Automation and Robotics Standards:
2.1
Japanese scientists say that future generation robots will be able to clean up, take out the trash, or even
care for an elderly parent. Robots are currently out of reach for many people due to prohibitive costs, but
designers predict there will come a time when robots will be commonplace. Japanese companies wish to
place 30,000 robots into Japanese homes by 2013. What's driving research in Japan is the fact that 20
percent of the population is over the age of 65. It is not surprising that robots are seen as a way to care for
the aged and to replenish the work force. For now, though, scientists admit that robots have limited
capabilities and mobility. Therefore, they have a relatively small number of everyday uses. Experts say that
it is difficult to envision robots in the future because technology is advancing so rapidly. They note that two
or three decades ago, few people would have envisioned that the Internet would become so ubiquitous or
that almost everyone would be walking around with a cell phone.
Concepts
1. Automation is the use of technology to ease human labor or to extend the mental or physical
capabilities of humans.
2. Robotics is the specialized field of engineering and computer science that deals with the design,
construction, and application of robots.
3. The use of automation and robotics affects humans in various ways, both positively and negatively,
including their safety, comfort, choices, and attitudes about a technology’s development and use.
4. Automation and robotics have had an influence on society in the past and present and will influence
society in the future.
5. Engineers, designers, and engineering technologists are in high demand for the development of future
technology to meet societal needs and wants.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 1: Students will develop an understanding of the characteristics and
scope of technology.
BM F:
New products and systems can be developed to solve problems or to
BM H:
help do things that could not be done without the help of technology
Technology is closely linked to creativity, which has resulted in
innovation.
Standard 2: Students will develop an understanding of the core concepts of
technology.
BM M:
Technological systems include input, processes, output, and, at times,
feedback.
Standard 3: Students will develop an understanding of the relationships
among technologies and the connections between technology and
other fields of study.
BM D:
Technological systems often interact with one another.
Standard 4: Students will develop an understanding of the cultural, social,
economic, and political effects of technology.
BM D:
The use of technology affects humans in various ways, including their
safety, comfort, choices, and attitudes about technology’s
development and use.
Technology, by itself, is neither good nor bad, but decisions about the
use of products and systems can result in desirable or undesirable
consequences.
The development and use of technology poses ethical issues.
Economic, political, and cultural issues are influenced by the
development and use of technology.
BM E:
BM F:
BM G:
Standard 6: Students will develop an understanding of the role of society in
the development and use of technology.
BM E:
The use of inventions and innovations has led to changes in society
and the creation of new needs and wants.
Standard 8: Students will develop an understanding of the attributes of design.
BM E:
Design is a creative planning process that leads to useful products
and systems.
BM G:
Requirements for a design are made up of criteria and constraints.
Standard 12: Students will develop the abilities to use and maintain
technological products and systems.
BM H:
Use information provided in manuals, protocols, or by experienced
people to see and understand how things work.
Use computers and calculators in various applications.
BM J:
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Evidence, models, and explanation

Evolution and equilibrium

Form and function
Physical Science Standard B: As a result of activities in grades 5-12, all students should develop an
understanding of

Motions and forces (Levels 5-8)

Transfer of energy (Levels 5-8)
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Understandings about science and technology
Science in Personal and Social Perspectives Standard F: As a result of activities in grades 5-12, all
students should develop understanding of

Risks and benefits (Levels 5-8)

Science and technology in society (Levels 5-8)
Principles and Standards for School Mathematics
Geometry
Instructional programs from pre-kindergarten through grade 12 should
enable all students to analyze characteristics and properties of twoand three-dimensional geometric shapes and develop mathematical
arguments about geometric relationships; specify locations and
Measurement
Problem Solving
Connections
describe spatial relationships using coordinate geometry and other
representational systems; apply transformations and use symmetry to
analyze mathematical situations; use visualization, spatial reasoning,
and geometric modeling to solve problems.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand measurable attributes of objects and
the units, systems, and processes of measurement; apply appropriate
techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to build new mathematical knowledge through
problem solving; solve problems that arise in mathematics and in other
contexts; apply and adapt a variety of appropriate strategies to solve
problems; monitor and reflect on the process of mathematical problem
solving.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to recognize and use connections among
mathematical ideas; understand how mathematical ideas interconnect
and build on one another to produce a coherent whole; recognize and
apply mathematics in contexts outside of mathematics.
Standards for English Language Arts
Standard 1
Standard 3
Standard 4
Standard 7
Standard 8
Standard 12
Students read a wide range of print and non-print texts to build an
understanding of texts of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the
needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classical and
contemporary works.
Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of
word meaning and other texts, their word identification strategies, and
their understanding of textual features (e.g. sound-letter
correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g.
conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
Students conduct research on issues and interests by generating
ideas and questions, and by posing problems. They gather, evaluate,
and synthesize data from a variety of sources (e.g. print and non-print
texts, artifacts, and people) to communicate their discoveries in ways
that suit their purpose and audience.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:


Describe the purpose of automation and robotics and its effect on society.
Summarize ways that robots are used in today’s world and the impact of their use on society.

Describe positive and negative effects of automation and robotics on humans in terms of safety and
economics.
Investigate a career related to automation and robotics and determine the requirements for entering
the field.

Assessment
Application

Students will identify engineering careers in the automation and robotics field and the education
needed.
Perspective

Students will investigate the current and future uses of automation and robotics and determine the
potential effect on their lives and on industry.
Self-knowledge

Through participation in group activities, students will understand and appreciate the importance of
good communication and teamwork skills.
Essential Questions
1. What limitations do you think should be placed on the use of robots?
2. What type of robot do you think makes the most significant contribution to our lives today and why?
3. What is the greatest concern that should be considered before converting a factory from human
workforce to robotic workforce?
4. What impact do you think robots will have on your life in 10 years and in 50 years?
2.2
The activities in this lesson will introduce the students to several mechanisms that are used to change
speed, torque, force, type of movement, and direction of movement. These mechanisms have been
developed over time to address the need for changes in machine tools, robots, automobiles, airplanes, etc.
Students will build different mechanisms and discover how they are used in the world today. They will be
introduced to the VEX® building parts and the proper way to assemble them. It will be important for
students to correctly assemble and disassemble the parts so that they are not damaged.
Concepts
1. Energy is the capacity to do work.
2. Engineers and technologists design mechanisms to change energy by transferring direction,
speed, type of movement, and force or torque.
3. Mechanisms can be used individually, in pairs, or in systems.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 1: Students will develop an understanding of the characteristics and
scope of technology.
BM F:
BM G:
BM H:
New products and systems can be developed to solve problems or to
help do things that could not be done without the help of technology
The development of technology is a human activity and is the result of
individual or corporate needs and the ability to be creative.
Technology is closely linked to creativity, which has resulted in
innovation.
Standard 2: Students will develop an understanding of the core concepts of
technology.
BM M:
Technological systems include input, processes, output, and, at times,
BM N:
feedback.
Systems thinking involves considering how every part relates to
others.
Standard 3: Students will develop an understanding of the relationships
among technologies and the connections between technology and
other fields of study.
BM E:
A product, system, or environment developed for one setting may be
applied to another setting.
Standard 8: Students will develop an understanding of the attributes of design.
BM E:
Design is a creative planning process that leads to useful products
and systems.
BM G:
Requirements for a design are made up of criteria and constraints.
BM I:
Design problems are seldom presented in a clearly defined form.
Standard 9: Students will develop an understanding of engineering design.
BM F:
Design involves a set of steps, which can be performed in different
BM G:
BM H:
sequences and repeated as needed.
Brainstorming is a group problem-solving design process in which
each person in the group presents his or her ideas in an open forum.
Modeling, testing, evaluating, and modifying are used to transform
ideas into practical solutions.
Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and
innovation, and experimentation in problem solving.
BM F:
Troubleshooting is a problem-solving method used to identify the
cause of a malfunction in a technological system.
Standard 11: Students will develop abilities to apply the design process.
BM H:
Apply a design process to solve problems in and beyond the
BM I:
BM J:
laboratory-classroom
Specify criteria and constraints for the design.
Make two-dimensional and three-dimensional representations of the
designed solution.
Standard 16: Students will develop an understanding of and be able to select
and use energy and power technologies.
BM E:
Energy is the capacity to do work.
BM F:
Energy can be used to do work, using many processes.
BM G:
Power is the rate at which energy is converted from one form to
another or transferred from one place to another, or the rate at which
work is done.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation
Science As Inquiry Standard A: As a result of activities in grades 5-12, all students should develop

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry
Physical Science Standard B: As a result of activities in grades 5-12, all students should develop an
understanding of

Motions and forces (Levels 5-8)

Transfer of energy (Levels 5-8)
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Abilities of technological design

Understandings about science and technology
Principles and Standards for School Mathematics
Number and Operations
Measurement
Communication
Connections
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand numbers, ways of representing
numbers, relationships among numbers, and number systems;
understand meanings of operations and how they relate to one
another; compute fluently and make reasonable estimates.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand measurable attributes of objects and
the units, systems, and processes of measurement; apply appropriate
techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to organize and consolidate their mathematical
thinking through communication; communicate their mathematical
thinking coherently and clearly to peers, teachers, and others; analyze
and evaluate the mathematical thinking and strategies of others; use
the language of mathematics to express mathematical ideas precisely.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to recognize and use connections among
mathematical ideas; understand how mathematical ideas interconnect
and build on one another to produce a coherent whole; recognize and
apply mathematics in contexts outside of mathematics.
Standards for English Language Arts
Standard 4
Standard 5
Standard 6
Students adjust their use of spoken, written, and visual language (e.g.
conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students apply knowledge of language structure, language
conventions (e.g. spelling and punctuation), media techniques,
Standard 8
Standard 12
figurative language, and genre to create, critique, and discuss print
and non-print texts.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:


Investigate and understand various mechanisms to determine their purpose and applications.
Be able to apply their knowledge of mechanisms to solve a unique problem.
Assessment
Explanation

Students will explain gear ratios, the relationship between torque and speed, or force and speed,
and the purpose of each of the different mechanisms.
Application

Using their knowledge of mechanisms, students will design and build a prototype of a device that
will perform a specific task.
Perspective

Students will document the assembly and use for each of the ten mechanisms.
Essential Questions
1. Which mechanism would be used to increase speed?
2. Which mechanism would be used to increase torque or force?
3. How do you change types of motion using mechanisms?
4. Where are mechanisms used in real-life applications and what is their purpose?
2.3
Upon completion of this lesson, students will have a better understanding of the necessary components of
a flexible manufacturing system and the programming necessary for communication between them.
Concepts
1. Automated systems require minimal human intervention.
2. An open-loop system has no feedback path and requires human intervention, while a closedloop system uses feedback.
3. Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a
technological system.
4. Comments do not change the way a robot behaves, but are important for the programmer to
remember what the code does.
5. Invention is a process of turning ideas and imagination into devices and systems.
6. Some technological problems are best solved through experimentation.
Standards and Benchmarks Addressed
Standards for Technological Literacy
Standard 1: Students will develop an understanding of the characteristics and
scope of technology.
BM F:
New products and systems can be developed to solve problems or to
BM G:
BM H:
help do things that could not be done without the help of technology
The development of technology is a human activity and is the result of
individual or corporate needs and the ability to be creative.
Technology is closely linked to creativity, which has resulted in
innovation.
Standard 2: Students will develop an understanding of the core concepts of
technology.
BM M:
Technological systems include input, processes, output, and, at times,
BM N:
BM O:
BM P:
BM Q:
BM R:
BM S:
BM V:
feedback.
Systems thinking involves considering how every part relates to
others.
An open-loop system has no feedback path and requires human
intervention, while a closed-loop system uses feedback.
Technological systems can be connected to one another.
Malfunctions of any part of a system may affect the function and
quality of the system.
Requirements are the parameters placed on the development of a
product or system.
Trade-off is a decision process recognizing the need for careful
compromises among competing factors.
Controls are mechanisms or particular steps that people perform using
information about the system that causes systems to change.
Standard 3: Students will develop an understanding of the relationships
among technologies and the connections between technology and
other fields of study.
BM D:
Technological systems often interact with one another.
BM E:
A product, system, or environment developed for one setting may be
applied to another setting.
Standard 8: Students will develop an understanding of the attributes of design.
BM E:
Design is a creative planning process that leads to useful products
and systems.
BM F:
There is no perfect design.
BM G:
Requirements for a design are made up of criteria and constraints.
Standard 9: Students will develop an understanding of engineering design.
BM F:
Design involves a set of steps, which can be performed in different
BM G:
sequences and repeated as needed.
Brainstorming is a group problem-solving design process in which
each person in the group presents his or her ideas in an open forum.
BM H:
BM K:
Modeling, testing, evaluating, and modifying are used to transform
ideas into practical solutions.
A prototype is a working model used to test a design concept by
making actual observations and necessary adjustments.
Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and
innovation, and experimentation in problem solving.
BM F:
Troubleshooting is a problem-solving method used to identify the
BM G:
BM H:
cause of a malfunction in a technological system.
Invention is a process of turning ideas and imagination into devices
and systems.
Some technological problems are best solved through
experimentation.
Standard 11: Students will develop abilities to apply the design process.
BM H:
Apply a design process to solve problems in and beyond the
BM I:
BM J:
BM K:
laboratory-classroom
Specify criteria and constraints for the design.
Make two-dimensional and three-dimensional representations of the
designed solution.
Test and evaluate the design in relation to pre-established
requirements, such as criteria and constraints, and refine as needed.
Make a product or system and document the solution.
BM L:
Standard 12: Students will develop the abilities to use and maintain
technological products and systems.
BM H:
Use information provided in manuals, protocols, or by experienced
people to see and understand how things work.
Use tools, materials, and machines safely to diagnose, adjust, and
repair systems.
Use computers and calculators in various applications.
Operate and maintain systems in order to achieve a given purpose.
BM I:
BM J:
BM K:
Standard 17: Students will develop an understanding of and be able to select
and use information and communication technologies.
BM H:
Information and communication systems allow information to be
BM K:
transferred from human to human, human to machine, and machine to
human.
The use of symbols, measurements, and drawings promotes clear
communication by providing a common language to express ideas.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should
develop understanding and abilities aligned with the following concepts and processes.

Systems, order, and organization

Evidence, models, and explanation
Physical Science Standard B: As a result of activities in grades 5-12, all students should develop an
understanding of

Motions and forces (Levels 5-8)

Transfer of energy (Levels 5-8)
Science and Technology Standard E: As a result of activities in grades 5-12, all students should
develop

Abilities of technological design

Understandings about science and technology
Science in Personal and Social Perspectives Standard F: As a result of activities in grades 5-12, all
students should develop understanding of

Science and technology in society (Levels 5-8)
Principles and Standards for School Mathematics
Number and Operations
Geometry
Measurement
Problem Solving
Communication
Connections
Representation
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand numbers, ways of representing
numbers, relationships among numbers, and number systems;
understand meanings of operations and how they relate to one
another; compute fluently and make reasonable estimates.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to analyze characteristics and properties of twoand three-dimensional geometric shapes and develop mathematical
arguments about geometric relationships; specify locations and
describe spatial relationships using coordinate geometry and other
representational systems; apply transformations and use symmetry to
analyze mathematical situations; use visualization, spatial reasoning,
and geometric modeling to solve problems.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to understand measurable attributes of objects and
the units, systems, and processes of measurement; apply appropriate
techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to build new mathematical knowledge through
problem solving; solve problems that arise in mathematics and in other
contexts; apply and adapt a variety of appropriate strategies to solve
problems; monitor and reflect on the process of mathematical problem
solving.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to organize and consolidate their mathematical
thinking through communication; communicate their mathematical
thinking coherently and clearly to peers, teachers, and others; analyze
and evaluate the mathematical thinking and strategies of others; use
the language of mathematics to express mathematical ideas precisely.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to recognize and use connections among
mathematical ideas; understand how mathematical ideas interconnect
and build on one another to produce a coherent whole; recognize and
apply mathematics in contexts outside of mathematics.
Instructional programs from pre-kindergarten through grade 12 should
enable all students to create and use representations to organize,
record, and communicate mathematical ideas; select, apply, and
translate among mathematical representations to solve problems; use
representations to model and interpret physical, social, and
mathematical phenomena.
Standards for English Language Arts
Standard 4
Standard 5
Standard 7
Standard 8
Standard 12
Students adjust their use of spoken, written, and visual language (e.g.
conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences and for a variety of purposes.
Students conduct research on issues and interests by generating
ideas and questions, and by posing problems. They gather, evaluate,
and synthesize data from a variety of sources (e.g. print and non-print
texts, artifacts, and people) to communicate their discoveries in ways
that suit their purpose and audience.
Students use a variety of technological and informational resources
(e.g. libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
Students use spoken, written and visual language to accomplish their
own purposes (e.g. for learning, enjoyment, persuasion, and the
exchange of information).
Performance Objectives
It is expected that students will:




Design, build, wire, and program both open and closed loop systems.
Use motors and sensors appropriately to solve robotic problems.
Troubleshoot a malfunctioning system using a methodical approach.
Experience the responsibility of a mechanical, electrical and computer engineer through completion
of robotic problems.
Assessment
Explanation

Students will explain the advantages of using graphic icons when programming.
Application

Students will work within a team to design, build, wire, and program a mock-up to several design
problems.


Students will work in a team to solve several design problems and troubleshoot any malfunctions.
Students will work with a team in their class and a team from a different class (shift), to design,
build, wire, and program a subsystem of a larger fully automated factory assembly line.
Perspective

Documentation of all problems, including sketches, wiring diagrams, flowcharts, and conclusion
questions that reflect individual student participation will be submitted to the instructor.
Essential Questions
1. What is the difference between an open-loop and closed-loop system? List examples of each.
2. What are the advantages and disadvantages of automation?
3. How do you troubleshoot a malfunctioning system efficiently?
4. What is the purpose of comments in a program?
5. Why is good communication and teamwork important when solving technological problems?