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High School Robotics (Intro)

Scientists investigate that which already is. Engineers create that which has never been
(Albert Einstein)
2016 2017

Office:
Room G080
Hours: 3rd Period and 6th Period or By Appointment

Textbooks:
Basic Robotics (2015) Dinwiddie
Basic Robotics: Student Activities & Lab Manual (2015) Dinwiddie

Prerequisites:
Successful completion of Algebra 150

Course Description: (.5 credit/semester)


This course introduces students to robots and robotics. It will also introduce students to many pieces that make up robots
both for instruction and competition through their CTSO: Skills USA and other entities. It also utilizes internet research
skills, programming skills and robot operational techniques. It prepares students for continuation of education and training
at the post-secondary level.

Course Rationale:
The competition for jobs will mandate sharp competition requiring cutting, if not bleeding edge skills. Students will need
years of training and practice with ongoing skills development. This course will provide skills necessary for low level
entry into the work field but more importantly will provide students with skills suitable for students to excel at the post-
secondary level as they continue their education and training for career placement in the field of Robotics Technician.

Academic Honesty Policy:


Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation or
deception. Such acts of dishonesty include cheating or copying, plagiarizing, submitting another persons work as ones
own, using Internet sources without citation, taking or having another student take your exam, tampering with the work of
another student, facilitating other students acts of academic dishonesty, etc.

Sanctions for breaches in academic integrity may range, depending on the severity of the offense from an F grade on an
assignment or test to an F in the course. Severe cases and/or repeat offenses of academic dishonesty may also result in
more severe disciplinary sanctions up to and including suspension or expulsion as determined by the administration team.

Classroom Materials:
1) Notebook: (to be used as a journal and left in the classroom.)
2) Ear Buds: (not mandatory, but it may be beneficial with some lessons)
3) Pen / Pencil: (to be used in class)

Graduate Goals:
1) Familiarization with software, techniques and procedures for manipulating, building and maintaining robotics
equipment.
2) Ability to build, design and create effective robots to perform programmed tasks as required.
3) Knowledge and awareness of safe and legal use of the internet, software, hardware as a resource for a robotics
career.
Mr. Kalmes McKinley CLA 314-773-0027 brett.kalmes@slps.org
www.mckinleycomputered.weebly.com
High School Robotics (Intro)
Scientists investigate that which already is. Engineers create that which has never been
(Albert Einstein)
2016 2017

4) Ability to produce and create simple animations suitable for class requirements and competitions.
5) Ability to combine technologies of digital cameras, sensors, motors, etc. into an organized robotics presentation.
6) Knowledge of careers, duties, salaries and colleges related to robots and the fields of robotics.
7) Completion of a Capstone research project.

Workplace Readiness Skills, Equity, Technology, & Research:


1) Ability to understand and utilize a computer to its fullest capacity.
2) Ability to plan and prepare for a graphics product creation (pre-build).
3) Ability to download and utilize data and online information.
4) Ability to manipulate and create simple robotics routines.
5) Ability to manipulate software and use computer technology to complete a given assignment.
6) Ability to develop and manipulate software to develop blueprints for robotics.
7) Skills to develop and create a robotic routine using current techniques, equipment and methodologies capable of
producing an emotional response from an audience.

Course Content & Objectives:


1) History of Robots
2) Safety Around Robots
3) Components of the Robot
4) Classification of Robots
5) End-Of-Arm Tooling
6) Sensor & Vision
7) Peripheral Systems
8) Robot Operation
9) Robot Programming & File Management
10) Trouble Shooting
11) Repairing the Robot
12) Justifying the Use of a Robot

Evaluations of Students:
Assessment is a way of measuring what students know and defining what is important for students to learn. It is an
integral part of the learning process and occurs throughout instruction. A variety of alternative assessment methods are
used for student evaluation which may include, but are not limited to the following:

- Teacher observation of student


- Teacher and publisher generated tests and quizzes
- Class participation
- Homework
- Projects
- Demonstrations
- Explorations
- Reports

Mr. Kalmes McKinley CLA 314-773-0027 brett.kalmes@slps.org


www.mckinleycomputered.weebly.com
High School Robotics (Intro)
Scientists investigate that which already is. Engineers create that which has never been
(Albert Einstein)
2016 2017

Classroom Rules:

Be Responsible
Be Respectful
Be Prepared
Be Safe

Note on cellphones in the classroom:


There will be no cell phones in the classroom this year. When you walk into the classroom, you must put it into one of the
slots on the phone wall and collect it at the end of class.

Grades:
A: 100 90 B: 89 80 C: 79 70 D: 69 60 F: < 69

Grade Categories:
Participation (15): Do Nows, Exit Slips, General Class Participation, & Behavior
Classwork (30): Daily Assignments, Peer Reviews, Peer Reflections
Home Work (15): Chapter homework
Projects (20): Large multi-day projects
Assessments (20): End of chapter tess

Common Career Technical Core Standards:


Science, Technology, Engineering & Mathematics CC (ST)
1) Apply engineering skills in a project that requires project management, process control and quality assurance.
2) Use technology to acquire, manipulate, analyze and report data.
3) Describe and follow safety, health and environmental standards related to STEM workplaces.
4) Understand the nature and scope of the STEM CC and its role in society and the economy.
5) Demonstrate an understanding of the breadth of career opportunities and means to them in each of the STEM CPs.
6) Demonstrate technical skills needed in a chosen STEM field.

Engineering & Technology CP (ST-ET)


1) Use STEM concepts and processes to solve problems involving design and/or production.
2) Display and communicate STEM information.
3) Apply processes and concepts for the use of technological tools in STEM.
4) Apply the elements of the design process.
5) Apply the knowledge learned in STEM to solve problems.
6) Apply the knowledge learned in STEM to provide solutions to human and societal problems in an ethical and legal manner.

Science & Mathematics CP (ST-SM)


1) Apply ST-SM to provide results, answers and algorithms for engineering and technological activities.
2) Apply ST-SM concepts to the development of plans, processes and projects that address real world problems.
3) Analyze the impact that ST-SM has on society.
4) Apply critical thinking skills to review information, explain statistical analysis, and to translate, interpret and summarize
research and statistical data.

Mr. Kalmes McKinley CLA 314-773-0027 brett.kalmes@slps.org


www.mckinleycomputered.weebly.com
High School Robotics (Intro)
Scientists investigate that which already is. Engineers create that which has never been
(Albert Einstein)
2016 2017

Common Core State Standards Math:

Number & Quantity Overview


- The Real Number System (N-RN)
o Classify numbers as rational or irrational.
- Quantities (N-Q)
o Reason quantitatively & use units to solve problems.
- The Complex Number System (N-CN)
o Perform arithmetic operations with complex numbers.

Algebra Overview
- Seeing Structure in Expressions (A-SSE)
o Write expressions in equivalent forms to solve problems.
- Creating Equations (A-CED)
o Create equations that describe numbers or relationships.
- Reasoning with Equations & Inequalities (A-REI)
o Understand solving equations as a process of reasoning & explain the reasoning. Represent & solve equations &
inequalities graphically.

Functions Overview
- Interpreting Functions (F-IF)
o Understand the concept of a function & use function notation.
o Interpret functions that arise in applications in terms in context.
- Building Functions (F-BF)
o Build a function that models a relationship between two quantities.
- Linear, Quadratic & Exponential Models (F-LE)
o Construct/compare linear & exponential models & solve problems.
o Interpret expressions for functions in terms of situation modeled.
- Trigonometric Functions (F-TF)
o Model periodic phenomena w/trigonometric functions.
o Prove & apply trigonometric identities.

Statistics & Probability Overview


- Interpreting Categorical & Quantitative Data (S-ID)
o Summarize, represent & interpret data on a single count or measurement variable.
o Summarize, represent and interpret data on two categorical & quantitative variables .
- Making Inferences & Justifying Conclusions (S-IC)
o Make inferences & justify conclusions from sample surveys, experiments & observational studies.
- Conditional Probability & the Rules of Probability (S-CP)
o Understand independence & conditional probability & use them to interpret data

Geometry Overview
- Congruence (G-CO)
o Experiment with transformations in the plane.
o Understand congruence in terms of rigid motions.
o Make geometric constructions.

Mr. Kalmes McKinley CLA 314-773-0027 brett.kalmes@slps.org


www.mckinleycomputered.weebly.com
High School Robotics (Intro)
Scientists investigate that which already is. Engineers create that which has never been
(Albert Einstein)
2016 2017

- Similarity, Right Triangles & Trigonometry (G-SRT)


o Define trigonometric ratios & solve problems involving right triangles.
- Circles (G-C)
o Find arc lengths & areas of sectors of circles.
- Expressing Geometric Properties w/Equations (G-GPE)
o Visualize relationships between 2-D and 3-D objects.
o Apply geometric concepts in modeling situations.

Common Core State Standards ELA:

Key Ideas and Details


CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Craft and Structure
CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).

Integration of Knowledge and Ideas


CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RI.9-10.10
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band
independently and proficiently.
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.W.11-12.2e Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing


CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types defined in standards 13 above.)
Mr. Kalmes McKinley CLA 314-773-0027 brett.kalmes@slps.org
www.mckinleycomputered.weebly.com
High School Robotics (Intro)
Scientists investigate that which already is. Engineers create that which has never been
(Albert Einstein)
2016 2017

CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grades 1112 here.)
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge


CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mr. Kalmes McKinley CLA 314-773-0027 brett.kalmes@slps.org


www.mckinleycomputered.weebly.com

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