Plumsted Township School District Aligned to Common Core State Standards

Transcription

1 Pacing Guide Content Area: Science Grade Level: 12 Course Title: Robotics Engineering Course Description: This course teaches students to apply engineering principles and practices to construct, program, and operate a mobile robot. Students will acquire the skills needed to construct and control a robot that incorporates a variety of sensors and actuators that allow it to interact with its physical environment. The robot will be able to perform certain autonomous tasks, as well as be controlled remotely. Basic mechanical and electronic assembly techniques will be utilized, and basic programming skills will be taught. A certain level of computational skills will be required to implement the algorithms that control the robot. The curriculum for this course is based in part on the Carnegie Mellon University Robotics Academy VEX Curriculum 2.0. Required equipment for this course includes the VEX Cortex Robotics hardware platform, ROBOTC for VEX Cortex, and Robot Virtual Worlds. This course will be aligned with the Next Generation Science Standards (NGSS). UNIT 1 Intro to Robotics/STEM (Course Expectations, STEM Careers, & Safety) ~1 Week UNIT 4 Intro to VEX System/ Programming the Virtual RECBOT/Robot Virtual Worlds ~4 Weeks UNIT 2 Intro to Engineering Activities ~3 Weeks UNIT 5 Assembling & Testing VEX RECBOT/Remote Joystick Control ~3 Weeks UNIT 3 Mechanics ~3 Weeks UNIT 6 Programming the VEX RECBOT/Sensors & Autonomy ~5 Weeks Date Created: May 2013 (Revised July 2014) Author: Gee Ng Board Approved: August

2 Content Area: Science 12 th Grade Plumsted Township School District Unit 1 Overview Unit Title: Intro to Robotics/STEM (Course Expectations, STEM Careers, & Safety) Unit Summary Students are instructed on what the teacher s expectations are for this course, how their performance will be assessed, and how the various artifacts that they generate, as well as their behavior and attitudes will contribute to their overall grade. Students are introduced to the important role of robotics in the fields of research, exploration, industry, health, safety, and security. They will explore the possible career paths that utilize knowledge of embedded systems and robotics and relate this knowledge to the education needed for these career choices. Students are asked to perform a comparative analysis of two competing solutions to a problem, one conventional, and one utilizing robotics, and compare the costs and benefits of the two solutions. Environmental and operational safety are emphasized, and the concept, Safety is an Attitude, is introduced. Safety will be a regularly repeated theme throughout all units. Students will be taught the proper and safe way to use a variety of handand power tools that they will be using to construct their robot. HS ETS1 Engineering Design Performance Expectations HS ETS1 3. Evaluate a solution to a complex real world problem based on prioritized criteria and trade offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS ETS1 4. Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Driving Questions Why is safety awareness and safe practices important? What is a robot, and how does it differ from a machine? In what contexts/applications are robots useful? What are embedded systems? What types of careers are available involving robots? What knowledge and skills are required to work in the field of robotics? The Learner Will Be Able To: Enduring Understandings Safety is an attitude. Robots are machines capable of performing complex operations by following instructions (programs) created by humans. Robots and other embedded systems are ubiquitous. Course Expectations o Describe the class rules. o Describe how grades are earned in this class. o Describe how the engineering design journal will be used in this class. o Describe the engineering projects that students will work on this year in class. o Describe how student work habits will be evaluated. o Describe the types of workplace competencies that they should strive to perfect. 2

3 Safety o Define what Safety is an Attitude means. o Complete the Robotics Lab Safety Inspection Sheet. o Identify unsafe situations in the lab, rectify them, or bring them to the attention of the teacher. o Demonstrate safe and conscientious habits when working with Robotics and Intelligent Systems. o Pass a Safety Unit Quiz with 100% accuracy. o Use hand tools and power tools safely. Intro to Robotics/STEM o Describe the ubiquitous nature of robotics and embedded systems. o Describe what a robot is. o Describe what an embedded system is and list technologies that use embedded systems. o Discuss the education needed for specific career choices. o List jobs related to robotics, automation, and embedded systems. o Describe various career paths for STEM careers. o Assemble an engineering design journal and explain how the engineering design journal will be evaluated. Summative Assessments: Safety Unit Quiz Engineering Journal Evidence of Learning Equipment needed: Binders for Engineering Journals Teacher Resources: Carnegie Mellon Robotics Academy VEX Curriculum 2.0 The workplace competencies Evaluation The work habits evaluation rubric The writing criteria rubric The Engineering Journal Rubric Formative Assessments Teacher observation Class participation Regular review of Engineering Journal Work Habit Evaluation Work Place Competencies Evaluation Suggested Learning Activities/Specific Assessment 3

4 Students will: Participate in a general lecture on General Lab Safety. Turn in completed teacher assigned worksheets on safety. Participate in the lecture on Electrical Safety. Identify potential hazards in the lab. Participate in the lecture on Power Tools safety. Participate in the lecture on the safe use and handling of power tools, proper use of personal protective equipment: eye protection, ear protection, aprons, etc... Participate in the lecture on Material Safety Data Sheets ( MSDS ) and chemical materials. Observe a soldering demonstration and participate in the lecture on soldering safety. Pass the Safety Unit Quiz with 100% accuracy. Discuss what embedded systems are and identify examples of embedded systems encountered in daily life. Brainstorm in workgroups and list technologies on the board that use embedded systems. Perform a comparative analysis of two competing solutions to a problem, one conventional, and one utilizing robotics, and compare the costs and benefits of the two solutions. Use the writing process to write an essay on one of the following topics: o Embedded systems o Ubiquitous nature of automation o STEM related careers or some other teacher selected topic 4

5 Content Area: Science 12 th Grade Unit Title: Introduction to Engineering Activities Unit 2 Overview Unit Summary: All but the simplest projects require formal and rigorous planning and management processes to ensure completion while meeting requirements, within the constraints of cost, time, and other resources. This unit focuses on project management within the framework of the engineering process. Students are taught the basics of project management, and how to use common project management tools and practices to plan, track, and control the design, implementation, and validation stages of an engineering project. Students are asked to collaborate in workgroups to manage a project from start to finish, using these tools, and generating the appropriate artifacts and documentation as a result. HS ETS1 Engineering Design Performance Expectations Students who demonstrate understanding can: HS ETS1 2. Design a solution to a complex real world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Driving Questions What does the engineering process entail? How are large or complex projects managed? What tools and techniques are used to manage a project? The Learner Will Be Able To: Enduring Understandings Projects must be managed to ensure successful completion. Complex projects are managed by breaking them down into smaller parts. The engineering process involves several distinct stages. Work collaboratively in small groups to manage a project from start to finish. Demonstrate the proper use of common project management tools. Document the engineering process appropriately. Demonstrate a completed project that meets its design requirements. Maintain an Engineering Journal documenting projects undertaken. Evidence of Learning 5

6 Summative Assessment: (Group) Engineering Journal (Group) Demonstration (live or video) of assigned project Equipment needed: Smartboard/Projector + PC Teacher Resources: Carnegie Mellon Robotics Academy VEX Curriculum 2.0 Engineering Journal Rubric Work Habit Evaluation Rubric Workplace Competencies Evaluation Tool Formative Assessments Students will: Regular check of Engineering Journal Teacher observation Class participation Work Habit Evaluation Work Place Competencies Evaluation Suggested Learning Activities/Specific Assessment Form collaborative workgroups responsible for completion of a Rube Goldberg contraption. Brainstorm possible solutions to the problem, and come to a consensus on a solution to be implemented. Assign roles within workgroup and delegate responsibilities. Identify tasks and assign to group members. Maintain logs of group meetings documenting decisions made, action items, and responsibilities assigned. Produce PERT chart to show the sequence of tasks and their dependencies. Produce Gantt chart to show the schedule and allocation of resources. Produce a Parts List/Bill of Materials with costs. Produce sketches of the RG design. Procure materials & parts, assemble Rube Goldberg, and test. Refine the design iteratively until a successful design is achieved. Demonstrate the Rube Goldberg meeting its requirements before the class, either live or via a video recording. Assemble all documentation in an Engineering Journal to be presented for grading. 6

7 Content Area: Science 12 th Grade Unit Title: Mechanics Unit 3 Overview Unit Summary: Most robots are electronically controlled mechanical machines. An understanding of the types and principles of electromechanical actuators is therefore essential to the understanding of how robots function. The basic relationship between force and motion is also necessary to understand the factors that affect the motion of a robot one is trying to control. Factors such as friction, inertia, slip, and backlash, for example, need to be taken account of in order to produce precise and predictable robot behavior. This unit introduces Newton s Laws of Motion and its application to controlling and predicting robot motion/locomotion. The concept of torque and its relationship to linear force is covered, as are the concepts of simple machines and mechanical advantage, especially with regard to levers and gears. Performance Expectations HS PS2 Motion and Stability: Forces and Interactions Students who demonstrate understanding can: HS PS2 1. Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Driving Questions What is motion and what do we use to describe it? How is force related to motion? How does a robot generate the force required to allow it to move? What types of actuators are used in robotics and how do they work? How is the strength of forces multiplied or its direction changed? How do gears work? What factors can adversely affect the accurate control of robot motion, and how can they be dealt with? Enduring Understandings Actuators are electronically controlled devices that convert various forms of energy into force. Actuators are used to allow the robot or parts of the robot to move, push, pull, or rotate. The motion of robots or their parts are primarily controlled by the forces produced by the robots actuators. Newton s Laws of Motion describe the relationship between forces and motion. Factors such as friction and inertia can make it difficult to control a robot s motion precisely, and various techniques can be applied to minimize these effects. 7

8 Learning Objectives Students will be able to: Plumsted Township School District Describe verbally and graphically the concepts of distance, speed, and acceleration. Describe Newton s Laws of Motion. Describe the principles behind the operation of various actuators (solenoids, motors, air cylinders, etc.). Calculate linear travel distance from the motor revolutions, gear ratio, and wheel size. Calculate the generated torque in the robot s arm from the measured arm length and lifting force. Apply Newton s 2 nd Law of Motion to calculate the linear force exerted on a robot from its measured mass and acceleration. Calculate the Mechanical Advantage of a given gear train through their gear ratios. Identify factors that can contribute to the error between the actual and expected motion of a robot, and suggest means of mitigating or eliminating these factors. Describe the role friction plays in the motion of a robot. Evidence of Learning Summative Assessment: The workplace competencies evaluation The work habits evaluation Unit test Assessment Resource Materials Carnegie Mellon Robotics Academy VEX Curriculum 2.0 Engineering Journal Rubric Work Habit Evaluation Rubric Workplace Competencies Evaluation Tool Formative Assessments Teacher observation/classroom discussion Regular review of Engineering Journal Worksheets Labs Homework Work Habit Evaluation Work Place Competencies Evaluation Suggested Learning Activities/Specific Assessment 8

9 Students will: Draw graphs of distance vs. time, speed vs. time, and acceleration vs. time to represent various scenarios of motion. Calculate linear travel distance from the motor revolutions and gear ratio and experimentally verify. Calculate the generated torque in the robot s arm from the measured arm length and lifting force. Calculate the linear force exerted on a robot from its measured mass and acceleration. Brainstorm (in workgroups) factors that can contribute to the error between the actual and expected motion of a robot, and possible means of mitigating or eliminating these factors. Experiment with some actuators commonly used in robotics (solenoids, motors, etc.). 9

10 Content Area: Science 12 th Grade Plumsted Township School District Unit 4 Overview Unit Title: Intro to VEX System/ Programming the Virtual RECBOT/Robot Virtual Worlds Unit Summary: This unit is designed to introduce students to programming, using ROBOTC, an adaptation of the industry standard C programming language. ROBOTC gives the programmer a high degree of control over the VEX Cortex robot, using syntax and structure familiar to C programmers. The programming skills acquired in this unit is directly portable to the IT industry workplace. The student will learn to write and debug programs in the ROBOTC Integrated Development Environment (IDE) and run them on a virtual robot within the Robot Virtual Worlds (RVW) simulator. Programs that have been verified in RWV should, in theory, run in an identically configured real (hardware) robot in the same manner. RVW allows students to develop and hone their programming skills before they have an actual hardware robot platform. Students will be required to write and debug programs to solve a variety of challenges presented in the RVW simulator. These challenges typically require pre defined patterns of movement, to avoid various barriers and obstacles. Students will learn the principles of Binary numbers and Boolean Logic, and how to apply the latter in the various flow control structures in ROBOTC to enable the robot to make decisions or repeat actions. They will also learn how to define and call functions (re useable pieces of code), which they will insert into the code for their subsequent programming assignments. Students will also learn some of the best practices utilized in industrial software production, e.g., proper use of whitespace, logical indenting, line and block commenting, and variable, parameter, and function naming conventions. HS ETS 1 Engineering Design Students who demonstrate understanding can: Performance Expectations HS ETS1 2. Design a solution to a complex real world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS ETS1 4. Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Driving Questions How does a robot know what to do? What is a program? How do we write programs? How do we know if a program is correct? How does ROBOTC and ROBOT VIRTUAL WORLDS allow us to write and test programs for VEX robots? What is Binary (Boolean) Logic, and how can we use it to control robots? How does the Binary number system work, and why do computers and computer controlled robots use it? Enduring Understandings Program follow human generated instructions called programs. Robots must be given very detailed and specific instructions, in order to perform the desired tasks; these instructions are called programs, and are written in special programming languages. ROBOTC is a programming language designed for robot control. 10

11 The Learner Will Be Able To: Plumsted Township School District Programs can be tested in a virtual (computer simulated) robot, as well as in a real (hardware) robot. The architecture of modern computers are naturally suited for use with Binary Numbers and Binary Logic for computational tasks. Intro to VEX System o Describe the structure and capabilities of the VEX RECBOT. o Properly configure Robot Virtual Worlds to use a virtual RECBOT for running programs. o Run some VEX supplied sample code in RVW. Binary Logic/Boolean Algebra o Demonstrate the AND, OR, XOR, and NOT logical operations. o Represent the Boolean logical operations in textually and graphically (with logic gates). o Convert between decimal (base 10) and binary (base 2) numbers. o Add two binary numbers to yield a resulting sum in binary. o Represent Boolean Algebra expressions using logic diagrams as well as textually. o Use the Boolean Logic operations in ROBOTC programs where needed. Programming in the ROBOTC IDE/RVW o Describe what firmware is and distinguish it from software. o Develop flowcharts to describe the structure and sequence of code; explain why flowcharts are important. o Write pseudo code as an intermediate step to writing ROBOTC code; explain why using pseudo code is important. o Describe how Boolean Logic is used to control program flow. o Write, compile, test, and troubleshoot programs using ROBOTC. o Run programs in the ROBOT VIRTUAL WORLDS simulation environment, and monitor variables and sensor values in the Sensor Debug Window of the IDE. o Debug the programs and demonstrate successful execution in RVW. Evidence of Learning Summative Assessment: The workplace competencies evaluation The work habits evaluation ROBOTC source code files Successful demonstration of challenge code in RVW Unit test Equipment needed: Laptops ROBOTC IDE ROBOT VIRTUAL WORLDS Teacher Resources: Carnegie Mellon Robotics Academy VEX Curriculum 2.0 Engineering Journal Rubric Work Habit Evaluation Rubric Workplace Competencies Evaluation Tool 11

12 Formative Assessments Observation Quizzes Worksheets Regular review of Engineering Journal Discussions Homework Students will: Suggested Learning Activities/Specific Assessment Intro to VEX System o Give an overview explanation of the VEX system. o Demonstrate component identification skills and describe the purpose and function of the different components. o Participate in a classroom discussion on systems. Describe the VEX robot in terms of its subsystems (Motor Actuators, Computer/Controller, Sensors, Structural Components). o Homework Find a complex piece of machinery and identify the sub systems that make up the machine. Present the findings to the class. Programming the Virtual Robot/RVW o Create a file system structure for the organization and maintenance of ROBOTC code. o Configure the ROBOTC IDE to auto generate robot specific code for reference platform (e.g., RECBOT). o Write programs to meet various Programming Challenges offered within RVW. o Compile, debug, and demonstrate proper functioning of Programming Challenge code. 12

13 Content Area: Science 12 th Grade Unit 5 Overview Unit Title: Assembling & Testing VEX RECBOT/Remote Joystick Control Unit Summary: Having gained knowledge in the operation and capabilities of the robot, and a certain level of programming skill, the student is now ready to construct, program, and operate a real (hardware) robot. He will assemble a RECBOT and use it to test the previously written code that was exercised in RVW. Any differences observed will serve to highlight real world factors that affect the robot, that were not present in RVW. The student will proceed to configure the Remote Joystick Controller to communicate with the RECBOT for the purposes of updating firmware, downloading code, and returning sensor data from the RECBOT. The principles of radio communication as well as several information encoding technologies will be covered to give the student an understanding of how electromagnetic waves are used to transfer information in various applications. The advantages of digital data encoding schemes will be discussed. The student will then write ROBOTC code that utilizes the joysticks and buttons of the Remote Joystick Controller to allow real time remote control of the RECBOT. Performance Expectations HS PS4 Waves and Electromagnetic Radiation Students who demonstrate understanding can: HS PS4 1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. HS PS4 2. Evaluate questions about the advantages of using a digital transmission and storage of information. HS PS4 5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. HS ETS 1 Engineering Design Students who demonstrate understanding can: HS ETS1 2. Design a solution to a complex real world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Driving Questions How is a robot constructed? What are the different parts/components of a robot? How do we get our programs into the robot? How is information transferred between the robot and the Remote Joystick Controller? How are electromagnetic waves used to transfer information? What sort of information is generated by the controls on the Remote Joystick Controller, and how do we use it to control the robot? Enduring Understandings A robot is a system consisting of several parts (subsystems). Radio waves are often used to transfer information. There are many advantages to transferring and storing data in digital form vs. analog form. 13

14 The Learner Will Be Able To: Intro to VEX System o Identify the basic components of the VEX kit and generally describe their role in the overall robotics system (Remote Control, Motor Actuators, VEX Controller, Sensors, Structural Components, etc.). o Unpack the Vex kit and inventory the parts. o Construct a RECBOT, using the supplied assembly instructions. o Use appropriate hand and power tools properly and safely in the construction of the robot. o Identify the importance of tightening the nuts and bolts on the robot, so it will not fall apart when it is running. o Explain how slop in the robot s structure can affect its functionality and reliability. o Run sample programs to test RECBOT to ensure that it operates correctly. Configure the RECBOT to work with the Remote Joystick Controller o Establish a wired communications link between ROBOTC IDE and the Remote Joystick Controller. o Establish a wireless communications link between the RECBOT and the Remote Joystick Controller. o Update the VEX Cortex controller firmware. o Successfully download ROBOTC code to the RECBOT. o Successfully run downloaded ROBOTC code on the RECBOT. Exercise real time control of the RECBOT with the Remote Joystick Controller o Write, compile, debug, and demonstrate ROBOTC code that allows the operator to control the motion of the RECBOT and its arm, using the Remote Joystick Controller. o Change the way that the Remote Joystick Controller controls the RECBOT by modifying the ROBOTC code, and explain the changes and their effects. Evidence of Learning Summative Assessment: Fully assembled and functioning RECBOT Demonstration of RVW code on RECBOT Demonstration of remote control code ROBOTC source code files Equipment needed: Laptops ROBOTC IDE RECBOT kit Remote Joystick Controller Teacher Resources: Carnegie Mellon Robotics Academy VEX Curriculum 2.0 Engineering Journal Rubric Work Habit Evaluation Rubric Workplace Competencies Evaluation Tool Formative Assessments Inspection of assembled RECBOT Regular review of Engineering Journal Discussions Observation (RECBOT assembly process, etc.) 14

15 Work Habit Evaluation Work Place Competencies Evaluation The student will: Suggested Learning Activities/Specific Assessment Intro to VEX System o Unpack the VEX kit and place the parts in the proper storage containers. o Inventory the parts and materials (robots, components, controllers, tools, etc.) that are assigned to his/her workgroup. o Participate in a classroom discussion on systems. Describe the VEX robot in terms of its subsystems (Remote Control, Motor Actuators, Computer, Sensors, and Structural Components.). o Build and test the hardware by building RECBOT. o Test and run sample and RVW code on the newly constructed robot. Configure the RECBOT to work with the Remote Joystick Controller o View the instructional videos in the CMU Robotics Academy Curriculum and follow the instructions to successfully configure the RECBOT/ROBOTC/Remote Joystick Controller system. o Download sample and RVW ROBOTC code to the RECBOT and test. Write ROBOTC code to control RECBOT in real time, using the Remote Joystick Controller o Write, compile, debug, and demonstrate ROBOTC code that allows the operator to control the motion of the RECBOT and its arm, using the Remote Joystick Controller s joysticks and buttons. o Fine tune the ROBOTC code to improve control of the RECBOT. Give rationale and explanation for modifications. 15

16 Content Area: Science 12 th Grade Plumsted Township School District Unit 6 Overview Unit Title: Programming the VEX RECBOT/Sensors & Autonomy Unit Summary: The utility of robots increases dramatically when they have the ability to act autonomously. In order to do so, a robot must have the ability to acquire information about its environment, process this information as needed, and make decisions based on it. In this unit, the student is introduced to several types of sensors available for use in the VEX robotics platform. He will learn the distinction between digital and analog sensors, and the way they are used. The concept of the feedback control loop is introduced in the context of autonomous operation. The student will be tasked with writing ROBOTC programs for several challenges that require the use of various sensors to provide feedback to enable the robot to perform certain defined tasks. The concept of transducers is introduced, and several types of transducers (in particular, Electromagnetic Transducers) and their principles of operation are explored. Special attention is given to the relationship between electric current and magnetic fields, since it is widely applicable to both sensors and actuators. The student will also learn to program the LCD Display as a means of communicating to the human operator. HS PS2 Motion and Stability: Forces and Interactions Students who demonstrate understanding can: Performance Expectations HS PS2 5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. HS PS3 Energy Students who demonstrate understanding can: HS PS3 3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. HS PS3 5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Driving Questions How does a robot have knowledge about its environment? How does a robot know its own relationship to its environment (location, motion, orientation, etc.)? How can a robot act on its own to accomplish a task? Enduring Understandings Robots need to have an awareness of their surroundings in order to act independently. In order to have an awareness of its surroundings, it must gather information about it via sensors. 16

17 The Learner Will Be Able To: Plumsted Township School District There are many types of sensors; each type measures different properties of the environment. Feedback control is the process of using sensor information to control behavior. Write, test, and troubleshoot programs using ROBOTC that: o Reads data values from various sensors on the RECBOT. o Use sensor data to make decisions that affect what code gets executed. o Enable the RECBOT to perform defined tasks autonomously, without human intervention. o Communicate information to the operator using the LCD Display. Explain possible sources of error, how they influence the ability of the robot to perform its tasks, and how their effects may be mitigated. Explain the difference between random errors and systematic errors. Explain the difference between accuracy and precision. Identify possible sources & causes of each type of error using examples in the context of the robot that was constructed. Describe techniques used to minimize each type of error. Give examples of various types of sensors used in research and industry and describe their function and applications. Evidence of Learning Summative Assessment: Unit test ROBOTC source code Demonstration of challenge code Equipment needed: Laptops ROBOTC IDE RECBOT VEX Sensors: o Touch Sensor/Bump Sensor o Ultrasonic Sensor o Gyro Sensor o Line Follower Sensor o LCD Display Lab materials for Transducers Labs Teacher Resources: Carnegie Mellon Robotics Academy VEX Curriculum 2.0 Engineering Journal Rubric Work Habit Evaluation Rubric Workplace Competencies Evaluation Tool Formative Assessments Labs 17

18 Observations Homework The student will: Work Habit Evaluation Work Place Competencies Evaluation Plumsted Township School District Suggested Learning Activities/Specific Assessment Perform lab experiments that demonstrate the operation of transducers/sensors (e.g., Electromagnetism/EM Induction Labs). Write, compile, debug, and test a variety of programs that meet the requirements of various challenges that demonstrate successful autonomous operation of the RECBOT, using different sensors (e.g., Touch, Ultrasonic, Line follower, Gyroscope, etc.) The Carnegie Mellon Robotics Academy VEX Curriculum 2.0 contains many applicable coding challenge assignments. Program the LCD display to provide robot /sensor status information to the operator. Research a type of sensor/transducer and present findings to the class. 18