Drones Curriculum Foundations is Pre-Requisite for Drones Curriculum

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 Hierarchy Level 1 = Machines Operator needed to perform manual functions; technically not a robot, but may serve as the foundation for a robot Level 2 = Semi-Autonomous Operator and computer logic work together to perform manual or remote controlled functions Level 3 = Autonomous Computer logic and sensors enable fully independent operation Level 4 = Drones Sensors gather information to navigate surroundings, and complete complex autonomously tasks

Drones Curriculum Overview Unit 1: Introduction to Drones Unit 2: UGV – Unmanned Ground Vehicles Unit 3: Electrical Engineering & Energy Transfer Unit 4: Drone Code & Technologies Unit 5: Applied Systems Thinking Unit 6: Flight Physics Unit 7: UAV – Unmanned Aerial Vehicles Unit 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

UGV (Unmanned Ground Vehicles) UGVs and their applications.

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

Energy Transfer

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

Electric Motors Construct and test an electric motor.

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 Accelerometer 3-Axis Gyro

Drone Code & Technologies Program UGV for self navigation. Global Positioning System (GPS) Telemetry Encoder

Electromagnetic Waves The 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

Sub-Systems They form hierarchical mutually dependent interrelationships. Credit NASA JPL

Interrelationship Diagram

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

UAV (Unmanned Arial Vehicle) What a UAV is and their applications.

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 LegoVex MINDS-i Quick & Easy to Build & Modify Very HighLowHigh Durability Very LowHigh Power & Speed Very LowMediumVery High Strength to Weight Ratio Very LowLowHigh Mechanical Compatibility & Expandability LowHigh Electronics Compatibility & Expandability Low Very High Open Source Software No Yes Design Elegance HighLowVery High Operating Environment Table-TopIndoorOutdoor (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 21 st Century Success Skills: 1.Critical Thinking and Problem Solving 2.Collaboration Across Networks and Leading by Influence 3.Agility and Adaptability 4.Initiative and Entrepreneurialism 5.Effective Oral and Written Communication 6.Accessing and Analyzing Information 7.Curiosity, Imagination and Innovation 8.Organization and Housekeeping Inspired by Tony Wagner, author of The Global Achievement Gap

Process Structure Emphasis on current performance and future growth opportunities.