{"id":13261,"date":"2018-04-19T11:10:06","date_gmt":"2018-04-19T01:10:06","guid":{"rendered":"http:\/\/legoeng.local\/?p=13261"},"modified":"2018-04-23T12:04:25","modified_gmt":"2018-04-23T02:04:25","slug":"hurricane-disaster-recovery","status":"publish","type":"post","link":"http:\/\/legoeng.local\/hurricane-disaster-recovery\/","title":{"rendered":"Hurricane Disaster Recovery"},"content":{"rendered":"

I teach a robotics class at a middle school in Central Florida near Orlando.\u00a0My classes are mostly 6th grade with a few 7th graders, and I have between 30 and 32 students per class.<\/p>\n

In September 2017, Hurricane Irma impacted our region. We lost a week of school because of power loss and the need to repair damage to school buildings. As a final project for my\u00a0robotics class and inspired by Ian Chow-Miller’s videos of his students’ Search and Rescue robots<\/a>, I created a Hurricane aftermath board, with several missions for the students to choose from.<\/p>\n

See below for a full description of the challenge missions and an assessment rubric.<\/p>\n

\"\"<\/a>
Hurricane aftermath mission board<\/figcaption><\/figure>\n

Working in teams of three, the students had to design, build, and program a robot to complete at least one mission from the board. They started by working through the first steps of the Engineering Design Process (see LEGOFinalProjectEDP<\/a>). I set this up as a Google Doc,\u00a0using Doctopus<\/a>\u00a0to assign one document to each team, so that they can all work on it at the same time. I could also check to see that all three students contributed. Once they had a reasonable robot design and program algorithm, they could start to build.<\/p>\n

Each student had a specific role in the team: they could be the foreman, secretary, or materials manager.<\/p>\n