Lesson Plan
Course Title: Robotics and Automation
Session Title: Introduction to Robotics Part 1: Overview
Performance Objective:
At the end of this lesson, students will be able to demonstrate they have developed an appropriate
knowledge of robotic systems by passing the Introduction to Robotics Part 1 quiz.
Specific Objectives:
 Define what a robot is.
 Describe common robot applications.
 List and discuss three types of robotic controls (remote, autonomous, tethered).
 Identify the different parts and pieces and how the different robot sub-systems relate to
each other.
 Name the parts of a robot.
 Describe feedback as used in a robot system.
 Explain the difference between Electrical Engineers, Mechanical Engineers, and
Industrial Engineers.
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)(1)(A)(B)(C)(D)(E)
…distinguish the differences between an engineering technician, engineering technologist, and
engineer;
…identify employment and career opportunities;
…investigate and work toward industry certifications;
…demonstrate the principles of teamwork related to engineering and technology;
…identify and use appropriate work habits;

130.370(c)(2)(B)(C)
…use teamwork to solve problems;
…serve as a team leader and a team member and demonstrate appropriate attitudes while
serving in those roles.

130.370(c)(3)(A)(B)(C)
…use time-management techniques to develop and maintain work schedules and meet
deadlines;
…complete work according to established criteria;
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1
Interdisciplinary Correlations:
Reading I, II, III:

110.47(b)(3)(A)(B)
…read to complete a task, to gather information, to be informed, to solve problems, to answer
questions, and for pleasure; and
…read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, technical documents, and other media.

110.47(b)(5)(A)(B)(C)(D)(E)
…monitor his/her own reading and adjust when understanding breaks down such as by
rereading, using resources, and questioning;
…use previous experience to comprehend;
…determine and adjust purpose for reading such as to find out, to understand, to interpret, to
enjoy, and to solve problems;
…find similarities and differences across texts such as explanations, points of view, or themes;
…construct images based on text descriptions;

110.47(b)(7)(A)(B)(C)(D)(E)(F)
…generate relevant, interesting, and researchable questions;
…locate appropriate print and non-print information using text and technical resources,
including databases;
…use text organizers such as overviews, headings, and graphic features to locate and
categorize information;
…organize and record new information such as notes, charts, and graphic organizers;
…communicate information gained from reading; and
…use compiled information and knowledge to raise additional unanswered questions.
English Language Arts and Reading, English IV:

110.34(b)(11)(A)(B) - Reading/Comprehension of Informational Text/Procedural Texts.
…draw conclusions about how the patterns of organization and hierarchic structures support
the understandability of text; and
…evaluate the structures of text (e.g., format, headers) for their clarity and organizational
coherence and for the effectiveness of their graphic representations.

110.34(b)(26) - Listening and Speaking/Teamwork.
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2
Occupational Correlation: (reference: O*NET – www.onetonline.org)
Electromechanical Engineering Technologists 17-3029.03
Similar Job Titles: Engineering Technicians
Tasks:
 Install or program computer hardware or machine or instrumentation software in
microprocessor-based systems.

Select electromechanical equipment, materials, components, or systems to meet functional
specifications.

Fabricate or assemble mechanical, electrical, or electronic components or assemblies.

Collaborate with engineers to implement electromechanical designs in industrial or other
settings.

Consult with machinists or technicians to ensure that electromechanical equipment or systems
meet design specifications.
Soft Skills:
Achievement; Realistic; Investigative; Conventional
Teacher Preparation:
Review the lesson and preview the Introduction to Robotics Part 1: Overview presentation and notes.
Research websites and other resources to obtain pictures of various robots to show students.
References:
1. Student Competition websites
a. BEST Robotics Inc.: www.bestinc.org
b. FIRST: www.usfirst.org
c. MATE: www.marinetech.org
2. Industry websites
3. Textbooks:
a. Pearson (2002) Introduction to Robotics in CIM Systems, 5TH edition (IRSA) by James
Rehg
b. Glencoe, McGraw-Hill (2004) Glencoe Technology Today and Tomorrow (Teacher
Annotated Edition)
c. E.D.C. Publishing (1984-05) Robotics (Usborne New Technology) by Tony Potter
d. Delmar Publishers (1988-12) Robotics: An Introduction (Electronics Technology) by
Douglas R., Jr. Malcolm
e. McGraw-Hill Companies (1994-06) The McGraw-Hill Illustrated Encyclopedia of
Robotics & Artificial Intelligence
f. Prentice Hall (1998-06) Robotics: Introduction, Programming, and Projects (2nd
Edition) by James L. Fuller
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Instructional Aids:
1. Introduction to Robotics Part 1: Overview presentation and notes
2. Introduction to Robotics Part 1: Overview Quiz answer key
3. Pictures of various robots
Materials Needed:
1. Paper and pen/pencil
2. Introduction to Robotics Part 1: Overview Quiz for each student
Equipment Needed:
1. Computer with internet access
2. Overhead projector and screen
Learner Preparation:
No pre-requisite is needed for this lesson.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to learn how to build a robot. Before we do, we have to go over a few
basics.
ASK: Does anyone know what a robot is? (Allow time for the students to answer.)
SHOW: Pictures of a robot from researched websites and other resources.
ASK: Is this a robot? (for each one) Is this what you think a robot is? What about this?
SHOW: Point to a printer.
ASK: What about that?
SAY: Technically, it is. It is not something that we generally consider a robot, but it senses and
manipulates its environment, it is electronic, and it has a brain and a computer program.
SAY: So, a robot is not always what we think it is.
SHOW: Start the Introduction to Robotics Part 1: Overview presentation.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with
the following outline.
MI
Outline
Notes to Teacher
I. Brief History
A. Robots are a relatively new concept.
B. The first robots were imaginary products of
fiction writers until the 1960s.
C. Real robots are primarily used in industry and
are nothing like fictional robots.
This is Part 1 of a 6
part lesson on basic
robotics. The primary
purpose of this section
is to cover the basics of
robotics as a
foundation for the
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4
material to come,
particularly the parts of
a robot system.
Begin Introduction to
Robotics Part 1:
Overview presentation.
(Slides 2-4)
.
II. Factors in Robot Use
A. Robots can be used in environments that
humans are not suited for.
B. Industrial environments need to be
designed for robot use (instead of
humans).
C. For many years robots were designed
and built based on their own capabilities.
and NOT based on industry requirements.
D. Electrical and mechanical engineers
dominated the design and construction of
early robots.
E. They still do (to some degree) but major
breakthroughs in robot use came when
Industrial Engineers influenced the design of
both robots and manufacturing processes to
optimize productivity.
IMPORTANT: Refer to
the Introduction to
Robotics Part 1:
Overview presentation
notes as you proceed
through the lesson.
(Slides 5-8)
III. Robots Eliminate and Create Jobs
A. Some types of jobs are eliminated (routine,
manual labor).
B. Other types of jobs are created (technical,
skilled).
C. Many jobs are available in the robotic industry
because robotics requires creativity and
improves the quality of life.
Emphasize that there is
no gender barrier to
work in the robotics
field.
(Slide 9)
IV. Introduce Robotics by Covering some of the
Definitions
A. “What is a robot” does not have a single
definition.
B. View and discuss some of the pictures given.
C. Compare and contrast industrial versus
humanoid.
D. Our focus will be on student robots suitable for a
high school class.
Teacher will show and
discuss pictures that
were obtained from
researching websites
and other resources
prior to the
presentation.
(Slides 10-13)
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V. Robot System Categories
A. Systems are sometimes called subsystems.
B. This is just one example of a general way to
categorize robot systems.
C. The block diagram is an overview of functions.
D. Focus on the feedback loop from output back to
input. This feedback can either be positive
(recognition and identification) or negative (error
correction).
E. Sensors provide input, actuators provide output.
(Slides 14-16)
VI. Types of Control
A. We will be using each one of these types at one
point or another in the class.
B. Most high school robotic contests are assumed
to use autonomous control, but the reality is they
generally use remote control.
C. Tethered control might seem to be a
contradiction to the way a robot is generally
perceived, but virtually all industrial robots are
fixed in place and hard wired to a power source.
D. The offshore oil and gas industry also uses a
large number of tethered robots for their work.
This is just a simple
introduction. More
detail can be found in
researching various
types of controls
(remote, autonomous,
tethered) used in
industry and student
competitions.
(Slide 17)
VII. Power
A. Batteries are the primary power source for
student robots.
B. Batteries have limitations, one being the amount
of power they can provide, another being that
they are relatively heavy.
C. Heavy, meaning they are one of the heaviest
parts of the robot.
D. Motors will require the most power and the
highest voltage; the electronic control systems
(microcontroller and joystick) use less power and
lower voltage.
This is just a brief
introduction to power.
Students should
research
differences/advantages
/disadvantages of the
different types of
batteries used in
industry and student
competitions.
(Slides 18-19)
VIII. Evolution
A. The evolution in sensing and control is the
evolution of robots
B. Robots are not intelligent the way humans are.
Robotic intelligence is related to the ability of a
computer program to recognize and respond to
its sensed input.
(Slide 20)
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher will guide the instruction about robotic definitions and assemblies during the Introduction
to Robotics Part 1: Overview presentation.
Independent Practice (LSI Quadrant III):
Students are expected to be able to discuss characteristics of real robots and compare them to
imaginary or fictional robots.
Summary
Review (LSI Quadrants I and IV):
Question: What is a robot?
Answer: Usually an electromechanical machine which is shown what to do by computer and
electronic programming
Question: What is the difference between a motor and a servo?
Answer: A motor rotates continuously 360 degrees; and a servo goes to a position and holds
there.
Evaluation
Informal Assessment (LSI Quadrant III):
Observation, question and answer, time on task.
Formal Assessment (LSI Quadrant III, IV):
Introduction to Robotics Part 1: Overview Quiz, and definitions.
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Extension
Extension/Enrichment (LSI Quadrant IV):
Have students research and write a report on important robots, either those used in industry or found
in popular media. Have students focus on what technologies were necessary to build the robot, or
those technologies that we currently do not have that would be necessary for that particular robot.
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Name_________________________________Date___________________Class_____
QUIZ
Introduction to Robotics: Part 1 Overview
1. Who first introduced the word “robot”?
a. Isaac Asimov
b. Karel Capek
c. Isaac Newton
d. R2-D2
2. Where was the term “robotics” first used?
a.
b.
c.
d.
On the set of Star Trek
In a GM industrial plant
The Massachusetts Institute of Technology
In science fiction stories
3. What was the purpose of Asimov’s Laws of Robotics?
a.
b.
c.
d.
To insure that robots always serve mankind
To insure that robots become our masters
To insure that robots become sentient
To insure that the military never gains control of robots
4. Which of the following is NOT a fictional robot?
a.
b.
c.
d.
R2-D2
The Unimate
The Cyberdyne Systems Model 101 Terminator
Lieutenant Commander Data
5. What do industrial robots look like?
a.
b.
c.
d.
Humanoid with legs and arms
A small vacuum cleaner
A multi-jointed arm with a fixed base
A soft, furry pet
6. Which engineering field would specialize in an understanding of robotic motion?
a.
b.
c.
d.
Electrical Engineering
Mechanical Engineering
Industrial Engineering
Civil Engineering
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7. Which engineering field would specialize in an understanding of manufacturing
processes?
a.
b.
c.
d.
Electrical Engineering
Mechanical Engineering
Industrial Engineering
Civil Engineering
8. Which engineering field would specialize in an understanding of robotic control
systems?
a.
b.
c.
d.
Electrical Engineering
Mechanical Engineering
Industrial Engineering
Civil Engineering
9. True or false: women are not suitable for jobs involving robotics.
10. Which of the following statements is true?
a.
b.
c.
d.
All robots are intelligent
All robots act like humans
All robots are controlled remotely
All robots are electromechanical machines using electronic programming
11. Which of the following systems uses motors and gears?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
12. The microcontroller is part of which of the following systems?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
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13. Which of the following systems provide support and stability?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
14. Which of the following systems use a transducer?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
15. Where are tethered robots used most often?
a.
b.
c.
d.
In an industrial plant
In a student robot
In military applications
In automotive applications
16. Which of the following is the most common source of power for a student robot?
a.
b.
c.
d.
Alternating Current
Batteries
Pneumatics
Hydraulics
17. Which of the following does not need a power source to operate?
a.
b.
c.
d.
The propulsion system
The control system
The sensor and feedback system
The structural system
18. List three common robotic applications.
jobs that are:
1.
2.
3.
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11
19. List three benefits of robot use in industry.
1.
2.
3.
20. Describe the types of jobs where robots replace human workers.
21. Describe the types of jobs created by industry use of robots.
22. Describe three features of a robot.
1.
2.
3.
23. Describe how robots have evolved.
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12
QUIZ Answer Key
Introduction to robotics: Part 1
1. Who first introduced the word “robot”?
a. Isaac Asimov
b. Karel Capek
c. Isaac Newton
d. R2-D2
2. Where was the term “robotics” first used?
a.
b.
c.
d.
On the set of Star Trek
In a GM industrial plant
The Massachusetts Institute of Technology
In science fiction stories
3. What was the purpose of Asimov’s Laws of Robotics?
a.
b.
c.
d.
To insure that robots always serve mankind
To insure that robots become our masters
To insure that robots become sentient
To insure that the military never gains control of robots
4. Which of the following is NOT a fictional robot?
a.
b.
c.
d.
R2-D2
The Unimate
The Cyberdyne Systems Model 101Terminator
Lieutenant Commander Data
5. What do industrial robots look like?
a.
b.
c.
d.
Humanoid with legs and arms
A small vacuum cleaner
A multi-jointed arm with a fixed base
A soft, furry pet
6. Which engineering field would specialize in an understanding of robotic motion?
a.
b.
c.
d.
Electrical Engineering
Mechanical Engineering
Industrial Engineering
Civil Engineering
Copyright © Texas Education Agency, 2012. All rights reserved.
13
7. Which engineering field would specialize in an understanding of manufacturing
processes?
a.
b.
c.
d.
Electrical Engineering
Mechanical Engineering
Industrial Engineering
Civil Engineering
8. Which engineering field would specialize in an understanding of robotic control
systems?
a.
b.
c.
d.
Electrical Engineering
Mechanical Engineering
Industrial Engineering
Civil Engineering
9. True or false: women are not suitable for jobs involving robotics.
10. Which of the following statements is true?
a.
b.
c.
d.
All robots are intelligent
All robots act like humans
All robots are controlled remotely
All robots are electromechanical machines using electronic programming
11. Which of the following systems uses motors and gears?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
12. The microcontroller is part of which of the following systems?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
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14
13. Which of the following systems provide support and stability?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
14. Which of the following systems use a transducer?
a.
b.
c.
d.
The structural system
The propulsion system
The sensor and feedback system
The control system
15. Where are tethered robots used most often?
a.
b.
c.
d.
In an industrial plant
In a student robot
In military applications
In automotive applications
16. Which of the following is the most common source of power for a student robot?
a.
b.
c.
d.
Alternating Current
Batteries
Pneumatics
Hydraulics
17. Which of the following does not need a power source to operate?
a.
b.
c.
d.
The propulsion system
The control system
The sensor and feedback system
The structural system
18. List three common robotic applications.
jobs that are:
4. Dirty
5. Dangerous
6. Repetitive
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19. List three benefits of robot use in industry.
1.
2.
3.
4.
5.
Increased productivity
Improved (and consistent) quality
Reduction in cost of manufacturing
Improved management control of process and productivity
Operation in hostile environments
20. Describe the types of jobs where robots replace human workers.
routine and labor intensive jobs
21. Describe the types of jobs created by industry use of robots.
Jobs which require more knowledge and skill
22. Describe three features of a robot.
1. a mechanical device that can move around and manipulate its environment
2. uses a microcontroller
3. requires a computer program to operate
23. Describe how robots have evolved.
•
•
the ability to handle an increased number of variables
• varieties of situations
newer robots are able to perform tasks that are non repetitive and non
sequential, and in more and more complex environments
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