Building the Chassis

Lesson Overview

In this 60-minute lesson, students will begin constructing the chassis for their Tetrix robots. They will work collaboratively in small teams, follow detailed design plans, and learn the principles of effective mechanical assembly. This lesson explicitly targets concepts from the KS4 Design and Technology Curriculum under "Advancing Technologies and Systems", with a focus on practical engineering skills (mechanical systems) and teamwork competencies. By the end of the lesson, groups will have created a sturdy chassis that will serve as the foundation for their robot.

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Lesson Objectives

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

1. Identify and select the key Tetrix components required for building a chassis.
2. Assemble a basic yet structurally sound chassis using provided plans and tools.
3. Problem-solve construction issues within a team setting.
4. Explain why structural integrity and balance matter in robot design.

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Curriculum Links

• Key Stage 4 (KS4): Design and Technology
  • Mechanical Systems: Use technical principles to design and assemble systems that include gears, pulleys, levers, or linkages.
  • Prototyping: Translate conceptual ideas into physical models using hands-on practical skills.
  • Teamwork: Collaborate with peers to solve problems during the iterative design phase.

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Resources and Materials

1. Tetrix Starter Kits (1 per group of 4-5 students)
2. Pre-prepared handouts with the chassis diagram and assembly instructions
3. Allen keys, spanners, and screwdrivers (provided in Tetrix kits)
4. Student notebooks
5. Whiteboard and Expo markers for modelling concepts
6. Timer or stopwatch
7. A sample fully assembled chassis for demonstration purposes

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Lesson Structure

0:00–0:05 Introduction and Context (5 minutes)

• Teacher Input:
  • Begin with a brief recap of the previous two lessons (robot design principles, intro to Tetrix components).
  • Explain the importance of the chassis: "The chassis is the robot's skeleton—if it isn’t sturdy and symmetrical, the robot’s future tasks will fail."
• Engage Students:
  • Pose a challenge: "What do you predict would happen if one side of your chassis is higher or weaker than the other?"
  • Relate the task to real-world robotics: e.g., self-driving cars and drones rely on strong foundations.
• Highlight lesson goals and introduce the 55-minute time frame, emphasising the need for precision and teamwork.

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0:05–0:15 Demo & Safety Briefing (10 minutes)

• Showcase the Process:
  • Display the pre-built chassis. Deconstruct a portion of it to explain how the key components (base plates, beams, mounting hubs) fit together.
  • Demonstrate how to tighten screws to "just-tight-enough", avoiding over-torquing.
• Safety Brief:
  • Reinforce tool safety: "Do not wave Allen keys or tools around, keep your work within the designated project areas."
  • Discuss posture while working on low tables.
• Take 1-2 questions from the students before moving on.

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0:15–0:45 Group Construction Time (30 minutes)

Students should now begin assembling their chassis, following these steps:

Step 1: Inventory check (5 minutes)

• Each group will check they have the appropriate components listed on the assembly handout and confirm with the teacher.
• Missing components will hinder their progress, so this step reinforces real-world preparation skills.

Step 2: Assemble the base frame (15 minutes)

• Students will follow the diagrams to connect beams to form the base rectangle of the chassis.
• Encourage pairs within each group to subdivide tasks: e.g., Group A tightens screws on one side, while Group B measures alignment.

Step 3: Structural testing (5 minutes)

• When the base frame is complete, groups must gently press on different corners of their chassis to ensure it is balanced and stable.
• Groups consult the teacher for advice if instability issues arise.

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0:45–0:55 Peer Review and Troubleshooting (10 minutes)

• Class-wide Review:
  • Groups move their chassis to a central meeting area to compare progress.
• Guided Reflection:
  • Teacher facilitates a brief peer-review activity: Criteria for peer evaluation: Are all connections tight? Is the frame symmetrical? Does the chassis wobble?
• Offer tips to resolve issues and encourage concise communication within teams.

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0:55–1:00 Wrap-Up and Homework (5 minutes)

• Class Discussion:
  • Highlight teams’ successes and share quick fixes observed during peer review.
• Preview Next Lesson:
  • "Next lesson, we’ll be adding wheels and motor mounts. If today’s chassis isn’t strong, your wheels won’t work as intended!"
• Homework:
  • Students sketch improvements they might make to their chassis design and write a brief paragraph about the importance of teamwork when prototyping systems.

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Assessment

• Teacher Observation:
  • Monitor group dynamics and tool use during assembly.
  • Informally assess quality of final constructions (e.g., sturdiness, alignment).
• Peer Feedback:
  • Use the guided peer-review activity as a formative assessment of progress.
• Homework Submission:
  • Evaluate students' sketches and written reflections to identify gaps in understanding.

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Differentiation

• For Less Able Students:

  • Provide extra scaffolding (pre-assembled base structures to modify, extra visuals on handouts).
  • Assign students simpler tasks such as screw-tightening or labelling components.

• For More Able Students:

  • Challenge them to adapt the chassis design for variable terrains: e.g., ask “Consider how you might make this frame stronger without adding weight.”
  • Set an additional task of drafting an improved design plan using Tetrix parts not yet introduced.

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Reflection for Teacher

• Were all students actively engaged during group activities?
• Did students demonstrate improved competency with tools and mechanical assembly?
• Is there a need to revisit any key concepts before progressing to lesson 4?

This lesson plan combines teamwork, design thinking, and practical skills, ensuring students develop key KS4 engineering and problem-solving competencies. Perfect for building a foundation—not just for the robots, but for students’ lifelong skills in technology!