History of MINDS-i
• We invented MINDS-i as a solution to skilled workforce shortages
• Vision: “Have Fun” and “Make a Difference”
• Focus: Industry & College relevant experience for every
classroom
Robotics HierarchyLevel 1 = MachinesOperator needed to perform manual functions; technically not a robot, but may serve as the foundation for a robotLevel 2 = Semi-AutonomousOperator and computer logic work together to perform manual or remote controlled functionsLevel 3 = AutonomousComputer logic and sensors enable fully independent operationLevel 4 = DronesSensors gather information to navigate surroundings, and complete complex autonomously tasks
Drones Curriculum Overview
Unit 1: Introduction to DronesUnit 2: UGV – Unmanned Ground VehiclesUnit 3: Electrical Engineering & Energy
TransferUnit 4: Drone Code & TechnologiesUnit 5: Applied Systems ThinkingUnit 6: Flight PhysicsUnit 7: UAV – Unmanned Aerial VehiclesUnit 8: Culminating Project
Unit 1 - An Introduction to Drones
• Definition of a Drone
• Student Performance Development Process
Drones
What makes a Robot a Drone?•Rule#1 Works unmanned and without human intervention; while…
•Rule #2 Gathering information from its environment; in order to Autonomously…
•Rule #3 Make Decisions, Navigate and Performs Tasks; while…
•Rule #4 Automatically avoiding situations that may be damaging or harmful
Unmanned
Self Operates
Avoids Harm
Gathers Info
Unit 2 - UGV (Unmanned Ground Vehicles)
•UGV’s and their applications
•Build a UGV chassis for manual operation and analysis
Unit 3 - Electrical Engineering & Energy Transfer
•Energy and how its transferred
•Run electrical tests and analysis on UGV
•Build and test a simple electric motor
Watts = Volts x Amps
Watts is a measure of the work the motor can do at a specific Voltage and Amperage.
Watts can be converted to horsepower
Unit 4 - Drone Code & Technologies
•Mount Drone controller and sensors onto UGV chassis
•Program UGV to perform various tasks
•Understand how waves are used in information transfer technology
Drone Code & Technologies
•Program UGV for self orientation.
3 Axis Compass
3-Axis Acceleromete
r
3-Axis Gyro
Drone Code & Technologies
•Program UGV for self navigation.
Global Positioning
System (GPS)
Telemetry
Encoder
Electromagnetic WavesThe physics of all EMR waves, including visible light, work on the same principles. Only their energy and wavelength frequencies differ.
Unit 5 - Applied Systems Thinking
•System Thinking principles
•Define the interdependencies between Drone system components
What is a System
Students are taught the ideas that make up systems including,
•Inputs
•Outputs
•Boundaries
•Open & Closed Systems
•Interdependence &
•Optimization An orchestra is an example of a highly organized and optimized system
Open System
Closed System
Interrelationship Diagram
.
Triangulated Signal to
Determine Location
Latitude & Longitude
Data
Signal to ESC(UGV & UAV)
Signal to Steering Servo
(UGV)
Rotational Orientation
Altitude; Barometric Pressure Data
Magnetic Heading
Data
Transmitter Range
Signal toNoise Ratio
Satellite Availability & Interference
Localized Air Variations
Localized Magnetic
Interference
Signal to Noise Ratio
115 mhz Radio Communication
Serial Communication
Linear and Angular
Orientation
Unit 6 - Flight Physics
•Principles of flight dynamics
•Calculate and compare the thrust of different airfoils
Flight Physics
•Basic principals that govern lift and flight including,
– Air Deflection
– Air Pressure
– Air Laminar Curvature
Unit 7 - UAV (Unmanned Arial Vehicle)
•UAV’s and their applications
•Build a UAV airframe
•Mount and transfer motors, controller, sensors onto UAV airframe
•Program to perform various tasks
MutiRotor Motion and Flying
To fly forward (pitch down), rotors-3 and 1 slow, while rotors-2 and 4 increase speed.
For right rotation (yaw right), rotors-2 and 1 increase speed, and rotors-3 and 4 slow down. Rotational torque is utilized to achieve rotation.
Unit 8 - Culminating Project
• Students complete an in-school GPS navigation challenge with industry emphasis in Aerospace, Automotive, Space Exploration and Farming
• Students can also compete in national Drone competitions
Comparison Lego Vex MINDS-i
Quick & Easy to Build & Modify
Very High Low High
Durability
Very Low High High
Power & Speed
Very Low Medium Very High
Strength to Weight Ratio
Very Low Low High
Mechanical Compatibility & Expandability
Low High High
Electronics Compatibility & Expandability
Low Low Very High
Open Source Software
No No Yes
Design Elegance
High Low Very High
Operating Environment
Table-Top Indoor Outdoor (land, air, etc.)
Next Generation Science Alignment
HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-PS4-1)HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS-PS4-2),(HS-PS4-5)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. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (HS-PS4-5) Systems can be designed to cause a desired effect. (HS-PS4-5)HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Use mathematical representations of phenomena to describe explanations. (HS-PS2-2) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. (HS-PS2-2)HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. Use mathematical or computational representations of phenomena to describe explanations. (HS-ESS1-4) Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)
Drones-Unit 5: Drone Code & Sensors
Student Performance Development Process
Categories Encompass 21st Century Success Skills:
1. Critical Thinking and Problem Solving2. Collaboration Across Networks and Leading by
Influence3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity, Imagination and Innovation8. Organization and Housekeeping
Inspired by Tony Wagner, author of The Global Achievement Gap
Process Structure
Emphasis on current performance and future growth opportunities.
4. INITIATIVE and ENTREPRENEURIALISM
"Hard work can lick what appear to be insurmountable difficulties." – Shigeo Shingo, Lean Manufacturing Pioneer
Teacher Observations about Current Performance, and suggestions for Development:
Student Comments:
Sits on the bench and let’s others do the problem solving = 1 Tentatively takes initiative in problem solving and identification of opportunities for
improvement = 2 Takes initiative with creative solutions to problems and identification of opportunities for
improvement. Pro-actively finds ways to making a greater contribution to the team = 3 Takes initiative with creative solutions to problems and identification of opportunities for
improvement. Sets stretch goals, takes risk(s) demonstrates initiative and work ethic by taking on additional work outside regular class time = 4
Category Score: