FIRST® Robotics Competition Work-Based Learning or Independent

FIRST

Robotics Competition Work-Based Learning or Independent Learning Toolkit

FIRST

is More Than Robots

"We are not using kids to build robots. We are using robots

to build kids." – FIRST Founder Dean Kamen

The mission of FIRST is to inspire young people to be science and technology leaders

and innovators, by engaging them in exciting mentor-based programs that build science,

technology, engineering, and math (STEM) skills, inspire innovation, and foster well-

rounded life capabilities including self-confidence, communication, and leadership.

Some FIRST

Robotics Competition teams may have 25-100 members on a team, but

not all these students may have an opportunity to be involved in the design and building

of a robot or other team projects. Utilizing a system where students can progress in their

skills while helping their team can increase team engagement and help students find their

future career path.

Using this Toolkit, you can help your FIRST

Robotics Competition students achieve their goals by:

• Building competencies with introductory skills to advanced skills that work towards jobs and industry certifications

• Integrating work-based learning through job roles on a team where skill development results in increased technical skills and teamwork

creating more impact for your team

• Using industry technology and experts that provide experiences to students of projects they see in future industries.

• Providing pathways for students to explore their career interests by defining their own learning goals and steps to accomplish those goals.

This guide is a progression of skill learning in the different team roles that you might find on a FIRST Robotics Competition team. Many of these

roles can help students gain work-based learning skills and along with pursuing industry certifications. Some skills may be replicated in multiple job

roles, and students may end up completing skills in multiple different roles. The tools for student progression of skills are a menu of options and not

necessarily a prescriptive program.

In each area, you will find resources and ideas for students to apply their learning to develop skills utilizing the FIRST resources and some third-

party resources. They can be used to assist teachers, coaches, and mentors to guide students to continue skills development, whether they are

building a robot for competition or working with a mentor to gain industry skills.

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Robotics Competition Work-

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Table of Contents

FIRST

Robotics Competition Work-Based Learning or Independent Learning Toolkit 1

FIRST

Core Values and CTE Career-Ready Practices 3

How to Use This Toolkit 4

Business and Team Development 5

Build Team Resources 9

Chassis and Drive System 9

Designing Manipulators 13

Electrical

Business and Marketing 22

Control System and Programming 25

Design and Engineering 29

Student Work-Based Learning Training Plan 35

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FIRST

Core Values and CTE Career-Ready Practices

The FIRST Core Values emphasize friendly sportsmanship, respect for the contributions of others, teamwork, learning, and community

involvement and are part of our commitment to fostering, cultivating, and preserving a culture of equity, diversity, and inclusion.

The FIRST Community expresses the FIRST philosophies of Gracious Professionalism

and Coopertition

through our Core Values:

• Discovery: We explore new skills and ideas.

• Innovation: We use creativity and persistence to solve problems.

• Impact: We apply what we learn to improve our world.

• Inclusion: We respect each other and embrace our differences.

• Teamwork: We are stronger when we work together.

• Fun: We enjoy and celebrate what we do!

If we compare the Career Technical Education (CTE) Career-Ready Practices as defined by Advance CTE, many of their Career-Ready Practices

apply to these Core Values of FIRST:

CRP-1 Showing responsibility through Gracious Professionalism

CRP-2 Applying interpersonal communication skills

CRP-3 Using inclusion during teamwork

CRP-4 Demonstrating creativity and innovation

CRP-5 Considering impact of decisions

CRP-6 Critical thinking and perseverance

CRP-7 Modeling integrity, leadership, and time management

CRP-8 Using technology to enhance productivity

CRP- 9 Considering personal health and well-being

CRP-10 Applying academic and technical skills

Students develop Career-Ready Practices by applying FIRST’s Core Values on their team and how they identify themselves as contributors within

a workplace environment. The job roles available to team members span the following Career Clusters aligned to the Common Career Technical

Core Clusters:

Business Management and Administration, Manufacturing, Science, Technology, Engineering & Mathematics, Marketing Informational

Technology.

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How to Use This Toolkit

Effective work-based learning opportunities involve alignment of classroom and workplace learning, application of academic, technical, and

employability skills in a work setting, and support from classroom or workplace mentors. This guide contains tools to help a teacher, or a student

use their FIRST experience as a work-based learning credit. Credit availability should be determined by the school they are hoping to acquire credit

through and requirements for each district can vary. After the process for credit is defined:

1. Students should review the job role clusters and identify which ones they would like to pursue and work on.

2. Identify the job expectations they would like to focus on. Using the following example a student might be focused on Business and Team

Development. They then may choose the bullet points in blue as their job expectations.

3. Identify the Career Ready Practices based upon the Common Career Technical Core

they would like have as a focus in their job role.

4. Mentors or teachers can use the possible learning activities within this guide or describe their own. The ones in this guide are aligned to the

Common Career Technical Core Clusters in Business Management and Administration, Manufacturing,

Science, Technology, Engineering &

Mathematics, Marketing, and Informational Technology.

5. Fill out the training agreement, found in page 31 of this guide.

6. Mentors evaluate their performance and evidence (Observed or Portfolio) on meeting the criteria using the following rating criteria:

a. 4- Highly Skilled- student can teach others about the task

b. 3 - Skilled, student can demonstrate the standard independently as a team lead

c. 2 - Moderately skilled, student can demonstrate task with assistance from mentors or team captain

d. 1 - Introduced, student was taught the skill from a team lead or mentor

e. N - No exposure, student has no experience or knowledge of this task

f. O - Observed

g. P - Portfolio

7. Students complete a reflection and build a portfolio of their accomplishments in their job role.

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Business and Team Development

Developing a business plan and teaching project management can be important for all students on your team to learn. A cohesive business plan

which all members have input on will create a more cohesive passion and enthusiasm for each team member to full fill their role on the team. Job

expectations in this area may include:

• Participate in the development of a business plan on the team with input on the team mission, organizational structure, and goals.

• Actively participate in team communications including project management, goals, and conflict resolution on the team.

• Participate in a SWOT analysis for the team or a sub-team; use the analysis to help identify areas for improvement and promotion of

accomplishments.

• Participate in the promotion of your team through community involvement in activities such as sponsor presentations, promoting STEM in

your community, and/or development of multimedia promotional materials.

Mentor Performance Rating

4 - Highly Skilled- student can teach others about the task

3 - Skilled,

student can perform the standard independently as a team lead

2 - Moderately skilled, student can perform task with assistance

1 - Introduced, student was taught the skill from a team lead or mentor

N - No exposure, student has no experience or knowledge of this task

O- Observed or P-Portfolio

Career Cluster

Business Management and Administration

Industry Certifications

Tableau Desktop Specialist Certification

Google Analytics Individual Qualification

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Standard Description

Mentor Performance

Rating

Business and Team Development

Possible Learning Opportunity

BM-MGT 7.3

Develop business plans to meet company needs.

Team Business Plan;

Team Organization

Describe the nature and types of business organizations to

build an understanding of the scope of organizations.

If your team does not have a business plan create an initial

draft of that plan these are your initial thoughts. Then use the

remaining resources in this section to continue to improve that

plan and create goals for improvement.

BM-MGT 7.4

Plan for future company growth to guide company

operations.

BM-MGT 7.5

Design organizational structure to facilitate business

activities.

BM-MGT 8.1

Develop and implement strategic plan.

BM-MGT 8.2

Analyze strategic plans.

BM-HR 5.13

Contribute to organizational development to change

the beliefs, attitudes, values, and structure of

organizations so that they can better adapt to new

technologies, markets and challenges.

BM-HR 7.1

Implement strategic planning processes to guide

human resources management decision-making.

BM-HR 7.2

Evaluate organization's strategic planning and

policy-making processes to guide decision-making.

BM-BIM 1.1

Apply knowledge of business contracts to establish

business relationships.

Fundraising Toolkit

;

Fundraising;

Budget;

Understand tools, strategies, and systems used to maintain,

monitor, control, and plan the use of financial resources.

Use the fundraising toolkit to develop a team budget and

Sponsor recruitment to ensure financial sustainability of your

team. Create a budget, and write sponsorship letters to

acquire needed funding.

BM-ADM 2.5

Select document type and layout to produce

business letters.

BM-ADM 2.6

Select appropriate writing method to produce a

variety of reports.

BM-BIM 2.3

Implement suitable internal accounting controls to

ensure the proper recording of financial transactions

BM-MGT 5.1

Manage business risks to protect a business's

finances.

BM-MGT 5.2

Manage financial resources to ensure solvency

BM-HR 2.1

Communicate with staff to clarify workplace

expectations and benefits.

Effective Leadership; Effective Team Management

Explore from the experts on best practices and details of

effective team management.

BM-HR 3.1

Model behaviors and actions to effectively motivate

and lead people.

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Standard Description

Mentor Performance

Rating

Business and Team Development

Possible Learning Opportunity

BM-HR 3.2

Model behaviors and actions to effectively motivate

and lead change.

Use the video to help develop a goal for team management

considering team building, communication, and conflict

management.

BM-HR 3.3

Model behaviors and actions to effectively motivate

and promote the use of teamwork in the workplace.

BM 4.2

Utilize technology to facilitate customer relationship

management and workplace communication

FIRST Robotics Competition 1816 Outreach; Outreach for

100; FIRST Impact Award

Explore the resources to develop strategies for your team to

make an impact. Conduct a team brainstorming session to

create your own plan for how you might make an impact in

your community and the FIRST Community. How might you

increase documentation and create a presentation about your

team.

BM 5.1

Explain the nature and scope of knowledge

management practices within a business.

BM 5.2

Use knowledge management strategies to improve

the performance and competitive advantage of an

organization.

BM 6.1

Explain the nature and scope of quality

management practices within a business.

BM 6.2

Identify management principles utilize for

continuous quality improvement.

BM-ADM 2.1

Perform scheduling functions to facilitate on-time,

prompt completion of work activities.

Team Attribute Awards; Judging Process; Best Practices

Explore the links above to learn more about how you can

apply and position your team for awards.

Conduct a team brainstorming session to develop goals for

how you might improve practices to make your team more

eligible for awards.

BM-ADM 2.2

Manage business records to maintain needed

documentation.

BM-ADM 2.3

Prepare documentation of business activities to

communicate with internal/external clients.

BM-ADM 2.4

Utilize information technology tools to manage and

perform work responsibilities.

BM-ADM 2.6

Select appropriate writing method to produce a

variety of reports.

BM-MGT 7.4

Plan for future company growth to guide company

operations.

Recruitment

Explore the Recruitment tab in on the website. Develop a

recruitment flyers and recruitment materials for your team.

BM-HR 5.2

Develop programs to assist in meeting needs of

separated and transitional employees.

BM-HR 5.4

Plan talent-acquisition activities to guide human

resources management decision-making.

BM-BIM 2.2

Manage risk to protect a business's well-being.

Data management and Scouting with Tableau

BM-BIM 3.1

Enhance usability of computer system operations.

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Standard Description

Mentor Performance

Rating

Business and Team Development

Possible Learning Opportunity

BM-BIM 3.2

Use database software to create databases that

facilitate business decision-making.

Become a Tableau expert in no time and on your own

schedule. These tutorials were designed by FIRST students

for FIRST students. Cover everything from data entry to

advanced dashboarding for competition.

Have students use Tableau to data entry techniques and

apply them on your team and gain career skills.

BM-BIM 3.3

Use data entry techniques to enter information in

databases

BM-BIM 3.4

Use commands to retrieve data and create reports

from databases.

BM-BIM 3.5

Apply data mining methods to acquire pertinent

information for business decision-making.

BM-BIM 3.7

Use technology to support business strategies and

operations.

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Build Team Resources

Chassis and Drive System

Learning resources for building, design, and fabrication of the drive system. Use the resources to guide you in getting a Kit bot chassis up and

running then learning how to customize the chassis for your own criteria then learn tools to create your own chassis design. Job expectations in

this area may include:

• Follow proper safety procedures for tool use and fabrication.

• Assemble a chassis using guides provide or design your own with other vendor supplies.

• Apply tips and best practices to ensure proper tolerances and frictions are minimized.

• Modify the design of a chassis to fit the game strategy.

• Create custom parts or frame for the chassis using industry standard fabrication processes including additive manufacturing, milling,

drilling, cutting and welding.

• Analyze how modifications to a chassis and robot manipulators affect the drive system.

• Analyze different types of drive systems and chassis requirements for each type.

• Design and build a custom drive system to achieve design criteria constraints.

• Repeat design process for different types of drive systems.

Mentor Performance Rating

4 - Highly Skilled- student can teach others about the task

3 - Skilled,

student can perform the standard independently as a team lead

2 - Moderately skilled, student can perform task with assistance

1 - Introduced, s

tudent was taught the skill from a team lead or mentor

N - No exposure, student has no experience or knowledge of this task

O- Observed or P-Portfolio

Career Cluster

Manufacturing

Science, Technology, Engineering & Mathematics

Industry Certifications

OSHA Safety Certification

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Standard

Description

Mentor

Performance

Rating

Chassis and Drive System

Possible Learning Opportunity

ST 3.1

Apply appropriate safety and health practices when

developing plans, projects, processes or solving complex

problems.

UL Safety Learning Portal; Safety Manual

Learn important details of how to stay safe while working on and

building your robot.

Safety Manual Training, Fire Extinguisher and Safety

Awareness, Hand and Power Tool Safety Awareness, Hazard

Communication – Safety Data Sheets, Personal Protective

Equipment (PPE) Awareness, Recognizing Electrical Hazards

Awareness, Lockout/Tagout Awareness, Hearing Conservation

Awareness

ST 3.2

Use appropriate safety techniques, equipment, and processes

in planning and /or project applications.

ST 3.3

Identify potential and existing hazards to plans, projects, or

processes where safety, health, and environmental issues

may be affected.

ST-ET 1.1

Apply the core concepts of technology and recognize the

relationships with STEM systems (e.g., systems, resources,

criteria and constraints, optimization and trade-off, and

controls).

Robot Quick Build Instructions

Use the zip files and start with the Required Materials to learn

how to set up your work environment, Use the AM14U4 Chassis

Base Kit guide from AndyMark to build the largest configuration

of the chassis. Then use the Installing Electrical Board RQBS for

choosing/determining how you will mount the electronics. Use

the How to Wire a Robot file to finish wiring the drive system.

Use the instructions to assemble a frame using predesigned

configurations. Assemble gearboxes according to instructions

with appropriate lubrication and tolerances. Construct a timing

belt system with the proper tension and spacing to ensure

efficiency and proper operation.

ST-ET 3.1

Use knowledge, techniques, skills and modern tools

necessary for engineering practice.

ST-ET 6.6

Apply and create appropriate models, concepts, and

processes for an assigned situation, and apply the results to

solving the problem.

ST-SM 1.3

Use the skills and abilities in science and mathematics to

integrate solutions related to technical or engineering activities

using the content and concepts related to the situations.

ST-SM 2.1

Demonstrate the ability to recognize cause and effect when

faced with assigned projects or issues.

ST 2.5

Apply a technological, scientific, or mathematical concept (use

of algorithms) when communicating with others on issues,

plans, processes, problems, or concepts.

FIRST Robotics Competition Drivelines Considered; FIRST

Robotics Competition Drivetrains

Learn lessons in robot design theory including wheelbase,

center of gravity, chain theory, sprocket, and gear ratios and

robot speed.

ST-ET 3.1

Use knowledge, techniques, skills, and modern tools

necessary for engineering practice.

ST-ET 3.4

Illustrate the ability to characterize a plan and identify the

necessary engineering tools that will produce a technical

solution when given a problem statement.

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Standard

Description

Mentor

Performance

Rating

Chassis and Drive System

Possible Learning Opportunity

ST-ET 5.2

Demonstrate the ability to evaluate a design or product and

improve the design using testing, modeling, and research.

Apply the robot design theory to understand the kit bot chassis

configuration and how you can modify them to fit your design

needs.

ST-ET 6.1

Apply the use of algebraic, geometric, and trigonometric

relationships, characteristics, and properties to solve

problems.

ST-ET 5.1

Apply the design process using appropriate modeling and

prototyping, testing, verification, and implementation

techniques.

Technical Resources Page

Explore the technical resources page to learn the importance of

how to build bumpers for your robot.

Consider the design of bumpers, how can you improve your

design to increase functionality in hardware, frame perimeter,

and meet the criteria set out in the game manual. Design

different options in CAD so that you can have different bumper

options.

ST-ET 5.2

Demonstrate the ability to evaluate a design or product and

improve the design using testing, modeling, and research.

ST-ET 4.3

Describe design constraints, criteria, and trade-offs in regard

to variety of conditions (e.g., technology, cost, safety, society,

environment, time, human resources, manufacturability).

MN 6.1

Demonstrate the planning and layout processes (e.g.,

designing, print reading, measuring) used in manufacturing.

C2SN Fabrication Part 1

Use the review material and guide to learn about what is a

chassis, how to use technical drawings including dimensions,

and tolerance.

Create a custom fabricated part for a robot, including a technical

drawing with tolerances and dimensions.

MN 6.2

Summarize how materials can be processed using tools and

machines.

MN 6.3

Describe various types of assembling processes (e.g.,

mechanical fastening, mechanical force, joining, fusion

bonding, adhesive bonding) used in manufacturing.

MN 6.1

Demonstrate the planning and layout processes (e.g.,

designing, print reading, measuring) used in manufacturing.

Brackets and Plates

Look at this plate from Andymark. Identify the types of

machining used in creating the part analyze the CAD file and

technical drawing file associated with the part. What tolerances

and dimensions were used in creating the part. Work with the

design team to fabricate a custom part using proper tolerances

and dimensions.

MN 6.2

Summarize how materials can be processed using tools and

machines

MN 6.4

Explain finishing processes (e.g., types of finishing materials,

surface preparation, methods of application) used in

manufacturing.

MN 6.1

Demonstrate the planning and layout processes (e.g.,

designing, print reading, measuring) used in manufacturing.

C2SN Fabrication Part 2

Create a custom fabricated part for a robot, that required you to

cut, drill or bend a component to specific dimensions.

MN 6.2

Summarize how materials can be processed using tools and

machines

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Standard

Description

Mentor

Performance

Rating

Chassis and Drive System

Possible Learning Opportunity

MN 6.4

Explain finishing processes (e.g., types of finishing materials,

surface preparation, methods of application) used in

manufacturing.

Use the material to understand how to fabricate motor mounts,

utilizing skills including cutting, drilling, filing, reading and

interpreting drawings, and bending aluminum

ST 2.5

Apply a technological, scientific, or mathematical concept (use

of algorithms) when communicating with others on issues,

plans, processes, problems, or concepts.

Drive System Designs ; Prototyping

Watch the video to learn the pro and cons of different drive

systems including turning radius, maneuverability and

fabrication possibilities.

Have students research each of the robot systems, if materials

are available create ideas of different prototypes

and test them.

ST-ET 3.1

Use knowledge, techniques, skills and modern tools

necessary for engineering practice.

ST-ET 3.4

Illustrate the ability to characterize a plan and identify the

necessary engineering tools that will produce a technical

solution when given a problem statement.

ST 2.5

Apply a technological, scientific, or mathematical concept (use

of algorithms) when communicating with others on issues,

plans, processes, problems, or concepts.

Intro to Kinematics and Chassis Speed

Understand the difference between kinematics, odometry and

how data is collected in different drive systems.

Conduct a brainstorming session where drive and control

discuss the possibilities of different drive systems and how each

one can be designed and executed with skills that are on the

team.

ST-ET 3.1

Use knowledge, techniques, skills and modern tools

necessary for engineering practice.

ST-ET 3.4

Illustrate the ability to characterize a plan and identify the

necessary engineering tools that will produce a technical

solution when given a problem statement.

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Designing Manipulators

Designing manipulators requires understanding how to best interact with game objects and then how to fabricate the needed items to achieve that

interaction. Job expectations in this area may include:

• Demonstrate quick prototyping techniques and data collection to drive design decisions.

• Explore different types of manipulators used in FIRST Robotics Competition, weigh the pros and cons of each type of manipulator and its

application to a game strategy.

• Safely perform to industry standards fabrication processes including additive manufacturing, milling, drilling, cutting and welding.

• Apply the fundamental physics of simple machines, gear ratios, sprocket and belt design to design manipulators to achieve a game

strategy.

• Analyze motor specifications and performance data to choose the best actuator for a design criterion including motors and pneumatics.

• Analyze the required electrical inputs and outputs for an actuator and communicate performance needs to the programming team.

• Use analytical geometry and advanced physics concepts to refine and improve the design of a manipulator.

•

Mentor Performance Rating

4 - Highly Skilled- student can teach others about the task

3 - Skilled,

student can perform the standard independently as a team lead

2 - Moderately skilled, student can perform task with assistance

1 - Introduced, student was taught the skill from a team lead or mentor

N - No exposure, student has no experience or knowledge of this task

O- Observed or P-Portfolio

Career Cluster

Manufacturing

Science, Technology, Engineering &

Mathematics

Industry Certifications

SME Certified in Robotics Fundamentals

SME-Certified Manufacturing Associate

Mastercam -2D Milling, 3D Milling

Haas Certification Program

NREC Manufacturing and Robotics

Certification (CMU)

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Standard

Description

Mentor

Performance

Rating

Designing Manipulators

Possible Learning Opportunity

ST-ET 3.4

Illustrate the ability to characterize a plan and identify the

necessary engineering tools that will produce a technical

solution when given a problem statement.

Prototyping Behind the Lines;,

Prototyping

How to develop mechanisms using quick prototypes. Refine

those designs over time and improve the performance of

mechanisms through prototyping and testing.

Have students practice quick prototyping with objects. Use data

from the prototype to refine and develop a design.

ST-ET 4.2

Explain the elements and steps of the design process

and tools or techniques that can be used for each step.

ST-ET 5.1

Apply the design process using appropriate modeling and

prototyping, testing, verification and implementation

techniques.

ST-ET 5.2

Demonstrate the ability to evaluate a design or product

and improve the design using testing, modeling and

research.

ST-ET 5.3

Demonstrate the ability to record and organize

information and test data during design evaluation.

ST-ET 6.1

Apply the use of algebraic, geometric, and trigonometric

relationships, characteristics, and properties to solve

problems.

FIRST @ Home

Free and Flexible STEM Activities

Sessions 4, 5,6,10, 11, and 12 are a series of lesson where

students build an escape room using principles of electricity,

simple machines, gear ratios, and encryption which can all be

transferred to building a robot.

Have students complete the lessons and build manipulators for

the escape room that could also be used on a robot.

ST-ET 6.2

Apply the process and concepts for science literacy

relative to engineering and technology.

ST-ET 6.3

Exhibit the ability to select, apply and convert systems of

measurement to solve problems

ST-ET 6.4

Apply basic laws and principles relevant to engineering

and technology.

ST-ET 6.6

Apply and create appropriate models, concepts, and

processes for an assigned situation, and apply the results

to solving the problem.

ST 2.2

Use modeling, simulation, or visual reproduction to

effectively analyze, create, and/or communicate to others

regarding plans, projects, problems, issues, or

processes.

Pick a Motor; Change Motor Torque or Speed

Understand how to choose the right motors for your robot based

on application, motor qualities, and specifications. You'll then

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Standard

Description

Mentor

Performance

Rating

Designing Manipulators

Possible Learning Opportunity

ST 2.5

Apply a technological, scientific, or mathematical concept

(use of algorithms) when communicating with others on

issues, plans, processes, problems, or concepts.

learn the fundamentals for getting the most out of your selected

motors by choosing the right reductions and gearboxes.

Have students watch the video on motor and gearbox selection,

then have them use the motor performance data to choose the

right motor for a manipulator design.

ST-ET 1.2

Develop the active use of information technology

applications.

ST-ET 1.3

Use computer applications to solve problems by creating

and using algorithms, and through simulation and

modeling techniques.

ST-ET 3.2

Describe the elements of good engineering practice (e.g.,

understanding customer needs, planning requirements

analysis, using appropriate engineering tools,

prototyping, testing, evaluating and verifying).

MN-MIR 4.1

Coordinate preparation for the installation, customization,

or upgrading of equipment.

Pneumatics Manual

Understand how to connect a pneumatics circuit, and how to

determine the correct size actuator for manipulator.

Have students explore the manual and create a benchtop

system to build and test a pneumatics circuit. Then have them

use the reference data to choose the correct actuator for a

manipulator design.

MN-MIR 4.2

Obtain machine information from vendors related to

proper installation, customization, or upgrade.

MN-MIR 4.6

Test the equipment to ensure proper function after

installation, customization, or upgrading.

MN-PPD 2.4

Set up and program equipment for new processes.

MN-PPD 2.5

Schedule and test new processes.

MN-MIR 4.1

Coordinate preparation for the installation, customization,

or upgrading of equipment.

REV Ion Technical Resources

Use the resources to understand how to use REV resources for

transmitting and transforming motion.

As students learn about different methods for transmitting a

transforming motion, have them prototype their own method with

different materials that could be found at home or in the robotics

lab.

MN-MIR 4.2

Obtain machine information from vendors related to

proper installation, customization, or upgrade.

MN-MIR 4.6

Test the equipment to ensure proper function after

installation, customization, or upgrading.

MN-PPD 2.4

Set up and program equipment for new processes.

MN-PPD 2.5

Schedule and test new processes.

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Standard

Description

Mentor

Performance

Rating

Designing Manipulators

Possible Learning Opportunity

ST-ET 6.1

Apply the use of algebraic, geometric, and trigonometric

relationships, characteristics and properties to solve

problems.

MIT Simple Machine Geometry

An MIT Lesson on kinematics to design mechanisms.

Have students use the simple machine geometry lesson to

understand how to best plan spacing and execution of designing

different manipulators.

ST-ET 6.2

Apply the process and concepts for science literacy

relative to engineering and technology.

ST-ET 6.3

Exhibit the ability to select, apply and convert systems of

measurement to solve problems.

ST-ET 6.4

Apply basic laws and principles relevant to engineering

and technology.

ST-ET 6.5

Explain relevant physical properties of materials used in

engineering and technology.

ST 2.2

Use modeling, simulation, or visual reproduction to

effectively analyze, create, and/or communicate to others

regarding plans, projects, problems, issues, or

processes.

Robot Mechanisms by Siemens

Explore the lessons designing mechanisms in CAD using

SolidEdge on 4 Bar Mechanisms, Crank and Sliders, Scotch

Yoke, Cam Mechanisms and other types of advanced

mechanisms with resources created by Siemens

Have students use the principles in the CAD tutorials to

understand how different types of mechanisms are created.

ST 2.5

Apply a technological, scientific, or mathematical concept

(use of algorithms) when communicating with others on

issues, plans, processes, problems, or concepts.

ST-ET 1.3

Use computer applications to solve problems by creating

and using algorithms, and through simulation and

modeling techniques.

ST-ET 2.2

Read and create basic computer-aided engineering

drawings.

ST-ET 3.1

Use knowledge, techniques, skills and modern tools

necessary for engineering practice.

MN 6.1

Demonstrate the planning and layout processes (e.g.,

designing, print reading, measuring) used in

manufacturing.

CAD for Robotics and Manufacturing

Learn about designing for 3D Printing, laser cutting and

manufacturing with this lesson from Onshape.

MN 6.2

Summarize how materials can be processed using tools

and machines.

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Standard

Description

Mentor

Performance

Rating

Designing Manipulators

Possible Learning Opportunity

MN 6.1

Demonstrate the planning and layout processes (e.g.,

designing, print reading, measuring) used in

manufacturing.

Haas CNC Certification Program

Use the Haas CNC Videos to learn how to use CNC machinery

and pursue a certification with the Haas Foundation.

MN 6.2

Summarize how materials can be processed using tools

and machines.

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Electrical

Use these resources build the correct communication pathway on your FIRST Robotics Competition robot through correct transmission of the

electrical current as well as way to reduce communication loss through good wiring techniques. Custom electronic circuits can allow you further

develop electronic skills. Further your skills by understanding the fundamentals of how some of the electronic components such as the PCM and

voltage regulator are created. Job expectations in this area may include:

• Use the FIRST Robotics Competition Control system with industry connectors including Wago to complete the electrical path for the drive

system, motors and pneumatic actuators.

• Understand and ensure polarity transfer of electrical wire connections including PWM, CAN and Power.

• Correctly wire control system components including the power distribution panel, PCM CAN Interface, Voltage Regulator Module, Motor

Controllers, Relays, Servo Modules,

• Properly crimp, solder and insulate connections to ensure electrical current transfer with the proper polarity,

• Understand needed electrical current input and output of sensors, motor controllers, robot controller, PCM CAN, and Voltage Regulator

Module.

• Analyze an electrical schematic from a manufacturer to identify how the electrical current is transferred in the circuit, properly identify

common schematic symbols.

• Apply fundamentals of electronics including ohms, amps, resistors, circuit breakers, op amps, NTC and PTC Thermistors

• Create a basic circuit using a breadboard that meets a needed design criterion

• Identify the programmable logic controllers in the control system and create a flow chart of the logic used in the system.

Mentor Performance Rating

3 - Skilled, student can perform the standard independently as a team

lead

2 - Moderately skilled, student can perform task with assistance

1 - Introduced, s

tudent was taught the skill from a team lead or mentor

N - No exposure, student has no experience or knowledge of this task

O- Observed or P-Portfolio

Career Cluster

Science, Technology, Engineering & Mathematics

Industry Certifications

SME Certified in Robotics Fundamentals

SME-Certified Manufacturing Associate

FESTO Industry 4.0

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Standard

Description

Mentor

Performance

Rating

Electrical (large scale)

Possible Learning Opportunity

ST-ET 5.2:

Demonstrate the ability to evaluate a design or

product and improve the design using testing,

modeling and research.

WPI: How to wire and FIRST Robotics Competition Robot Wiring

Essentials Video

Learn how to utilize connectors including Wago, Motor Power

Controllers, Weidmuller Connectors. Understand how the voltage

regulator module power is distributed to each of the components.

Utilize old kits of parts and circuits to develop benchtop test for

students to wire and configure. Research the types of connectors

they are utilizing and how they are used in industry. Why are they

are engineered in the way they are? What solution to a problem

does it solve?

ST-ET 6.2

Apply the process and concepts for science literacy

relative to engineering and technology

ST-ET 6.4

Apply basic laws and principles relevant to

engineering and technology.

ST-ET 6.5

Explain relevant physical properties of materials

used in engineering and technology.

ST-SM 1.3

Use the skills and abilities in science and

mathematics to integrate solutions related to

technical or engineering activities using the content

and concepts related to the situations.

MN-MIR 3.1

Gather equipment information and history that can

assist in identifying and diagnosing problems.

Wiring Best Practices

Troubleshooting Quick Reference

Understand the importance of reducing vibration and shock on

connections, increasing redundance, port savers and wire

management and strain relief.

Have students do an analysis of the current robot and determine if

there are any areas where wiring best practices could be improved.

MN-MIR 3.2

Isolate system and component failure following

diagnostic procedures.

MN-MIR 3.3

Identify root cause of problem using diagnostic

procedures.

MN-MIR 3.4

Develop corrective action plan to fix the problem.

MN-MIR 3.5

Execute corrective action plan.

MN-MIR 3.1

Gather equipment information and history that can

assist in identifying and diagnosing problems.

Explore Driver Station Log Viewer

Explore the Driver Station Log Viewer and the information it can

provide about your robot and errors or failures. Identify logs where

your robot was operating normally to collect baseline data for

parameters such as current and battery voltage.

MN-MIR 3.2

Isolate system and component failure following

diagnostic procedures.

MN-MIR 3.3

Identify root cause of problem using diagnostic

procedures.

MN-MIR 3.4

Develop corrective action plan to fix the problem.

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Standard

Description

Mentor

Performance

Rating

Electrical (large scale)

Possible Learning Opportunity

ST-ET 6.4

Apply basic laws and principles relevant to

engineering and technology.

Compass Alliance Electrical

Explore the basics of electricity and the electrical system, including

crimping, soldering, PWM and CAN setup.

Have students use the guidance to analyze their robot system and

determine how to use CAN bus to make their system more efficient.

ST-ET 6.5

Explain relevant physical properties of materials

used in engineering and technology.

ST-SM 1.3

Use the skills and abilities in science and

mathematics to integrate solutions related to

technical or engineering activities using the content

and concepts related to the situations.

MN-MIR 3.4

Develop corrective action plan to fix the problem.

C2SN Electrical Foundations Micro Credentials

Electrical Foundations covers basic wiring and electrical tasks

commonly performed by technicians on robotics systems.

Develop skills to understand wiring and circuits, parallel and series

circuits, voltage and current: Motors, Controlling Signals and

Sensors. Use the knowledge and apply for the Electrical

Foundations Micro-Credentials.

ST-ET 6.4

Apply basic laws and principles relevant to

engineering and technology.

ST-ET 6.5

Explain relevant physical properties of materials

used in engineering and technology.

ST-SM 1.3

Use the skills and abilities in science and

mathematics to integrate solutions related to

technical or engineering activities using the content

and concepts related to the situations.

ST-ET 6.4

Apply basic laws and principles relevant to

engineering and technology.

Motor Basis REV;

Vex Pro Motors

Understand brushless motor application including power, torque

and performance.

Have students apply data from the website and create a chart that

allows them to better understand their own motors, and how to

achieve the best performance of their motors.

ST-ET 6.5

Explain relevant physical properties of materials

used in engineering and technology.

ST 2.2

Use modeling, simulation, or visual reproduction to

effectively analyze, create, and/or communicate to

others regarding plans, projects, problems, issues, or

processes.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating

with others on issues, plans, processes, problems, or

concepts.

ST-ET 1.3

Use computer applications to solve problems by

creating and using algorithms, and through

simulation and modeling techniques.

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Standard

Description

Mentor

Performance

Rating

Electrical (large scale)

Possible Learning Opportunity

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

Digikey

Understand electronic circuits including voltage regulators, Back

EMF soldering basics, amp hours, fans, stepper motors and

breadboards. Have students view the Teaching moments resources

from Digikey, then ask them to look at their kit of parts and apply

the knowledge by analyzing the application on the robot and how it

helps it achieve its function. Improve the program of their robot

through improving the calculations for electrical efficiency of their

motors.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating

with others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

UpVerter.

Learn the basics of schematic layout. And create circuit layouts in a

digital environment using UpVerter. Have students complete the

course through UpVerter education with the basics of electronic

circuits and schematics, PCB layout and PCB manufacturing. Have

students look at the schematics from the kit of parts for 1 or 2

electronic parts and apply knowledge from UpVerter to it.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating

with others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

PLC Basics

Learn about the history of programmable logic controllers (PLC),

history and basics to help you choose a programmable logic

controller.

Complete the online PLC training through Automation Direct.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating

with others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

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Business and Marketing

Business and marketing tools can help you promote your team, students can use it as an opportunity for them to apply skills that are frequently

used in business and industry. Use the tools below to help your team develop a business and marketing plan and the materials needed to achieve

that plan. Students can use other industry resources to further develop their skills in the production of the materials. Job expectations in this area

may include:

• Lead a SWOT analysis and use it to create a plan for communication, budgeting and team goals.

• Develop a communication plan for communicating with sponsors needs and benefits based upon the SWOT analysis.

• Develop materials to communicate to team members and your community your team mission, organizational structure and goals.

• Understand, apply, and develop team materials to communicate the best practices of what to do and not do during a sponsor presentation,

and maintaining sponsor relations.

• Develop a communications plan for improving relationships with your FIRST Community, current sponsors, mentors, future sponsors and

STEM advocacy in your community.

• Participate in development of materials using industry tools (graphic design, audio, video and website development) to be used for award

promotion from a sub-team (Awards, Animation, Safety, Scouting and Strategy, Media, Design, or Website)

• Use data analytics tools in development of materials to help communicate the team's goals for outreach, impact and an action plan.

• Organize and develop presentation materials including scripts, letters, handouts, and media tools.

Mentor Performance Rating

3 - Skilled, student ca

n perform the standard independently as a team lead

2 - Moderately skilled, student can perform task with assistance from mentors or team

captain

1 - Introduced, s

tudent was taught the skill from a team lead or mentor

N - No exposure, student has no experience or knowledge of this task

Career Cluster

Marketing

Industry Certifications

Apple Certified Pro-Final Cut Level 1

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Standard Description

Mentor

Performance

Rating

Business and Marketing

Possible Learning Activity

MK 2.4

Determine needed resources for a new marketing project

or business venture.

Fundraising Toolkit; Fundraising;

Use the FIRST Fundraising toolkit to learn about Fundraising

101, Community Analysis, Team Documentation, Organizing

Presentations, Maintaining Sponsor Relations, Fundraising

Best Practices

Work through each of the sections. As you work with each

section customize and develop a full marketing and

communications plan for your team.

MK 4.8

Explain marketing research activities to develop or revise

marketing plan.

MK 8.2

Generate product ideas to contribute to ongoing business

success.

MK 9.1

Acquire a foundational knowledge of promotion to

understand its nature and scope.

MK 10.4

Utilize marketing information to develop a marketing plan.

MK 9.4

Discuss the use of public relations activities to

communicate with targeted audiences.

MK-COM 5.4

Explain the use of social media in marketing

communications to obtain customer attention and/or to

gain customer insight.

Using Social Media

Develop marketing materials using social media, be sure to

incorporate digital literacy skills awareness of copyright

awareness in your materials.

MK-COM 1.5

Manage internal and external business relationships in

marketing communications.

MK-COM 3.5

Utilize information-technology tools to manage and

perform marketing communications responsibilities.

MK-COM 5.3

Use direct marketing strategies to attract attention and

build brand.

MK 9.6

Manage promotional activities to maximize return on

promotional efforts.

Marketing Resources

Explore the marketing resources tab on the website. Consider

the FIRST branding standards as well as

Imagery for FIRST

Teams develop your team logos and branding guide for your

own team.

MK-COM 4.4

Position products/services to acquire desired business

image.

MK-COM

5.14

Utilize publicity to inform stakeholders of business

activities.

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Standard Description

Mentor

Performance

Rating

Business and Marketing

Possible Learning Activity

MK-COM

5.16

Employ sales promotions activities to inform or remind

customers of business/product

MK 9.4

Discuss the use of public relations activities to

communicate with targeted audiences.

Team Attribute Awards; Judging Process; Best Practices

Explore the resources above to learn more about how you can

apply and position your team for awards.

Develop needed marketing materials such as graphic design,

audio, video and website development needed for the awards.

MK 9.5

Explain the use of trade shows/expositions to

communicate with targeted audiences.

MK-COM

5.15

Utilize publicity/public-relations activities to create

goodwill with stakeholders.

MK-COM 5.2

Utilize word-of-mouth strategies to build brand and to

promote products.

IT-WD 3.1

Prepare functional specifications.

Web Design and Communication

Explore courses in design and productivity through sources

available such as Apple, or Adobe

Use the skills in the course to develop or produce a product

for your team (Video, Website, or Published Document)

IT-WD 3.2

Prepare visual design specifications.

IT-WD 3.3

Create final project plan.

IT-WD 5.3

Employ basic motion graphic programming knowledge.

IT-WD 5.4

Use basic web development skills.

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Control System and Programming

The Control System and programming the robot are a fundamental part of competing successfully with your team. It can take time and there are

many different languages you might use on the robot depending on your Mentors experience and the career pathway you would are considering

pursuing as a student. Job expectations in this area may include:

• Configuring the Control System and Creating a Benchtop Test

• Install programming libraries, review libraries, source code, and/or game tools in the program

• Create a robot program using a template to work and test your first program/base class (Timed Robot or Tank Drive)

• Understand and utilized different programming configurations timed robot and command based robot.

• Understand what types of actuators are available and how they handle data

• Understand and apply different algorithmic needs of motor controllers, PWM speed controllers, pneumatic solenoids, drivetrains, servos,

and addressable LEDs.

• Understand and apply principles of networking to establish robot configuration and communications between the drivers station and

roboRIO.

• Configure, apply and troubleshoot communication pathways through CAN Devices, IP addresses, DHCP, DNS, USB, Firewalls and

Ethernet/Wireless.

• Understand how to measure bandwidth usage and conduct performance monitoring on the network.

• Pursue Courses in a specific program language to better understand the language structure including concepts such as: structure, handling

variables, functions and files, debugging, data types, operators, objects and inheritance, control flow, arrays, strings, references,

overloading, and exceptions.

• Utilize port forwarding to access ethernet-connected devices to forward connections to different devices.

• Utilize software tools such as Shuffleboard, SmartDashboard, PathWeaver, and RobotBuilder to improve real-time performance data

collection from the robot to the driver station. This includes improving robot algorithms using trajectory, odometry and PID Control.

• Create a training manual for you team that applies concepts such as: structure, handling variables, functions and files, debugging, data

types, operators, objects and inheritance, control flow, arrays, strings, references, overloading, and exceptions to the FIRST Robotics

Competition programming environment.

Mentor Performance Rating

3 - Skilled,

student can perform the standard independently as a team lead

2 - Moderately skilled, student can perform task with assistance from

mentors or team captain

1 - Introduced, Student was taught the skill from a team lead or mentor

Career Cluster

Information Technology

Industry Certifications

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N - No exposure, has no experience or knowledge of this task

NI Labview for FIRST Robotics Competition Programming (Badge)

roboRio Robot Control LabVIEW for FIRST Robotics Competition

(Badge)

NI LabView for FIRST Robotics Competition RIO Programming

(Badge)

Certified Labview Associate Developer

UpVerter

CompTIAITF+

CompTIAA+

CompTIANetwork

CompTIASecurity

Standard Description

Mentor

Performance

Rating

Control System and Programming

Possible Learning Activity

IT-SUP 2.1 Perform configuration management activities. Zero to Robot

Configuring the Control System and Creating a Benchtop Test.

Use the zero to robot tutorial to choose and configure your robot software

and create a benchtop test for your robot.

IT-SUP 2.2 Evaluate application software packages.

IT-SUP 3.1

Identify the purpose of computer components (e.g.

current and new technologies as they arrive).

IT-SUP 3.2

Demonstrate knowledge to build or install

computer system.

IT-SUP 3.3

Demonstrate ability to couple troubleshooting skills

with hardware knowledge to solve client problems.

IT-PRG 4.1 Employ tools in developing software applications. Programming 101

IT-PRG 4.3

Apply language-specific programming

tools/techniques.

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IT-PRG 6.1 Explain programming language concepts.

Use the programming 101 resources to gain an understanding the different

programming languages and an overview of some programming concepts

you might use.

IT-PRG 6.2 Summarize program development methodology.

IT-PRG 5.2

Explain computing/networking hardware and

software architecture.

Intro to Programming Course

Use the intro to programming course to learn the fundamentals of Java

programming within VS Code using the Romi Robot. This course covers

objects, methods, variables, conditionals, command-based programming

and more.

IT-PRG 6.1 Explain programming language concepts.

IT-PRG 6.3

Demonstrate proficiency in developing an

application using an appropriate programming

language.

IT-PRG 6.4 Explain basic software systems implementation.

IT-PRG 7.1 Develop a software test plan.

IT-PRG 7.2 Perform testing and validation.

IT-PRG 5.2

Explain computing/networking hardware and

software architecture.

VS Code Overview

Understand the fundamentals of code libraries using VS Code.

IT-PRG 6.1 Explain programming language concepts.

IT-PRG 6.4 Explain basic software systems implementation.

IT-PRG 7.1 Develop a software test plan.

IT-PRG 7.2 Perform testing and validation.

IT-NET 3.1

Demonstrate knowledge of the basics of network

architecture.

Networking

Use the WPIlib to understand and apply networking skills relating to

communication between the driver station and roboRio.

IT-NET 3.2

Demonstrate knowledge of basic network

classifications and topologies.

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IT-NET 3.5

Characterize network connectivity basis and

transmission line applications.

IT-NET 3.5

Characterize network connectivity basis and

transmission line applications.

CAN Devices; NI CAN Overview

Research what a CAN device and how they are used in industry. Identify

CAN devices on your robot and complete the communication pathways for

the devices to communicate to each other.

IT-PRG 2.2 Define scope of work for the programming project.

IT-PRG 3.2

Assess the potential importance and impact of

new IT technologies and emerging classes of

software.

IT-PRG 3.3

Summarize elements and types of information

processing.

IT-PRG 6.1 Explain programming language concepts. LearnCPP

Identify specific lessons to accomplish that you will use on the robot.

Complete the full course to gain an understanding of the C++ programming

language. Build your learning to take an Industry Certification or Credential

in C++.

IT-PRG 6.2 Summarize program development methodology.

IT-PRG 6.3

Demonstrate proficiency in developing an

application using an appropriate programming

language.

IT-PRG 6.4 Explain basic software systems implementation.

IT-PRG 6.5 Develop software requirements/specifications.

IT-PRG 6.6 Resolve problems with integration.

IT-PRG 6.1 Explain programming language concepts.

Code Academy; CS Awesome; Jetbrains

Use these sites to learn the fundamentals of Java. Choose 4 concepts you

would like to develop and apply within your VS Code. Build your learning to

take the AP Java CSA exam or other Industry Certification.

IT-PRG 6.2 Summarize program development methodology.

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IT-PRG 6.3

Demonstrate proficiency in developing an

application using an appropriate programming

language.

IT-PRG 6.4 Explain basic software systems implementation.

IT-PRG 6.5 Develop software requirements/specifications.

IT-PRG 6.6 Resolve problems with integration.

IT-PRG 3.1

Identify the potential importance and impact of

new IT technologies.

Machine Learning

Learn how machine learning is used in FIRST Robotics Competition. Use

the WPILib

to learn more about how to program using machine learning.

Use vision processing in the algorithms on your robot.

IT-PRG 3.2

Assess the potential importance and impact of

new IT technologies and emerging classes of

software.

IT-PRG 3.3

Summarize elements and types of information

processing.

Design and Engineering

Design and engineering a robot require a combination of understanding mechanical engineering principles and using modeling programs to test

ideas and determine the details of a final design. Use the available CAD programs from FIRST to advance student skills, each program has their

own tutorials so you can use the program that the school may have or a mentor is familiar with. Job expectations in this area may include:

• Understand what CAD is and how spatial reasoning is used to create 3D parts from geometry.

• Use sketches and features to construct and model geometric shapes including squares, rectangles, circles, triangles, and convert them into

cubes, spheres, cylinders, cones, rectangular prisms and pyramids.

• Perform sketching elements including creation, dimensions, selection and creation, editing, project edges.

• Create drawing views, base, projected, selection, detail. Include annotations, Editing Borders and Tileblocks

• Model parts through actions including fillets, chamfers, complex holes, revolves, pattern features, construction planes and axes.

• Use a CAM software to create G-Code to manufacture a part through additive or subtractive manufacturing.

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• Create and manage top level assembly and sub-assemblies.

• Create a component from a body.

• Make assemblies with inferences, rigid groups.

• Conduct motion studies with parts

• Apply mechanical and electrical engineering principles to a design. Perform motion analysis within parts and use data to make design

decisions.

Mentor Performance Rating

3 - Skilled, student can perform the standard independently as a team lead

2 - Moderately skilled, student can perform task with assistance from mentors or team captain

1 - Introduced, Student was taught the skill from a team lead or mentor

N - No exposure, has no experience or knowledge of this task

Career Cluster

Science, Technology, Engineering &

Mathematics

Industry Certifications

Autodesk Certified Associate

Certified DriveworksXpress Associate (Free)

Solid Edge Mechanical Associate (Free)

OnShape Certified Associate

Certified Solidworks Associate

3DExperience Solidworks Associate

Standard Description Mentor Performance Rating

Design and Engineering

Possible Learning Activity

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

Design 101

Understand the fundamentals of design around a

game strategy as well as how to develop

manipulators through prototyping.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating with

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Standard Description Mentor Performance Rating

Design and Engineering

Possible Learning Activity

others on issues, plans, processes, problems, or

concepts.

Identify the tips and tricks that you would like to adopt

for your team to improve game strategy. Record

these in a training manual for future team members.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

SolidProfessor

Use the drop down to take the Engineering Graphics

and Spatial Visualization courses available. Once

those courses are complete also take the courses in

Dimensioning and Tolerancing. Design specific parts

on the robot that focus on detailed dimensions and

tolerancing.

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating with

others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

Autodesk

Have students take the Introduction to Design for

Manufacturing course. Additional courses may also

be found on Solid Professor. Continue to take

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Standard Description Mentor Performance Rating

Design and Engineering

Possible Learning Activity

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

courses on the path to achieve the Autodesk Certified

Associate for Mechanical Design. Use the skills to

design parts for the manufacturing team to use on

the robot.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating with

others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

OnShape use student resources to learn the basics

of Onshape. As you learn to design parts and

assemblies apply them to our robot. Gain advanced

skills and content through

SolidProfessor or

Onshape4 FIRST Robotics Competition to obtain an

Certified Onshape Associate Certification.

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating with

others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

FIRST

and the FIRST

FIRST

Robotics Competition Work-

Based Learning Toolkit Version 3.27.23

Standard Description Mentor Performance Rating

Design and Engineering

Possible Learning Activity

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

Siemens Solid Edge

Use the resources and the CAD fundamentals course

to begin to learn Solid Edge for building and

modeling your robot. Continue improving your skills

and consider taking the

Solid Edge Industry

Certification Exam.

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating with

others on issues, plans, processes, problems, or

concepts.

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

Solidworks and 3DS Experience use the learning

resources in 3DS Experience. As you learn to design

parts and assemblies apply them to our robot.

Continue improving your skills and consider taking

the

Certified Solidworks Associate in Mechanical

Design Certification.

ST 2.3

Apply a currently applicable computer programming

language to a process, project, plan or issue as

assigned.

ST 2.5

Apply a technological, scientific, or mathematical

concept (use of algorithms) when communicating with

others on issues, plans, processes, problems, or

concepts.

FIRST

and the FIRST

FIRST

Robotics Competition Work-

Based Learning Toolkit Version 3.27.23

Standard Description Mentor Performance Rating

Design and Engineering

Possible Learning Activity

ST-ET 1.1

Apply the core concepts of technology and recognize

the relationships with STEM systems (e.g., systems,

resources, criteria and constraints, optimization and

trade-off, and controls).

FIRST

and the FIRST

FIRST

Robotics Competition Work-

Based Learning Toolkit Version 3.27.23

Student Work-Based Learning Training Plan

Student Name

Grade Level

Experience Level

Student Career Cluster Pathway

Job Role

Mentor

Student Goals for Learning:

Technical Skills to be Learned:

Core Values and Career Ready Practices

CRP-1 Showing responsibility through Gracious Professionalism

CRP-2 Applying interpersonal communication skills

CRP-3 Using inclusion during teamwork

CRP-4 Demonstrating creativity and innovation.

CRP-5 Considering impact of decisions

CRP-6 Critical thinking and perseverance

CRP-7 Modeling integrity, leadership, and time management

CRP-8 Using technology to enhance productivity.

CRP- 9 Considering personal health and well-being

CRP-10 Applying academic and technical skills

Learning Pathways

Industry Certifications to Achieve (2

or 3

Year)