The Arizona STEM Acceleration Project
micro:bit Rover Lessons�Lesson 3: Designing the Chassis
micro:bit Rover Lessons�Lesson 3: Designing the Chassis
A 9-12 grade STEM lesson
Author�Simon Escalada-Mastick
Date�June 29, 2024
Notes for teachers
In this lesson, students will design, model, and 3D print a chassis to find the best fit for a motor driver board, battery pack, TT motors, ball caster wheel, and wheels. This step in the prototyping phase will involve placing all the major components that make the rover mobile.
A companion website with notes for this series of lessons is available at https://simonhasan.github.io/microbit-rover-lessons/intro.html.
This website will be updated and new material will be added.
List of Materials
Standards
Arizona Educational Technology Standards
9-12.4.a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Arizona Engineering Standards
9-12.4.b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
9-12.4.c: Students develop, test and refine prototypes as part of a cyclical design process.
Standards
Arizona Engineering Standards
2.1: Identify the problem.�2.3: Explore possible issues or options to the problem.�2.4: Select the best solution within the constraints and criteria.�2.5: Develop a prototype or model to test the selected solution.�2.6: Implement the solution.�2.7: Evaluate the solution, and revise or repeat if necessary.�2.8: Document and report all results�3.3: Display data graphically using diagrams and working drawings.�5.2: Use measurement devices such as calipers, oscilloscopes, and digital multimeters to gather data for analysis.�5.4: Use software tools to solve, model, analyze, and/or design solutions to engineering problems.�5.5: Identify hazards, risks, and incidents related to tools and equipment.�5.6: Practice safe use of tools, machines, equipment, and materials.
Objectives:
Agenda (lesson times will vary)
Preparation: Ensure all materials, especially the datasheets for the components, 3D printer, filament, and Tinkercad software, are available and ready for use. Check the 3D printer for any maintenance needs.��Introduction: Explain the importance of precision in engineering and how this assignment will help students understand this concept. Discuss the previous lessons and how these lessons will help make a chassis for the rover.��Guidance: During the design process, guide the students to create dimensionally accurate sketches for components and the chassis prototype. ��Safety: Ensure all students follow safety guidelines while using the 3D printer. It might be beneficial to do a safety refresher before starting the assignment.��Assessment: Use the provided rubric to assess each student’s work. Remember to give constructive feedback to help them improve.��Reflection: After the assignment, have a class discussion about the results. What design challenges did the students face during the design process?
Agenda (lesson times will vary)
Opener� Students will examine M3 bolts and record their observations.�Objective 1: Analyse and Evaluate� Students will analyze the specifications of a TT motor, a Motor:bit, a ball caster � wheel,and a battery pack using calipers, a ruler, and various datasheets, and evaluate � the necessary dimensions for a chassis that can accommodate all the components.�Objective 2: Design and Create� Students will design a diagram of the chassis with multiple angles and labeled � measurements and create a 3D model of the chassis using Tinkercad that matches the � specifications of the diagram.�Objective 3: Apply and Test� Students will 3D print their designed chassis, test the fit of the actual components on the � chassis, and refine their design based on the results, documenting the entire process in their � engineering design notebook.�Objective 4: Reflect and Revise� Students will revise their design based on the results of their tests, documenting the entire � process in their engineering design notebook. They will reflect on their design process and the � outcomes, identifying areas of success and areas for improvement.
Intro/Driving Question/Opening
Provide students with a variety of objects (e.g., blocks, toy cars, etc.) and ask them to arrange these objects in a way that could represent a possible layout for a chassis. This will get them thinking about how different components can fit together in a limited space.
Hands-on Activity Instructions
Opener
Provide students with a variety of objects (e.g., blocks, toy cars, etc.) and ask them to arrange these objects in a way that could represent a possible layout for a chassis. This will get them thinking about how different components can fit together in a limited space.
Introduce the Motor:bit and other components. Ask the students to arrange the components in a similar manner.
Hands-on Activity Instructions
Objective 1: Analyse and Evaluate
Distribute the TT motors, TT motor wheels, measuring tools, M3 bolts, ball caster wheels, Motor:bit boards, battery packs, scissors, and paper. If no data sheets are available, students can record measurements in the next step.
Encourage students to use the calipers and ruler to measure the TT motor, the Motor:bit, the ball caster wheel, and the battery pack, and compare it with the datasheets. Instruct the student to record the measurements in their engineering design book if no data sheet is available for the component.
Ask students to write their observations in their engineering design notebook.
Hands-on Activity Instructions
Objective 1: Analyse and Evaluate (Continued)
Distribute the TT motors, TT motor wheels, measuring tools, M3 bolts, ball caster wheels, Motor:bit boards, battery packs, scissors, and paper. If no data sheets are available, students can record measurements in the next step.
Encourage students to use the calipers and ruler to measure the TT motor, the Motor:bit, the ball caster wheel, and the battery pack, and compare it with the data sheets. Instruct the student to record the measurements in their engineering design book if no data sheet is available for the component.
Ask students to write their observations in their engineering design notebook.
Hands-on Activity Instructions
Objective 1: Analyse and Evaluate (Continued)
Distribute the TT motors, TT motor wheels, measuring tools, M3 bolts, ball caster wheels, Motor:bit boards, battery packs, scissors, and paper. If no data sheets are available, students can record measurements in the next step.
Encourage students to use the calipers and ruler to measure the TT motor, the Motor:bit, the ball caster wheel, and the battery pack, and compare it with the data sheets. Instruct the student to record the measurements in their engineering design book if no data sheet is available for the component.
Ask students to write their observations in their engineering design notebook.
Hands-on Activity Instructions
Objective 2: Component Layout
Instruct students to draw an outline of the Motor:bit, ball wheel caster, battery pack, and the motor in the motor bracket (twice) on a sheet of paper.
Hands-on Activity Instructions
Objective 2: Component Layout (Continued)
Ask the students to cut out the outlined components. This will allow them to move the components around to imagine their chassis.
Hands-on Activity Instructions
Objective 2: Component Layout (Continued)
Guide students to arrange these cutouts on another sheet of paper to simulate the best fit or placement on the chassis. This will help them determine the best layout for the components on the chassis. Encourage the students to try different layouts for their prototypes.
Hands-on Activity Instructions
Objective 3: Design and Create
Based on their component layout, instruct students to sketch a diagram of the chassis in their engineering design notebook. Remind them to label all the dimensions and include more than one angle.�
Remind them that the design in their engineering design notebook should have the exact specifications as the design they create in Tinkercad. �
Have them export the STL file for printing when the design is complete.
Hands-on Activity Instructions
Objective 3: Design and Create (Continued)
Guide students to create a 3D model of the chassis in Tinkercad. Ensure that the model matches the specifications of the diagram in their notebook.
Remind them that the design in their engineering design notebook should have the exact specifications as the design they create in Tinkercad. �
Have them export the STL file for printing when the design is complete.
Hands-on Activity Instructions
Objective 3: Design and Create (Continued)
Students 3D print their designs.
Make sure students follow all the safety procedures established for using the 3D printer.
Oversee the 3D printing of the chassis. If a print job fails, encourage students to troubleshoot and revise their design.
Hands-on Activity Instructions
Objective 3: Design and Create (Continued)
If a print job fails, encourage students to troubleshoot and revise their design. Ask the students to inspect the chassis and record their successes, observations, or results in their engineering design notebook.
Ask the students to inspect the test piece and record their successes, observations, or results in their engineering design notebook.��If a design needs to be revised, instruct students to do so in their engineering design notebook and repeat the process, documenting any changes.
Hands-on Activity Instructions
Objective 4: Apply and Test
Ask students to test the fit of the actual components on the chassis and record their observations in their notebook.
If a design needs to be revised, instruct students to do so in their notebook and repeat the process, documenting any changes.
Hands-on Activity Instructions
Objective 5: Reflect and Revise��After students create a chassis that fits well with the TT motor, the Motor:bit, the ball caster wheel, and the battery pack, ask them to reflect on the process in their notebook.
Assessment
Objective | 0 Points | 1 Point | 2 Points | 3 Points | 4 Points |
Analyze and Evaluate | No analysis or evaluation of the chassis. | Minimal analysis or evaluation of the chassis. | Partial analysis or evaluation of the M3 bolt specifications. | Nearly complete analysis or evaluation of the chassis. | Complete and thorough analysis and evaluation of the chassis. |
Design and Create | No design or 3D model created. | Design or 3D model created but does not match specifications. | Design or 3D model partially matches specifications. | Design or 3D model mostly matches specifications. | Design and 3D model perfectly match specifications. |
Apply and Test | No testing or refining of the chassis. | Minimal testing or refining of the chassis. | Partial testing or refining of the chassis. | Nearly complete testing or refining of the chassis. | Complete and thorough testing and refining of the chassis. |
Reflect and Revise | No reflection or application of insights. | Minimal reflection or application of insights. | Partial reflection or application of insights. | Nearly complete reflection or application of insights. | Complete and thorough reflection and application of insights. |
Differentiation
For Visual Learners
Use visual aids such as diagrams of existing chassis and videos to explain the process of designing in Tinkercad. Encourage these students to use color coding in their engineering design notebooks.
For Auditory Learners
Explain the steps verbally and encourage discussion. Allow these students to discuss their ideas and processes with a partner or the class.
Remediation
Remediation
For Kinesthetic Learners
Provide these students with extra materials to manipulate while they are designing their test pieces physically. Encourage them to build prototypes with modeling clay before finalizing their design.
For Learners Needing Extra Support
Provide these students with templates or guides for their design notebooks. Consider pairing them with a partner for support during the design and testing process.
For English Language Learners
Provide vocabulary lists and ensure instructions are clear and understandable. Consider pairing them with bilingual students who can help explain the tasks.
Differentiation
Enrichment
For Advanced Learners
Challenge these students to test more than the minimum parameter. Encourage them to explore different ways to mount the parts using M3 bolts and nuts.