We, Robots. Or Encounter at FarPoint A problem-solving simulation By Mary Mellon. FarPoint Mission. L.A.R.R.-E. must successfully navigate a “canyon” maze
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L.A.R.R.-E. must successfully navigate a “canyon” maze
L.A.R.R.-E. must successfully locate a light source (robogold) on a black stripe located on the “plain” after leaving the canyon. The robot will stop when it “discovers” the robogold and play a sound to indicate that it has found the correct place.
Programmers will be allowed to change programs only once during their Mission trial. They will not be allowed to make any physical changes to their design of L.A.R.R.-E. once they start the trial. Limited repairs will be allowed.
Basic Equipment and Materials List
5-6 Lego Mindstorms robotic kits
Minimum of 6 Batteries for each kit
5-6 Windows based computers (98 or above)
Introductory Powerpoint presentation
Materials to construct the “canyon” and “mining” challenges
RIS (Robotic Invention System) software for each robot
Handouts as needed throughout the “mission”
Watch the introductory Powerpoint presentation
Discuss the importance of robots in the exploration of Space.
Introduce the Mission and its parameters
Assign teams, discuss responsibilities of each team member assignment
Begin working through the missions, answering the “certification” questions along the way
Any other questions?
Team Log entry 1—make a team list of 10 criteria for evaluating this experience
Continue with the missions and certification --the goal being to finish them today or tomorrow
Team Log 2
Begin programming for the FarPoint Mission
“Be the robot”
Team Log 3—Algorithm for L.A.R.R.-E.’s behavior
Continue programming work
Team Log 4—Gear ratio, wheels, time-trials data gathering exercise
Continue programming work
Team Log 5-7 technical writing exercises
Optional internet research days
Begin official FarPoint Mission trials
Team Log 8
Any remaining Mission trials
Evaluation and Debriefing of experience
Final Log entry assignment
As a result of activities in grades 5-8, all students will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.
As a result of activities in grades 5-8, all students will demonstrate abilities of technological design and understandings about science and technology.
Standard 1 – Reading: The student reads and comprehends text across the curriculum.
Standard 4 – Research: The student applies reading and writing skills to demonstrate learning.
NCTM-National Council of Teachers of Mathematics:
Standard 6: Problem Solving
NSES-National Science Education Standards:
Standard A: Science as inquiry
Standard B: Physical Science
Standard E: Science and Technology
Other Standards cont.
ITEA—International Technology in Education Association:
Standard 3: The relationships between technologies and the connections between technologies and other fields
Standard 8: The attributes of design
Standard 9: Engineering design
Standard 10: The role of trouble-shooting, research and development, invention and innovation, and experimentation in problem solving
Analysis—students will use analytical skills to determine the steps needed to to solve the problem.
Synthesis—students will use and modify basic skills learned in tutorial “missions” to solve new problems
Evaluation—students will evaluate their current solutions in light of the presented criteria for success and make changes accordingly