Robotic Hand Challenge: Design, Build, and Test

Created byCarrie Beach

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Robotic Hand Challenge: Design, Build, and Test

Grade 6Technology16 days

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5.0 (1 rating)

In this project, students will design, build, and test a robotic prosthetic hand for Frida, who needs a mechanical device to perform daily tasks and play sports. Students will apply the design process, research user needs, and use Spike Lego robotics to build a prototype. They will define criteria and constraints, brainstorm ideas, and make trade-offs to optimize their design, culminating in a presentation and demonstration of their final prototype.

Prosthetic Hand DesignSpike Lego RoboticsEngineering Design ProcessEmpathyCriteria and ConstraintsPrototypingTrade-offs

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.Frida needs a mechanical prosthetic device that performs a function of the human hand so she can continue doing the tasks of daily life and playing sports

Essential Questions

Supporting questions that break down major concepts.

How can the design process help us create a functional prosthetic hand?
What are the key criteria and constraints to consider when designing a prosthetic hand?
How can we use research and brainstorming to generate ideas for our prosthetic hand?
How can we use trade-offs to make decisions between different design solutions?
How can we use the Spike Lego robotics kits to build a prototype of a prosthetic hand?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to apply the design process to create a functional prosthetic hand.
Students will be able to research and understand the needs of prosthetic hand users.
Students will be able to use Spike Lego robotics to build a prototype of their prosthetic hand design.
Students will be able to define and apply criteria and constraints in their design.
Students will be able to brainstorm and iterate on design ideas to improve their prototype.

Teacher Provided

D.8.8

Primary

Carry out a design process to solve a moderately difficult problem by identifying criteria and constraints, determining how they will affect the solution, researching and generating ideas, and using trade-offs to choose between alternative solutionsReason: Directly addresses the design process used in the project.

Entry Events

Events that will be used to introduce the project to students

'Unboxing' a Real Prosthetic

Show a video of someone unboxing a real, advanced prosthetic hand. Pause at key moments to discuss the design features, materials, and functionality. Have students generate a list of questions they have about the device, guiding their initial research and inquiry.

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Portfolio Activities

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

Activity 1

Empathy Immersion: Understanding Frida's Needs

Students begin by deeply exploring the challenges faced by individuals needing prosthetic hands, focusing on Frida's specific needs.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Watch introductory videos featuring individuals using prosthetic hands in daily activities.

2. Engage in a class discussion about the limitations and capabilities of current prosthetic technology.

3. Brainstorm a list of daily tasks and sports activities that Frida wants to perform.

4. Write a short empathy statement from Frida's perspective, expressing her desires and challenges.

Final Product

What students will submit as the final product of the activityA detailed needs assessment outlining Frida's requirements, including a prioritized list of functions the prosthetic hand should perform.

Alignment

How this activity aligns with the learning objectives & standardsAddresses understanding the problem and user needs, which is a critical first step in the design process (D.8.8).

Activity 2

Blueprint Bonanza: Initial Design Sketches

Students translate their understanding of Frida's needs into initial design concepts, focusing on different mechanical solutions and aesthetic considerations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research various hand and finger joint designs, focusing on mechanisms that allow for grasping, pinching, and articulation.

2. Sketch at least three different design ideas for Frida's prosthetic hand, labeling key components and explaining their function.

3. Include notes on potential materials (considering the limitations of Spike Lego robotics) and power sources.

4. Write a brief justification for each design, highlighting its strengths and weaknesses in meeting Frida's needs.

Final Product

What students will submit as the final product of the activityA portfolio of initial design sketches with detailed annotations and justifications for each design concept.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on researching and generating ideas, a key component of the design process (D.8.8).

Activity 3

Criteria & Constraints Challenge: Defining Project Boundaries

Students define specific criteria and constraints for their prosthetic hand design, considering factors like functionality, durability, cost (Lego parts availability), and ease of use.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the list of Frida's needs and prioritize the most important functions the prosthetic hand must perform.

2. Identify potential constraints, such as the limited range of motion of Lego joints, the weight of Lego components, and the available sensors and motors in the Spike kit.

3. Develop a rubric or checklist to evaluate the design based on the defined criteria and constraints.

4. Document the criteria and constraints in a structured format, explaining how they will affect the design solution.

Final Product

What students will submit as the final product of the activityA documented list of design criteria and constraints, along with a rubric for evaluating the prototype's success.

Alignment

How this activity aligns with the learning objectives & standardsDirectly addresses identifying criteria and constraints, and determining how they affect the solution (D.8.8).

Activity 4

Spike Robotics Super Cleanup

Students will learn how to use the Spike Lego robotics kits and complete several practice models.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Follow the Spike Prime Super Cleanup lessons online

2. Complete at least 3 of the lessons

3. Students take photos of completed models

Final Product

What students will submit as the final product of the activityPhotos of all completed models

Alignment

How this activity aligns with the learning objectives & standardsPrepares students to use Spike Lego robotics kits to build a prototype of a prosthetic hand

Activity 5

Prototyping Power-Up: Lego Construction & Iteration

Students build a working prototype of their chosen design using Spike Lego robotics, focusing on functionality and durability.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select one of the initial design sketches to develop into a working prototype.

2. Gather the necessary Lego components and begin construction, following the design specifications.

3. Test the prototype's functionality, making adjustments and modifications as needed to improve its performance.

4. Document the prototyping process, including photos of different iterations and notes on the challenges and solutions encountered.

Final Product

What students will submit as the final product of the activityA functional Lego prototype of the prosthetic hand, along with a detailed log of the prototyping process.

Alignment

How this activity aligns with the learning objectives & standardsInvolves creating and iterating prototypes (D.8.8).

Activity 6

Trade-Off Triumph: Design Optimization & Refinement

Students analyze the strengths and weaknesses of their prototype, making trade-offs between different design features to optimize its performance and address any limitations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Evaluate the prototype's performance based on the established criteria and constraints.

2. Identify areas for improvement, considering factors like grip strength, range of motion, and ease of control.

3. Brainstorm alternative design solutions to address the identified weaknesses, considering the trade-offs between different features.

4. Implement the chosen improvements and re-evaluate the prototype's performance.

Final Product

What students will submit as the final product of the activityA refined Lego prototype with optimized performance, along with a detailed explanation of the trade-offs made during the optimization process.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on using trade-offs to choose between alternative solutions (D.8.8).

Activity 7

Showcase Showdown: Final Presentation & Demonstration

Students present their final prototype to the class, demonstrating its functionality and explaining the design process they followed, including the challenges they overcame and the trade-offs they made.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Prepare a presentation that showcases the final prototype, highlighting its key features and functionality.

2. Demonstrate the prototype's ability to perform the tasks Frida needs it for.

3. Explain the design process, including the initial needs assessment, design sketches, criteria and constraints, prototyping iterations, and trade-offs made.

4. Answer questions from the audience and provide constructive feedback to other groups.

Final Product

What students will submit as the final product of the activityA polished presentation and demonstration of the final prosthetic hand prototype, showcasing its functionality and the design process.

Alignment

How this activity aligns with the learning objectives & standardsProvides an opportunity to showcase the entire design process and solution (D.8.8).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Prosthetic Hand Design Rubric

Category 1

Empathy & Needs Assessment

Demonstrates understanding of Frida's needs and challenges.

Criterion 1

Needs Identification

Identifies and prioritizes Frida's needs and desires for the prosthetic hand.

Exemplary

4 Points

Comprehensive and insightful needs assessment, demonstrating a deep understanding of Frida's challenges and prioritizing needs effectively.

Proficient

3 Points

Thorough needs assessment, clearly identifying and prioritizing Frida's key needs and desires.

Developing

2 Points

Basic needs assessment, identifying some of Frida's needs but lacking in prioritization or depth.

Beginning

1 Points

Incomplete needs assessment, failing to adequately identify or prioritize Frida's needs.

Category 2

Design Ideation & Sketching

Generates and sketches creative and functional design ideas.

Criterion 1

Design Creativity

Demonstrates creativity and originality in the design sketches.

Exemplary

4 Points

Exceptional creativity and originality in design sketches, with innovative solutions and detailed annotations.

Proficient

3 Points

Creative and well-developed design sketches, with clear annotations and functional considerations.

Developing

2 Points

Basic design sketches, lacking in detail or originality, with limited annotations.

Beginning

1 Points

Rudimentary design sketches, lacking in creativity, detail, or functional considerations.

Category 3

Criteria & Constraints

Defines and applies relevant criteria and constraints for the design.

Criterion 1

Criteria Application

Effectively applies criteria and constraints to guide the design process.

Exemplary

4 Points

Masterful application of criteria and constraints, demonstrating a clear understanding of their impact on the design solution.

Proficient

3 Points

Effective application of criteria and constraints, guiding the design process and informing decision-making.

Developing

2 Points

Basic application of criteria and constraints, with some understanding of their influence on the design.

Beginning

1 Points

Limited application of criteria and constraints, failing to adequately consider their impact on the design.

Category 4

Spike Robotics Super Cleanup

Demonstrates ability to follow directions and use Spike Lego robotics kits by completing at least 3 of the super cleanup lessons

Criterion 1

Super Cleanup Completion

Completion of at least three super cleanup lessons

Exemplary

4 Points

Completion of all super cleanup lessons with great care and attention to detail.

Proficient

3 Points

Completion of at least 3 super cleanup lessons.

Developing

2 Points

Completion of 1-2 of the super cleanup lessons

Beginning

1 Points

No super cleanup lessons completed

Category 5

Prototyping & Iteration

Builds and iterates on a functional Lego prototype.

Criterion 1

Prototype Functionality

Demonstrates the ability to build a functional prototype and iterate to improve the performance.

Exemplary

4 Points

Highly functional prototype with multiple iterations and significant improvements based on testing and feedback.

Proficient

3 Points

Functional prototype with some iteration and improvements based on testing.

Developing

2 Points

Basic prototype with limited functionality and minimal iteration.

Beginning

1 Points

Incomplete or non-functional prototype with no evidence of iteration.

Category 6

Trade-offs & Optimization

Makes informed trade-offs to optimize the design.

Criterion 1

Trade off Explanation

Clearly articulates the trade-offs made during the design process and justifies the decisions.

Exemplary

4 Points

Comprehensive and insightful explanation of design trade-offs, with clear justification for each decision and a deep understanding of the consequences.

Proficient

3 Points

Clear explanation of design trade-offs, with justification for each decision.

Developing

2 Points

Basic explanation of design trade-offs, lacking in detail or justification.

Beginning

1 Points

Limited explanation of design trade-offs, failing to adequately justify the decisions.

Category 7

Presentation & Communication

Effectively presents the design process and solution.

Criterion 1

Presentation Clarity

Presents the design process and solution in a clear and engaging manner.

Exemplary

4 Points

Exceptional presentation, clearly and engagingly communicating the design process, solution, and key learnings.

Proficient

3 Points

Clear and well-organized presentation, effectively communicating the design process and solution.

Developing

2 Points

Basic presentation, lacking in clarity or organization, with some communication of the design process and solution.

Beginning

1 Points

Poorly organized and unclear presentation, failing to adequately communicate the design process or solution.

Reflection Prompts

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

Question 1

Reflecting on the entire design process, what was the most significant challenge your team faced, and how did you overcome it?

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Question 2

How effective was your final prototype in meeting Frida's needs? What specific functions did it perform well, and what areas still need improvement?

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Question 3

Describe a specific trade-off your team made during the design process. Why did you choose that trade-off, and what were the consequences of that decision?

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Question 4

What is one thing you would do differently if you were to redesign the prosthetic hand, and why?

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Question 5

How well did your team collaborate throughout the project? Rate your team's collaboration skills on a scale of 1 to 5 (1 = Poor, 5 = Excellent).

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