Robot Control Principles · SHS3 Robotics

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.1 - Observe and reverse-engineer the controls of a functional autonomous robotic system.

By the end of the lesson, learners can:

Observe a functional autonomous robotic system and identify its major control components (sensors, controller, actuators, and power supply) through systematic inspection.
Collect and record information about the robot’s design, including source designs, product measurements, and visible coding or wiring details, using an observation checklist.
Create labelled part-wise sketches or simple CAD models of the robot showing the arrangement and function of each control component.
Disassemble the robot layer by layer, organise parts in removal order, and explain the function of each part based on evidence gathered during observation.
Present findings from the reverse-engineering process to the class, describing how the control system works and identifying at least one potential improvement or error.

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Curriculum details

Strand: Principles of Robotic Systems (Strand 1)
Sub-strand: Robot Control Principles (1.2)
Content standard: 3.1.2.CS.2 - 3.1.2.CS.2 Demonstrate skills in Reverse-Engineering of controls in a robotic system. 3.1.2.LO.2 Demonstrate skills in reverse-engineering controls of functional autonomous robotic systems through observation and analysis.
Indicator: 3.1.2.LI.1 - Observe and reverse-engineer the controls of a functional autonomous robotic system.
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 151

Exemplars (from the NaCCA curriculum)

Collaborative Learning:
- Learners work in groups to repair existing robots, recreate existing robots or test existing robots for errors using reverse engineering principles. The following steps may be adopted.
- Collect information about the existing robot. This could mean identifying source designs, product measurements, or original device coding.
- Create part-wise models or sketches of the robot being reverse engineering. Teams may use CAD tools to design 3D models of their sketches.
- Disassemble the robot layer by layer and organise the parts in the order that they were taken off for easier reassembly. Analyse, measure and discuss the various parts to understand their function.
- Evaluate the disassembled parts and take notes on how the parts can be improved or find any errors that need fixing.
- Reassemble the robot and make adjustments where necessary.

Assessment (3.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Pre-built robots, testing tools (E.g., multimeters, Oscilloscope, mechanical gauges, etc.), 3D printers, Computer-Aided Design (CAD) tools
- Access to robotics lab with requisite tools (e.g., screwdrivers, glue guns, pliers, multimeters, etc).