Robot - Eshop Roborobo Robot Kit 1 Teacher Education Class Guide

Teacher’s Guide
Workbook 1
Roborobo
Teacher's Guide
•• Robot Is.. ••
1st Week Robot Is..
Lesson Goal ● The definition and type of robot, and How they function in our life.
● We can learn about parts.
Preparation ● Label
● Video and other learning materials CD
● Demo robot
Introduction ● Teacher introduction, Attendance check, Parent contact list
● Distribute Robot kit and labeling
● Grouping
Study [Teacher] Before explanation, ask student‟s own definition of a robot first. “What is robot?”
Process-1 [Student] Express how the student thinks about the robot.
[What is [Teacher] Describe the etymology of a robot and definition.
Robot?] [Supplement]
① Etymology of robot
The word robot comes from the word robota meaning literally serf labor, and,
figuratively, "drudgery" or "hard work" in Czech, Slovak and Polish. According to
Rawson the word „robot‟ was popularized by Karel Čapek's play, RUR(Rossum's
universal Robot) in 1920 but was coined by his brother Josef (the two often
collaborated), who used it initially in a short story.
② Definition of robot
•Dictionary definition : A mechanical device that sometimes resembles a human
and is capable of performing a variety of often complex human tasks on command
or by being programmed in advance..
•General definition : It is kind of ideal machine that is more powerful than human
beings and protect.
③ Three Laws of Robotics
In science fiction, the Three Laws of Robotics are a set of three rules written by
Isaac Asimov, which almost all positronic robots appearing in his fiction must obey
in 1942.
• The 1st law: A robot may not harm humanity, or, by inaction, allow humanity to
come to harm.
• The 2nd law: A robot must obey orders given it by human beings except where
such orders would conflict with the First Law
• The 3rd law: A robot must protect its own existence as long as such protection
does not conflict with the First or Second Law.
④ Necessary function for robot
Robot is defined as a mechanical device that resembles human or an animal and
works with a sense or intelligence. Ultimate goal of robot technology is to make
artificial machine resembling human.
⑤ Sense Function - Visual function(eye), sound perception function(ear), smell
distinction function(nose), touch function(hand or skin), muscular function(arm and
leg) and intelligence to function these kinds of sense automatically
Study ‘ [Teacher] Show video file.
Process-2 [Supplement]
[The World of ① Type of robot
Robot] • Home : Cleaner, Lawn mower, Home-care • Medical : Operation, Rehabilitation
• Industry : Factory, Fire • Exploration : Space, Ocean, Underground
• Entertainment : Pet, Game
• Military : Soldier robot, Combat robot, Pilotless aircraft
• Public welfare : Public health, Guide, Guard
② Various kinds of robot
Study ‘ [Teacher] Let students put all the parts on the table for an explanation
Process-3 [Teacher] Explain parts which are necessary for the robot
[What Parts [Student] Read out the name of each part loudly not to forget them.
** Check the number of the supplied parts.
are there?] [Teacher] Compare the part with a person.
Ex) CPU Board - Brain, Infra Red Sensor – Eye etc.
Study ‘ [Teacher] Refer to 8 Page of the workbook.

Process-4 “If I become a robot scientist, what kind of robot can I make?”
[What Did You
Learn?]
Conclusion [Teacher] Make out the concept of the definition, type, parts for students again.
[Teacher] Precaution for part-loss and malfunction.
[Teacher] Explain the robot students will learn next time.
RoboRobo
Teacher's Guide
•• EasyBot ••
2nd Week EasyBot
Lesson Goal ● We can learn the type of tool and how to use it
● Through the process of assembling, we can understand the way to assemble parts and
notice for fabrication.
● We can understand how to connect a 3pin cable.
Preparation ● Computer
● Demo EasyBot or Learning tool/ video CD
● Student‟s tool Set(Hexagon driver, Cross driver)
● Teacher‟s tool Set(Hexagon driver, Cross driver, long nose plier, Magnetizer)
Introduction ● Attendance check

● Distribute student‟s tool set
● Homework check and presentation
Study [Teacher] Choose one student to read out 9page of the workbook for explanation.
Process-1 [Student] Read EasyBot contents out aloud.
[Today’s [Teacher] Through the preview of demo EasyBot or Video, explain the function and
feature of today‟s robot.
Goal] [Teacher] Give a definition of the word „Easy‟.
Study [Teacher] Introduce a tool like a cross driver and a hexagon driver and explain their
Process-2 purpose.
[How to use [Teacher] Teach students that the drivers attract bolts and nuts due to a magnetic edge.
[Teacher] Show how to use the hexagon driver.
tool] [Student] According to teacher's direction, put one nut into the hexagon driver.
[Supplement] How to use a tool
Drivers’ head has a magnetic tip, so attract bolts and nut
[Cross driver]
[Hexagon driver]
Study [Teacher] To assemble the robot correctly, put parts on the table according to the
Process-3 workbook and explain the notice for assembling.
[Follow me] [Student] According to assembly process in the workbook, let‟s make a tool to support.
[Teacher] Check the position of hole which is indicated by number and alphabet to
assemble the main frame, Small 8, 5, 4 frames and various kinds of circuit boards.
[Teacher] Inform students that they can check the support‟s size by the back of the
workbook cover or box indication.
[Student] After confirm the assembling position and support‟s size, assemble 20mm
support with the main frame.
[Student] According to teacher‟s explanation, assemble LED/Buzzer circuit board with the
main frame and L-type 2x2frame with the infrared sensor board.
[Teacher] When assembling the DC motor with the Motor frame, students can fix by only
a bolt thanks to the helix of the motor frame. They also can fix the bolt by adding the thin
motor frame on the back hole of the DC motor.
[Student] According to teacher‟s explanation, assemble the motor frame with the DC
motor, the infrared sensor board with the main frame and wheels with DC motor axle.
[Teacher] Explain making the 40mm support by connecting two 20mm supports.
[Student] Fix the 40mm support on the bolt fixed with the motor frame and assemble the
contact sensor board on this support.
[Student] According to teacher‟s explanation, assemble to no.15 of the workbook 16 page.
[Teacher] In the CPU board, OUT port indicates an output device While IN port is an
input device. Help students understand easily by giving an example like a computer.
Monitor -> Output device, Keyboard -> Input device
[Teacher] And explain each circuit board and external device that is connected with OUT
port and IN port.
[Supplement] IN / OUT port
IN Port (Input device)

Contact Sensor Board, Infrared Sensor Board,
Light Sensor, Sound Sensor, Remote Control etc
OUT Port (Output device)

LED Board, Buzzer Board, DC Motor, Servo Motor,
Voice Board, DotMatrix Board etc
[Teacher] Let students read out what kind of colors

there are in 3Pin Cable.
[Teacher] Show students whether there is a triangle
mark on the red LED board, and explain why the black
wire of the 3Pin cable should be connected to where the red mark points. (The 3Pin cable
connection is main cause of robot disablement.)
[Student] Connect four LED boards and one Buzzer board with the 3Pin cable.
[Teacher] Ask how LED Board and Buzzer Board should be connected in the CPU Board.
“OUT port? IN port?”
[Student] Answer “OUT port” and connect it locating black wire on the △ mark pointing
of the OUT port 3, 4, 5, 6, 7.
[Teacher] Ask how Infrared sensor board and contact sensor board should be connected to
the CPU board. “OUT port? IN port?”
[Student] Answer “IN port” and connect it locating black wire on the △ mark pointing of
the IN port 1,2.
[Teacher] Explain how to connect DC motor with DC motor drive board / CPU board
OUT port with DC motor drive board.
[Supplement] How to connect DC motor with DC motor drive board / CPU board OUT
port with DC motor drive board.
① DC motor is a direct current motor by a direct current power like a battery so
the speed of the DC motor depends on voltage supplied by the battery. And if
polarity(+,-) changes, rotating direction also changes.
② DC Motor drive board controls speed and direction of the DC Motor.
③ LED board can be controlled by directly connecting to OUT port of the CPU
board, but DC Motor has to be connected to not CPU board OUT port but DC
Motor drive-board to control speed and direction.
④ DC Motor drive-board connection port is like below.
⑤ It requires two 3Pin cables to control one DC Motor.
⑥ Like the picture below, the DC Motor connection port A which is marked by
orange color is connected to OUT port 1,2 of the CPU board and blue colored port
B is connected to OUT port 3, 4.
For example, if you connect DC Motor cable with Port A of the DC Motor Drive-
board, two 3Pin cable must be connected to OUT port 1,2 of the CPU board. If
connected to 3,4, it does not operate.
⑦ The black line of the cable has to be lined up with the triangle(△) mark. Refer
to the picture below, please.
⑧ Using the 3Pin cable, connect OUT ports 1 and 2 of the CPU board with ports
1 and 2 of the DC motor drive board.
** NOTE : DC motor drive-board 1,2 can be any OUT port of the CPU board but
must be connected like this way; (1,2) or (3,4) or (5,6) or (7,8)
[Student] According to teacher's direction, connect DC motor cable with the DC motor
drive-board A and then connect the 3pin cable to OUT ports 1,2 lined up with △ mark. And
connect another side of the 3pin cable with △ mark of the DC motor drive-board 1,2.
[Teacher] Check each work of the students if their assembling is done.
[Teacher] Download the program to the robot.
Study If the infrared sensor perceives a hand, four LEDs blink by turns and a buzzer
Process-4 sounds. If the contact sensor board is pressed, the DC motor rotates and the LED turns
[EasyBot] on.
Study
Process-5
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of the tool and part‟s assembling way we learned today
again.
[Teacher] Precaution for part-loss and malfunction.
RoboRobo
Teacher's Guide
•• TreeBot ••
3rd Week TreeBot
Lesson Goal ● We can see the component of CPU board and its function.
● We can understand how use the Portable PC and process to download by using RS232C
cable.
● We can learn ON, OFF, Delay Chip and operate the robot by programming.
● Let‟s perform the programming work to turn on/off the LED/Buzzer.
Preparation ● 5~7 Computers
● Demo TreeBot or Learning tool/ video CD
● Homework check
● Disassemble the robot
Process-1 [Student] Read out TreeBot contents aloud.
[Today’s Goal] [Teacher] Through the preview of demo TreeBot or Video, explain the function and
[Teacher] Give a definition of the word „Tree‟ and „program‟.
Study ‘ [Teacher] Explain the component of CPU board and its function in detail.
Process-2 Power connector In Port(Input device)
[Robot Story] Contact sensor board, Infrared sensor board, Optical sensor
RS232 cable, Sound sensor, Remote control etc
Port
OUT Port(Output device)
LED board, Buzzer board, DC Motor,
Servo Motor, Voice board, Dot Matrix etc
[Supplement] CPU is?

The Central Processing Unit (CPU) or processor is the device that controls whole
computer system portion of a computer system that carries out the instructions of a
computer program, and is the primary element carrying out the computer's functions.
This term has been in use in the computer industry at least since the early 1960s (Weik
2007). The form, design and implementation of CPUs have changed dramatically since
the earliest examples, but their fundamental operation remains much the same.
On large machines, CPUs require one or more printed circuit boards. On personal
computers and small workstations, the CPU is housed in a single chip called a
microprocessor. Since the 1970's the microprocessor class of CPUs has almost completely
overtaken all other CPU implementations.
There are two parts that help CPU's processing ability; ROM and RAM. ROM is an
acronym for Read-Only Memory. It refers to computer memory chips containing
permanent or semi-permanent pre-recorded programs. Unlike RAM, ROM is non-
volatile. Even after you turn off your computer, the contents of the ROM remains
available. Almost every computer comes with a small amount of ROM containing the
boot firmware. This holds just enough information so that the computer can check its
hardware and load its operating system into RAM. On a PC, the boot firmware is called
the BIOS.
RAM stands for Random Access Memory. RAM is the place where your computer
temporarily stores its operating system, application programs, and current data, so that
the computer's processor can reach them quickly and easily. When people refer to your
computer's memory, they mostly mean its RAM, and it is volatile. Not volatile in the
common term, as it won't catch file or explode. Volatile in this instance means that when
you turn off your computer, anything in RAM disappears or is erased.
When we assemble the robot and download the program we made to the robot and then
turn off the power, we can see that the program is erased. It means the program was
downloaded in not RAM, but ROM.
By the way, the reason why re-program is available is new ROM technology,
EEPROM. Originally, ROM was literally "read-only". To update the programs in ROM,
people had to remove and physically replace their ROM chips. Contemporary versions of
ROM allow some limited rewriting (referred to as a flash update, as well as the dynamic
side of the ROM, which can be written to by the OS), so you can usually upgrade
firmware such as the BIOS by using installation software. Rewritable ROM chips include
PROMs (programmable read-only memory), EPROMs (erasable read-only memory),
EEPROMs (electrically erasable programmable read-only memory), and a common
variation of EEPROMs called "flash memory".
CPU read the program saved in ROM and decode and then run it. If there is any
condition, transit the signal through the cable to make the connected device operate.
RAM is volatile. It requires a steady flow of electricity to maintain its contents, so data
stored in RAM stays there only as long as your computer is running. As soon as you turn
the computer off, you lose everything that was in RAM. Therefore, it is used only for
saving temporarily.
[Supplement] ATMEL8L CPU
● Reboot program memory 8K, 10000 reprogramming available
● 512 bite Inner EEPROM - 100,000 times write/ erase available
● Inner RAM capacity 1KB
● 32 8-bit-registers
● 32 I/O ports controllable by program
● Operation voltage: 2.7~6V
● 0~16MHz
Study ‘ [Teacher] To assemble the robot correctly, put parts on the table according to the
[How to [Teacher] From workbook 22page through 26Page, make students assemble to No. 13.
Assemble] [Teacher] Or to improve creativity, let students make before No.11 (LED board) and
assemble the LED board freely.
[Student] Inform students that they can check the support‟s and bolt‟s size by the back
of the workbook cover or box indication.
[Teacher] Check the position of hole which is indicated by number and alphabet to
[Teacher] Let students read out what kind of colors there are in 3Pin Cable.
[Teacher] Show students whether there is a triangle mark on the red LED board, and
explain why the black wire of the 3Pin cable should be connected to where the red mark
points. (The 3Pin cable connection is main cause of robot disablement.)
[Student] Assemble four LED boards and one Buzzer board with the 3Pin cable.
[Teacher] Ask how LED Board and Buzzer Board should be connected in the CPU
Board. “OUT port? IN port?”
[Student] Answer “OUT port” and connect it locating black wire on the △ mark pointing
of the OUT port 1, 2, 3, 4, 5.
Study ‘ [Teacher] Explain how to connect the RS232 cable with a Portable PC and computer .
Process-4 [Supplement] Connect the RS232 cable
[RS 232 cable
connection]
(1) Check whether there is serial port (2) Connect the RS232 cable into the
in the Portable PC. Portable PC.
If you connect the other side of the RS232 cable with the robot‟s CPU board, you can
download the program.
Study ‘ [Teacher] Explain the component of the Portable PC and its function.
Process-5 [Supplement] Portable PC component and function
[Portable PC ]
● Down: This downloads a program to the robot.

● Run/Stop : This operates the robot or stops the robot.
● Menu : This opens a file that is saved before.
● Chip : This is used for robot operation.
● Del : This deletes a chip.
● Num/Eng : This converts the keyboard language ;number and English
● Direction key ( ): This is to move among the chips and change the contents.
● C : This cancels the contents of the selected chip
● ↲ : Enter Button, This selects the chip.
[Teacher] Explain how to use the Portable PC
Study ‘
[Teacher] Explain how to choose a chip at 33page
Process-6 [Student] Through the corner of “Follow me!”, arrange the chip.
[Portable PC] [Teacher] Explain how to delete the chip referring to 34page.
[Student] Through the corner of “Follow me!”, delete the chip.
[Teacher] Explain how to insert the chip referring to 35page.
** Note : The chip will be inserted just below where you choose.
[Student] Through the corner of “Follow me!”, insert the chip.
Study [Teacher] Explain how to download and execute.
Process-7 [Supplement] Download and Execute.
[Download
and
Execution]
Connect the RS232 cable to the CPU-board port.
Study [Teacher] Explain how to use the Rogic program.

Process-8 [Teacher] Visit the web page at www.roborobo.co.kr, log in to download the Rogic
[Program] program.
[Teacher] Explain the component of the Rogic program and its function.
[Supplement] The component of the Rogic program.
[Teacher] Explain how to download and execute.
[Supplement] Download and Execute
(1) Connect the RS232 cable to the CPU-board port.

(2) Make a program through the Rogic program and push the download button.
(3) If you download correctly, the message will come out 'DownLoad Successfully
Finished!!!'.
(4) And push the 'Run/Stop' button to execute the robot. If you want to stop push the
button again.
Study [Teacher] Explain the On Chip, the Off Chip, and the Delay Chip.
Process-9 [Teacher] Explain the chip through the "Follow me!" corner and make a program.
[Program: [Student] Answer the workbook.
Chip] ● On Chip ● Delay Chip - To keep current state.
● Off Chip - To close a port
[Supplement] Portable PC
① To move among the Ports in On and Off Chip Setting box, use the left and
right direction key( ) and to select the Port, use ( ).

② To input the value in the Delay Chip box, you can use up and down direction
key( ) by the 0.1 s, or input directly by the number key(0～9).
Study [Teacher] Show students what kind of OUT port the red, orange, yellow and green LEDs
Process-10 are connected into.
[Shall we [Teacher] Before the program, choose some students to answer the workbook.
[Student] At the dictation of the teacher, write down the answer on the board.
make it [Teacher] Let students make a program.
move?] [Student] Download the program to the robot and check your program correct.
[Supplement] Shall we make your robot move?

[Teacher] Put off the classroom and let students show off their pretty christmas tree.
Study
Process-11
[What Did
You Learn?]
Check [Teacher] Make out how to use the Portable PC and Rogic program.
[Teacher] Make out the concept of ON, OFF, and Delay Chip..
[Teacher] Components and function of the CPU board.
RoboRobo
Teacher's Guide
•• FlyBot ••
4th Week FlyBot
Lesson Goal ● Using one DC Motor, assemble FlyBot
● Understand the LED Board, Buzzer Board introduction and their principles.
● Let us learn the DC Motor Chip and operate the robot by programming.
● Assignment of programming that rotates the DC Motor.
Preparation ● 5~7 Portable PCs according to the number of students

● Demo TreeBot or Learning material/ video CD

Process-1 [Student] Read out FlyBot contents aloud.
[Today’s Goal] [Teacher] Through the preview of demo FlyBot or Video, explain the function and feature
of today‟s robot.
[Teacher] Give a definition of the word „Tree‟ and „program‟.
Study ‘ [Teacher] Introduce the LED board and applicable examples in the life.
Process-2 [Supplement] LED Board
[Robot A light-emitting diode is an electronic light source and LEDs are based on the
Story] semiconductor diode. When the diode is forward biased (switched on), electrons
are able to recombine with holes and energy is released in the form of light. This
effect is called electroluminescence and the color of the light is determined by the
energy gap of the semiconductor. The LED is usually small in area with
integrated optical components to shape its radiation pattern and assist in
reflection. And the color of LEDs is made from a variety of inorganic
semiconductor materials, the following table shows the available colors with
wavelength range, voltage drop and material: Red, orange. yellow, green...etc
LEDs present many advantages over traditional light sources including lower
energy consumption, longer lifetime, improved robustness, smaller size and faster
switching. However, they are relatively expensive and require more precise
current and heat management than traditional light sources.
The most general form of the LED
(From the left side, red LED, yellow LED, green LED)
Applications of LEDs are diverse. They are used as low-energy indicators but
also for replacements for traditional light sources in general lighting, automotive
lighting and traffic signals. The compact size of LEDs has allowed new text and
video displays and sensors to be developed, while their high switching rates are
useful in communications technology.
[Teacher] Explain the principle of the Buzzer board and applicable examples in the life.
[Supplement] Buzzer Board
A buzzer or beeper is a signalling device, usually electronic, typically used in
automobiles, household appliances such as microwave ovens, or game shows.
It most commonly consists of a number of switches or sensors connected to a control
unit that determines if and which button was pushed or a preset time has lapsed, and
usually illuminates a light on the appropriate button or control panel, and sounds a
warning in the form of a continuous or intermittent buzzing or beeping sound. Initially this
device was based on an electromechanical system which was identical to an electric bell
without the metal gong (which makes the ringing noise). Often these units were anchored
to a wall or ceiling and used the ceiling or wall as a sounding board. (Source : Wikipedia)
Study [Teacher] To assemble the robot correctly, put parts on the table according to the
[How to [Teacher] Let students assemble only no.1 of the workbook 44page.
Assemble]
[Teacher] Explain the nylon nut.
[Supplement] Nylon nut
It has a small nylon insert at the top of the nut and slightly less than the major diameter
of the bolt's thread. As the bolt threads into the nylon area it impresses its own threads
into the nylon and the friction bond achieved resists loosening.
[Teacher] Explain the reason the nylon nut is necessary.
[Supplement] Reason
At no.2 of the assembling, if you use a general nut instead of using the nylon nut, the
wheel cannot rotate and if loosening the nut to rotate the wheel, the nut will loosen totally.
Therefore, the nylon nut will help to resist loosening by the friction.
[Teacher] Instead of the nylon nut, show the case that you fasten with a general nut.
[Teacher] Explain the notice for fastening the nylon nut.
[Teacher] Before assembling the nylon nut, pull out the nut in hexa-driver by using the
support.
[Teacher] Fasten the nylon nut with 7mm support tightly by the hexa-driver and then
loosen slightly to rotate.
[Student] According to teacher's explanation, tighten the nylon nut and check the wheel
rotating by your hand.
[Supplement] Prevention of nut loosening
Nuts and bolts are clamps. They work by tightly clamping the parts of a bolted joint
together. They are able to do this because of stress and strain. If tightening continues, the
bolt will stretch slightly - it will strain and after some point, it will end up loosening
totally. Followings are several methods to prevent from loosening.
(A) Washer bolt : This is a way to prevent from loosening by using special washer bolts
such as spring washer etc.
(B) Lock-nut : Like the image 3-56, tighten two nuts enough and make the state to push
each other by loosening the bottom nut. So although the fastening power of the bolt
decreases, the friction of both nut keep its tightening state. At this time, a lock nut is
usually used as the bottom nut..
(C) Self locking nut : Like the image 3-56 (a) and (b), This nut has slots in the top and is
used with a bolt that has a single hole through its threaded end.
(D) pin, small fastener etc : Like the image of 3-58, there is a slot to allow a cutter pin
insertion and this prevents the nut from backing off.
(E) wire : It is applied to a thin wire instead of the pin like the image of 3-59 and this wire
functions to connect nuts not to be loosened
[Teacher] Instruct students assemble from no.3 of the workbook 44page to no.14.
[Student] Check the support‟s and bolt‟s size by the back of the workbook cover or box
indication
[Student] Check the position of hole which is indicated by number and alphabet to
assemble the main frame, Small 8, 5, 4 frames and various kinds of circuit boards
[Teacher] After assembling to 48page, explain how to connect the DC motor cable with
the DC motor drive board and the DC motor drive board with the OUT port of the CPU
board.
[Supplement] DC Motor-DC Motor drive board & CPU board-DC Motor drive board
① The DC motor is a direct current motor by a direct current power like a battery so the
speed of the DC motor depends on voltage supplied by the battery. And if polarity(+,-)
changes, rotating direction also changes.
② The DC Motor drive board controls speed and direction of the DC Motor.
③ The LED board can be controlled by directly connecting to OUT port of the CPU board,
but the DC Motor has to be connected to not CPU board OUT port but DC Motor drive-
board to control speed and direction.
④ The DC Motor drive-board connection port is like below.
⑤ It requires two 3Pin cables to control one DC Motor.
⑥ Like the picture below, the DC Motor connection port A which is marked by orange color
is connected to OUT port 1,2 of the CPU board and blue colored port B is connected to OUT
port 3, 4.
For example, if you connect DC Motor cable with Port A of the DC Motor Drive-board, two
3Pin cable must be connected to OUT port 1,2 of the CPU board. If connected to 3,4, it does
not operate.
⑦ The black line of the cable has to be lined up with the triangle(△) mark. Refer to the
picture below, please.
⑧ Using the 3Pin cable, connect OUT ports 1 and 2 of the CPU board with ports 1 and 2 of
the DC motor drive board.

** NOTE : DC motor drive-board 1,2 can be any OUT port of the CPU board but must be
connected like this way; (1,2) or (3,4) or (5,6) or (7,8)
[Teacher] Let students connect the DC Motor cable with the DC Motor drive-board PORT
A.
[Teacher] Let students connect one 3Pin cable with the DC Motor drive-board 1 and ask
this question "What color of the triangle is it?".
[Teacher] Let students connect the 3Pin cable that is connected to the DC Motor drive-
board with CPU board OUT port 1. And and ask again. "What color of the triangle is it?
[Teacher] Let students connect another 3Pin cable with DC Motor drive-board and CPU
board OUT port 2.
drive-board A and then connect the 3pin cable to OUT ports 1,2 lined up with △ mark. And
connect another side of the 3pin cable with △ mark of the DC motor drive-board 1,2.

Study [Teacher] Explain the DC Motor Chip.
Process-4 [Teacher] Explain the Chip and the result of the program by “Follow me!” corner.
[Program] [Student] Make an answer to the question of the workbook.
Study [Teacher] Before start programming, choose some students and let them answer the
Process-5 workbook.
[Shall we [Student] Write the answer on the black board.
make it
[Teacher] After answer all the questions, instruct students to make a program.
move?]
[Student] Make a program and download to the robot, Check whether the robot operates
correctly.
[Supplement] Let's make your robot operate?
Study
Process-6
[What Did
You
Learn?]
Conclusion [Teacher] Make out the concept of the DC Motor Chip.

[Teacher] Illuminate the function and application of the LED Board and Buzzer Board
with examples.
RoboRobo
Teacher's Guide
•• RaceBot ••
5th Week RaceBot
Lesson Goal ● Using one DC Motor, assemble RaceBot
● Understand the DC Motor introduction and their principles.
● Let us learn the DC Motor Chip and operate the robot by programming.
● Assignment of programming that rotates the DC Motor.
Preparation ● 5~7 Computers

● Demo RaceBot or Learning material/ video CD
● For the race to make the turn, make a starting point(black tape etc) and turning
point(paper cups etc)

Process-1 [Student] Read out RaceBot contents aloud.
[Today’s Goal] [Teacher] Through the preview of demo RaceBot or Video, explain the function and feature
of today‟s robot.
[Teacher] Give a definition of the word „Race‟ and „Operation‟.
Study ‘ [Teacher] Introduce the DC motor and applicable examples in the life.
Process-2 [Supplement] DC Motor introduction and type of the motor
[Robot
Story]
DC Motor AC Motor
Servo Motor Stepping Motor
An electric motor is a motor that uses electrical energy to produce mechanical energy. An
electric motor is a motor that uses electrical energy to produce mechanical energy. By the way,
among these motors, DC motor is not purposely invented, but found through a mistake of
mechanical handling by chance.
This states that if an electric current is passed through a conductor which is positioned
perpendicular to the direction of a magnetic field, then that conductor will experience a
mechanical force tending to cause it to move in a direction that is perpendicular to both the
current flowing through the conductor AND the direction of the magnetic field.
The DC motor was invented by accident in 1873, when Zénobe Gramme connected a
spinning dynamo to a second similar unit, driving it as a motor. The classic DC motor has a
rotating armature in the form of an electromagnet with two poles. A rotary switch called a
commucator reverses the direction of the electric current twice every cycle, to flow through
the armature so that the poles of the electromagnet push and pull against the permanent
magnets on the outside of the motor. As the poles of the armature electromagnet pass the
poles of the permanent magnets, the commucator reverses the polarity of the armature
electromagnet. During that instant of switching polarity, inertia keeps the classical motor
going in the proper direction.(Source : wikipedia)
Also, there are several types of motors such as an AC Motor, Servo Motor, Stepping
Motor etc.
AC Motor is an alternating current motor and generates much power than the DC Motor.
It applied to electronic fans, washing machines, refirigerators and so on. A Servo Motor is a
special motor that is mainly used in robot's joint because can move easily by angle it desires.
You can see Walking robots are consisted of the Servo Motors. Finally, A Stepping Motor
can be movable sequentially at the fixed angle. If you disassemble a printer, you can see the
stepping motor operating a belt.
[Supplement] The principle of the DC motor
In very basic terms, the reason that the shaft of any motor rotates (when the motor is
switched on) can be explained by one law of electromagnetic theory.
The relative directions of these three vectors can be deduced by holding one's left hand
with the thumb, first finger and second finger all perpendicular to each other.
Then, If CURRENT flows along the SECOND finger and the FIELD flows along the
FIRST finger then the resultant MOTION will be in the direction of the THUMB.
In a typical ac electric motor, a rotating magnetic field is set up by the current flowing
through windings in the stator. This current also causes an "induced" current to flow
through the bars in the rotor (hence the term "induction" motor). The resultant force causes
the rotor to rotate as it continually "chases" the rotating magnetic field and, since the rotor
is firmly fixed to the shaft, the shaft also rotates.
(Source: http://www.westernelectric-motors.com/T-topics_How_motor_works.htm)
Study [Teacher] To assemble the robot correctly, put parts on the table according to the workbook
Process-3 and explain the notice for assembling.
[How to [Teacher] Let students assemble only no.1 of the workbook 58page.
Assemble]
[Teacher] Explain how to assemble the motor frame with the DC Motor.
① Explain the process that fixs the motor frame on the back of the DC motor guide by only
using bolts.
② Let students assemble with care for the hole of the Motor guide.
③ Let students assemble with care for the axle of the DC Motor.
[Student] Assemble with care for the direction at teacher's dictation.

[Teacher] Explain how to assemble the motor frame with the DC Motor.
① Explain to students to assemble making the axle of the DC Motor to the front.
② Or By inclining the center of gravity to the back, the robot is hard to operate.
[Student] Assemble confirming the direction of the axle of the DC Motor.

[Teacher] Let students assemble from no.3 of the workbook 58page to no.9.(before the 3pin
cable connection).
indication
[Teacher] After assembling to 61page, explain how to connect the DC motor cable with the
DC motor drive board and the DC motor drive board with the OUT port of the CPU board.
[Teacher] Let students assemble left DC Motor cable with DC Motor drive port A and right
one with B.
[Teacher] Advise students not to mix up the left and right DC Motor cable.
this question. "What color of the triangle is it?"
board with CPU board OUT port 1. And and ask again. "What color of the triangle is it?
[Teacher] Let students connect three 3Pin cables to DC Motor drive-board 2, 3, 4 and CPU
board OUT port 2, 3, 4.
drive-board A,B and then connect the 3pin cable to OUT ports 1,2,3,4 lined up with △ mark.
And connect another side of the 3pin cable with △ mark of the DC motor drive-board
1,2,3,4.
Study [Teacher] Explain the DC Motor Chip.

Process-5 workbook.
[Shall we [Student] Write the answer on the black board.
make it
move?]
correctly.
[Supplement] Let's make your robot operate?
Delay time depends on the robot's battery condition, friction of the floor, and size
of the ground. Let students make up freely.
Study -- Select one among several styles. --
Process-6
[Robot
Competition]
Conclusion [Teacher] Make out the concept of the DC Motor Chip..
[Teacher] Illuminate the function and application of the DC Motor with examples.
RoboRobo
Teacher's Guide
•• DancingBot ••
6th Week DancingBot
Lesson Goal ● Using two DC Motors, assemble DancingBot
● The DC Motor Drive Board introduction and understanding its principle
● Understand the while chip introduction and their principles.
● Work performance of various driving programs
Preparation ● Computers
● Demo DancingBot or Learning material/ video CD
● For the 1m race, make a starting point(black tape etc) and goal(paper cups etc)

Process-1 [Student] Read out DancingBot contents aloud.
[Today’s Goal] [Teacher] Through the preview of demo DancingBot or Video, explain the function and
[Teacher] Give a definition of the word „Dancing‟, „Drive‟ and 'While'
Study ‘ [Teacher] Introduce the DC Motor Drive Board and applicable examples in the life.
Process-2 [Supplement] DC Motor drive-board function
[Robot Why is the DC motor able to be controlled by connect to not the CPU board but the
Story] DC Motor drive-board while the LED board and Buzzer board are controllable by
connecting to the CPU Board OUT port?
The DC Motor rotates by connecting with battery's polarity (+), (-). Connect the
DC Motor cable to unoccupied OUT port of the CPU board and turn on the power.
You can find that the DC Motor rotates. If you connect the DC motor cable oppositely
which is already connected with the CPU board, the DC motor also rotate reversely.
(This method is usually used as check for DC motor malfunction.)
That is, how do you make your robot go and then back? Should you change each
cable while moving the robot? And do you have to change batteries to control the
rotary speed? To control complex movement of the DC motor such as rotation,
reverse rotation etc, you need the DC motor drive-board. It helps to control the speed
or direction of the rotation. Well, can you understand?
[Supplement] Type of the Motor drive-board
DC Motor Driver AC Servo Motor Driver
Stepping Motor Driver
A choice of the motor driver depends on the type of the motor and its purpose.
[How to [Teacher] Let students assemble from no.1 of the workbook 73page to no.9.(before the 3pin
Assemble] cable connection).
[Teacher] When assemble no.3 of 70page, advise students to be careful of the motor's
direction.
indication
[Student] Check the position of hole which is indicated by number and alphabet to assemble
the main frame, Small 8, 5, 4 frames and various kinds of circuit boards
[Teacher] After assembling to 73page, explain again how to connect the DC motor cable with
the DC motor drive board and the DC motor drive board with the OUT port of the CPU board.
[Teacher] Let students connect the left DC Motor cable with the DC Motor drive-board
PORT A, and right one with PORT B.
[Teacher] Let students connect one 3Pin cable with the DC Motor drive-board 1 and ask this
question "What color of the triangle is it?".
[Teacher] Let students connect the 3Pin cable that is connected to the DC Motor drive-board
with CPU board OUT port 1. And and ask again. "What color of the triangle is it?"
[Student] According to teacher's direction, connect DC motor cable with the DC motor drive-
board A,B and then connect the 3pin cable to OUT ports 1,2,3,4 lined up with △ mark. And
connect another side of the 3pin cable with △ mark of the DC motor drive-board 1,2,3,4.

Study [Teacher] Explain the While Chip.
Process-4 [Teacher] Explain the DC Motor Chip.
Study [Teacher] Before program, explain the operating principle of the DancingBot using two DC
Process-5 motors.
[Supplement] DancingBot Operation by two DC motors
[Operation]
1. To make the robot go forward, how do you operate?
Clockwise Clockwise
Anticlockwise AntiClockwise
Stop Stop
2. To make the robot go backward, how do you operate?
Clockwise Clockwise
Stop Stop
3. To make the robot stop, how do you operate?
Clockwise Clockwise
Stop Stop
4. To make the robot turn left, how do you operate?
Clockwise Clockwise
Stop Stop
**Lower the speed of the left wheel guide than the right.
**Or stop one side of the motor.
5. To make the robot turn right, how do you operate?
Clockwise Clockwise
Stop Stop
**Lower the speed of the right wheel guide than the right.
**Or stop one side of the motor..
[Teacher] Before start programming, choose some students and let them answer the
workbook.
[Student] Write the answer on the board.
correctly.
Study -- Select one among several types of the race --
Process-6
[Robot
Competition]
-- Personal 1m race --
-- 1m race --
-- 1m turning race --
Study
Process-7
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of the While Chip.
[Teacher] Illuminate the function and application of the DC Motor drive-board with
examples.
RoboRobo
Teacher's Guide
•• ControlBot ••
7th Week ControlBot
Lesson Goal ● Using the contact sensor board, assemble ControlBot
● Understand the contact sensor board introduction and its principle.
● Using four contact sensor boards, assemble the remote control,
● Contact S/W Chip explanation and operating principle
● Operating principle of the Wired Remote Control
● Work performance of controlling the contact sensor board.
Preparation ● 5~7 computers according to the number of students

● Demo ControlBot or Learning material/ video CD
● For the 1m race, make a starting point(black tape etc) and goal(black tape etc) and turning
point(paper cups etc)

Process-1 [Student] Read out ControlBot contents aloud.
[Today’s [Teacher] Through the preview of demo ControlBot or Video, explain the function and
Goal] feature of today‟s robot.
[Teacher] Give a definition of the word 'Control' and 'Contact'.
Study [Teacher] Introduce the contact sensor board, and applicable examples in the life.
Process-2 [Supplement] The contact sensor board function
[Robot
Story]
Contact switch sensor is a device that can sense the force from outside. While
general pressure sensors can record pressure change, it perceives only two states. :
'pressed' or 'not pressed'
This contact switch sensor is simply called 'button' or 'switch' and is widely
applied as the button of variable machines such as refrigerators, washing machines,
televisions, electric fans, air conditioners and so on. If these home appliances can be
defined as a robot, the contact sensor is kind of the medium that orders certain type
of motion to the robot.
In our robot courses, this sensor mainly uses for obstacles' perception. These
sensors are fixed on the front, back, left and right sides of the robot and function to
send an impulse message to the robot's CPU when the robot bumps into a wall or an
obstacle. Then, the robot can avoid by rotating the motor to the opposite direction.
Unlike contact switch sensor, an infrared sensor or an ultrasonic sensor can
perceive not bumping.
[Supplement] Type of contact switch
- Return type switch: This type switch closes the circuit only while controlling, or although
the circuit is open, if stop controlling, the switch is back again soon.
- Keep-up type switch: It maintains its state until the control.
[Supplement] Classification by the Switch control and Circuit sign
- OFF--->ON contact point (Open---> Close); MAKE contact point(A Point)
- ON--->OFF contact point(Close---> Open): BREAK contact point(A Point)
- Contact point to change the closing side: Changeover, TRANSFER (C Point)
-Circuit Sign-
[Supplement] Switch type
Push-button ON-Off type Slide type Multiple Switch
[Teacher] Try not to tighten too much when fixing the support and support at step. 10 of 85
page. (It could be difficult when disassembling)
indication
the main frame, Small 8, 5, 4 frames and various kinds of circuit boards.
[Teacher] After assembling to 85page, explain how to connect the DC motor cable with the
DC motor drive board and the DC motor drive board with the OUT port of the CPU board.
[Teacher] Let students assemble left DC Motor cable with DC Motor drive port A and right
one with B.
this question. "What color of the triangle is it?"
board with CPU board OUT port 1. And and ask again. "What color of the triangle is it?"
[Teacher] Instruct students to make the corded remote control on the step.15 of 86page.
Be careful of the same color when to connect on the step.16 of 87page.
[Student] Assemble according to the teacher's explanation.
[Teacher] Instruct students to connect the IN port No.1, 2, 3 and 4 properly on step 17 of
87page.
Study [Teacher] Explain the Contact S/W Chip.

Process-5 workbook.
[Shall we [Student] Write the answer on the board.
make it [Teacher] After answer all the questions, instruct students to make a program.
move? ] [Student] Make a program and download to the robot, Check whether the robot operates
correctly.
Study -- Select one among several styles. --
Process-6
[Robot
Competition]
Study
Process-7
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of the Contact S/W Chip.
[Teacher] Illuminate the function and application of contact sensor board with examples.
RoboRobo
Teacher's Guide
•• HittingBot ••
8th Week HittingBot
Lesson Goal ● Using the Contact Sensor Board, assemble the HittingBot.
● The RS232 Cable introduction and understanding of download principle.
● Loop Chip explanation and operation
● RAND(Random number) Chip and operation->(Only applied to ver. 2.0 of the Portable PC
in 2006)
● Various program projects

● Demo HittingBot or Learning material/ video CD
● HittingBot Game

Process-1 [Student] Read out HittingBot contents aloud.
[Today’s [Teacher] Through the preview of demo HittingBot or Video, explain the function and
Goal] feature of today‟s robot..
[Teacher] Give a definition of the word „Hit‟ and „Loop‟.
Study [Teacher] Introduce the RS232 cable and applicable examples in the life.
Process-2 [Supplement] Origin of the RS232 Communication
[Robot RS232 is ,properly speaking, a RS-232C(RS-232C [recommended standard-232C).
Story] [Supplement] RS-232 was first introduced in 1962. The original DTEs were
electromechanical teletypewriters and the original DCEs were (usually) modems. When
electronic terminals(smart and dumb) began to be used, they were often designed to be
interchangeable with teletypes, and so supported RS-232.
Since application to devices such as computers, printers, test instruments, and so on was not
considered by the standard, designers implementing an RS-232 compatible interface on their
equipment often interpreted the requirements idiosyncratically. Common problems were
non-standard pin assignment of circuits on connectors, and incorrect or missing control
signals. The lack of adherence to the standards produced a thriving industry of breakout
boxes, patch boxes, test equipment, books, and other aids for the connection of disparate
equipment.
Later personal computers (and other devices) started to make use of the standard so that
they could connect to existing equipment. For many years, an RS-232-compatible port was a
standard feature for serial communications, such as modem connections, on many computers.
It remained in widespread use into the late 1990s. In personal computer peripherals it has
largely been supplanted by other interface standards, such as USB. RS-232 is still used to
connect older designs of peripherals, industrial equipment (such PLCs), console ports and
special purpose equipment such as a cash drawer for a cash register. The standard has been
renamed several times during its history as the sponsoring
organization changed its name, and has been variously known as EIA RS-232, EIA 232,
and most recently as TIA 232. The current revision is TIA-232-F Interface Between Data
Terminal Equipment and Data Circuit-Terminating Equipment Employing Serial Binary
Data Interchange, issued in 1997. Changes since Revision C have been in timing and details
intended to improve harmonization with the CCITT standard V.24, but equipment built to
the current standard will interoperate with older versions.
[Source : http://en.wikipedia.org/wiki/RS-232]
[Supplement] Type of Cable
232C Cable Optical Communication Cable Power Cable
Printer Data Cable Hard Disk Cable Cellular Phone Cable
Study [Teacher] To assemble the robot correctly, put the parts on the table according to the
[How to [Teacher] Let students assemble from no.1 of the workbook 100page to step.15.(before the
Assemble] 3pin cable connection).
[Teacher] Let students assemble on the position of C1,C15,I1 and I15 on 96page step. 2.
[Student] Assemble according to teacher's instruction.
[Teacher] Caution when to fix the LED under the bottom of the step 5 and 6 of 97page.
[Student] Assemble according to teacher's instruction.
indication
[Teacher] After assembling to 100page, explain again how to connect the DC motor cable
with the DC motor drive board and the DC motor drive board with the OUT port of the CPU
board.
[Teacher] Let students connect the DC Motor cable with the DC Motor drive-board PORT A.
this question "What color of the triangle is it?" and then connect the other side to the OUT
Port 5 of the CPU board.
[Teacher] Let students connect the 3Pin cable to the DC Motor drive-board No.2 and the
opposite side to the OUT port 6 of the CPU board.
[Student] Connect to the DC Motor drive-board No.1 and 2 and the other side to the OUT
port 5 and 6 according to teacher's instruction.
[Teacher] Let students connect the 3Pin cable to the buzzer board and the other side to the
OUT port 7 of the CPU board.
[Student] Connect the 3Pin cable to the buzzer board and the other side to the OUT port 7
of the CPU board.
[Teacher] Let students connect the 3Pin cable to the LED Board (red) 1 and the other side
to the OUT port 1 of the CPU board.
[Teacher] Let students connect the three 3Pin cables to the LED Board (orange) 2, (green) 3
and (yellow) 4 to the No. 2, 3 and 4 of the CPU board. (same as the pictures)
[Student] Connect the four 3Pin cables to the LED Board (red) 1, (orange) 2, (green) 3 and
(yellow) 4 to the OUT Port No. 1, 2, 3 and 4 of the CPU board in the order. Connect the 3pin
cable lined up with △ mark.
[Teacher] Connect the 3pin cable with the Contact sensor boar (red) No.1 and the other side
with the IN Port No.1 of the CPU board.
[Teacher] Let students connect the three 3Pin cables to the LED Board (orange) 2, (green) 3
and (yellow) 4 to the IN Ports No. 2, 3 and 4 of the CPU board. (same as the pictures)
[Student] Connect the four 3Pin cables to the LED Board (red) 1, (orange) 2, (green) 3 and
(yellow) 4 to the IN Port No. 1, 2, 3 and 4 of the CPU board in the order. Connect the 3pin
cable lined up with △ mark.
[Student] Make according to the teacher's instruction.

Study [Teacher] Explain the Loop Chip.

Process-4 [Teacher] Explain the chip and the program result through the corner, “Follow me!”.
[Program] [Teacher] Draw X on the last chips 'ON' and 'Delay 0.5' on the 1st "Follow me!".( 'ON' and
'Delay 0.5' should be removed in order to make same program.)
[Student] Try to understand teacher's description and make an answer on the workbook.
Process-5 workbook.
move?] [Student] Make a program and download to the robot, Check whether the robot operates
correctly.
Set the DC Motor slow; 1 or 2.
Study -- Select one among several races--

Process-6
[Robot
Competition]
Study
Process-7
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of the Loop Chip .

[Teacher] Illuminate the function and application of the RS232 Cable with examples.
RoboRobo
Teacher's Guide
•• BumperBot ••
9th Week BumperBot
Lesson Goal ● Using the Contact Sensor Board, assemble the BumperBot.
● Machine introduction working for human
● IF Chip Application Program
● Rotation performance by setting the DC Motor direction and speed.
● Producing the remote control by four contact sensor board.
● Various programming and work performance

● Demo HittingBot or Learning material/ video CD
● Maze wall for game (Book, Kit box, Blocks etc)

Process-1 [Student] Read out BumperBot contents aloud.
[Today’s [Teacher] Through the preview of demo BumperBot or Video, explain the function and
[Teacher] Give a definition of the word „Bumper‟ and „IF‟.
Study [Teacher] Introduce the bumper and applicable examples in the life.
Process-2 [Supplement] Application of the bumper in our life
[Robot The purpose of the bumper is to sustain an impact or to detect other obstacle.
Story]
Automobile bumper BumperCar(the rides) Cleaning robot

Automobile bumper : An automobile's bumper is the front-most or rear-most part,
ostensibly designed to allow the car to sustain an impact without damage to the
vehicle's safety systems.
BumperCar(the rides) : Bumpers are designed to absorb crash energy of car against
car in minor.
Cleaning Robot : Bumper of the cleaning robot is absorb collision. Another purpose is
to change direction when it bumps into an obstacle.
Study [Teacher] To assemble the robot correctly, put the parts on the table according to the
[How to [Teacher] Let students assemble BumperBot from step.1 of the workbook 113page to
Assemble] step.10.(before the 3pin cable connection).
[Teacher] Remind students not to tighten nuts too much when assembling step.6 of 111
page.
indication
[Teacher] After assembling to 113page(step.10), explain again how to connect the DC motor
cable with the DC motor drive board and the DC motor drive board with the OUT port of the
CPU board.
PORT A and the right with PORT B.
[Teacher] Remind students not to entangle wires and to connect with correct location.
[Teacher] Let students connect one 3Pin cable with the DC Motor drive-board 1 and ask this
question "What color of the triangle is it?"
[Teacher] Let students connect the other side to the OUT Port 1 of the CPU board and ask
this question "What color of the triangle is it?"
[Teacher] Let students connect three 3Pin cables with the DC Motor drive-board No. 2, 3
and 4 and then the other side to the OUT Port 2, 3 and 4.
[Student] Connect the DC Motor cable to the DC Motor drive-board A, B and connect the
other side to the OUT port 1, 2, 3 and 4 of the CPU Board to be lined up with △ mark
according to teacher's instruction.

[Teacher] Connect the 3Pin cable to the left contact sensor board and the other side to IN
[Teacher] Connect the 3Pin cable to the right contact sensor board and the other side to IN
[Student] Connect the cables according to teacher's direction.
[Teacher] Check each robot of the students if their assembling is done.
Study [Teacher] Explain the IF Else Chip.

Process-4 [Teacher] Explain the chip and the program result through the corner, “Follow me!”
[Program] [Student] Try to understand teacher's description and make an answer on the workbook.
Process-5 workbook.

correctly.
[Supplement] BumperBot Driving Method
1. If the both bumpers do not bump into an obstacle, how will it move?
Forward
Backward and then forward
Backward and then Left turn
Backward and then Right turn
2. If left bumper bumps into an obstacle, how will it move?
Forward
3. If right bumper bumps into an obstacle, how will it move?
Forward
** Let students know that robot can turn not after backward but while going
backward at the same time.
4. If both bumpers bump into an obstacle, how will it move?
It could be back off by U-turn or right or left turn after backward.

Study -- Select one among several races--
Process-6
[Robot
Competition]
-- Escape from the woods --
-- Escape from the maze --

Study
Process-7
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of the IF Else Chip.
[Teacher] Illuminate the function and application of the bumper with examples.
RoboRobo
Teacher's Guide
•• SensingBot ••
10th Week SensingBot

Lesson Goal ● Using the infrared sensor, assemble SensingBot.
● The the infrared sensor introduction and understanding its principle
● Understand how the infrared sensor detect an object
● Explanation of the IF Else Chip and its operation principle
● Work performance related to the infrared sensor operation
● Demo SensingBot or Learning material/ video CD
● For the 1m race, make a starting point(black tape etc) and goal(paper cups etc)

Process-1 [Student] Read out SensingBot contents aloud.
[Today’s [Teacher] Through the preview of demo SensingBot or Video, explain the function and
[Teacher] Give a definition of the word „Sense‟, „Infrared rays‟ and so on.
Study [Teacher] Introduce the Infrared Sensor Board and applicable examples in the life.
Process-2 [Supplement] Light Spectrum
[Robot
Story]
The Sun Ray can be divided into Visible Ray which is visible to the eye. and
Invisible Ray, which is invisible to the eye. Infrared Ray, a type of invisible ray, is
very useful to the human body, which can be also divided into three categories; near
infrared ray, mid infrared ray and far infrared ray.
Far infrared ray is a light that has a long wavelength, which is the most helpful
to the human body among all the other types of rays. This ray does absolutely no
damage to the human body but only palpates the activity of the organism, which the
miracle of such rays that amplify the power of the sun, which in turn gives life to
many organisms and their owth.
[Supplement] Application of the infrared sensor in our life.
Infrared Camera Infrared Keyboard Infrared Remote Control
indication.
board.
[Teacher] Let students connect one 3Pin cable with the DC Motor drive-board No.1 and ask
[Teacher] Regard students when they connect the 3pin cable with the LED board on step.
11 of 125page. Connect the green to OUT Port 6 and the orange to Port 7 of the CPU.
[Teacher] Regard students when they connect the 3pin cable with the infrared sensor on
step. 12 of 125page.
[Student] Follow teacher's instructions and assemble.
Process-4 [Teacher] Explain the Chip and solve the corner "Follow Me!” with students.
[Program] [Student] Fill out the answers on the workbook.
Process-5 workbook.
correctly.
Process-6
[로봇대회]
-- Competition of escaping from line --
-- Competition of escaping from line and obstacles --
-- Compete who escapes first. --

Study
Process-7
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of IF Else Chip.
[Teacher] Illuminate the function and application of the infrared sensor with examples.
RoboRobo
Teacher's Guide
•• KickboardBot ••
11th Week KickboardBot
Lesson Goal • Using two infrared sensors, assemble KickBoardBot.
• Various types of sensor and its principle
• Else IF, Multiple IF Chip Explanation and its operation principle
• Work performance related to the infrared sensor operation
● For the 1m race, make a starting point(black tape, paper cup etc) and goal(paper cups etc)

Process-1 [Student] Read out KickBoardBot contents aloud.
[Today’s [Teacher] Through the preview of demo KickBoardBot or Video, explain the function and
[Teacher] Give a definition of the word „Kick, Board, Kickboard‟ and so on.
Study [Teacher] Introduce Sensors and applicable examples in the life.

Process-2 [Supplement] Type of Sensors and applications
[Robot Story]
Ultrasonic Wave Sensor: range finder Vibration Sensor: The number of

vibrations measurement
Sound Sensor : a sound-level meter Humidity Sensor :

Humidity measurement
Temperature Sensor : Thermometry Gas sensor : Detection of a gas leak
[How to [Teacher] Let students assemble from no.1 of the workbook 134page to no.9.(before the
Assemble] 3pin cable connection).
indication.
board.
[Teacher] Let students connect one 3Pin cable with the DC Motor drive-board No.1 and ask
drive-board A,B and then connect the 3pin cable to OUT ports 1,2,3,4 lined up with △ mark.
And connect another side of the 3pin cable with △ mark of the DC motor drive-board
1,2,3,4.
[Teacher] Regard students when they connect the 3pin cable to the LED board at step.11 of
137page.
Connect the orange LED to OUT Port 6 of the CPU board and the yellow to OUT Port 5.
Then, connect the buzzer board to OUT Port 7.
[Teacher] Regard students when they connect the 3pin cable to the infrared sensor at
step.12 of 137page.
Connect the left side to IN Port 1 of the right to IN Port 2. Then, connect the contact sensor
board to IN Port 3.
[Student] Follow teacher's instructions and assemble.

Process-4 [Teacher] Explain the Chip and solve the corner "Follow Me!” with students.
[Program] [Student] Fill out the answers on the workbook.
Process-5 workbook.
move? [Student] Make a program and download to the robot, Check whether the robot operates
] correctly.
Process-6
[Robot
Competition]
-- Competition passing the halfway point --

-- Competition turning obstacles --
Study
Process-7
[What Did
You Learn?]
Conclusion [Teacher] Make out the concept of IF Else Chip.

[Teacher] Illuminate the function and application of the sensor with examples.
[Teacher] Explain the robot students will learn next time
RoboRobo
Teacher's Guide
•• BattleBot ••
12th Week BattleBot
Lesson Goal ● Using various parts, assemble BattleBot.
● By applying the main points of the course, let's build up your own robot.
● Work performance and programming with the remote control.
● Black tape for stadium

Process-1 [Student] Read out BattleBot contents aloud.
[Today’s [Teacher] Through the preview of demo BattleBot or Video, explain the function and
[Teacher] Give a definition of the word „Battle‟ and so on.
Study [Teacher] Compare Military robots with Combat robots.

Process-2 [Supplement] Military robot (Source : http://en.wikipedia.org/wiki/Military_robots)
[Robot Story] Military robots are autonomous robots or remote-controlled devices designed for military
applications. Such systems are currently being researched by a number of militaries. Already
remarkable success has been achieved with unmanned aerial vehicles like the Predator
drone, which are capable of taking surveillance photographs, and even accurately launching
missiles at ground targets, without a pilot. A subclass of these are Unmanned Combat Air
Vehicles, which are designed to carry out strike missions in combat.
[Supplement] History
Broadly defined, military robots date back to World War II and the Cold War in
the form of the German Goliath tracked mines and the Soviet teletanks. The MQ-1
Predator drone was when "CIA officers began to see the first practical returns on
their decade-old fantasy of using aerial robots to collect intelligence".
The use of robots in warfare, although traditionally a topic for science fiction, is
being researched as a possible future means of fighting wars. Already several military
robots have been developed by various armies.
Some believe the future of modern warfare will be fought by automated weapons
systems. The U.S. Military is investing heavily in research and development towards
testing and deploying increasingly automated systems. The most prominent system
currently in use is the unmanned aerial vehicle which can be armed with Air-to-
ground missiles and remotely operated from a command center in reconnaissance
roles.
[Supplement] Advantages
Major Kenneth Rose of the US Army's Training and Doctrine Command outlined
some of the advantages in robotic technology in warfare: "Machines don't get tired.
They don't close their eyes. They don't hide under trees when it rains and they don't
talk to their buddies ... A human's attention to detail on guard duty drops
dramatically in the first 30 minutes ... Machines know no fear." Increasing attention
is also paid to how to make the robots more autonomous, with a viewof eventually
allowing them to operate on their own for extended periods of time, possibly behind
enemy lines. For such functions, systems like the Energetically Autonomous Tactical
Robot are being trialed, which is intended to gain its own energy by foraging for plant
matter.
[Supplement] Robot Combat (Source : en.wikipedia.org/wiki/Robot_combat)
Robot Combat is a hobby/sport in which two custom-built machines use varied
methods of destroying or disabling the other. As of today, in most cases these machines are
remote-controlled vehicles rather than autonomous robots, although there are exceptions,
particularly in the field of robot-sumo.
Robot Combat enjoyed a period in the public eye when several television shows
broadcast the robot fights. Either the public or the TV network administrators lost
interest, and the shows dropped from the airwaves. The most well-known of these shows
were Battlebots, Robot Wars, and Robotica. Although the mainstream interest in robotic
combat peaked with the airing of those shows, there are still dozens of smaller
competitions around the USA and in other countries every year. Combat robots have
received mention in the press and entertainment shows from time to time as well.
Robot builders may be of any age and come from any walk of life. The robots
themselves can range from modified remote controlled toys weighing less than a pound to
three-hundred plus pounds of exotic metallurgy and sophisticated electronics. Although
building a combat robot can cost thousands of dollars and hundreds of hours, some schools
use the construction of combat robots in their courses to teach mechanical design and
technology. For schools that shy away from the violence of combat robots, there are robotic
competition alternatives such as the cooperative competitions FIRST and BEST Robotics.
Other robot competitions, like RoboGames, offer a mix of combat and non-combat events.
<Weight classes>
75g- Fleaweight
150g- Fairyweight (UK - Antweight)
1 pound (454 g) - Antweight
1 kilogram (2.2 lbs) Kilobot (Canada)
3 pound (1.36 kg) - Beetleweight
6 pound (2.72 kg) - Mantisweight
12 pound (5.44 kg) - Hobbyweight
15 pound (6.80 kg) - BotsIQ Mini class
30 pound (13.6 kg) - Featherweight
60 pound (27 kg) - Lightweight
120 pound (54 kg) - Middleweight / BotsIQ Large class
220 pound (100 kg) - Heavyweight
340 pound (154 kg) Super Heavyweight
There are some international variations in weight class - for example, UK robot
builders define the Ant weight class limit as 150g and the Featherweight class limit as 12
kg (26 pounds) until recently. Weight is a precious asset for robot builders. For the sake of
diversity of design, the rules often give an extra weight allotment for robots that can walk
rather than roll on wheels. Such robots are more difficult to construct and their drive
mechanisms are heavier. Some builders opt to build walking robots, taking advantage of
the extra weight to add more powerful weaponry at the expense of greater complexity and
fragility.
Given the violent nature of robot fighting, safety is always the most important issue at
robot events. Robot fights take place in a sturdy arena, usually constructed of steel, wood,
and bulletproof clear Lexan plastic. The size of the arena varies by the weightclass of the
robots that are fighting in it. Some large competitions that entertain many different
weightclasses have more than one arena, because 1 pound antweights don't need 50 foot
(15 m) wide arenas in which to fight, but 220 pound heavyweights do. Having multiple
arenas allows the event to progress more quickly. Competition rules set limits on
construction features that are too dangerous or which could lead to uninteresting contests.
Strict limits are placed on materials and pressures used in pneumatic or hydraulic
actuators, and fail-safe systems are required for electronic control circuits. Generally off-
limits for use as weapons are nets, liquid, radio jamming, high-voltage electric discharge,
untethered projectiles, and usually fire.
<Combat robot weaponry and design>
An effective combat robot must have some method of damaging or controlling the
actions of its opponent while at the same time protecting itself from aggression. The
tactics employed by combat robot operators and the robot designs which support those
tactics are numerous. Although some robots have multiple weapons, the more successful
competitors concentrate on a single form of attack. This is a list of most of the basic types
of weapons. Most robot weaponry falls into one of the following categories:
1) Rammer - Robots employing high-power drive trains and heavy armor are able to use
their speed and maneuverability to crash into their opponent repeatedly with hope of
damaging weapons and vital components. Their pushing power may also be used to shove
their opponent into arena hazards.
2) Wedge - Similar in concept to a rammer, the wedge uses a low-clearance inclined
wedge or scoop to move in under an opponent and break its contact with the arena floor –
decreasing its mobility and rendering it easy to push off into a wall or hazard. The wedge is
also useful in deflecting attacks by other robots. Wedges are also used to lift an opponent up
to make the attack of another weapon more effective. A small wedge may be attached to the
rear of a robot with other weaponry for use as a „backup‟ in case the main weapon fails.
3) Spinner - Continuously rotating weapons are popular and varied. These use a
dedicated motor to spin up a heavy bar, studded disc, or toothed cylinder (drum/eggbeater)
and use it to strike the opponent with the kinetic energy stored in the rotating mass. The
mass may spin on either a horizontal or vertical axis, although vertical spinners may have
maneuverability problems due to the gyroscopic action of the weapon. The destructive
potential of a well designed spinning weapon requires robust arena containment to prevent
shrapnel being thrown into the audience. Three-time BattleBots middleweight champion
Hazard was a horizontal bar spinner.
4) Full Body Spinner - Taking the concept of the spinner to the extreme, a full body
spinner (AKA shell spinner or tuna can spinner) rotates the entire outer shell of the robot as
a stored energy weapon. Other robot components (batteries, weapon motor casing) may be
attached to the shell to increase the spinning mass while keeping the mass of the drive train
to a minimum. An FBS robot takes several seconds to spin the heavy shell up to effective
speed, and they must evade their opponent while waiting for that speed.
5) Thwackbot - A narrow, high-speed, two-wheel drive train attached to a long boom
with an impact weapon on the end creates a robot that can spin in place at a high speed,
swinging the weapon in a horizontal circle. The simplicity and durability of the design is
appealing, but the robot cannot be made to move in a controlled manner while spinning
without employing sophisticated electronics.
6) Torque Reaction - A variant on the thwackbot is the torque reaction hammer. These
robots have two very large wheels with the small body of the robot hanging in between
them. A long weapon boom has a vertically oriented hammer, pick, or axe on the end. On
acceleration, the weapon boom swings upward and over to the rear of the robot to offset the
motor torque. When
the robot reverses direction, the weapon will swing forcibly back over the top and
hopefully impact the opponent. These robots are simple and can put on a flashy,
aggressive show, but underneath the opponent and lift it away from the arena surface to
remove its maneuverability. The lifter may then push the other robot toward arena
hazards or attempt to toss the opponent onto its back. The lifter is typically powered by
either an electric or pneumatic actuator.
7) Flipper - Although mechanically resembling a lifter, the flipper uses much higher
levels of pneumatic power to fire the lifting arm explosively upward. An effective flipper
can throw opponents end-over-end through the air causing damage from the landing
impact or, at Robot Wars, toss it completely out of the arena. Flippers use a large volume
of compressed gas and may have a limited number of effective attacks before their supply
runs low.
8) Clamper - Another lifter variant, the clamper adds an arm or claw that descends
from above to secure the opposing robot in place on a lifting platform. The entire assembly
then lifts and carries the opponent wherever the operator pleases.
9) Dustpan - An uncommon variant on the clamper, the dustpan simplifies the design
by replacing the lifting platform with a wide box open at the front and top. An opponent
maneuvered into the box may then be restrained with an arm or claw from above. Some
designs use only the box with no restraining claw.
10) Crusher - Related to the dustpan, the crusher uses a hydraulic cylinder attached
to a sharp piercing arm to pin and slowly penetrate the usually weak top armor of the
opponent. Enormous strength and careful engineering are required to build an effective
crusher, which may be why there have been only two successful crushing combat robots.
11) Overhead Axe - Swinging a high-speed axe, spike, or hammer forcefully down onto
your opponent offers another method of attacking the vulnerable top surface. The weapon
is typically driven by a pneumatic actuator via a rack and pinion or direct mechanical
linkage. The attack may damage the opposing robot directly, or may lodge in their robot
and provide a handle for dragging them toward a hazard.
12) SRiMech - Some robot and weapon designs are not compatible with inverted
operation. A Self Righting Mechanism is an active design element that returns an inverted
robot to mobility in the upright state. The SRiMech is typically an electric or pneumatic
arm or extension on the upper surface of the robot which pushes against the arena floor to
roll or flip the robot upright. Some carefully designed flipping or lifting weapons can
perform double-duty as SRiMechs. Even a vertical spinning weapon may be used as a
crude self-righting device. Team Nightmare's lightweight vertical spinner Backlash was
designed such that when flipped it would hit the ground with the spinning disc and kick
back upright.
Study [Teacher] Students should build BattleBot without standard assembly drawing so they
Process-3 should make the most out of their skills they have learned. Do not put a limit on parts
[How to but avoid sharp weapon damageable to other robots.

Assemble] If they have difficulty realizing their ideas into the robot, make them assemble the
robot based on what they have learned in the course rather than making new robot.
[Teacher] There is no answer to BattleBot. Therefore, try to be generous with the
compliments.
[Student] Follow teacher's instructions and assemble BattleBot.
Process-4 workbook.

move?] [Student] Make a program and download to the robot, Check whether the robot operates
correctly.
Study --Make battle robot stadium by the black tape and play push-out game.
Process-5 Choose the type of game; 1:1 tournament or team play game.--
[Robot
Competition]
Conclusion [Teacher] Teach students why unmanned robot is developed.

[Teacher] Explain the robot students will learn in the intermediate course.

Robot - Eshop Roborobo Robot Kit 1 Teacher Education Class Guide

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Robot - Eshop Roborobo Robot Kit 1 Teacher Education Class Guide

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Teacher’s Guide

Study ‘ [Teacher] Refer to 8 Page of the workbook.

Introduction ● Attendance check

IN Port (Input device)

OUT Port (Output device)

[Teacher] Let students read out what kind of colors

[Supplement] CPU is?

● Down: This downloads a program to the robot.

Connect the RS232 cable to the CPU-board port.

Study [Teacher] Explain how to use the Rogic program.

(1) Connect the RS232 cable to the CPU-board port.

right direction key( ) and to select the Port, use ( ).

key( ) by the 0.1 s, or input directly by the number key(0～9).

[Supplement] Shall we make your robot move?

Preparation ● 5~7 Portable PCs according to the number of students

Introduction ● Attendance check

⑤ It requires two 3Pin cables to control one DC Motor.

picture below, please.

the DC motor drive board.

[Teacher] Check each work of the students if their assembling is done.

Conclusion [Teacher] Make out the concept of the DC Motor Chip.

Preparation ● 5~7 Computers

Introduction ● Attendance check

Servo Motor Stepping Motor

[Supplement] The principle of the DC motor

[Student] Assemble with care for the direction at teacher's dictation.

[Student] Assemble confirming the direction of the axle of the DC Motor.

Study [Teacher] Explain the DC Motor Chip.

Introduction ● Attendance check

DC Motor Driver AC Servo Motor Driver

Stepping Motor Driver

[Teacher] Check each work of the students if their assembling is done.

1. To make the robot go forward, how do you operate?

2. To make the robot go backward, how do you operate?

3. To make the robot stop, how do you operate?

4. To make the robot turn left, how do you operate?

5. To make the robot turn right, how do you operate?

Preparation ● 5~7 computers according to the number of students

Introduction ● Attendance check

Push-button ON-Off type Slide type Multiple Switch

Study [Teacher] Explain the Contact S/W Chip.

Preparation ● 5~7 Portable PCs according to the number of students

Introduction ● Attendance check

232C Cable Optical Communication Cable Power Cable

Printer Data Cable Hard Disk Cable Cellular Phone Cable

[Student] Make according to the teacher's instruction.

Study [Teacher] Explain the Loop Chip.

Study -- Select one among several races--

Conclusion [Teacher] Make out the concept of the Loop Chip .

Preparation ● 5~7 Portable PCs according to the number of students

Introduction ● Attendance check

Automobile bumper BumperCar(the rides) Cleaning robot

according to teacher's instruction.

Study [Teacher] Explain the IF Else Chip.

[Shall we [Student] Write the answer on the board.

It could be back off by U-turn or right or left turn after backward.

-- Escape from the woods --

-- Escape from the maze --

10th Week SensingBot

Introduction ● Attendance check

Infrared Camera Infrared Keyboard Infrared Remote Control

-- Competition of escaping from line and obstacles --

-- Compete who escapes first. --