IT/Engineering: Robotics

Abstract

This chapter provides information about IT/Engineering component of the Fostering Interest in Information Technology (FI³T) project, in which the focus was on robotics. The chapter presents a description of the activities conducted by the IT/Engineering group and provides information for teachers and students who are interested in robotics. The chapter presents information about engineering fields in general and colleges and careers in robotics. The project activities included capacity building workshops to prepare participating students for the project design activities. The chapter provides descriptions of these workshops, team formation for project design activities along with field trips to partnering local industries. Curriculum standards were discussed in relation to the project activities. The chapter next provides description of the projects developed by students. The chapter concludes with listing online resources for students and teachers related to engineering and robotics.

Appendix

5.1.1 Appendix A—Michigan’s High School Career and Technical Education (CTE) Standards for Science

Content Standards

The “Michigan Content Standards and Benchmarks” describe three broad categories of activities that are common in scientifically literate individuals: using scientific knowledge; constructing new scientific knowledge; and reflecting on scientific knowledge. The content strands are directly related to these types of activities.

Strand I. Constructing New Scientific Knowledge

Scientifically literate students are learners as well as users of knowledge. With scientific literacy comes the ability to ask questions about the world that can be answered by using scientific knowledge and techniques. Scientifically literate students can also develop solutions to problems that they encounter or questions they ask. In developing solutions, scientifically literate students may use their own knowledge and reasoning abilities, seek out additional knowledge from other sources, and engage in empirical investigations of the real world. They can learn by interpreting text, graphs, tables, pictures, or other representations of scientific knowledge. Finally, scientifically literate students can remember key points and use sources of information to reconstruct previously learned knowledge, rather than try to remember every detail of what they study.

Standard I.1 Constructing New Scientific Knowledge

All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. There is one standard under Constructing New Scientific Knowledge. This standard incorporates the ways that scientists and individuals investigate and learn about the world.

Strand II. Reflecting on Scientific Knowledge

Scientifically literate students can also “step back” and analyze or reflect on their own knowledge. One important type of analysis is the justification of personal knowledge or beliefs using either theoretically or empirically based arguments. Scientifically literate students can also show an appreciation for scientific knowledge and the patterns that it reveals in the world; this often involves seeing connections among different areas of knowledge. They may be able to take a historical and cultural perspective on concepts and theories or to discuss institutional relationships among science, technology, and society. Finally, scientifically literate students can describe the limitations of their own knowledge and scientific knowledge in general.

Standard II.1 Reflecting on Scientific Knowledge

All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. There is one standard under Reflecting on Scientific Knowledge. This standard incorporates the nature of the scientific enterprise, its strengths, limitations, and connections to other ways of knowing.

Strand III. Using Scientific Knowledge in Life Science

Scientifically literate students and adults can use their knowledge to understand the world around them and to guide their actions. Important types of activities that use scientific knowledge include description and explanation of real-world objects, systems, or events; prediction of future events or observations; and the design of systems or courses of action that enable people to adapt to and modify the world around them. In the life sciences, real-world contexts in which scientifically literate people use knowledge are often described in terms of systems and subsystems, such as cells, organisms, and ecosystems. There are five standards under Using Scientific Knowledge.

Standard III.1 Cells

All students will apply an understanding of cells to the functioning of multi-cellular organisms; and explain how cells grow, develop and reproduce. Cells are the basic living unit of which all organisms are composed.

Standard III.2 The Organization of Living Things

All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. Organization of living things occurs both across species (as in taxonomic organizations) and within organisms (their structures and processes).

Standard III.3 Heredity

All students will investigate and explain how characteristics of living things are passed on through generations; explain why organisms within a species are different from one another; and explain how new traits can be established by changing or manipulating genes. Heredity is the means by which traits are transmitted from one generation to the next.

Standard III.4 Evolution

All students will explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species; compare ways that living organisms are adapted (suited) to survive and reproduce in their environments; and analyze how species change through time. Evolution explains the diversity of living things and the changes seen in them over time.

Standard III.5 Ecosystems

All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. It is within ecosystems that communities of living things interact.

Strand IV. Using Scientific Knowledge in Physical Science

In the physical sciences, the specification of real-world contexts often focuses on phenomena, such as motion, electromagnetic interactions, or physical, chemical, and nuclear changes in matter.

Standard IV.1 Matter and Energy

All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter. Matter and energy are the fundamental entities of the physical universe.

Standard IV.2 Changes in Matter

All students will investigate, describe and analyze ways in which matter changes; describe how living things and human technology change matter and transform energy; explain how visible changes in matter are related to atoms and molecules; and how changes in matter are related to changes in energy. Physical, chemical, and nuclear interactions of matter and energy bring about all of the changes we observe in the physical world.

Standard IV.3 Motion of Objects

All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. Motion of objects is accounted for by gravitational, electromagnetic, and nuclear forces.

Standard IV.4 Waves and Vibrations

All students will describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; and explain how waves and vibrations transfer energy. Sound, light, and electromagnetic waves are the means by which energy and information are propagated.

Strand V. Using Scientific Knowledge in Earth Science

In the earth sciences, real-world contexts are often described in terms of systems and subsystems, such as atmospheric systems, crustal systems, solar systems, or galaxies, which are useful in explaining phenomena, including volcanic eruptions, earthquakes, thunderstorms, and eclipses. Four standards are under the broad heading of Using Scientific Knowledge in Earth Science.

Standard V.1 The Geosphere

All students will describe the earth’s surface; describe and explain how the earth’s features change over time; and analyze effects of technology on the earth’s surface and resources. The geosphere includes earth’s surface and geological processes.

Standard V.2 The Hydrosphere

All students will demonstrate where water is found on earth; describe the characteristics of water and how water moves; and analyze the interaction of human activities with the hydrosphere. The hydrosphere includes all forms of water. Of particular interest in Michigan is the water environment in the Great Lakes region.

Standard V.3 The Atmosphere and Weather

All students will investigate and describe what makes up weather and how it changes from day to day, from season to season, and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. Weather is composed of patterns of moisture, temperature, and pressure which move through the atmosphere.

Standard V.4 The Solar System, Galaxy and Universe

All students will compare and contrast our planet and sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe. We learn about neighboring and remote celestial bodies through our observations and exploration of space.

5.1.2 Appendix B—Engineering Standards

The demand for knowledgeable technology students has increased tremendously in the past decade. Educational curriculum has been revised on the national, state, and local levels to prepare students for the ever changing workforce in today’s society. The standards used in this section were taken from Michigan’s High School Career and Technical Education (CTE) Standards and Expectations which include the High School Content Expectations. The standards give uniformity throughout programs, supply consistent expectations for teaching and learning, and provide a foundation from which to select assessment options over the next few years.

Content Standards

• 1. Prepare Science, Technology, Engineering, and Mathematics (STEM) material in oral, written, or visual formats that provide information to an intended audience to fulfill specific communication need of an audience (SCC02.01).

• 2. Effectively develop and apply the skills inherent in systems engineering where requirements, configuration, integration, project management, quality assurance, and process applications are necessary (SCC03.01).

• 3. Apply the skills and abilities in requirements analysis and configuration control while working plans, processes, and projects as assigned (SCC03.01.01).

• 4. Apply the skills in quality assurance as well as those in process management and development for appropriate applications of systems integration techniques to an assigned project (SCC03.01.03).

• 5. Effectively use information technology to gather, store, and communicate data in appropriate formats (SCC04.01).

• 6. Use modeling, simulation or visual reproduction to effectively analyze create, and/or communicate to others regarding plans, projects, problems, issues, or processes (SCC04.0202).

• 7. Apply a currently applicable computer programming language to a process, project, plan, or issue as assigned (SCC04.02.03).

• 8. Develop the skills and abilities to research career pathways in STEM, particularly robotics (SCC09.01).

• 9. Engage experiences in STEM where an individual can identify personal interests and expectations for career and personal development (SCC09.01.01).

• 10. Use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate with others on a class assignment or project (9-12.CC.2).

• 11. Plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive web sites, videoconferencing) (9-12CC.4).

• 12. Describe the potential risks and dangers associated with online communications (9-12.CC.5).

• 13. Use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence) (9-12.CC.6).

• 14. Use digital resources (e.g., educational software, simulations, models) to collect, analyze, and present information for curriculum assignments or for problem solving and independent learning (9-12.CT.1).

• 15. Devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results (9-12.CT.3).

• 16. Explore career opportunities, especially those related to science, technology, engineering, and mathematics and identify their related technology skill requirements (9-12.TC.3).

• 17. Describe uses of various existing or emerging technology resources (e.g., podcasting, webcasting, videoconferencing, online file sharing, and global positioning (9-12.TC.4).

• 18. Develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys) (9-12.RI.1).

• 19. Evaluate resources for stereotyping, prejudice, and misrepresentation (9-12.RI.6).

5.1.3 Appendix C—List of Professional Organizations for Engineering Disciplines

• 1. American Institute of Aeronautics and Astronautics (AIAA) (www.aiaa.org)

• 2. Architectural Engineering Institute (AEI) (www.aeinstitute.org)

• 3. Biomedical Engineering Society (BES) (www.bmes.org)

• 4. American Institute of Chemical Engineers (AIChE) (www.aiche.org)

• 5. American Society of Civil Engineers (ASCE) (www.asce.org)

• 6. Institute of Electrical and Electronics Engineers (IEEE) Computer Society (www.computer.org)

• 7. Association for Computing Machinery (ACM) (www.acm.org)

• 8. American Society for Engineering Management (ASEM) (www.asem.org)

• 9. American Society of Mechanical Engineers (ASME) (www.asme.org)

• 10. American Academy of Environmental Engineers (AAEE) (www.aaee.net)

• 11. Society for Mining, Metallurgy, and Exploration (SME) (www.smenet.org)

• 12. Institute of Industrial Engineers (IIE) (www.iienet.org)

• 13. Society of Manufacturing Engineers (SME) (www.sme.org)

• 14. Minerals, Metals, and Materials Society (TMS) (www.tms.org)

• 15. Society for Mining, Metallurgy, and Exploration (www.smenet.org)

• 16. Society of Naval Architects and Marine Engineers (SNAME) (www.sname.org)

• 17. American Nuclear Society (ANS) (www.ans.org)

• 18. Ocean, Offshore and Arctic Engineering (OOAE) Division of the American Society of Mechanical Engineers (www.ooae.org)

• 19. Society of Petroleum Engineers (SPE) (www.spe.org)

5.1.4 Appendix D—Robotics Career and Colleges

This appendix contains examples of websites that provide information about robotics careers and robotics degrees.

• http://careers.stateuniversity.com/pages/416/Robotics-Engineer.html

• http://www.simplyhired.com/a/jobs/list/q-robotics+engineer

• http://www.indeed.com/q-Robotics-Engineer-jobs.html

• http://education-portal.com/robotics_engineering_school.html

• http://www.mymajors.com/careers-and-jobs/Robotics-Engineers

• http://degreedirectory.org/articles/Robotics_Engineer_Career_Definition_Job_Outlook_and_Training_Requirements.html

• http://www.genome.gov/genomiccareers/career.cfm?id=45

• http://www.youtube.com/watch?v=gIrd1_4KIPU

• http://admissions.ucsc.edu/academics/majors/robotics-engineering.html

• http://majors.uat.edu/Robotics/?gclid=CNDvq_OP268CFQhN4AoduR9iCA

• http://www.princetonreview.com/Careers.aspx?cid=139

• http://www.robots.org/GettingStarted.htm

• http://www.diversitycareers.com/articles/pro/12-febmar/chg_tech_robotics.htm