Lesson 3: Self Design Proposed Inventory

How do we translate a 2D sketch into a 3D list of physical parts?

What "hidden" components (spacers, nuts, washers, zip ties) are essential for the robot's structural integrity?

How does our design stay within the legal part limits of the "Swept Away" challenge?

Bill of Materials (BOM): A comprehensive inventory of the raw materials, assemblies, sub-assemblies, and components needed to manufacture a product.

Fasteners: Hardware used to join parts together (e.g., 8-32 screws, nylock nuts, keps nuts).

Motion Components: Parts that facilitate movement (e.g., gears, sprockets, chain, bearings, shafts).

Lead Time: The time between identifying a need for a part and having it in hand (critical if parts need to be ordered or found in storage).

Sub-assembly: A unit assembled separately but designed to be incorporated into the larger robot (e.g., the "Intake" is a sub-assembly).

ITEE STEL-7R: Apply planning processes to guide the development of a logical board or inventory of resources.

Common Core Math (HSN.Q.A.1): Use units as a way to understand problems and to guide the solution of multi-step problems.

Description: Students will "dissect" their sketches. They will walk through their design subsystem by subsystem (Drivetrain first, then Lift, etc.) and list every single screw, C-channel, and motor required. They should use a spreadsheet or a structured table in their Engineering Notebook.

Purpose: To teach resource management and precision. It ensures students have a "shopping list" before they head to the parts bins, preventing the common problem of "designing on the fly" with whatever happens to be on top of the pile.

DOK Level: Level 2 (Skills & Concepts). While it involves high-level organization, the primary cognitive task is categorizing and quantifying known components based on a pre-existing design.

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: The "Missing Piece" challenge. The instructor reviews a student's BOM and sketch to see if they’ve forgotten something vital (e.g., "You have wheels and motors, but where are the bearings or shafts to connect them?").

• Summative: A completed, professional BOM spreadsheet that includes: Part Name, Quantity, and which Subsystem it belongs to.