Lesson Plan: Electronic Motorcycle

Print Friendly

 

 

Unit Goal

  • Recognize the basic components used in electronics

  • Learn the names and schematic symbols of electronic components

  • Learn to follow and understand electronic schematic diagrams

  • Learn the basic function of electronic components

  • Learn how to construct electronic devices by following schematic diagrams

To build an electronic project that generates the sound of a motorcycle, starting and speeding up.

Unit Objective

  • Students will match the correct term to the definition with 80% accuracy.

  • Create a concept map as a group using Gliffy about compass points and the Electronic Motorcycle Lab with 90% accuracy.

  • Work cooperatively in a group and follow classroom safety procedures with 100% accuracy based on rubric.

  • Apply Step-By-Step Assembly Instructions to  assemble the Electronic Motorcycle with 100% accuracy.

Background and Rationale

This lab is is part of Mr. Circuit Electronic Labs  series project #3. The  Electronic Lab is to provide students with a with a meaningful and exciting introductory course in electronics. No previous electronic knowledge is required. The Electronics Lab stimulates students minds by using easy to understand experiments to increase their knowledge about electronics and explain how much electronics is a part of our world. Science project ideas will come as they build various experiments while working with integrated circuits, light emitting diodes (LED’s), photocells, semiconductors, etc. This Lab was designed with a progressive order of complexity. Therefore, students have been exposed to introductory experiments learning the basic concepts to prepare them for the electronic motorcycle lab.

INSTRUCTIONAL/ENVIRONMENT MODIFICATIONS:

  • The teacher will individually work with the ELL and Special Ed students to aid in completion of the Electronic Motorcycle project with extended time.

  • The students will use the Step-By-Step Assembly Instructions along with a modified “Color Coded” & Highlighted Instructional Guide.

  • The teacher will allow ELL and Special Ed students extra time to complete the Electronic motorcycle project and use the Assembly Guide to accommodate comprehension of vocabulary definitions.

  • The teacher will allow more time for the Electronic Motorcycle project completion.

  • Special Education Accommodations: Scaffold Instructions with Color Coding, Simplified language, Guided Questions strategies for oral responses and Visual Aids using the Smart Board.

The students will work in teams of 2 to 3 in assembling their Electronic Motorcycle.   Teams will be selected by the teacher.  The team will select a Team Leader.  The Team Leader will be responsible in organizing the team to perform each assembling step and will be the main communicator with the teacher.  The teacher will evaluate the Electronic Motorcycle Lab upon completion of the Step by Step Assembly Instructions Checklist. When completed, the team can assist other teams in assembling their Electronic Motorcycle at their table.

Lesson Objectives

Objective

Bloom’s Verb

Students will match the correct term to the definition with 80% accuracy.

 Define

Create a concept map as a group using Gliffy about compass points and the Electronic Motorcycle Lab with 90% accuracy.

Understand

Work cooperatively in a group and follow classroom safety procedures with 100% accuracy based on rubric.

 Create

Apply Step-By-Step Assembly Instructions to  assemble the Electronic Motorcycle with 100% accuracy.

Apply

Curriculum Standards

MST Standards: 1,2,4,6

1. Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate to pose questions, seek answers, and develop solutions.

2.  Students will access, generate, process, and transfer information using appropriate technologies.

4.  Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of  ideas in science.

6.  Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of living.

Technology Integration (ISTE Standards):

Creativity and Innovation   

  • Use models and simulations to explore complex systems and issues

Communication and Collaboration                                   

  • Communicate information and ideas effectively to multiple audiences using a variety of media and formats

  • Develop cultural understanding and global awareness by engaging with learners of other cultures

  • Contribute to project teams to produce original works or solve problems

Critical thinking, problem solving,and decision making                

  • Identify and define authentic problems and significant questions for investigation

  • Plan and manage activities to develop a solution or complete a project

  • Collect and analyze data to identify solutions and/or make informed decisions

  • Use multiple processes and diverse perspectives to explore alternative solutions

Learning and Innovation Skills (P21.org)

Creativity and Innovation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming)

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively

  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

Critical Thinking and Problem Solving

Solve Problems

  • Solve different kinds of non-familiar problems in both conventional and innovative ways

  • Identify and ask significant questions that clarify various points of view and lead to better solutions

Communication and Collaboration

Collaborate with Others

  • Demonstrate ability to work effectively and respectfully with diverse teams

  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.

Life and Career Skills (P21.org)

 FLEXIBILITY AND ADAPTABILITY

Adapt to Change

  • Adapt to varied roles, jobs responsibilities, schedules and context

Be Flexible

  • Incorporate feedback effectively

INITIATIVE AND SELF-DIRECTION

Manage Goals and Time

  • Utilize time and manage workload efficiently

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

  • Know when it is appropriate to listen and when to speak

  • Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

  • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects

  • Set and meet goals, even in the face of obstacles and competing pressure

Information, Media, and Technology Skills (P21.org)

Media Literacy

Create Media Products

  • Understand and utilize the most appropriate media creation tools, characteristics and conventions

Materials

Smart Board and Laptop

Thinking Routine

Compass points will be integrated into this lesson. The routine will need to be modeled with the entire class initially so that students have an understanding of the process. A visual image of a compass will be displayed on the interactive Smartboard in which responses will be recorded. All recorded responses corresponding the appropriate direction: E, W, N, or S will be recorded. Questions will be:

E = Excited

What excites you about this idea or proposition? What’s the upside?

W = Worrisome

What do you find worrisome about this idea or proposition? What’s the downside?

N=Need to Know

What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

S = Stance or Suggestion for Moving Forward

What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

Students will be given the handout that models the compass points displayed on the Smartboard. It is generally easiest for students to begin with what is exciting or positive about the idea or proposition and then move to worrisome and need to know. Having student participate in this activity as a whole group enables them  to build on each other’s ideas. After this discussion students will split up into their assigned groups and create a compass point on the Electronic Motorcycle Lab using Gliffy.  Using this routine will enable groups of learners to consider ideas and propositions from four different angles to prevent personal reaction or quick judgment.

Lesson Introduction

Showing a quick video clip about motorcycles and  engines Video the class will hold a short discussion about what they know about motorcycles and their engines in order  to build background knowledge. Students will then be given definitions and terms in which they will complete a matching activity. (See Handout)

Screen Shot 2015-04-11 at 10.48.14 AM

Click on image to access Video

Lesson Procedures and Activities

  • Explicit Instruction: The teacher will use the Step-By-Step Assembly Instructions to facilitate the understanding on how to assembly the “Electronic Motorcycle” lab (Lab Kit A16)

  • Lecture – randomly asking students questions on the Purpose of this Project and the Circuit Description.

  • Reading – random students will read out louds pages 40 & 41. Students will focus on understanding what they read and discuss the vocabulary from the Circuit Description and Parts used to assemble the Lab.  (Teacher centered/Student participatory. )

  • Modeling “I Do”: The teacher will facilitate talking aloud approach to model how to assemble the Electronic Motorcycle.

  • The teacher will demonstrate to the students on how to assemble each Part from Step 1 to 9 by using the Step-By-Step Assembly Instructions and Powerpoint.

  • Lecture with modeling of the systems approach to analysis the assembly of the Electronic Motorcycle Steps 1 to 9.

  • The students will pay attention on each assembly step following the powerpoint and teacher demonstration

  • Guided Practice:The teacher will facilitate discussion on asking the students on how to assemble the Electronic  Motorcycle by using the Step-By-Step Assembly Instructions (Steps 1-9).

  • Student participation will be important to help the students understand the assembling the Electronic Motorcycle using Step-By-Step Assembly Instructions (Steps 1-9).  The students will explain to the teacher on how to assemble the Electronic Motorcycle.

  • Application “You Do” Independent Practice: The teacher will use the “Walk Around Approach” to assure the students are completing their task.

  • Students will be in teams of 2 to 3 in assembling the Electronic Motorcycle from Steps 1 to 9.

  • Students will use the Step-By-Step Assembly Instructions.

Corrective Feedback:Encouragement and confirmation when students start to openly discuss analyzing problems correctly.

Possible Questions for this lesson:

  1. Why isn’t the Battery placed in the Battery Snap while assembling the Electronic Motorcycle?

  2. What happens when you rotate (turn) the potentiometer?

  3. What happens if your Electronic Motorcycle doesn’t work?

[/color-box]

Lesson Closure

STudents will complete a Ticket out the Door Card summarizing the key point of the lesson.

Assessment

images

 

 

Assessments Formative:

  1. Group Compass Point using Gliffy

  2. Participation in classroom discussion using a “Random System”.

3)    Adherence to the rules during classroom discussion and Lab Rubric

4)    Completing Steps 1 to 9 in assembling the Electronic Motorcycle 100% accuracy Check List.

5) and Ticket Out the Door.

Summative:

6)   Completion of the Step By Step Assembly Instructions

Screen Shot 2015-04-11 at 10.24.12 AM

Click on image to enlarge

 

GROUP WORK

4

3

2

1

Contributions

In large- and small- group discussions, shares helpful ideas. Leads the discussion and makes a strong effort to contribute.

In large- and small- group discussions, often shares helpful ideas. Clearly strives to participate.

In large- and small- group discussions, sometimes shares helpful ideas. Makes the required effort to participate but no more.

In large- and small- group discussions, rarely shares helpful ideas. Participates minimally or not at all.

Time management

Completes assignments on time throughout the project. Does not cause the group to change deadlines or reassign work because of lateness.

Usually completes assignments on time throughout the project. Does not cause the group to change deadlines or reassign work because of lateness.

May put things off, but turns assignments in on time. Does not cause the group to change deadlines or reassign work because of lateness.

Routinely misses deadlines, puts off work, and causes group to change deadlines or reassign work because of lateness.

Problem solving

Makes a clear effort to find and share answers to problems.

Does not actively seek answers to problems but helps to improve those found by others.

Accepts solutions found by others without changing them. Is willing to try suggested answers to problems.

Makes no effort to find, share, or try answers to problems. Leaves all work to others.

Working with others

Listens well and assists others in their efforts. Facilitates group work.

Usually listens well and assists others in their efforts. Does not facilitate group work, but doesn’t hinder it either.

Sometimes listens well and assists others in their efforts but may be difficult to work with.

Does not listen well or assist others; may not participate in group work.

Research techniques

Always looks at varied sources and records information in detail.

Usually studies varied sources and records information in some detail.

Often studies varied sources and records information, but sometimes it is sketchy.

Rarely looks at more than one source and barely takes any notes.

Synthesis

Arranges information found by self and others into useful formulations; is able to manage complex ideas.

Usually arranges information found by self and others into useful formulations; may need help in managing complex ideas.

Sometimes arranges information found by self and others into useful formulations. Does not manage complex ideas.

Rarely or never arranges information into useful formulations or manages complex ideas.

Student Work Example

compass_point-2.png

Click on the image to enlarge

Author Profile:

Frank Zimmerman

images

Click on the image for the author’s profile

 

 

 

 

 

References: