Black Hills High School Robotics Syllabus Unit 1: Robotics Intro 1. Unit 1: Robotics Intro 1.1. What is a Robot? Student will be able to: 1.1.1. List examples of robots (real and fictional) 1.1.2. State characteristics of a robot 1.1.3. Describe examples of how robots sense their environment 1.1.4. Describe examples of how robots follow instructions 1.1.5. Identify different types of robots and state an example of each 1.1.6. Describe reasons humans use robots in certain applications 1.2. Intro to EV3 Student will be able to: 1.2.1. Name the robotics system used in this class and its manufacturer 1.2.2. Describe the four sensing capabilities of this system 1.2.3. Describe how this system responds to instructions 1.2.4. List examples of complex robots built with this system 1.3. Identify, Organize and Catalog EV3 Kits Student will be able to: 1.3.1. Explain why maintaining the robotics kit organization is important 1.4. Parts Exploration Student will be able to: 1.4.1. Identify the electronic components of the robotics system 1.4.2. List the electronic component of the robotics system 1.4.3. Describe the function of the electronic components of the robotics system 1.4.4. Describe the function of the wheel, gear, bushing and axle components of the robotics system 1.4.5. Describe the function of structural components of the robotics system 1.4.6. Describe the function of connector components of the robotics system 1.5. Gear Trains Student will be able to: 1.5.1. Describe how the relative size of the gears on a crank and a wheel in a gear train determine performance 1.5.2. Relate the gear train behavior to the example of a bicycle on a hill 1.6. EV3 First Build Student will be able to: 1.6.1. Describe examples of how robotics components interact to achieve desired functionality

Unit 2: Circuits & Computers

2. Circuits & Computers 2.1. Circuits and Switches Student will be able to: 2.1.1. Describe the four parts of a circuit 2.1.2. Name an example of a circuit 2.1.3. Categorize the parts of a given circuit 2.1.4. Differentiate between Insulators, Conductors and Semiconductors 2.1.5. Name examples of Insulators, Conductors and Semiconductors 2.2. The EV3 Circuit Student will be able to: 2.2.1. Describe the EV3 components that make up the four parts of an EV3 circuit 2.2.2. Name EV3 components that are examples of Insulators, Conductors and Semiconductors 2.3. Powering the EV3 Student will be able to: 2.3.1. Identify the different ways to power the EV3 2.3.2. Explain the advantages of each power scheme 2.4. EV3 Test Circuits Student will be able to: 2.4.1. Display the value of a sensor on the EV3 screen 2.4.2. Measure the value of a sensor under various test conditions 2.4.3. Interpret measured sensor values 2.5. Introduction to Computers Student will be able to: 2.5.1. List examples of early calculating machines 2.5.2. Describe the four problems of tube-based computer 2.5.3. Describe the function of a transistor 2.5.4. Describe the four parts of a computer 2.5.5. Categorize a given computer part 2.5.6. Distinguish between storage drives and memory chips 2.5.7. Distinguish between RAM, ROM and Flash memory chips 2.5.8. State Moore’s Law 2.5.9. Describe the 3 ways Moore’s Law enhances electronic products 2.5.10. Explain examples of Moore’s Law in action 2.6. The EV3 Computer Student will be able to: 2.6.1. Identify the different parts the EV3 computer 2.6.2. Describe the role of the different types of memory chips in the EV3 computer 2.7. EV3 Test Programs Student will be able to: 2.7.1. Run test programs on the EV3

Unit 3: Hardware, Software, Firmware 3. Hardware, Software, Firmware 3.1. Microprocessors Student will be able to:

3.1.1. Distinguish microprocessor hardware and software 3.1.2. Identify the three main parts of a microprocessor 3.1.3. Describe the function of the Fetch, Decode and Execute units on a microprocessor 3.1.4. Identify the role of software in a microprocessor 3.1.5. Explain why microprocessor software is very challenging 3.1.6. Distinguish between machine language and higher level programming languages 3.1.7. Write a program for a fictitious microprocessor 3.2. EV3 Firmware Student will be able to: 3.2.1. Distinguish firmware from software 3.2.2. Explain the role of the EV3 firmware 3.2.3. Update the EV3 firmware 3.3. EV3 Hardware Student will be able to: 3.3.1. Construct a tribot style robot 3.3.2. Construct sensor attachments 3.4. EV3 Software: On-Brick Programming Student will be able to: 3.4.1. Write a 5-step program using the EV3 firmware 3.4.2. Explain the behavior of a 5-step program utilizing various sensors

Unit 4: Straight Ahead 4. Straight Ahead 4.1. “Using the EV3 Video Trainer” (Video Trainer 2: Basics) Student will be able to: 4.1.1. Manipulate the Video Trainer 2 program 4.1.2. Coordinate EV3-G program use with the Video Trainer 2 4.2. “Using the EV3 Programming Software” (Video Trainer 2: Basics) Student will be able to: 4.2.1. Open/Save EV3-G programs 4.2.2. Manipulate palettes, windows and commands in EV3-G 4.2.3. Download/Run EV3-G programs 4.2.4. Describe the role of comments in an EV3-G program 4.3. “Moving Straight” (Video Trainer 2: Behaviors) Student will be able to: 4.3.1. Write an EV3-G program for a Tribot to move straight 4.3.2. Control the straight movement of a Tribot through the EV3-G Move block parameters 4.3.3. Explain the role of each parameter in the Move block configuration panel 4.3.4. Calculate the required Move block parameters for a desired movement 4.4. How Far? Student will be able to: 4.4.1. Calculate the distance a Tribot will travel in one rotation of the wheel 4.4.2. Predict the distance a Tribot will travel based on the size of its wheel 4.4.3. Calculate how many rotations/degrees are required to travel a given distance

4.4.4. Demonstrate actual Tribot travel distance versus calculated values 4.5. How Fast? Student will be able to: 4.5.1. Plot the Tribot travel time versus power level relationship 4.5.2. Predict Tribot travel times through interpolation of measured data 4.5.3. Plot the Tribot speed versus power level relationship 4.5.4. Predict Tribot power levels required through interpolation of measured data

Unit 5: Sights, Sounds and Gears 5. Sights, Sounds and Gears 5.1. “Move until Dark” (Video Trainer 2: Behaviors) Student will be able to: 5.1.1. Write an EV3-G program for a Tribot to respond to the light sensor 5.1.2. Control the response of a Tribot through the EV3-G Wait-for-Light-Sensor block parameters 5.1.3. Explain the role of each parameter in the Wait-for-Light-Sensor block configuration panel 5.1.4. Calculate the required Light Sensor threshold for a given set of conditions 5.1.5. Write an EV3-G program for a Tribot to produces an audible response 5.1.6. Explain the role of each parameter in the Sound block configuration panel 5.2. “ Move until Sound” (Video Trainer 2: Behaviors) Student will be able to: 5.2.1. Write an EV3-G program for a Tribot to respond to the sound sensor 5.2.2. Control the response of a Tribot through the EV3-G Wait-for-Sound-Sensor block parameters 5.2.3. Explain the role of each parameter in the Wait-for-Sound-Sensor block configuration panel 5.2.4. Calculate the required Sound Sensor threshold for a given set of conditions 5.2.5. Explain the timing sensitivity when using Wait-for-Sound-Sensor blocks 5.3. Getting in Gear Student will be able to: 5.3.1. Explain the behavior of a two-gear gear train 5.3.2. Calculate the gear ratio of a two-gear gear train 5.3.3. Describe gearing-up and gearing-down in terms of speed and power 5.4. Engineering Challenge #1 – Sound Activated Dragster Student will be able to: 5.4.1. Describe difference between Science and Engineering 5.4.2. Build a “Sound Activated Dragster”

Unit 6: Taking Turns 6. Taking Turns 6.1. “Turning” (Video Trainer 2: Behaviors) Student will be able to: 6.1.1. Write a EV3-G program for a Tribot to maneuver with turns 6.1.2. Control the turning response of a Tribot through the EV3-G Move block parameters

6.1.3. Explain how each parameter in the Move block configuration panel impacts turning behavior 6.2. Turing Challenges: “Dizzy Drills” & “Buried Treasure” (Video Trainer 2: Challenges) Student will be able to: 6.2.1. Write an EV3-G program for a Tribot to maneuver with precision swing turns 6.2.2. Write an EV3-G program for a Tribot to maneuver with precision point turns 6.2.3. Write an EV3-G program for a Tribot which combines turning and sensor response 6.3. Flow Charts Student will be able to: 6.3.1. Create a flow chart for an everyday activity 6.3.2. Create a flow chart for an EV3-G program with process blocks 6.3.3. Create a flow chart for an EV3-G program with decision blocks 6.4. Motor Block Student will be able to: 6.4.1. Explain each parameter in the Motor block configuration panel 6.4.2. Write a EV3-G program using the Motor Block to control Tribot movement 6.4.3. Write a EV3-G program using the Motor Block to control a third motor 6.5. Robo-Tagger Challenge Student will be able to: 6.5.1. Design and build a robot capable of writing block letters on a horizontal dry-erase board 6.5.2. Write a EV3-G program for a robot to write a specified set of block letters

Unit 7: Touch, See, Repeat 7. Touch, See, Repeat 7.1. Digital Information Student will be able to: 7.1.1. Convert between binary and decimal numbers 7.1.2. Explain the purpose of the ASCII code 7.1.3. Describe how pictures can be represented in the binary system 7.1.4. Explain why computers use the binary system instead of the decimal, or any other system 7.2. “Move Until Touch” (Video Trainer 2: Behaviors) Student will be able to: 7.2.1. Write an EV3-G program for a Tribot to respond to the touch sensor 7.2.2. Control the response of a Tribot through the EV3-G Wait-for-Touch-Sensor block parameters 7.2.3. Explain the role of each parameter in the Wait-for-Touch-Sensor block configuration panel 7.3. “Move Until Near” (Video Trainer 2: Behaviors) Student will be able to: 7.3.1. Write an EV3-G program for a Tribot to respond to the ultrasonic sensor 7.3.2. Control the response of a Tribot through the EV3-G Wait-for-Ultrasonic-Sensor block parameters

7.3.3. Explain the role of each parameter in the Wait-for- Ultrasonic-Sensor block configuration panel 7.4. “Repeating Behaviors” (Video Trainer 2: Behaviors) Student will be able to: 7.4.1. Write an EV3-G program for a Tribot using an infinite loop 7.4.2. Write an EV3-G programs for a Tribot using a counter-controlled and sensorcontrolled loops 7.4.3. Explain the role of each parameter in the Loop block configuration panel 7.5. Touch, See, Repeat Challenges Student will be able to: 7.5.1. Design and build a robot capable of navigating by touch and/or ultrasonic sensor 7.5.2. Write an EV3-G program using controlled loops and multiple sensors

Unit 8: Decisions, Decisions…. 8. Decisions, Decisions… 8.1. Flow Charts II Student will be able to: 8.1.1. Create a flow chart for a nested-loop behavior 8.1.2. Create a flow chart for an EV3-G program with Subprocess blocks 8.2. “Obstacle Detection” (Video Trainer 2: Behaviors) Student will be able to: 8.2.1. Write an EV3-G program for a Tribot to avoid obstacles 8.2.2. Control the response of a Tribot through a sensor-controlled Switch-Loop 8.2.3. Explain the key attributes of an EV3-G Switch-Loop 8.3. “Line Following” (Video Trainer 2: Behaviors) Student will be able to: 8.3.1. Write an EV3-G program for a Tribot to follow a line 8.3.2. Optimize the line following behavior of a tribot for a given set of conditions 8.3.3. Explain the tradeoffs in Line Follower optimization 8.4. Decision Challenges (Video Trainer 2: Challenges) Student will be able to: 8.4.1. Design and build a robot to solve a complex task, utilizing all four sensor types 8.4.2. Write an EV3-G program using Switch-Loops to implement complex behaviors 8.5. Engineering Challenge #2 – Sumo-Bots Student will be able to: 8.5.1. Explain the deliverables of the Engineering Process 8.5.2. Design and build a robot to optimize performance in a sumo-style wrestling match 8.5.3. Write an EV3-G program to optimize performance in a sumo-style wrestling match Unit 9 TBD

Unit 10: Get a Grip 10. Get a Grip 10.1. Making Computer Chips Student will be able to:

10.1.1. List the four steps in the computer chip design process 10.1.2. Explain the extreme environment necessary to make computer chips 10.1.3. Describe how masks are used to create each layer of computer chips 10.2. “Arm Control” (Video Trainer 2: Advanced) Student will be able to: 10.2.1. TBD 10.2.2. 10.3. “My Blocks” Student will be able to: 10.3.1. TBD 10.3.2. 10.4. Gripper Challenges Student will be able to: 10.4.1. TBD 10.4.2.

Unit 11: Working with Data TBD 11. Working with Data 11.1. “Data Hubs” (Video Trainer 2: Advanced) Student will be able to: 11.1.1. List 11.1.2. 11.2. “Data Types & Display” (Video Trainer 2: Advanced) Student will be able to: 11.2.1. Write 11.2.2. 11.3. “Troubleshooting with Data” (Video Trainer 2: Advanced) Student will be able to: 11.3.1. Write 11.3.2. 11.4. Data Hub Challenges Student will be able to: 11.4.1. Design 11.4.2. 11.5. Engineering Challenge #3 - ROV Student will be able to: 11.5.1. Design 11.5.2.

Unit 12: Variables and Logic TBD 12. Variables and Logic 12.1. “Variables” (Video Trainer 2: Advanced) Student will be able to:

12.1.1. List 12.1.2. 12.2. “Calculations” (Video Trainer 2: Advanced) Student will be able to: 12.2.1. Write 12.2.2. 12.3. Boolean Logic Student will be able to: 12.3.1. Calculate 12.3.2. 12.4. “Logic Loops” (Video Trainer 2: Advanced) Student will be able to: 12.4.1. Write 12.4.2. 12.5. Advanced Programming Challenges Student will be able to: 12.5.1. Design 12.5.2. 12.6. Engineering Challenge #4 Student will be able to: 12.6.1. Design 12.6.2.