Elizabethtown Area School District Electronics & Robotics Course Number: 756/756W* Length of Course: 1 semester 18 weeks Grade Level: 11-12 ElectiveTotal Clock Hours: 120 hours Length of Period: 80 minutes Date Written: Jan 12, 2011 Periods per Week/Cycle: 5 periods / week Written By: Troy Erdman Credits (if app): 1.0 Weighting: 1.0/1.1* Course Prerequisite: 784 Energy, Power, & Transportation highly recommended Course Description: This course provides students with a comprehensive overview of the four major systems and their subsystems required for Robotics Engineering (Electronics, Mechanics, Computers, & Control Software). Topics include analog and digital electronics, sensors and circuits, electronic communication systems, and relevant topics in geometry, kinematics, algorithms, programming, and microcontrollers. "What's a Microcontroller?" will introduce students to the "Basic Stamp" microcontroller that is the foundation for the "Stamps in Class" series by Parallax. Students will have opportunities to research, design, build, test and evaluate solutions to electronics and programming that are needed for simple to complex robotics and industrial control. This course consists of a series of handson experiments and project challenges that will introduce students to robotic concepts using the Boe-Bot and Lego Mindstorms NXT and Waterobotics. Students will individually produce an advanced electronics project such as an ipod, iphone, or MP3 audio amplifier. Lab fee: $25.00 *This weighted course option consists of additional outside classroom work based upon identifying a real-world problem related to the course. Students will need to communicate their design solutions through an engineering design portfolio, technical research report, and oral presentation to class or experts in the field. Lab fee: $25.00 Electronics & Robotics 1
I. Overall Course/Grade Level Standards Students will KNOW and be able TO DO the following as a result of taking this course. A) Investigate various careers involved in electronic and robotic technological systems. B) Define and identify the terminology, definitions, main components, safety issues, and types of robotic systems as well as their industrial applications. C) Evaluate the interrelationship of electronics, mechanics, controls, and computer systems involved in robotics engineering. D) Identify and explain the impacts that the development of robotic systems has on modern economics, society and environment. E) Assess and predict the impacts that development and uses of robotic systems have on modern economics, society, and environment by balancing multiple constraints and providing trade-offs. F) Discuss and utilize the concepts of robot construction, wiring diagrams, simple circuits and components, basic electronics, soldering, motors, gears, principles of motion, microcontrollers/microprocessors, sensors, feedback, and computer programming for intelligent behavior. G) Explain and apply the steps of the engineering design process: framing design briefs, selecting problem solving strategies, research techniques, design innovation, prototyping, testing, and troubleshooting. H) Describe the characteristics and basic principles of different types of sensors and actuators used in conjunction with robotic systems. I) Design and operate component parts and operations of different types of sensors and actuators used in conjunction with robotic systems. J) Explain the difference between open loop and closed loop systems within technological control systems. K) Differentiate between open loop and closed loop systems through developing, producing, using, and assessing technological control systems. Electronics & Robotics 2
L) Identify and apply the laws, principles and phenomena that describe engineered systems and duplicate working models of electronic and robotic systems. M) Recognize and utilize decision-making strategies commonly used by robotic engineers. Electronics & Robotics 3
II. Content Major Areas of Study List all units of study below: Unit Estimated Time Materials 0. What Is A Microcontroller a. Introduction, BASIC Programming, & Communicating With the Microcontroller b. ASCII, Basic electricity (Resistors and LED s) c. Digital I/O (input and output) & Conditionals d. Motion Control: Servo Motors e. Simple A/D (Analog to digital): Resistance Measurements f. Hexadecimal, 7-segment Displays, Indexed Arrays g. Light Measurements, EEPROM, Subroutines h. Sound Production, SELECT- CASE Structure i. Expanded Control: Transistors & Integrated circuits 1. Robotics With The Boe-Bot a. Continuously Rotating Servo Motors (Robot Assembly & Robotic Motion) b. Robotic Navigation 1: Tactile Sensors (Robotic Behavior ) c. Robotic Navigation 2: Light Sensors (Light Sensitive Response, Behavior d. Robotic Navigation 3: Infrared Sensors 2. First Lego League a. Preparation b. Teamwork c. Robotic Challenges d. Independent Study 40 hrs. What s A Microcontroller? BASIC Stamp Discovery Kit (Parallax, Inc.) Parts & Text 50 hrs. Robotics With The Boe-Bot Robot Kit (Parallax, Inc.) Parts & Text 30 hrs. Electronics & Robotics 4
Name of Course: Electronics & Robotics Name of Unit: What Is A Microcontroller? Essential Question: What is a microcontroller? How do engineers and technicians create microcontrollers through a variety of basic principles in the fields of computer programming, electricity and electronics, mathematics, and physics? Aligned to Aligned to PA Unit Objectives/Key Question Priority Course Standard Standard 1. How many microcontrollers did you use today? C A, B, C, D, E 3.4.12.B2 2. What clues would you look for to figure out whether or not an appliance contains a microcontroller? I A, B, C, D, E 3.4.10.B4 3.4.12.A1 3. How is the software and hardware tested? E F, L 3.4.12.A2 4. How is the BASIC Stamp Editor s Help file used to connect your hardware to your computer and test your BASIC Stamp programming system? C F, L 3.4.12.A2 5. How do you write and run a PBASIC program? 6. How are the DEBUG and END commands, CR control character, and DEC formatter used? 7. How does a Light-Emitting Diode (LED) emit light? I F, L 3.4.12.A2 8. What values do a bit, nib, byte, and word hold? E F, L 3.4.12.A2 9. How do you change the color of a bicolor LED? E F, L 3.4.12.A2 10. What is the difference between sending and receiving HIGH and LOW signals using the BASIC Stamp? 11. What happens between the terminals of a normally open pushbutton when you press it? 12. What kind of code blocks can be used for making decisions based on the value of one or more pushbuttons? E F, L 3.4.12.A2 13. What are the five external parts on a servo and E F, L 3.4.12.A2 Electronics & Robotics 5
what are they used for? 14. What programming element can you use to control the amount of time that a servo holds a particular position? 15. What type of code block can you write to limit the servo s range of motion? 16. How is a capacitor like a rechargeable battery? How is it different? 17. How do you build, test, program, and control a servomotor with a potentiometer? 18. How do you build, test, program, and control a 7- segment LED display? 19. How do you build, test, program, and control a light meter? 20. How do you build, test, program, and control frequency and light sensors? E F, L 3.4.12.A2 21. How is current flow controlled with a transistor? 22. How is a digital potentiometer circuit built, tested, programmed, and controlled? Electronics & Robotics 6
Name of Course: Electronics & Robotics Name of Unit: Robotics With The Boe-Bot Essential Question: How do engineers design, construct, and program robots using a combination of mechanics, electronics, and software to solve real-world industrial applications? Aligned to Aligned to PA Unit Objectives/Key Question Priority Course Standard Standard 1. What device will be the brain of your Boe-Bot? I F, L 3.4.12.A2 2. When the BASIC stamp sends a character to your PC, what type of numbers are used to send the message through the programming cable? 3. How is the same message repeated over and over again and control the timing of that message? 4. How are circuits built that emit light that will allow you to see the kind of signals that are used to control the Boe-Bot s servo motors? 5. How is a circuit built that connects the servo to a power supply and a BASIC Stamp I/O pin? 6. How is a program run that sends the servos a signal, instructing them to stay still? 7. How are variables used in PBASIC programs to store values, math operations, and counting? 8. What makes the servos turn at different speeds and directions? I F, L, J, K 3.4.12.A2 I F, L 3.4.12.A2 C F, L 3.4.12.A2 I F, L 3.4.12.A2 I F, L 3.4.12.A2 E F, L 3.4.12.A2 9. How is a Boe-Bot assembled? C F, L 3.4.12.A2 10. How are servos tested to make sure that the electrical connections between your board and the servos are correct? 11. What are some of the symptoms of brownout on the Boe-Bot? 12. How can a piezospeaker be used to detect brownout? E F, L 3.4.12.A2 E D, F, L 3.4.12.A2 Electronics & Robotics 7
13. What is a reset? I F, L, J, K 3.4.12.A2 14. What is an initialization routine? I F, L, J, K 3.4.12.A2 15. How are basic maneuvers: forward, backward, rotate left, rotate right, and pivoting turns performed? E F, L 3.4.12.A2 16. How are maneuvers tuned for more precision? E F, L 3.4.12.A2 17. How is math used to calculate the number of pulses to deliver to make the Boe-Bot travel a predetermined distance? E F, L 3.4.12.A2 18. What is ramping? I F, L 3.4.12.A2 19. How are subroutines used to execute preprogrammed maneuvers? 20. What directive can you use to pre-store values in the BASIC Stamp s EEPROM before running the program? 21. How are whiskers used for tactile navigation? 22. How are phototransistors used as light-sensitive navigation? 23. How are infrared headlights used for navigation? 24. How is distance determined by programming the frequency sweep? 25. How does one Boe-Bot shadow another vehicle? Electronics & Robotics 8
Name of Course: Electronics & Robotics Name of Unit: First Lego League Essential Question: How do robotic engineers and designers identify and apply the technological design process to solve engineering design problems? Unit Objectives/Key Question 1. What are the steps involved in the design and problem solving process (design loop)? 2. How are problems and opportunities identified when analyzing real-world situations? 3. What clarification and specifications are needed to frame a design brief? 4. How are research and investigations conducted to gather information for possible future reference in solving problems? 5. How are brainstorming and other techniques used to generate alternative solutions to problems? 6. How is the best solution to a problem chosen when evaluating several solutions on an attribute matrix? 7. What communication methods can you use when documenting your design work? 8. What types of models and prototypes can you construct to test your solutions to identified technological problems? 9. How are appropriate tests developed and conducted when validating your design work? 10. What communication methods can you use when recording your test data results? 11. How is assessment effectively used when evaluating and analyzing your product or design skills? Priority Aligned to Course Standard Aligned to PA Standard E G 3.4.10.C1 E C, D, 3.4.12.C3 E G 3.4.10.C1 E G 3.4.10.C1 C G 3.4.10.C1 E C, D, G E G 3.4.10.C1 E F, G, H, I, L, M 3.4.12.C2 E F, G, L 3.4.10.C1 E G 3.4.10.C1 E D, E, G 3.4.10.D3 Electronics & Robotics 9
III. Course Assessments Check types of assessments to be used in the teaching of the course and provide examples of each type. Objective Tests/Quizzes Constructed Responses Essays Reports Projects Portfolios Presentations Performance Tasks Response Journals Logs Computer Simulations Research Papers Class Participation Note Taking Daily Assignments Writing Samples Provide copies of common assessments that will be utilized for all students taking this course. Overall course/grade level standards will be measured by a common course assessment. Unit objectives will be measured on an ongoing basis as needed by the classroom teacher to assess learning and plan for instruction. List common assessments below and recommend date/time frame for administration (at least quarterly). Name of Common Assessment When given? 1. Pretest Beginning of unit 2. Unit Tests End of unit 3. Quizzes During each unit 4. Projects Each unit 5. Final Exam End of semester The following scoring documents have been developed for this course: (Example) Electronics & Robotics 10
IV. Expected levels of achievement Current grading scale 92-100 A 83-91 B 74-82 C 65-73 D 64-below F PA Proficiency Levels Advanced Proficient Basic Below Basic Electronics & Robotics 11
Category / Score (x Design Brief Evaluation Criteria Total Points Possible: (100 points) Exemplary Proficient Average Below Average 4) 4 3 2 1 Generating a Successful Solution Does the solution effectively meet the design brief criteria? Category / Score (x Solution solves all parts of the design challenge and super challenge. Solution solves most parts of the design challenge and super challenge. Solution solves some parts of the design challenge and super challenge. Solution solves no parts of the design challenge and super challenge. 4) 4 3 2 1 Originality & Creativity Is the solution an original one that demonstrates creativity & uniqueness? Category / Score (x Superb degree of originality and uniqueness Sufficient degree of originality and uniqueness Reasonable degree of originality and uniqueness Poor degree of originality and uniqueness 4) 4 3 2 1 Documentation Is there ample written evidence that steps in the problem solving process have been followed? Category / Score (x Outstanding documentation. Obvious attention to detail. Good documentation. Some attention to detail Fair documentation. Little attention to detail. Poor documentation. Lack of attention to detail. 4) 4 3 2 1 Programming Efficiency Is the problem as concise as it could be? Category / Score (x Superb degree of programming efficiency. Adequate degree of programming efficiency. Fair degree of programming efficiency. Poor degree of programming efficiency. 4) 4 3 2 1 Time Was a successful solution generated in the time allotted? Category / Score (x Solution completed on time. Minimal extra time needed. Much extra time needed. Solution not submitted. 4) 4 3 2 1 Repeatability Does the solution work with a high degree of repeatability? Excellent degree of repeatability. Good degree of repeatability. Fair degree of repeatability. Poor degree of repeatability. Category / Score 4 3 2 1 Number of Pieces Used (Tie Breaker) Which successful solution used the fewest number of pieces? TOTAL: Least number of pieces used for a successful solution. Second least number of pieces used for a successful solution. Third least number of pieces used for a successful solution. Fourth least number of pieces used for a successful solution. Electronics & Robotics 12