where in the World is My Rover?” is the second of two challenges in the Exploration Mars RoboChallenge. In this Challenge, the robot has landed on Mars at an unidentifiable/unrecognizable site. Students will utilize engineering and programming skills to build and program a robot that can successfully accomplish four discrete missions. Upon successful completion of each mission, teams will receive data that will provide valuable geographical and geological information that will help them determine the robot’s location on Mars. We will refer to this information as Mars Data 5 – 14 throughout the Challenge. The final mission requires navigation to a specified site from which the robot will send this information back to earth so that scientists will know the exact location of the “lost robot”. Unlike Challenge 1, these missions will occur separately and sequentially during two one-hour class periods. At the end of the second class

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Section 3

period for each mission, the team must successfully accomplish the mission in order to receive important information and points that will be accumulated during Challenge 2. Points will be awarded for the amount of information successfully sent back to earth during the fourth mission. (The fourth mission does not have to be successful in order to receive points for the previous three missions. Points received by each team will be used to assess team performance during the Challenge.)

Contemplate:

At the end of each class period, students will record programming and engineering strategies used during the session. Programmers will use magnetic icons to represent the most recent program used, and the engineers will use a graph to indicate LEGO elements used for subassemblies during each session.

Curriculum investigations for Challenge 2 should be introduced after the Challenge is completed and all teams have made their Mars presentations.

-D

Mission 1 - I Spy!

Two one-hour class periods

Group:

Robotics teams

Facility:

Classroom; one computer per team, magnetic white board or magnetic strips

Time:

• • • •

Challenge 2 Mat with models accurately placed. (See Teacher Resource Section.) Representations of Challenge Mat for each student (Student Journal) Magnetic Icons (one set per team) Chart Paper and markers (available for each team) LEGO elements not included Challenge Set #9794 (Not sure if these will be included in Additional Parts set or ordered as additional items.) o One additional motor #775114

•

Materials Needed:

Because a component of Challenge 2 is identifying the robot’s location on Mars, the Challenge and missions will be presented to students as if the robot’s location is unknown. (Each mission will be described in the Student Journal.)

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Exploration Mars

Section 3

The Challenge and missions are, however, described using exact locations on Mars in the Teacher’s Guide. It is important for the teacher to remember that the location site is unknown to students. For the student:

The robot will proceed from Base to Geologic Feature # 1, travel through the terrain from east to west, and trigger the photometric instrument to receive a satellite image.

For the teacher:

The robot will proceed from Base to east entrance of Valles Marineris and proceed from east to west until it reaches the photometric instrument located at the west entrance to the valley. The robot will then trigger the photometric instrument to receive a satellite image of the area.

-D

For this mission, the engineers will need to not only create a subassembly to trigger the photometric instrument, but to also consider designing/modifying the navigation treatment on the chassis in order to successfully navigate through Geologic Feature # 1.

• •

•

If the robot successfully navigates onto the terrain (Geologic Feature # 1), the team will receive Mars Data 5 (all Mars Data files 5-20 are located in the Teachers Resource Guide) and 10 points. If the robot successfully navigates onto the terrain and returns to Base, the team is awarded 20 points and Mars Data 5. If the robot successfully navigates onto Geologic Feature # 1 and triggers the photometric instrument, the team is awarded Mars Data 5 and 6 as well as 30 points. If the robot successfully navigates onto Geologic Feature # 1, triggers the photometric instrument, and returns to Base, the team is awarded Mars Data 5 and 6 as well as 40 points.

•

Scoring:

RoboChallenge Exploration Mars

Section 3

10 points

Mars Data 5

Navigates onto the terrain and returns to the Base Navigates through the terrain and triggers the instrument Navigates through the terrain, triggers the instrument, and returns to Base

20 points

Mars Data 5

30 points

Mars Data 5 Mars Data 6

40 points

Mars Data 5 Mars Data 6

Navigates onto the

terrain

-D

The teacher will remind programmers and engineers to follow procedures introduced in the Programming and Engineering sections during each mission. There is a page in the Student Journal for each Challenge identified as “Progress Report”. Students should record team progress daily on this page. The team should chart progress as well on the Daily Record Sheet in the Team Journal. These pages will be used as part of the final assessment tool.

The teacher should remind students that it is sometimes helpful to trace the navigation path of the robot on the “Mat” in the Student Journal in order to determine how/why the robot is behaving. (This procedure was introduced in the Introduction to Programming session.)

Time:

Mission 2 - Rock On!

Two one-hour class periods

Group:

Robotics teams

Facility:

Classroom; one computer per team, magnetic white board or magnetic strips

Materials Needed: • •

Challenge 2 Mat with models accurately placed. (See Teacher Resource Section.) Representations of Challenge Mat for each student (Student Journal)

• • •

RoboChallenge

Exploration Mars

Section 3

Magnetic Icons (one set per team) Chart Paper and markers (available for each team) LEGO elements not included Challenge Set #9794 (Not sure if these will be included in Additional Parts set or ordered as additional items.) o One additional motor #775114

For students:

The robot will proceed from Base to Geologic Feature # 2 (crater) to retrieve two core samples. Upon retrieval, the team will receive points and data about the area. The core samples can be delivered to Base either together or individually.

For the teacher:

The robot will proceed to Montes Range (Tharsis) and the largest geological formation in the solar system (Olympus Mons) to receive two core samples. Data received will give geographical data about the area.

-D

For this mission, the engineers will need to build a sub-assembly that can retrieve the core samples individually or collectively. Engineers may also choose to modify the navigation treatment.

• • • •

•

If the robot successfully navigates to the crater (Geologic Feature # 2) -any part of the robot touches the black line -, the team will receive Mars Data 7 and 10 points. If the robot successfully navigates to Geologic Feature # 2 (any part of the robot touches the black line) and returns to the Base, the team will receive Mars Data 7 and 20 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves one core sample, the team will receive Mars Data 7 and 8 as well as 30 points. If the robot successfully navigates to Geologic Feature # 2, retrieves one core sample, and returns to Base without the sample, the team will receive Mars Data 7 and 8 as well as 40 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves one core sample and returns to Base with the sample, the team will receive Mars Data 7 and 8 as well as 50 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples, the team will receive Mars Data 7, 8 and 9 as well as and 60 points.

•

Scoring:

RoboChallenge Exploration Mars

• • •

If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples and returns to Base without either of the sample, the team will receive Mars Data 7, 8 and 9 as well as and 70 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples and returns to Base with only one of them, the team will receive Mars Data 7, 8 and 9 as well as and 80 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples and returns to Base with both of them, the team will receive Mars Data 7, 8 and 9 as well as and 90 points.

•

Section 3

10 points

Mars Data 7

Navigates to the crater and returns to the Base Navigates to the crater and retrieves one core sample (the sample must be removed from the crater) Navigates to the crater, retrieves one core sample, and returns to Base without the sample (i.e., the sample was dropped outside the crater) Navigates to the crater, retrieves one core sample, and returns to the Base with the sample Navigates to the crater and retrieves two core samples (the samples must be removed from the crater) Navigates to the crater and retrieves two core samples and returns to Base without the samples (i.e., the samples were dropped outside the crater)

20 points

Mars Data 7

Mars Data 7 Mars Data 8

-D

40 points

30 points

Mars Data 7 Mars Data 8

60 points

Mars Data 7 Mars Data 8 Mars Data 9

70 points

Mars Data 7 Mars Data 8 Mars Data 9

50 points

Navigates to the crater

RoboChallenge

Exploration Mars

Section 3

Navigates to the crater, 80 points retrieves two core samples, and returns to the Base with one sample (i.e., the second sample was dropped outside the crater) Navigates to the crater, 90 points retrieves two core samples, and returns to the Base with two samples

Mars Data 7 Mars Data 8 Mars Data 9

-D

Group:

Two one-hour class periods

Time:

Mission 3 - Let the Sunshine!

Facility:

Robotics teams Classroom; one computer per team, magnetic white board or magnetic strips

Materials Needed: • • •

Challenge 2 Mat with models accurately placed. (See Teacher Resource Section.) Representations of Challenge Mat for each student (Student Journal) Magnetic Icons (one set per team)

RoboChallenge Exploration Mars • •

Section 3

Chart Paper and markers (available for each team) LEGO elements not included Challenge Set #9794 (Not sure if these will be included in Additional Parts set or ordered as additional items.) o One additional motor #775114 o LEGO Capacitor #979916 o LEGO solar cell #979912

For the student and teacher:

The robot will proceed to Geologic Feature # 3 at 25º latitude N and longitudinally aligned with the photometirc instrument from the first mission. It should be oriented toward the equator for maximum solar yield. The solar cell must face due south toward the equator between a 35 º and 50 º inclination. The robot must remain at the site for five seconds in order for solar panel to be charged. Engineering options are as follows:

Engineers can construct a frame for the solar cell that can be attached to the robot. The frame must be constructed so that the solar panel is inclined between 35º and 50º. See below for an example:

•

-D

This example is saved in the Challenge 2 folder as: “Chassis/Solar Panel Inclination”.

If so, the robot must remain at the site facing due south for 5 seconds. • • The engineers can construct a frame that can deliver the solar cell to the site and place it facing the equator at a 35º and 50º inclination. The inclination must be accurate in order to receive data. The robot may return to Base without the

RoboChallenge

Exploration Mars

Section 3

frame/solar cell and receive the additional points (for returning autonomously). Data received from a successful mission here will be about solar energy on Mars and the effect of the day/night cycle on possible landing sites. Scoring:

•

10 points

Mars Data 10

20 points

Mars Data 10

30 points

Mars Data 10 Mars Data 11

40 points

Mars Data 10 Mars Data 11

• Partial positioning with correct orientation and inclination for 5 seconds Partial positioning with correct orientation and inclination for 5 seconds and return to Base Complete positioning with correct orientation and inclination for 5 seconds Complete positioning with correct orientation and inclination for 5 seconds and return to Base

•

If the solar cell is partially positioned anywhere in or on the designated box with the correct inclination for 5 seconds, the team receives Mars Data 10 and 10 points. If the solar cell is partially positioned anywhere in or on the designated box with the correct inclination for 5 seconds, and the robot returns to Base, , the team receives Mars Data 10 and 20 points. If the solar cell is completely positioned in the designated box with the correct inclination for 5 seconds, the team receives Mars Data 10 and 11 as well 30 points. If the solar cell is completely positioned in the designated box with the correct inclination for 5 seconds, and the robot returns to base, the team receives Mars Data 10 and 11 as well as 40 points.

-D

•

RoboChallenge Exploration Mars

Section 3

assessment tool. The teacher should remind students that it is sometimes helpful to trace the navigation path of the robot on the “Mat” in the Student Journal in order to determine how/why the robot is behaving. (This procedure was introduced in the Introduction to Programming session.)

Mission 4 - ET-Call Home! Two one-hour class periods

Group:

Robotics teams

Facility:

Classroom; one computer per team, magnetic white board or magnetic strips

Time:

-D

• • • •

•

Materials Needed:

The robot will require an instrumentation lab that includes the capacitor (which will be charged during corresponding science lesson). The lab must be delivered to Geologic Feature # 4. Once the lab is delivered, students can activate the motor by attaching the capacitor, activating the motor and lab, thereby transmitting data to earth. Engineers will design a sub-assembly (Instrumentation Lab) that includes a capacitor. The Lab can be pushed to Geologic Feature # 4 or attached to the robot. If the lab is attached to the robot, the robot must remain in the designated location for 30 seconds (while transmitting data) before returning to Base. Scoring: In the following scenarios, the Lab MUST be delivered to the site before the

RoboChallenge

Exploration Mars

Section 3

Instrument Lab is delivered to the site

Mars Data 12 Mars Data 12

20 points

Instrument Lab is delivered to the site (but not activated) and the robot returns to Base Instrument Lab delivered and activated at the site for less than 30 seconds

10 points

-D

capacitor is attached to the motor, activating the lab. • If the Instrument lab is delivered to the site, the team receives Mars Data 12 and 10 points. (Orientation is not important for this mission.) If the Instrument Lab is attached to the robot and any part of the robot crosses the plane of the coordinates, the Lab is delivered. • If the Instrument lab is delivered to the site and the robot returns to Base, the team receives Mars Data 12 and 20 points. • If the Instrument Lab is delivered to the site and it is successfully activated for less than 30seconds, the team receives Mars Data 12 and 13 as well as 30 points. • If the Instrument Lab is delivered to the site and it is successfully activated for less than 30 seconds, and the robot returns to Base, the team receives Mars Data 12 and 13 as well as 40 points. • If the Instrument Lab is delivered to the site and it is successfully activated for at least 30 seconds, the team receives Mars Data 12, 13 and 14 as well as 50 points. • If the Instrument Lab is delivered to the site and it is successfully activated for at least 30 seconds, and the robot returns to Base, the team receives Mars Data 12, 13 and 14 as well as 60 points.

Mars Data 12 Mars Data 13

Instrument Lab delivered, 40 points activated at the site for less than 30 seconds and the robot returns to Base Instrument Lab delivered 50 points and activated at the site for at least 30 seconds

Mars Data 12 Mars Data 13

30 points

Mars Data 12 Mars Data 13 Mars Data 14

RoboChallenge Exploration Mars

Instrument Lab delivered, 60 points activated at the site for at least 30 seconds and the robot returns to Base

Section 3 Mars Data 12 Mars Data 13 Mars Data 14

-D

RoboChallenge

Exploration Mars

Section 3

EXPLORATION MARS CHALLENGE 2 Scoring Table Mission 1 - I Spy!

•

10 points

Navigates onto the terrain and returns to the Base Navigates through the terrain and triggers the instrument Navigates through the terrain, triggers the instrument, and returns to Base

20 points

-D

Navigates onto the

terrain

30 points

Mars Data 5 Mars Data 6

40 points

Mars Data 5 Mars Data 6

Mars Data 5

Mission 2 - Rock On! • •

RoboChallenge Exploration Mars

• •

•

If the robot successfully navigates to Geologic Feature # 2 and retrieves one core sample, the team will receive Mars Data 7 and 8 as well as 30 points. If the robot successfully navigates to Geologic Feature # 2, retrieves one core sample, and returns to Base without the sample, the team will receive Mars Data 7 and 8 as well as 40 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves one core sample and returns to Base with the sample, the team will receive Mars Data 7 and 8 as well as 50 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples, the team will receive Mars Data 7, 8 and 9 as well as and 60 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples and returns to Base without either of the sample, the team will receive Mars Data 7, 8 and 9 as well as and 70 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples and returns to Base with only one of them, the team will receive Mars Data 7, 8 and 9 as well as and 80 points. If the robot successfully navigates to Geologic Feature # 2 and retrieves two core samples and returns to Base with both of them, the team will receive Mars Data 7, 8 and 9 as well as and 90 points.

-D

•

Section 3

10 points

Mars Data 7

20 points

Mars Data 7

30 points

Mars Data 7 Mars Data 8

40 points

Mars Data 7 Mars Data 8

50 points

Mars Data 7 Mars Data 8

Navigates to the crater

RoboChallenge

Exploration Mars

Section 3

Mars Data 7 Mars Data 8 Mars Data 9

70 points

Mars Data 7 Mars Data 8 Mars Data 9

80 points

Mars Data 7 Mars Data 8 Mars Data 9

-D

90 points

60 points

Mars Data 7 Mars Data 8 Mars Data 9

Navigates to the crater and retrieves two core samples (the samples must be removed from the crater) Navigates to the crater and retrieves two core samples and returns to Base without the samples (i.e., the samples were dropped outside the crater) Navigates to the crater, retrieves two core samples, and returns to the Base with one sample (i.e., the second sample was dropped outside the crater) Navigates to the crater, retrieves two core samples, and returns to the Base with two samples

• •

•

Mission 3 - Let the Sunshine!

RoboChallenge Exploration Mars

Mars Data 10

20 points

Mars Data 10

30 points

Mars Data 10 Mars Data 11

40 points

Mars Data 10 Mars Data 11

10 points

Section 3

Mission 4 - ET-Call Home!

-D

In the following scenarios, the Lab MUST be delivered to the site before the capacitor is attached to the motor, activating the lab. • If the Instrument lab is delivered to the site, the team receives Mars Data 12 and 10 points. (Orientation is not important for this mission.) If the Instrument Lab is attached to the robot and any part of the robot crosses the plane of the coordinates, the Lab is delivered. • If the Instrument lab is delivered to the site and the robot returns to Base, the team receives Mars Data 12 and 20 points. • If the Instrument Lab is delivered to the site and it is successfully activated for less than 30seconds, the team receives Mars Data 12 and 13 as well as 30 points. • If the Instrument Lab is delivered to the site and it is successfully activated for less than 30 seconds, and the robot returns to Base, the team receives Mars Data 12 and 13 as well as 40 points. • If the Instrument Lab is delivered to the site and it is successfully activated for at least 30 seconds, the team receives Mars Data 12, 13 and 14 as well as 50 points. • If the Instrument Lab is delivered to the site and it is successfully activated for at least 30 seconds, and the robot returns to Base, the team receives Mars Data 12, 13 and 14 as well as 60 points.

RoboChallenge

Exploration Mars

Section 3

10 points

Mars Data 12

Instrument Lab is delivered to the site (but not activated) and the robot returns to Base Instrument Lab delivered and activated at the site for less than 30 seconds

20 points

Mars Data 12

30 points

Mars Data 12 Mars Data 13

Instrument Lab delivered, 40 points activated at the site for less than 30 seconds and the robot returns to Base Instrument Lab delivered 50 points and activated at the site for at least 30 seconds Instrument Lab delivered, 60 points activated at the site for at least 30 seconds and the robot returns to Base

Mars Data 12 Mars Data 13

Instrument Lab is delivered to the site

-D

Mars Data 12 Mars Data 13 Mars Data 14 Mars Data 12 Mars Data 13 Mars Data 14

RoboChallenge

Exploration Mars

Section 3

WELCOME TO ROBOCHALLENGE: EXPLORATION MARS Prepare for the Challenge…

Your mission, should you decide to accept it, is to design a robot that will land on Mars, explore its surface features, collect important data, and send that data back to scientists on earth! And, oh, did we mention, that there might be times during your missions that your robot has no idea where it is? Sound exciting? Well, it is, and you and your teammates can be a part of this exciting exploration.

-D

Exploration Mars consists of two challenges, each requiring a robot to explore the Mars surface and send data back to earth. Each challenge has four missions of varying complexity and difficulty. When a mission is successfully completed, your team will receive interesting information about Mars. As you learn and practice programming and engineering skills, you will find that the robots become more effective and efficient as the challenges progress. In your Student Journal you will find opportunities to discover interesting facts about Mars as well as places to record what you learn. After you have completed the second challenge, your team will be responsible for making a presentation to the class using the information you have discovered about “the red planet”.

For more information on LEGO Educational Division and FIRST, please find us on the web: http://www.LEGO.com/education http://www.usfirst.org

RoboChallenge Exploration Mars

Section 3

The Road to Success: Teamwork The secret to RoboChallenge success is TEAMWORK! It is important for your team to learn how to accept each otherâ&#x20AC;&#x2122;s weaknesses and draw upon each otherâ&#x20AC;&#x2122;s strengths in order to accomplish the tasks that the two challenges require. Good communication and collaboration ensures that everyoneâ&#x20AC;&#x2122;s best ideas are used during the challenges, so that everyone shares in the problem-solving and successes of the challenges.

Your teacher will divide your class into teams and assign roles for each challenge. Each team will need both programmers and engineers to design a rover that can successfully accomplish tasks required in each challenge. These roles can be changed after the first mission so that you can try your hand at both programming and engineering. In order for your team to function effectively, it will also be necessary for each team member to assume other roles during the challenge. These roles are as follows: The Mission Director is responsible for keeping the team on task, assigning additional responsibilities that may be required during the challenge, and reporting information and progress of the team to the entire class. The Programming Director is responsible for maintaining the RCX brick and the computer being used by the team, recording programs as they are tested, and saving programs at the end of every class period.

Programming Director:

-D

Mission Director:

Engineering Director:

Data Analyst:

The Engineering Director is responsible for maintaining the chassis and subassemblies as they are built and/or modified, recording necessary building information at the end of every class period, and organizing team challenge sets as the challenges progress. The Data Analyst is responsible for collecting, organizing, and recording the data collected during the challenges so the team can design a presentation about Mars for the entire class after the challenges are completed.

RoboChallenge

Exploration Mars

Section 3

The Programming Director and the Data Analyst should be programmers during the challenge. The Mission Director and Engineering Director should be engineers during the challenge. For your information: Careers in Programming: B, I would like to include several websites for each of these-Iâ&#x20AC;&#x2122;m still looking.

http://www.uncwil.edu/stuaff/career/Majors/computer.htm

-D

Careers in Engineering

RoboChallenge Exploration Mars

Section 3

Your team has been asked to design and build a robot that will explore Mars, collect and analyze data that will reveal important information about the characteristics of Mars, and successfully send that data back to scientists on earth. In order to successfully accomplish this task, what information about Mars will you need to know in order to design your robot?

Identify five questions related to the above scenario.

1) ________________________________________________________________ ________________________________________________

2) ________________________________________________________ ________________________________________________________

3) ________________________________________________________ ________________________________________________________

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4) ________________________________________________________ ________________________________________________________

5) ________________________________________________________ ________________________________________________________

RoboChallenge

Exploration Mars

Section 3

Your team has been assigned ten questions to research before you begin your design and construction of the robot that will explore Mars. Write the questions in the spaces below. As you research the answers to these questions, you must cite at least two sources. If the two sources give conflicting information, you must cite a third source. In finding the answers to these questions, you must cite at least two sources that are not internet addresses. 1)

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: _________________________________________________________________________________________ __ ________________________________________________________________________________________________

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Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: _________________________________________________________________________________________ __ ________________________________________________________________________________________________

__ 4)

Question: ________________________________________________________________________________________ _________________________________________________________________________________________________ _____________ Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________ Answer: _________________________________________________________________________________________ ___ ________________________________________________________________________________________________

RoboChallenge Exploration Mars

Section 3

___ 5)

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: _________________________________________________________________________________________ ___ ____________________________________________________________________________________________

-D

Answer: _________________________________________________________________________________________ ___ ____________________________________________________________________________________________

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: _________________________________________________________________________________________ __ ________________________________________________________________________________________________

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

__ 9)

Answer: _________________________________________________________________________________________ __ ________________________________________________________________________________________________ Question: ________________________________________________________________________________________ _________________________________________________________________________________________________ _____________ Sources: 1) ________________________________________________ 2) ________________________________________________

________________________________________________

Answer: _________________________________________________________________________________________ ___ ________________________________________________________________________________________________ 10) Question: _____________________________________________________________________________________ ________________________________________________________________________________________________ _________________

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: _________________________________________________________________________________________ ___

-D

____________________________________________________________________________________________

____

RoboChallenge

Exploration Mars

Section 3

RoboChallenge Exploration Mars

Section 3

Identify five questions about the robotic spacecraft your team is researching. 1) _______________________________________________________ _______________________________________________________ 2) _______________________________________________________ _______________________________________________________

3) _______________________________________________________ _______________________________________________________

4) _______________________________________________________ _______________________________________________________

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5) _______________________________________________________ _______________________________________________________

RoboChallenge

Exploration Mars

Section 3

Record and research the answers to the five questions about robotic spacecraft identified by your team. 1) Question: ________________________________________________________ ________________________________________________________

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: ________________________________________________________________ ________________________________________________

2) Question: ________________________________________________________ ________________________________________________________

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Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

Answer: _________________________________________________________ _______________________________________________________

3) Question: ________________________________________________________ ________________________________________________________

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________ Answer: ________________________________________________________________ ________________________________________________ 4) Question: ________________________________________________________ ________________________________________________________

RoboChallenge Exploration Mars

Section 3

5) Question: ________________________________________________________ ________________________________________________________

Sources: 1) ________________________________________________ 2) ________________________________________________ 3) ________________________________________________

-D

Answer: ________________________________________________________________ ________________________________________________

RoboChallenge Exploration Mars

Section 3

While you are learning to program your robot to accomplish certain tasks, it is important that you observe and record the behavior of your robot. In each programming lesson, you will learn how to describe the behavior of your robot in several ways. After each programming activity, you will need to record the following: The behavior of the robot The activity of each output port Direction and time designation of the output ports (label images)

• • •

Program # 1: The behavior of the robot

•

The activity of each output port

•

Direction and time designation of the output ports (label images)

-D

•

This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder Program # 2: •

The behavior of the robot

RoboChallenge

Exploration Mars

Section 3

The activity of each output port

•

Direction and time designation of the output ports (label images)

•

This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder

Program # 3: The behavior of the robot

•

The activity of each output port

•

Direction and time designation of the output ports (label images)

-D

•

This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder

RoboChallenge Exploration Mars

Section 3

Program # 4: The behavior of the robot

•

The activity of each output port

•

Direction and time designation of the output ports (label images)

•

-D

This image is saved as Student Journal Intro to Programming (Adobe Illustrator) in the Student Journal folder

RoboChallenge

Exploration Mars

Section 3

Whenever scientists are study data received about planets and other bodies in space, it is important for them to create models/maps of the area they are exploring. These models/maps need to be as accurate as possible so that collected data can be matched to locations being studied. In this activity, you will create the “simulated surface” for the first challenge by placing models at pre-determined coordinates on the challenge mat of a specified region on the Mars surface. The placement of the models on the Challenge Mat will serve as the context for the four missions of Challenge 1. (Pay specific attention to not only where on the mat the model should be placed, but also to the orientation of the model as well.)

South

Latitude

Longitude West

Between 14º and 16º

Boulder 1

21º

Boulder 2

23º

Boulder 3

26º

Boulder 4

27º

Boulder 5

17º

Boulder 6

23º

-180º

Boulder 7

29º

-180º

32º

-176º

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-177º

33º

-177º -176º -180º

Crater should be parallel to black line

-176º

Solar Panel

Between 14 and 16

Data Transmitter

Between 29º and 31º

Ramp opens southward

-175º

Core Sample

Between –175º and -177º

Tetrahedron Base

Crater

Orientation

Model

Models should be placed as follows:

Inside the crater

Between -182 and -183 º

Between –182º and -183º

Parallel to longitude lines Parallel to –183 longitude line with trigger lever facing north

RoboChallenge Exploration Mars

Section 3

Use the representation of the Challenge Mat in the Student Journal to draw three different paths that the robot could take from the base to the I Spy coordinates. The three paths should reflect: The most direct path (obstacles should not be considered). The safest path (the path where the robot could avoid the most obstacles). The most reasonable path (the path the student considers both safe and efficient).

• • •

Record and label each path with a different color marker or pencil.

Record coordinates followed for each path below. Each time a longitude/latitude line is crossed, the coordinates should be recorded.

-D ________ ________ ________ ________ ________ ________ ________ ________ ________ ________

_______ _______ _______ _______ _______ _______ _______ _______ _______ _______

________ ________ ________ ________ ________ ________ ________ ________ ________

_______ _______ _______ _______ _______ _______ _______ _______ _______

Safest Path:

Most Reasonable Path:

Latitude _______ _______ _______ _______ _______

Longitude ________ ________ ________ ________ ________

Most Direct Path:

RoboChallenge

Exploration Mars

_______

________ ________ ________ ________ ________ ________ ________ ________ ________ ________

_______ _______ _______ _______ _______ _______ _______ _______ _______ _______

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Path Chosen by My Team:

________

Section 3

RoboChallenge Exploration Mars

Section 3

CHALLENGE 1 WEâ&#x20AC;&#x2122;RE NOT IN KANSAS ANYMORE! SCORING GUIDE Mission

Rock On!

100

Robot proceeds to identified coordinates, pauses for 10 seconds and returns to Base

150

200

Mars Data 2

T O

25 per piece maximum 200

Robot proceeds to solar panel and clears dust particles from the panel and returns to Base

Robot proceeds to Data Transmitter and deploys satellite

100

-D

Robot proceeds to solar panel and clears dust particles from the panel.

Mars Data 3

ET-Call Home!

Let the Sunshine In!

Robot proceeds to edge of crater and retrieves core sample and returns to Base WITH core sample

Mars Data 1

Robot proceeds to edge of crater and retrieves core sample (from crater)

Data

Robot proceeds to identified coordinates and pauses for ten seconds

I Spy!

Points

Objectives

TOTAL POSSIBLE POINTS

800

Robot proceeds to Data Transmitter and deploys satellite and returns to Base

Mars Data 4

RoboChallenge

Exploration Mars

Section 3

Points Scored Day 4

Day 5

Day 6

Day 7

Day 8

Day 3

Day 1 Day 2

Day 9

Mission

it to Base but will not receive 50 points for an autonomous return to Base. No penalty is assessed for collecting the robot. A team may only earn 50 points per mission for an autonomous return to base. If the robot is handled in any way outside the base, it must be returned to Base. Teams may choose to program the robot to proceed from one mission to the next without returning to Base. If a misson is successful but the robot does not return to Base after a mission, the team does not receive the 50 points.

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1 2 3 4 Total

DAY 1:

This is what our team did well:

This is what our team needs to do better:

DAY 2: This is what our team did well:

This is what our team needs to do better:

RoboChallenge Exploration Mars

Section 3

Day 3: This is what our team did well:

This is what our team needs to do better:

DAY 4:

-D

This is what our team needs to do better:

This is what our team did well:

DAY 5:

This is what our team did well:

Day 6:

This is what our team needs to do better:

This is what our team did well:

This is what our team needs to do better:

RoboChallenge

Exploration Mars

Section 3 DAY 7: This is what our team did well:

This is what our team needs to do better:

DAY 8:

This is what our team needs to do better:

This is what our team did well:

-D

Day 9:

This is what our team did well:

This is what our team needs to do better:

Competition: Mission

1 2 3 4 Total:

# of Points Scored

Data Received

This is what our team did well during Challenge # 1:

RoboChallenge Exploration Mars

Section 3

This is what our team needs to improve on in Challenge # 2:

Points Scored Day 4

Day 5

Day 6

This is what our team did well:

This is what our team needs to do better:

This is what our team did well:

This is what our team needs to do better:

Day 8

C T O -D

DAY 1:

DAY 2:

Day 7

Day 9

Day 3

1 2 3 4 Total

Day 1 Day 2

Mission

Day 10

RoboChallenge

Exploration Mars

Section 3 Data Received:

Day 3:

This is what our team did well:

This is what our team needs to do better:

-D

This is what our team did well:

DAY 4:

This is what our team needs to do better:

er ef R

DAY 5:

Data Received:

This is what our team did well:

This is what our team needs to do better:

Day 6: This is what our team did well:

RoboChallenge Exploration Mars

Section 3

This is what our team needs to do better:

Data Received:

DAY 7:

-D

This is what our team needs to do better:

This is what our team did well:

DAY 8:

This is what our team did well:

This is what our team needs to do better:

Data Received:

Day 9: This is what our team did well:

RoboChallenge

Exploration Mars

Section 3

This is what our team needs to do better:

Day 10:

Data Received:

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This is what our team did well during Challenge # 2:

This is what our team improved upon from Challenge # 1:

If there were a third challenge, this is what our team might do differently:

RoboChallenge

Exploration Mars

Section 3

CHALLENGE 1 WEâ&#x20AC;&#x2122;RE NOT IN KANSAS ANYMORE! SCORING GUIDE Mission

Points

Objectives

Rock On!

Robot proceeds to identified coordinates and pauses for ten seconds

100

Robot proceeds to identified coordinates, pauses for 10 seconds and returns to Base

150

I Spy!

Let the Sunshine In!

-D

Robot proceeds to solar panel and clears dust particles from the panel and returns to Base

Mars Data 2

25 per piece maximum 200

Mars Data 3

Robot proceeds to Data Transmitter and deploys satellite

100

Robot proceeds to Data Transmitter and deploys satellite and returns to Base

Mars Data 4

ET-Call Home!

Mars Data 1

Robot proceeds to solar panel and clears dust particles from the panel.

Robot proceeds to edge of crater and retrieves core sample and returns to Base WITH core sample

200

Robot proceeds to edge of crater and retrieves core sample (from crater)

Data

TOTAL POSSIBLE POINTS

800

General Scoring Guidelines: Each team will have two minutes to accomplish the four missions in Challenge 1. Students may handle the robot in base and add or detach elements/subassemblies while in Base. Students may collect the robot at any time and return it to Base but will not receive 50 points for an autonomous return to Base. No penalty is assessed for collecting the robot. A team may only earn 50 points per mission for an autonomous return to base. If the robot is handled in any way outside the base, it must be returned to Base. Teams may choose to program the robot to proceed from one mission to the next without returning to Base. If

RoboChallenge Exploration Mars

Section 3

a misson is successful but the robot does not return to Base after a mission, the team does not receive the 50 points. A written description of the most recent program designed for your robot (BE SURE TO IDENTIFY THE MISSION.)

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The Data Analyst should also display this program with the magnetic icons at the area in the classroom designated for each team to display recent programs. A written description of what the subassembly needs to do in order to successfully complete the mission (BE SURE TO IDENTIFY THE MISSION.)

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A written description of what the most recent design of the subassembly is able to successfully accomplish in relation to the mission

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A list and function of the LEGO elements used in the most recent design of the subassembly

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LEGO Element

Function

RoboChallenge Exploration Mars

Section 3

ENGINNEERS: Provide a written description of the performance of each subassembly used in Challenge 1. Subassembly # 1

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

Subassembly # 2

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Subassembly # 4 ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

RoboChallenge

Exploration Mars

Section 3

Based upon the performance of your robot in the competition, what one thing would you change in the design of one of your subassemblies and why?

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______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________

RoboChallenge Exploration Mars

Section 3

Programmers: Provide a written description of each program used during the competition.

1) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________

2) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________

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3) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________

4) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________

Based upon the performance of your robot during the competition, what one programming step would you change in any of the missions and why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________

RoboChallenge

Exploration Mars

Section 3

EXPLORATION MARS CHALLENGE 2 Scoring Table Mission 1 - I Spy!

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10 points

Navigates onto the terrain and returns to the Base Navigates through the terrain and triggers the instrument Navigates through the terrain, triggers the instrument, and returns to Base

20 points

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Navigates onto the

terrain

30 points

Mars Data 5 Mars Data 6

40 points

Mars Data 5 Mars Data 6

Mars Data 5

Mission 2 - Rock On! • •

RoboChallenge Exploration Mars

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•

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Section 3

10 points

Mars Data 7

20 points

Mars Data 7

30 points

Mars Data 7 Mars Data 8

40 points

Mars Data 7 Mars Data 8

50 points

Mars Data 7 Mars Data 8

Navigates to the crater

RoboChallenge

Exploration Mars

Section 3

Mars Data 7 Mars Data 8 Mars Data 9

70 points

Mars Data 7 Mars Data 8 Mars Data 9

80 points

Mars Data 7 Mars Data 8 Mars Data 9

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90 points

60 points

Mars Data 7 Mars Data 8 Mars Data 9

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Mission 3 - Let the Sunshine!

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RoboChallenge Exploration Mars

Mars Data 10

20 points

Mars Data 10

30 points

Mars Data 10 Mars Data 11

40 points

Mars Data 10 Mars Data 11

10 points

Section 3

Mission 4 - ET-Call Home!

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Exploration Mars

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10 points

Mars Data 12

Instrument Lab is delivered to the site (but not activated) and the robot returns to Base Instrument Lab delivered and activated at the site for less than 30 seconds

20 points

Mars Data 12

30 points

Mars Data 12 Mars Data 13

Instrument Lab is delivered to the site

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Mars Data 12 Mars Data 13 Mars Data 14 Mars Data 12 Mars Data 13 Mars Data 14

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RoboChallenge Exploration Mars

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Section 3

A written description of the most recent program designed for your robot (BE SURE TO IDENTIFY THE MISSION.)

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A written description of what the most recent design of the subassembly is able to successfully accomplish in relation to the mission

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A list and function of the LEGO elements used in the most recent design of the subassembly

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LEGO Element

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Function

RoboChallenge

Exploration Mars

Section 3 ENGINNEERS:

Provide a written description of the performance of each subassembly used in Challenge 1. Subassembly # 1

Subassembly # 2

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RoboChallenge Exploration Mars

Section 3

Based upon the performance of your robot in the competition, what one thing would you change in the design of one of your subassemblies and why?

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______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________

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Exploration Mars

Section 3

Programmers: Provide a written description of each program used during the competition.

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RoboChallenge Exploration Mars

Section 3

Overview: The student assessment for programming has three components.

1) Students observe a robotâ&#x20AC;&#x2122;s behavior (pre-programmed) and record a description of the same behavior. 2) Students translate a written description of a robotâ&#x20AC;&#x2122;s behavior into a computer program. 3) Students design a program and successfully use RoboLab software to program the robot for the desired behavior.

Activity # 1:

Teacher Preparation:

The teacher will need to program each RCX brick with the following program:

ef R

Inventor

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Pilot

The robot will go forward for 3 seconds and pause for 2 seconds. The robot will make a wide turn to the right for 2 seconds and stop. The lamp will come on for 2 seconds and then goes off.

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RoboChallenge

Exploration Mars

Section 3 Materials: • • • •

One chassis and RCX brick for each team Assessment Sheet # 1 (one per student) Magnetic icons (Each student needs access to a set of magnetic icons during this assessment.) Assessment # 1 Rubric (one per student)

Procedure: 1) The teacher will instruct teams to:

Toggle to Program 1 and “run” robot. (Each student will need to show competency in activating the robot.) • Students will observe the behavior of the robot and record that behavior on Assessment Sheet # 1. • Students will observe the behavior a second time and record behavior on Assessment Sheet # 1. 2) The teacher will observe students individually as they order the magnetic icons to correlate with the written description of the robot’s behavior. The teacher will use Assessment Rubric # 1 to record student performance. (Students can be working on Mars presentations while the teacher is assessing individually.)

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Activity #2

Magnet Solution

Teacher Preparation: Because this component of the assessment requires computer access for individual students, it is suggested that the teacher work with groups of four while the remainder of the class continues preparation for their research presentations. Materials: • • •

Ideally, computer and printer access for every student. Assessment Sheet # 1 (one per student) Assessment Rubric # 1 (one per student)

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Section 3

Procedure:

1) Students will program a robot for the following behavior:

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The robot goes forward for 3 seconds. The robot pauses for 2 seconds with the lamp on. The robot goes backwards for 2 seconds with the lamp off and pauses for 2 seconds. The robot makes a sharp, point/pivot turn to the right for 2 seconds and stops.

If there is printer access, students will print the program for the teacher to review. If not, the teacher will need to review programs on the computer screen as the student programs the robotâ&#x20AC;&#x2122;s behavior. The teacher will use Assessment Rubric # 1 to record student performance.

Activity # 3 Teacher Preparation: Because this component of the assessment requires computer and chassis access for individual students as well as access to magnetic icons it is suggested that the teacher work with groups of four while the remainder of the class students continues preparation for their research presentations.

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Section 3

Materials:

Computer access for each student Chassis and RCX brick for each student Magnetic icons (one set per student) Assessment Sheet # 1 Assessment Rubric # 1

• • • • •

Procedure:

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1) Students will design a program for the robot that includes four steps and display that program with magnetic icons. 2) Students will record the behavior of the robot on Assessment Sheet # 1. 3) Students will write the program using RoboLab software and program the robot’s behavior. 4) The teacher will use Assessment Rubric # 1 to record student performance.

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Student Name:__________________________________________________ Activity # 1 Score:

_____ (1-4, one being the lowest score and 4 being the highest possible score) DESCRIPTION OF PERFORMANCE The student records one step of the robot’s behavior. (The robot goes forward for three seconds.) The student records two steps of the robot’s behavior in sequential order. (The robot goes forward for three seconds and pauses for 2 seconds.) The student records three steps of the robot’s behavior in sequential order. (The robot goes forward for three seconds and pauses for 2 seconds. The robot makes a wide right turn for 2 seconds.) The student records four steps of the robot’ behavior in sequential order. (The robot goes forward for three seconds and pauses for 2 seconds. The robot makes a wide right turn for 2 seconds. The lamp comes on for 2 seconds and then goes off.

SCORE 1

_____ (1-6, one being the lowest score and 4 being the highest possible score)

Score:

Activity # 2

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SCORE 1 2 3

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DESCRIPTION OF PERFORMANCE Student is able to Power On the robot, toggle to Program 1, and “run”. Student displays competencies in Step 1 and programs the robot to go forward for 2 seconds and successfully downloads the program. Student displays competencies in Step 1 and programs the robot to go forward for 2 seconds and pause for 2 seconds with the lamp on and successfully downloads the program.

RoboChallenge

Exploration Mars

Section 3

Student displays competencies in Step 1 and programs the robot to go forward for 2 seconds, pause for 2 seconds with the lamp on, and go backwards for 2 seconds with the lamp off, and successfully downloads the program. Student displays competencies in Step 1 and programs the robot to go forward for 2 seconds, pause for 2 seconds with the lamp on, go backwards for 2 seconds with the lamp off, and pause for 2 seconds, and successfully downloads the program. Student displays competencies in Step 1 and programs the robot to go forward for 2 seconds, pause for 2 seconds with the lamp on, go backwards for 2 seconds with the lamp off, pauses for 2 seconds, and makes a sharp, point/pivot turn to the right for 2 seconds and stops, and successfully downloads the program.

______ (1-3, 1 being the lowest score and 3 being the highest possible score)

Score:

Activity # 3

DESCRIPTION OF PERFORMANCE The student records desired behavior of the robot that includes four steps. The student displays competency in Step 1 and shows that program with magnetic icons. The student displays competency in Steps 1 and 2 and programs the robot to match the desired behavior using Robolab software.

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SCORE 1

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RoboChallenge Exploration Mars

Section 3

Activity # 1 First Observation of Robotâ&#x20AC;&#x2122;s Behavior:

1)____________________________________________________________ 2)____________________________________________________________ 3)____________________________________________________________ 4)____________________________________________________________ 5)____________________________________________________________ 6)____________________________________________________________

Second Observation of Robotâ&#x20AC;&#x2122;s Behavior:

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Program your robot to perform this behavior:

Activity # 3 Record the program you designed for your robot in the space below: 1)____________________________________________________________ 2)____________________________________________________________ 3)____________________________________________________________ 4)____________________________________________________________ 5)____________________________________________________________ 6)____________________________________________________________

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Section 4

Student Name:__________________________________________________ Activity # 1 Score:

SCORE 1

_____ (1-6, one being the lowest score and 4 being the highest possible score)

Score:

Activity # 2

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SCORE 1 2 3

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Exploration Mars

Section 4

______ (1-3, 1 being the lowest score and 3 being the highest possible score)

Score:

Activity # 3

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SCORE 1

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RoboChallenge Exploration Mars

Section 4

Overview: The student assessment for programming has three components.

Activity # 1:

Teacher Preparation:

The teacher will need to program each RCX brick with the following program:

Inventor

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Pilot

The robot will go forward for 3 seconds and pause for 2 seconds. The robot will make a wide turn to the right for 2 seconds and stop. The lamp will come on for 2 seconds and then goes off.

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Exploration Mars

Section 4 Materials: • • • •

Procedure: 1) The teacher will instruct teams to:

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Activity #2

Magnet Solution

Ideally, computer and printer access for every student. Assessment Sheet # 1 (one per student) Assessment Rubric # 1 (one per student)

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RoboChallenge Exploration Mars

Section 4

Procedure: 1) Students will program a robot for the following behavior:

Activity # 3

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Teacher Preparation:

Because this component of the assessment requires computer and chassis access for individual students as well as access to magnetic icons it is suggested that the teacher work with groups of four while the remainder of the class students continues preparation for their research presentations.

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Exploration Mars

Section 4 Materials: • • • • •

Computer access for each student Chassis and RCX brick for each student Magnetic icons (one set per student) Assessment Sheet # 1 Assessment Rubric # 1

Procedure:

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RoboChallenge Exploration Mars

Section 4

Activity # 1 First Observation of Robotâ&#x20AC;&#x2122;s Behavior:

Second Observation of Robotâ&#x20AC;&#x2122;s Behavior:

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Program your robot to perform this behavior:

RoboChallenge

Exploration Mars

Section 4

CHALLENGE 1 WEâ&#x20AC;&#x2122;RE NOT IN KANSAS ANYMORE! SCORING GUIDE I SPY! Robot proceeds to identified coordinates and pauses for ten seconds. 100Pts 50Pts

Return to Base

ROCK ON!

Robot proceeds to edge of crater and retrieves core sample.

50Pts

Return to Base

200Pts

LET THE SUNSHINE IN!

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Robot proceeds to solar panel and clears dust particles.

25 Pts for each dust particle cleared (maximum 8) Pts

50 Pts

Return to Base

200

ET-Call Home!

Robot proceeds to Data Transmitter and deploys satellite. 100Pts Return to Base

50Pts

TOTAL POSSIBLE POINTS 800Pts General Scoring Guidelines: Each team will have two minutes to accomplish the four missions in Challenge 1. Students may handle the robot in base and add or detach elements while in base. Students may collect the robot at any time and return it to base. A team

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Section 4

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may only earn 50 points per mission for an autonomous return to base. No penalty is assessed for collecting the robot. If the robot is handled in any way outside the base, it must be returned to base. Teams may choose to program the robot to proceed from one mission to the next without returning to base by using multiple programs. If this determination is made, the team does not earn 50 points for return after a successful mission.

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