Lesson Plan Course Title: Robotics and Automation Session Title: Introduction to Robotics Part 4: Sensors Performance Objective: At the end of the lesson, students will be able to recall the theory and application of sensor technology by passing the Sensor Quiz with a minimum 70 percent score. Specific Objectives:  Recognize the concepts of transducers and sensors.  Describe the output properties of a variety of sensors.  Describe sensors according to the physical properties they measure.  Classify or group sensors into a variety of categories.  Recall the relationships between sensing, computing, and programming.  Apply sensors in robotic and computer applications. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Robotics and Automation:  130.370(c)(5)(B)(C) (B) troubleshoot and maintain systems and subsystems to ensure safe and proper function and precision operation; (C) demonstrate knowledge of process control factors;  130.370(c)(6)(C)(D) (C) demonstrate knowledge of feedback control loops to provide information; and (D) demonstrate knowledge of different types of sensors used in robotic or automated systems and their operations;  130.370(c)(10)(D) (D) understand use of sensors in a robotic or automated system; Interdisciplinary Correlations: Copyright © Texas Education Agency, 2013. All rights reserved.
1
Chemistry:  112.35(c)(11)(A)(B) (A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies; (B) understand the law of conservation of energy and the processes of heat transfer; Occupational Correlation: (reference: O*Net – www.onetonline.org) Remote Sensing Technicians 19‐4099.03 Similar Job Titles: Apply remote sensing technologies to assist scientists in areas such as natural resources, urban planning, or homeland security. May prepare flight plans or sensor configurations for flight trips. Tasks:  Collect geospatial data, using technologies such as aerial photography, light and radio wave detection systems, digital satellites, or thermal energy systems.  Manipulate raw data to enhance interpretation, either on the ground or during remote sensing flights.  Adjust remotely sensed images for optimum presentation by using software to select image displays, defining image set categories, or choosing processing routines.  Calibrate data collection equipment.  Consult with remote sensing scientists, surveyors, cartographers, or engineers to determine project needs.  Correct raw data for errors due to factors such as skew or atmospheric variation.  Develop or maintain geospatial information databases.  Evaluate remote sensing project requirements to determine the types of equipment or computer software necessary to meet project requirements such as specific image types or output resolutions.  Integrate remotely sensed data with other geospatial data.  Merge scanned images or build photo mosaics of large areas using image processing software. Soft Skills: Realistic; Investigative; Conventional Teacher Preparation: Review lesson plan and Introduction to Robotics Part 4: Sensors slide presentation, and duplicate Sensor Quiz. Teacher should search the internet for information on digital fabrication labs, sensors, and systems to share with students. References: 1. Search internet for information on digital fabrication labs, sensors, and systems. 2. http://tltl.stanford.edu/about Copyright © Texas Education Agency, 2013. All rights reserved.
2
Instructional Aids: 1. Introduction to Robotics Part 4: Sensors slide presentation 2. Sensor Quiz key 3. Internet Materials Needed: 1. Sensor Quiz for each student 2. Pen or pencil Equipment Needed: 1. Computer with internet access 2. Projector and screen Learner Preparation: Introduction to Robotics Parts 1‐3 lessons Introduction Introduction (LSI Quadrant I): SAY: When we talk about how “smart” or “intelligent” or “powerful” a computer or electronic device is, we are really talking about what it does when we want it to do something. SAY: When we want it to do something, we provide it with something called an “input” which is something we do or that happens in the external environment. ASK: Humans are considered to be smart, but what could we do if we had no senses at all? (Wait for answers or discussion.) SHOW: slides 2‐6 in the presentation SAY: So an electronic device gets an input through its senses, which are called sensors. ASK: We know about input devices for a computer. What are some examples? SHOW: a computer keyboard SAY: This keyboard is one of the most common input devices for a computer. ASK: Is this keyboard considered a sensor? (Wait for answers.) SAY: Well, not the entire keyboard; each individual key is a button, and each button is a switch, and each switch is a form of sensor. SAY and SHOW: It senses when you push the button, like this. SAY: This is just one example; there are a lot of others. Any intelligent device has to have a bunch of sensors. The more sensors it has, the more things it can be told to do, and the more intelligent it seems. We are going to learn about sensors, what they are, and how they work (Go to slide 7). Outline Copyright © Texas Education Agency, 2013. All rights reserved.
3
Outline (LSI Quadrant II): Instructors can use the slide presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor Begin Introduction to I. Introduction to sensors: Robotics Part 4: Sensors A. Stop on slide 2 and ask students if they can share what sensors they know about and how slide presentation. Slides 1‐6 they think they work. B. After going through slides 2‐6, students should Build student interest by have a better idea and they should be able to having a lot of discussion come up with better answers to what sensors about sensors. What do students know? are, what sensors they know about, and how sensors work. C. Temperature sensors are very common in the home, and are used in air conditioning thermostats, ovens, refrigerators, and other places. Another example of D. Other sensors include smoke detectors, sensor technology is the moisture detectors (in the dryer), light in touch mechanism on a motion detectors, magnetic contact in alarm systems, current in GFCI outlets and breakers. cell phone. Ask students 1. How about the touch mechanism on a how they think the touch function works. See cell phone? slide 6 presentation 2. How do you think the touch function notes for explanation of works? how it works. Slides 7‐11 II. Sensor definitions and characteristics: A. A sensor is always a transducer, converting the Continue to build measured value into (usually) an electrical student interest by quantity. focusing on the human B. Characteristics of a sensor are important. senses. Ask students C. A linear relationship between measured value what the senses are and and output is ideal. how they work. D. Ask students what happens if a sensor does not have ideal characteristics. E. Students know about their own senses, but not necessarily how they work; a recommended topic for research is to have students pick a sense and research it. F. Relate the millions of individual sensors humans have to the sensors used in technology. Copyright © Texas Education Agency, 2013. All rights reserved.
4
III. How sensors work: A. Electricity is easy to measure because it produces forces. B. Older sensors work from mechanical properties like a mercury thermometer. C. A galvanometer produces an indication that can be read, and the meter does not even have to be local. D. Computers work based on numbers, but voltage can be easily converted to a number. This means there are often two (or more) conversion steps for a sensor to be useful in our digital world. E. Talk about GPS and how complicated things that look simple in our world actually are. F. Someone had to measure where things like roads and buildings are to compare them to position data from a GPS; using a computer is the only way to do this. IV. The link between sensors and computers: A. Slides 21‐22 bridge between one topic and the next, and can be used either with the previous slides or with the next group of slides, depending on time. B. A computer is used to make a decision based on sensor data. C. How does this work? D. A human has to write a program that tells the computer what to do as a result of the data. V. Categories of sensors: A. A sensor can be categorized by any of a number of its characteristics. B. There are temperature sensors, pressure sensors, contact sensors, light sensors, chemical sensors, and many other types. C. Some sensors work based on physical properties (bi‐metallic strip, mercury thermometer), electrical properties (RTDs, thermocouples, magnetic contact, capacitance change), touch or proximity (switch), and sensors that use light absorption or emission, etc. D. Types of output include voltage change, Slides 12‐20 Slides 21‐22 Slides 23‐28 Copyright © Texas Education Agency, 2013. All rights reserved.
5
resistance (conductivity) change, light level, physical movement, analog versus digital, sound, or force. Linear versus non‐linear could be how they work or type of output. E. The same sensor could be placed in different categories based on what characteristic is important or the method of categorization. F. Because we are interested in using sensors in robotics, we categorize sensors based on the programming needed to make them useful. G. Types of programming include binary (2 state, on/off), analog (signal has a range of values), or digital (many possible values in a digital word format). Slides 29‐34 VI. Using a switch as a sensor: A. It produces only one of two outputs (on or off, 1 or 0). B. It is the easiest to program. C. Two states mean only two program options. VII. Using a switch in a computer program: A. Switch position data must be read. B. There is a computer command to read data. C. This command is detailed in its entirety. D. This is one of potentially many commands in a computer program, but it is a good place to start because it is considered a simple command. Slides 35‐49 VIII. Sensor Quiz: A. Give students the sensor quiz. B. A minimum score of 70% is required. Distribute the Sensor Quiz to students. Copyright © Texas Education Agency, 2013. All rights reserved.
6
Verbal Linguistic Logical Mathematical Visual Spatial Musical
Rhythmic Bodily
Kinesthetic Intra‐
personal Inter‐
personal Naturalist Existentialist
Application Guided Practice (LSI Quadrant III): The teacher will ask questions, listen to answers, and receive student feedback during the presentation. Independent Practice (LSI Quadrant III): Students will research sensors on the internet, and may use the quiz as a take‐home study handout. Summary Review (LSI Quadrants I and IV): Question: What is a transducer? Answer: A device that converts one form of energy to another form of energy. Question: What is the most useful type of output from a sensor? Answer: An electrical output. Evaluation Informal Assessment (LSI Quadrant III): Student feedback, question and answer Formal Assessment (LSI Quadrant III, IV): Sensor quiz Extension Extension/Enrichment (LSI Quadrant IV): Computer/internet research into the details of specific types of sensors, or into the human senses. Copyright © Texas Education Agency, 2013. All rights reserved.
7
Introduction to Robotics Sensor Quiz 1. 2. 3. 4. 5. 6. Which of the following sensor output types is most useful? A Mathematical B Linear C Non‐linear D Geometric Where are human senses analyzed? A in the spinal column B in the eye C throughout the body D in the brain Which of the following is the most useful type of output from a sensor? A electrical B physical C radiation D pressure What type of input does a galvanometer need to indicate a measurement? A pressure B resistance C voltage D force What part physically moves on a galvanometer? A needle B scale C magnet D dial An RTD produces what type of output change? A temperature B voltage C resistance D force Copyright © Texas Education Agency, 2013. All rights reserved.
8
7. 8. 9. 10. 11. 12. 13. A thermocouple produces what type of output change? A temperature B voltage C resistance D force How many satellites are necessary for GPS? A one B two C three D four What does a GPS actually measure? A position B time C voltage D force Which of the following is the link between a computer and a sensor? A software program B voltage C resistance D a switch Which of the following uses a chemical process for detection? A bi‐metallic strip B smoke detector C photoresistor D galvanometer Which of the following uses an electrical process for detection? A bi‐metallic strip B smoke detector C photoresistor D galvanometer Linear or non‐linear is a type of: A output B input C position D GPS Copyright © Texas Education Agency, 2013. All rights reserved.
9
14. 15. 16. 17. 18. 19. 20. Which of the following is one of the simplest types of sensors? A GPS B temperature C vision D switch Which of the following assigns a memory location to sensor data? A = B int switchdata C GetDigitalInput D input (seven) Which of the following is a characteristic of a good sensor? A is non‐linear B can influence the measurement C is sensitive to only one physical property D is sensitive to more than one physical property What is the definition of a transducer? Describe what a sensor does. List several different ways to categorize sensors. List several things a sensor can be used to measure. Copyright © Texas Education Agency, 2013. All rights reserved.
10
Introduction to Robotics Sensor Quiz Key 1. 2. 3. 4. 5. 6. Which of the following sensor output types is most useful? A Mathematical B Linear C Non‐linear D Geometric Where are human senses analyzed? A in the spinal column B in the eye C throughout the body D in the brain Which of the following is the most useful type of output from a sensor? A electrical B physical C radiation D pressure What type of input does a galvanometer need to indicate a measurement? A pressure B resistance C voltage D force What part physically moves on a galvanometer? A needle B scale C magnet D dial An RTD produces what type of output change? A temperature B voltage C resistance D force Copyright © Texas Education Agency, 2013. All rights reserved.
11
7. 8. 9. 10. 11. 12. 13. A thermocouple produces what type of output change? A temperature B voltage C resistance D force How many satellites are necessary for GPS? A one B two C three D four What does a GPS actually measure? A position B time C voltage D force Which of the following is the link between a computer and a sensor? A software program B voltage C resistance D a switch Which of the following uses a chemical process for detection? A bi‐metallic strip B smoke detector C photoresistor D galvanometer Which of the following uses an electrical process for detection? A bi‐metallic strip B smoke detector C photoresistor D galvanometer Linear or non‐linear is a type of: A output B input C position D GPS Copyright © Texas Education Agency, 2013. All rights reserved.
12
14. Which of the following is one of the simplest types of sensors? A GPS B temperature C vision D switch 15. Which of the following assigns a memory location to sensor data? A = B int switchdata C GetDigitalInput D input (seven) 16. Which of the following is a characteristic of a good sensor? A is non‐linear B can influence the measurement C is sensitive to only one physical property D is sensitive to more than one physical property 17. What is the definition of a transducer? A device that converts one form of energy into another 18. Describe what a sensor does. Detects the external environment 19. List several different ways to categorize sensors. What they measure How they work The type of output they produce Copyright © Texas Education Agency, 2013. All rights reserved.
13
20. List several things a sensor can be used to measure. Sound level Fluid flow Electrical Current Voltage Temperature Position Pressure Force Proximity Copyright © Texas Education Agency, 2013. All rights reserved.
14