Lesson 2: Self Design Drawings

How do we ensure the arm's range of motion doesn't interfere with the drivetrain's stability?

Where is the optimal placement for the V5 Brain and Battery to maintain a low center of gravity?

How will the "Swept Away" game objects move through the robot's footprint?

Orthographic Projection: A method of representing a three-dimensional object in two dimensions (Top, Front, and Side views).

Scale: The ratio of the linear dimensions of the model to the actual robot (e.g., 1:2 scale).

Clearance: The intentional space left between two moving parts to prevent friction or collision.

Annotation: Explanatory notes or labels added to a diagram to clarify function or materials.

Footprint: The total area on the floor that the robot occupies.

ISTE 1.4.d: Students exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.

CCSS.ELA-LITERACY.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Description: Students will produce a "Visions & Versions" sketch. Using graph paper or digital sketching tools, they must draw their robot from at least two perspectives (typically Top and Side). They must label the motors, sensors, and structural C-channels.

Purpose: To identify mechanical "conflicts" on paper before wasting time and materials in the build phase. If the arm hits the wheels in the drawing, it will hit them in real life.

DOK Level: Level 4 (Extended Thinking). This moves beyond strategic thinking into Design. Students are synthesizing multiple researched concepts into a single, original, and functional system.

In this course, we recognize that students enter the lab with varying levels of technical experience. Our differentiation strategy employs a 'Scaffolded Autonomy' approach. We provide structured, step-by-step guidance for foundational concepts while offering open-ended, 'Design Challenge' extensions for advanced learners. By utilizing peer-mentorship models, diverse instructional media (visual, tactile, and digital), and flexible project pathways, we ensure every student can move from consumer to creator at their own pace.

• Formative: A "Peer Design Review." Students swap sketches and must identify one potential "point of failure" or "interference" in their partner’s design (e.g., "The battery looks like it blocks the arm's downward travel").

• Summative: The final annotated sketch in the Engineering Notebook.