| (a) General requirements. This course is recommended
for students in Grades 10-12. Prerequisite: Robotics I. Students shall
be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Science, Technology, Engineering, and Mathematics
(STEM) Career Cluster focuses on planning, managing, and providing
scientific research and professional and technical services, including
laboratory and testing services, and research and development services.
(3) In Robotics II, students will explore artificial
intelligence and programming in the robotic and automation industry.
Through implementation of the design process, students will transfer
academic skills to component designs in a project-based environment.
Students will build prototypes and use software to test their designs.
(4) The mathematical process standards describe ways
in which students are expected to engage in the content. The placement
of the process standards at the beginning of the knowledge and skills
listed for each grade and course is intentional. The process standards
weave the other knowledge and skills together so that students may
be successful problem solvers and use mathematics efficiently and
effectively in daily life. The process standards are integrated at
every grade level and course. When possible, students will apply mathematics
to problems arising in everyday life, society, and the workplace.
Students will 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. Students will select appropriate
tools such as real objects, manipulatives, paper and pencil, and technology
and techniques such as mental math, estimation, and number sense to
solve problems. Students will effectively communicate mathematical
ideas, reasoning, and their implications using multiple representations
such as symbols, diagrams, graphs, and language. Students will use
mathematical relationships to generate solutions and make connections
and predictions. Students will analyze mathematical relationships
to connect and communicate mathematical ideas. Students will display,
explain, or justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
(5) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(6) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) distinguish the differences among an engineering
technician, engineering technologist, and engineer;
(B) identify employment and career opportunities;
(C) identify industry certifications;
(D) recognize the principles of teamwork related to
engineering and technology;
(E) identify and use appropriate work habits;
(F) locate and report on governmental regulations and
laws, including health, safety, and labor codes related to engineering;
(G) discuss ethical issues related to engineering and
technology and incorporate proper ethics in submitted projects;
(H) demonstrate respect for diversity in the workplace;
(I) demonstrate appropriate actions and identify consequences
relating to discrimination, harassment, and inequality;
(J) demonstrate effective oral and written communication
skills using a variety of software applications and media; and
(K) explore robotic engineering careers and preparation
programs.
(2) 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;
(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;
(C) select tools, including real objects, manipulatives,
paper and pencil, and technology as appropriate, and techniques, including
mental math, estimation, and number sense as appropriate, to solve
problems;
(D) communicate mathematical ideas, reasoning, and
their implications using multiple representations, including symbols,
diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record,
and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and
communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas
and arguments using precise mathematical language in written or oral
communication.
(3) The student learns and contributes productively
as an individual and as a member of a project team. The student is
expected to:
(A) demonstrate an understanding of and discuss how
teams function;
(B) apply teamwork to solve problems;
(C) follow directions and decisions of responsible
individuals of the project team;
(D) participate in establishing team procedures and
team norms; and
(E) work cooperatively with others to set and accomplish
goals in both competitive and non-competitive situations.
(4) The student develops skills of project management.
The student is expected to:
(A) implement project management methodologies, including
initiating, planning, executing, monitoring and controlling, and closing
a project;
(B) develop a project schedule and complete work according
to established criteria;
(C) participate in the organization and operation of
a real or simulated engineering project; and
(D) translate and employ a Project Management Plan
for production of a product.
(5) The student practices safe and proper work habits.
The student is expected to:
(A) master relevant safety tests;
(B) comply with safety guidelines as described in various
manuals, instructions, and regulations;
(C) identify and classify hazardous materials and wastes
according to Occupational Safety and Health Administration (OSHA)
regulations;
(D) dispose of hazardous materials and wastes appropriately;
(E) comply with established guidelines for working
in a lab environment;
(F) handle and store tools and materials correctly;
(G) employ established inventory control and organization
procedures; and
(H) describe the results of negligent or improper maintenance.
(6) The student develops the ability to use and maintain
technological products, processes, and systems. The student is expected
to:
(A) demonstrate the use of computers to manipulate
a robotic or automated system and associated subsystems;
(B) troubleshoot and maintain systems and subsystems
to ensure safe and proper function and precision operation;
(C) implement feedback control loops used to provide
information; and
(D) implement different types of sensors used in robotic
or automated systems and their operations.
(7) The student demonstrates an understanding of advanced
mathematics and physics in robotic and automated systems. The student
is expected to:
(A) apply the concepts of acceleration and velocity
as they relate to robotic and automated systems;
(B) describe the term degrees of freedom and apply
it to the design of joints used in robotic and automated systems;
(C) describe angular momentum and integrate it in the
design of robotic joint motion, stability, and mobility;
(D) use the impulse-momentum theory in the design of
robotic and automated systems;
(E) explain translational, rotational, and oscillatory
motion in the design of robotic and automated systems;
(F) apply the operation of direct current (DC) motors,
including control, speed, and torque;
(G) apply the operation of servo motors, including
control, angle, and torque;
(H) interpret sensor feedback and calculate threshold
values;
(I) apply measurement and geometry to calculate robot
navigation;
(J) implement movement control using encoders; and
(K) implement path planning using geometry and multiple
sensor feedback.
(8) The student creates a program to control a robotic
or automated system. The student is expected to:
(A) use coding languages and proper syntax;
(B) use programming best practices for commenting and
documentation;
(C) describe how and why logic is used to control the
flow of the program;
(D) create a program flowchart and write the pseudocode
for a program to perform an operation;
(E) create algorithms for evaluating a condition and
performing an appropriate action using decisions;
(F) create algorithms that loop through a series of
actions for a specified increment and for as long as a given condition
exists;
(G) create algorithms that evaluate sensor data as
variables to provide feedback control;
(H) use output commands and variables;
(I) use selection programming structures such as jumps,
loops, switch, and case; and
(J) implement subroutines and functions.
(9) The student develops an understanding of the characteristics
and scope of manipulators, accumulators, and end effectors required
for a robotic or automated system to function. The student is expected
to:
(A) demonstrate knowledge of robotic or automated system
arm construction;
(B) demonstrate an understanding and apply the concepts
of torque, gear ratio, stability, and weight of payload in a robotic
or automated system arm operation; and
(C) demonstrate an understanding and apply the concepts
of linkages and gearing in end effectors and their use in a robotic
or an automated arm system.
(10) The student uses engineering design methodologies.
The student is expected to:
(A) implement the design process;
(B) demonstrate critical thinking, identify the system
constraints, and make fact-based decisions;
(C) apply formal testing and reiteration strategies
to develop or improve a product;
(D) apply and defend decision-making strategies when
developing solutions;
(E) identify and improve quality-control issues in
engineering design and production;
(F) apply Six Sigma to analyze the quality of products
and how it affects engineering decisions;
(G) use an engineering notebook to document the project
design process as a legal document; and
(H) create and interpret industry standard system schematics.
(11) The student learns the function and application
of the tools, equipment, and materials used in robotic and automated
systems through specific project-based assessments. The student is
expected to:
(A) use and maintain tools and laboratory equipment
in a safe manner to construct and repair systems;
(B) use precision measuring instruments to analyze
systems and prototypes;
(C) implement a system to identify and track all components
of the robotic or automated system and all elements involved with
the operation, construction, and manipulative functions; and
(D) use multiple software applications to simulate
robot behavior and present concepts.
(12) The student produces a product using the appropriate
tools, materials, and techniques. The student is expected to:
(A) use the design process to design a robotic or automated
system that meets pre-established criteria and constraints;
(B) identify and use appropriate tools, equipment,
machines, and materials to produce the prototype;
(C) implement sensors in the robotic or automated system;
(D) construct the robotic or automated system;
(E) use the design process to evaluate and formally
test the design;
(F) refine the design of the robotic or automated system
to ensure quality, efficiency, and manufacturability of the final
robotic or automated system; and
(G) present the final product using a variety of media.
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