university of baltimore homeland security professional development program

8/2/2019 University of Baltimore Homeland Security Professional Development Program

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Uses of Robotics Technology for Chemical

Hazards


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TOPIC: ROBOTIC TECHNOLOGY

AND HOMELAND SECURITY

APPLICATIONS

Focus: Using Robots to diffusehazards of dangerous chemicals,

chemical spills or explosives


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Students will explore the concepts of Robotics subsystems

and understand the engineering concepts of designing

robotic prototypes.

Students will design robots and build robots to meet

specific obstacle tasks that would allow robots to response

to chemical hazards and potential chemical explosives


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` ENGAGEMENT:

` Capture ofStudent Interest.

` Students will review a series of short video

clips on Robots used in military applications

and law enforcements that includes removal of

threats of chemical hazards.


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Mission Robot to Diffuse ThreatsMission Robot to Diffuse Threats


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Explain why robots would be resource to providedefensive and offensive tactics to prevent harm topeople from potential chemical hazardous situation.

List examples of the challenges that scientist andengineers would have in developing idealist robotsthat meet the engineering specifications to offset theharms of chemical hazardous. Elaborate on the costfactors on engineering robotic endeavors


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Students will be challenged to work in

engineering to design and build robots.


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GENERAL SAFETY CONSIDERATIONS

Students must be at the proper developmental level and

possess adequate motor skills for individual use of

laboratory materials and tools as well as be able to follow thesafety rules.

Lab safety rules should be clear, simply written, and posted

in the classroom.


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` Process

1. Braining Storming

2. Engineering

3. Design Review

` Scheduling

o MasterSchedule

` Teamwork


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` Expectation` 5.1 The student will know and apply the laws of mechanics

to explain the behavior of the physical world.` Indicator` 5.1.1 The student will use analytical techniques appropriate

to the study of physics.

` distinguish between scalar and vector quantities (e.g.speed v. velocity; distance v. displacement)

` symbolically represent vector quantities (angle for direction,

length for magnitude)` add vectors (same and opposite directions and at right

angles)


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` 5.1.3 The student will analyze and explain howNewtons Laws describe changes in an objectsmotion.

` Assessment limits:

` the effect of balanced forces (fnet = 0) (quantitativeand qualitative)

` the effect of unbalanced forces (fnet 0) (quantitativeand qualitative)

` inertia (application) (qualitative only)

` relationship among force, mass and acceleration(describe qualitative relationships and calculate)

` action/reaction (application)


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` 5.1.2 The student will use algebraic and geometric

concepts to qualitatively and quantitatively

describe an objects motion.

` Assessment limits:` motion with a constant velocity

` motion with a constant acceleration

` linear frames of reference


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` Indicator

` 5.2.3 The student will qualitatively describe the

applications of electromagnetic induction.

` Assessment limits:` Electromagnetic induction (definition)

` Motors (energy transformations)

` Generators (energy transformations)

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