LEARNING SEQUENCE Making Robotic Joints

Subject: HPE

Year Level: 8

Synopsis: This learning sequence forms part of a unit that covers the learning and understanding of
biomechanics in sport. As part of the unit students need to select a skill / movement in a specific
sport and examine the biomechanics. To do so they will need to perform and film the movement.
Following this, students will use their biomechanical knowledge to improve performance.
However, before commencing this assessment student will learn the foundations of biomechanics
by creating modelled joints with robotics.

In this learning sequence students will collaborate and work as a team to design, make and explain
how the joint functions. Throughout this activity students will do a reflection and documentation
blog. This will in tale discussion on their teams progress, their personal progress, how they think
they are working in a team environment and links to extra information and articles they have found
interesting and knowledgeable to their learning about biomechanics.

The following learning sequence and unit primarily addresses the following Year 7-8 HPE content
descriptors:

Evaluate and justify reasons for decisions and choices of action when solving movement
challenges (ACPMP087)

Practise and apply personal and social skills when undertaking a range of roles in physical
activities (ACPMP086)

Demonstrate and explain how the elements of effort, space, time, objects and people
can enhance movement sequences (ACPMP084)

Practise, apply and transfer movement concepts and strategies with and without
equipment (ACPMP082)

Use feedback to improve body control and coordination when performing specialised
movement skills in a variety of situations (ACPMP080)
(ACARA, 2016)

This learning sequence also addresses the general capabilities.

Literacy is addressed through learning biomechanical terminology, demonstrating verbal

and written communication skills and identifying problems during the activity and
challenging ideas through deeper thought in reflection.
 Numeracy is addressed through the design of the robotic joint. Students will need to
measure, work with angles and calculate.
ICT is addressed through students using and interacting with a range of digital resources.
Students will demonstrate ICT capabilities by participating in adding to the class online
glossary, doing research online, watching videos and doing a documentation and reflection
blog.
Critical and creative thinking is addressed through the design and construction of the
robotic joint. Students need to consider what materials they will use, draft a design sketch
and collaborate and solve problems as they arise in the construction phase.
Personal and social capability is demonstrated through a range of interpersonal skills when
collaborating in a group. Students will add to this by undertaking reflective practice and
offer insight on their strengths and weaknesses.
Ethical understanding is addressed by setting clear and concise class expectations and
goals. Ethical principles on appropriate online content will also be revised. Students will also
demonstrate understanding through respectful communication and participation.
Intercultural understanding will be addressed through equal respect, and participation in a
culturally diverse environment
(ACARA, 2016)

PHASE 1: Introduce new HPE unit to students. Expectations and goals are discussed. Get the class to
do a brainstorming activity identifying what they already know about biomechanics.

Introduce students to biomechanical principles of motion. Discuss key terms and as a class add
definitions to online class glossary. This glossary, which the students can access anywhere, is a
continuous ICT activity that the class does when a new health and fitness term is learnt. The
teacher is the administrator that can only authorise adding new material.

Students will then be introduced to a Weebly. Most students in the class will be familiar with the
Weebly, however a brief refresher will be presented. Emphasis on class and school protocol when
using online tools will be discussed. Discuss the importance of security, copyright, referencing
material correctly and using appropriate language, images and materials.

Explain to students that the Weebly will be a reflection, information sharing and online
collaborating tool for the next couple of activities on biomechanics. Get students to set up their
Weeblys and write their first reflection about what biomechanics means to them? Students also
need to discuss what they already know, what they would find interesting learning and find an
artefact that best represents biomechanics to them.

Following this students will be split into groups of four and be given a joint (elbow, knee, hip or
shoulder) that they will need to create a model on. Discuss the activity they will be doing and
provide a video example. Allow groups to discuss ideas.
By the end of this phase students will have the knowledge and understand the basic principles and
terms biomechanics. They will have created and started their Weebly and start brainstorming with
group on developing joint.

PHASE 2: Revise conditions for creating the robotic joint the model must demonstrate how the
muscle at the specific joint causes the movement of the joint. The joint must be constructed with
recycled materials. It can be manually moved or a motor. Students must document progress on
their Weebly. Student will present and explain how the joint works to the class at the end of the
activity.

Following this, students get into their activity groups to research their specific joint (knee, elbow,
hip or shoulder). They need to produce a diagram of the joint labelled with all the bones, ligaments
and major muscle groups interacting with and around the joint. They need to create a table
specifying what movements the joint performs, what muscles are working with in the specific
movements and how they are working. Both the diagram and table need to be uploaded onto their
Weebly to document understanding and share information.

With this information groups need and draft/ sketch a designs of their robotic joint. They need to
create list materials and equipment they will need to create the robotic joint. Groups then need to
consult with teacher briefly to ensure the plan reflects an accurate understanding of the
biomechanics of the joint. Each group must get their plan approved before they begin building.
Students need finish up by reflecting on their Weebly the groups progress and how they worked
together as a team.

By the end of this phase students will have an in depth understanding of the joint they are working
with and will have collaborated with their group in designing a robotic joint. Students will have
demonstrated working in a team, research skills as well as self -reflection skills.

PHASE 3: Students get into their groups of four and start constructing their robotic joint. As they
are doing so they are also documenting the process and progress either by photographing or
filming different stages.

Once complete and trialed groups work together to create a 2-3minuet-presentation explaining
the joint and the muscles that causes the joint to move. Students are allowed to use their Weebly
sights in their presentation.

Groups then present their presentation to the class and display their robotic joints. Following this
student upload any extra documentation onto the Weebly and do a reflection on their
presentation, others presentation and a summary of what they have learnt. Students are also
encouraged to visit other students Weebly Sites and make positive and constructive comments.
Teacher will give several examples first.
REFERENCES

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Health and Physical
Education: F-10 Curriculum.v8.3. Retrieved from: http://www.australiancurriculum.edu.au/health-
and-physical-education/curriculum/f-10?layout=1#level7-8

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). General Capabilities in
the Australian Curriculum: Health and Physical Education. Retrieved from
https://acaraweb.blob.core.windows.net/resources/HPE_-_GC_learning_area.pdf