Fischertechnik Handbook

FischerTechnik Handbook
PLTW GTT and POE Curriculum
Shawn Lupoli

Spring 2010

i

Preface
The Community College of Baltimore County’s pilot Project Lead the Way® (PLTW)
professional development (PD) program was launched during the 2007-2008 school year through
a grant from the Technology and Innovation in Manufacturing and Engineering (TIME) Center, a
NSF ATE regional center, and with the support of the University of Maryland Baltimore County
(UMBC), a PLTW Affiliate Training Center. This model was designed to build technical
competence and classroom confidence in middle and high school teachers in the use of the
Autodesk Inventor software and FischerTechniks educational building system which are required
for the PLTW curriculum. Initially offered to Baltimore County teachers who attended a PLTW
Summer Training Institute (STI), the training was designed to reinforce the skills and knowledge
acquired by teachers at the STI in an intensive, summer training program that in two weeks
condenses a year-long PLTW engineering course curriculum. The goal of the PD program is to
build the teachers’ technical competence by reinforcing and expanding on concepts learned
during the summer program; and to help them to learn more innovative and effective ways of
introducing engineering and technology concepts to their students through real-world classroom
experiences and in collaboration with other teachers and employers.

About this book
The book offers answers, suggestions, guidance and ideas for PLTW’s Gateway to
Technology (GTT) and Principles of Engineering (POE) activities where FischerTechnik robots
and/or the RoboPro programming software is required from the pre-established PLTW
curriculum and lesson plans. This book is a compellation of trainings, investigations and
exercises held over the last few years with PLTW teachers in Maryland and the Introduction to
Logic and Design class (CINS 111) at the Community College of Baltimore County. As more
training sessions were held with the PLTW teachers and college classes with students, other
deficiencies in explanations, directions and answers routinely popped up. This compellation
strives to cover and answer those deficiencies.

The manual is broken up into many different categories, not just along PLTW or course
curriculums. The categories with brief descriptions are:

Basic Information: Covers items such as FischerTechnik robotic part identification and
definition of usage, the differences between digital and analog inputs, along with a few other
basic details are discussed.

GTT/POE Activities: The activities are the same as those found in the PLTW curriculum,
but these have answers, ideas, suggestions and identify potential pit-falls through trials and
tribulations of many PLTW teachers and students.

iii

Custom Labs: These are tutorials and lab exercises on various topics that will help
familiarize both students and instructors on programming using RoboPro and the FischerTechnik
parts. The labs do not follow the PLTW curriculum or activities and have been tested in the
before mentioned training sessions and college courses.

Appendix: Contains pictures, tutorials and procedures for a variety of topics.

Acknowledgements
The author wishes to thank the Technology and Innovation in Manufacturing and
Engineering (TIME) Center, University of Maryland Baltimore County (UMBC) and Project
Lead the Way®. Without their support and guidance this would not have been possible. Also,
The Community College of Baltimore County’s Laura LeMire – Engineering Coordinator, who
was the originator and visionary of this entire project. Without her and relentless strive to give
students the best possible tools for success in the Engineering field, this entire project would not
have come to fruition.

iv

Table of Contents

Basic Information ..................................................................................................................................... 1
Description of FischerTechniks Sensors and Inputs ........................................................................... 1
Digital vs. Analog ............................................................................................................................. 2
Interface connections ........................................................................................................................ 3
Common Ground .............................................................................................................................. 3
M1 – M4 (01 – 08) ............................................................................................................................ 4
Digital Inputs .................................................................................................................................... 4
Analog Resistance Inputs .................................................................................................................. 4
Analog Voltage Inputs ...................................................................................................................... 4
Inputs for Gap Sensors ...................................................................................................................... 4
GTT (AR) Activity 2.1 ................................................................................................................................ 5
Procedure .......................................................................................................................................... 5
Conclusion ........................................................................................................................................ 6
GTT (AR) Activity 2.2 ................................................................................................................................ 7
Procedure .......................................................................................................................................... 7
Conclusion ........................................................................................................................................ 7
GTT (AR) Activity 2.3 ................................................................................................................................ 9
Procedure .......................................................................................................................................... 9
Task 1 – (4 wheel drive vehicle) ........................................................................................................ 9
Task 2 – (Solar Collector) ................................................................................................................. 9
Task 3 – (Equipment mover) ........................................................................................................... 10
Task 4 – (Multi-use pump) .............................................................................................................. 10
Conclusion Solution ........................................................................................................................ 10
GTT (AR) Activity 3.1 ...............................................................................................................................11
Procedure .........................................................................................................................................11
Conclusion ...................................................................................................................................... 12
GTT (AR) Activity 3.2 ...............................................................................................................................13
Procedure .........................................................................................................................................13
Road Trip.........................................................................................................................................13
Silly Susan’s Sign ........................................................................................................................... 14

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Eager Eddie’s Excellent Earthquake Machine .................................................................................. 15
Terry Traffic Tamer ........................................................................................................................ 16
This is your Exit .............................................................................................................................. 18
Grandma’s Getting Old ................................................................................................................... 19
Pick and Place ................................................................................................................................. 20
Freight Elevator Challenge .............................................................................................................. 20
GTT (AR) Activity 3.4 .............................................................................................................................. 23
Procedure ........................................................................................................................................ 23
Conclusion ...................................................................................................................................... 23
GTT (AR) Activity 3.5 .............................................................................................................................. 25
Procedure ........................................................................................................................................ 25
Pneumatic door ............................................................................................................................... 25
Sorting machine .............................................................................................................................. 25
Gripper ........................................................................................................................................... 25
Processing Center............................................................................................................................ 25
Conclusion ...................................................................................................................................... 25
POE Activity 4.5a ................................................................................................................................... 28
POE Activity 4.5c.................................................................................................................................... 30
Procedure ........................................................................................................................................ 30
Conclusion ...................................................................................................................................... 30
Programming Solutions ................................................................................................................... 30
POE Activity 4.5d ................................................................................................................................... 32
Procedure ........................................................................................................................................ 32
Conclusion ...................................................................................................................................... 32
POE Activity 4.5e ................................................................................................................................... 34
Procedure ........................................................................................................................................ 34
Conclusion ...................................................................................................................................... 34
POE Activity 4.5f .................................................................................................................................... 36
Procedure ........................................................................................................................................ 36
Conclusion ...................................................................................................................................... 36
POE Activity 4.5g ................................................................................................................................... 38
Procedure ........................................................................................................................................ 38
Conclusion ...................................................................................................................................... 39
POE Activity 4.5h ................................................................................................................................... 40
Procedure ........................................................................................................................................ 40

vi

Conclusion ...................................................................................................................................... 41
POE Activity 4.5j .................................................................................................................................... 42
Procedure ........................................................................................................................................ 42
Conclusion ...................................................................................................................................... 42
POE Activity 4.5k ................................................................................................................................... 44
Procedure ........................................................................................................................................ 44
Conclusion ...................................................................................................................................... 44
Appendix A............................................................................................................................................. 46
Installing RoboPro Interface Drivers ............................................................................................... 46
Appendix B ............................................................................................................................................. 50
Appendix C ............................................................................................................................................. 56
Universal Joint Parts List................................................................................................................. 56
Crown and Pinion Parts List .............................................................................................................57
Worm and Wheel Parts List............................................................................................................. 58
Rack and Pinion Parts List .............................................................................................................. 60
Lead Screw ..................................................................................................................................... 61
Cam and Follower Parts List ........................................................................................................... 62
Crank and Slider Parts List .............................................................................................................. 63
Pulley and Belt Parts List ................................................................................................................ 64
Simple Gear Train ........................................................................................................................... 65
Simple Gear Train with Idler Parts List ........................................................................................... 66
Custom Labs .......................................................................................................................................... 68
Intro Lab ............................................................................................................................................. 70
Variables Lab ......................................................................................................................................75
Decisions Lab ..................................................................................................................................... 82
Loops Lab........................................................................................................................................... 87
Methods Lab ....................................................................................................................................... 91
Arrays Lab .......................................................................................................................................... 95
Methods Lab II ..................................................................................................................................101
Wait Until Lab ...................................................................................................................................105
Gears Lab ..........................................................................................................................................110
Appendix D ...........................................................................................................................................114
Building the FischerTechnik Crane ................................................................................................114
Appendix E ............................................................................................................................................118
Suggested Build Photos ..................................................................................................................118

vii

GTT Activity 2.3 - 4 Wheel Drive vehicle ......................................................................................118
GTT Activity 2.3 - Solar Collector ................................................................................................ 120
GTT Activity 2.3 - Equipment Mover............................................................................................ 124
GTT Activity 2.3 - Multi-use pump ............................................................................................... 126
POE Activity 4.5k - Marble Sorter ................................................................................................ 126
Bibliography ..........................................................................................................................................130

viii

Basic Information
Description of FischerTechniks Sensors and Inputs
No one can assume that the instructor has a background in electronics and/or robotics.
Making things worse, the FischerTechnik robotic kits have so many parts that some are either not
used or used sparingly. Plus, during the two week summer training sessions (STIs), many
instructors do not become acquainted enough with some of the sensors and inputs since the
topics vary widely. One of the important items to understand is where the component is digital or
analog. The difference between analog and digital is further described in Analog Resistance
Input and Digital Inputs further in the book.

Sensor Definition Used in:
Electromagnet By running electric current Fire doors
through a wire, you can create a Switches
magnetic field. Inside motors

Photocell A photocell is a type of resistor. Automatic lights
When light strikes the cell, it Night lights
allows current to flow more
freely. When dark, its resistance
increases dramatically.
Solenoids An integrated device containing Cars (starter)
an electromechanical solenoid Lawn mowers
which actuates either a
pneumatic or hydraulic valve

Reed Contact When a magnetic force is
generated parallel to the reed
switch, the reeds become flux
carriers in the magnetic circuit.
If the magnetic force between
the poles is strong enough the
reeds will be drawn together.
Photo-transistor a transistor that amplifies Solar panels
current induced by
photoconductivity.

NTC Resistor a type of resistor with resistance Used in
varying according to its thermometers
temperature

1

an electrical device that Radios
measures potential difference Joysticks
between two points in a circuit Controllers
Potentiometer
by comparison with a standard
battery of known potential
difference.
an electromagnet is used to Alarms
operate a self-interrupting Cars
Buzzer circuit that makes noise when
repeated closing
Mini Switch an electrical device use to either Lighting
connect or disconnect a circuit. Controls
The switch given in the
FischerTechnik switch has two
options: constantly closed
(circuit is complete), constantly
open (circuit is open,
disconnected)
Motor

Reversing Switch

Digital vs. Analog
Digital is the easiest to understand. In digital, only on (represented as a 1) and off (0).
Anything in between is ignored or impossible. The 1’s and 0’s are then translated into data. In the
case of Analog, there are various values from 0 to 1. Making it worse since analog can vary
widely, it is more susceptible to noise or interference.

Digital Signals

Analog Signal

2

Interface connections
The interface map is given with the official FischerTechnik instructions. The map will be
used to identify and demonstrate the different features. Please note the numbers in the pictures
below.

Common Ground

There are two areas in the interface that should be considered the common ground. The
first can be found as #2 on Interface map on the manual with the symbol ┴ imprinted on the
board. If needed, plugs (31 336, 31 337) can be attached to one another to access the single
common ground access point. ON the other end of those plugs can be any sensor, motor, etc…
that requires a ground line. Another location for a ground wire is the row of inputs close pictured
below. Usually these are used a ground input for sensors, bulbs, or motors that require one
connection to the ground, second with the specific input

3

M1 – M4 (01 – 08)

This area is #14 on the Interface map. The inputs can be for four (4) motors, eight (8) light bulbs
(37 869, 37 875) when grounds are grouped together, and four (4) electromagnets (32 363).
Previously mentioned, motors and electromagnets have to be properly wired. There is two ends
coming from either component, one end needs to be connected to the common ground, then other
to the closest stamped M value on the interface.

Digital Inputs

Digital input accepts values that can ONLY be 0(off) or 1(on). This is #12 on the Interface map.
The inputs receives ONLY 0/1 (digital) responses is used for mini buttons (37 783), photo
transistors (36 134), reed contacts (36 120) and any other switches offered.

Analog Resistance Inputs

Analog values can be a wide (so not exact) range of values from 0 to 1023. The range of answers
could lead to errors or imprecision called noise. Many electronics such as radios, temperature
sensors, older televisions, still use analog signals to transport data. This is located at #11 on the
interface map as “AX” and “AY”. These inputs are used for Potentiometers, Photo resistance,
NTC resistance, components that can wide range of values.

Analog Voltage Inputs
This is #10 on the Interface map and “A1” and “A2” on the interface.

Inputs for Gap Sensors
This is #9 on the Interface map and “D1” and “D2” on the interface. These inputs are used for
gap sensors which are not included with the kits and can be bought separately.

4

GTT (AR) Activity 2.1
Procedure
In covering the application of gears, this is a potential area where the “Gears lab” in the
“Custom Lab” section in the book may bear fruit for the students. There are a few ideas and
terms in this activity that should be understood before entering. The activity uses the terms drive
gear and driven gears. The drive gear is where the force is being focused or pushed by a motor of
some sort, such as an engine or human. The driven gear is the outcome of that force. On a
bicycle, the gear attached to the pedals would be considered the drive gear, and the rear bike
wheel and gear set, where the only connection is the chain from the other gear, is the driven gear.
Identifying the drive gear is critical in any system.

1. Gears turn in a circular direction. There is a relationship between torque and
speed in gearing. A ten-speed bicycle has ten different gear selections. When
you pedal up a hill, you use a gear train that provides more torque (turning force)
but, in doing so, less speed.

When you pedal on flat land, you use a gear train that provides more speed, but
in doing so, less torque within the gear train.

The gear train in which diagram provides more torque? __A___

The gear train in which diagram provides more speed? __B___

2. Fill in the diagram below to show the relationship between torque and speed in
gear trains.

More torque less speed
More speed less torque

3. Complete the chart below showing the relationship between drive gear and
driven gear in a simple gear train.

5

Driven Gear Size
To increase torque larger than drive gear
To increase speed smaller than drive gear

4. Calculate the following gear ratios.

# Teeth # Teeth Gear Explanation
Gear 1 Gear 2 Ratio
8 40 40/8 A small gear must turn 5 times
5/1 to move larger gear once.
5/4 to move larger gear 4 times.

Conclusion
1. What would cause the gears to lose some of their efficiency?

Friction is one of the keys issues. There are two areas of friction to be concerned about:
gear teeth friction: the teeth of the gears grind with another gear or a chain
gear set: what the gear is fastened to. On a bike, the gear is placed on a ball bearing set
that will corrode in time.

Gear system alignment is another issue. The teeth will grind more if the gears are not perfectly
aligned with one another.

2. How could the effect be minimized?
Oil and maintenance.

6

Procedure
In this activity, students are going to build all ten gear assemblies pictured in the activity
and observe how they are used. The pictures given in the activity are awful. But there is an
accompanying document which is attached to the PLTW activity named “Build Sheet” that has
nice pictures showing different angles and the different parts required. This document and has
been added to Appendix C to this book.
The “Mechanism Checklist” listed later in the exercise is a checklist for the instructor to
monitor the group’s completed assemblies and a document for the students to summarize each
assembly completed since some of the parts may need to reused for other assignments within the
activity.
Finally, there is a question I would suggest to add to the Conclusion. Add which gear
assemblies change the direction of motion. The question is listed as #4 below.

Conclusion
1. Which gear assemblies increased speed?

Pulley and Belt (depending on Drive gear)
Simple Gear Train with Idler

2. Which gear assemblies increased torque?

Crown and Pinion
Worm and Wheel
Lead Screw
Pulley and Belt (depending on Drive gear)

3. Which gear assemblies allow the reversal of power?
Pulley and Belt
Simple Gear Train

4. Which gear assemblies allow the direction of momentum to be diverted?
Universal Joint
Crown and Pinion
Bevel Gears
Worm and Wheel
Rack and Pinion
Lead Screw
Cam and Follower

7

Simple Gear Train

8

Procedure
This is one of the most difficult building activities in the curriculum which is further
broken down into four tasks where the students are assigned to complete two. It is not just
difficult since students will come up with various solutions, but the directions in some are not
clear. In each task a suggestion of a build. On the PLTW curriculum, it says this activity is
suggested. But in fact, this is where the students can really be creative in their solutions and not
so prescribed.
There are photos in Appendix E of previous builds that may help give a few ideas and
suggestion.

Task 1 – (4 wheel drive vehicle)

Task 1: The scientists and doctors need a vehicle that will take them over the
rough terrain to search for other survivors and collect data.
o Requirements:
1. Needs to travel over rough terrain.
2. Needs to have a universal drive shaft.
3. Must be able to switch from two-wheel drive to four-wheel
drive.

One of the biggest questions posed was how to be able to switch from two to four wheel drive. A
team developed a car where a second motor would push another motor and it’s mount towards
the front axel that contains an offset bevel gear.

Task 2 – (Solar Collector)

Task 2: The scientists need a machine that will rotate a solar collection
dish from inside their labs, but be located outside their building and around
the corner.
o Requirements:
1. Needs to have a minimum gear ratio of 1:5.
2. Needs to be located around a corner.
3. Needs to be angled 30 toward the sun and be able to follow
the sun.

9

One of the first questions was about the corner. The corner makes the contraption use different
angles and multiple pulleys to reach the corner required. As a suggestion, use either the surgical
tubing or string to use as a connecting wire. The angled required can be satisfied by using the
“Angle block 30 degree” (31 011 pg 1) FischerTechnik part.

Task 3 – (Equipment mover)

Task 3: Doctors need a machine to move all their operating equipment and
generators, at one time, from room to room. One of the pieces of equipment
is an old radio now used to regulate heartbeats, called a cardioregulator.
o Requirements:
1. Must move all the equipment at once.
2. Must create a cardioregulator.

The suggested build in the appendix focuses on the equipment mover. Many contraptions used a
simple track and a platform to move items from one room to another.

Task 4 – (Multi-use pump)

Task 4: For all members to survive, they must have food, water, and
shelter. This means pumping up water from the ground, cutting wood for
building and grinding grain for flour to eat.
o Requirements:
1. Must create one machine that will perform all these tasks.
2. Must have only one input to run all these devices, to save
energy.
3. Must use only ¼ of the space normally provided.

There were many questions about #3 in the instruction set above. When covered in training
sessions, many of the teachers use a quarter of the baseplate as the area requirement.

Conclusion Solution

1. What would you have changed if you had time to redesign one thing on your
device?

There have been several comments that will routinely appear:
1. We didn’t know how the pieces fit together.
2. They wish they were able to use rubber bands or string.
3.

10

Procedure
This activity is going to introduce students to the icons or pictures you will be using in
the RoboPro programming language. Here are a few suggests before entering the exercise:
1. Each icon represents a few details:
a. the part
b. where the part is connected on the interface
c. on some (V), speed or power
i. 0 = off
ii. 8 = highest intensity
2. Ask the student what numbers in the icons stand for such as 0, 1, and I1.
3. The second RoboPro icon is a light bulb that is off. Many cannot identify the object
on top of the black block.
4. For the third RoboPro icon, many students can identify the motor, but have them
focus on the direction (counter-clockwise). The direction of the arrow follows that of
a clock.
5. Show the opposing icon be shown later in the exercise. The opposing icons are shown
in the exercise below.

2. Now let’s see what happens with some RoboPro programming icons. Fill in the
table with the possible actions you think will occur when the icons are pressed.

Function Block Icons Possible Actions
1 (on), 0 (off), I1 (where it is connected to on the interface)

Lamp that is off. Connected to O1 on the interface.

(Lamp that is on)
Motor running counter-clockwise at speed 8 (fast).

(motor running clockwise)

11

Conclusion
1. What is the advantage of using icons in programming?

Icons replace the need for words and typing. Icons are also easier to read and require a similar
structure.

12

Procedure
This is the first full exercise with building and programming. In each exercise, the robotic
setup and programming are provided. Building can vary slightly, but the programming should be
exactly the same as shown.

Road Trip
Hints and Parts:
None, very easy. Here are the parts required for the task:
1. Motor (32 293 pg 2)
2. Wires x 2
3. Plug in light holder (38 216 pg 5)
4. Bulb lamp (37 869 pg 5)

Setup:
1. Connect the motor to M1
2. Connect the light holder to M3
3. Place bulb into light holder

Programming:

13

Silly Susan’s Sign
Hints and Parts:
None, very easy. Photos of the activity are in the appendix. The suggested parts list is as
follows.

1. Turntable top (31 390)
2. Turntable base (31 391)
3. Small blocks 2 pin x 6 (32 882)
4. Small blocks 1 pin x 10 (32 881)
5. Motor (32 293)
6. Switch (37 783)
7. Motor reducing gearbox (31 078)
8. Worm Gear (35 072)
9. Angle girder 30 mm (36 299)

Setup:

14

1. Motor connected to M1.
2. Switch connected to I1.

Programming:

Eager Eddie’s Excellent Earthquake Machine
Hints and Parts:
Just remember that the switches are waiting for input.

1. 1-motor
2. 2-switches
3. 3-wires
4. 1-motor rack gearbox
5. 1-rack and pinion (60mm)
6. 6-building blocks

Setup:

Programming:

15

Terry Traffic Tamer
Hints and Parts List:
Please note that the light has two different patterns to change from green to red
after button is pressed.

1. 1 – aluminum strut (90mm)(horizontal light pole)
2. 1 – aluminum strut (210mm)(vertical light pole)
3. 3 – light caps (green, yellow, red)
4. 3 – light blocks
5. 1 – building block (30mm)(holds light blocks)
7. 3 – pairs of wires
8. 1 – switch

Setup:

Programming:

16

This is your Exit
Hints:
Note that the light has two different patterns to change from green to red after button is
pressed. Also the electromagnet will play the role of the car, just hover it over the reed switch.

1. 1 – aluminum strut (90mm)(horizontal light pole)
2. 1 – aluminum strut (210mm)(vertical light pole)
3. 3 – light caps (green, yellow, red)
4. 3 – light blocks
8. 1 – reed switch
9. 1 - electromagnet

18

Setup:

Programming:

Grandma’s Getting Old
Hints and Parts:
Please note no stairs are built but rather the idea of a 30 degree angle is used.

1. 5 – rack and pinion tracks
2. 1 – motor with rack gearbox attached
3. 3 – switches (one for start button, two for end sensors)
4. 8 – building blocks (30mm)(for the “stairs”)
5. 4 – angle blocks (30deg.) (three to angle “stairs” to 30 deg., one to return seat angle to
90deg.)
6. 3 – building blocks (7,5mm)(attaches tracks to “stairs”)
7. 2 – mounting plates (for the seat)

19

8. 1 – holding axle (holds the seat)
9. 1 – hinged block tab (attaches seat to motor unit)
10. 1 – angular block (10x15x15mm) (holds seat back)
11. 1 – building block (5mm)(attaches seat back and bottom together on holding axle)

Setup:

Programming:

Pick and Place
Hints:
None, very easy.

Setup:

Programming:

Freight Elevator Challenge

20

Hints:
Each floor has its own sensor and button. Elevator will return to floor 1 after destination had
been achieved.

1. 1 – motor with rack gear box
2. 3 – rack and pinion tracks
3. 23 – building blocks (30mm)
4. 4 – building blocks (15mm)
5. 6 – switches
7. 2 – mounting plates (30x90mm)

Setup:

Programming:

21

Procedure

This exercise requires some imagination teamwork and several kits and interfaces to work
together, but work as “workcells” in an assembly line. The assembly line must simulate the:
Creating
o the slot on the top
o the slot on the side
o the top hole
o the chamfers on the side edges
o the chamfers on the front and back edges
o the side holes
Painting the entire part
Delivering it to the loading area at the end of the line

Again, the build solutions and programming will vary greatly. Here are few hints:
1. The piece which can be a larger block from the FischerTechnik kit (32 879 pg 3) should
not be touched by human hands during the process. You may find a few YouTube videos
showing this. Strive for no human interaction.
2. The use of rubber bands, links (32 649 pg 3), string should be used to move the block
from on workcell to another.
3. Have the block land on a pulley, which with turn, to simulate the painting of all sides.
There is still the top and bottom to paint.

Conclusion
1. What would you have done to improve your workcell?

Space or fitting pieces together will always be an issue.

2. What was your team’s greatest challenge with its workcell?

Getting the block to routinely move how the team wished is always a feat. The block is usually
light and this can be a detriment.

23

Procedure
This activity introduces the pneumatics portion of the FischerTechniks kit. The activity covers
the creation of the pump, use of the solenoids to control the air, and the compressors to push air
through the surgical tubing provided. Students are then asked to build solutions for:
Pneumatic door
Sorting machine
Gripper
Processing Center

Pneumatic door

Sorting machine

Gripper

Processing Center

Conclusion
1. What is pneumatics?

Pneumatics is the use of pressurized gas to effect mechanical motion.

2. How can pneumatics be used in the Simulated Factory Assembly Line that your
class created?
The compressed air could be used to move the block, and dry the paint.

3. What are two advantages of using pneumatics in the Simulated Factory
Assembly Line?
1. Air is much gentler on the block than a motor pushing it.
2. Air line is flexible and can get into tight spaces.

25

POE Activity 4.4b
Procedure
The activity listed in 4.5a is a general description of the RoboPro interface in

26

POE Activity 4.5a
Procedure
The activity listed in 4.5a is a general description of the RoboPro interface in Basic
Information. After using the interface for different class here are a few suggestions and updates.
Below is the manufacturers’ image of the interface, as this manual will go by their numbered
map.

28

POE Activity 4.5c
Procedure
Activity 4.5c is a great introduction into the program design of RoboPro. The activity
prepares the students for the programming portion of FischerTechnik robotics.
As a small note, the latest activity shows the setup for a serial connection. Any new
purchases from PLTW will have a USB setup which is basically the same setup, different cord to
plug in. Just make sure to have the correct connection setting in RoboPro.

Conclusion

1. How would you change the direction that the motor will rotate?
A. Within the software: You would right click the motor icon, select “ccw” (counter
clock wise) or “cw” (clock wise) from the action section.

B. Within the hardware: You would switch the wires. If you had the green wire on
the left and the red wire on the right, you would simply switch their positions on
the actual motor.

3. What is the indication given that there is a problem with your program?
The program will say “The program flow output element is not connected” if a connection
is not made between icons.

It might also say “No ROBO interface could be found on the USB” if the USB cord is not
connected to the interface or the computer or the power plug is not connected.

4. What command is used to check your software program?
You click the “Test” icon at the top of the ROBO PRO program.

5. What command is used to check your hardware setup?
You press the red button “port” on the ROBO interface. If its on “COM” it will not work,
but it will work when its on “USB” or “USB” and ”COM”.

Programming Solutions

30

POE Activity 4.5d
Procedure
This activity covers decisions nicely. There is also a custom Decisions lab within this
book. There is also an introduction to an infinite loop, a loop that runs forever. The idea sounds
bad, but there are many applications for this useful feature! In the conclusion exercise #1, infinite
loops are the only way to make the directions work.

Conclusion
1. You are to write 3 programs to do the following:
BP3A: Turn a motor off when the switch is pressed.
BP3B: Turn a motor on when a switch is pressed.
BP3C: Turn a motor on when a switch 1 is pressed and turn a
motor off when switch 2 is pressed.

32

2. What is the purpose on the Branch function block?
The Branch function block can be used to represent a switch in your program.

6. What is the purpose of a branch in a program?
This function block is used to evaluate binary inputs.

7. Describe a normally open switch.
A normally open switch is wired so that the contacts inside the switch are not touching,
while the switch is not activated

8. Describe a normally closed switch.
A normally closed switch is wired so that the contacts inside the switch are touching,
while the switch is not activated.

33

POE Activity 4.5e
Procedure
Activity 4.5e covers the use of the variables in RoboPro. There is a new variable data
type float in the latest version of RoboPro. The “Variables” custom lab further in the reading
covers the creation and use of variables in expressions.

Conclusion
1. What is the purpose of the VARIABLE function block?
It sets the initial value of your variable.

2. In your last program (BP1), you repeated a sequence of commands 2 times. In
this program (BP2) you also repeat a series of commands. Explain the difference
between these two programs with respect to the methods used for repeating a
command sequence.

34

In BP1, we programmed it for one turn without a loop. The program terminated after one
time. In BP2, you made a loop so the program will do the specified function as many
times as you would like without having to write it all out.

3. What is the function of the BRANCH function block?
The Branch function block is used to create a program-processing branch based on the
value of a variable.

35

POE Activity 4.5f
Procedure
This activity creates an open loop system that is destine to fail showing the shortcomings
of this type of system. Eventually, the motor and gear box will run out of space and run off the
rack and pinion track as it moves back and forth. Because this is an open loop system there are
no checks or sensors that keep track of exactly where the motor is located on the track.

The parts required are as follows:
1. Motor (32 293 pg 2)
2. Motor rack gearbox (37 272 pg 5)
3. Rack and Pinion 60 mm x 3 (37 351 pg 5)
4. Aluminum Strut 210 mm (31 226 pg 1)
5. Building Block 15 mm x 2 (32 881 pg 3)

The setup should be as follows:
1. Motor connected to M1

Conclusion

36

1. Explain what open-loop control means.

The controller does not check whether the actual output (position or velocity) equals the
desired output during the operation of the system. Controller output signal is determined
by the input signal from the computer or another peripheral device.

2. Observe your system in operation, for at least 2 minutes, and describe how it
behaves.

The number of rotations of the motor varies each times it pushes and pulls during the same
amount of time.

3. What are some possible explanations for the behavior that you observed?

The number of rotations are constant, but might possibly be different in the gears moving
left or right.
The amount of weight that the motor holds is the same, but when the motor pulls the gear,
the friction is harder than when it pushes the weight of the gear which could result in an
irregular pattern.
The teeth on the rack pinion could also create friction which could slow down the pattern
of the motor.

4. Give 10 other examples of an open-loop control system, and explain why it is an
open-loop system. (You can’t use a washing machine)

1. Elevator – input is by floor buttons; repeats the same job of moving up and down floors.
2. Escalator – infinite loop of going forward after you initially start the escalator.
3. Ski lift – infinite loop of going forward after you initially start the ski lift.
4. Automatic opening doors: input by movement detection; repeats the same job of opening,
and then closing (same as rack pinion).
5. Assembly line (cars) - input by workers (start machine) and it will run all day doing the
same job over and over again.
6. Fan (cpu) – circles around and around infinitely after you turn on the computer until you
turn off the computer.
7. Cotton candy machine – input is power button; repeats same rotation process over and
over again until power is turned off.
8. Car engine (rpm) – engine starts when key is turned; repeats same rotation process
depending on the amount of RPM’s initiated.
9. Digital clock – does the same process over and over again until an hour/minute occurs,
then it changes.
10. Flashing ads – loop turns the two specific colors/images on and off after a given amount
of time.
11. Traffic light – input is car detection; changes the color of the light depending on car
detection on either side of the street after a certain amount of time.

37

POE Activity 4.5g
Procedure
This activity creates a closed loop system using the previous activity while adding more
features such as sensors. The motor and gear box will now uses switches as sensors to change
directions. This eliminates any errors such as running of the track that could occur. Because this
is a closed loop system, there are checks using sensors (switches) that keep track of exactly
where the motor is located on the track. Please notice that the motor assembly will touch the
switch when it moves far enough to one side or the other.

1. Motor (32 293 pg 2)
6. Switch x 2 (37 783 pg 5)

2. Switch #1 should be connected to I1.

38

Conclusion

1. Explain what Closed-Loop control means.

Closed-loop control allows for feedback. In this case, the feedback is the switches. We can move
the motor back and forth at will, or let the motor hit the switches and move itself. Either way it
will move infinitely, but now we can alter it at anytime with the switches.

2. What provides the feedback in this close-loop system?
The switches on either side of the rack and pinion.

3. Describe your observations of this system.

The motor will initially start moving clockwise until it hits a switch. When the switch is hit, the
motor will move in the opposite direction (counter clock wise) until it hits the other switch and
moves clockwise again. We can also manually maneuver the motor by pressing the switches
ourselves and looping faster.

4. How would you change the distance that the motor travels?

By pressing the opposite switch before the motor reaches it by itself.

5. Describe three examples of a Closed-Loop control system from your home. What
types of feedback systems are they using?
Sprinkler system: When it detects smoke in the room, the alarm and water go off. The smoke has
to be a certain amount in order for the program to initiate.
Alarm system: The program tracts movement, and when a considerable amount of movement is
detected, then the alarm will go off. The alarm has to be set in order for the program to run.
Garage door opener: When the button is pressed and the garage door goes down, it will detect
any object in the path, and if there is, the garage door will go back up. A sensor detects any
object above a certain height.

39

POE Activity 4.5h
Procedure
This activity creates a closed loop system using the previous activity while using a
Photocell or Phototransistor instead of a switch for one of the locations. The photocells, in
conjunction with a light, will sense darkness of the motor moving by, much like a nightlight in a
hallway. The motor and gear box will now uses switch and sensors to change directions. This
eliminates any errors such as running of the track that could occur. Because this is a closed loop
system, there are checks using sensors (switches) that keep track of exactly where the motor is
located on the track. Please notice that the motor assembly will touch the switch on one side and
uses the photocell of transistor on the other when it moves far enough to one side or the other.

1. Motor (32 293 pg 2)
6. Switch x 1 (37 783 pg 5)
7. Photocell x 1 (32 698 pg 3) OR Photo transistor (36 134 pg 4)

3. If using a Photocell, it should be connected to EX.
4. If using a Photo transistor, it should be connected to E2.

40

Conclusion

1. What is the feedback in these systems?
The first feedback is the switch and the other is the phototransistor.

2. Explain what digital means. Give an example of a digital device.

Relating to or being a device that can generate record, process, receive, transmit, or display
information that is represented in discrete numerical form.
Ex: Digital Camera

3. Explain what analog means. Give an example of an analog device.
of or pertaining to a mechanism that represents data by measurement of a continuous physical
variable, as voltage or pressure.
Ex: Analog TV

41

POE Activity 4.5j
Procedure
This exercise again uses the previous tasks and introduces how using a potentiometer as a
feedback device. The task also introduces the concept of position control where the student will
use the potentiometer much like a joystick and move the motor and gear box depending on their
control.

Conclusion

1. What is the feedback in this system?
The feedback is the predetermined values of the potentiometer. The potentiometer gets to a
determined value and then the motor changes direction.

2. Give an example of a positional control system and an explanation of how it
works.
Water Tank: A set point is reached when the water in the tank gets too low, and water is then
poured in. Then another set point is reached when the water gets too high, stopping the water
flow. This process repeats.
Source: http://www.tpub.com/content/doe/h1013v2/css/h1013v2_127.htm

3. Give two examples where you might find a potentiometer.
Sliding door: when the sensor detects movement, the potentiometer turns until a desired radius is
achieved, and then the door stops opening. After a few second of non-movement, the
potentiometer turns back the other way until a desired radius is reached.

Doorknob: It has two set of angles that you can turn the knob clockwise and counterclockwise.
After it reaches a certain angle it opens the door and vice versa it will close the door when the
knob is released to a certain angle.

42

POE Activity 4.5k
Procedure
The marble sorter!! Out of all of the activities, this is one of the most challenging, but
the most fun with well constructed instructions and requirements. The marble sorter is to
use several system listed below to separate two different colored marbles, clear and
opaque, into separate collection bins. The various system that must be included with the
marble sorter are:

Hopper System: A place to dump, not place, the raw material (trash), to begin the
process. You can use non-FischerTechnik parts for the hopper.
Transport System: A system to move the marbles from point to point: from the
inspection station to the proper bin for those color marbles.
Sensing System: A system for recognition of part or position of the bin
Bin System: A system to collect and hold the marbles after the system has
determined its classification.
Program: A computer program used to automate the sorting system. You must use
subroutines in your program.

Many instructors and students have been so successful that hints or clarifications have
not been needed!! Just remember that a photocell and a light will be determining if the
marble is clear. Trails runs are critical for success. Suggest build pictures are in the
Appendix.

Conclusion

44

Appendix A
Installing RoboPro Interface Drivers

One item commonly not covered and needed for the school’s IT team is the hardware setup for
the FischerTechniks interface drivers. In order to install the USB driver, you must first have
installed the RoboPro software, reboot and then connect the ROBO Interface with a USB cable
to your computer and supply it with power. Windows XP automatically recognizes that the
Interface is connected and displays the following window:

Here you must select “Install software from a list or specific location” and press Next. In the next
window you deactivate Search removable media and activate Also search following sources.
Then you click Search and select the sub-directory USB Driver Installation in the directory in
which RoboPro is installed (the standard directory is C:ROBOPro): (pictured below)

46

Under Windows XP, you may see the following message after pressing Next:

The USB driver is still being tested by Microsoft. Once testing is completed the driver will be
approved by Microsoft, so that this notice no longer appears. In order to install the driver, press
Proceed with installation. Finally, the following message will appear:

47

Press Finish to complete USB driver installation.
From within RoboPro, the correct connection must be made. Thankfully this needs to be
done once to establish the settings. Select USB/COM button on the menu bar, select USB and
RoboPro Interface.

48

Appendix C
Universal Joint Parts List
1X

2X
1X

1X

1X

1X

1X

1X

1X

1X 80 mm Isometric View

1X 60 mm

Top View Side View

56

Crown and Pinion Parts List
Bevel Gear Parts List
3X

2X
1X
1X
1X 80mm

1X 110 mm

3X Top View Isometric View
1X

1X

1X

2X

2X

57

Worm and Wheel Parts List
4X

2X
4X

2X

2X

2X

1X

1X

1X

2X 110 mm

1X

3X

58

2X
1X

2X

2X 60 mm

1X

1X Side View Top View

1X Side View

1X

59

Rack and Pinion Parts List
6X

5X

1X

1X 80 mm

1X

1X

1X

1X

2X

1X

Top View
Side View

60

Lead Screw
4X

3X
2X

2X
2X

2X
1X 125 mm

1X 110 mm

1X

1X

1X

1X
Partial Top View
1X

1X

1X

1X

61

Cam and Follower Parts List
9X

3X

4X

1X

2X
80
mm

3X

3X

1X

1X

Side View Front View

62

Crank and Slider Parts List
3X

2X

1X

1X

2X

2X

6X

1X

2X 30 mm

1X
60 mm

2X

110 mm

1X

120 mm

1X

63

Pulley and Belt Parts List
6X

4X

4X

4X

2X 60 mm

3X

3X

1X

1X

1X

64

Simple Gear Train
10X

4X

2X

2X
110 mm
2X

2X

1X

1X

2X Top View Back Side View

1X

1X

65

Simple Gear Train with Idler Parts List
10X

6X
2X

2X
110
mm
2X

2X

1X

2X

2X

2X

1X
Isometric View
1X
60 mm

Back Side View
Top View

66

Custom Labs
The custom labs included were created for a college level introduction to programming
and logic class at the Community College of Baltimore county. The course ran without the
guidance of PLTW so many of the materials may look familiar and redundant but are much more
in depth and require a basic building structure of a crane. (Appendix E)

68

Intro Lab Team:

FischerTechnik and RoboPro Introduction

This will be a simple introduction to the robotic parts called FischerTechniks and the software required
to run the robotics called RoboPro.

Lab Setup

There are a few items that needed before beginning. They are:
1. The kit is required.
2. Make sure the RoboPro software is installed on your computer
3. POE FischerTechniks Parts list (PDF)

Part 1: Kit Scavenger Hunt!!

Indentify and collect the parts required from the kit using the POE Parts list.

Find these parts:

3 x Motors (32 293, pg 2)
1 x Mini-Screwdrivers (36 443, pg 5)
3 x Shorter wires (31 360, pg 1)
6 x Green Board Connectors (31 336, pg 1)
6 x Red Board Connectors (31 337, pg 1)
1 x Robo Interface (93 293, pg 6)
1 x USB cord
1 x Power cord

Follow these instructions:
1. Attach wire plugs to all wires (at both ends) shown in Figure 1.
2. Put green plug on green side of wire
3. We need to test wires, in order to do so:
a. make sure wires are securely fastened to the connectors
b. make sure the copper wires do not cross or touch
4. Connect each set of wires (but only one end) to:
a. All MOTORs
5. Connect other set to:
a. M1 (both 01,02, green on either)
b. M2, M3

70

Figure 1: Connecting wires

Instructor Check and Signature
Robot completed and worked

Part 2: Introduction to RoboPro

RoboPro is the programming portion of the robotics. Without RoboPro, the robot will not move,
interact or come alive. This will be a simple introduction where you will complete your first program in
RoboPro.

Please follow these instructions:
1. Start RoboPro
2. Using Figure 2, identify:
a. The toolbar
i. This is where some basic features such as save, run, etc… are located
b. The Program Window
i. Where icons will be dragged to create a program
c. The Element Window
i. The palette of icons
3. Setting up the Interface type is the next step. (Figure 3)
a. Hitting the button will switch between TX and IF controller. Please select whichever one
you have. Interfaces with the clear cover are IF.
4. Setting up the connection is critical. This is what you use to connect the computer to the
a. Press the USB/COM button on the toolbar in RoboPro (Figure 4)
i. Select USB, and whichever interface you are using. (Figure 5)
ii. Simulation is great when trying things on your own, with no robot

Figure 2 Figure 3

Figure 4

71

Figure 5

5. Creating a Test File
a. Click “New” on Toolbar
6. Add icons to program shown in Figure 6
a. To change properties, right click on the icon

Figure 6

7. Once all items match, click “Start” to test, “Stop” when done on the toolbar above the
programming window.

72

Group Questions (Do not write your answers!!!)
M1, M2, M3 mean exactly what?
□
How many times will this program run?
□
Show you instructor how to change the motors direction.
□
Show your instructor how to move draw any shape on the program window. Hint:
Make sure you are on Level 4. □
Show your instructor how to add text to the program window.
□
Show your instructor how to delete an icon to the program window.
□
Questions Answered


Part 3: Traffic Light Program

Create a traffic light. First, start with the green light to light for 10 seconds, then ONLY the yellow light
for 5 seconds, then ONLY the red light for 3 minutes.

Find these parts:
1. Light Cap – Red (35 079, pg 3) x 1
2. Light Cap – Yellow (35 085, pg 3) x 1
3. Light Cap – Green (35 0854, pg 3) x 1
4. Bulb lamp (37 869, pg 5) x 3
5. Plug in light holder (38 216, pg 5) x 3

Here are a few hints:
Make sure to TURN OFF the light after it is done
Change the “motor” icon to “Lamp” (right click after placed on program desktop)
connecting to the plug in light holder is in ANY order (green, red)
The property “Stop” on the “Motor Output” icon also denotes shutting off the bulb (or motor)

Questions Answered


74

Variables Lab Team:

Applications for Variables

This lab will explore why variables are important to have and use. Variables are used to store values.
These values can be given by a user, an outside influence (sensor) or used as a result from a calculation.
The first application we will create will calculate the perimeter of a rectangular room. (4 sided shape, 2
equal sides) We will then break it down into segments to create your OWN program using variables.

Take a good look at Figure 1 since we will be creating the same program from scratch.

Figure 1: How to use variables within a RoboPro program

Lab Setup

There are a few items that need to be set in RoboPro and in general. They are:
4. No robot or kit is required.
5. All items in this lab are completed individually EXCEPT for questions that are dotted
throughout the lab.
6. In RoboPro:
a. At the connection icon (COM/USB) in the toolbar, select “Simulation” since not working
with the robot in this lab
b. Select “Level” in the menu bar, and select “Level 4”

75

Part 1: Creating variables in RoboPro

Before we start thinking about programming, we need to think about how many variables we need for
our given application. Having too many variables is not a problem (to an extent) so be creative. Also,
give EVERY variable two things:
1. a descriptive name
2. a default value, which is NOT ALWAYS 0

What is the MINIMUM number of variables would you need to calculate the PERIMETER of a
rectangle? (remember the definition of a rectangle)
What is the MINIMUM number of variables would you need to calculate the PERIMETER of a
polygon? (remember a polygon is 4 sided shape, 4 unequal sides)
What is the MINIMUM number of variables would you need to calculate the AREA of a
rectangle? (remember the definition of a rectangle)
Questions Answered

Each team member should complete Parts 1-3 on their own
computer!!!
Now that you have thought about the number, let’s create them in RoboPro.
1. Start a new program (File  New)
2. Select “Program Elements”  “Basic elements” (If missing, forgot to set the Level to 4)
3. Drag the “Start” and “Stop” icons and separate them (TOP AND BOTTOM) as far as possible.
Do not connect them.
4. Hit the ‘+’ beside “Program Elements” in the UPPER left window (may already be selected).
Then select “Variable, timer …”. (Figure 2) Notice that the LOWER left window changes.
5. Select “Basic elements” in the UPPER left window. Notice the icons in the LOWER left window
are the icons normally seen.
6. Reselect “Variable, timer …”.
7. Drag the first variable icon to the program window, place to the left side of START.
8. We drag all variables close to the start icon (Figure 1) for two reasons:
a. easy to find the variables if we need to change their values
b. ALL variables need to be declared and given a default value before use
9. Right click on that icon just dragged to the program window. There are a few properties that we
need to edit. (Figure 3)
a. Name: remember, give EVERY variable created a good name. Give the variable the
name “length”.
b. default “initial” value: leave a zero for now. We will change the value later.
10. Do this 2 more times, for variables:
a. width
b. perimeter

76

Figure 2: Variable Icons Figure 3: Variable Properties

Part 2: Variables in action

Variables can be manipulated by only two types of RoboPro icons:
Operators
o Figure 4
o They can be found under “Program elements”  “Operators”
o used to add, subtract, etc… other variables together
o by default operators can handle one or two variables. This can be expanded to
handle many variables
Commands
o Figure 5
o They can be found under “Program elements”  “Commands”
o used to SET, EDIT or ADD values to variables
o can only handle one variable at a time

Figure 4: Operator icons Figure 5: Command icons

77

Producing the perimeter of a rectangle is simple: just add up the length of each side. Let’s create the
code to accomplish this:
1. Select “Commands” in the UPPER left hand window.
2. Select the “Assignment Operator” ( = 0 ) in between the START and STOP icon. Connect with
flowlines.
3. Right click on the command icon for its’ properties. (Figure 6) Select:
a. Date input for command value, check on
4. Select “Operators” in the UPPER left hand window.
5. Select the addition “Arithmetic Operator” and place to the far left of the command icon.
6. Right click on the operator icon for its’ properties. (Figure 7) Select:
a. Number of Inputs: 2 (since adding 2 variables together (length, width)
7. Select the multiplication “Arithmetic Operator” and place to the left of the command icon.
8. Right click on the operator icon for its’ properties. (Figure 7) Select:
a. Number of Inputs: 2 (since adding 2 variables together (length + width and 2)
9. Copy and paste (select an variable icon, then hit: CTRL C, CTRL V) length and width variables
and:
a. place closer to the “+” symbol on the LEFT hand side. (Figure 8)
b. Leave the perimeter variable alone for now
10. Back under “Variables, timers, …” select the “CONSTANT” icon from the LOWER left hand
window (middle icon)
a. place next to the addition icon on the program window.
b. right click and change the value of the constant to 2.
11. Connect each variable icon and the constant to one peg of the operators’ icons shown in Figure
8. Make sure they connected.
12. Finally, copy and paste the “perimeter” variable to the right the command icon ( = ). Make sure
it connects. Use Figure 1 to see exactly where.

Figure 6: Command Property Figure 7: Operator Figure 8: Calculation
properties

78

What would the equation be to determine the perimeter of a
rectangle. The answer must have multiplication somewhere
in it.
List the other “Assignment
Operators” that were not used.
Questions Answered

Part 3: Getting output

Output can come in MANY forms in RoboPro. There are:
Meter
o like a voltage meter
Text Display
o like a computer screen with simple text
Display lamp (light)
o various sizes
o lights up
o good for Boolean (true/false) values
We can add output to our program that will reflect a result. There is a set (and finicky) procedure to
establish a link from the output to the program.
1. In the UPPER left hand window, select ‘+’ beside “Operating elements”. (May already be
selected)
2. Select “Displays”
3. In the LOWER left hand window, select any colored “Text Display” and place anywhere VISIBLE
on your program.
4. Right click on the “Text Display” on your program to view it’s properties. (Figure 9)
a. please edit the item to match those seen on Figure 9.
5. Select “Input, Outputs” under the “Program Elements” in the UPPER left hand window.
6. In the LOWER left hand window, select the LAST Input Icon “Panel Display” and place beside
the LAST perimeter variable that is set by a command. (Figure 11).
7. Right click on the “Output Display” icon on your program to view it’s properties. (Figure 12)
a. please edit the item to match those seen on Figure 12.
8. RUN THE PROGRAM!!!

80

Figure 9: Text Display properties Figure 10: Figure 11: Sending data to Output
Input Icons

Figure 12: Output Properties

Part 4: Testing and working with what you got.
Change some of the values and make sure it works correctly.

Robot programmed and runs appropriately

Part 5: On your own. Calculate the perimeter of a polygon.
Copy and paste the program created to create a NEW program to calculate the perimeter of a polygon.
You will need to make changes, but keep it simple.
(Hint: change the number of INPUTS for the addition assignment operator)


Part 6: On your own. Calculate the AREA of a rectangle.
Copy and paste the program created to create a NEW program to calculate the AREA of a rectangle.
Again, keep it simple. Hint: (L x W)


81

Decisions Lab Team:

Applications for Decisions

This lab will explore why decisions are important to have and use. The conditions of each decision is set
by YOU THE PROGRAMMER, but the computer will make the decision when the program is running
based off of your conditions. The lab below will also introduce loops. You will be asked BASIC
questions about the loops, and more complicated question about the decisions in the program you will
create.

Lab Setup

8. In RoboPro:
a. DOWNLOAD the file from the website, make sure to save it as “If-Else.rpp”
i. it may say something different
9. Divide team into two groups:
a. Crane Builders (2 or more students)
i. Start at Part 1
b. Programmer (1 student)
i. Start at Part 2

Part 1: Creating the Crane

Your job is to build a VERY basic crane using:
1. Robo Interface (93 293, pg 6)
2. Only 2 motors (3 x Motors (32 293, pg 2)
3. Only 4 switches (4 x 37 783, pg 5)
4. Wires and wire connectors
5. Any Technik building pieces you wish to build the meat of the crane

Few hints to get you moving:
1. Use the base plate to attach the crane to the robo interface
2. You need to connect the wires from the interface to the motors
a. motors connect to M1-M4 on the interface
b. connect wires for the 4 switches (shown below) to I1-I4 respectfully
3. Use this link below for directions on building the crane:
http://student.ccbcmd.edu/~slupoli/Lego/Building the FischerTechnik Crane.ppt

82

Part 2: Programming the Crane

The program is given below. (Figure 1) Create an exact copy in RoboPro (with the text too). Here are a
few hints to get things moving:
1. All items below are found under “Program elements”, either “Basic elements” or “Branch,
wait…”
2. connecting the wires will be the most changing
3. Create the first one on the left, then copy and paste the rest
4. when all copied, make the slight changes my right clicking on the icon and changing the
settings

Figure 1: How to use decisions within a RoboPro program

Part 3: Getting the Crane working

You will only get credit for this if the crane works. Please make sure the program is EXACLTY the same
as Figure 1.


83


84

Part 4: Looking closely at the program.

In Figure 1, there are many decision being made at the same time. You will notice 4 separate “threads”
that all run at the same time. As a group, be able to answer the questions below. The instructor will
pick a random student to ask AND EXPLAIN their answer. Usually the answer is easy, keep it simple.
Do not write your answer on this lab sheet.

All question below come from Figure 1.

Identify the loop in one of the threads.
□
Which icon is the decision icon? (In one of the threads)
□
There is a 0 and 1 on an icon for the switch. What would the 0 mean? (Not false) The answer
relates to the switch. □
Which part of the loop will run when the switch is NOT activated.
□
Which part of the loop will run when the switch is IS activated.
□
Questions Answered

Part 5: On your own. Add a beep while moving.

Using the program already created, add that a beep will sound when moving. Add it to all threads. Here
are a few hints:
1. attach the Buzzer directly to the interface using M3
2. the icon that should be added is the same as a motor icon. Place the motor icon, then right click
and change it to buzzer


85

Loops Lab Team:

Applications for Loops

If an application is to repeat many times, instead of placing the same code over and over, a loop can be
used to run over the same code and repeat that same code. After the brief introduction in the if-else
lab, you will be introduced to several loops and different types of loops.

Lab Setup

11. The crane will again used.
12. In RoboPro:
a. Start a new file, save it as “Loops.rpp”

Part 1: Creating a blinking light for the Crane

Your job is to build a red blinking light using:
6. Wires and wire connectors
7. Light cap red (1x 35079, pg 3)
8. Lens bulb plug in 6 V (1 x 37 875, pg 5)
9. Plug in light holder (1x 38 216, pg 5)

After gathering the parts for the light:
1. Place the bulb in the holder
2. Place the red lens cover over the holder (attaches)
3. Attach one end of the wire to the holder, the OTHER to M4
4. Attach the light to the top or side of the crane.

Part 2: Programming the light

The program is given below and on the class website: Loops 1.rpp. (Figure 1) Download the file (right
click on the link, as “Save As” Loops 1.rpp. Get the program working and answer the questions below.

Figure 1: How to use loops within a RoboPro program

87

As a group, be able to answer the questions below. The instructor will pick a random student to ask
AND EXPLAIN their answer. Usually the answer is easy, keep it simple. Do not write your answer on
this lab sheet.

Identify the loop in the program.
□
When will this program end?
□
What will happen first, light on, or light off?
□
Questions Answered


Part 3: Blinking light, Part II

The program is given below and on the class website: Loops 2.rpp. (Figure 2) Download the file (right
click on the link, as “Save As” Loops 2.rpp. Get the program working and answer the questions below.

88

Figure 2: How to use loops within a RoboPro program

As a group, be able to answer the questions below. The instructor will pick a random student to ask
AND EXPLAIN their answer. Usually the answer is easy, keep it simple. Do not write your answer on
this lab sheet.

Identify the loop in the program.
□
How many times will the loop run? (0, 9, 10 or 11)
□
The “Z” value starts (before looping) at what value?
□
The “Z” value ends (after looping) at what value?
□
+1 is added to what value?
□
□
How can you tell this icon is a decision?

What is the difference between the loop in Part 2 and Part 3?
□
If you want the loop to run 30 times, where would that be adjusted?
□
Questions Answered

89

Part 4: Programming the crane using loops

Use what you have learned for the crane. Program the crane to:
1. Swing left for .25 second, then stop
2. Swing right for .25 second, then stop
3. Repeat this 5 times.


90

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