Robotics 1
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Course Introduction

 

Core Standards of the Course

Strand 1
Students will follow safety practices.

Standard 1
Identify potential safety hazards and follow general laboratory safety practices.

1. Assess workplace conditions regarding safety and health.
   
2. Identify potential safety issues and align with relevant safety standards to ensure a safe workplace/jobsite.
   
3. Locate and understand the use of shop safety equipment.
   
4. Select appropriate personal protective equipment.
   

Standard 2
Use safe work practices.

1. Use personal protective equipment according to manufacturer rules and regulations.
   
2. Follow correct procedures when using any hand or power tools.
   
3. Ref: https://schools.utah.gov/cte/engineering/resources
   

Standard 3
Complete a basic safety test without errors (100%) before using any tools or shop equipment.

Strand 2
Students will identify the development and application of robotics and automated systems and their impact on society.

Standard 1
Define and identify historical impacts of robotic and automated systems and their benefits.

1. List key events that lead to the invention of the modern robot.
   
2. Describe the difference between industrial robots and other robots.
   

Standard 2
Discuss positive and negative impacts of robotics on the workforce.

1. Explain where and why we use robots in the modern world using the "4 Ds of Robotics".
   
   • 1. Dull
   • 2. Dirty
   • 3. Difficult
   • 4. Dangerous

Standard 3
Explain how automation and robotic systems have improved the quality of life, increased production, precision, and safety in a variety of applications.

Strand 3
Students will classify and identify the basic components of a robot.

Standard 1
Identify the major components of a robot.

1. Control system
   
2. Base
   
   • Stationary
   • Mobile
3. Power Source
   
   • Electric
   • Hydraulic
   • Pneumatic
4. Drive
   
   • Direct
   • Belt, Chain, or Shaft
   • Reduction
5. Manipulator
   
   • Degrees of Freedom (DOF)
   • Axis Numbering
   • End-of-Arm Tool (EOAT)
6. Work envelope
   
   • Cartesian
   • Cylindrical
   • Spherical
   • Selective Compliance Articulated Robot Arm (SCARA)
   • Delta

Standard 2
Discuss the variety of functions performed by an industrial robot based on the End-of-Arm Tooling.

1. Gripper
   
2. Welder
   
3. Sprayer
   
4. Drilling/Milling
   
5. Inspection
   

Standard 3
Review safety concerns and practices to be employed when working with robots.

1. Demonstrate knowledge of internal robot safety devices and functions by defining and interacting with work envelopes.
   
2. Describe three conditions that stop an automated device.
   
   • Program Completion
   • Alarm Condition
   • Mechanical Failure
3. Demonstrate knowledge of external safety devices.
   
   • Guards and safety fencing
   • Switches and sensors
4. Demonstrate knowledge of internal robot safety devices and functions by identifying, activating and deactivating emergency stops and deadman switches.
   
5. Demonstrate knowledge of lock out tag out procedures by properly disabling an industrial system.
   
6. Identify industrial robot teach pendant features, functions, and common keys.
   
7. Describe the function and purpose of the Occupational Safety & Health Administration (OSHA).
   

Strand 4
Students will understand the fundamentals of electricity as applied to robotics.

Standard 1
Calculate voltage, amperage, and resistance using Ohms Law.

Standard 2
Use a multi-meter to measure voltage, amperage, and resistance.

Standard 3
Define and identify series and parallel circuits.

Standard 4
Contrast energy sources including their ability to change to other forms of energy.

1. Describe the differences between electric, hydraulic, and pneumatic power and their respect advantages/disadvantages.
   
2. Identify and contrast AC & DC electricity.
   
3. Describe energy ratings such as amp/hour and kilowatt/hour.
   
4. Discuss safety concerns and procedures that must be followed when working with electricity.
   

Standard 5
Use batteries, solar cells or generators to provide energy for the operation of small motors and other mechanical devices.

1. Describe batteries, their uses, and hazards.
   
2. Properly connect and disconnect batteries and power supplies.
   
3. Calculate and measure performance increases/decreases with series and parallel connections.
   

Strand 5
Students will create and interpret fundamental programming of robots and automated systems.

Standard 1
Demonstrate the ability to use professional programming style.

1. Understand specifications and requirements needed to accomplish a task.
   
2. Decompose the problem into appropriate components.
   
3. Design solutions using algorithms and other problem-solving techniques.
   
4. Create a flow chart that utilizes input (controller) and output commands.
   
5. Write the code for a program.
   
6. Test programs for errors and proper functionality.
   
7. Provide internal and external documentation for a program during development.
   
8. Redo all steps as needed.
   

Standard 2
Identify the syntactical components of a program.

1. Identify keywords, identifiers, operators, operands, and literals.
   
2. Identify the entry-point of a program.
   
3. Identify program components such as functions, methods, or procedures.
   

Standard 3
Demonstrate the ability to use basic elements of a specific language.

1. Write programs formatted based on the conventions of the utilized language.
   
2. Declare, initialize, and assign values to constants and variables.
   
3. Demonstrate the ability to use input and output commands.
   

Performance Skills

Standard 1
Create and utilize an engineering notebook per established conventions. https://schools.utah.gov/cte/engineering/resources

Standard 2
Demonstrate practice of the Technology & Engineering Professional Workplace Skills. https://schools.utah.gov/cte/engineering/resources

Standard 3
Participate in a significant activity that provides each student with an opportunity to render service to others, employ leadership skills, or demonstrate skills they have learned through this course, preferably through participation in a Career & Technical Student Organization (CTSO) such as the Technology Student Association (TSA).

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Kristina  Yamada and see the CTE/Computer Science & Information Technology website. For general questions about Utah's Core Standards contact the Director - THALEA  LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.