Learning Goal:

• I can work with and make sense of data.
• I can identify variables in a data set.

Engineers, doctors, scientists, and many other STEM jobs rely on data analysis to help them make important decisions. This lesson supports one of our essential GTT skills needed for all courses and understanding.

Estimated Time for The Week: 1 hour and 30 minutes

Learn & Practice:

• Click on the link below for your school. Create an account using “Sign in with Google”, use your school account. (You may take the tour if you wish.)
  • Central - CLICK HERE
  • Cimarron -- CLICK HERE
  • Sequoyah -- CLICK HERE
  • Cheyenne -- CLICK HERE
  • Heartland -- CLICK HERE
  • Summit -- CLICK HERE
• Work your way through the lessons, in order:
  • Basics of Tuva and Graph Parts
  • Introducing Attributes
  • Understanding Attributes
  • Introduction to Data
  • Display and Analyze Two Attributes Simultaneously
  • Introduction to Data Analysis
  • Outliers and Clustering: Dog Breeds
• Personal Reflection:
  • If you could create your own data set over any (school appropriate) topic what would you choose? Why do you think that data needs to be analyzed?
  • What are some specific types of engineers who might find TuvaLabs useful?
  • What was most surprising to you about the Man’s Best Friend data?
• Share with your Gateway to Technology Teacher in Canvas (optional)

Share with your Gateway to Technology Teacher in Canvas (optional)

GTT Choice Board

Choose 1 activity to build or create a day (Monday-Friday). You will not need to buy supplies. Choose activities you can create from things you already have around your home. Be Creative!

After you have completed your activity, consider these:

• Reflecting (personal):
  • What problem(s) are we solving? What are we focusing on?
  • Brainstorming… Tell the steps you went through before you started the project?
  • What obstacles did you encounter as you were building?
  • How did you overcome the obstacles?
  • Was your final outcome able to complete the task? Why or why not?

Share your reflection question answers and a picture of your favorite build with your Gateway to Technology Teacher in Canvas or Email (optional)

Gateway to Technology, Week 4

Learning Goal:

• I can identify steps of the design process.
• Identify STEM careers that match your skills, interests, and experiences.

Estimated Time for The Week: 1 hour and 30 minutes (Entire Virtual Field Trip is 25 minutes.)

Today you are going to be transported beyond the walls of your home and into a Stanley Black & Decker Makerspace where making and doing is a way of life! Working alongside the experts of the Stanley Black & Decker Makerspace, you will see and experience first-hand how math, science, technology, creativity, and teamwork can lead to technological advancements in our everyday lives.

• Log into Discovery Education with your school Google account (or - access it through Canvas).
• CLICK HERE to get to the Innovation Generation Virtual Field Trip

• Complete the columns of the graphic organizer below as you watch the Stanley Black & Decker employees in the Virtual Field Trip.

• Watch Segment 1: Introduction to the Crash Test Car Challenge.
  • Complete the Engineering Design Process Graphic Organizer

• Watch Segment 2: Makerspace and the Design Process

Think about it:

• What is a Makerspace?
• What could you do in a Makerspace that would be hard to do at home?
• Why does the Makerspace inspire innovation?
• If you had access to a Makerspace, what would you make?

• Watch Segment 3: Trial and Error

Think about it:

• How do you use the 4C’s in the innovation process?
• Can you name the 4C’s?
• How is failure a vital part of the innovation process?

• Watch Segment 4: Technology and Equipment at Makerspace

Think about it:

• How does machinery or technology contribute to the innovation process?
• What are the benefits of cutting-edge technology such as 3D printers and CNC routers?

• Watch Segment 5: Final Design Preparations

Think about it:

• What is the most challenging part of the innovation and design process?
• What are the benefits of working on a project in a team instead of alone?
• What are the main challenges of working in a team?
• What kinds of jobs would be available for someone interested in a STEM career?
• What skills would you need to have a career in a STEM-related field?

• Watch Segment 6: Final Race

Think about the design process and the role of teamwork. Consider the kinds of careers related to design and innovation.

Wrap it up and Think about it:

• What career do you think is most appealing or interesting?
• Were there any in the first graphic organizer?
• What requirements for college might prepare you for this career?
• Imagine yourself having this career...
• How do you see yourself after two, five or ten years?

Share your thoughts with your GTT Teacher in Canvas if you want (Optional!)

*NOTE: This is a continued lesson from Week 5. Please read through to see where the Week 6 activities begin.

Gateway to Technology, Weeks 5&6 (8 days)*

“Virtual Robotics”

Learning Goals:

• I can explain WHAT programming is and HOW it works.
• I can follow along and COMPLETE computer-aided Vex robotics tutorials.
• I can DESIGN my own program using Vexcode and complete the activities..

Estimated Time for The Weeks 5&6: 4 hours or more

Learn & Practice:

You will learn about and begin working with computer-aided programming for robots using Vexcode. Engineers and designers use this technology across many mediums to complete a multitude of tasks.

Monday, May 4th

• Click and read through the following
• https://docs.google.com/document/d/1ECIAkpTXGwJEh_hPBrNo1vFf_z3YZd9L9D6RwEqNTHI/edit?usp=sharing
• Go to: vr.vex.com
• Click on ‘Tutorials’ and watch all 3.
  • May also watch https://www.youtube.com/watch?v=QqogudL_WIQ&t=2048s
    • This is a more involved 1:1 instructional video.
• Set up code for simple movement, and open the playground to test.

Tuesday, May 5th through Tuesday,, May 12th

• Click on ‘Activities’ and choose …
  • There are multiple Activities to choose.(Currently there are 18 activities but they may be adding more).
  • Each activity has a challenge level 1, 2, and 3 activity that increases with difficulty as you go up in number.
  • Try completing at least 1 activity per day.
• Most of all HAVE FUN!!!!!!

Wednesday, May 13th

There are so many interesting robots that are entering the marketplace or are in the production stage that will soon change our society. Below are just a small fraction of some of these robots:

• daVinci machine - medical robot that is so precise it can peel a grape (there is a video of it on YouTube)
• Atlas - search and rescue robot that can enter, drive, and exit cars. It can climb ladders, manipulate handles, and operate power tools
• Pepper - Companion robot that has a purpose of making people happy. It uses face and vocal recognition to ascertain a person’s mood.
• YuMi - small parts assembly - it is compact, dextrous, and accurate enough to thread a needle and can work safely alongside humans.
• Parcelcopter - fully automated air parcels to customers. Many companies are developing these types of robots including Amazon.
• BioMot exoskeleton - medical assistance/rehabilitation - wearable robotic exoskeleton that helps people move
• Xavier - agriculture - can precisely plan and map seeds using satellite navigation. Uses 70% less energy and minimizes soil disruption/damage
• SAFFiR - fire fighting robot developed by the US Navy to combat fires on maritime vessels.

These are just a small fraction of the robots that are used in everyday life. Find a developed or being developed robot and research how it works and how it will help in human society.

Discussion Questions:

1. What do robots do for us in society?

1. If you had a robot at home, what tasks could it complete for you?

1. Do you already have a robot in your home?

1. What are some areas of our current society that robots are changing?

1. What will robots do for us in the future?

Optional: Send your responses to the discussion questions and/or screenshots of your creations to your teacher via Canvas