STUDICA/FISCHERTECHNIK DIVISION

Fischertechnik in the Classroom An Overview

J. Mazzone, D. Murphy, and L. Zurek 11/23/2010

A brief overview of the benefits of using fischertechnik in the classroom, the specific topics addressed by each of the products, and the ITEA developed “Standards of Technological Literacy” which these sets help to support.

Fischertechnik in the Classroom

Contents Why Use fischertechnik?

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Quote from Project Lead the Way (PLTW)

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Using fischertechnik In the Classroom and the ITEA Standards

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Profi Oeco Tech & Hydro Cell Kit

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Profi da Vinci Machines

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Profi Technical Revolutions

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Profi Mechanic + Static

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Profi Pneumatic II

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Profi E-Tech

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ROBO TX Training Lab

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ROBO LT Beginner Lab

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ROBO TX Explorer

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ROBO PneuVac

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Industry Robots II

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Contact Information

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Fischertechnik in the Classroom

Why Use fischertechnik? The fischertechnik collection of kits actively supports the development of skills and conceptual understanding in virtually every area of an academic educational program. Science, math, and technology education are of course the most prominent areas, but these kits also actively support intellectual development in language and applied arts, group work, and understanding of societal implications. Students are assisted in becoming educated citizens, voters, consumers, home owners, and family members. The materials supplied with these kits allow users to develop deep understanding of not only how devices and mechanisms work but also how they may be improved and modified for human applications. Technology is not viewed as a collection of ‘black boxes’ whose contents are unknown to a user; rather technology is to be used and adapted for the betterment of human society. Because of the far ranging nature of the kits and the educational processes they support, it would be difficult for us to specify all of them. Some of the kits are particularly suited for emphasis in specific areas but may be used across the curriculum. Because of the multi-lingual aspect of these kits, they can provide increased appreciation of world languages and the development for international communications. Some of the skills that these kits help promote:                          

abstract thinking data collection and measurement analysis and interpretation of data communicate observations through discussions conduct an experiment by formulating and testing hypotheses create operational definitions determining the degree of accuracy needed for tasks develop descriptive language skills develop dimensional analysis skills develop fine motor skills develop hand-eye coordination develop ordering skills document the proper operation of a mechanical/electrical/pneumatic devices enhance spatial reasoning and visualize spatial relationships enhance the understanding of the use of tools and how they function follow graphical instructions identify multiple applications for a technological device maintain a portfolio for assessment make predictions manipulate and discriminate between mechanical/electrical/pneumatic components modify designs based upon observed performance problem solve promote logical and deductive reasoning promote understanding of technology and its use sort and sequence events understand the relationship between the sciences

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Fischertechnik in the Classroom

Quote from Project Lead the Way (PLTW) “PLTW’s curriculum makes math and science relevant for students. By engaging in hands-on, real-world projects, students understand how the skills they are learning in the classroom can be applied in everyday life. This approach is called activities-based learning, project-based learning, and problembased learning or APPB-learning. Research shows that schools practicing APPB-learning experience an increase in student motivation, an increase in cooperative learning skills and higher-order thinking, and an improvement in student achievement. Presently fischertechnik products are used in three of the PLTW ‘hands-on’ courses, Principles of Engineering, Computer Integrated Manufacturing (CIM) and Gateways to Technology. “

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Fischertechnik in the Classroom

Using fischertechnik in the Classroom and the ITEA Standards of Technological Literacy On the following pages is an overview of each of the current kits in the fischertechnik Educational line, including all Profi and Robotics items. You will find a summary of the specific topics addressed by each kit in conjunction with the enclosed activity booklets/teaching guides, as well as suggestions on what types of classes and students will benefit most from these sets. We have also provided a listing of the specific standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA) which each kit will help to support. Please note some of the following sets may require additional items or accessories to perform all functions described. Please refer to our websites for more information: www.fischertechnik.biz , or www.studica.com/fischertechnik.

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Fischertechnik in the Classroom

Profi Oeco Tech (item #505284) and Hydro Cell Kit (item #505285) This set can be used in the classes addressing the following topics: Science, Renewable Energies, Green Building, Architecture & Drawing, possibly Physics. Specific concepts addressed with this set: Renewable Energy –it’s production and use. Energy and its everyday uses. Different types of energy-- fossil fuels (natural gas, oil and coal), nuclear energy, and energy from renewable sources such as wind, water and sun. Water Energy Study the principle behind a hammer-forge and sawmill powered by water energy. Build a model of a sawmill to explore its functions. Next learn about converting water energy into electricity with a water turbine, then build a working model to study the principles behind it and how it functions. Wind Energy Examine the principle behind a windmill turning kinetic energy into rotational energy. Build a model of a windmill to study its function. Learn how wind energy is converted into electricity with a generator. Convert your windmill model into a wind power station to study how this occurs Solar Energy What is it? Learn about converting solar energy into electricity and the principle behind how a solar cell works. Build a ventilating fan to see how this occurs—experiment with brightness needed to make the motor turn, and use an ampere-meter and volt-meter (not included) to measure the voltage at which the motor begins to turn and what current is flowing. Build additional solar powered models of a Ferris wheel with a gear system, a bicycle rider and a helicopter. Answer questions and perform experiments with each. Next, build a solar powered vehicle and experiment with brightness needed to cause vehicle to travel, and with the effect light intensity has on speed. Build a solar charging station and convert the vehicle to an electric vehicle with a Goldcap Energy storage unit w/ Hydro Cell Kit (sold separately): Learn the principle behind how a Fuel Cell works. Experiment with the fuel cell and ventilating fan model, bicycle rider and/or the Ferris wheel. Measure how much hydrogen is consumed by each in a specific time period. Then build a hydro fuel cell powered vehicle with solar station and study the hydrogen consumption. Build a second solar powered vehicle, and a solar saw to experiment with both parallel and series connections of solar modules.

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Fischertechnik in the Classroom Study inverse –parallel connection of solar modules by building a model of a parking barrier. Students are to draw a sketch to clearly show how reversing the rotational direction of the motor in this model occurs when one solar module is darkened. Solar Tracking---learn the principle behind how solar tracking works by constructing a model of a solar tracker. Parallel connection of fuel cell and solar modules—build a model of a pump to experiment with how such a connection functions both in full sunlight and in it’s absence.

Academic Standards and Benchmarks Use of the PROFI Oeco Tech and PROFI Hydro Cell kits along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 1: Students will develop an understanding of the characteristics and scope of technology Benchmarks D, E, F, G, H, L Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks G, H, M, N, P, S, T, U, W, Z Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmarks B, D, E Standard 4: Students will develop an understanding of the cultural, social, economic, and potential effects of technology. Benchmarks C, I Standard 5: Students will develop an understanding of the effects of technology on the environment. Benchmarks C, D, F, H, L Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Benchmark F Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks G, H Standard 9: Students will develop an understanding of engineering design. Benchmarks E, H, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, F, G Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, H, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmarks D, F Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Benchmarks C, D, E, F, I, M

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Fischertechnik in the Classroom

Profi da Vinci Machines (item #500882) This set can be used in the classes addressing the following topics: Science, Engineering, History, Fundamentals of Physics, Art, Simple Machinery Specific concepts addressed with this set: Simple machinery. Leonardo da Vinci—on overview of his life. Mechanical Wings—learn about Leonardo’s study of bird’s wings and the pattern of their movement, and how he applied these findings to try to achieve flight. Build a model of the mechanical wing. Blacksmith’s Tongs—learn how Leonardo’s invention improved upon the original blacksmith’s tool by both increasing tension force and saving energy. Build a model of the blacksmith’s tong’s and find ways this could still be a useful tool today. Crane with pawl—use of pawl mechanism to improve safety of cranes with heavy loads—explore it’s function by building a working model. Stone Tongs with self releasing hook—build a model of this invention and experiment with how this labor saving device functions. Catapult—build a working model to explore Leonardo’s use of a quick tensioning device and release catch in one along with a worm gear. Chariot—learn how Leonardo’s use of gears and centrifugal force revolutionized this device, and build a working model. Scaling Ladder—originally used in the Middle Ages as an implement of war, Leonardo’s innovations both helped to improve stability and increased the weight load this could bear. This invention is the precursor of the modern turntable ladder which is still used today, for example on fire trucks. Drum Wagon—used in parades and for warfare. Build a working model to learn how it functions. File Cutting Machine—equipment that can beat indentations into a file blank automatically. This invention of daVinci’s can be seen as the basis of modern industrial manufacturing. Build a working model to understand and study it’s function. Students are then asked to improve the machine by installing a safety mechanism. Swing Bridge—build a working model to understand and study it’s function.

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Fischertechnik in the Classroom Academic Standards and Benchmarks Use of the PROFI da Vinci Machines set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 1: Students will develop an understanding of the characteristics and scope of technology Benchmarks D, E, F, G, H, L Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks K Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmarks B, C, D, E, F, G, J Standard 4: Students will develop an understanding of the cultural, social, economic, and potential effects of technology. Benchmarks A, D, E, G Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Benchmarks B, C, D, E, F Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks B, C, D, G, H, M Standard 8: Students will develop an understanding of the attributes of design. Benchmark E Standard 9: Students will develop an understanding of engineering design. Benchmarks D, E, H, J, K, L Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, F, G, H, L Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, H, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmark E Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Benchmark D

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Fischertechnik in the Classroom

Profi Technical Revolutions (item #508776) This set can be used in the classes addressing the following topics: Science, General Science, Fundamentals of Science, and Electronics. Specific concepts addressed with this set: An overview of various important inventors and inventions, touching on the following— Patents and Inventors—who came up with an idea first, and who is actually credited with it. Examples discussed are Thomas Edison and the Incandescent Light; as well as Philip Reis, Elisha Gray, and Alexander Graham Bell and the invention of the Telephone. Spotlight on Elisha Graves Otis and the Safety Elevator. Construct and test a model of his invention to learn how the emergency brake works. The Electric Motor—Study a timeline of the various inventors (such as Hans Christian Orsted, Michael Faraday, Peter Barlow, Hermann Jacobi, and Thomas Davenport) whose work was instrumental in the development of this invention, and build a working model of an electric motor to learn how it functions. The Generator and the Dynamo: Learn about the Dynamic Energy Principle and Werner Siemens, the inventor of the Dynamo. Build a Generator model. Heinrich Focke and his design of the first usable Helicopter, as well as how the concept of Wing, Form and Lift are used to achieve flight. Build a helicopter model. Mary Anderson and her invention of the Windshield Wiper. Build 3 different models to learn the function of synchronous, counter-rotating and parallelogram wipers James Watt—Learn about his improvements to the concept of the steam engine with use of the Centrifugal Governor. Build a working model of the Centrifugal Governor to study how it functions. Samuel Morse and his invention of the Morse Telegraph. Learn about Morse Code, and how the telegraph works. Build a model of a Morse Telegraph . Cardano and the principle behind the function of the Cardan Shaft. Build a working electric model. Leonardo da Vinci and early exploration of the concept of Perpetual Motion, as well as Julius Robert von Mayer and his Principle of Preservation of Energy—“In a closed system, no energy is lost, it is always only transformed”. Build a model of a Perpetuum Mobile similar to those conceived by daVinci. Horace Benedict de Saussure and his invention of the Hair Hygrometer to measure atmospheric humidity. Build a working model to learn how it functions

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Fischertechnik in the Classroom Academic Standards and Benchmarks Use of the PROFI Technical Revolutions set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 1: Students will develop an understanding of the characteristics and scope of technology Benchmarks E, F, G, H, L Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks K, CC Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmarks B, D, E, F, G, H, I, J Standard 4: Students will develop an understanding of the cultural, social, economic, and potential effects of technology. Benchmarks D, G, H Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Benchmarks B, D, E, F Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks C, D G , H, I, N Standard 8: Students will develop an understanding of the attributes of design. Benchmark E Standard 9: Students will develop an understanding of engineering design. Benchmarks C, D, E, H, J, K, L Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D E, F, G, H Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, H, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmark E Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Benchmarks D, H

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Fischertechnik in the Classroom

Profi Mechanic + Static (item#93291) This set can be used in the classes addressing the following topics: Physics, Shop, Construction, Engineering, Bridge Building, Architecture Specific concepts addressed with this set: This kit concentrates on the areas of Mechanics known as Dynamics and Statics. Mechanics—the effects and forces which affect rigid and moving bodies. Dynamics—describe the change of the movement variables. Whenever machines or gears units are set in motion, they are dynamic. Electric Motors and the concepts of Revolutions Per Minute (RPM), and Gear Units. Gears—overview of the various types--Worm Gear Pairings, Toothed Gearing and Crank Gears—build basic models using each of these different gears to learn the principles behind them and their specific functions. Vehicle Drives—build three different vehicles using each of the above gear types to learn how these affect transmission ratio and torque. Build two additional models--a vehicle incorporating Toothed Gearing with Chains, and a Vehicle with Fifth Wheel Steering to learn the principles behind these important modifications. Build and study models of a Compound Gear Unit, a Planetary Gear and a Bevel Gear Unit. Experiment with the differences in speed and direction when shifting from one gear to another in each. Learn where such gears are commonly found. Build a model of a Kitchen Mixer combining both a Bevel Gear and a Planetary Gear. Differential Gear—learn how a differential gear is used and why it is important. Build a working model to study it’s function. Build a working model of a Car Jack and a Scissor Elevating Platform to learn about Mandril Screw Spindles, Joints, and Levers. Perform tasks to help answer questions about each model. Next, build a working model of Lathe using two spindle drives. Crank-Rocker Gear Unit--Build a model of a Windshield Wiper using this gear, and study how it transforms a rotational movement into an oscillating (back and forth) movement. Build a Four-Bar chain unit consisting of four joints. Observe how the components interact and move. Build a model of a Hacksaw Machine to understand a coupler mechanism. Build a working Beam and Scales to learn about the principles of levers of equal length. Build a model of Scales with a Sliding Weight to experiment with the use of torques.

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Fischertechnik in the Classroom Physics Golden Rule--Build a working Lifting Tackle with 2, 3, and 4 Rope Pulleys. Experiment with lifting a weight with each variation, and record your observations. This will help students to understand Physics “Golden Rule”— “Work cannot be saved. Whatever is saved on force, must be added in time and distance.” Statics—the study of conditions under which the force acting on a body are in balance. This is the basis for all calculations and designs of constructions such as bridges or houses. Dead weight and traffic load. Statical Triangles--Build a Table model to learn about statical triangles, which are statically stable in all three aspects. Experiment with different variations of bracing the table and record your observations. Build a Double Ladder to make further observations about bracing and stability. Bridge Design Fundamentals--Build a Girder Bridge, a Bridge with Underbeam, and a Bridge with Upperbeam. Experiment with weights on the bridge and learn about the advantages and disadvantages of each design. Skeletons--Build a High Hunting Stand to learn about skeletons--the spatial composition of individual frameworks. Finally, students will integrate what they have learned about mechanics, levers and statics from the construction of the previous models to build a working crane model. Students will complete several tasks and record their observations.

Academic Standards and Benchmarks Use of the PROFI Mechanics + Statics set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks K, AA Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmarks C, D, E, F, G, H, J Standard 4: Students will develop an understanding of the cultural, social, economic, and potential effects of technology. Benchmarks D Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Benchmarks E Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks C, D, E, G Standard 8: Students will develop an understanding of the attributes of design. Benchmark D, E, G Standard 9: Students will develop an understanding of engineering design. Benchmarks E, H, K, L

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Fischertechnik in the Classroom Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, G Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, H, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmark C, E Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Benchmarks D, H Standard 20: Students will develop an understanding of and be able to select and use construction technologies. Benchmark G

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Fischertechnik in the Classroom

Profi Pneumatic II (item #77791) This set can be used in the classes addressing the following topics: Physics, Mechanical Engineering, Pneumatics Specific concepts addressed with this set: Pneumatics History--The origins of pneumatics and the utilization of compressed air devices. Pneumatic Cylinders--Experiment with the different types of pneumatic cylinders—“single acting” or “unidirectional cylinders” and “double-acting” cylinders, and observe how they function. Pressure--Learn about Pressure and the formula for calculating it. Pressure equals force divided by area. The unit for pressure is called “bar” or “Pascal”. Force--Determine what forces you are able to exert with your cylinders by constructing a model of a lifting platform. Experiment with Check Valves and Hand Valves. Build a working model of an Air Compressor and perform further experiments with the lifting platform model. Learn about the principle of “more power through more surface area” by utilizing multiple cylinders in your experiments to lift heavier weights. Force equals Pressure times Area. Build a working Pneumatic Catapult. Build a model of a Pneumatic Sliding Door to learn more about the use of valves. Build a model of a turntable with a press and a Linear Feed, such as might be used to assemble components in a modern factory. Build four different pneumatic vehicle models—a Pipelayer, a Snowplow, a Shovel Loader and an Excavator

Academic Standards and Benchmarks Use of the PROFI Pneumatics II set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmark K Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmark E Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks E, G, H

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Fischertechnik in the Classroom Standard 8: Students will develop an understanding of the attributes of design. Benchmarks E, G Standard 9: Students will develop an understanding of engineering design. Benchmarks E, H, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, F, G Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, H, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmark E Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. Benchmark H

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Fischertechnik in the Classroom

Profi E-Tech (item #91083) This set can be used in the classes addressing the following topics: Electronics, Circuits, Science, possibly Physics Specific concepts addressed with this set: Electrical engineering and electro-mechanical automation of systems without a computer. Electric Circuits—interrupted circuits and closed circuits. Build a model of a Torch/Light, and experiment with using the pushbutton as either a make or break contact. Do the same experiment with the Refrigerator Model. Circuit Diagrams—learn the components used, and draw diagrams for each of the models you work with. Conductors and Non-Conductors. Build and experiment with a Continuity Tester. Series and Parallel Connections—learn about and experiment with these. AND-OR Circuit--Build and diagram an AND-OR Circuit, and experiment with both series and parallel connection variations. Two-Way Connections---build a simplified model of “staircase lighting” to learn how this works by using a changeover switch, aka commutator. Electric Motors and Polarity—learn the functional principle of an electric motor. Build a model of a working elevator to study the principle behind a motor control with two directions of rotation. Electro-Mechanical Controls—Build a flashing light control and a traffic light control. Controls Using Electronics/Microprocessor Control—learn about a microprocessor system and programs Learn how magnetic sensors work by building a model of a safe door with an alarm system using such a sensor. Learn about phototransistors and utilize one in building a model of a working hand dryer. Do further experiments with a microprocessor and sensors by building models of a punching machine, automatic garage door opener, parking garage barrier and a brick dispensing.

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Fischertechnik in the Classroom Academic Standards and Benchmarks Use of the PROFI E-Tech set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmark K Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks D, E, G, H Standard 8: Students will develop an understanding of the attributes of design. Benchmarks E, G Standard 9: Students will develop an understanding of engineering design. Benchmarks E, H, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, F, G Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, H, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmark E

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Fischertechnik in the Classroom

ROBO TX Training Lab (item #505286) This set can be used in the classes addressing the following topics: Computer Programming, Robotics Specific concepts addressed with this set: The construction, programming and control of both simple and complex machines and robots. Overview of Parts Used: Actuators, Sensors (including phototransistors, Trail sensors, pushbutton and a heat sensor), Encoder Motors and regular electronic motors. Programming--Design programs on the computer using the ROBO Pro “Graphic programming interface” software, which utilizes graphic symbols, or icons, to represent various functions in a flow-chart like manner. Download the created programs from your computer to the control unit of the robotic models. The ROBO TX Controller controls the actuators of the robot and evaluates the information from the various sensors. Programs can be downloaded using either a USB connection, or Bluetooth. Procedure and Practices—Students learn the importance of working carefully. They are asked to check the movement of all parts, and to test all programs on the computer prior to downloading them into the ROBO TX Controller unit. Non Mobile Models: Build a working model of a hand dryer using a phototransistor, a traffic light using a pushbutton sensor, and a model of a freight elevator using a light barrier. Perform various programming related tasks using each model. Build a model of a dishwasher (rinsing/drying machine) using pushbutton sensors and various indicator lights. Perform various programming related tasks related to the lights and sensors. Build a model of a thermostat/temperature control containing a lens tip lamp, blower, and the heat sensor (NTC resistor). Perform various programming related tasks and tests using these components. Mobile Robotic Models: Build a series of mobile robotic models utilizing the various actuators and sensors, as well as the encoder motors. Build a basic mobile robot using the special encoder motors, and perform various programming tasks, including moving a straight line, making a turn, and moving in a figure. Learn how to make the movements more precise. Build a trail searcher model which students will program to react independently. Program the model to detect a trail, follow a trial, and finally to find a trail and follow it. Build a robotic lawn mower model and program it to detect and void borders and obstacles. Additionally, program it for random occurrences, such as taking different angles for rotation every time it takes an avoidance action. Build a soccer robot that can move around a field of play, detect a ball and shoot it into a goal. Build a robot that can measure and display temperature at various points as it travels.

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Fischertechnik in the Classroom

Build a robotic forklift model, such as is found in many industrial settings which can be programmed to perform lifting and lowering movements, move between fixed points, detect junctions where it is to perform specific actions, or transport without an end.

Academic Standards and Benchmarks Use of the ROBO TX Training Lab set along with the included multi-language teaching and activity guide (PDF on disc) will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmark M Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmark D Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks H Standard 9: Students will develop an understanding of engineering design. Benchmarks E, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, F Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, F, H, J, K, N, O Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Benchmarks G, H

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Fischertechnik in the Classroom

ROBO LT Beginner Lab (item #508778) This set can be used in the classes addressing the following topics: Intro to Computer Programming, Intro to Electrical Engineering, Intro to Robotics and Programming. Specific concepts addressed with this set: Introduction to constructing and programming robotic models. Learning about the components and software to be used: Brief overview of the electro-technical components used for these robotic models, including actuators, sensors, motor and gearbox, push button switches. How a push button switch works—‘closed’ and ‘break contact’ connections. The basics of using ROBO Pro Light software. Models: Build a model of a working Merry-Go-Round, and create a program in ROBO Pro Light to control the models function. Learn about the various elements that make up your program. After testing and running the original program, perform some modifications to your program to vary the models functions. Build a working model of a traffic signal (Pedestrian Light) and program it to have different phases of red and green lights when a button is pushed. Build a model of a lighthouse with blinking light, Program a ‘beacon’ according to the isophase principle, with equal phases of light and dark. Then program your model according to the flash principle, with briefer, unequal periods of light and dark. Finally, program the model according to the blink principle, with both lights illuminated for a different period of time independent of each other. Build a model of a refrigerator to learn how the principle behind its lighting system works. Program this models light to go on when the door is open, and then modify the program so that a red indicator light will blink if the door is open for a certain length of time. Build a model of a washing machine to learn about how its various cycles work. Program the model to have a wash cycle, a safety switch for the door of the machine, a spin cycle, a drying cycle, and finally an indicator showing what cycle the machine is in as well as when all cycles are completed. Build a sliding door model. Design various programs, so that the door either closes automatically when the program starts, that a door opens when a light beam is interrupted and stays open for a fixed period of time before closing, or finally that the door opens automatically when something interrupts the light barrier, and will not close until the barrier has been clear for five seconds. Build a model of staircase lighting. Program it to be turned on by one of two push button switches being pressed, and to remain on for a fixed period before going out again. Vary the program to also be activated by a light barrier (motion detector), and finally program it so that the lighting will go on if one of the two switches is pushed, and to not go out again until either of the switches is pressed once more. Finally, build a model of a windshield wiper. Using the two push button switches and the light barrier, program the model with various intervals of operation for the wipers as well as speeds.

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Fischertechnik in the Classroom

Troubleshooting: Overview of some of the most common errors which might occur, and how to address them.

Academic Standards and Benchmarks Use of the ROBO LT Beginner Lab set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmark M Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmark D Standard 9: Students will develop an understanding of engineering design. Benchmark E Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, F, H, J, K Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Benchmarks G, H

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Fischertechnik in the Classroom

ROBO TX Explorer (item #508778) This set can be used in the classes addressing the following topics: Computer Science, Computer Programming, Robotics, Introduction to A.I. Specific concepts addressed with this set: Constructing, programming and controlling advanced mobile robots. Crawler Drive: Types of vehicles with crawler drive. Encoder Motors and the principle behind them Steering with a crawler drive using the encoder motors Sensors: Overview of the sensors used in this kit and what each does. NTC Resistor for measuring temperatures. Photoresistor for sensing brightness of light. Ultrasonic Distance Sensor and how it uses light, infrared radiation, radio waves and ultrasonic sound to measure the distance between itself and an object. Optical Color Sensor –such as used in automation technology Trail Sensor—digital infrared sensor for identifying a black trail on a white background Programming: Students design programs on the computer using the ROBO Pro “graphic programming interface” software, which utilizes graphic symbols, or icons, to represent various functions in a flow-chart like manner. The created programs (or sample programs) are then downloaded from the computer into the ROBO TX Controller unit. The ROBO TX Controller controls the actuators of the robot and evaluates the information from the various sensors. Programs can be downloaded using either a USB connection, or Bluetooth. Procedure and Practices: Students learn the importance of working carefully. They are asked to check the movement of all parts, and to test all programs on the computer prior to downloading them into the ROBO TX Controller unit. Programmed Models: Student will construct the various robotic models and complete increasingly sophisticated programs for these robots to execute, making use of the various sensors and actuators, such as: Building a Trail Searcher and having it follow a black line, and then program it to recognize when it is not traveling on the line and to self-correct it’s direction of travel. Also program it to perform other tasks such as to actively search for a black line to follow, to honk three times if it loses a trail or ends it, and to navigate curves with differing radiuses. Build a Tunnel Robot and program it to follow a fixed route along a wall as well as measure temperature and depending on the reading flash a warning light and buzzer to simulate an extinguishing action, turn and return to its starting point. Build a Color Detector robot which can detect different colors and perform certain tasks, such as signaling with a buzzer, or flashing a specific light when the color is recognized.

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Fischertechnik in the Classroom

Build the Explorer Model, using all sensors and actuators, and then program it to perform more complex tasks using multiple sensors, such as recognizing an upcoming object and reducing its speed, blinking a warning light when the temperature becomes too high and turning headlights on or off depending upon how light or dark the surroundings are. Remote Control of Robots: Control the Explorer model remotely using a computer equipped with ROBO Pro, and the Bluetooth radio interface found on the ROBO TX Controller unit. The robot is programmed so that it transmits measured values for ground color, temperature, brightness and obstacles. The robot is then controlled by hand using the operator’s console in the ROBO Pro software program. Robotic Model for Competitions: Build the Rescue Robot, utilizing the skills learned from programming and controlling the other models, as well as the various sensors and actuators, for competing in robotics events, such as the International RoboCup Junior.

Academic Standards and Benchmarks Use of the ROBO TX Explorer set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks K, M Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmark D Standard 9: Students will develop an understanding of engineering design. Benchmarks E, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, D, E, F Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, F, H, J, K, N, O Standard 13: Students will develop the abilities to assess the impact of products and systems. Benchmark F Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Benchmarks G, H

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Fischertechnik in the Classroom

ROBO PneuVac (item #500883) This set can be used in the classes addressing the following topics: Computer Science, Mechanical Design, Robotics, Industrial Robotics, Practical Computer Programming and Practical Use of Robotics (Real World). This set is also suited for industrial/vocational training. Specific concepts addressed with this set: Industrial robotic machines using pneumatic and vacuum technology. Origin of Pneumatics: Ktesibios of Alexandria in Egypt, circa 260 BC, and his invention of a spring catapult utilizing a compressed air tension jack. Fundamentals of Pneumatics: Creating movements with air—how pneumatic cylinders work. Pressure: Air can be pressed together, creating pressure. Unit of pressure measurements is the Pascal. Pressure =Force/Area, or p=F/A Air Compressors: Creating and storing compressed air using a compressor. How a compressor functions. Valves: The use of electro-magnetic valves to control the flow of air to a pneumatic cylinder. A short technical explanation of how this works. Basics of Pneumatic Diagrams: Connections in pneumatics diagrams always labeled as follows: P=Compressed air connection, A=Connection to the cylinder, R=Air vent. Electronics and Pneumatics: Interplay of electrical and pneumatic switching. Examples of circuit diagrams with electrical and pneumatic parts, and their explanation. Basic Unit: Construct the control unit, containing the compressor, ROBO TX Controller or ROBO Interface, and connect this to a computer with ROBO Pro programming software installed. Actuators: Overview of actuators used. Models: Build a model of a conveyor belt with stacking machine. Program the model so that a workpiece in the stacking box is identified by a light barrier, after which a pneumatic cylinder pushes the workpiece onto the conveyor belt, which then starts to move and transports the piece to the end of the belt, after which the program stops. Modify the program to continuously move pieces from the stacking magazine onto the belt at fixed intervals, and to stop after the last piece has been loaded onto the belt. Build a model of a machining station with defective part ejection. Learn how the optical color sensor works. Use this to construct a color sorting system model that will sort pieces based on color.

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Fischertechnik in the Classroom Build a model of a machining station with vacuum pickup. Connect the electrical and pneumatic elements using circuit diagrams. Test the function of the lifting mechanism, then control the placement of the working materials into position. Next, determine how to create three positions for the swivel arm on the model to rotate to—first ‘workpiece pickup’, then ‘workpiece machining’, and finally ‘workpiece storage’. Finally, construct a model of a card dealer and card sorter machine using electrical and pneumatic elements. Test the functioning of the vacuum pump in the raising and lowering of a card. Construct a program where the arm of the model deals three cards each to three different players from a stack of cards. Next, modify the program so that the program is interrupted if there are no more cards to deal, and will only continue if more cards are inserted. After this, students will create a program where the same model sorts cards out based on the color found on the card.

Academic Standards and Benchmarks Use of the ROBO PneuVac set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks I, K, M Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmark D Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Benchmark D Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks D, H Standard 9: Students will develop an understanding of engineering design. Benchmarks E, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, F Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, F, H, J, K, N, O Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Benchmarks G, H

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Fischertechnik in the Classroom

Industry Robots II (item #96782) This set can be used in the classes addressing the following topics: Computer Science, Mechanical Design, Robotics, Industrial Robotics, Practical Computer Programming and Practical Use of Robotics (Real World). This set is also suited for industrial/vocational training. Specific concepts addressed with this set: Robotic machines as used in industrial settings. Brief Background: What are robots? What can they do? What is the origin of the term ‘robot’? Models: Build the three different industrial robots—single axis welding robot, double axis welding robot and 3 axis welding robot, and program various tasks for each. Program each robot using ‘teach-in’ type programming. Move the robot to different positions as desired and store these positions so they are ‘learned’ by the robot. Use the 3 axis robot model to perform a special moving exercise based on the ancient mental game called “The Towers of Hanoi”

Academic Standards and Benchmarks Use of the Industry Robots II set along with the included multi-language teaching and activity guide will help to support the following standards and benchmarks outlined in the “Standards for Technological Literacy” as developed by the International Technology Education Association (ITEA): Standard 2: Students will develop an understanding of the core concepts of technology. Benchmarks I, K, M Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. Benchmark D Standard 6: Students will develop an understanding of the role of society in the development and use of technology. Benchmark D, E Standard 7: Students will develop an understanding of the influence of technology on history. Benchmarks D, E, H Standard 9: Students will develop an understanding of engineering design. Benchmarks E, K Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Benchmarks C, F Standard 12: Students will develop the abilities to use and maintain technological products and systems. Benchmarks D, F, H, J, K, N, O Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. Benchmarks G, H

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Fischertechnik in the Classroom

Contact Information fischertechnik products and parts are distributed in the United States by Studica, Inc. 2326 Lockport Road Sanborn, NY 14132 (888) 561-7521 For general product information, downloads, and information on becoming a reseller within the United States or Canada, please visit: www.fischertechnik.biz , or email [email protected] For general product information and for all academic or consumer purchases (including schools), please visit the fischertechnik page on Studica.com : http://www.studica.com/us/en/fischertechnik For any other questions, or to speak with an authorized educational representative, please contact Lance Zurek Product Manager, fischertechnik Division (888) 561-7521, extension #212 [email protected]

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