Building Container Houses with a CNC Drawing Machine

Author: Christina Gkreka
Summary of the Activity Plan

Students create physical models of temporary houses simulating the practices of professionals who design and build containers. Firstly they design virtual models of houses using a digital tool, then they create a robot similar to the real machine which cuts solids’ nets and finally they program their robot to draw cube and other solids’ nets on the paper. These drawings are cut and tiled in order to create physical models of container houses, which are placed on a maquet of a camp which is supposed to host people who have suffered from a physical disaster.

Type of Activity: Workshop Curriculum Aligned: Fully aligned
Subject:
  • Maths
  • Technology
Curriculum and Country: 6th grade Primart school, Greece
Language: English
Domains
Science: 0
Business: 0
Technology: 10
Engineering: 7
Mathematics: 10
Arts: 0
Societal Issues: 7
Life Skills: 7
OBJECTIVES AND SKILLS

Subject Related:

- Study solids’ nets, 2d and 3d shapes properties.

Skills Learning Outcomes:

  • Programming with Logo and LEGO NXT MINDSTORMS programming environment
  • Skills to be fostered:

    • Creativity
    • Critical Thinking
  • Develop collaborative skills, Take roles within groups, Communicate with other groups to exchange ideas and tips, advice
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
  • Argue about what a camp needs, therefore what solids they need to create and for what reasons.
  • Skills to be fostered:

    • Critical Thinking
  • Argue about the spatial arrangement of the camp so that it will be able to support the needs of the people who live there.
  • Skills to be fostered:

    • Critical Thinking
  • Practice making conjectures about how the real machine moves in order to cut steel nets which when tiled create container houses.
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    • Critical Thinking
  • Practice making conjectures about how the robot will move in order to draw nets which when tiled create houses models.
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    • Critical Thinking
  • Make assumptions, test possible solutions, choose the best solution, communicate with other “makers”.
  • Skills to be fostered:

    • Collaboration
    • Creativity
    • Teamwork
    • Critical Thinking
    • Problem Solving
    ARTIFACTS

    Digital artifacts: Students program in a Logo-like environment the path of a plane which draws solids Students program in Lego NXT MINDSORMS environment their robot in order to draw solids nets on a paper

    Robotic artifacts: Using Lego NXT Mindstorms parts, students construct a 2 axes CNC drawing machine (a simulation of a CNC Milling machine)

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 12 - 12 Years

    Class Size: medium

    (Ideal) Group Size: 4

    (Ideal) Grouping Suggestions: gender,ability

    Special needs and abilities:

    Other:

    Lego programming environment is in English. English is not native language for participants

    Environment: classroom,indoor

    Style of room: Students in a normal classroom in small groups in front of computers with one Lego NXT Mindstorms kit available for each group

    Sessions: 3

    Session Duration: 2h00

    Total Duration: 6h00

    INTERACTIONS

    Actions:

    • Exchange ideas
    • Dialogue
    • Negotiation
    • Debate

    Relationships:

    • Collaborative

    Roles in the group:

    • Emergent roles
    • Role exchange in the group

    Support by the tutor(s):

    • Intervene
    • Monitor
    • Facilitate
    TECHNOLOGY
    Technology Used:
    • Dash & Dot
    • Robotic Dreams
    • MOSS
    • LEGO Mindstorms

    Price per Kit: €151 - €300

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

    No Teaching Methods
    HOW TO
    TITLE: PHASE 1-ΙNTRODUCTION TO PHYSICAL DISASTERS ISSUES, DESIGNING A CAMP
    Description: Teacher engages students to a discussion about what is a physical disaster, what problems people face in such a situation and how we can deal with these problems. Teacher guides students’ discussion emphasizing on the need of providing at least a temporary house for these people. Students are introduced in the idea of camps and temporary houses which are used to provide to these people a place to live until they can inhabit their region again. Teacher informs students that the purpose of the workshop is to create a maquet-model of a camp for people who have suffered a physical disaster. At this point they watch images and videos concerning the building of camps and container houses. They are encouraged to think what the steps of building a camp are. Through discussion students are led to the definition of the steps which professionals may follow in order to build a camp with container houses. The first step is designing the camp. Teacher presents to the students a maquet on which models of container houses are to be placed. Students are engaged in discussion about what kind of buildings a camp would need, whether all buildings are going to be the same, where are they going to be placed in the camp so that the spatial arrangement can support the needs of the people who are going to live there. For example, a camp for people who have suffered a physical disaster would need a building which works as health center, a building probably bigger than buildings which would be used as houses. And probably it would be more practical for everybody if this health center would be placed somewhere in the center of the camp in order to be accessible from everybody in a short distance.
    Duration: 50 minutes
    Type: Introductory
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Study solids’ nets, 2d and 3d shapes properties.
    Skills Learning Outcomes: Programming with Logo and LEGO NXT MINDSTORMS programming environment , Develop collaborative skills, Take roles within groups, Communicate with other groups to exchange ideas and tips, advice , Argue about what a camp needs, therefore what solids they need to create and for what reasons. , Argue about the spatial arrangement of the camp so that it will be able to support the needs of the people who live there. , Practice making conjectures about how the real machine moves in order to cut steel nets which when tiled create container houses. , Practice making conjectures about how the robot will move in order to draw nets which when tiled create houses models. , Make assumptions, test possible solutions, choose the best solution, communicate with other “makers”.
    PHASE 2-DESIGNING VIRTUAL CONTEINER HOUSES
    Description: After spatial arrangement is decided, students design the houses models. Students are introduced in MaLt (http://etl.ppp.uoa.gr/malt2/), a digital tool in which guiding the path of a plane, they draw 3d shapes, which can simulate temporary houses. They use worksheets in order to guide them the basic functions of the tool through organized steps which help them think about how they can program the plane to move drawing a shape. At first teams create programs which draw different 2d shapes. They are asked to complete a half made program which draws a square, then they create a parallelogram. Next they create programs which draw different 3d shapes. Finally they are asked to use variation tool and observe the way their solids are untiled creating nets, when they reduce the variable of height. This way they can see the 2d representations of their solids, therefore the nets that have to draw, cut and tile in order to create physical models of their solids.
    Duration: 70 minutes
    Type: Reflection , Experimentation , Construction
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Study solids’ nets, 2d and 3d shapes properties.
    Skills Learning Outcomes: Programming with Logo and LEGO NXT MINDSTORMS programming environment , Develop collaborative skills, Take roles within groups, Communicate with other groups to exchange ideas and tips, advice , Argue about what a camp needs, therefore what solids they need to create and for what reasons. , Argue about the spatial arrangement of the camp so that it will be able to support the needs of the people who live there. , Practice making conjectures about how the real machine moves in order to cut steel nets which when tiled create container houses. , Practice making conjectures about how the robot will move in order to draw nets which when tiled create houses models. , Make assumptions, test possible solutions, choose the best solution, communicate with other “makers”.
    PHASE 3-CONSTRUCTING THE ROBOT
    Description: Students are provided with the robotic kit and the parts of the robot that they are already constructed. The session begins reminding students what has already been done. Then students watch images and videos of real CNC machines. In this session students are going to construct a robot which simulates the real machine. Their robot will not cut the parts but it will draw the solids nets on the paper. These drawings will be then cut and tiled into houses models. Before teams start the construction of the robot, they login the platform e-me. They are engaged in a discussion about the construction of the robot and about what movements each part of their robot will make. Teacher encourages students to watch many times the video with the machine in order to define how many movements and what kind of movements has the robot to make and then write their plan in the platform in order to have feedback and exchange ideas with other teams. Students built their robots. They have to link the parts which were made in a way so that the machine will draw lines in two axes, simulating the movement of a 2 axes cnc milling machine. While constructing the robot students are encouraged to share their thoughts, plans, problems and solutions with other teams through e-me platform.
    Duration: 60 minutes
    Type: Reflection , Exploration , Experimentation , Construction
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Study solids’ nets, 2d and 3d shapes properties.
    Skills Learning Outcomes: Programming with Logo and LEGO NXT MINDSTORMS programming environment , Develop collaborative skills, Take roles within groups, Communicate with other groups to exchange ideas and tips, advice , Argue about what a camp needs, therefore what solids they need to create and for what reasons. , Argue about the spatial arrangement of the camp so that it will be able to support the needs of the people who live there. , Practice making conjectures about how the real machine moves in order to cut steel nets which when tiled create container houses. , Practice making conjectures about how the robot will move in order to draw nets which when tiled create houses models. , Make assumptions, test possible solutions, choose the best solution, communicate with other “makers”.
    PHASE 4-PROGRAMMING THE ROBOT
    Description: In this session students program their robot. They are given a A3 paper on which their robot is going to move and a pen which is adapted on one of the three vehicles. Teacher introduces them in the programming environment of Lego NXT Mindstorms and explains how they can program the robot to move by choosing a motor block and selecting the motor that they want to move each time. They have to decide the distance that corresponds to each movement given the fact that the drawing are nets which later will be tiled in order to create solids, models of container houses.
    Duration: 120 minutes
    Type: Reflection , Exploration , Experimentation , Construction
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Study solids’ nets, 2d and 3d shapes properties.
    Skills Learning Outcomes: Programming with Logo and LEGO NXT MINDSTORMS programming environment , Develop collaborative skills, Take roles within groups, Communicate with other groups to exchange ideas and tips, advice , Argue about what a camp needs, therefore what solids they need to create and for what reasons. , Argue about the spatial arrangement of the camp so that it will be able to support the needs of the people who live there. , Practice making conjectures about how the real machine moves in order to cut steel nets which when tiled create container houses. , Practice making conjectures about how the robot will move in order to draw nets which when tiled create houses models. , Make assumptions, test possible solutions, choose the best solution, communicate with other “makers”.
    PHASE 5-CONSTRUCTING THE MAQUET
    Description: The drawings are cut and tiled. At last they are placed on the maquet. Students log in e-me and they are asked to discuss about their projects, the difficulties they faced and the solution they came up with. At last they are challenged to think what other robotic inventions would be useful in other situations in real life.
    Duration: 60 minutes
    Type: Reflection , Evaluation , Construction
    Orchestration: Group work
    Teaching Methods:
    Subject Related: Study solids’ nets, 2d and 3d shapes properties.
    Skills Learning Outcomes: Programming with Logo and LEGO NXT MINDSTORMS programming environment , Develop collaborative skills, Take roles within groups, Communicate with other groups to exchange ideas and tips, advice , Argue about what a camp needs, therefore what solids they need to create and for what reasons. , Argue about the spatial arrangement of the camp so that it will be able to support the needs of the people who live there. , Practice making conjectures about how the real machine moves in order to cut steel nets which when tiled create container houses. , Practice making conjectures about how the robot will move in order to draw nets which when tiled create houses models. , Make assumptions, test possible solutions, choose the best solution, communicate with other “makers”.
    ASSESSMENTS

    PHASE 5-CONSTRUCTING THE MAQUET: The drawings are cut and tiled. At last they are placed on the maquet. Students log in e-me and they are asked to discuss about their projects, the difficulties they faced and the solution they came up with. At last they are challenged to think what other robotic inventions would be useful in other situations in real life.

    ATTACHMENTS / SUPPORTING MATERIALS

    Presentations: CNC MACHINE.pptx

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    Views: 70
    Author: Christina
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