Robo-Golf: Building Mini-Golf Courses
Created byPrabir Vora
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Robo-Golf: Building Mini-Golf Courses

Grade 4TechnologyComputer Science3 days
Students design and build a mini-golf course incorporating simple machines and robotics to create unique challenges. They learn about different types of simple machines, program robots to interact with the course, and apply the engineering design process to test and refine their creations. The project emphasizes collaboration and problem-solving as students work together to design, build, and present their final mini-golf course.
Simple MachinesRoboticsMini GolfEngineering Design ProcessCollaborationProblem SolvingProgramming
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design and build an accessible and engaging mini-golf course that uses simple machines and robotics to create unique challenges and enhance gameplay?

Essential Questions

Supporting questions that break down major concepts.
  • How can we use simple machines to create interesting challenges on a mini-golf course?
  • What are the different types of simple machines and how can they be combined to control the motion of a golf ball?
  • How can we design our mini-golf course to be accessible and fun for everyone?
  • How do robots use sensors and programming to interact with their environment?
  • How can we incorporate robotics into our mini-golf course design to add unique challenges and enhance gameplay?
  • What design elements contribute to an engaging and enjoyable mini-golf experience?
  • How can we test and improve the design of our mini-golf course and robotic elements?
  • What are the engineering design process steps we can use to design our mini-golf course?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to design and build a mini-golf course that incorporates simple machines to manipulate the motion of a golf ball.
  • Students will be able to identify and explain the function of different types of simple machines within their mini-golf course design.
  • Students will be able to program a robot to interact with its environment and perform specific tasks related to the mini-golf course.
  • Students will be able to apply the engineering design process to design, build, test, and refine their mini-golf course and robotic elements.
  • Students will be able to collaborate effectively within a team to complete the project and present their final product.

Entry Events

Events that will be used to introduce the project to students

Trick Shot Mania

Students watch a video showcasing professional mini-golf trick shots, sparking brainstorming about how they can recreate and innovate these tricks using robotics and simple machines in their designs.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Simple Machine Brainstorm

Students will explore different types of simple machines and brainstorm how they can be incorporated into their mini-golf course designs. They will create sketches and annotations explaining the function of each simple machine and how it can create a unique challenge or enhance gameplay.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and explore the six types of simple machines: lever, pulley, wheel and axle, inclined plane, wedge, and screw.
2. Brainstorm and sketch different ways each simple machine can be used in a mini-golf course to create obstacles, challenges, or interactive elements.
3. Annotate each sketch, explaining how the simple machine functions and how it impacts the motion of the golf ball.

Final Product

What students will submit as the final product of the activityAnnotated sketches of simple machines and their application in mini-golf course design.

Alignment

How this activity aligns with the learning objectives & standardsStudents will be able to identify and explain the function of different types of simple machines within their mini-golf course design.
Activity 2

Mini-Golf Course Construction

Students will collaborate in teams to design and build a miniature golf course model incorporating chosen simple machines.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Based on your brainstormed ideas, select 2-3 simple machines to incorporate into your mini-golf course design.
2. Gather materials such as cardboard, wood, plastic, and other recyclables for constructing your mini-golf course model.
3. Collaborate with your team to build a physical model of your mini-golf course, integrating the chosen simple machines into the design.
4. Test the functionality of your mini-golf course model and ensure that the simple machines operate as intended to manipulate the motion of the golf ball.

Final Product

What students will submit as the final product of the activityA physical model of a mini-golf course incorporating simple machines.

Alignment

How this activity aligns with the learning objectives & standardsStudents will be able to design and build a mini-golf course that incorporates simple machines to manipulate the motion of a golf ball.
Activity 3

Robo-Golfer Programming

Students will learn basic programming concepts and apply them to program a robot to interact with their mini-golf course model.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Learn the basics of robot programming using a platform like Blockly or a similar visual programming language.
2. Identify specific tasks or challenges within your mini-golf course design that can be enhanced or automated through robotics.
3. Program your robot to perform these tasks, such as triggering a mechanism, moving an obstacle, or dispensing rewards.
4. Test and refine your robot's program to ensure it functions correctly and integrates seamlessly with your mini-golf course model.

Final Product

What students will submit as the final product of the activityA programmed robot that interacts with the mini-golf course model.

Alignment

How this activity aligns with the learning objectives & standardsStudents will be able to program a robot to interact with its environment and perform specific tasks related to the mini-golf course.
Activity 4

Course Refinement and Testing

Students will test their mini-golf course and robotic elements, identifying areas for improvement and refining their designs for optimal gameplay and accessibility.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Test your mini-golf course model and robotic elements thoroughly, documenting any issues or areas for improvement.
2. Analyze the feedback and test results, brainstorming potential solutions and design refinements.
3. Implement the chosen design improvements to your mini-golf course model and robotic elements.
4. Conduct further testing to ensure that the refinements have effectively addressed the identified issues and enhanced gameplay and accessibility.

Final Product

What students will submit as the final product of the activityA refined mini-golf course model with integrated robotic elements.

Alignment

How this activity aligns with the learning objectives & standardsStudents will be able to apply the engineering design process to design, build, test, and refine their mini-golf course and robotic elements.
Activity 5

Final Presentation

Students will finalize their mini-golf course and robotic elements, preparing a presentation showcasing their work and demonstrating the integration of simple machines, robotics, and accessibility features.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Finalize the construction and programming of your mini-golf course model and robotic elements.
2. Develop a presentation that showcases your project, including the design process, the integration of simple machines and robotics, and the accessibility features.
3. Practice your presentation to ensure a clear and engaging delivery.
4. Present your project to the class, demonstrating the functionality of your mini-golf course and highlighting the learning process.

Final Product

What students will submit as the final product of the activityA final presentation showcasing the completed mini-golf course project.

Alignment

How this activity aligns with the learning objectives & standardsStudents will be able to collaborate effectively within a team to complete the project and present their final product.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Robo-Golf Mini-Golf Course Design and Build Rubric

Category 1

Understanding of Simple Machines

Measures the student's knowledge and application of simple machines in design.
Criterion 1

Identification and Explanation

Evaluate the ability to identify and explain the function of different types of simple machines used in the design.

Exemplary
4 Points

Comprehensively identifies and explains the function of each simple machine, providing detailed insights into their impact on the mini-golf course design.

Proficient
3 Points

Accurately identifies and explains the function of each simple machine, showing clear understanding of their role in the design.

Developing
2 Points

Partially identifies and explains the function of some simple machines, with basic understanding demonstrated.

Beginning
1 Points

Struggles to identify and explain the function of simple machines, with minimal understanding evident.

Criterion 2

Integration into Design

Assess how well simple machines are integrated and function in the design of the mini-golf course.

Exemplary
4 Points

Simple machines are innovatively integrated into the design, creatively enhancing gameplay and showing deep understanding.

Proficient
3 Points

Simple machines are effectively integrated into the design, contributing positively to gameplay.

Developing
2 Points

Simple machines are partially integrated into the design, with varying levels of impact on gameplay.

Beginning
1 Points

Simple machines show minimal integration into the design, with little impact on gameplay.

Category 2

Robotics Programming and Application

Evaluates the development and application of robotics programming to enhance the mini-golf course.
Criterion 1

Programming Skills

Assess the level of skill in programming robots to perform tasks related to the mini-golf course.

Exemplary
4 Points

Programming is sophisticated, with robots demonstrating seamless integration into the mini-golf course.

Proficient
3 Points

Programming is correct and functional, with robots effectively performing intended tasks.

Developing
2 Points

Programming is basic, with robots managing to perform some intended tasks.

Beginning
1 Points

Programming lacks clarity, with robots struggling to perform tasks adequately.

Criterion 2

Innovative Application

Measure the creativity and innovation in the application of robotics to enhance gameplay.

Exemplary
4 Points

Uses robotics in an innovative manner to create unique, engaging gameplay challenges.

Proficient
3 Points

Uses robotics effectively to enhance gameplay with creative elements.

Developing
2 Points

Uses robotics in a basic manner, adding some elements to gameplay.

Beginning
1 Points

Shows limited use of robotics in enhancing gameplay.

Category 3

Engineering Design Process

Assesses the use of the engineering design process from concept to refinement.
Criterion 1

Design and Construction

Evaluate how well the design and construction phases are executed, incorporating feedback and testing.

Exemplary
4 Points

Design and construction are exceptionally well-executed, showing detailed planning and comprehensive testing and refinements.

Proficient
3 Points

Design and construction are well-executed, with effective use of testing and feedback for improvements.

Developing
2 Points

Design and construction are partially executed, with some evidence of testing or refinement.

Beginning
1 Points

Design and construction are incomplete or lack evidence of testing and refinement.

Criterion 2

Problem-Solving and Refinement

Assess the capability to identify issues and implement effective refinements to enhance the project.

Exemplary
4 Points

Effectively identifies issues and applies innovative solutions to optimize the project.

Proficient
3 Points

Accurately identifies issues and applies workable solutions, showing evidence of problem-solving.

Developing
2 Points

Identifies some issues with basic problem-solving applied to refine the project.

Beginning
1 Points

Struggles to identify issues or apply refinements to the project.

Category 4

Team Collaboration and Presentation

Measures effectiveness of teamwork and the quality of the final presentation.
Criterion 1

Collaboration Skills

Evaluate the ability to collaborate effectively within a team setting.

Exemplary
4 Points

Demonstrates leadership and exemplary collaboration, contributing significantly to the team's success.

Proficient
3 Points

Contributes effectively to the team, showing good collaboration skills.

Developing
2 Points

Participates in team activities, showing basic collaboration skills.

Beginning
1 Points

Needs support to collaborate effectively within the team.

Criterion 2

Presentation Quality

Assess the clarity, engagement, and thoroughness of the final project presentation.

Exemplary
4 Points

Presentation is highly engaging, clear, and comprehensive, showcasing outstanding communication skills.

Proficient
3 Points

Presentation is clear and informative, demonstrating good communication skills.

Developing
2 Points

Presentation is basic, covering key points with some clarity.

Beginning
1 Points

Presentation lacks clarity and thoroughness, needing improvement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the overall design process of your mini-golf course. What were some of the key decisions you made regarding the layout, incorporation of simple machines, and integration of robotics? How did these decisions impact the final product?

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Question 2

What were some of the challenges you encountered during the design and building process, and how did you overcome them? Did your initial design ideas change throughout the project, and if so, how and why?

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Question 3

How effectively did your team collaborate throughout the project? What were some of the strengths and weaknesses of your teamwork, and how could you improve your collaboration in future projects?

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Question 4

How did the use of simple machines enhance the gameplay and challenge of your mini-golf course? Provide specific examples of how each simple machine influenced the motion of the golf ball.

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Question 5

How successful was the integration of robotics into your mini-golf course? Did the robot perform its intended functions effectively? What were some of the challenges or limitations you faced with the robotics aspect, and how could you improve it in the future?

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Question 6

How accessible is your mini-golf course design for players of different abilities? What features did you incorporate to ensure inclusivity, and how could you further improve accessibility?

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Question 7

Reflect on your learning throughout this project. What new skills or knowledge did you acquire related to simple machines, robotics, engineering design, or teamwork?

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Question 8

On a scale of 1 to 5, how engaging and enjoyable was the overall Robo-Golf project? 1 - Not at all engaging, 5 - Extremely engaging

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