Drones CurriculumFoundations 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 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

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 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

Sub-Systems

They form hierarchical mutually dependent interrelationships.

Credit NASA JPL

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

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  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: