Course Title: Technology Education 6th Grade Teachers Name: Nathan Nagele Grade Level: 6th Grade Lesson

Title: Introduction to Systems and Control Lesson Length: 88 minutes Primary Pennsylvania Academic Standards for Science & Technology 3.1.7.A. Explain the parts of a simple system and their relationship to each other Other Pennsylvania Core Academic Standards Speaking & Listening 1.6.8.A. Listen to others. Speaking & Listening 1.6.8.D. Contribute to discussions. Behavioral Objectives 1. At the end of the lesson, the student will know the definition of a system, of control, and know the three levels of control. 2. The student will be able to build a system and control it with 100% accuracy. 3. During the demonstrations the student will show respect by listening and participating in class discussions/questions. Content Outline 1. System 2. a. Define: A group of parts that work together to solve a problem or accomplish a goal b. Examples: i. Computer System ii. Body Systems 1. Digestive 2. Respiratory 3. Circulatory 4. Skeletal 5. Nervous iii. Technological Systems 1. Mechanical 2. Electrical 3. Fluid 4. Thermal 5. Chemical Control a. Define: To have power over something b. Levels of control i. Human 1. Most basic 2. Has master control ii. Mechanical iii. Computer c. Why do we use control i. Take power over our natural environment ii. Make things do what we want them to do

3.

4. Robotics a. What is it? i. Robotics: The science or study of the technology associated with the design, fabrication, theory, and application of robots. ii. Robot: 1. A mechanical device that sometimes resembles a human and is capable of performing a variety of often complex human tasks on command or by being programmed in advance. 2. A robot is a machine that gathers information about its environment (senses) and uses that information (thinks) to follow instructions to do work (acts) b. Why do we use robots? To perform tasks c. Examples? i. Mars rover ii. Automatic carwash iii. Sewer robots iv. Assembly line Anticipatory Set: Learning: Students will learn what a system is, how we control a system, and what a robot is. Purpose: Students will need basic systems and control knowledge to successfully learn about robotics. Transfer: Students have learned about other types of systems in other classes and understand the basics of robotics. They will use this previous information to help them understand technological systems. Motivation: Students will be working with Lego NXT robots in the next class. To get to this point, they have to understand systems and control. Instructional Aids or Resources Laptop with internet access Learning Catalytics access Video projector and screen 16 computers with internet access 1 Robotic Arm from LabVolt or something similar 1 1.5V battery and battery holder per 2 students 1 1.5V electric motor per 2 students 1 paper clip per 2 students 2 brass push pins per 2 students 1 push button switch per 2 students 1 foam test board per 2 students 3 test leads per 2 students 1 zip lock bag per two students 16 Internet Search Activity worksheets 16 sheets of scrap paper Procedures:

Time

4:00 1

Set Induction: Have students sit down and hand out scrap paper. Explain to students to be quite and watch what the teacher is doing. Have them write down what is going on as well. Plug in robotic arm and operate it. Ask students what they saw, heard, smelled, etc.

10:00 2

Ask students what the robotic arm represents. If no responses, ask them about the pretest, particularly systems. Discuss what a system is and what other classes they have learned about them in (health and science). Come up with a definition of a system and give examples from in the classroom (computers, TVs, etc). Then have students log into Learning Catalytics website and login with appropriate session I.D. and answer Question 1 on systems. View student feedback and identify students who do not have a firm grasp of the systems model. Ask how can we control systems. Then ask what control is. Have groups of students each come up with a definition and have them share it with the class. Come up with a class definition to control. Talk about the levels of control. Break students up into groups of two. Have one group member grab a test board with battery, battery holder, and motor attached to it. Have the other group member come up and get a zip lock back filled with 3 test leads, two push pins, a paper clip, and a push button switch.

10:00 3

2:00 4

33:00 5

Identify the parts on the test board. Connect the battery, test leads, and motor together to create a simple working circuit. Then ask if we can control it better. Have students get brass push pins and a paper clip out and show them how to hook up the circuit. Explain the safety considerations needed when doing this. Finally hook up the circuit with the push button switch. Upon each hook up ask how many parts there are in the systems. After testing the circuits have students log into Learning Catalytics with session I.D. and answer question two about control. Then view student feedback and identify struggling students. Make note to pair struggling students with students who understand the concepts for the next class. Review which system worked the best and why. The system with the most parts might not always work the best.

20:00 6

Have students go out to the computers and complete the internet search activity worksheet. Students should be reviewing ASIMO.

9:00 7

Call students back together and review the worksheet. Ask them what the point of ASIMO is and why we use robots. Show students a video of robots currently being developed to help humans with everyday tasks. Have students login to Learning Catalytics and answer the final question dealing with robotics. Gauge student feedback to identify interested and disinterested students.

TOTAL 88:00 minutes

Assessment: Student will be checked during their group work to check for understanding. Worksheets will be collected at the end of class to make sure students are on task during class. Special Needs Accommodations: Be sure students with special needs are sitting up front for the demonstration. Check during the lesson that students understand what they are supposed to be doing. Ensure their understanding by observing and assisting them during the lesson.