Robotics and Patents
Robotics and Automation
Lesson Plan
Performance Objective
At the end of the lesson, students will understand the robot design process and how to get a patent for a
robot design. Students will demonstrate how to sketch, design, and build a robot to match the criteria in the
Rubric: Robotics and Patents.
Specific Objectives
 Describe the robot design process.
 Research the potential patents available for their robot design.
 Explain how to patent a robot design.
 Demonstrate how to sketch, design, and build a robot using the robot design process.
 Describe how to get a patent for a robot design
Terms
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Design - to sketch an outline for; plan.
Robot - mechanical device operating automatically, in a seemingly human way.
Sketch - a rough drawing or design, done rapidly.
Patent - a document granting the exclusive right to produce or sell an invention, for a specified time.
Time
The lesson should take approximately 45 minutes to teach and 45 minutes for students to complete each of
the three lab sessions. The amount of time to complete the assignment will vary for each team.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Robotics and Automation
 130.370 (c)
o (10) The student designs products using appropriate design processes and techniques. The
student is expected to:
(H) describe potential patents and the patenting process.
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Interdisciplinary Correlations
Career Development
 127.13 (c)
o (6) The student applies the use of self-development techniques and interpersonal skills to
accomplish objectives. The student is expected to:
(A) Identify and practice effective interpersonal and team-building skills with coworkers,
managers, and customers.
English Language Arts and Reading, English IV
 110.34 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(A) determine the meaning of technical academic English words in multiple content
areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek,
or other linguistic roots and affixes.
Geometry
 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
and
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Robotics Engineer
O*Net Number: 17-2199.08
Reported Job Titles: Associate Professor of Automation, Engineer, Automation Engineer, Plant Floor
Automation Manager
Tasks
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Debug robotics programs.
Provide technical support for robotic systems.
Review or approve designs, calculations, or cost estimates.
Install, calibrate, operate, or maintain robots.
Supervise technologists, technicians, or other engineers.
Integrate robotics with peripherals, such as welders, controllers, or other equipment.
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Process or interpret signals or senor data.
Investigate mechanical failures or unexpected maintenance problems.
Create back-ups of robot programs or parameters.
Design automated robotic systems to increase production volume to precision in high-throughput
operations, such as automated ribonucleic acid (RNA) analysis or sorting, moving, or stacking
production materials.
Soft Skills
 Critical Thinking
 Operation Monitoring
 Judgment and Decision Making
 Reading Comprehension
 Quality Control Analysis
Accommodations for Learning Differences
These lessons accommodate the needs of every learner. You may modify these lessons to accommodate
students with learning differences. Please refer to the files found on the Special Populations page of this
website.
Preparation
 Research the Internet for robotics patents.
 Become familiar with the terminology on the website of the United States Patent and Trademark
Office.
 Have materials and websites ready prior to the start of the lesson.
 Make each student a copy of the Rubric: Robotics and Patents.
 Have robotics projects for students to choose.
References
 United States Patent and Trademark Office
o http://www.uspto.gov/
 JPL Robotics
o http://www-robotics.jpl.nasa.gov/patents/
 Webster’s New World College Dictionary. (2002). Cleveland, OH: Wiley, John & Sons, Inc.
Instructional Aids
 Robotics and Patents slide presentation
 United States Patent and Trademark Office website
 JPL Robotics website
 Handouts for each student
o Assignment: Robotics and Patents
o Draw a Robot Model
o Rubric: Robotics and Patents
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Introduction
The purpose of this lesson is to help students understand the six steps of the robot design process and how to
patent a robot. Students will sketch, design, and build a robot using the robot design process.

Show
o Types of patented robot designs

Ask
o Have you ever wondered how robot designs are patented?

Show
o Types of robots used in hospitals, military, and industrial working environments

Say
o Robots are used in various industries and solve problems in society.

Ask
o What types of robots are used to solve problems in society?
Outline
MI
OUTLINE
I. Defining a Patent
II. Describing the Robot Design Process
1. Define the problem
2. Research and design
3. Create a prototype
4. Build the robot
5. Program and test the robot
6. Evaluate the robot
NOTES TO TEACHER
Show types of robots
and how they are used
in hospitals, military,
and industrial working
environments.
Begin Robotics and
Patents slide
presentation.
(Slides 1-14)
III. Reviewing Potential Robot Patents
IV. Getting a Patent for a Robot Design
1. Write down your idea
2. Conduct a Patent Research
3. File provisional or non-provisional patent
application
4. Wait for USPTO to evaluate application
Show types of patented
robot designs and
continue with the slide
presentation.
(Slides 15-18)
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MI
OUTLINE
NOTES TO TEACHER
V. Assignment: Robotics and Patents
1. Use the Robot Design Process
2. Complete the Draw a Robot Model – Part I.
Proportion Problems Exercise
3. Complete the Draw a Robot Model – Part II.
4. Submit an USPTO patent application
Have students complete
Assignment: Robotics
and Patents. (Slide 19)
Students will draw a
robot and go through
the process of getting it
patented. Students can
use paper or a computer
sketching program.
VI. Rubric: Robotics and Patents
Students should use the
Draw a Robot Model
handout as a guide.
Grade assignment using
the Rubric: Robotics and
Patents.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
The students will practice by sketching, designing, and building a robotics project.
Independent Practice
The students will design and build a robot by selecting a robotics project of their choice.
Summary
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Review
The students will be able to discuss the patent design process for their robot. Students will share the sketch,
design, and build of their robot.
Evaluation
Informal Assessment
The teacher will observe students working on robotics projects.
Formal Assessment
The students’ robots are graded using the Rubric: Robotics and Patents.
Enrichment
Extension
The students will visit the campus library to research robotics patents.
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Assignment: Robotics and Patents
Before beginning the Robotics and Patents Assignment, assign team roles to each teammate. This step ensures
that each team member participates and helps to organize the robotic project activities. You may assign the
Robotics Team Roles listed below.
The goal of forming a robotics team is to assign every teammate a role that they want to do and have the skills
to do. Please think about and discuss each teammates’ interests and strengths.
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Project Manager
Technical Writer
Research Scientist
Robot Design Engineer
Computer Programmer
Strategic Planner
Quality Control Specialist
Instructions: Are you ready to sketch, design, and build your patent robot? Make a drawn-to-scale mechanical
drawing of your robot. Use the concept of similar figures, proportion, and scale. Next, design a robot from
your drawn-to-scale mechanical drawing. Finally, build the design of the robot.
Materials: Pencil, paper, rulers, protractor, compass, and rubric
Steps:
1. Draw a model robot. Include the actual, life-size finished measurements for the desired robot design.
The drawing can include more than one view. For example, front, back, and side.
2. Based on the actual measurements, use proportions to calculate the proposed measurements needed
for the scale drawings.
Tip: Pick a ratio to use when converting the life-size measures to the drawn-to-scale measures. For
example, one foot equals one inch. Then use this ratio to calculate a proportion to find the scale
measurements.
3. Make a new drawn-to-scale drawing of the robot using rulers and the scale measurements from the
calculations.
4. Design your robot using the Robot Design Process and your drawn-to-scale robot.
5. Build the robot using the Robot Design Process.
6. Share the sketch, design, and build with classmates.
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Assignment: Robotics and Patents (Teaching Notes)
Summary
Students will make a drawn-to-scale mechanical drawing of their robot using the concepts of similar figures,
proportion, and scale.
Competencies
Upon completion of this assignment, the students will be able to draw a scale design of a robot using the
concept of proportions.
Time
The assignment will take approximately five hours to complete.
Materials
Pencil, paper, rulers, protractor, compass, and rubric
Instructions
1. Students draw a model of their robot. The drawing includes the actual, life-size finished measurements
for their desired robot design. The drawing can include more than one view (i.e., front, back, and side).
2. Based on the actual measurements, students will use proportions to calculate the proposed
measurements needed for their scale drawings.
• Students will pick a ratio to use to convert the life-size measures into the drawn-to-scale
measures. For example, one foot equals one inch. The ratio will then be used to calculate a
proportion and find the scale measurements. (See next page Draw a Robot Model.) If
necessary, students will do a number of practice problems involving proportions before they
perform the calculations for their projects.
3. Students will make a new drawn-to-scale drawing of their robot using rulers and the scale
measurements from their calculations.
Evaluation/Assessment of Student Competency
Student assessment will be based on criteria found in Rubric: Robotics and Patents.
Closure
Share with students that this “transfer activity” will help them in the future. Students can take their
knowledge of robot construction and put it to use as they build and program a real, working robot.
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Draw a Robot Model
Part I. Proportion Problems Exercise
Directions
Calculate the proportion problem listed below before you draw a model of your robot. A proportion involves
ratios. A proportion is a statement showing that two ratios are equal. If two ratios are equal, their cross
products are equal. For example, “a is to b” as “c is to d” used to calculate a proportion and the scale
measurements.
a : b : : c : d, a/b = c/d, b ≠ 0, d ≠ 0
1. 2 in = 1 ft
Use the ratio to write a proportion. Cross multiply to solve.
2 in = X in
1 ft
2 ft
2. 1.5 in = 1 ft
Use the ratio to write a proportion. Cross multiply to solve.
1.5 in = X in
1 ft
1.5 ft
3. 2.5 in = 1 ft
Use the ratio to write a proportion. Cross multiply to solve.
2.5 in = X in
1 ft
2.5 ft
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Part II. Draw Robot Model
Directions
Draw a model of your robot. Make a new drawn-to-scale drawing of your robot using rulers and the scale
measurements from your calculations. (Refer to the drawings below.) Pick a ratio to convert the life-size
measurements to the drawn-to-scale measurements. For example, one foot equals one inch. The ratio will
then be used to write a proportion to find the scale measurements.
Example 1: Drawing of the Wheels, Bed, and Arm
 Wood wheels with a rubber coating
 Plastic bed at a 45 degree angle
 Robot arm with a hook at the end
Drawing from the Nimitz High School Robotics Team
Example 2: Drawing of the Robot Arm
 Joint-like bend allows arm to move from the floor to the open slit in the bed, allowing the arm to grip
and drop-off items
 Hook at the end opens and closes, allowing it to grip the items
 Both movements (the bend of the arm and the grip of hook) are powered by servos
Drawing from the Nimitz High School Robotics Team
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Example 3: Drawing of the Base/Bed
 Angled at 45 degrees
 Made of plastic
 Has an open slit, allowing the arm to drop off items
Drawing from the Nimitz High School Robotics Team
Example 4: Drawing of the Wheels
 Wooden wheels covered with the rubber material to increase traction
 Wheels powered by separate motors
Drawing from the Nimitz High School Robotics Team
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Rubric: Robotics and Patents
Robot Sketch, Design,
Build
Teamwork
Participation
Documentation
Presentation
Poor 0-6 points
Poor
Robot completed less than
half the project standards
and/or needed repetitive
assistance.
Teacher observed none of
the teammates
interacting, posing
questions to each other,
or exchanging ideas.
Student never
brainstormed,
programmed, or ran the
robot.
Student was missing two
or more pages of
documentation.
Moderate 7-8 points
Moderate
Robot completed half the
project standards and/or
needed some assistance.
Formed a robotics team
and selected a robotics
project.
Formed a robotics team,
selected a robotics
project, and discussed
how a robotics team will
function.
Teacher observed some
teammates interacting,
posing questions to each
other, and exchanging
ideas most of the time.
Student occasionally was
involved in brainstorming,
or programming, or
running the robot.
Student was missing one
page of documentation.
Mastery 9-10 points
Mastery
Robot completed the
entire project standards
from start to finish with
little to no help.
Teacher observed all
teammates interacting,
posing questions to each
other, and exchanging
ideas all of the time.
Student was actively
involved in brainstorming,
programming, and running
the robot all of the time.
Student documented
timed trials, average
speed, and maze
components.
Formed a robotics team,
selected a robotics
project, discussed how a
robotics team will
function, and identified
their team roles.
Score 25-50 points
Score
A = 45-50; B = 31-44; C = 25-30; D = 0-24
Total Score: _______
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