Course Syllabus

ADST 10: Electronics and Robotics

Faculty: Nathan Reimer

First Peoples Principles and Land Acknowledgement

I acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, Electronics and Robotics 10 makes the following First Peoples Principles visible in class by providing students with an experiential, hands-on program of learning through design and creation: Learning involves patience and time. Learning is holistic, reflexive, reflective, experiential, and relational. Learning requires exploration of one‘s identity.

Course Description

The ability to design, make, acquire, and apply skills and technologies is important in the world today and key in the education of citizens for the future.

The Applied Design, Skills, and Technologies (ADST) curriculum fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.

In E&R10, students engage in research and empathetic observation to find design opportunities that meet an identified need. This approach helps them gain understanding of how to apply their skills to both finding challenges and solving them in creative ways, using appropriate technologies for the task at hand.

Design involves the ability to combine an empathetic understanding of the context of a challenge, creativity in the generation of insights and solutions, and critical thinking for analyzing and fitting solutions to context. To move from design to final product or service requires skills and technology. Students will use their design to develop their understanding of sensors, control systems, circuits and programming.

Contacting Me

Email: nreimer@stgeorges.bc.ca
Office: 215A

Assessment and Evaluation

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Major assessments for this course include:

Self-reflections
Presentations of learning
Evidence of design thinking demonstrated in class and collected in journals

A student's final mark will be determined by evaluation of their ability to engage in the design process as outlined by the BC ADST Curriculum:

Understanding Context by engaging in research and observation
Defining the problem by choosing a design opportunity and identifying users, criteria for success and any constraints
Ideating by taking risks in generating possible design ideas, keeping criteria and constraints in mind.
Creating and keeping a record of multiple prototypes, making changes to design, tools and technology based on testing.
Making a final version using appropriate tools and minimizing waste.
Sharing their work and providing critical reflections on the success of the design and their design thinking and process.
Identifying and learning the appropriate skills and technologies required to complete their design.

Using the design process as our framework, students will challenge themselves to learn and demonstrate their understanding of the following topics:

Ohm’s law
electrical theory using parallel and series circuits
breadboard circuitry
production of simple circuits from schematic drawings
electronic diagnostic and testing instruments
function and application of components
construction sequences involved in making a working circuit
function and use of hand tools and operation of stationary equipment
cases for enclosing a circuit
sequences involved in making a functional robot
robot elements
block-based coding or logic-based programming for robotics
programming platforms for robotics
flow charts related to robotics behaviour

Resources

All current unit and major assessments for the current term, and a plethora of helpful learning resources can be found on my Canvas page.

Course Expectations

Because all coursework will be posted on Canvas, students should check the Canvas page to find assignments and handouts if they are away from class.
Unless otherwise noted, all work should be submitted through Canvas.
Students are expected to arrive on time, with a functioning laptop capable of running the required software for class, and power cable in case the laptop battery is out of charge.

Learning Plan

Unit	Learning
1. *Independent Design Opportunity* *Sept - Nov*	Understand (Big Ideas)	User needs and interests drive the design process. Complex tasks require the sequencing of skills.
	Do (Competencies)	Define a design opportunity Ideate possible solutions Plan and Prototype, making changes as needed Test prototypes, make changes and test again Plan for production, identifying and using appropriate tools, technology and materials. Share and describe process Identify and develop skills as needed Select, and as needed learn about, appropriate tools and technologies
	Know (Content)	Students may learn any of the following depending on the needs of their design opportunity: Ohm’s law electrical theory using parallel and series circuits breadboard circuitry production of simple circuits from schematic drawings electronic diagnostic and testing instruments function and application of components construction sequences involved in making a working circuit function and use of hand tools and operation of stationary equipment cases for enclosing a circuit sequences involved in making a functional robot robot elements block-based coding or logic-based programming for robotics programming platforms for robotics flow charts related to robotics behaviour
2. Design Challenge Dec - Feb	Understand	Social, ethical, and sustainability considerations impact design.
	Do	Develop competency and proficiency in skills at various levels involving manual dexterity and circuitry
	Know	This unit will have a particular focus on robotics. Students will demonstrate knowledge of: sequences involved in making a functional robot robot elements block-based coding or logic-based programming for robotics programming platforms for robotics flow charts related to robotics behaviour
3. Self-selected Design Challenges Mar - June	Understand	User needs and interests drive the design process. Social, ethical, and sustainability considerations impact design. Complex tasks require the sequencing of skills.
	Do	Applying skills to an independently selected design opportunity using the design process.
	Know	Students may learn any of the following depending on the needs of their design opportunity: Ohm’s law electrical theory using parallel and series circuits breadboard circuitry production of simple circuits from schematic drawings electronic diagnostic and testing instruments function and application of components construction sequences involved in making a working circuit function and use of hand tools and operation of stationary equipment cases for enclosing a circuit sequences involved in making a functional robot robot elements block-based coding or logic-based programming for robotics programming platforms for robotics flow charts related to robotics behaviour

Literacy and Numeracy

This course makes literacy/numeracy visible by using the following comprehension tasks and strategies

Presentations
Reflective writing
Measurements and calculations in design and programming tasks.

Core Competencies

Students will have the opportunity to communicate with peers in group work/projects/design opportunities, presenting ideas to groups of peers and receiving and responding to feedback.

Students will think critically and creatively to solve design problems.

Through individual and group work, students will demonstrate self-respect and perseverance, they will set goals and monitor their progress, and they will empathize with their classmates and group members.