James Caldwell High SchoolTechnology Department

Robotics and Control Curriculum

Robotics and Control

September 2008

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Robotics and Control

Content Area Philosophy and Course Description:

The Technology Department of the Caldwell-West Caldwell Public School District believes that all students must become technologically literate in order to achieve complete literacy in today’s society. Humanity has evolved through the ages, and life has been enriched because of technology. The American Association for the Advancement of Science, in their 1989, Benchmarks for Science Literacy, Project 2061 supports the necessity for Americans to become technologically literate in order to re-establish America’s strength among industrialized nations throughout the world. The AAAS defines technology as:

Technology is often perceived as artifacts but is actually the process of designing, implementing, and fabricating ideas. Therefore, students should know some of the basic underlying principles of the technological systems that they use daily. Furthermore, students should recognize that technology does not stand apart from the society that it serves.

Students must recognize that technology affects our society and that society must equally affect technology. Thus, students must have a framework that provides a clear understanding that technology is neither good nor evil. In the final analysis, it is the way in which technology is used in relation to a society’s customs that defines a technology’s value.

While science education is focused on understanding the natural world, technology education is focused on the process of innovation (moving ideas to fruition.) Technology education provides students the opportunity to solve human problems. In doing so, students learn how to manage resources, (i.e. people, information, materials, tools, energy, capital and time,) to accomplish their goals. Students solve problems through a prescribed design model that causes them to define the parameters of the problem, gather and interpret information, brainstorm multiple solutions, assess the appropriateness of the solutions, and evaluate the outcomes. As a result, students not only understand the questions being asked of them, but are able to validate how their answers were derived. In addition, students recognize that often there are multiple solutions to solving problems, but that choices must be made according to merit when determining the best solutions. All students must employ higher order thinking skills of synthesizing, analyzing, and judging. The need for these skills has been identified by the New Jersey Core Curriculum Standards; more specifically in the Cross-Content Readiness Skills, the Early Warning Test and the High School Proficiency Test.

The application of knowledge, tools, and skills to solve practical problems and extend human capabilities.

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The Technology faculty acknowledges the evolution of our society from the industrial era to the information and electronic age. Consequently, we have a responsibility to provide students appropriate and transferable career readiness skills that have become essential expectations in the new global environment. In addition to developing creative problem solving skills, the Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS), American Society for Training and Development, National Academy of Sciences and Stanford University all identify five core competencies (Boyett, 1995). The SCANS Report, of 1990 states: Students must be proficient at managing resources, developing interpersonal relations, processing information, understanding systems, and manipulating technology.

The technology program of the Caldwell-West Caldwell Public School District is committed to providing opportunities for all students, grades K-12, regardless of race, gender, creed, national origin or handicapping conditions, to become eligible to enter the workforce of the twenty-first century. Beyond providing students interdisciplinary experiences that reinforce the basic skills, the technology program is capable of shaping students to cope with the dynamic society they are about to encounter.

Robotics and Control is a course designed for students to experience the design and development of robots and control devices for technology based systems. This course will teach students to design, construct and program machines that will be controlled by microcomputers, and electromechanical systems. Prerequisites: Computer Science I or Fundamentals of Engineering.

New Jersey Core Content Curriculum Standards:

1. Basic Computer Skills and Tools (Standard 8.1)

Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print.

Construct a spreadsheet, enter data, and use mathematical functions to manipulate and process data, generate charts and graphs, and interpret results.

Produce and edit page layouts in different formats using desktop publishing and graphics software.

Develop a document or file for inclusion into a website or web page.

2. Applications of Productivity Tools (Standard 8.1)

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Evaluate the potential and implications of contemporary and emerging computer applications for personal, social, lifelong learning, and workplace needs.

3. Problem Solving and Decision Making (Standard 8.1)

Create and manipulate information independently and/or collaboratively to solve problems, to design and develop products.

Evaluate and correct non-functioning technology systems necessary to accomplish required tasks.

Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources.

4. Nature and Impact of Technology (Standard 8.2)

Discuss the full cost and benefits and trade-offs and risks related to the use of technologies using appropriate data.

Explain how technological development is affected by competition through a variety of management activities associated with planning, organizing and controlling the enterprise.

Provide various examples of how technological developments have shaped human history.

5. Design Process and Impact Assessment (Standard 8.2)

Analyze a given technological product, system, or environment to understand how the engineering design process and design specification limitations influenced the final solution.

Evaluate the function, value and appearance of technological products, systems, and environments from the perspective of the user and the producer.

Develop methods for creating possible solutions, modeling, and testing solutions, and modifying proposed design in the solution of a technological problem using hands-on activities.

Use a Computer Assisted Design (CAD) system in the development of an appropriate design solution.

Diagnose a malfunctioning product and system using appropriate critical thinking methods.

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Create a technological product, system, or environment using given design specifications and constraints by applying design and engineering principles.

6. Systems in the Designed World (Standard 8.2)

Explain the life cycle of a product, from the initial design to reuse, recycling, remanufacture, or final disposal, and its relationship to people, society, and the environment, including conservation and sustainability principles.

Analyze the factors that influence design of products, systems, and environments.

Compare and contrast the effectiveness of various products, systems, and environments associated with technological activities in energy, transportation, manufacturing, and information and communication.

Student Centered Learner Goals: Robotics and Control is intended to:1. Raise critical and creative thinking skills.2. Elevate students’ abilities to design.3. Utilize and control technology for coping with real world problems.4. Cultivate awareness for the growing use of robotics in our lives.5. Teach students to manage long-term projects.6. Compel students to practice research skills.7. Require students to evaluate technological systems.8. Assist students in communicating their ideas.9. Identify robotics and engineering careers.10. Deliver interdisciplinary education through differentiated instruction.11. Foster technological literacy.12. Advance independent and cooperative learning.13. Promote students to be wiser consumers.14. Teach students to document their thought processes through design portfolios.

Scope and Sequence

1. Robot Body Types by Usage1.1. Industrial Manipulators1.2. Utility Robots1.3. Robot-Critters1.4. Humanoids1.5. Embedded Robots

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2. Basic Electrical Theory2.1. Electronic Component Identification2.2. Reading Circuit Diagrams2.3. Building Circuits2.4. Testing Circuits2.5. Using Electronics Related Equipment

3. Robot Skeletons (Building Materials)3.1. Steel3.2. Aluminum3.3. Plastics3.4. Composites3.5. Wood3.6. Printed Circuit Boards

4. Robot Locomotion4.1. Wheels4.2. Tracks4.3. Legs

5. Robot Drive Systems5.1. Gears, Screws, Pulleys, Sprockets and Wheels5.2. Belts, Chains, and Cables5.3. Motors

5.3.1. DC5.3.2. Stepper-Motors5.3.3. Servos5.3.4. Solenoids

5.4. Shape Memory Alloys (Muscle Wires)

6. Robot Power Sources6.1. Batteries6.2. Solar Cells6.3. AC Power

7. Joints7.1. Rotary7.2. Linear7.3. Complex Motions

7.3.1. Ball and Socket7.3.2. Universal Joints7.3.3. Robot Wrist

8. Robot Sensors for Navigation8.1. Light

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8.2. Sound8.3. Tactile8.4. Thermal8.5. Gas8.6. Magnetic8.7. Others

9. Robot End Effectors9.1. Grippers

9.1.1. Mechanical9.1.2. Vacuum9.1.3. Magnetic9.1.4. Adhesive

9.2. Assembly Tools9.3. Painting

10. Control10.1. Passive10.2. Open-Loop10.3. Feedback Loop

11. Designing Robot Work cells11.1. Operator Safety11.2. Machine Safety11.3. Automated Part Handling11.4. Efficiency

12. Robot Building Resource12.1. Suppliers12.2. Internet Support Sites12.3. Robotic Clubs and Organizations

13. Robot Communication13.1. Tethers13.2. Remote13.3. Semi-Autonomous

14. Robot Programming Languages14.1. PICBASIC14.2. Visual Basic14.3. C++

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Differentiated Learner Outcomes:

Due to the nature of the prerequisites for this class, students will be striving for different outcomes. Some will be taking this class to continue their personal interest in developing skills in a variety of programming languages and other will be honing their skills in mechanical design and fabrication. Other will be taking the course for a first-time experience in learning about electronic components and circuitry. As stated in the Technology Department Philosophy, this course is designed to help students to develop higher order thinking skills and awareness for the contemporary use of technology in their daily lives.

Assessment Tools:

In addition to traditional test and quizzes, student projects will be alternatively assessed through their completion of a project journal, and oral presentations. Please refer to the Documentation Portfolio rubric in the appendix.

Embedded Technology as a Learning Tool:

Students will utilize the wide variety of technologies found in the James Caldwell High School Technology laboratory. Students will engage in the use of hand tools, power tools and machine tools in the fabrication and analysis of their projects. Students will also use a personal computer for the purpose of research, design, programming and documentation of their robotics projects.

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Reference Materials:Asimov and Frenkel, Robots: Machines in Man’s Image, Harmony Book, New York, NY, 1985, ISBN 0-517-55110-1

Bergren, Charles M., Anatomy of a Robot, McGraw-Hill, New York, NY, 2003, ISBN 0-07-141657-9

Branwyn, Gareth, Absolute Beginner’s Guide to Building Robots, Que Publishing, Indianapolis, IN, 2004, ISBN 0-7897-2971-7

Buban, Schmitt, Carter, Understanding Electricity and Electronics Technology, McGraw-Hill Book Company, New York, 1987. ISBN-07-008646-X

Clark and Owings, Building Robot Drive Trains, McGraw-Hill, New York, NY, 2003, ISBN 0-07-140850-9

Gibilisco, Stan, Concise Encyclopedia of Robotics, McGraw-Hill, New York, NY, 2003, ISBN 0-07141010-4

Graham and McGowan, Build Your own All-Terrain Robot, McGraw-Hill, New York, NY, 2004, ISBN 0-07-143741-X

Gura and King, Classroom Robotics, Information Age Publishing, Charlotte, NC, 2007, ISBN 1-59311-601-2

Ibrahim, Dogan, PICBasic Projects, Elseveier, New York, NY, 2006 ISBN 0-75-066879-2

Iovine, John, PIC Robotics, McGraw-Hill, New York, NY, 2004, ISBN 0-07-137324-1

Iovine, John, PIC MicroController Project Book, McGraw-Hill, New York, NY, 2004, ISBN 0-07-143704-5

Jones, Joseph L. Robot Programming: A Practical Guide to Behavior Based Robotics, McGraw-Hill, New York, NY, 2004, ISBN 0-07-142778-3

Kent, Jeff, C++ Demystified, McGraw-Hill, New York, NY, 2004, ISBN 0-07-225370-3

Kent, Jeff, Visual Basic Demystified, McGraw-Hill, New York, NY, 2006, ISBN 0-07-226171-4

Ledford, Jerry L. 25 Home Automation Projects For The Evil Genius, McGraw-Hill, New York, NY, 2007, ISBN 0-07-147757-8

Macaulay, David, The Way Thing Work, Houghton Mifflin Company, Boston, Mass. 1988. ISBN 0-395-42857-2

Mataric, Maja J. The Robotics Primer, MIT Press, 2007 ISBN 10:-0-262-63354-X

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McComb, Gordon, Robot Builder’s Sourcebook, McGraw-Hill, New York, NY, 2003, ISBN 0-07-140685-9

McComb and Predko, Robot Builder’s Bonanza, McGraw-Hill, New York, NY, 2006, ISBN 0-07-146893-5

Morgan, Sara, Programming Microsoft Robotics Studio, Microsoft Press, Redmond, WA 2008, ISBN 0-7356-2432-1

Mott, Robert L. Machine Elements in Mechanical Design, Macmillan Publishing Company, New York, New York, 1992. ISBN 0-675-22289-3

Miller, Rex. Electronics the Easy Way, Barrons Educational Series, Inc. 1988, ISBN 0-8120-4081-3

Predko, Myke, 123 Robotics Experiments for the Evil Genius, McGraw-Hill, New York, NY, 2004, ISBN 0-07-141358-8

Predko, Myke, 123 PIC MicroController Experiments for the Evil Genius, McGraw-Hill, New York, NY, 2005, ISBN 0-07-141142-0

Predko, Myke, Programming Robot Controllers, McGraw-Hill, New York, NY, 2003, ISBN 0-07-140851-7

Shircliff, David R., Build a Remote Controlled Robot, McGraw-Hill, New York, NY, 2002, ISBN 0-07-138543-6

Thompson and Miles, Emmbedded Programming with the .NET Micro Framework, Microsoft Press, Redmond, WA 2007, ISBN 0-7356-2365-1

Wise, Edwin, Robotics Demystified, McGraw-Hill, New York, NY, 2005, ISBN 0-07-143678-2

Periodicals:

Nuts and Volts Magazine

Robot Magazine

Servo Magazine

Internet Resources:

Carnegie Mellon University Robotics Academyhttp://www.education.rec.ri.cmu.edu/

FIRST: For Inspiration and Recognition of Science and Technologyhttp://www.usfirst.org/who/default.aspx?id=34

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National Aeronautics and Space Administrationhttp://education.ssc.nasa.gov/robotics.asp

Robotics Design Studio Museumhttp://cs.wellesley.edu/~rds/museum.html

Society of Robotshttp://www.societyofrobots.com/schematics_photoresistor.shtml

William Walter Greyhttp://en.wikipedia.org/wiki/Walter_Grey_Walter

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