Robotics and Engineering Course Curriculum (Curriculum Exchange)

Norman F. Robinson; Jeffrey H Rosen; Jayma Koval

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: K-12 and Pre-College Engineering Division Curriculum Exchange
Tagged Division: K-12 & Pre-College Engineering
Page Count: 2
Page Numbers: 24.1059.1 - 24.1059.2
DOI: 10.18260/1-2--22992
Permanent URL: https://peer.asee.org/22992
Download Count: 481

Paper Authors

biography

Norman F. Robinson III Georgia Institute of Technology

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Norman “Storm” Robinson, III is an award winning educator, curriculum designer, presenter, professional development trainer and instructional coach. He has offered programs that have inspired teachers and students to increase interest and participation in STEM/STEAM courses and concepts. His energy, content knowledge and instructional strategies are supported by research and delivered in a style that is relatable and receptive and impacts teaching and learning.

Storm began his career as a Mathematics Teacher at Tanglewood Middle School in Greenville, South Carolina. He was awarded Teacher of the Year after his second year in the classroom. Also at this time he was selected to serve on the Curriculum Leadership Institute for the Greenville County Schools District. After teaching middle school for five years, Storm moved to Riverside High School and instructed integrated mathematics classes for 2 years.

With a solid foundation of teaching experience formed, Storm accepted a position as an Aerospace Education Specialist for NASA’s Aerospace Education Services Project. For 7 years Storm designed, implemented and facilitated various STEM programs to inspire teachers and students in STEM. As a “Space Mobiler”, he used NASA missions to design and implement standards based activities that teachers could use to supplement their instruction. He also managed and developed curriculum support materials for the Exploring Space Through Algebra and Space Exploration AP Project

Storm returned to the classroom as the 8th grade STEM Magnet Mathematics Teacher at Marietta STEM Magnet Middle School where he was instrumental in developing the school’s robotics team. This opportunity lead him to his current position as the Team Lead/Education Outreach Manager for the development of curriculum for the Robotics and Engineering Design Course at the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at the Georgia Institute of Technology. His responsibilities include developing curriculum and providing professional development for teachers implementing robotics in their instruction through the NASA Electronic Professional Development Network.

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Jeffrey H Rosen Georgia Institute of Technology

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Jayma Koval Georgia Institute of Technology

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Abstract

Robotics and Engineering Course Curriculum: Integrative STEM with a dose of data, design, and manufacturing Over the past two years, a team from the University of *** has developed, implemented and iterated on curriculum materials for a series of 9-‐week 8th grade Engineering & Technology classes. The curricula, funded by the state Race to the Top grant through the US Department of Education, were designed to engage students in data-‐driven design challenges that utilizes 3-‐D design software, 3-‐D printing, and robotics. In each course students engage in data collection and analysis in ways that directly support the parallel math and science classroom content. The series includes courses focusing on Bio-‐Mechanics, Electro-‐Magnetic Radiation, and Energy. Each course is independent of the others, allowing them to be sequenced to best align with the academic core content at each school. Each course in the series starts with a 1-‐week common activity that prepares the students for the nature of work that will be required of them during the course. Students then engage in an engineering challenge created to help them develop science, math, and engineering competencies. They run multiple data-‐collection trials using a LEGO® MINDSTORM NXT robot pre-‐programmed to perform a certain action. Using the data they collect, students determine how well the robot performed and suggest an improvement to the robot design, justified with science knowledge. The students then use the 3-‐D design software and 3-‐D printer to modify a single element of the robot, creating a prototype that hopefully improves the robot’s ability to complete the challenge. To complete the engineering design process, they then test the prototype, and report their results. During the Curriculum Exchange we will demonstrate the engineering devices used in each of the 9-‐week courses and will make available the accompanying teacher and student materials. These materials will be freely available for download from the project website.

Citation
Format

Robinson, N. F., & Rosen, J. H., & Koval, J. (2014, June), Robotics and Engineering Course Curriculum (Curriculum Exchange) Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22992

TY  - CPAPER
AB  -                                  Robotics  and  Engineering  Course  Curriculum:                      Integrative  STEM  with  a  dose  of  data,  design,  and  manufacturing                                                                         Over  the  past  two  years,  a  team  from  the  University  of  ***  has  developed,  implemented  and  iterated  on  curriculum  materials  for  a  series  of  9-‐week  8th  grade  Engineering  &amp;  Technology  classes.    The  curricula,  funded  by  the  state  Race  to  the  Top  grant  through  the  US  Department  of  Education,  were  designed  to  engage  students  in  data-‐driven  design  challenges  that  utilizes  3-‐D  design  software,  3-‐D  printing,  and  robotics.    In  each  course  students  engage  in  data  collection  and  analysis  in  ways  that  directly  support  the  parallel  math  and  science  classroom  content.    The  series  includes  courses  focusing  on  Bio-‐Mechanics,  Electro-‐Magnetic  Radiation,  and  Energy.    Each  course  is  independent  of  the  others,  allowing  them  to  be  sequenced  to  best  align  with  the  academic  core  content  at  each  school.    Each  course  in  the  series  starts  with  a  1-‐week  common  activity  that  prepares  the  students  for  the  nature  of  work  that  will  be  required  of  them  during  the  course.    Students  then  engage  in  an  engineering  challenge  created  to  help  them  develop  science,  math,  and  engineering  competencies.    They  run  multiple  data-‐collection  trials  using  a  LEGO®  MINDSTORM  NXT  robot  pre-‐programmed  to  perform  a  certain  action.    Using  the  data  they  collect,  students  determine  how  well  the  robot  performed  and  suggest  an  improvement  to  the  robot  design,  justified  with  science  knowledge.  The  students  then  use  the  3-‐D  design  software  and  3-‐D  printer  to  modify  a  single  element  of  the  robot,  creating  a  prototype  that  hopefully  improves  the  robot’s  ability  to  complete  the  challenge.    To  complete  the  engineering  design  process,  they  then  test  the  prototype,  and  report  their  results.        During  the  Curriculum  Exchange  we  will  demonstrate  the  engineering  devices  used  in  each  of  the  9-‐week  courses  and  will  make  available  the  accompanying  teacher  and  student  materials.    These  materials  will  be  freely  available  for  download  from  the  project  website.      
AU  - Norman F. Robinson III
AU  - Jeffrey H Rosen
AU  - Jayma Koval
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Robotics and Engineering Course Curriculum (Curriculum Exchange)
UR  - https://peer.asee.org/22992
DO  - 10.18260/1-2--22992
ER  -