James Caldwell High School
Technology Department
Robotics and Control Curriculum
September 2008
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:
The application of knowledge, tools, and skills to solve practical
problems and extend human capabilities.
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.
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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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Robotics and Control
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.
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Robotics and Control
Diagnose a malfunctioning product and system using appropriate critical thinking
methods.
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 Usage
1.1.
Industrial Manipulators
1.2.
Utility Robots
1.3.
Robot-Critters
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Robotics and Control
1.4.
1.5.
Humanoids
Embedded Robots
2.
Basic Electrical Theory
2.1.
Electronic Component Identification
2.2.
Reading Circuit Diagrams
2.3.
Building Circuits
2.4.
Testing Circuits
2.5.
Using Electronics Related Equipment
3.
Robot Skeletons (Building Materials)
3.1.
Steel
3.2.
Aluminum
3.3.
Plastics
3.4.
Composites
3.5.
Wood
3.6.
Printed Circuit Boards
4.
Robot Locomotion
4.1.
Wheels
4.2.
Tracks
4.3.
Legs
5.
Robot Drive Systems
5.1.
Gears, Screws, Pulleys, Sprockets and Wheels
5.2.
Belts, Chains, and Cables
5.3.
Motors
5.3.1. DC
5.3.2. Stepper-Motors
5.3.3. Servos
5.3.4. Solenoids
5.4.
Shape Memory Alloys (Muscle Wires)
6.
Robot Power Sources
6.1.
Batteries
6.2.
Solar Cells
6.3.
AC Power
7.
Joints
7.1.
Rotary
7.2.
Linear
7.3.
Complex Motions
7.3.1. Ball and Socket
7.3.2. Universal Joints
7.3.3. Robot Wrist
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8.
Robot Sensors for Navigation
8.1.
Light
8.2.
Sound
8.3.
Tactile
8.4.
Thermal
8.5.
Gas
8.6.
Magnetic
8.7.
Others
9.
Robot End Effectors
9.1.
Grippers
9.1.1. Mechanical
9.1.2. Vacuum
9.1.3. Magnetic
9.1.4. Adhesive
9.2.
Assembly Tools
9.3.
Painting
10.
Control
10.1. Passive
10.2. Open-Loop
10.3. Feedback Loop
11.
Designing Robot Work cells
11.1. Operator Safety
11.2. Machine Safety
11.3. Automated Part Handling
11.4. Efficiency
12.
Robot Building Resource
12.1. Suppliers
12.2. Internet Support Sites
12.3. Robotic Clubs and Organizations
13.
Robot Communication
13.1. Tethers
13.2. Remote
13.3. Semi-Autonomous
14.
Robot Programming Languages
14.1. PICBASIC
14.2. Visual Basic
14.3. 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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Robotics and Control
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 0-75066879-2
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 0-07226171-4
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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Robotics and Control
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, McGrawHill, 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 0-07143678-2
Periodicals:
Nuts and Volts Magazine
Robot Magazine
Servo Magazine
Internet Resources:
Carnegie Mellon University Robotics Academy
http://www.education.rec.ri.cmu.edu/
FIRST: For Inspiration and Recognition of Science and Technology
http://www.usfirst.org/who/default.aspx?id=34
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Robotics and Control
National Aeronautics and Space Administration
http://education.ssc.nasa.gov/robotics.asp
Robotics Design Studio Museum
http://cs.wellesley.edu/~rds/museum.html
Society of Robots
http://www.societyofrobots.com/schematics_photoresistor.shtml
William Walter Grey
http://en.wikipedia.org/wiki/Walter_Grey_Walter
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