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Learning:
An analysis of a robotics rotation sensor unit plan
EDUC 6401E
6 May 2009
1
TABLE OF CONTENTS
Page
I. INTRODUCTION 2
School Background Information 2
Unit Plan Description 3
Unit Plan Standards & Instruction 4
Unit Plan Aims & Objectives 5
Sample Lesson Plan 6
Notes 7.0 [Teacher's edition] 7
II. ASSESSMENTS 8
Formal Assessments Table 8
Summative Assessments 9
III. ANALYZING& REPORTINGDATA 10
Whole Group Learning Levels 10
A. Class Scores by Assessment 10
B. Class Scores by Learning Objective 11
Group Learning Levels 12
A. by Gender 12
B. by Grade Level 13
C. by Ethnicity 14
D. by Previous Marking Period Grade 15
Individual Learning Levels 16
A. Jason R. 16
B. Stephane G. 17
IV. REFLECTION ON WHATI LEARNED 18
Success of Unit Plan on Student Learning 18
Learning Objectives 18
Assessment Items 19
Instructional Strategies 20
Assessment Data 21
Professional Development 22
Professional Learning Goals 22
Immediate Action Steps 23
Appendix A: Individual Student Performance
24
by LearningObjective
Appendix B: Rubrics for Assessments 26
Appendix C: Samples of Student Work 28
2
"Whether it's urban kids who can't go outside because it's too
dangerous or the overscheduled, overparented kids at the other
end of the spectrum--I'm worried that boys have lost the chance
to play and to explore."1
- Margaret Anderson, Vanderbilt University
I. INTRODUCTION
SCHOOL BACKGROUND INFORMATION
In an effort to improve the math and science scores at the Frederick
Douglass Academy – a college prep school in Harlem, NY, my principal
scheduled Robotics classes to be taught this year. In a class focusing
on active-learning, the focus shifted from instructing students with
hands-on activities towards students constructing the math and
science skills themselves.
The class in which the lesson was taught is my 7th period class, which is
composed of 28 9th-12th grade students. Many of the higher-performing
students in the school expressed interest in the course, but most of
these who were upperclassmen were enrolled in various AP classes.
The remaining upperclassmen are generally students simply needing
credit. However, the underclassmen appear to be a sample cross-
section of the school population. Other typical demographics include:
79% of the students are African-American and 18% Latino, and 55%
male, 45% female.
1
Von Drehle, David. The Myth About Boys. TIME Magazine. Thursday, Jul. 26, 2007
http://www.time.com/time/printout/0,8816,1647452,00.html
2
“Although women currently comprise 52% of high school graduates who enroll in four-year colleges in the
United States, they comprise only 17% of college freshmen who choose engineering as an academic
major.”
Takahira, Sayuri, Goodings, Deborah J, Byrnes, James P. Journal of Engineering Education, Jul 1998
http://findarticles.com/p/articles/mi_qa3886/is_199807/ai_n8796414
3
graduate on time at twice the rate of black males.3 Every student
besides one in the class is either black or Hispanic, which in a 2003
study measuring mathematics literacy4, these groups scored
significantly below the international average, while white and asian
students scored significantly above. Faced with the all of these
challenges, this class was designed to be part of a program at FDA
which seeks to close these achievement gaps – providing students with
opportunities to perform in areas in which their peers are typically
underrepresented.
Students in a previous unit had constructed a basic robot, and last unit
had constructed a small manipulator arm to test the strength of the
motors used. This unit, we will explore one of the sensors they will use
with their robot – the Rotation sensor. The 7 Learning Objectives
chosen are categorized by which STEM discipline they are in and what
national standard they address.
The following table also includes the dates and instruction type for
when each standard and learning objective was taught.
Also included is a Unit Plan showing the Aims & Objectives for each
class day of the unit
3
The actual numbers are 76% for white males and 38% for black males. Also, the Schott Foundation
Report notes that “Black students comprise only 17% of public school students, but 41% of special
education placements, 85% of which are boys.”
Schott Foundation for Public Eduation. Public Education & Black Male Students: The 2006 State Report
Card http://www.schottfoundation.org/publications/Schott_06_report_final.pdf
4
International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from
the U.S. Perspective. http://nces.ed.gov/pubs2005/2005003.pdf
4
ROTATION SENSOR UNIT PLAN: STANDARDS & INSTRUCTION
F 3/27/2009 How do we show mastery of 1. Complete quiz satisfactorily Quiz #6: Rotation
our understanding of Sensors/ Review
rotation sensors? old quizzes/ Grade
M How can we use motor 1. Create a Motor Curve graph for torque and speed Notes 7.1
3/30/2009 curves in order to gather 2. Use the graph to find torque given speed
information for our robot 3. Use the graph to find speed given torque
designs?
T 3/31/2009 How can we experimentally 1. Setup an experiment to find the maximum torque of the motor A20 Assigned
find the maximumspeed of
our motor?
W 4/1/2009 How do we write a RobotC 1. Write a simple RobotC program Notes 8.0
programto find max speed 2. Use simple statements with the motor command and wait1msec command
of our motor? 3. Setup sensors
4. Use Debug Program to gain data
R 4/2/2009 How do we interpret the 1. Interpret data from programming A20 Due
data from our experiment 2. Calculate max speed given number from programming and time
and communicate the 3. Create a Motor Curve using experimental data
results?
F 4/3/2009 How do we assess our 1. Complete quiz satisfactorily Quiz #7: Max
understanding of our Speed
motor’s relationship of
speed and torque?
SAMPLE LESSON PLAN
“Optical” – there is a light in the sensor which shines through the slits inside
“Shaft” – a shaft or axle is placed in the middle of the sensor and will make the slit wheel rotate around
“Encoder” – the sensor counts the number of times the light alternates between reflection and no
reflection (each time the slit passes by. This number is sent in a numerical code to the robot’s controller.
2. Experiment: Open up the shaft encoder and look at the black disk with the slits inside:
Count the number of slits for 1 whole rotation of the wheel = 90 slits
a.
What are the number of degrees in 1 whole rotation of a wheel = 360 degrees
b.
So…. How many degrees does each slit represent? 4 degrees/ slit
c.
The robot’s controller will keep a count of every 4 degrees that the motor rotates
DRIVETRAIN APPLICATION:
3.
If the shaft encoder was put on your wheel, find the distance the wheel travels?
4. MANIPULATOR APPLICATION
On the manipulator, the Optical Shaft Encoder can be used to Count the number of degrees the
manipulator has rotated.
II. ASSESSMENTS
Students were assessed in a variety a of ways. The following table
shows how each of the 7 Learning Objectives were formally assessed:
SA2: QUIZ 7
The mean score for Assignment 20 was a 76%. However, this includes
six 0%’s because of work not completed. Thus the median was a high
96%. Students worked in groups on the assignment and often checked
with each other and me before handing the assignment in.
For Quiz 7, however, the students were not able to help each other out,
or have my assistance. The mean quiz score was 64%. This can be
explained by looking at the scores of a handful of the low performers
who dragged down the mean.
But because the Quiz included cycled material, a look at the
performance by learning objective will give a more accurate view about
what student learning occurred.
STEM
Discipli
ne Description Overall
Technolo Understanding Digital
A gy Encoding 74
Engineeri Integration of
B ng Sensors into an 74
Intelligent system
Math Using conversion
C factors for 71
appropriate units
Science Calculating Angular
D 68
Speed
Science Understanding Motor
E Tradeoffs 62
Math Labeling and reading
F 2-coordinate graphs 60
Technolo Using Programming
G 48
gy Feedback
Learning objectives A,B,C, D all scored over 65%. Notably, these were
the first learning objectives taught in the unit. Quiz 6, a formative
assessment, tested these learning objectives halfway through the unit.
Learning objectives E, F,G were taught the following days after Quiz 6.
Apparently, the lesson on T 3/31/09 was not as effective as it needed
to be. Students could not complete any tasks associated with learning
objectives E,F,G until they had already completed those for learning
objectives A,B,C,D. Thus, even the logical sequence of the content
favored the first 4 learning objectives.
A. GENDER:
B. GRADE LEVEL:
I also compared how students who did not score well the
previous semester fared against those who had. As expected,
the previous high performers outscored the low performers
75% to 63%. However this is only statistically significant at a
85% confidence level (t=1.29).
Two students were chosen from the class for a more in-depth analysis
of their learning results. Both students are senior males, with Jason R
performing on a high-level, and Stephane G on a much lower level:
A.JASON R.
For the Rotation Sensor unit, Jason had the 4th highest score on
summative assessments. His Assignment 20 was perfect, but he
missed a few points off his quiz, which actually disappointed me.
Looking at his quiz, Jason seemed to not fully understand learning
objective E. While many students struggled with this, I partially
blame Jason’s lack of interest because my teaching pace is not fast
enough for him at times. He’ll then begin quietly whispering to a
classmate or I’ll catch him working on an unrelated robotics project.
B. STEPHANE G.
Stephane’s math and science scores have always been low, though.
He has taken 6 semesters of Math A, and finally passed the regents
last year after the AP Calc teacher took over what many deemed “the
toughest class in the school”. He failed Physics last year, and is still 1
credit short for graduation. He must pass either Living Environment or
Robotics in order to graduate in May. A guidance counselor gave
Stephane my class starting in February as a backup just in case he
does not pass Living Environment.
For the rotation sensor unit, Stephane completed both assessment, but
received a 64, the 3rd Lowest score for any of the students who
completed both. During the lessons, Stephane will sometimes raise his
hand often, and eagerly contribute to the group discussion. However,
other days, he will focus his attention in other social directions. I often
found him flirting with one of the girls in the group next to his.
After analyzing the data, there are many areas in which my role as a
teacher can be informed:
LEARNING OBJECTIVES:
The students were given two different summative assessments for this
unit.
One simple solution is to simply take the time to check the copies of
my assessments before handing them out. Taking the quiz while the
students are is a great way to catch errors, but taking the quiz before
the students do will minimize the confusion even more.
But the large benefit of the robotics class, is that student’s can
meaningfully construct their own knowledge for many learning
objectives. While learning objective B & G were the only ones
exclusively instructed this way, each of the other learning objectives
was re-emphasized in student-centered contexts. Classwork after
lecture times, Activites where students counted the slits in the sensor,
and of course, student’s writing their own code to collect their own
individual data, gave students a much richer understanding of the
every single learning objective.
One major point for consideration has been how to most effectively
manage group work, even on tasks that seem efficient usages of the
students time. As seen with learning objective G (and to lesser extent
E &F), students working in groups can more easily get away with not
doing the work they need to which will help them learn. In assignment
20, only 1 person in the group really needed to be able to “use
programming feedback”, in order for the group to move forward. As I
checked in on groups, I found that quite a few times, the 1 or 2 more
motivated students gave the less motivated students the data, instead
of having them discover it for themselves.
After completing this project, there are many new ideas I have to
improve my performance as an educator:
Std. 0 33%
24
24% 22%
31
Deviation 16% 34% 38% 34% 46% 35% 32% 36% 36% 36% 32% 33% 32% 34% %
%
Appendix B: RUBRICS OF SUMMATIVE
ASSESSMENTS
ASSIGNMENT 20 RUBRIC
Questi Point
on Description s
1-4 Assignment completed 20
5 Reasonable Values (which
resulted in a speed between
60 RPM & 140 RPM) 5
6 For each part:
Correct Work (-1 for no
units) 3
Correct Numerical Answer 1
Correct Units 1 15
7 Proper titles 2
Proper units 2
Proper numbering 2
Accurate curve 4 10
TOTAL 50
QUIZ 7 RUBRIC
Questi Point
on Description s
1 2 points each part 10
2 3 points each part
Arithmetic error -1
10
Conceptual error -1
No units/ wrong units -1
3 2 points each part
Arithmetic error -1
10
Conceptual error -1
No units/ wrong units -1
4 3 points each part
Arithmetic error -1
10
Conceptual error -1
No units/ wrong units -1
5 2 points each part
No units/ wrong units -1 10
Correct Numerical
answer 1
TOTAL 50