Curricular auxiliary for mechatronics online

Authors: Bianca Elena Hoisan Carmen SĂŽnc Aurica Popa

CURRICULAR AUXILIARY FOR MECHATRONICS A collection of teaching materials, adapted to the educational needs of the students as well as the requirements of the labour market, to provide support for VET lessons

ALBA IULIA 2017 The European Commission support for the production of this publication does not 1 constitute an endorsement of the contents which reflects the views www.intempo-eu.eu only of the authors, and the Commission cannot be held responsiblefor any use which may be made of the information contained therein.

www.intempo-eu.eu

Publishing Date - august 2017 Online republishing – may 2018

“Alexandru Domșa” Technical Highschool, Romania:

Carmen Sînc Headmistress-coordinator

Adela Cîmpean Teacher

Bianca Elena Hoisan Deputy Headmistress-editor

Ion Dantes Zaharie Teacher

Aurica Popa English Teacher- translator

Gheorghe Sas Teacher

Camelia Henegariu Teacher

Claudia Elena Moldovan Teacher

Ovidiu Achim Teacher

Adriana Gabriela Ciobanu Teacher

Florin Cristian Cosma Teacher

Ion Limbășan Teacher

ISBN 978-973-0-27054-9

2

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CONTENTS Argument.................................................

General Competences............................

Specific Competences...........................

Key Competences...................................

Values and Attitudes..............................

Content List.............................................

Methodological Suggestions.................

Teaching Resources...............................

Learning by Mapping..............................

Brainstorming.........................................

Design Thinking......................................

Lessons.........................................

Case Study..............................................

Lessons.........................................

6 8 9 10 11 12 13 14 15 16 17 18 23

24 Jigsaw Puzzle.......................................... 30 Lessons......................................... 31 Blended Classroom................................

54 Lessons.........................................

55 Project Based Learning.......................... 63 Lessons......................................... 64 Cooperative Learning............................. 70 Lessons........................................ 71

The Demonstrate Method..........................

Problem Solving.........................................

Practical Method.........................................

Lesson 1...........................................

Lesson 2...........................................

Lesson 3...........................................

Lesson 4...........................................

Animation....................................................

Lessons............................................

Flipped Classroom.....................................

Lessons............................................

Digital Storytelling......................................

Lego Mindstorms.......................................

A digital story about the Lego Mindstorms............................................

Annexes......................................................

The template of the lesson plan................

The template of the lesson observation report...........................................................

Examples of the lesson observation report...........................................................

Other recources..........................................

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

3

78 79 80 81 88 96 102 111 112 119 120 128 128 129 141 142 146 149 152

CREDITS

Collaborators:

“Alexandru Domșa” Technical Highschool, Romania:

Carmen Sînc Headmistress - coordinator

Adela Cîmpean Teacher

Bianca Elena Hoisan Deputy Headmistress - editor

Ion Dantes Zaharie Teacher

Aurica Popa English Teacher - translator

Gheorghe Sas Teacher

Camelia Henegariu Teacher

Claudia Elena Moldovan Teacher

Ovidiu Achim Teacher

Adriana Gabriela Ciobanu Teacher

Florin Cristian Cosma Teacher

Ion Limbășan Teacher

4

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

FA-Magdeburg GmbH, Germany: Liviana Marinescu Coordinator Ralf Sachsenmaier Trainer Alexandra Lobonțiu Editor, Trainer

Inercia Digital, Spain: Caridad Martínez Carrillo de Albornoz Manager Carlos Luna Huertas Research and Development Manager Borja Muñoz Vides Project Manager and Head of Technology Development

Vlad Marinescu Graphic Designer

Veronika Fricova Training Manager

Turkey:

Ana Mª Rodriguez Santiago Project Coordinator

Turan Fırat ALGÜL Headmaster Hüseyin KARTAL Deputy Director Electric Electronic Teacher Öncü KOŞANER English Language Teacher Zeynep KOŞANER English Language Teacher

Zespół Szkół Nr 2 w Sanoku, Poland Bożena Chabros-Jaklik Deputy Headmistress Marek Chimiak Teacher Marcin Wrona Teacher Bogdan Buczek Teacher

CFLI, Italy: Sandra Rainero Trainer

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

5

ARGUMENT As the title of the project suggests – Innovations in Teaching Mechatronics, Practically oriented – the six European countries set out to bring a fresh approach in teaching technical subjects, specifically mechatronics/ automotive.

Why mechatronics? According to surveys, observations and talks with employers, it is the most desirable qualification required by economic and service sector. All partner countries identified the same needs, expressed by the local business and other stakeholders, i.e. the growing need of proficient labourers in the field of automotive.

The preparation and instruction for a successful integration of the youth on the labour market in terms of skills, knowledge and knowhow has always been both the privilege and the challenge of educators. It has been particularly challenging for teachers and trainers of VET as they not only have to deal with an explosion of new subjects and contents resulted from the rapid development of technology around the world, but they also have to keep up with the modern approaches of didactics, so that they design attractive, meaningful and engaging lessons for their students and trainees.

The innovative aspect of the project lies in the successful combination of both into the two intellectual outputs: The Guideline for Mechatronics – a collection of methods, methodologies and strategies accompanied by generous resources – and The Curricular Auxiliary for Mechatronics – a collection of ready-made lessons resulted from teachers’ research, experimentation and applications of the methods, teaching, learning end evaluation tools intrinsically connected to the Guideline for Mechatronics.

6

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

The lack of resources in the domain of mechatronics represents a problem for teachers especially,having to research long hours in order to find materials appropriate for their students The project comes with ready-made lessons,with methods and strategies that are described in terms of WHAT,HOW,WHY,providing the teacher enough information to start an interesting and more engaging lesson for their students.

We researched on the resources available online,providing links for open source and other,so that the teachers can access them easily and design their lessons in a more facile way.

In our endeavour, we started from identifying a few general competences common in the curricula of all partner countries, thus trying to establish some common grounds in our approach. There were many variables on the matter discussed within the partnership; however we agreed upon a list of general competences and specific competences particular to the field of mechatronics. The key-competences we mention are key transferable competences, aiming not only to support lifelong learning but also to provide greater flexibility in case of retraining for related crafts.

Young people must be given the opportunity to acquire those skills that are important on the labour market. These requirements, tailored so that they fit the needs of contemporary society were incorporated in key skills. Along the way, each level involves acquiring the skills and knowledge which enable graduates either to search employment or to continue education at a higher level.

Preparation of skilled labour in accordance with European standards-based training involves conducting modern student-centred teaching strategies and assessment. The Auxiliary is therefore a valuable resource where VET teachers will find lessons plans designed by teachers after experimenting and applying the methods described in the Guideline for Mechatronics. The lesson plans are written on a simple template agreed by all partners, and can be subject to alterations and adaptations. The Auxiliary does not represent a comprehensive approach to teaching technical subjects, it merely presents examples of good practices in the didactics related to VET. Other resources were also made available, intended not only to an accessible application of method, but also for assessment , evaluation, extra practise.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

7

GENERAL COMPETENCES

1. PRODUCTION PLANNING AND ORGANISATION 2. QUALITY ASSURANCE 3. ELEMENTS OF DESIGN 4. HEALTH AND SAFETY AT WORK 5. MOTION TRANSMISSION SYSTEMS 6. THE USE OF CAD-TYPE APPLICATIONS 7. MANUFACTURING SYSTEMS AND TECHNOLOGIES 8. MEASURING TECHNIQUES IN THE FIELD 9. PLANNED MAINTENANCE 10. AUTOMATION SYSTEMS 11. ELECTRIC DRIVE SYSTEMS 12. ELECTRICAL CIRCUITS 13. ELECTRONIC CIRCUITS 14. MECHANICAL ASSEMBLY 15. FAULT DETECTION

8

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

SPECIFIC COMPETENCES

1.

SENSORS AND TRANSDUCERS

2.

ELECTRIC DRIVES IN MECHATRONICS

3.

PNEUMATIC ACTUATORS IN MECHATRONICS

4.

HYDRAULIC ACTUATORS IN MECHATRONICS

5.

MECHATRONIC SYSTEMS

6.

PLCS

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

9

KEY COMPETENCES

10

1.

COMMUNICATION IN MODERN LANGUAGE

2.

CRITICAL THINKING AND PROBLEM SOLVING

3.

THE MANAGEMENT OF INTERPERSONAL RELATIONSHIPS

4.

USE OF COMPUTER AND INFORMATION PROCESSING

5.

COMMUNICATION

6.

CAREER DEVELOPMENT

7.

DIGITAL DATA PROCESSING

8.

STARTING A BUSINESS

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

VALUES AND ATTITUDES It is intended that, through the values and attitudes to be formed throughout the training, young people should be educated in the spirit of the European values.

1. Adaptation with a view to the requirements of the labour market and the dynamics of technological evolution; 2. Responsible provision of quality products and services; 3. Demonstration of critical and creative thinking in technical field; 4. Awareness of the importance of standardization in the technical field.

5. Expression of creative thinking in structuring and solving work tasks 6. Display of positive attitudes towards science and knowledge in general 7. Manifestation of readiness to evaluate/self-assess practical activities 8. Spirit of initiative and willingness to address various tasks

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

11

CONTENT LIST

12

No. Crt. 1.

TITLE OF THE UNIT

CONTENT

SENSORS AND TRANSDUCERS

1. Chooses the type of sensor linked to application 2. Integrates sensors in automation schemes 3. Checks the functionality scheme

2.

ELECTRIC DRIVES IN MECHATRONICS

3.

PNEUMATIC ACTUATORS IN MECHATRONICS

1. Characterizes motors used in electric drive systems 2. Makes the simple power and control schemes of different types of engines 1. Characterizes pneumatic equipment 2. Makes pneumatic drives 3. Analyzes schemes for pneumatic actuators

4.

HYDRAULIC ACTUATORS IN MECHATRONICS

1. Characterizes hydraulics 2. Makes water-driven drives 3. Analyzes schemes for hydraulic actuators

5.

MECHATRONIC SYSTEMS

6.

PLCs

1. Characterizes a mechatronic system 2. Analyzes technical documentation of a mechatronic system 1. Shows programmers 2. Use specific programming languages

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

METHODOLOGICAL SUGGESTIONS Preparing skilled labour in line with European standards requires the development of training based on modern teaching and assessment strategies.

The choice of training techniques rests with the teacher, who has the task to individualize and adapt the didactic process to students' particularities, to focus the learning process on the student, on their needs and availability, in order to optimize the valorisation and individualisation of learning, to widen horizons and educational perspectives, to differentiate tasks and time allocated, and so on. In such context, group work, simulation, workshop / work practice, group discussions, video presentations, multimedia and electronic use, homework and integrated projects, visits, etc. contribute to effective learning by developing communication skills, negotiation, decision-making, responsibility, mutual support, as well as team spirit, competition and student creativity.

The choice of didactic means will be in close correlation with the didactic methods and the scientific content of the lesson.

It is advisable to develop the training-formative process according to the modern learning strategies, integrated into a multimedia system if possible, so as to maintain and stimulate the students' interest throughout the applications during lessons and the applied activities and to achieve the desired impact while studying this subject.

Any creative activity will lead to a significant widening of experience and the conscious application of acquired knowledge.

The acquisition of new knowledge, the ability to integrate it into the previously acquired knowledge and make use of it through transfer and creativity should stand at the core of the training of professionals, able to answer to the requirements of the current economy characterised, especially in the field of mechatronics, by a distinctly practical nature.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

13

TEACHING RESOURCES The Teaching Resources are structured as follows: The methods:  A short description;  Links with the Guideline on Mechatronics field for teachers and trainers(Chapter 1-Methods and Chapter 2Resources).

Lesson for the presented method:  The lesson plan made on the template established within the project;  Resources for the lesson (hand-outs, documenting sheets, specialized software, tutorials, multimedia etc);  Evaluation documents (for lessons and for students/learners).

Annexes:  The template of the lesson plan;  The template of the lesson observation report;  Examples of the lesson observation report;  Other resources.

14

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

LEARNING BY MAPPING

“A thinking tool that reflects externally what goes on inside your head” (Tony Buzan)

LEARNING BY MAPPING Mapping is the ultimate organization thinking tool that has the easiest way to put information into your brain and to take information out of your brain - map out your thoughts.

The various mapping tools have complementary functions:  Mind mapping is an associational mapping tool;  Concept mapping provides a way of mapping relationships;  Argument mapping focuses on maps of inferential structures and logical connections; Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 8  Chapter 2- Resources: page 8

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

15

BRAINSTORMING

BRAINSTORMING A brainstorming session is a useful tool to generate ideas or find solutions to a problem. The sessions give the class a chance to tap into their previous knowledge and form connections between the current topic and what they have already learned.

This technique has the following basic components: generating as many creative solutions as possible to tackle a problem in a setted time of limit and list every idea presented without comment or evaluation. At the end the ideas are evaluate. These sessions explore and expand a student’s ability to think critically and laterally.

Links from The Guideline on Mechatronics field for teachers and trainers Chapter 1- Methods: page 44 Chapter 2- Resources: page 27

16

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

DESIGN THINKING DESIGN THINKING Design thinking is a human-centered design process for problem-solving, a strategy to elicit creativity rooted in empathy and comfort with failure.

It’s extremely useful in tackling complex problems that are illdefined or unknown, by understanding the human needs involved, by re-framing the problem in human-centric ways, by creating many ideas in brainstorming sessions, and by adopting a hands-on approach in prototyping and testing.

Links from The Guideline on Mechatronics field for teachers and trainers Chapter 1- Methods: page 24 Chapter 2- Resources: page 17

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

17

THE TOPIC OF THE LESSON:

Details of the lesson

THE PROCESSOR Subject:

LEARNING UNIT /MODULE ASSEMBLING A CALCULATION SYSTEM

GENERAL COMPETENCES BUILDING A CALCULATION SYSTEM

SPECIFIC COMPETENCES Identify components of a computing system as specified.

Give a description of components of a computing system

ASSEMBLING A CALCULATION SYSTEM

Teacher/instructor: Date: 30/03/2017 Class: 10 Specialization: Computing technician operator Duration: 50 minutes Place: Computer science lab

OPERATIONAL OBJECTIVES Define the processor Explain the role and functions of the processor Recognize the main features of the processor List the processor uses    

PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): Improving knowledge to describe the role and characteristics of a computing system PSYCHOMOTOR OBIECTIVE (skills, abilities): developing communication skills developing active participation skills to solve problems.

SOCIO-AFECTIVE OBJECTIVES (values and attitudes): developing communication skills increasing engagement in activity; increasing learner's responsibility towards their own learning; developing students' confidence in their creative capacit

TEACHING - LEARNING METHODS MIND MAPPING

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

DESIGN THINKING BRAINSTORMING Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation Explanation Heuristic conversation Debate/argumentation Action-based technique

18

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES Worksheet - evaluation

Activities involved Movement Communication Reading Writing Comprehension Application Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

CONDUCT OF THE LESSON

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

19

1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): students will sit at computers - workstations

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Updating knowledge through oral questioning: 1. What is the role of central unity?

2. What are the main components on the motherboard?

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Design thinking method is used: 1. Creating empathy. In order to understand the theme of the lesson we are about to learn, we need to understand the problem we are trying to solve, the students are talking to the teacher and, individually, by using the Internet, theyresearch and investigate.

2. Defining the problem. During this stage, the students put together the information they have collected and formulate the main ideas about the role, features, functions and use of the processor.

3. Ideation is the stage of the design process in which ideas are generated. For this stage, a Braistorming session is used. It will be the leader of the class who will write the students' ideas on the board. The teacher announces the time (10 min) and the fact that the ideas must be formulated concisely. All ideas will be noted, students will be encouraged to express as many ideas as possible.

4. Creating the prototype. The teacher together with the students analyze all the ideas written on the blackboard and eliminate the inappropriate ones. Valid ideas are grouped into categories: processor definition and role, processor functions, processor features, processor usage. Starting with these categories, students make a prototype looking like a conceptual map (Mind Mapping).

In the final phase, the prototype made by the students is modifie. Finalizing the prototype, they eliminate repetitive ideas and highlight the main notions/concepts.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

Feedback is done through questions What is the role of the processor?

Which features affect CPU performance?

What devices use processors?

20

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

5. EVALUATION OF PERFORMANCE Assessment will be carried out throughout the lesson (at all stages) to enable the connection between knowledge and the attention of students during the whole lesson. Individual appraisals (possibly grading some students) and collective assessments will be made on the work done by the students.

With the help of a worksheet, students' notions are assessed.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER – HOMEWORK/INDEPENDENT WORK. Worksheets are discussed, correct answers will be given to all items as follow up the discussions with the whole class.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

21

WORKSHEET - EVALUATION I.

Fill in the gaps: The processor has the task of performing the operations of .................................... and .........................................

The main characteristic of the processor is .......................................................

To ensure the correct CPU cooling the following are used: ............................. and .......................

To make the heat transfer from the processor more efficient, use ........................................

II.

Choose the correct variant: 1. Processors can work on : a) 32 bits b) 40 bits c) 62 bits 2. The functions of the procesorului are: a) Controls entry / exit operations b) Managing files and folders c) Comunication control d) Application management e) Handle information III. List three devices that use processors.

22

d) 64 bits

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CASE STUDY

CASE STUDY Case studies portray real life situations involving decision making by participants on a set of questions or through an open-ended discussion in the classroom.

Case method is a powerful student-centered teaching strategy that can impart students with critical thinking, communication, and interpersonal skills. By presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels of cognitive learning.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 14  Chapter 2- Resources: page 12

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

23

THE TOPIC OF THE LESSON:

Details of the lesson

Components of the automatic adjustment system. Transducer: role, building elements, operation, choosing from catalogs.

Subject:

LEARNING UNIT /MODULE Module IV. Automation systems

GENERAL COMPETENCES

Module IV. Automation systems Teacher/instructor: Date: 23/05/2017 Class: 11th graders Specialization: Automation

1. Critical thinking and problem solving 2. Relationship management 3. Using your computer and processing information 4. Communication

technician

SPECIFIC COMPETENCES

Type of lesson

1.Caracterizes automatic adjustment systems 2. Presents the functioning of the components of automatic regulation systems 3. Analyze the operation of field automation systems

OPERATIONAL OBJECTIVES O1. To explain the functioning of a transducer O2. To specify the role of the sensitive element and the adapter’s O3. To snalyze the performance of a transducer O4. To classify transducers O5. To choose a transducer for a given application.

O6. To support their own points of view, through the observations made during the lesson and by researching on the internet  

  

PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): define the transducer, recognize the types of transducers, explain the role of the transducer, choose a particular transducer, issue value judgments PSYCHOMOTOR OBIECTIVE (skills, abilities): to be physically and mentally prepared for research SOCIO-AFECTIVE OBJECTIVES (values and attitudes): to abring arguments, to debate and to accept the ideas / opinions of others, to collaborate in a team

TEACHING - LEARNING METHODS CASE STUDY Other methods: List here

24

Duration: 50 minutes Place: Google Digital Class or Computer Science Lab

teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Group formation will be based on student learning styles

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: online research

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

ATTACHED FILES/RESOURCES 1. Updating knowledge: Annex 1- work sheet with items.

2. Find documentation questions from the Case Study Method file. Transducers - Appendix 2.

3.site wiki http://mecatronicsintempo.wikispaces.com 4. google forms evaluation - Annex 3 form address

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

25

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus

 Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): Teacher's activity: checking absentees, verifying the didactic material. Students activity: preparing chromebooks. Duration: 5 minutes

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Students will complete the work sheet individually by solving the tasks and then, upon expiration of time, they will self-evaluate under the supervision of the teacher who will provide a corrective feedback to students by displaying the task solving on a slide using the video projector. Duration: 10 minutes

Annex 1 Attached

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Students will be seated in work groups according to the number of students and learning styles. They will be informed about the title of the study but will not receive necessary information but only concrete tasks to solve, i.e. questions. Students will work on tasks and can critically use the sources of information. The teacher asks the students to search the internet for information on transducers: definition, types, role, block diagram. If students do not find information, the teacher suggests they look at the following addresses: http://cursuri.flexform.ro/courses/L2/document/Cluj-Napoca/grupa4/Rus Maria / site / index.html or http: //sistemedeautomatizare.wikidot com / 1-transducers. Curricular auxiliaries can also be used: Mihaela Pintea, "Curriculum auxiliar Module Automation Systems, curriculum auxiliary for level 3.

Questions: GENERAL QUESTION: Why is the electrical dimension to be adjusted?

QUESTIONS ABOUT THE CONTENT: a) How is the transducer defined? b) What is the structure of a transducer? C) What role does the sensitive element have? D) What is the role of the adapter? E) Specify the functioning of the transducer. F) How do you define the static characteristic of the transducer? G) What are the characteristics of the transducers according to which their performances? H) Classify the transducers.I) What types of parametric transducers do you know? But generating transducers?

Each group will have to answer to the content questions. The teacher will read the first question and the groups will present the answers one by one. The presentation will be made by the leader of each group.

The students will bring arguments for each of their answers, under the guidance of the teacher, the correct answer will be chosen.

Duration 20 minutes

26

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

Questions: GENERAL QUESTION: Why is it necessary to adjust the electrical size?

CONTENT QUESTIONS: a) How is the transducer defined? b) What is the structure of a transducer? C) What role does the sensitive element have? D) What is the role of the adapter? E) Specify the operation of the transducer. F) How do you define the static characteristic of the transducer? G) What are the characteristics of the transducers according to which their performance is appreciated? H) Classify the transducers.I) What types of parametric transducers do you know? But generating transducers?

Each group will have to respond to the content questions. The leader of the group will set out the answers that will be analyzed with the other leaders and under the guidance of the teacher.

Annex 2 – attached material

5. EVALUATION OF PERFORMANCE The evaluation of the case resolution and the evaluation of the participants will be done by completing a google assessment form. Students will be able to see the answers after completing, so the evaluation will be immediate Duration:10 minutes

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER – HOMEWORK/INDEPENDENT WORK. For better retention of the knowledge, a supporting material is given for study at home: Annex 4 Duration 5 minutes

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

27

Annex 1.

Knowledge Update Sheet - Characterization of Automatic Adjustment Systems Class XI Mechatronics Technician I. Based on your knowledge, fill in the spaces with the correct word (the right words): The automatic controller (RA) performs certain operations on ...... 1. ... .. received at the input, respectively, to process this size after a certain law, called ............... 2 ...................... the result being ............... 3 ............... ... applied to the element ........................ ..4 .............................. ...

Choose the right option: II. The role of an SRA is to: a) Automatically establishes connections between input / output technology sizes at a preset value b) ensures the automatic maintenance - without human intervention - of technological quantities at a predetermined value, of the regime c) ensures the automatic maintenance - by human intervention - of certain technological quantities at a predetermined value of the regime d) Manually or automatically make connections between input / output technology sizes at a preset value

III. Choose the right option for the item marked 4 in the figure schema:

a) execution element b) automatic regulator c) transducer d) technological installation

28

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

IV. Choose the right option: The size applied to the input of the automatic controller, which is part of an automatic control system, is called: a) the size of the reaction; b) error (deviation); c) adjustment size; d) interference size.

Correction and scoring bar I. Answer: (Any similar wording is acceptable) 1- error e 2- adjusting regulations 3- control size Xc 4- execution II. Answer: b III. Answer: c IV Answer: b Instructions for assessors For a correct association, regardless of the form of writing (text, graphics, arrows, logic, etc.) will be given the score provided in the scale.

The way of transmission and suggestions for evaluating the evaluation results Depending on student responses, certain information about the SRA, categories, components, or operation will be resumed or not, the information related to them will be recalled, and then another test, similar to this or alike, will be applied again.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

29

JIGSAW PUZZLE

JIGSAW PUZZLE METHOD Jigsaw method is a teaching strategy of organizing student group work that helps students collaborate and rely on one another. It is an excellent method for improving students teamwork and communication skills.

Primarily, the method is based on the creating heterogeneous groups of students, driving them into new groups to become experts on a topic and then return to their home groups to share the new acquired knowledge.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 16 

30

Chapter 2- Resources: page 13

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

THE TOPIC OF THE LESSON:

Details of the lesson

Pneumatic actuators

LEARNING UNIT /MODULE Execution elements / Automation systems

GENERAL COMPETENCES Characterizes automatic adjustment systems

SPECIFIC COMPETENCES Shows the operation of automatic control system components

OPERATIONAL OBJECTIVES Description of the functional role of pneumatic actuators; Classification of pneumatic actuators according to certain characteristics; Identification of components of pneumatic actuators; Recognition and use of symbols and notations specific to pneumatic actuators.  





PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): Description of pneumatic actuators; Operation of pneumatic actuators; Choosing these elements from the catalogs.

PSYCHOMOTOR OBIECTIVE (skills, abilities): Representation of the block diagram of the execution elements; Identifying the technical and functional parameters of these elements; Use of these elements in the construction of automatic control systems.

SOCIO-AFECTIVE OBJECTIVES (values and attitudes): Collaborating with team members in accomplishing tasks; Taking responsibility for the task received within the team; Responsible attitude in the use of work equipment; Compliance with safety norms

TEACHING - LEARNING METHODS JIGSAW PUZZLE Other method Other methods: List here

Subject: Automation systems Teacher/instructor: Date: 25/10/2017 Class: 11th graders Specialization: Computing technician Operator Duration: 50 minutes Place: laboratory

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents whi ch reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

31

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentation sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Expert sheets; Selfevaluation sheet; Evaluation test

ATTACHED FILES/RESOURCES Documentation sheet; Expert sheet; Worksheet; Worksheet - solutions; Evaluation test; Self-evaluation sheet.

32

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives Announcement of the way the lesson unfolds (according to the method(s) used): Mosaic Method: Split the class into 5 groups. Each student in the group will receive a number from 1 to 5. All students with the same number will be part of an expert group.

Each expert group will have the task of studying a given topic. For each topic discussed, students will receive an expert record. After discussing themes, each expert will return to the original group and pass on the knowledge assimilated to colleagues.

The objective of the team is that all colleagues in the group master the content of the 5 themes in order to solve their workbook.

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Updating knowledge about: - the functional role of the execution elements; - placement of the execution element in an automatic adjustment system; - the components of an execution element.

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) The class will be divided into 5 groups of 5 students. Each student in the group will receive a number within the group and will have the task of studying the theme corresponding to his number. Expert groups will be formed as follows: Students with the same number in each group will meet in a group of experts to discuss the topic together. Students receive an expert record for each theme. Thus, students with the number 1 will discuss theme 1 (Pneumatic Engines); Students number two will discuss theme 2 (Pneumatic Engine Controls); those with the number 3 will discuss theme 3 (Pneumatic Engine Control Elements); those with number 4 will discuss theme 4 (Fluid Adjustment and Control Elements) and those with the number 5 will discuss topic 5 (Connection and Connection Elements). Expert groups will have discussions based on the data and materials made available, new elements will be added and how new knowledge will be passed on to the other members of the initial group. Experts will return to the original groups and will pass the knowledge assimilated to their colleagues. The objective of the team is that all members should master the content of the 5 topics to be able to solve their workbook. One student from each expert group will present the results to the entire class.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

Students receive feedback sheets in which they will evaluate their own work, that of their teacher and colleagues and express their satisfaction.

The European Commission support for the production of this publication does not constitute an endorsement of the contents whi ch reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

33

Feedback form.

5. EVALUATION OF PERFORMANCE - will be done for each group based on the number of information obtained and their accuracy.

The evaluation will be based on the teacher's work record sheet (designed by the teacher) designed by the professor at the video projector.

- individually will be done with an evaluation sheet. Each student receives an evaluation sheet, and solves it. The evaluation will be done in pairs, using the teacher-designed scale at the videoproiector.

Expert sheet; Worksheet; Evaluation sheet.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER – HOMEWORK/INDEPENDENT WORK. The activities will be described here. Specify the content of the activity: what knowledge/skill is to be secured, what tasks are given for the individual study and homework, in what form.

Support materials shall be found listed in Attached Files.

34

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Handout for the Group Expert Topic 1: Pneumatic engines

1. Describe the functional role of pneumatic motors

2. Classify types of pneumatic engines

3. Explain the operation and identify the parts of the piston cylinder with an active face

4. Draw the piston cylinder symbol with an active face

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

35

Handout for the Group Expert Topic 2: Distributors

1. Describe the functional role of distributors.

2. Classify distributor types.

3. Identify the parts of a distributor and analyze the function it performs.

4. Draw the symbol of the five-way and two-position distributor (5/2).

36

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Handout for the Group Expert

JIGSAW PUZZLE METHOD Topic 3: Throttles

1. Describe the functional role of the throttles.

2. Classify the throttle types.

3. Explain the operation and identify the parts of the channel throttle.

4. Draw the symbol of the throttle.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

37

Handout for the Group Expert Topic 4: Valves 1. Describe the functional role of the valves.

2. Classify valve types.

3. Explain the operation and identify the parts of a direction valve.

4. Draw the symbol of a direction valve with arc.

38

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Handout for the Group Expert Topic 5: Connecting and joint elements

1. Describe the functional role of connecting and joint elements

2. Identify the types of connecting and joint elements.

3. Analyze the characteristics that the joints must have.

4. Specify the correspondence between the meaning of the joining and their function and show this correspondence on the drawing of a distributor.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

39

Work sheet : Pneumatic actuators Complete the following table with the information required in the table header: The type of the element

Functioning

Classification

Funtioning; Parts; Characteristics

Symbol

Pneumatic engines

Distributors

Throttles

Valves

Connectors and joint elements

2(A) 12(X)

10(Y)

1(P)

40

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

3(R)

Work sheet solved: Pneumatic actuators The type of the element

Functioning

Pneumatic engines

It transforms pneumatic energy into mechanical energy, which it then supplies to the actuated mechanism.

Distribtors

Thy are pneumatic elements to drive pneumatic energy on some circuits, in compliance with the commands they receive.

Throttles

They are elements that allow the speed of rotating motors or cylinders to be adjusted by adjusting the flow rate.

The type of the element

Functioning

Classification

1. Rotary 2. Linear: - with piston - with membrane

a. by number of channel: 2/2, 3/2, 4/2, 4/3, 5/2, 5/3, 5/4; b. by number of switching positions and normal position: normally closed and normally open; c. after actuation method: manual and electrical control.

1. Simple throttles 2. Channel throttles

Classification

Funtioning; Parts; Characteristics

Symbol

On the cylinder with an active face, the position of the stem depends on the compressed air pressure, reversing the rod by removing the air from the cylinder.

Component parts: 1. Cylinder body; 2.

Arc 3. Drive rod; 4. Piston; 5. Inlet air inlet.

Parts: - the distributor's body; - the movable element (drawer), which, by means of a reciprocal displacement, performs the switching scheme; The function of these elements is to open, close or deviate the airflow without changing basic parameters (pressure and flow).

When the flow takes place from left to right, the air is forced to pass through the section A regulated by the shutter 3.

Upon reverse flow, the resilient elastic member 4 deforms by opposing minimum resistance. As a result, the air flow bypasses the narrow section and crosses the section created by the deformation of the element 4.

Component parts: 1 - body; 2 - guide; 3 - obturator; 4 - elastic element.

Funtioning; Parts; Characteristics

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

41

Symbol

Valves

Connectors and joint elements

They are pneumatic elements that can have control and control functions for the working agent parameters in the circuit.

The connecting elements ensure flow of fluid between the machines, the pneumatic machines in the plant.

The joint elements ensure the connection of the connecting elements to each other and to the pneumatic devices.

1. Selection valves: - with OR logic - With logical AND 2. Direction valves

− Link elements can be: - rigid metal pipes (pipes) - flexible pipes (hoses) The connecting elements are: - for connecting rigid pipes: nipples, reducers, elbows, tees, etc .; - for connecting flexible pipes: quick-change connections

If a fluid flow from opening A to port B occurs, the pressure force pushes the movable member 2, the spring 3 is compressed and the working agent passes to the orifice B through the space between the element 2 and the valve body 1. With a reverse flow, from the connection B to the connection A, the pressure force, along with the spring, opposes the opening of the valve, so the working agent can not cross the valve to port A. Parts: 1- body; 2 - mobile element; 3arc.

- be demountable; - have total tightness at pressures and high temperatures; - be insensitive to vibration or ram strikes; - can be mounted quickly; - can be recovered.

P or 1 - pressure connection port; A, B, C or 2, 4, 6 consumer outlet; R, S, T or 3, 5, 7 Drain or vent; x, y, z or 12, 14 control port (piloting); L or 10 - reset command hole.

2(A) 12(X)

10(Y)

1(P)

42

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

3(R)

Documentation sheet: Fluid adjustment and control elements Valves are pneumatic elements that can have control and control functions of the working agent parameters in the circuit.

According to their functions, the valves are classified as: selection valves and direction valves.

1. Selection valves are those that select either the agents of the work agent or the work agent characterized by certain parameters. a. Selection valve or logic element SAU If holes X and Y are fed to the same pressure P, fluid A will flow through port A with the P pressure, the feed ports being X or Y or X and Y. If only the orifice X or Y-hole is fed, the unfeated hole is obstructed, and the feed port is connected to port A. If both X and Y control holes are fed but at different pressures, we will have the highest pressure in A, therefore the valve is called selection valve.

Symbols for the selection valve SAU

b. Two-pressure selection valve or logic element ĹžI You can see a section of the valve with logic AND in the figure below. If the X or Y supply is energized, the pressure valve closes the access from the connection to the connection A. If both ports are fed at the same pressure, port A will be fed from the X or Y or X and Y ports (position of the mobile element 1 is indifferent). If both control connections are to be fed but at different pressures, connection A will be fed at the

lowest pressure.

Symbols for selection valve Č˜I

2. Direction valve According to the figures below, if there is a fluid flow from the orifice A to the orifice B, the pressure force pushes the movable element 2, the spring 3 is compressed and the working agent passes to the orifice B through the space between the element 2 and the valve body 1. On a reverse flow, from the connection B to the connection A, . The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

43

the pressure force, along with the spring, opposes the opening of the valve, so the working agent cannot cross the valve to port A.

A

B

The structure of a direction valve This type of valve is simple and robust and uses where it is necessary to prevent reverse flow of fluid in a circuit.

Direction valves and derivatives 1. Direction valve without arc 2. Direction valve with arc

44

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Documentation Sheet: Pneumatic Actuator Controls Throttles are elements that allow the speed of rotating motors or cylinders to be adjusted by adjusting the flow rate.

The operation of the throttles is based on the variation of the fluid flow section, which results in a change in the flow through the throttle. The variation of the pressure drop determines the variation of the flow passing through the throttle, i.e. the variation in the movement speed of the fed execution element.

Throttles are usually adjustable and can be found in two variants: a. simple throttles regulates fluid flow regardless of its flow direction

Screw flow regulator is designed to regulate the flow of air, making it unidirectional, ensuring in one direction the regulation of the air flow and in the other sense the free flow of the entire air flow due to the built-in single valve. These machines allow speed control. If the screw that adjusts the dowel is closed, the appliance may function as a non-return valve. b. channel throttles allow variation of flow for one flow direction

The European Commission support for the production of this publication does not 45 constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Channel throttle has the following principle of operation: when flowing from left to right, the air is forced to pass through the section A regulated by the shutter 3. In the reverse flow, the resilient sealing member 4 deforms by opposing minimum resistance. As a result, the air flow bypasses the narrow section and crosses the section created by the deformation of the element 4.

1 – body 2 – grip 3 – shutter 4 – elastic element Symbol of the throttle:

FLOW CONTROL DEVICES 1. Non-adjustable throttle 2. Adjustable throttle 3. Manually adjustable throttle 4. Manually adjustable throttle

46

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Documentation Sheet: Pneumatic Engine Controls Distributors are pneumatic elements to drive pneumatic energy on certain circuits, in accordance with the commands they receive.

Distributors are classified by: d. Number of channels: 2/2, 3/2, 4/2, 4/3, 5/2, 5/3, 5/4; e. Number of switching positions and normal position: Normally closed and normally open; Drive method: manual and electric.

Symbolizing distributors Indicates the number of paths, the number of positions of the connections and the control mode.

The function of these elements is to open, close or deviate the airflow without changing basic parameters (pressure and flow).

The first digit shows the number of paths and the second number the number of positions the distributor can switch to; the two indications are separated by a sloping bar: - -5 - / - - 2-

number of positions number of channels The distributor symbol is a rectangle divided into a number of boxes equal to the number of positions it can switch. In each box is the corresponding sign-in scheme.

Distributor 5/2 The parts of a distributor are: - the distributor's body; - the movable element (drawer), which, by means of a reciprocal displacement, performs the switching scheme; On the drawer, special seals are fitted with sealing gaskets that ensure the insulation between the pressure port and those at atmospheric pressure, as the drawer moves against the body.

The distributor body is made of aluminum alloys and the drawer is made of plastic.

Examples of distributors: a. Two-position distributor:

b. Three-position distributor:

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

47

48

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Documentation sheet: Pneumatic motors In a pneumatic drive, the real actuator is the pneumatic engine (pneumatic cylinder).

Pneumatic cylinders convert pneumatic energy into mechanical energy, which it then supplies to the actuated mechanism.

The pneumatic motors can be rotary and linear (piston or diaphragm).

1. Rotary pneumatic motors are usually made with blades. They are composed of a cylindrical stator and a cylindrical rotor with a series of pallets placed obliquely in rotor notches. In operation, due to the centrifugal forces, the blades are designed to the periphery, absorbing the air from the intake manifold and compressing it to the exit chamber.

2. Pneumatic linear motors 2.1. Pneumatic linear piston engines have very wide applications and are built in an extremely varied dimensional range.The piston elements can be made in two constructive versions, namely with one face of the active piston (Fig. A) and with both sides of the

active piston (Fig.b) Piston cylinder awith one face of the piston active 1.Actuator body; 2.Spring; 3.Drive shaft; 4.Piston; 5.Air inlet opening.

b) with both faces of the piston active 1. Actuator body; 2. Piston; 3. Drive shaft; 4. Air inlet opening.

On the cylinder with an active face, the position of the rod depends on the compressed air pressure, the displacement of the rod by removing air from the cylinder, while on the twofaced active, the position of the rod depends on the pressure difference applied to the two faces of piston.

2.2. Linear pneumatic linear motors

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

49

Diaphragm pneumatic elements convert the potential energy of pressurized air into mechanical energy, to the linear displacement of an execution tool that interfaces with the automatic process.

Membrane pneumatic actuators consist of a manometric capsule C provided with a membrane M located above a solid metal disc D with a rod T and an antagonist spring R.

Compressed air brought from the regulator or converter at a pressure of 0.2 - 1daN / cm2, press against the membrane by overcoming the resistance of the antagonist spring and pushing the rod down. Depending on the compressed air pressure, the position of the rod continuously varies between two limits, and the rod stroke is 1 to 6 cm.

Membrane cylinders or diaphragm chambers have a number of functional advantages compared to piston cylinders: the absence of frictional forces during movement and especially at the start of the movement, gives the membrane chambers promptness and high safety in operation. The durability of the membranes is great, and they can operate over one million cycles.

Table Item name Symbol Cylinder with simple effect

Dual effect cylinder Two-rod double-action cylinder Two-way rotary motor

Oscillating motor

50

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Documentation sheet: Connectors and joint elements 1. Connectors Ensures flow of fluid between appliances, pneumatic machines in the plant.

Connecting elements (piping) can be: - rigid metallic pipes, drawn from low-grade steel, brass or copper; have a high rigidity, are cheap, and are used to distribute the fluid at a distance between fixed elements.

- Flexible hoses (tubes) made of rubber or plastics, with one or more layers of textile or metal inserts, depending on the pressure, used for small-scale links between moving parts Pipes, either flexible or rigid, cannot be directly connected to the various pneumatic devices on the network. The connection between the equipment and the piping will be provided by joint elements.

2. Joint elements Ensures connection of the connection elements between them and them with the pneumatic devices.

They are used for the following purposes: - for connecting rigid pipes: nipples, reducers, elbows, tees, etc .; - for connecting flexible pipes: quick-change connections (for sample stands).

Joint elements should have the following characteristics: - be demountable; - have total tightness at pressures and high temperatures; - be insensitive to vibration or ram strikes; - can be mounted quickly; - can be recovered.

These connections are generally made using threaded connections.

The following table shows the correspondence and the meaning of the joints marking.

Function letters numbers Pressure connection opening Connection to consumers opening Drain or ventilation opening Control port (pilot)

P A, B, C R, S, T x, y, z

1 2, 4, 6 3, 5, 7 12, 14

Resetting control hole

L(*)

10

It should be noted that these notations apply to all pneumatic equipment, not just distributors.

Example: The following three-way distributor is 2-way, normally closed, indirect pneumatically controlled (with pilot), and the return to position (reset) is pneumatically, direct (unmanned) 2(A) 12(X)

10(Y)

1(P)

3(R)

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

51

POWER TRANSMISSION 1. Source of pressure 2. Source of pressure 3. Working circuit 4. Control line (circuit) 5. Ventilation line 6. Flexible pipe 7. Circuit for electricity

52

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

LESSON FEEDBACK (FOR STUDENTS)

SUBJECT: Automation systems TEACHER: Cosma Florin Cristian Tick the boxes YES or NO for the following statements: 1. I feel more confident in my ability to learn and understand.

YES NO 2. With a better organization of time, more could be done in this lesson.

YES NO 3. We were fully free to express our views in our activities.

YES NO 4. The relationship between the proposed objectives and the activities carried out was satisfactory.

YES NO 5. The learning materials were appropriate in their work.

YES NO 6. The lesson was well organized.

YES NO 7. The time was not sufficient.

YES NO 8. We received too much information.

YES NO 9. My suggestions for future lessons are: 10. At the end of this lesson I feel 





. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

53

BLENDED CLASSROOM

BLENDED CLASSROOM Blended learning is a way of teaching that combines online resources with in-person instruction to create more personalized learning environment.

Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning. Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 18  Chapter 2- Resources: page 14

54

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

THE TOPIC OF THE LESSON: DRAWING STANDARD 3D SOLIDS LEARNING UNIT /MODULE U7: Three-dimensional design. 3D modeling. Printing drawings.

GENERAL COMPETENCES The use of CAD applications

SPECIFIC COMPETENCES 14.2. Identifies and uses hardware and software to make applications 14.4. Views and interprets presentations in 3D

OPERATIONAL OBJECTIVES At the end of the lesson the student is able: 1. to draw a standard 3D solid at the required coordinates 2. to explain how to call the drawing of standard 3D solids: from the menu, from the toolbar and from the command line; explain the steps of making the solid 3. Make the shading and the visualization of the drawing in the three-dimensional space    

PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): Improve knowledge in the use of specialized software PSYCHOMOTOR OBIECTIVE (skills, abilities): Learning adapted to the individual rhythm and learning characteristics of each learner. Developing cooperative skills SOCIO-AFECTIVE OBJECTIVES (values and attitudes): Increasing engagement in activity. Changing attitudes towards the school educational environment

TEACHING - LEARNING METHODS BLENDED CLASSROOM Choose Method Choose Method Other methods: List here

TEACHING - LEARNING TECHNIQUES Description

Details of the lesson Subject: MII – CAD applications Teacher/instructor: Date: 23/05/2017 Class: XI A Specialization: Computer technician operator Duration: 50 minutes Place: ICT applied lab

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

55

Presentation Explanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentation sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

Documentation sheet no. 12 Worksheet No 12.1. Lesson Presentation_CAD_XI_solide_standard 3D.ppt Lesson video_solide standard_3D http://intempo-eu.eu/wp/wpcontent/uploads/2017/05/Intempo-guide-chapter-2-draft.pdf https://www.youtube com / watch? v = t = 30s & NPvreKWaKjY

56

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

What Blended Learning Looks Like in the Classroom http://www.blendedlearning.org/models/ Blended learning can be implemented in many unique ways, generally using a combination of one or more of the following models. https://ctad.moodle.ro/course/view.php?id=6

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives Announcement of the way the lesson unfolds (according to the method(s) used): Students will use an e-learning platform for documenting and online assessment

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: • What are the 3D drawing techniques?

• What does the Wireframe technique mean?

• What does the surface modeling technique mean?

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Descrieți aici activitățile: introducerea conținuturilor noi (esenţiale), situaţia/ situaţiile de învăţare (inclusiv modul de lucru cu elevii: frontal, pe grupe, individual) şi cum se realizează dirijarea învăţării respectând pașii (precizându-i explicit) din descrierea metodei utilizate ( vezi secțiunea ”CUM” din Ghid). Materialele suport să se regăsească enumerate la Fișiere atasate.Learning Blended Learning involves firstly connecting learners to an e-learning platform: -The teacher asks the students to connect to the Moodle e-learning platform at https://ctad.moodle.ro, a platform where the students had an account created by the teacher, the students will access the course USING THE APPLICATIONS TYPE CAD, on the platform, and within the theme: CREATING 3D STANDARD SOLID OBJECTS IN THE TRIDIMENSIONAL SPACE, they will watch the video lesson: PRESENTATION LESSON FOR 3D STANDARD CREATING, describing how to draw 3D standard solids.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

57

-In the second stage, the method involves performing face-to-face activities in class, activities coordinated by the teacher: -professor lists the main types of standard 3D solids.

-To begin the presentation of the stages of drawing of each solid by consulting the DOCUMENTATION DOCUMENT NR.12, where the theoretical notions related to the studied topic are presented.

-Elevii notes in their notebooks stages and draws the required piece in AUTOCAD. - Students receive a work card: WORKING DOCUMENT NO. 12.1, where an application with coordinate data is created for each solid.

-Jobs will be grouped into groups of two on a computer, -The students will draw every standard 3D solid with the AUTOCAD2006 software, color the solid, shade it and visualize it in 3D -Professor checks the drawing on the computer, and helps students who have difficulty

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

Student evaluation during the lesson will be done through questions addressed to students: - What are the ways to dial the drawing of standard 3D solids?

- What are the drawing steps of the parallelepiped, the sphere, the cylinder, the pen, the torus?.

5. EVALUATION OF PERFORMANCE Assessment will be carried out throughout the lesson (at all stages) to enable the connection between knowledge and engaging the students during the whole lesson. Individual appraisals (possibly grading some students) and collective assessments will be made on the work done by the students.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER – HOMEWORK/INDEPENDENT WORK. The teacher will check the correctness of students’ drawing of standard 3D solids with the AUTOCAD software.

58

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

DOCUMENTATION SHEET NO.12 CREATING SOLID OBJECTS IN THREE-DIMENSIONAL SPACE Drawing 3D standard geometric shapes Class 11 1. Control the display of solids In AUTOCAD, curved surfaces are drawn by using segments.

The display of curved solids as a frame structure (Wireframe) is controlled by the ISOLINES system variable.

ISOLINES - indicates the minimum number of lines from which an object is composed and has the default value = 4; For standard 3D solids drawing, AUTOCAD provides drawing commands.

2. These commands can be called in 3 ways:  DRAW – SOLIDS Menu  SOLIDS toolbar

 Command line written command The following solid bodies can be drawn:  Parallelepiped  Sphere  Cylinder  Cone  Wedge  Torus 3.Drawing a parallelipiped STAGES :  BOX command  Specify a corner of the parallelepiped, or the CUBE or LENGTH options are selected.  Indicate the opposite diagonal corner from the XY plane  Specify the height in the Z direction OPTIONS :  CUBE – Specify the side of the cube  LENGTH – the length of the side in the XY plane, we are then asked for the WIDTH and HEIGHT of the parallelepiped

4. Drawing a sphere STAGES :  SPHERE command  We specify the center of the sphere  Specify the radius of the sphere

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

59

5. Drawing a cylinder Cylinders with elliptical or circular bases can be drawn.

By separately specifying the center of the top of the cylinder, it is possible to draw a cylinder angled at a certain angle.

STAGES:  CYLINDER command  Specify the center coordinates for a circular cylinder or the ELLIPTICAL option to define an ellipse as the base of the cylinder  We specify the radius of the cylinder or the diameter if we choose the DIAMETER option  Specify the height of the cylinder or the center of the top of the cylinder if we want an inclined cylinder 6. Drawing a cone You can draw cones with circular or elliptical bases.

If a negative value is specified for height, a tip can be created.

If we specify the coordinates of the cone tip, we can draw cones tilted at a certain angle to the XOY plane.

STAGES:  CONE command  Specify the coordinates of the center of the cone base.  The Elliptical (E) option is used to draw an elliptical base  Specify the radius of the base circle or the diameter if we choose the Diameter option (D)  Specify the height of the cone or choose the Apex option (A) if we want to specify the cone tip coordinates 7. Drawing a wedge A wedge is a parallelepiped section diagonally.

STAGES:  WEDGE command  Specify the coordinates of a corner of the pen or choose the CENTER option (C) if we want to specify the center of the wedge  Specify the coordinates of the opposite corner of the XOY plane or choose the CUBE (C) options if we want the sides of the pen to be equal or LENGTH (L) if we want to specify the length of the pen, the width and the height  Specify the height of the wedge

8. Drawing a torus A torus is a solid three-dimensional ring.

Depending on the rays that are given to the torch and the tube, different torus shapes can be obtained.

STAGES:  TORUS command  Specify the coordinates of the torus center  Specify torus radius or diameter if we choose DIAMETER (D)  Specify tube radius or diameter if we choose DIAMETER (D)

60

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

HANDOUT NO. 12.1 MII - USING CAD APPLICATIONS Drawing 3D STANDARD solids 11TH GRADERS

Application 1:      

BOX enter Specify corner of box or [Center] :50,0,0 enter Specify corner or [Cube, Length] : L enter Specify Length :100 enter Specify Width :50 enter Specify Height :150 enter

Application 2:      

Command: SPHERE enter Specify center of sphere <0,0,0>: 160,200,0 enter Specify radius of sphere or [Diameter]: 100 enter call ISOLINES enter Enter new value for ISOLINES <4>: 16 REGEN enter

Application 3:  Command: CYLINDER enter Current wire frame density: ISOLINES=16  Specify center point for base of cylinder or [Elliptical] <0,0,0>: 450,200,0  Specify radius for base of cylinder or [Diameter]: 80  Specify height of cylinder or [Center of other end]: 200 Application 4 :  Command: CONE enter Current wire frame density: ISOLINES=16  Specify center point for base of cone or [Elliptical] <0,0,0>: 600,300,0 enter  Specify radius for base of cone or [Diameter]: 60 enter  Specify height of cone or [Apex]: 250 Application 5:  Command: WEDGE enter

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

61

 Specify first corner of wedge or [CEnter] <0,0,0>: 700,400,0 enter  Specify corner or [Cube/Length]: 850,200,0 enter  Specify height: 250 enter Application 6:  Command: TORUS Current wire frame density: ISOLINES=16  Specify center of torus <0,0,0>: 950,750  Specify radius of torus or [Diameter]: 100  Specify radius of tube or [Diameter]: 40

62

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

PROJECT BASED LEARNING

PROJECT BASED METHOD Project-based learning is a comprehensive approach that engages students in an investigation based on cooperation. It is an activity involving a group of participants, meant to supplement or enhance the traditional teaching methods Students learn from each other by analyzing and synthesizing material, reinforcing main points, and moving information from short- to long-term memory.

In this type of learning there is no formal teaching, focusing on autonomy and studentsâ&#x20AC;&#x2122; self-coordination.

Links from The Guideline on Mechatronics field for teachers and trainers Chapter 1- Methods: page 20 Chapter 2- Resources: page 15

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

63

THE TOPIC OF THE LESSON:

Details of the lesson

MECHATRONICS SYSTEMS

Module 10 - Mechatronic systems

Subject: Robots Teacher/instructor: Date: Click for Date Class: XII

GENERAL COMPETENCES

Specialization: Mechatronist

LEARNING UNIT /MODULE

Moderate debates and meetings Realize documents on professional themes

Technician

Duration: 200 minutes (four weeks)

Place:

SPECIFIC COMPETENCES characterizes a mechatronic system analyzes the technical documentation of a mechatronic system

OPERATIONAL OBJECTIVES  −

 

PSYCHO-PEDAGOGICAL OBJECTIVES

COGNITIVE OBIECTIVES (knowledge): to identify the types of industrial robots; to specify the general architecture of industrial robots; to understand the basic model construction and operation of robots; PSYCHOMOTOR OBIECTIVE (skills, abilities): To use the theoretical notions To build a minirobot SOCIO-AFECTIVE OBJECTIVES (values and attitudes): concentrated attention meeting the deadlines for assignment of tasks making a quality product

TEACHING - LEARNING METHODS PROJECT BASED LEARNING COOPERATIVE LEARNING BRAINSTORMING Other methods: Practical activity

64

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other:

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other:

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Project based learning

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Practical application

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others:

ATTACHED FILES/RESOURCES

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others

Specify the materials designed for the lesson and the resources in the guide that can be used Project self-assessment sheet Project quality assessment record The following resoucers from the Guide can be used:

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

65

https://www.teacherspayteachers.com/Product/Build-A-TinyHouse-Project-Based-Learning-Activity-A-PBL-2801364 https://www.youtube.com/watch?v=LMCZvGesRz8 https://www.noodle.com/articles/what-is-project-based-learning

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): The class is divided into 3 groups

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: The activities were meant to update knowledges about the structure of a mechatronic system: hardware: microprocessors and microcontrollers, signal conditioning devices, mechanical mechanisms and drives; software: programming languages, dedicated software. Also the knowledge about robots features has been updated.

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations)  Task assignment: Each group will be assigned one mini-project:

 



66

Build a robotic arm Build a noise detecting sensor machine robot Build an obstacle detecting sensor machine robot Presentation of the objectives When presenting the minirobot, each group will have to highlight the robot's structure and explain how it functions Planning the stages of the project Tasks and work deadlines will be set (Gantt chart). A card setting individual responsibilities within the group will be drawn. Students will have access by rotation to the equipment available in the mechatronics lab, when each group have received the working kit to build the robot.

Carrying out the project At this stage the students will achieve theoretical knowledge and do the practical work to

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

ď&#x20AC;­ ď&#x20AC;­

fulfil the task. Group tasks as well as individual tasks will be defined and carried out: making drafts and sketches; practical realization of robots; editing the written part of the project Presentation of the project The presentation of the theoretical work will be done by the use of a video projector and PC and will be accompanied by the presentation of the practical outcome.

Project debate Both the theoretical and practical achievements of each team will be discussed.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback questionnaires will be applied,in order to get information on: The quality and relevance of the information received Degree of cooperation with the team Degree of use of students own skills, abilities Attractiveness of activities Quality of the materials used Degree of satisfaction with the product resulted

5. EVALUATION OF PERFORMANCE Evaluation will be performed by the use of a project evaluation scorecard. Each working group will be using self-evaluation sheet. The teacher will make assessment on the basis of a Quality project assessment sheet Crt.

Assessment criteria

No. 1.

The prompted ideas were taken into consideration

2.

All the documentation paths indicated in the plan were followed

3.

All the planned documentation sheets were made

4.

All possible solutions to address the topic were identified

5.

The analysis of the solutions identified by highlighting the advantages / disadvantages was performed

6.

The chosen variant was argued correctly

7.

The working groups were selected according to the theme/topic/issue

8.

A project manager and a group leader was

Yes

No

Comments and observations

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

67

appointed 9.

Responsibilities within the project were assigned

10.

The planning of group work activities was done

11.

The Gantt charts were drawn

12.

The initially established plan was respected

13.

The final sub-projects were assembled

14.

The final project was reviewed and validated

15.

Project presentation and argumentation were conducted

16.

The dissemination of the project was done through a school magazine article or exhibition presentation

17.

Suggestions and recommendations for future improvements of such activities were received.

PROJECT QUALITY ASSESSMENT RECORD Criteria Yes/No 1. The project is valid in relation to: the theme, goals, objectives and the methodology addressed 2. The project demonstrates completeness and a satisfactory coverage in relation to the theme chosen 3. Designing and drafting the written part of the project were made in a consistent and syncretic way as planned.

4. Studentâ&#x20AC;&#x2122;s option for the use of resources is well justified and substantiated in the context of the project 5. The written part of the project shows good internal consistency 6. The written part of the project shows good ideas and logical argument 7. The project itself represents a practical solution, with elements of originality in finding solutions 8. The project is applicable outside school

Observations

9. The project required the activation of a significant number of skills according to the professional training standards

68

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. Quality project assessment sheet will be used by the teacher to weekly verify students achievments and correct possible malfunctions.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

69

COOPERATIVE LEARNING

COOPERATIVE LEARNING Cooperative learning is a successful teaching strategy in which small teams, each with students of different ability levels, use a variety of learning activities to improve their understanding of a subject.

Each member of a team is responsible, not only for learning what is taught, but also for helping his or her teammates learn - thus creating an atmosphere of achievement. In addition to learning from each other, students also learn how to work as part of a team and have others depend on them.

Links from The Guideline on Mechatronics field for teachers and trainers Chapter 1- Methods: page 22 Chapter 2- Resources: page 16

70

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

THE TOPIC OF THE LESSON:

Details of the lesson

Editing commands: OFFSET, ARRAY, MOVE Using CAD applications Subject:

LEARNING UNIT /MODULE U3: Using CAD applications

GENERAL COMPETENCES Using CAD applications

SPECIFIC COMPETENCES 14.2. Identifies and uses hardware and software in order to make applications 14.3. Interprets and modifies 2D drawings

OPERATIONAL OBJECTIVES 1. to explain the meaning of the following editing commands: OFFSET, ARRAY, MOVE 2. To explain how to call the edit commands: from the menu, from the toolbar and from the command line 3. To know the steps and command options 4. To apply editing commands when drawing objects PSYCHO-PEDAGOGICAL OBJECTIVES   

COGNITIVE OBIECTIVES (knowledge): Improve knowledge on how to use of specialized software PSYCHOMOTOR OBIECTIVE (skills, abilities): Developing cooperation skills SOCIO-AFECTIVE OBJECTIVES (values and attitudes): developing communication skills - increasing engagement in activity; - increasing the student's responsibility for their own learning, and the group’s; - developing cooperation skills;

Teacher/instructor: Date: Click for Date Class: XI A Specialization: Computing

technician Operator Duration: 50 minutes Place: Applied Computer Science Laboratory

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

TEACHING - LEARNING METHODS COOPERATIVE LEARNING Choose method Choose method Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

71

Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documenting sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

DOCUMENTATION FORM NO. 9 HANDOUT NO. 9.1.

HANDOUT NO. 9.2.

PRESENTATION _CAD_XI_ editating commands.ppt https://www.youtube.com/watch?v=MFV2CekiUy0 Video about Cooperative Learning http://intempo-eu.eu/wp/wpcontent/uploads/2017/05/Intempo-guide-chapter-2-draft.pdf

72

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): Students will be grouped in twos at workstations so that the STAD method will be applied

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: The teacher will act as a moderator: - In what ways can you call the editing commands?

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Learning is moderated by the teacher: • The teacher asks the students to sign in to the student account: elevclasa7@gmail.com, to open the PowerPoint presentation: presentation_CAD_XI_order_order.ppt, on GOOGLE DRIVE, in the XIA class folder.

• Students listen to the teacher's explanations and write in their notebooks.

• The teacher explains to students how to call the editing commands: from the menu bar, the MODIFY menu, from the MODIFY edit bar and from the command bar.

• The OFFSET, ARRAY, MOVE editing commands are presented: call, definition, steps, options, theoretical notions that we find in the DOCUMENTATION DOCUMENT NO. 9.

• Switch to sample examples using the AUTOCAD2006 software • The teacher checks understanding and how students perform on the commands; they are guided to follow the steps described previously; the students who have difficulty in doing the task are assisted by the teacher.

The STAD method or the small group learning method is used: • The teacher divides the class into groups of two , each group share the same workstation.

• The topic is announced and objectives are set for each group.

The teacher gives the students handouts and two colour pencils and explains the procedure: • Students will receive a worksheet called: Fişa_de_lucru_nr.9.1.,which will contain a drawing that will be done with the help of the AUTOCAD2006 software, a drawing that will help build knowledge about the editing commands presented.

• Students will be required to announce the solving of the tasks by the "Pen in the middle" method, respectively when each student finishes, they put the pencils in the middle of the desk.

The teacher will check each workstation to see how well and correct the students have performed.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

73

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

Feedback will be done through questions: -What does the OFFSET command do?

- What does the ARRAY command do?

- What does MOVE do?

5. EVALUATION OF PERFORMANCE Assessment will be carried out throughout the lesson (at all stages) to enable the connection between knowledge and the attention of students during the whole lesson. Individual appraisals (possibly grading some students) and collective assessments will be made on the work done by the students.

The teacher will check each workstation to see whether the handout is solved correctly.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. The activities will be described here. Specify the content of the activity: what knowledge/skill is to be secured, what tasks are given for the individual study and homework, in what form.

Support materials shall be found listed in Attached Files Students will receive a handout: HANDOUT NO. 9.2, which will be asigned as homework.

74

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

LAB worksheet NR. 9 1. Editing commands : OFFSET, ARRAY, MOVE 1.1. OFFSET command - Draws an object identical to the one indicated by that point or distance Calling can be done in three ways:  Menu MODIFY- OFFSET  Button OFFSET on MODIFY toolbar  OFFSET comanda, written in the command line Stages:  Commanda : OFFSET (O)  Specify the distance or [THROUGH/ERASE/LAYER] Fig.26  Select object  Clicks at one point, resulting in the copy of the object 

Repeat the last 2 operations until the ENTER or EXIT key is pressed.

THROUGH option – specify the point which the newly created object will intersect 1.2. ARRAY command - creates a polar or rectangular object network.

Calling can be done in the following way:  Menu MODIFY-ARRAY  Button ARRAY on MODIFY toolbar  Command ARRAYor AR in the commands line Stages:  Command : ARRAY  Select the object to be multiplied  Select the multiplication pattern: rectangular or polar For the rectangular version you choose:      

the number of lines number of columns distance between matrix objects on lines distance between matrix objects on columns matrix rotation angle PREVIEW, OK

For the polar variant you choose the coordinates of the polar center  The number of the multiplied objects  The value of the multiplication angle  The objects are rotated or not [Y/N]  PREVIEW ; OK .

1.2. MOVE command – realizează moving objects relative to a base point Calling can be done in the following way:  Menu MODIFY-MOVE  Button MOVE on MODIFY toolbar  Command MOVE or M in the command line Stages:  the call of the command in one of the three ways  select the objects to be moved  specifiy the base point in relation to which the move is made: x1,y1  specify the point where the object is to be moved: x2,y2  Enter to close

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

75

HANDOUT no. 9.1.

1. Open a new drawing in AUTOCAD. 2. Make the drawing in the figure below using the drawing and editing commands.

3. Build a rectangle that has the lower left corner at the coordinate point A (50.50), the length 300 mm, the width of 150 mm.

4. Constructs a hexagon with the center at the coordinate point B (104, 80), circumscribed to the circle of radius R = 22 mm.

5. Multiply the rectangular hexagon by rows and columns, the rates shown in the figure below, with the command ARRAY. 6. Using the OFFSET command, make an identical copy of the 6 hexagons at a distance of 5 mm.

7. Save the drawing with the drawing name10 in the class folder XI A on the D disk.

Fig.27 Command: line Specify first point: 50,50 Specify next point or [Undo]: <Ortho on> 300 Specify next point or [Undo]: 150 Specify next point or [Close/Undo]: 300 Specify next point or [Close/Undo]: 150 Specify next point or [Close/Undo]: Command: polygon Enter number of sides <4>: 6 Specify center of polygon or [Edge]: 104,80 Enter an option [Inscribed in circle/Circumscribed about circle] <I>: c Specify radius of circle: 22 Command: circle Specify center point for circle or [3P/2P/Ttr (tan tan radius)]: 104,80 Specify radius of circle or [Diameter]: 22

76

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

HANDOUT no. 9.2.

5.

6.

7.

8.

1. Open a new drawing in AUTOCAD. 2. Make the drawing in the figure below using the drawing and editing commands.

3. Draw a hexagon circumscribed to the radius of circle R = 50 mm.

4. Draw a circle with a radius R = 40 mm, red, the type of the ISO DASHDOT line.

Draws two horizontal and vertical axes.

Draw a circle with radius R = 6 mm, and the center at the intersection of the vertical axis with the circle of radius 40 mm.

Multiply the polar 8 times, the circle with the 6 mm radius, using the ARRAY command.

Draw a circle with the center of the circle with a radius of 50 mm, and the radius R = 25 mm.

9. Save the drawing with the drawing name10 in the class folder XI A on the D disk.

Fig.28

Command: polygon Enter number of sides <4>: 6 Specify center of polygon or [Edge]: 100,100 Enter an option [Inscribed in circle/Circumscribed about circle] <I>: c Specify radius of circle: 50 Command: _circle Specify center point for circle or [3P/2P/Ttr (tan tan radius)]: Specify radius of circle or [Diameter]:50 Command: _circle Specify center point for circle or [3P/2P/Ttr (tan tan radius)]: Specify radius of circle or [Diameter]: 40 Command: _circle Specify center point for circle or [3P/2P/Ttr (tan tan radius)]: Specify radius of circle or [Diameter] <40.0000>: 6 Command: _circle Specify center point for circle or [3P/2P/Ttr (tan tan radius)]: Specify radius of circle or [Diameter] <6.0000>: 25

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

77

THE DEMONSTRATE METHOD THE DEMONSTRATE METHOD

The method demonstration practice of teaching involves showing students how to complete a project or task by doing the task as opposed to listening to a lecture and writing notes.Demonstration involves showing by reason or proof, explaining or making clear by use of examples or experiments. In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers.

A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them.

Links from The Guideline on Mechatronics field for teachers and trainers ď&#x201A;§ Chapter 1- Methods: page 28 ď&#x201A;§ Chapter 2- Resources: page 19

78

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

PROBLEM SOLVING

PROBLEM SOLVING

Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically. Problem solving in a classrroom is a method where the tecacher presents the problem, students explore and work on the solution of the problem, and after that teacher toghether with students consolidate. There are three basic functions in ProblemSolving: ● seek information ● generate new knowledge ● make decisions Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 34  Chapter 2- Resources: page 22

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

79

PRACTICAL METHOD

PRACTICAL METHOD “Practical work” is refering to any teaching and learning activity which at some point involves the students in observing or manipulating the objects and materials they are studying. Practical work can motivate pupils by stimulating interest and enjoyment, teach laboratory skills, and enhance the learning of scientific knowledge.

The aim of practical training is the gradual learning of the theoretical material by means of solving concrete problems; this is the basis of developing skills for its independent use.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 40  Chapter 2- Resources: page 25

80

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

THE TOPIC OF THE LESSON: CHANGING THE DIRECTION OF ROTATION OF THE DC MOTORS - ROBOTIC APPLICATIONS LEARNING UNIT /MODULE DC MOTORS

GENERAL COMPETENCES Electric drives in mechatronics

SPECIFIC COMPETENCES Characterization of motors used in electric drive systems

OPERATIONAL OBJECTIVES Making simple power and control schemes for different types of electric motors Identifying applications from the mechatronics of the use of electric motors    

PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): acquiring knowledge of methods of rotation change in a DC motor and applications in robotics PSYCHOMOTOR OBIECTIVE (skills, abilities): problems, evaluation of results) SOCIO-AFECTIVE OBJECTIVES (values and attitudes): critical thinking and developing teamwork skills

TEACHING - LEARNING METHODS THE DEMONSTRATION METHOD

Details of the lesson Subject: Electric drive systems Teacher/instructor: Date: Class: 11 A Specialization: Mechatronics technician

Duration: 60 minutes Place: electronics laboratory

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

THE PRACTICAL METHOD Other methods:

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

81

Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES - description of the H-deck function -examples of robotic rotation change robotics, robots that change the direction of movement by motion sensors or the bluetooth application on the mobile phone

82

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): Describe description of the operation of DC motors applications in robotics

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: - what is the DC motor?

- how to change the direction of rotation of the DC motor

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) The activities will be described here: Introducing new content (essential), presenting learning situation/ situations (including class organization: frontal, groupwork, individual work) and how to conduct learning by following the steps (explicitly mentioning it) from the description of the method used (see section "HOW" in the Guide). Support materials shall be found listed in Attached Files.

- the H-deck to change the direction of rotation of the DC motor.

- description and demonstration of robotics applications with DC motors - changing the direction of rotation of the DC motor by manual action, controlled by specialized software, through bluetooth, etc.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

-question-answer session throughout the deminstration

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

83

5. EVALUATION OF PERFORMANCE Assessment will be carried out throughout the lesson (at all stages) to enable the connection between knowledge and the attention of students during the whole lesson. Individual appraisals (possibly grading some students) and collective assessments will be made on the work done by the students.

- solving a self-evaluation sheet

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. - discussing the self-assessment sheet - identification of other applications with electrical motors in mechatronics using the Internet.

Possibilities of Mechatronics- video with robots made by students https://www.youtube.com/watch?v=AkAawaDBPLM

84

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CHANGING DIRECTION OF ROTATION OF DC MOTORS - APPLICATIONS IN ROBOTICS

1. H-deck - Used to change the direction of rotation of DC motors An H-deck is an electronic circuit that allows the application of a voltage across a load in any sense. These circuits are often used in robotics and other applications to allow the DC motors to run back and forth. H-decks are available as integrated circuits or can be built from discrete components, bipolar transistors or MOS.Puntea H are numele derivat de la modul obişnuit de desenare a circuitului. Aceasta este singura cale de tip solid state de a comanda motorul în ambele direcţii.

Operation: When switches S1 and S4 (according to figure 1) are closed and S2 and S3 are open a positive voltage will be applied at the motor level. By opening the switches S1 and S4 and closing the switches S2 and S3, this voltage is reversed, thus allowing the reverse operation of the motor.

Using the above nomenclature, switches S1 and S2 should not be closed at the same time as this would cause a short circuit to voltage (Vin) voltage. The same applies to switches S3 and S4.

In practice, switches S1, S2, S3, S4 are bipolar or MOS-FET transistors.

Fig.1 It is possible to make an H-deck with bipolar transistors and with a control logic for

reversing the direction of the motor rotation:

1. Miniature robots with DC motors 2.1 The Escape robot uses 3 IR emitting diodes and 1 IR receiver module to send and receive signals - to detect obstacles. The built-in microprocessor allows it to "think" by itself: it gathers and processes the surrounding information in order to

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

85

avoid any obstacle.

2.2 The "Ladybug" robot walks on the 6 feet and uses IR emitting diodes to "avoid" the obstacles. The Ladybug goes straight ahead but automatically changes its direction to the left when it detects an obstacle.

2.3 A robot car activated by a sensor. The car changes its direction when the sensor detects noise or encounters an obstacle. It uses a microphone as a noise sensor.

2.4 The robot arm has five motors for basic rotation, height, hinge, and multifunctional grip

The robot arm can be controlled manually or can be programmed every movement by specialized software

86

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

https://www.velleman.eu/products/view/?id=375310 2.5 Robot car controlled through bluetooth by use of a mobile phone application.

This kit allows you to assemble a four-engine robot that you can control via Bluetooth (via your mobile phone or laptop).

After assembling the components and programming the robot in Arduino, a robot controlled by mobile phone is obtained, as in the film below. https://www.robofun.ro/kit-roboti/flexybot-4-motoare-bluetooth

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

87

THE TOPIC OF THE LESSON: MAKING A LIGHT DETECTOR. LEARNING UNIT /MODULE The use of discrete electronic devices.

GENERAL COMPETENCES Making simple electronic circuits with discrete analog components.

Details of the lesson Subject: The basics of analog electronics

Teacher/instructor: Date: Class: 10 A Specialization: Electronic automation

SPECIFIC COMPETENCES Developing students' capabilities and abilities to mount discrete electronic devices and measure the parameters of discrete electronic devices in circuits with given schemes.

OPERATIONAL OBJECTIVES O1. Analyze the given scheme.

O2. Identify the electronic components in the scheme.

O3. Select the SDVs and materials needed to complete the circuit.

O4. Check the functionality of the selected electronic components.

O5. Make the circuit on the test board.

O6. Check the functionality of the circuit.

O7. Measure voltages at LED terminals, photoresistance and transistor.  PSYCHO-PEDAGOGICAL OBJECTIVES  COGNITIVE OBIECTIVES (knowledge): - analyze the given electrical layout; - explain the operation of the electrical scheme; - make the drawing of the electrical scheme in their notebook; - design the wiring diagram; - establish the layout of the discrete device terminals on the capsule; - specify specific parameters based on the component catalogs; - recognize the component parts of the scheme; - identify discrete electronic devices in the schematic.  PSYCHOMOTOR OBIECTIVE (skills, abilities): - select discrete electronic devices; - to correctly select the measuring and control apparatus; - to preform the terminals of the electronic components; - verify the functionality of electronic devices with the measuring and control apparatus; - make the circuit on the test plate; - execute manually the electrical assembly; - mount the electronic components on the wiring lay according to the scheme; - verify the functionality of the work; - carry out measurements of electrical parameters in the

88

Duration: 100 minutes Place: electronics workshop

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

circuit.

SOCIO-AFECTIVE OBJECTIVES (values and attitudes): - to take initiative in solving problems; - collaborate with the members of the team at the workplace; - to undertake within the team responsibilities for the completion of the workload; - to show a spirit of helpmate within the group, while performing the tasks - apply legislation and regulations on occupational health and safety and fire prevention and fire fighting rules.

TEACHING - LEARNING METHODS PRACTICAL METHOD THE DEMONSTRATE METHODE PROBLEM SOLVING Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year)

Activities involved Movement Communication Reading Writing Comprehension Application Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentation sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

METHODS OF EVALUATION Oral examination Written test Practical exam

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

89

Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES Lesson plan Technological sheet evaluation sheet Materials, equipment needed to achieve the proposed theme: 1. Printed wiring, test board.

2. Resistors: 1KΩ, 10KΩ.

3. Battery 9V. 4. Transistors: BC 547, BC 171, BC 107.

5. Photoresist 6. Red LED. 7. Measuring devices (multimeter).

8. Conducting wires.

9. Soldering station (soldering gun), soldering allo

CONDUCT OF THE LESSON

1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): frontal/all class, in groups

90

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Updating the theoretical knowledge about discrete electronic devices: - symbol, - types, - characteristic parameters.

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Providing new information: - use of measuring devices to identify terminals of discrete electronic components; - verification of discrete electronic components with the help of measuring devices; - explanation of the electrical scheme; - demonstration of how to connect the electronic components according to the electrical scheme; - Presentation of the way of measuring the electrical parameters in the circuit.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

- students listen to the teacher's explanations; - take notes in their notebooks; - follow the explanations on the handout; - watch the teacher's demonstration; - ask questions about the teacher's explanations Activity carried out by students under the guidance of the teacher: - tracking the electrical scheme; - identification of terminals of discrete electronic components; - verification of electronic components with measuring and control devices; - mounting of electronic components on the wiring according to the electrical diagram; - conducting measurements in the circuit: measurement of voltage drops on photoresist, led and transistor; - register measurement results into a table.

5. EVALUATION OF PERFORMANCE The students are given evaluation sheets on the making of a light detector to carry out selfevaluation.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

91

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. - verification of works by visual inspection; - checking the functionality of the works; - positive feedback from the teacher for the work done correctly; - the teacher analizes and gives advice on the work done incorrectly.

92

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

TECHNOLOGICAL SHEET Learning Unit: Using discrete electronic devices.

Practical work: Making a light detector.

Skills/learning outcomes to be achieved (according to SPP) 1. Identify discrete electronic devices.

2. Select discrete electronic devices.

3. Execute the parameter measurements necessary for the executed works.

4. Check the functionality of discrete electronic devices.

5. Perform manual electrical assembly.

6. Select the measurement and control device.

7. Check the operation of the assemblies.

8. Collaborate with team members to carry out tasks.

9. Apply laws and regulations on occupational safety and health, fire prevention and extinguishing.

Work tasks: 1. Analysing the schema and identifying the electronic components.

2. Selection of SDVs and materials needed to achieve the circuit.

3. Check the functionality of the selected electronic components.

4. Make the circuit on the test board.

5. Checking the functionality of the circuit and measuring the voltage at the LED terminals, the photoresist and the transistor.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

93

Nr. crt.

Technological operations (phases)

1.

2.

Reading the electronic scheme Selection of electronic components according to the diagram

3.

Verification of components with measuring and control devices Drawing the electrical scheme on the notebook Schematic design on wiring

Materials and equipment SDV

4.

5.

6.

Performing of electronic components terminals

7.

Mounting of electronic components on the wiring harness.

Verification of installation by visual inspection 9. Check the functionality of the project.

10. Making the measurements in the circuit

AMC

- ohmmeter; -multimeter;

Materials - electronic components: resistors, transistors, optoelectronic devices (led, photo resistors).

-electronic components; -pencil; -notebooks - pencil, marker; - printed lay; - electronic components; - connection wires; - fludor, rosin.

- printed wiring; - electronic components; - connection wires; - fludor, rosin.

- tweezers; - pliers; - cutter; - glue gun - glue gun - tweezers; - pliers;

-

8.

Finished project

- Finished project - ohmeter; - multimeter;

- Finished project

Materials, equipment needed to finish carry through the proposed project: 1. Printed wiring, test board.

2. Resistors: 1KΊ, 10KΊ.

3. Battery 9V. 4. Transistors: BC 547, BC 171, BC 107.

5. photoresist.

6. LED red.

7. Meter (multimeter).

8. Connection wires, conductors.

9. Soldering station (soldering gun), soldering alloy.

94

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

EVALUATION SHEET Learning Unit: Using discrete electronic devices.

Practical work: Making a light detector.

Nr. Crt. 1.

Work stages

Score

Correct reading of the electronic scheme

10 points

2.

Identification of the light detector components

10 points

3.

Selection of electronic components according to the diagram

5 points

4.

Check the electronic components with the multimeter

10 points

5.

Preparation of electronic components terminals and making the connections

5 points

6.

Make the correct wiring diagram on the wiring lay

20 points

7.

Checking the functionality of the work

10 points

8.

Making the measurements in the circuit

20 points

Granted

10 points

Total

100 points

Selfassessment

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

95

THE TOPIC OF THE LESSON: STUDY OF RLC-SERIES CIRCUIT AT DIFFERENT FREQUENCIES LEARNING UNIT /MODULE A.C. Electric circuits

GENERAL COMPETENCES Electric circuits

SPECIFIC COMPETENCES

Details of the lesson Subject: Electric circuits Teacher/instructor: Date: 2017 Class: 11th graders Specialization: Computing Technician Operator Duration: 50 minutes Place: electrotechnical laboratory

Makes A.C. electrical circuits

Type of lesson

OPERATIONAL OBJECTIVES

teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

- Perform RLC series circuit using resistor, coil and capacitor - to measure the current and voltages on the coil and capacitor at different frequencies - determine the character of the circuit at different frequencies  PSYCHO-PEDAGOGICAL OBJECTIVES  COGNITIVE OBIECTIVES (knowledge): passive circuit elements, resistor, coil, capacitor (classification, physical aspect, symbol, marking, functional role, parameters)  PSYCHOMOTOR OBIECTIVE (skills, abilities): - selecting circuit elements, selecting the devices - implementing the circuit according to the given scheme - determination of parameters  SOCIO-AFECTIVE OBJECTIVES (values and attitudes): - Compliance with the requirements in the worksheet - Responsible use of measuring and working equipment - responsibe teamwork and completing the task

Class organization All class activity Team work Individual work Other: Describe here

TEACHING - LEARNING METHODS PROBLEM SOLVING PRACTICAL METHOD Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation

96

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES documentation and work sheet, support materials, evaluation test, homework / students who apply class problem-solving strategies develop valuable skills to pursue an educational path or to choose a job.

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: oscilloscope, measuring devices, connecting conductors, signal generator, work station

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

97

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): group

work, practical work, problem solving

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Behavior of passive resistor circuit elements, coil, capacitor in A.C., circuit impedance, phase voltage between circuit terminals and circuit current Giving verbal appraisal and assessment to student responses

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Building the RLC series circuit using the resources available. Work on groups. Reading the devices and determining the parameters. Completing the table, drawing the graphs and drawing conclusions.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

What is the character of the circuit at frequencies lower than the resonance frequency?

Which is the character of the circuit at the resonance frequency?

What is the character of the circuit at frequencies higher than the resonance frequency?

5. EVALUATION OF PERFORMANCE Evaluation test

98

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. Homework

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

99

LABORATORY WORK SERIES RESISTOR CIRCUIT , COIL, CONDENSER (VOLTAGE RESONANCE)  OBJECTIVES OF THE PROJECT: Checking by means of measurement of the behavior of the series RLC circuits in permanent sinusoidal mode at different frequencies: - making the RLC series circuit - measurement of circuit current I and UL and UC voltages - the character of the circuit at different frequencies

 NECESSARY KNOWLEDGE: Independence Z and phase shift of the RLC series are:

I is the maximum value Z is the minimum value

 NECESSARY APPLIANCES AND DEVICES: - the laboratory platform - sinusoidal voltage sources with adjustable frequency - ammeter, voltmeter - oscilloscope  CONDUCT OF THE PROJECT: 1. Make the circuit shown in the figure:

1. Change the frequency of the generator, maintain the voltage of the current generator and measure the current through the circuit and the voltages on the coil and capacitor.

Fill in the table with the measured values. f (kHZ)

100

U(v)

I(mA)

UL(v)

UC(v)

Z(Ω)

ᵠ

Character of the circuit

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

1. Draw the characteristics of the current according to frequency:

2. Draw the characteristics of frequency impedance

TO REMEMBER: In the RLC series circuit the resonance is obtained if the frequency of the generator is the same as its own frequency:   

fr= ½π√LC the current is maximum at resonance the impedance is minimal at Z = R resonance. up to the resonant frequency the character of the circuit is capacitive, the resonance is resistive, the resonance frequency is inductive

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

101

TEST Name………………………………………………….

Class………………………………….

A. Circle the correct variant:

1. At the resonance of the RLC-series circuit the coil inductive reactance and capacitance capacitor of the capacitor are: a) XL > XC b) XL < XC c) XL = XC d) XL = XC = 1 2. The impedance of the RLC-series resonant circuit is: a) Z – minimum b) Z – maximum c) Z – infinitely large d) Z- zero 3. At the resonance of a RLC-series circuit, the phase between the voltage at the circuit terminals and the current in the circuit is: a) φ > 0 b) φ < 0 c) φ = 0 d) φ = 1 4. At the resonance of an RLC circuit, the current in the circuit is: a) I= 0 b) I = Imin c) I = Imax d) I = 1 B. Fill in the gaps: At low frequencies up to the resonance frequency the character of the RLC-series circuit is ... .1 ....... and the phase between the voltage at the terminals and the current in the circuit is ...... 2 ...... ..; at resonant frequency the character of the RLC-series circuit is ...... .3 ......... and the phase between the voltage at the terminals and the current in the circuit is ...... 4 ...... .; at frequencies above the resonant frequency the character of the RLC-series circuit is ...... ..5 ......... and the phase between the voltage at the terminals and the current in the circuit is ...... .6 .........

123456-

102

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

THE TOPIC OF THE LESSON: PNEUMATIC VALVES

Details of the lesson Pneumatic actuators in mechatronics Subject:

LEARNING UNIT /MODULE Pneumatic actuators in mechatronics

GENERAL COMPETENCES It characterizes pneumatic equipment

Teacher/instructor: Date: 2017 Class: 10 B vocational school Specialization: Electromechanic Duration: minutes

SPECIFIC COMPETENCES Recognize at least six cylinder types used in pneumatic actuations and their symbols

OPERATIONAL OBJECTIVES - Explain how the ways and positions act and the functional role of the pneumatic valves - Identify the pneumatic valves on workstations 1-4, according to the studied symbols

TEACHING - LEARNING METHODS PRACTICAL METHOD Choose the method Other methods: List here

Place:

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

103

Ensuring feedback Others: Specify

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES The fiches with precise work tasks

104

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentiation sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): Workshop / specific group task: -by splitting students into six groups each given precise tasks. The teacher monitors the activity and oversees the writing of correct answers

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: The teacher requires students to present pneumatic valves (definition, classification, component parts and operation

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Workshop / Precision Group Task: splits students into six groups giving each group precise work tasks: -gr1-lever and roll valves -gr2-5/2 valves with drawer -gr3- 3/2-way valves with drawer -gr4- Pneumatic valves5 / 2 with NC drawer -gr5- Pneumatic valves 3/2 with drawer; -gr6-pressure valves and manual spherical valves Students will be divided by 3-4 so that each group will be formed by students sharing the same predominant learning style.

-professor monitors the activity of the groups and supervises the correct entry of the centralized answers on the cube Students with predominant visual learning style: - do the workloads requested in the worksheets -Features the workload in the worksheet - take notes after reading speciality textbooks - Participates in discussions related to the performing of the task -centralize the results on one of the cube faces according to the group to which they are assigned Students with predominant auditory learning style: - read the task requirements - Perform the workload from the sheet and textbook - Asks questions about workload solving -centralize the results on one of the cube faces according to the group to which they are

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

105

assigned Students with predominant practical learning style: -Read the requirements of the task -performs the workload in the worksheet - Participates in discussions related to the performing of the task -centralize the results on one of the cube faces according to the group to which they are assigned

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

Establishing by common agreement the group with the most efficient activity (fulfilling the performance criteria) -Completing the activity self-evaluation sheets.

5. EVALUATION OF PERFORMANCE -The teacher asks questions - Ask questions about the work of other groups -corrects the mistakes the students have made

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. The teacher views the results of group work tasks presented by the group leader - Asks questions about the work of other groups -The results of the group are presented by the group leader - Answers to questions asked by colleagues

106

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Gr.1 - Valves with lever and roller

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

107

Gr 2 - Valves 5/2 with drawer

Gr 3 - Valves 3/2 with drawer

108

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Gr 4 - Valves 5/2 with drawer

Gr 5 - Valves 3/2 with drawer

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

109

Gr 6 - Pressure and manual spherical valves

110

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

ANIMATION

ANIMATION By using animation in the process of teaching and learning is more comfortable to explain or understant a topic or a concept and it is an innovative way to encourage students creativity and to improve different skills. Animation, certainly, provides a sure means to capture and maintain students’ interest in the classroom. The effectiveness of using animation, and other Web 2.0 tools in classroom teaching and learning will always depend on the type of learning experience that the teacher designs for a class.

Animation can be used to make very exciting and fun animations into which education and training can easily be incorporated. Instructors can also use animation to demonstrate things and concepts visually exactly how they want to since they have control of every aspect of the animation.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 36  Chapter 2- Resources: page 23

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

111

THE TOPIC OF THE LESSON: Ways of representing sequential and alternative structures through graphical blocks - Animated ball in the maze LEARNING UNIT /MODULE Algorithms

GENERAL COMPETENCES 1. Responsible and efficient use of information and communication technology 2. Solving basic problems through intuitive methods of information processing 3. Creating creative mini-projects that address social, cultural, and personal aspects, respecting information crediting and copyright

SPECIFIC COMPETENCES 1.1. Effective and safe use of computing devices 1.2. Effective use of software components 2.1. Identifying algorithms to solve situations in everyday life, expressed in natural language 2.3. Describing some algorithms in natural language with the help of operating sequences and decisions to solve simple problems 3.1. Applying graphics-specific operations to create digital materials 3.2. Implementing an algorithm that contains the sequential and / or alternative structure in an interactive graphical environment

OPERATIONAL OBJECTIVES Using the SCRATCH programming graphical environment, the student can: 1. Create multiple sequential structures for the ball animation up to the obstacle by using the symbol flag blocks in the Events, Movement, and Move categories category.

2. Create a new decor in which they draw the blue blocks that make up the labirinth, then create the characters, namely the green gate and the orange ball.

3. Create an alternate and repetitive block structure if the ball reaches the blue color by using the Control and Detection category.

4. Create an alternative and repetitive block structure if the ball reaches the gate by using the Control, Detection, and Aspect category. ď&#x201A;ˇ

PSYCHO-PEDAGOGICAL OBJECTIVES

112

Details of the lesson Subject:

Computer science

and ICT

Teacher/instructor: Date: 2017 Class: Specialization: middle school

Duration: 50 minutes Place: ICT lab

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

  

COGNITIVE OBIECTIVES (knowledge): To know the categories of object programming blocks of the SCRATCH programming graphical environment.

PSYCHOMOTOR OBIECTIVE (skills, abilities): Use computer components to enable commands in order to select programming blocks.

SOCIO-AFECTIVE OBJECTIVES (values and attitudes): Collaborate and communicate with colleagues when working on the computer both individually and in pairs or teams.

TEACHING - LEARNING METHODS ANIMATION PROJECT BASED LEARNING Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year)

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentation sheet PowerPoint Presentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet)

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

113

Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES Animation handout, video "animated ball in labyrinth".

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): frontal (all class, individual

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Being a lesson intended to consolidate and systematize knowledge, a review of the notions necessary to object programming in the SCRATCH programming graphical environment is made by visualizing the categories of blocks needed to program the actions, and selecting the programming blocks. The block categories are: Events, Motion, Detection, Layout for Linear Sequences, and Control for Alternative and Repetitive Sequences. Students answer the questions about the actions for each block, they create the decor and the characters.

114

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) Students view the movie with the programmed animation of the ball, then identify the operations required to complete the project. First they create the characters and the decor. In order to animate the ball, students must select from the Move category the block corresponding to the initial place of the ball, then choose the orientation and forward block. Each sequence is under the action of a block in the Control category from which they can choose the flag option to fix and the option to select the arrow keys from the keyboard.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

After selecting each programming block, the students will test how they function.

5. EVALUATION OF PERFORMANCE After watching the movie with the animation of the ball and studying the handout the students identify the tasks that need to be done to complete the project. Students who will be able to perform the tasks in the worksheet will be graded or given verbal appraisal. Students who have failed to accomplish their tasks are given additional explanations from colleagues and teachers.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. To enhance knowledge, students are asked to create their own animation game in which they use the existing characters in the application or to create new ones, as well as the decor. For example, they can create a dance of some characters.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

115

Class Worksheet

Teacher: Using the SCRATCH programming environment, select the blocks from the categories on the Scripts page to create the animation of the ball in the "Animated Ball in the Maze" project.

Steps: 1. Decors are chosen, or created. Also, characters signifying the green gate and the orange ball are created.

116

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

2. The characters are chosen, and then the scripts are written for the two characters: Ball

Gate

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

117

118

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

FLIPPED CLASSROOM

FLIPPED CLASSROOM

In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor. Main characteristics are followed: students complete interactive learning module - before the class, student practice applying key concepts with feedback - during the class and students check understanding and extend learning to more complex tasks – after the class.

Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 32  Chapter 2- Resources: page 21

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

119

THE TOPIC OF THE LESSON:

Details of the lesson

ABOUT MECHATRONICS

LEARNING UNIT /MODULE ABOUT MECHATRONICS

GENERAL COMPETENCES THE USE OF COMPUTERS IN PROCESSING INFORMATION

Subject: ABOUT MECHATRONICS Teacher/instructor: Date: 16/03/2016 Class: 11th grade Specialization: Mechatronics Technician

SPECIFIC COMPETENCES 1. Use information from the Internet .

2. Organize and process information.

3. Use technology IT multimedia (web communication) to create Web documents.

4. Use software applications for the automated management of projects.

OPERATIONAL OBJECTIVES − to define the mechatronics; − to describe the functioning of the mechatronic system; − to identify the components of the mechatronic system; − to recognize and use the mechatronic systems in everyday life.   

PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): Improve knowledge in the use of specialized software PSYCHOMOTOR OBIECTIVE (skills, abilities): Learning adapted to the individual rhythm and learning characteristics of each learner. Developing cooperative skills SOCIOAFECTIVE OBJECTIVES (values and attitudes): Increasing engagement in activity. Changing attitudes towards the school educational environment

Duration:

Home: 30-40 minutes(or more), Class: 50 minutes Place: Home/Classroom

Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

TEACHING - LEARNING METHODS FLIPPED CLASSROOM MIND MAPPING COOPERATIVE LEARNING Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation

120

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: at home

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Explanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES Specify the materials designed for the lesson and the resources in the guide that can be used: 1. Flipped Classroom Student Learning Checklist 2. Flipped Classroom Lesson Plan Rubric 3. Group Evaluation Rubric

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Learning Resources in Class •Chart paper •Assorted markers •Teacher provided study guide(about the mind mapping) •Wiki link •Software for mind mapping: https://mindnode.com/ , https://www.novamind.com/do

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

121

wnload/, Inspiration Software®’s Inspiration® 9

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): Brief Description of Activity:

Students will use a teacher created Wiki/Blog/Site to study mechatronics. After reading and studying the materials and watching the videos at home, the students coming to class and will create a mind map(each group) together.

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Student’s Learning Resources at Home  Computer  Internet access  Link to the teacher created Wiki http://mecatronicsintempo.wikispaces.com/About+Mechatronics  Videos on youtube chanel. Ex. https://www.youtube.com/watch?v=Ro_tFv1iH6g https://www.youtube.com/watch?v=7h2PlDXIo4Y  Link to the teacher created classroom on the platform https://ctad.moodle.ro/ or other platforms able to provide this feature (Google Classroom, Edmodo, ..)  Materials or CD (for student without internet access at home)  Paper and a writing ustensil  Teacher self-created  Flipped Classroom Student Learning Checklist Student Learning Activities at Home

122

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

     

Study materials posted on the site following the instructions posted by the teacher Collaborate with teachers through the forum of the platform, English teacher included (a large amount of information and resources available on the internet are in English language) Collaborate with their peers through the forum on the platform as well as creating groups on social networks or communication (Facebook, Skype , Google Drive ) Prepare questions for the teachers Suggest other learning resources Take notes

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) The organizational form of class: The class is divided in 5 groups of 5 students.

Models of Instruction: The Cooperative Learning Model is used for creating in students’ intrinsic motivation, positive interaction, and an attitude of helping each other learn.

The following cooperative methods are used in this lesson: •Visual Brainstorming techniques to help them generate ideas, record what they know about a topic, identify questions for further inquiry, support the research and writing process. Each group work together to build and develop a Mind map about the topic(mechatronics). Similar to other types of graphic organizers, mind maps are visual displays of information, but they are only used when there is just one main idea. Other types of diagrams can include multiple main ideas Ex. See https://www.goconqr.com/es-es/p/2645524-ingenieria-mecatronica-mind_maps •Gallery Walk (work in group): Students add their Mind map on the chart paper, and post them on the wall. Students peer-review each other's' Mind maps as they walk around the review and write their comments on the papers.

Rolle of the teacher: Teacher checks that students have done the preparation for class by looking over their work. If they have not done these, or they are done incorrectly, then they will be sent to a computer station to do that part of the homework before they join the rest of the class. .

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

The teacher encourages them to work quickly, since the delayed start to their group work means they may have to finish the group work on their own at home. The teacher will circulate in the room and provide help and give feedback.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

123

5. EVALUATION OF PERFORMANCE Evaluation will be done for each group according to the quantity and quality of the information conveyed and the through accuracy of their mind map. Group evaluation will consider the evaluation sheet projected by the teacher on the screen.

Also, there will be an individual evaluation based on a quiz or a test.

All the students are given feedback worksheets, where they assess their own activity, the teacherâ&#x20AC;&#x2122;s activity and that of their classmate; last but not least, they will have the chance to express the level of satisfaction for the lesson that has just finished.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. 1. Flipped Classroom Student Learning Checklist 2. Flipped Classroom Lesson Plan Rubric 3. Group Evaluation Rubric

Flipped Classroom Student Learning Checklist Flipped Classroom Student Learning Checklist What have you learned?

List the contents learned Where: Indicate the URL or the software

Where and how did you learn it?

How: Such as watching, listening, playing, chatting with friends, online group, social network, with parents or siblings, etc.

What questions do you still have?

Bullet questions for the teacher in the classroom

Other

Record any suggestion or issues

124

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Flipped Classroom Lesson Plan Rubric Criteria

Sub-categories Author Lesson title Subject Area Grade Level Time Needed

Developing

Proficient

0.5

1

Key competenc y/Key skills

One â&#x20AC;&#x201C;three entries

0.5

1

Learning Objectives

One â&#x20AC;&#x201C;three entries

1

2

Video/Audio/Materials/

1

2

1

2

1

2

Lesson Info

Learning Resources at Home

Learning Activities at Home

Classroom Instruction Activities

Assessment

Internet resources Flipped Classroom Student Learning Checklist Teacher self-developed resources (not required) Students filling in Flipped Classroom Student Learning Checklist form: -What is learned, -Where it was learned, and -What questions they still have Other, such as exercises and learning resources contribution Instructional materials preparation Student home learning assessment Instruction for common problems Individualized or small group differentiation strategies Formative/Summative assessment Challenging questions for higher performers Differentiated assessment strategies Total Score (20)

Optional

2

2

Optional 0.5

1

0.5

1

1

2

1

2

1

2

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

125

Score

Group Evaluation Rubric Group Evaluation Rubric Criteria

ď&#x201A;ˇ

Preparation for class Using Wiki/website resources and videos ď&#x201A;ˇ Filling in Flipped Classroom Student Learning Checklist form

Points Assigned

Score

3

Every member of the group must play a role in the creating Mind map

1

Cover the main contents

1

Organize content and procedure logically in the Mind map

1

Work collaboratively

1

Make presentation/Mind map appealing to audience After Gallery Walk the students review and write their comments on the papers for completion the Mind map

2

Total Score

10

1

Other resources: 1. Video about Flipped Classroom: Watch this Video.

2. Green, G. (2012). My View: Flipped classrooms give every student a chance to succeed Retrieved from http://schoolsofthought.blogs.cnn.com/2012/01/18/my-view-flipped-classrooms-give-everystudent-a-chance-to-succeed/ On June 19, 2012.

3. http://flippingclasspedagogyandtools.weebly.com/ 4. https://www.youtube.com/watch?v=BfsLbGgUMDU 5. https://tch4902012mb7393.wikispaces.com/Flipped+Classroom+Lesson+Plan 6. Learning and Teaching Mind Map 7. http://www.mindmapping.com/

126

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

8. https://www.novamind.com/mindmapping-software/brainstorming/ 9. http://www.inspiration.com/inspiration-socialstudies-examples 10. http://www.bbcactive.com/BBCActiveIdeasandResources/UsingMindMappingTools.aspx

THE " TOUR of the GALLERY " Method It is a cooperative learning technique which encourages students to express their views on the solutions proposed by their peers; it also stimulates thinking, creativity and learning.

OBJECTIVE: To develop a plan that will lead to the completion of a product or concept that stands for the view of all group members.

DESCRIPTION OF THE METHOD 1. The class is divided in groups of 4 or 5 students. The groups solve a task which allows multiple approaching perspectives or multiple solutions.

2. The results/products of the groups are displayed in a visible place, thus creating an exhibition gallery.

3. At a given signal, the groups take the role of visitors and critics and examine the solutions and ideas displayed by their peers; they take notes and finally write down their comments, questions, observations or criticism.

4. After the end of the gallery tour, the groups reunite around their common product/result and read the comments and observation; they can now re-examine the outcome of their work having their peerâ&#x20AC;&#x2122;s perspective as well.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

127

DIGITAL STORYTELLING LEGO MINDSTORMS

DIGITAL STORYTELLING Digital storytelling is the practice of using multiple media tools to tell stories.

Basically you have to combine the art of telling stories with a variety of multimedia which include graphics, audio, video and web publishing, into a short movie.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1-Methods: page 6  Chapter 2- Resources: page 6 LEGO MINDSTORMS LEGO MINDSTORMS educational robotic systems provide a tailor-made solution of hardware, software and educational resources for use in classrooms, after-school club environments, and home schooling.

The Lego Mindstorms series of kits contain software and hardware to create customizable, programmable robots. They include an intelligent brick computer that controls the system, a set of modular sensors and motors, and Lego parts from the Technic line to create the mechanical systems.

Links from The Guideline on Mechatronics field for teachers and trainers  Chapter 1- Methods: page 42  Chapter 2- Resources: page 26

128

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

A DIGITAL STORY ABOUT THE LEGO MINDSTORMS

A History of Educational Robots I am going to show you how to build and program robots.

But now a little about history of robots.

This is probably the first robot in the world. Built over 500 years ago.

Examples of robots

Such robots we like very much because they are similar to us.

Let's see these robots in motion.

A robot that looks like a human. We like them. . The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

129

This robot plays ping pong.

Educational Robots Why robotics in education?  Robotics in education is quickly becoming a popular way to engage students in the STEM concepts  Science  Technology  Engineering  Mathematics Robotics promotes and supports: 1. teaching scientific subjects - simple machines, measuring the size, force and movement, rules for joining elements. [the principles (rules) of combining elements] 2. teaching digital technology – logic gates, creating algorithms, programming, critical, creative and abstract thinking, 3. teaching mathematics - logical thinking, problem solving, calculations, algebra, setting angles, data processing, 4. collaboration and learning of social behavior.

Robotics teaches through action (or by doing).

130

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

In the abouve picture oure students during solving a problem with robots.

In the other pictures you see the robots built in our school.

These robots were built with LEGO blocks.

Such kits teach the fundamentals of robotics - how to build and program robots.

You think â&#x20AC;&#x201C; itâ&#x20AC;&#x2122;s a toy. Yes but tech-toy. (Technical toy).

These robots are toys but the construction problems are very similar to professional robots.

In the picture there is a sorting machine.

Lego and Robotics Learning through fun Learning through fun is the main goal that led the authors of exceptional collection of blocks in a series of Lego Mindstorms.

The abouve photo shows the Lego Mindstorms NXT 2.0 kit.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

131

Construction of Mindstorms series is based on a computer central processing unit (intelligent brick).

It can be connected to sensors (of colour, distance, touch, sound, infrared rays, etc.) and servo motors, and the whole can be built up with blocks. In one set there are from 600 to 800 blocks of various shapes and colours.

Sets of blocks in a series of Lego Mindstorms include robust software and hardware that allows us to build and program robots.

Constructed robots, when connected to a computer, can be programmed according to usersâ&#x20AC;&#x2122; needs.

Historical Release Years of the LEGO MINDSTORMS There have been three generations of Lego Mindstorms:

Introduction to EV3 Hardware Hardware means all mechanical and electronic components in the kit. You can see them in the picture.

Programmable brick to control motors and sensors Battery pack for rechargeable battery.

USB 2.0 cable to connect your PC to your robot and program it.

Standard 10v transformer plugs into an AC outlet to recharge your battery.

132

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

In the red box you will find: beams, bushings, pegs, rods, axles, frames, gears.

On the slide below you can see the electrical components of the Lego set.

In the bottom you can see (starting left side): ultrasonic sensor, color sensor, two touch sensors and a gyro sensor.

Second row, from the left: medium motor, two large motors and inteligent EV3 brick.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

133

And the sensors and actuators connected to the computer.

EV3 â&#x20AC;&#x201C; the brain It collects information from the sensors and after processing it sends commands to the actuators. It can also communicate via USB, Bluetooth and WiFi. It is rather boring, but belive me it is a powerful computer.

For us it is important that it has 4 input ports and 4 output ports.

134

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

EV3 Sensors Touch Sensor Sensors are the senses of the robot (vision, touch, balance).

The Touch Sensor detects whether the button on the face of the sensor is pressed in.

That means the Touch Sensor can be programmed to action using three conditions — pressed, released, or bumped (both pressed and released)

Colour & Light Sensor The Colour & Light Sensor is one of the two sensors that give the robot vision.

The Colour Sensor is a digital sensor that can detect the colour or intensity of light that enters the small window on the face of the sensor. This sensor can be used in three different modes: Colour Mode,Reflected Light Intensity Mode, and Ambient Light Intensity Mode In colour Mode, the Colour Sensor recognizes seven colours—black, blue, green, yellow, red, white, and brown—plus No Colour.

In reflected light Intensity Mode, the Colour Sensor measures the intensity of light reflected back from a red light–emitting lamp.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

135

In ambient light IntensityMode , the Colour Sensor measures the strength of light that enters the window from its environment, such as sunlight or the beam of a torch.

Ultrasonic Sensor The second vision sensor is the Ultrasonic Sensor The Ultrasonic Sensor enables your robot to see and detect objects or obstacle (obstekls).

This gives the robot the ability to â&#x20AC;?seeâ&#x20AC;? as well The Ultrasonic Sensor is a digital sensor that can measure the distance to an object in front of it.

It does this by sending out high-frequency sound waves and measuring how long it takes the sound to reflect back to the sensor.

The sound frequency is too high for you to hear.

136

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Gyro Sensor It gives robot sense of balance.

The Gyro Sensor is a digital sensor that detects rotational motion on a single axis.

You can then use the rotation rate to detect, for example, when a part of your robot is turning, or when your robot is falling over.

In addition, the Gyro Sensor keeps track of the total rotation angle in degrees. You can use this rotation angle to detect, for example, how far your robot has turned.

Servo Motors The three Servo Motors give your robot the ability to move. They drive the robot.

If you use the Move block in the LEGO MINDSTORMS NXT software to program your motors, the two motors will automatically synchronize, so that your robot will move in a straight line.

Built-in Rotation Sensor.

Each motor has a built-in Rotation Sensor. This lets you control your robotâ&#x20AC;&#x2122;s movements precisely.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

137

SOFTWARE THE INTERFACE of the LEGO MINDSTORMS education EV3

138

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

139

140

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

ANNEXES

Annexes:  The template of the lesson plan;  The template of the lesson observation report;  Examples of the lesson observation report;  Other resources.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

141

THE TOPIC OF THE LESSON: LEARNING UNIT /MODULE GENERAL COMPETENCES

Details of the lesson Subject: Teacher/instructor: Date: Click for Date Class: Specialization: Duration: minutes Place:

SPECIFIC COMPETENCES

Type of lesson OPERATIONAL OBJECTIVES    

PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): List here PSYCHOMOTOR OBIECTIVE (skills, abilities): List here SOCIO-AFECTIVE OBJECTIVES (values and attitudes): List here

TEACHING - LEARNING METHODS Choose the method Choose the method Choose the method

teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate.

Class organization All class activity Team work Individual work Other: Describe here

Other methods: List here

TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning

142

Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other: Describe here

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: Specify

EVALUATION ď&#x201A;ˇ

THE TYPE OF EVALUATION

Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year)

ď&#x201A;ˇ

METHODS OF EVALUATION

Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: Fill in here

ATTACHED FILES/RESOURCES Specify the materials designed for the lesson and the resources in the guide that can be used

Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: Describe here

RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: Describe here

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

143

CONDUCT OF THE LESSON 1. ORGANIZATIONAL STAGE  

Organizing and preparing the class - frequency check Getting focus  Announcement of topic  Announcement of objectives  Announcement of the way the lesson unfolds (according to the method(s) used): Describe here

2. UPDATE PREVIOUS KNOWLEDGE NECESSARY FOR NEW ACQUIZITIONS (EVALUATION AND / OR GRADING THE STUDENTS) DEVELOPMENT: Describe here the activities: what knowledge you update, how you procede and how you assess answers (corrective feedback, grade). Support materials should be found listed in Attached Files.

3. COMUNICATION OF NEW CONTENT - organization and management of learning (depending on the created learning situations) The activities will be described here: Introducing new content (essential), presenting learning situation/ situations (including class organization: frontal, groupwork, individual work) and how to conduct learning by following the steps (explicitly mentioning it) from the description of the method used (see section "HOW" in the Guide). Support materials shall be found listed in Attached Files.

4. GETTING FEED-BACK and making clarifications, completions, corrections etc.

Feedback will be required throughout the lesson (at all stages) to allow for possible completions and corrections, but also to keep students' attention throughout the lesson.

The activities will be described here. Specify ways to get feedback: by asking questions (write the specific questions), by classroom tasks (please specify), questionnaires, etc. Support materials shall be found listed in Attached Files.

144

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

5. EVALUATION OF PERFORMANCE Assessment will be carried out throughout the lesson (at all stages) to enable the connection between knowledge and the attention of students during the whole lesson. Individual appraisals (possibly grading some students) and collective assessments will be made on the work done by the students.

6. SECURING RETENTION AND ESTABLISHING TASKS FOR TRANSFER â&#x20AC;&#x201C; HOMEWORK/INDEPENDENT WORK. The activities will be described here. Specify the content of the activity: what knowledge/skill is to be secured, what tasks are given for the individual study and homework, in what form. Support materials shall be found listed in Attached Files.

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

145

LESSON OBSERVATION SHEET School/Place: Teacher/Trainer.:

______ ________ ________

Subject:

Date: ___________ Level/year:__________

Total number of students :

Lesson title: Observer:

______

Absentees:

______

______

Position in organization:

_____

Check list for strategies/materials/ vizuals/ICT/ Web 2.0.

Please tick the ones used during the lesson  transparente+retroproiector  written exercises  other  video  practical activities ________________  PowerPoint  ICT ________________  flipchart  books, articles etc. ________________  black/white board  students’ questions ________________  handouts  group work  AeL  pair work  project  evaluation/ grading

Information about: Type of lesson Class organization Class management

Teaching-learning techniques

Activities involved

Methods of evaluation

During one lesson you may not notice all the aspects listed below . The questions are merely indicative. They will help you structure the lesson observation and discussions and provide feedback .

Teacher/Trainer

1.

2.

3.

4.

YES

Has the teacher/trainer set the place/room properly?

Has the teacher/ trainer arranged and prepared all the equipment ?

Has the teacher/ trainer set all training aids/adequate resources?

Has the teacher/ trainer considered any special needs?

146

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

NO

5.

Has the teacher/trainer clearly explained the purpose, methods and objectives of the lesson / session?

6. Has the teacher/trainer accurately explained the evaluation process, where necessary?

7. Has the teacher/trainer provided information to avoid lack of impartiality and to promote equal opportunities for students?

8. Has the teacher/trainer identified and took into account previous knowledge and experience?

9. Has the teacher/trainer took into account the structure / needs / capabilities of the group / students?

10. Has the teacher/trainer adapted the lesson / session to meet the needs of students?

11. Has the teacher/trainer set individual learning targets when needed?

12. Has the teacher/trainer divided the task of learning in small steps of achievement?

13. Has the teacher/trainer encouraged the commitment, focus and efforts of the students?

14. Has the teacher/trainer encouraged autonomous learning, student-centred, group learning and learning in different contexts?

15. Has the teacher/trainer used different strategies to meet individual learning styles and needs of the students?

16. Has the teacher/trainer minimized whenever possible, other preoccupations and disruption ?

17. Has the teacher/trainer communicated effectively ( tone, rhythm, style ) with students , answering their different needs?

18. Has the teacher/trainer submitted accurate and meaningful information, facts and clear ideas?

19. Has the teacher/trainer verified understanding and clearly formulated questions?

20. Has the teacher/trainer provided clear, legible materials which increased the clarity of the information?

21. Has the teacher/trainer selected a variety of materials and resources to support student needs?

22. Has the teacher/trainer encouraged students to ask questions?

23. Has the teacher/trainer encouraged students to participate throughout the lesson / session?

24. Has the teacher/trainer answered additional questions of the students by providing clear information?

25. Has the teacher/trainer explained specific goals and expected results of exercises and activities?

26. Has the teacher/trainer provided timely and constructive feedback on the learning progress?

27. Has the teacher/trainer involved the students in assessment and gave feedback about their progress ?

28. Has the teacher/ trainer ensured a regular formative assessment , appropriate, rigorous, fair and accurate ?

29. Has the teacher/ trainer supplied various types of student assessment activities that respond to their needs?

30. Has the teacher/trainer encouraged students to take responsibility for their own learning?

31. Has the teacher/trainer given sufficient time to discuss issues, concerns or additional needs? . The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

147

32. Has the teacher/trainer used homework effectively in order to expand and consolidate learning?

33. Has the teacher/trainer achieved the aims and objectives of the lesson / session?

34. Has the teacher/trainer demonstrated a good grasp of the subject they teach and updated knowledge in the field?

35. Has the teacher/ trainer got feedback in the interest of their own development and for the purpose of evaluation?

36. Has the teacher/trainer accurately completed and signed documentation and records?

Teacher/ Trainer

Observer Signature

148

Signature

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

LESSON OBSERVATION SHEET - EXAMPLE School/Place: “Alexandru Domșa” Technical High School Alba Iulia Date: ___________ Level/year: 11 th grade

Teacher/Trainer.: C. A. Subject: MII – CAD application

Total number of students : 26

Lesson title: Drawing standard 3D solids Observer: H. B.

Absentees: 2

Position in organization: Deputy Headmistress

Check list for strategies/materials/ vizuals/ICT/ Web 2.0.

Please tick the ones used during the lesson  transparente+retroproiector  written exercises other  video  practical activities textbook  PowerPoint ICT documentation sheet  flipchart  books, articles etc. specialized software  black/white board  students’ questions animation computer  handouts  group work educational software  AeL  pair work books, specialized magazines, illustration boards  project  evaluation/ grading interactive platforms Information about: Type of lesson: Teach new content, knowledge building, teaching skills, evaluation Lesson documents: lesson plan, portfolios, hand-outs, evaluation documents.

Class organization: all class activity, individual work Class management: normal/traditional Teaching-learning techniques: presentation, explanation, heuristic conversation, debate/argumentation, learning through guided discovery, teaching with visual Activities involved: communication, reading, writing, comprehension, application, evaluation, computer use Methods of evaluation: oral examination, systematic observation throughout the lesson (observation sheet), task in class(handout), online assesment

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

149

During one lesson you may not notice all the aspects listed below . The questions are merely indicative . They will help you structure the lesson observation and discussions and provide feedback .

Teacher/Trainer

YES NO

37.

38.

39.

40.

41.

Has the teacher/trainer set the place/room properly?

Has the teacher/ trainer arranged and prepared all the equipment ?

Has the teacher/ trainer set all training aids/adequate resources?

Has the teacher/ trainer considered any special needs?

Has the teacher/trainer clearly explained the purpose, methods and objectives of the lesson / session?

Has the teacher/trainer accurately explained the evaluation process, where necessary?

Has the teacher/trainer provided information to avoid lack of impartiality and to promote equal opportunities for students?

Has the teacher/trainer identified and took into account previous knowledge and experience?

Has the teacher/trainer took into account the structure / needs / capabilities of the group / students?

Has the teacher/trainer adapted the lesson / session to meet the needs of students?

Has the teacher/trainer set individual learning targets when needed?

X X X X X

48. Has the teacher/trainer divided the task of learning in small steps of achievement?

49. Has the teacher/trainer encouraged the commitment, focus and efforts of the students?

50. Has the teacher/trainer encouraged autonomous learning, student-centred, group learning and learning in different contexts?

51. Has the teacher/trainer used different strategies to meet individual learning styles and needs of the students?

52. Has the teacher/trainer minimized whenever possible, other preoccupations and disruption ?

53. Has the teacher/trainer communicated effectively ( tone, rhythm, style ) with students , answering their different needs?

54. Has the teacher/trainer submitted accurate and meaningful information, facts and clear ideas?

55. Has the teacher/trainer verified understanding and clearly formulated questions?

56. Has the teacher/trainer provided clear, legible materials which increased the clarity of the information?

57. Has the teacher/trainer selected a variety of materials and resources to support student needs?

58. Has the teacher/trainer encouraged students to ask questions?

59. Has the teacher/trainer encouraged students to participate throughout the lesson / session?

60. Has the teacher/trainer answered additional questions of the students by providing clear information?

61. Has the teacher/trainer explained specific goals and expected results of exercises and activities?

X

42.

43.

44.

45.

46.

47.

150

X X X X X X

X X X X X X X X X X X X X

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

62. Has the teacher/trainer provided timely and constructive feedback on the learning progress?

63. Has the teacher/trainer involved the students in assessment and gave feedback about their progress ?

64. Has the teacher/ trainer ensured a regular formative assessment , appropriate, rigorous, fair and accurate ?

65. Has the teacher/ trainer supplied various types of student assessment activities that respond to their needs?

66. Has the teacher/trainer encouraged students to take responsibility for their own learning?

67. Has the teacher/trainer given sufficient time to discuss issues, concerns or additional needs?

68. Has the teacher/trainer used homework effectively in order to expand and consolidate learning?

69. Has the teacher/trainer achieved the aims and objectives of the lesson / session?

70. Has the teacher/trainer demonstrated a good grasp of the subject they teach and updated knowledge in the field?

71. Has the teacher/ trainer got feedback in the interest of their own development and for the purpose of evaluation?

72. Has the teacher/trainer accurately completed and signed documentation and records?

Teacher/ Trainer C. A.

X X X X X X X X X X X

Observer Signature

Signature

. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

151

OTHER RESOURCES

1. Digital storytelling Digital storytelling example https://www.youtube.com/watch?v=LVKeO5IIR_A https://www.youtube.com/watch?v=gVFJVBcG_7Y Creating storyboards - online resources https://www.storyboardthat.com/storyboard-creator 18 free digital storytelling tools for teachers and students: https://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students

2. Learning by Mapping List of concept- and mind-mapping software https://en.wikipedia.org/wiki/List_of_concept-_and_mind-mapping_software Tutorial MindMeister â&#x20AC;&#x201C; on line Mind Mapping App https://www.youtube.com/watch?v=jfIAqr6cBX4 https://www.mindmeister.com/983375742?new=1 3. Jigsaw Puzzle Video explaining jigsaw method https://www.youtube.com/watch?v=euhtXUgBEts https://www.youtube.com/watch?v=R2mfZLcdonY 4. Flipped Classroom an Blended Classroom Video explaining Blended learning and flipped classroom https://www.youtube.com/watch?v=iQWvc6qhTds https://www.youtube.com/watch?v=paQCE58334M Lesson presentation https://app.box.com/s/k2kmnxt34javp3p83kiyipwv3iher5rb

5. Project Based Learning Video explaining Project Based Learning https://www.youtube.com/watch?v=EuzgJlqzjFw https://www.youtube.com/watch?v=LMCZvGesRz8 6. Cooperative Learning Video about Cooperative Learning https://www.youtube.com/watch?v=ujfbSOQ-Iaw https://www.youtube.com/watch?v=zffIVhEHWSo Example of good team work and bad teamwork https://www.youtube.com/watch?v=fUXdrl9ch_Q

152

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

Lesson Presentation https://app.box.com/s/7b7zy23ju8t159qgb4f2qxb6baqjyxy3

7. Design Thinking Video about design thinking https://www.youtube.com/watch?v=Ee4CKIPkIik https://www.youtube.com/watch?v=SNkjDr4dwsg https://www.youtube.com/watch?v=IISPUTJOz8c 8. Demonstration Method Video about Demonstration Method https://www.youtube.com/watch?v=l41bYhybmAc https://www.youtube.com/watch?v=4iuC_m5L-6g 9. Problem Solving Video on the problem solving method https://www.youtube.com/watch?v=kUbq5HGXl_Y https://www.youtube.com/watch?v=foBaDnywUxk Problem-solving in a Multimedia Learning https://www.youtube.com/watch?v=XO5BhDDPjY4 Six steps to problem solving https://www.youtube.com/watch?v=Bt7i0UyLjmg 10. Animation Powtoon https://www.powtoon.com/html5-studio/#/edit/cFfnVKQhQEb Animatron https://www.animatron.com/studio Videos made in the lesson: https://youtu.be/zRP8h1hV-9o https://youtu.be/bTAp1YlRXpw

11. Brainstorming Video about Brainstorming: https://www.youtube.com/watch?v=2bNvs_qElIw https://www.youtube.com/watch?v=GLpZ6RZHyoM https://www.youtube.com/watch?v=30gQ29oMwBw https://www.youtube.com/watch?v=O0lEj2d-ipE 12. Case Study . The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein

153

Case study as a source of knowledge- Lesson document https://app.box.com/s/qxlao1b9eephlu192t4ntocdgoxa8h4s 13. Lego Mindstorms https://www.lego.com/en-us/mindstorms/about-ev3 https://youtu.be/uz11s_JJayM LEGO Mindstorms EV3 Core Set Whats in the Box https://youtu.be/cE9Nv7ZrlGg Make your First Lego Mindstorms EV3 Robot â&#x20AC;&#x201C; GenBot https://youtu.be/HsLqiShzP0k How to make Lego Mindstorms EV3 Robot - BotMobile https://youtu.be/EIJITDSfwxY Getting Started With The LEGO Mindstorms EV3 Gyro Sensor https://youtu.be/S5SjhfVPbNs

http://rookieelectronics.com/genbot-building-instructions/

154

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible- for any use which may be made of the information contained therein.

ISBN 978-973-0-27054-9

The European Commission support for the production of this publication does not constitute an endorsement of the contents . The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views which reflects the onlyandofthethe authors, the Commission cannot responsibleany 155 use which may be onlyviews of the authors, Commission cannotand be held responsiblefor any use which may bebe madeheld of the information containedfor therein made of the information contained therein.