Lesson Plan Overview / Details
- Required time
- 55 Minutes
- Set up: Students should have already un-packed FRC kit of parts and inventoried power system components
- 0 Minutes
California Career and Technical Education Standards
Objectives and Goals
Students will be able to recognize and name the components of the robot power distribution diagram
Activities in this Lesson
- parts intro and inventory check - Demo / Modeling
Physically show each associated part and introduce their names. This activity is intended to familiarize students with the appearance of the parts, their names and basic functions.
- Diagram and part correlation - Demo / Modeling
Hand out power Distribution Diagrams (fully complete with component names and wiring schematics) to students and point out each item within the system. Be sure to physically hold and call out each part while introducing it's position on the diagram. For example- "This is the speed controller" - hold up the actual speed controller and point to it on the diagram.
- Parts/schematic name game - Lab / Shop
Students are arranged in a circle facing each other. Each student holds a part and a copy of the Distribution Diagram. The game starts with one student calling out the name of the part they are holding and its position on the diagram. The students call out the statements in the form- "I am the speed controller and I am located here" (student points). The next student then has to repeat the name and location of the previous student's part as well as their own. Corresponding students have to name all parts previously named as well as the one they are introducing. This continues until the final student is reciting the names and locations of all parts. At this point the line reverses, and the last student names only their part. The exercise ends when the student who originally started has to recite all part names and locations.
- Assessment Types:
- Demonstrations, Teacher-Made Test,
Part 1: Students are given a copy of the Power Distribution Board with the names and drawings of the components missing. They are given cut-out drawings of the components and asked to label and place them in the appropriate positions.
Part 2: Students are asked to call out the names of each component when shown them. Alternatively, students could be asked to to write in the names when shown them in a numbered order or slide show.
- 2010_Robot_Power_Distribution_RevA.pdf [ Download ]