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Robotics

Robotics. Introduction to the engineering design process via paper airplanes. Start of class. Do Now: Average the following sets of numbers. { 1, 2, 3, 4, 5}  3 {5, 10, 10, 15, 15, 20}  12.5 {8, 4, 5, 9}  6.5. Today’s learning objectives.

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Robotics

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  1. Robotics Introduction to the engineering design process via paper airplanes

  2. Start of class • Do Now: Average the following sets of numbers. • { 1, 2, 3, 4, 5}  3 • {5, 10, 10, 15, 15, 20}  12.5 • {8, 4, 5, 9}  6.5

  3. Today’s learning objectives • Introduction of the engineering design process. • “ABCDE” is our mnemonic for the engineering design process. • Use “ABCDE” to design a paper airplane which flies as far as possible

  4. What does ABCDE mean? • A = Analyze • What are we doing? • B = Brainstorm • Think of different ways to do it • C = Choose • Select a design • D = Do • Make a prototype • E = Evaluate • How did it work? Can it be improved?

  5. What does ABCDE mean? • A = Analyze • What are we doing? • B = Brainstorm • Think of different ways to do it • C = Choose • Select a design • D = Do • Make a prototype • E = Evaluate • How did it work? Can it be improved? And keep refining your solution until it’s as good as it can be!

  6. Paper Airplane Challenge • In groups of 2 or 3, make a paper airplane that will fly as far as possible. • Distance is measured perpendicular to the direction of the throw. Curves and diagonals do not count!

  7. Paper Airplane Challenge • In groups of 2 or 3, make a paper airplane that will fly as far as possible. • Distance is measured perpendicular to the direction of the throw. Curves and diagonals do not count!

  8. Paper Airplane Challenge • In groups of 2 or 3, make a paper airplane that will fly as far as possible. • Distance is measured perpendicular to the direction of the throw. Curves and diagonals do not count! WINNER!

  9. Your materials: • Three sheets of paper. • Three paperclips. • No replacements will be issued. If you “mess up” some of your materials, you will need to do without them. • Part of the challenge is the restricted material supply! • You may cut and fold the paper as you like.

  10. The steps to follow… • Choose a first airplane design. Throw it three times, record the distances, and calculate the average distance. • Then make a guess about what might make the plane fly better. You may change whatever you like, but only change ONE THING. This is your “hypothesis.” • Record what change you made. Then again throw the plane three times and calculate the average distance. • Repeat this process

  11. Homework • Write at least half a page explaining today’s experiment. (Use pictures, if it helps to explain) Be sure to include: • Who you were working with, and what each person did. • What changes you made to the first airplane. • Which change made the biggest difference. • How might somebody make an airplane that flies even farther?

  12. End of class • Put your airplanes in the table folders • Put your data sheets in the table folders • Please put the chairs up

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