| (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;
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