Lesson 4: Self Design Robot Build

How do we translate a 2D BOM and sketch into a 3D structural assembly?

When a physical build fails to match the sketch, how do we document the necessary design pivots?

What are the most critical "clues" (photos, diagrams, labels) a stranger would need to rebuild this robot from scratch?

Iterative Design: The process of testing, analyzing, and refining a design until it meets the goal.

Structural Integrity: The ability of the chassis and arm to withstand the stresses of the "Swept Away" game without bending or breaking.

Cable Management: The organized routing of smart cables to prevent tangling in moving parts or disconnecting during matches.

Exploded View: A diagram or photo showing the components of a mechanism slightly separated but in their relative positions.

Fastener Torque: Ensuring screws are tight enough to hold under vibration but not stripped.

NGSS HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

CCSS.ELA-LITERACY.WHST.9-10.2.D: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context.

Description: Over 18 sessions, teams will build their robots. Every 3–4 sessions, students must pause to photograph their progress and write "Build Steps." These photos and notes will eventually be compiled into a professional instruction booklet (using tools like Google Slides, Canva, or a physical binder).

Purpose: To develop persistence and technical communication skills. The instruction booklet ensures that students don't just "happen" upon a working robot; they must understand how it works well enough to teach someone else.

DOK Level: Level 4 (Extended Thinking). This is the highest level of DOK because it requires long-term planning, synthesizing construction with documentation, and evaluating the success of a complex system over time.

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 5-Minute Pitch." Every Friday, teams show the instructor their most recent sub-assembly (e.g., the intake) and explain one change they had to make from their original sketch.

• Summative: The Final Instruction Booklet. It will be graded on clarity, use of technical vocabulary, and whether a peer could realistically follow the steps to build the robot.