Using a servo

New York State Learning Standards

Mathematics, Science, and Technology

Elementary
M1.1	Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.
M1.1a	Use plus, minus, greater than, less than, equal to, multiplication, and division signs
M1.1b	Select the appropriate operation to solve mathematical problems
M1.1c	Apply mathematical skills to describe the natural world

Intermediate
M1.1	Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
M1.1a	Identify independent and dependent variables
M1.1b	Identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
M1.1c	Apply mathematical equations to describe relationships among variables in the natural world

Physics
M1.1	Use algebraic and geometric representations to describe and compare data.
M1.1a	Use scaled diagrams to represent and manipulate vector quantities
M1.1b	Represent physical quantities in graphical form
M1.1c	Construct graphs of real-world data (scatterplots,line or curve of best fit)
M1.1d	Manipulate equations to solve for unknowns
M1.1e	Use dimensional analysis to confirm algebraic solutions

STANDARD 1
Analysis, Inquiry, and Design: MATHEMATICAL ANALYSIS

Key Idea 1: details
Abstraction and symbolic representation are used to communicate mathematically.

Elementary
M3.1	Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.	√
M3.1a	Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world	√

Intermediate
M3.1	Apply algebraic and geometric concepts and skills to the solution of problems.
M3.1a	Explain the physical relevance of properties of a graphical representation of real-world data, e.g., slope, intercepts, area under the curve

Physics
M3.1	Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
M3.1a	Use appropriate scientific tools to solve problems about the natural world.	√

STANDARD 1
Analysis, Inquiry, and Design: MATHEMATICAL ANALYSIS

Key Idea 3:details
Critical thinking skills are used in the solution of mathematical problems.

STANDARD 1
Analysis, Inquiry, and Design: ENGINEERING DESIGN

Key Idea 1: details
Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. (Note: The design process could apply to activities from simple investigations to long-term projects.)

Elementary
1.1	Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved
1.2	Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members
1.3	Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices
1.4	Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools
1.5	Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better

Intermediate
T1.1	Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
T1.1a	Identify a scientific or human need that is subject to a technological solution which applies scientific principles	√
T1.2	Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.	√
T1.2a	Use all available information systems for a preliminary search that addresses the need.	√
T1.3	Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.	√
T1.3a	Generate ideas for alternative solutions	√
T1.3b	Evaluate alternatives based on the constraints of design	√
T1.4	Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.	√
T1.4a	Design and construct a model of the product or process	√
T1.4b	Construct a model of the product or process	√
T1.5	In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.	√
T1.5a	Test a design	√
T1.5b	Evaluate a design	√

Commencement
1.1	Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation
1.2	identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem
1.3	generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution
1.4	develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship)
1.5	in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quanitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications

STANDARD 2
INFORMATION SYSTEMS

Key Idea 1: details
Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

Elementary
1.1	Use computer technology,traditional paper-based resources,and interpersonal discussions to learn, do, and share science in the classroom	√
1.2	Select appropriate hardware and software that aids in wordprocessing, creating databases, telecommunications, graphing, data display, and other tasks	√
1.3	Use information technology to link the classroom to world events

Intermediate
1.1	Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
1.2	Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.
1.3	Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, muse- ums, governmental agencies, industries, and individuals.
1.4	Collect data from probes to measure events and phenomena.
1.4a	Collect the data, using the appropriate, available tool
1.4b	Organize the data
1.4c	Use the collected data to communicate a scientific concept	√
1.5	Use simple modeling programs to make predictions.

Physics
1.1	Understand and use the more advanced features of word processing, spreadsheets, and database software.
1.2	Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)	√
1.2a	Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research
1.2b	Use appropriate technology to gather experimental data, develop models,and present results	√
1.3	Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
1.3a	Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics
1.4	Utilize electronic networks to share information.	√
1.5	Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software.	√
1.5a	Use software to model and extend classroom and laboratory experiences,recognizing the differences between the model used for understanding and real-world behavior	√

STANDARD 3
Strand: Problem Solving
details

Understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems;
Understand meanings of operations and procedures, and how they relate to one another;
compute accurately and make reasonable estimates.

Fifth, Sixth Grade
1.1	Know the difference between relevant and irrelevant information when solving problems	√
1.2	Understand that some ways of representing a problem are more helpful than others	√
1.3	Interpret information correctly, identify the problem, and generate possible solutions	√
1.4	Act out or model with manipulatives activities involving mathematical content from literature	√
1.5	Formulate problems and solutions from everyday situations	√

Seventh, Eighth Grade
1.1	Use a variety of strategies to understand new mathematical content and to develop more efficient methods	√
1.2	Construct appropriate extensions to problem situations	√
1.3	Understand and demonstrate how written symbols represent mathematical ideas
1.4	Observe patterns and formulate generalizations
1.5	Make conjectures from generalizations
1.6	Represent problem situations verbally, numerically, algebraically, and graphically
1.7	Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages	√
1.8	Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem	√
1.9	Work backwards from a solution	√
1.10	Use proportionality to model problems
1.11	Work in collaboration with others to solve problems	√
1.12	Interpret solutions within the given constraints of a problem	√
1.13	Set expectations and limits for possible solutions	√
1.14	Determine information required to solve the problem	√
1.15	Choose methods for obtaining required information	√
1.16	Justify solution methods through logical argument
1.17	Evaluate the efficiency of different representations of a problem
1.18	Determine the efficiency of different representations of a problem

Integrated Algebra
1.1	Use a variety of problem solving strategies to understand new mathematical content
1.2	Recognize and understand equivalent representations of a problem situation or a mathematical concept
1.3	Observe and explain patterns to formulate generalizations and conjectures
1.4	Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically)
1.5	Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic)
1.6	Use a variety of strategies to extend solution methods to other problems
1.7	Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving	√
1.8	Determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions	√
1.9	Interpret solutions within the given constraints of a problem	√
1.10	Evaluate the relative efficiency of different representations and solution methods of a problem	√

Geometry
1.1	Use a variety of problem solving strategies to understand new mathematical content	√
1.2	Observe and explain patterns to formulate generalizations and conjectures
1.3	Use multiple representations to represent and explain problem situations (e.g., spatial, geometric, verbal, numeric, algebraic, and graphical representations)
1.4	Construct various types of reasoning, arguments, justifications and methods of proof for problems
1.5	Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic)
1.6	Use a variety of strategies to extend solution methods to other problems
1.7	Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving	√
1.8	Determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions	√
1.9	Interpret solutions within the given constraints of a problem	√
1.10	Evaluate the relative efficiency of different representations and solution methods of a problem

Algebra 2 and Trigonometry
1.1	Use a variety of problem solving strategies to understand new mathematical content	√
1.2	Recognize and understand equivalent representations of a problem situation or a mathematical concept
1.3	Observe and explain patterns to formulate generalizations and conjectures
1.4	Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically)
1.5	Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic)
1.6	Use a variety of strategies to extend solution methods to other problems
1.7	Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving	√
1.8	Determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions	√
1.9	Interpret solutions within the given constraints of a problem	√
1.10	Evaluate the relative efficiency of different representations and solution methods of a problem

STANDARD 3
Strand: Connections
details

Recognize and use connections among mathematical ideas;
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
Recognize and apply mathematics in contexts outside of mathematics.

Fifth, Sixth Grade
4.1	Understand and make connections and conjectures in their everyday experiences to mathematical ideas	√
4.2	Explore and explain the relationship between mathematical ideas
4.3	Connect and apply mathematical information to solve problems	√
4.4	Understand multiple representations and how they are related
4.5	Model situations with objects and representations and be able to draw conclusions	√
4.6	Recognize the presence of mathematics in their daily lives	√
4.7	Apply mathematics to solve problems that develop outside of mathematics	√
4.8	Investigate the presence of mathematics in careers and areas of interest	√
4.9	Recognize and apply mathematics to other disciplines and areas of interest	√

Seventh, Eighth Grade
4.1	Understand and make connections among multiple representations of the same mathematical idea
4.2	Recognize connections between subsets of mathematical ideas
4.3	Connect and apply mathematical information to solve problems	√
4.4	Model situations mathematically, using representations to draw conclusions and formulate new situations
4.5	Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
4.6	Recognize the presence of mathematics in their daily lives	√
4.7	Apply mathematics to solve problems that develop outside of mathematics	√
4.8	Investigate the presence of mathematics in careers and areas of interest	√
4.9	Recognize and apply mathematics to other disciplines and areas of interest	√

Integrated Algebra, Geometry, Algebra 2 and Trigonometry
4.1	Understand and make connections among multiple representations of the same mathematical idea
4.2	Understand the corresponding procedures for similar problems or mathematical concepts
4.3	Model situations mathematically, using representations to draw conclusions and formulate new situations
4.4	Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
4.5	Understand how quantitative models connect to various physical models and representations	√
4.6	Recognize and apply mathematics to situations in the outside world	√
4.7	Recognize and apply mathematical ideas to problem situations that develop outside of mathematics	√
4.8	Develop an appreciation for the historical development of mathematics

STANDARD 3
Strand: Representation
details

Create and use representations to organize, record, and communicate mathematical ideas;
Select, apply, and translate among mathematical representations to solve problems;
Use representations to model and interpret physical, social, and mathematical phenomena.

Fifth, Sixth Grade
5.1	Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations	√
5.2	Explain, describe, and defend mathematical ideas using representations
5.3	Read, interpret, and extend external models
5.4	Use standard and nonstandard representations with accuracy and detail
5.5	Use representations to explore problem situations	√
5.6	Investigate relationships between different representations and their impact on a given problem
5.7	Use mathematics to show and understand physical phenomena (e.g., determine the perimeter of a bulletin board)	√
5.8	Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
5.9	Use mathematics to show and understand mathematical phenomena (e.g., find the missing value that makes the equation true: (3 + 4) + 5 = 3 + (4 + ___ )

Seventh, Eighth Grade
5.1	Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations	√
5.2	Explain, describe, and defend mathematical ideas using representations
5.3	Recognize, compare, and use an array of representational forms
5.4	Explain how different representations express the same relationship
5.5	Use standard and non-standard representations with accuracy and detail
5.6	Use representations to explore problem situations
5.7	Investigate relationships between different representations and their impact on a given problem
5.8	Use representation as a tool for exploring and understanding mathematical ideas
5.9	Use mathematics to show and understand physical phenomena (e.g., make and interpret scale drawings of figures or scale models of objects)	√
5.10	Use mathematics to show and understand social phenomena (e.g., determine profit from sale of yearbooks)
5.11	Use mathematics to show and understand mathematical phenomena (e.g., use tables, graphs, and equations to show a pattern underlying a function)

Integrated Algebra
5.1	Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts	√
5.2	Recognize, compare, and use an array of representational forms
5.3	Use representation as a tool for exploring and understanding mathematical ideas
5.4	Select appropriate representations to solve problem situations
5.5	Investigate relationships between different representations and their impact on a given problem
5.6	Use mathematics to show and understand physical phenomena (e.g., find the height of a building if a ladder of a given length forms a given angle of elevation with the ground)	√
5.7	Use mathematics to show and understand social phenomena (e.g., determine profit from student and adult ticket sales)
5.8	Use mathematics to show and understand mathematical phenomena (e.g., compare the graphs of the functions represented by the equations y = x² and y = −x²)

Geometry
5.1	Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts	√
5.2	Recognize, compare, and use an array of representational forms
5.3	Use representation as a tool for exploring and understanding mathematical ideas
5.4	Select appropriate representations to solve problem situations
5.5	Investigate relationships between different representations and their impact on a given problem
5.6	Use mathematics to show and understand physical phenomena (e.g., determine the number of gallons of water in a fish tank)	√
5.7	Use mathematics to show and understand social phenomena (e.g., determine if conclusions from another person's argument have a logical foundation)
5.8	Use mathematics to show and understand mathematical phenomena (e.g., use investigation, discovery, conjecture, reasoning, arguments, justification and proofs to validate that the two base angles of an isosceles triangle are congruent)

Algebra 2 and Trigonometry
5.1	Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts	√
5.2	Recognize, compare, and use an array of representational forms
5.3	Use representation as a tool for exploring and understanding mathematical ideas
5.4	Select appropriate representations to solve problem situations
5.5	Investigate relationships between different representations and their impact on a given problem
5.6	Use mathematics to show and understand physical phenomena (e.g., determine the number of gallons of water in a fish tank)	√
5.7	Use mathematics to show and understand social phenomena (e.g., interpret the results of an opinion poll)
5.8	Use mathematics to show and understand mathematical phenomena (e.g., use random number generator to simulate a coin toss)

Physics
	Measure current and voltage in a circuit	√
	Use measurements to determine the resistance of a circuit element	√
	Interpret graphs of voltage versus current
	Measure and compare the resistance of conductors of various lengths and cross-sectional areas
	Construct simple series and parallel circuits	√
	Draw and interpret circuit diagrams which include voltmeters and ammeters	√
	Predict the behavior of lightbulbs in series and parallel circuits
	Map the magnetic field of a permanent magnet, indicating the direction of the field between the N (north-seeking) and S (south-seeking) poles

STANDARD 4
Process Skills Electricity and Magnetism:
details

STANDARD 5
Technology: Engineering Design
(See Standard 1:ENGINEERING DESIGN)
Key Idea 1:
Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.

Elementary
2.1	Explore, use, and process a variety of materials and energy sources to design and construct things.	√
2.2	Understand the importance of safety, cost, ease of use, and availability in selecting tools and resources for a specific purpose.
2.3	Develop basic skill in the use of hand tools
2.4	Use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product	√
2.5	Use appropriate graphic and electronic tools and techniques to process information.	√

Intermediate
2.1	Choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact	√
2.2	Use a variety of hand tools and machines to change materials into new forms through forming, separating, and combining processes, and processes which cause internal change to occur	√
2.3	Combine manufacturing processes with other technological processes to produce, market, and distribute a product
2.4	Process energy into other forms and information into more meaningful information.

Commencement
2.1	Test, use, and describe the attributes of a range of material (including synthetic and composite materials), information, and energy resources	√
2.2	Select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information	√
2.3	Explain tradeoffs made in selecting alternative resources in terms of safety, cost, properties, availability, ease of processing, and disposability
2.4	Describe and model methods (including computer-based methods) to control system processes and monitor system outputs	√

STANDARD 5
Technology: Engineering Design

Key Idea 2: details
Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

Elementary
3.1	Identify and describe the function of the major components of a computer system.
3.2	Use the computer as a tool for generating and drawing ideas.	√
3.3	Control computerized devices and systems through programming.	√
3.4	Model and simulate the design of a complex environment by giving direct commands.	√

Intermediate
3.1	Assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor
3.2	Use a computer system to connect to and access needed information from various Internet sites	√
3.3	Use computer hardware and software to draw and dimension prototypical designs	√
3.4	Use a computer as a modeling tool	√
3.5	Use a computer system to monitor and control external events and/or systems	√

Commencement
3.1	Understand basic computer architecture and describe the function of computer subsystems and peripheral devices
3.2	Select a computer system that meets personal needs
3.3	Attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches	√
3.4	Use computer-aided drawing and design (CADD) software to model realistic solutions to design problems	√
3.5	Develop an understanding of computer programming and attain some facility in writing computer programs	√

STANDARD 5
Technology: Computer Technology

Key Idea 3: details
Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

Elementary
4.1	Identify familiar examples of technological systems that are used to satisfy human needs and wants, and select them on the basis of safety, cost, and function.
4.2	Assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement.
4.3	Understand that larger systems are made up of smaller component subsystems.

Intermediate
4.1	Select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post-purchase support
4.2	Assemble, operate, and explain the operation of simple open- and closed-loop electrical, electronic, mechanical, and pneumatic systems
4.3	Describe how subsystems and system elements (inputs, processes, outputs) interact within systems
4.4	Describe how system control requires sensing information, processing it, and making changes	√

Commencement
4.1	Explain why making tradeoffs among characteristics, such as safety, function, cost, ease of operation, quality of post-purchase support, and environmental impact, is necessary when selecting systems for specific purposes
4.2	Model, explain, and analyze the performance of a feedback control system
4.3	Explain how complex technological systems involve the confluence of numerous other systems

STANDARD 5
Technology: Technological Systems

Key Idea 4: details
Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.

Elementary
1.1	Observe and describe interactions among components of simple systems.	√
1.2	Identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).

Intermediate
1.1	Describe the differences between dynamic systems and organizational systems.
1.2	describe the differences and similarities between engineering systems, natural systems, and social systems.
1.3	Describe the differences between open- and closed-loop systems.
1.4	Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

Commencement
1.1	Explain how positive feedback and negative feedback have opposite effects on system outputs.
1.2	Use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
1.3	Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

STANDARD 6
Interconnectedness: Common Themes SYSTEMS THINKING:

Key Idea 1: details
Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

Elementary
2.1	Analyze,construct,and operate models in order to discover attributes of the real thing	√
2.2	Discover that a model of something is different from the real thing but can be used to study the real thing	√
2.3	Use different types of models, such as graphs,sketches,diagrams,and maps,to represent various aspects of the real world

Intermediate
2.1	Select an appropriate model to begin the search for answers or solutions to a question or problem.
2.2	Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).	√
2.3	Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

Physics
2.1	Revise a model to create a more complete or improved representation of the system.
2.2	Collect information about the behavior of a system and use modeling tools to represent the operation of the system.	√
2.2a	Use observations of the behavior of a system to develop a model
2.3	Find and use mathematical models that behave in the same manner as the processes under investigation.
2.3a	Represent the behavior of real-world systems,using physical and mathematical models	√
2.4	Compare predictions to actual observations, using test models.	√
2.4a	Validate or reject a model based on collated experimental data	√
2.4b	Predict the behavior of a system,using a model	√

STANDARD 6
Interconnectedness: Common Themes MODELS:

Key Idea 2: details
Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

Elementary
1.1	Analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action
1.2	Make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choice
1.3	Design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute	√
1.4	Observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions

Intermediate
1.1	Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.
1.2	Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.
1.3	Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.	√
1.4	Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.
1.5	Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.

Physics
	Address real-world problems,using scientific methodology

STANDARD 7
Interdisciplinary Problem Solving CONNECTIONS:

Key Idea 1:details
The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of sci- ence/technology/society, consumer decision making, design, and inquiry into phenomena.

Physics
2.1	Collect,analyze,interpret,and present data,using appropriate tools	√
2.2	When students participate in an extended,culminating mathematics,science,and technology project, then students should:
	Work effectively—Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.	√
	Gather and process information —Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.	√
	Generate and analyze ideas — Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.	√
	Observe common themes—Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.	√
	Realize ideas—Constructing components or models, arriving at a solution, and evaluating the result.	√
	Present results—Using a variety of media to present the solution and to communicate the results.	√

STANDARD 7
Interdisciplinary Problem Solving STRATEGIES:

Key Idea 2: details
Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

CDOS

Elementary
2.1	Identify academic knowledge and skills that are required in specific occupations
2.2	Demonstrate the difference between the knowledge of a skill and the ability to use the skill
2.3	Solve problems that call for applying academic knowledge and skills.	√

Intermediate
2.1	Apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities
2.2	Solve problems that call for applying academic knowledge and skills	√
2.3	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).

Commencement
2.1	Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.	√
2.2	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology)	√
2.3	Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan.

Standard 2: Integrated Learning
details
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.

Standard 3a: Universal Foundation Skills
details
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

Basic skills
Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.

Elementary
3.1.1	Listen to and read the ideas of others and express themselves both orally and in writing; they use basic mathematical concepts and computations to solve problems.	√

Intermediate
3.1.1	Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form.	√

Commencement
3.1.1	Use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills.	√

Thinking skills
Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.

Elementary
3.2.1 Use ideas and information to make decisions and solve problems related to accomplishing a task. √

Intermediate
3.2.1 Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. √

Commencement
3.2.1 Demonstrate the ability to organize and process information and apply skills in new ways. √
Personal Qualities
Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.

Elementary
3.3.1 Demonstrate the personal qualities that lead to responsible behavior. √

Intermediate
3.3.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √

Commencement
3.3.1 Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance. √
Interpersonal Skills
Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.

Elementary
3.4.1 Relate to people of different ages and from diverse backgrounds.

Intermediate
3.4.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √

Commencement
3.4.1 Communicate effectively and help others to learn a new skill. √
Technology
Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.

Elementary
3.5.1 Demonstrate an awareness of the different types of technology available to them and of how technology affects society.

Intermediate
3.5.1 Select and use appropriate technology to complete a task. √

Commencement
3.5.1 Apply their knowledge of technology to identify and solve problems. √
Managing Information
Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.
Elementary
3.6.1 Describe the need for data and obtain data to make decisions. √

Intermediate
3.6.1 Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). √

Commencement
3.6.1 Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. √
Managing Resources
Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.
Elementary
3.7.1 Demonstrate an awareness of the knowledge, skills, abilities, and resources needed to complete a task. √

Intermediate
3.7.1 Understand the material, human, and financial resources needed to accomplish tasks and activities. √

Commencement
3.7.1 Allocate resources to complete a task. √
Systems
Systems skills include the understanding of and ability to work within natural and constructed systems.
Elementary
3.8.1 Demonstrate understanding of how a system operates and identify where to obtain information and resources within the system. √

Intermediate
3.8.1 Understand the process of evaluating and modifying systems within an organization. √

Commencement
3.8.1 Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization. √

Standard 3b: Career Majors
details
Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

Servo Code

Objective:

You want to have 3 potentiometers control 3 servos.

Here is how to connect the components to an Arduino and code:

Connect pin 9 to one of your servo's yellow wires.
Connect a potentiometer to analog pin 0.

To control a servo:

#include <Servo.h> 

Servo myservo1;  // create servo object to control a servo 

int potpin1 = 0;  // analog pin used to connect the potentiometer

int val1;    // variable to read the value from the analog pin 

void setup() { 
  myservo1.attach(9);  // attaches the servo on pin 9 to the servo object
  
} 

void loop() { 
  val1 = analogRead(potpin1);   // reads the value of the potentiometer 
  val1 = map(val, 0, 1023, 0, 179);
  myservo1.write(val1);    // sets the servo position according to the scaled value 
  delay(15);              // waits for the servo to get there 
}

Complete the code for three servos and upload the code.

Skeleton

Servo motors can be used as the muscles of your structures. If you attach linkages to the motors you can create drawing machines, walkers, automata, etc.

At the most basic level you will need to design two things:

a mount for the base
a linkage to join the drive shaft to what needs to be moved

To connect linkages to the drive shaft, servos generally come with several parts called servo horns. Servo horns fit over the shaft and have at least one arm with mounting holes. If you connect a linkage or wire to a mounting hole, you can translate rotary motion into linear motion. Choosing different horns or mounting holes will determine the range of your motion.

Creating custom horns can be simple with the Makerbot:

Open Openscad
Create a new file and name it parameters.scad

Take measurements of all dimensions of your servo motor and complete the code below:

resolution=100;

//servo
//width
servo_w1=_____;
//depth
servo_d1=_____;
//height
servo_h1=_____;

//drive shaft dimensions
servo_w2=_____;
servo_d2=_____;
servo_h2=_____;

servo_ds_r=5.5/2;
servo_ds_d=2.8;

servo_screw_hole_radius=_____;
//wheel that attaches to drive shaft
servo_disk_h=_____;
servo_disk_radius=20.5/2 + servo_disk_h/2;

Save the file
Open a new openScad file and name it servo.scad
You want to bring your parameters into this file. To do this add this line at the top of the servo.scad file:
```
include <parameters.scad>
```
You want your servo to be a different color than your model. Here is how to set it to black:
```
color([0,0,0])
```
Notice that there is not a semi-colon at the end. The reason for this is that you want to color what comes after and it is part of the object.

Next you want to put the servo inside a cube:

union(){
    cube([servo_w1, servo_d1,servo_h1],center=true);
}

Test the code. Click on Show Axes in the View Menu or press Command+2

Add the second set of parameters:

  
translate([0,0,servo_h1/2])
cube([servo_w2, servo_d2,servo_h2-servo_h1],center=true);

Now you need to make the drive shaft:

  
translate([0,0,servo_h2/2+servo_ds_d/2])
cylinder(r=servo_ds_r, h=servo_ds_d, center=true);

Test. If you don't like the resolution of the drive shaft add this:

  
cylinder(r=servo_ds_r, h=servo_ds_d, center=true, $fn=resolution);

Move the first two cubes over so that the drive shaft is positioned correctly:

union(){
	translate([servo_w1/2-servo_d1/2,0,0])
	cube([servo_w1,servo_d1,servo_h1],center=true);
	translate([servo_w1/2,0,servo_h1/2])
	cube([servo_w2, servo_d2,servo_h2-servo_h1],center=true);
	translate([0,0,servo_h2/2+servo_ds_d/2])
	cylinder(r=servo_ds_r, h=servo_ds_d, center=true,$fn=resolution);
}

Put the whole thing in a module named servo
Save the file and create a new file that includes both the parameters and the servo files. Name it leg
Draw a servo. Now draw a second one translated in the x direction

Open your parameters.scad file and add the following:

bolt=4.2;
bolt_head=8;

//body
leg_upper_length=65;
leg_lower_length=leg_upper_length*1.6;
leg_shoulder_rotation_radius=-(-(servo_disk_r/2-bolt*1.5)/2-servo_disk_r
	-bolt*3/2-servo_disk_h*3+bolt/3-bolt*3)-5;
leg_ball_radius = 20/2;
body_width=leg_upper_length+servo_w1-servo_d1;
body_length=body_width*1.6;
body_height=body_length/4;

Open the leg file again and comment out the servos.

Make a translated cube:

translate([(leg_upper_length+servo_w1+bolt*6)/2-servo_d1/2-bolt*6/2,0,0]){
	cube([(leg_upper_length+servo_w1+bolt*6),servo_d1+5,10],center=true);
}

Now use the difference(){ } command to remove a servo

Use difference() again to remove this area from the cube:

cube([leg_upper_length-servo_w1-5,servo_d1,11],center=true);

Cut out a notch at the end of the leg (use difference()):

translate([60,0,0])
cube([30,servo_d1-10,11],center=true);

Cut out the same notch on the other side of the leg:

Cut out a cylinder:

translate([-(leg_upper_length+servo_w1+bolt*6)/2+bolt*6/4,0,0])
			rotate([90,0,0])
			cylinder(r = bolt/2, h =100, center = true, $fn=resolution);

Cut out another cylinder. Translate it like this:

translate([(leg_upper_length+servo_w1+bolt*6)/2-bolt*6/4,0,0])

Subtract a second servo. It should be translated along the x axis the length of the leg_upper_length
Encapsulate the code in a module named upper_leg

The next piece is the servo connector

Start with the following:

translate([0,0,servo_disk_h*3/2])
cylinder(r = servo_disk_r+5/2, h =servo_disk_h*3, center = true, $fn=resolution);
translate([-(servo_disk_r/2-bolt*1.5)/2-servo_disk_r-bolt*3/2,0,bolt*3/2])
cube([bolt*3,servo_disk_r,bolt*3],center=true);

To make the shape 1 piece, place the code inside union(){ }

Next, remove this cylinder:

translate([0,0,servo_disk_h*3/2]){
	cylinder(r = servo_disk_r-2, h =servo_disk_h*3+1, center = true, $fn=resolution);
}

Still inside the translate(){} block, remove another cylinder

cylinder(r1 = servo_disk_r, r2 = servo_disk_r-servo_disk_h,h =servo_disk_h, center = true, $fn=resolution);

Now from the first shape, remove a translated cube:

translate([-(servo_disk_r/2-bolt*1.5)/2-servo_disk_r-bolt*3/2,0,bolt*3/2]){
	cube([bolt*5+1,2,bolt*5],center=true);
}

Now remove a cylinder. Rotate it on the x axis 90°. The radius should be set to half the bolt, the height should be set to 100, center should be true and set resolution:
Encapsulate your code in a mode named servo_connector

The next piece is the lower leg, which incorporates the last piece you just made

Start with the following:

translate([(leg_lower_length-servo_disk_r/2)/2,0,5/2])
cube([(leg_lower_length-servo_disk_r/2),servo_disk_r,5],center=true);
translate([(leg_lower_length-servo_disk_r/2),0,5/2])
cylinder(r = servo_disk_r/2, h =5, center = true, $fn=resolution);

Make the shape one object by using union(){}

Remove a translated cube:

translate([(leg_lower_length-servo_disk_r/2+servo_disk_r)/2,0,5/2])
cube([(leg_lower_length-servo_disk_r/2-servo_disk_r)-6,servo_disk_r-5,5+1],center=true);

Still within the translate block, remove a cylinder from the end so that the servo_connector can be attached:
```
cylinder(r = servo_disk_r+5/2-0.5, h =servo_disk_h*6, center = true, $fn=resolution);
```
Add the servo_connector to the overall shape
The next piece is the disk_tab

Start with the following:
```
cube([bolt*3*2-4,bolt*3-4,4],center=true);
```

Next remove a translated cylinder

translate([bolt*3/2,0,0])
cylinder(r = bolt/2, h =8, center = true, $fn=resolution);

Remove a similar cylinder from the other side (translate along the x axis).
Encapsulate your code in a module.
The next piece is the two_connectors
which uses the disk_tab and two servo_connectors

Start by drawing a servo connector.

Then translate and rotate the second servo_connector:

translate([-(servo_disk_r/2-bolt*1.5)/2-servo_disk_r-bolt*3/2-servo_disk_h*3+bolt/3-bolt*3,-servo_disk_r+bolt*3-bolt/4,-(-(servo_disk_r/2-bolt*1.5)/2-servo_disk_r-bolt*3/2-servo_disk_h*3+bolt/3)+bolt/20])
rotate([0,-90,180])
servo_connector();

Encapsulate the code in a module
Save the file.
Create another piece by modifying the one that holds two servos. This one should just hold one.
Print out the following parts:
- 1 upper_leg
- 1 single servo holder
- 1 two_connectors
- 1 lower_leg
Put the pieces together. You should have something like this:
Connect your Arduino to your servos and potentiometers. Test the machine.

Challenge 2

Objective: Design a wireless drawing machine

This is the same as before, but by using radios, you can control your machine from across the room.

Xbee Radios

Breakout Boards

LadyAda's breakout board

On board 3.3V regulator to cleanly power your XBee, up to 250mA
Level shifting circuitry means that its trivial to connect it to 5V circuitry such as an Arduino without risk of damage
Two LEDs, one for activity (RSSI), the other for power (Associate)
10-pin 2mm sockets included to protect the modem and allow easy swapping, upgrading or recycling
All the commonly used pins are brought out along the edge, making it easy to breadboard or wire up
For use with any XBee/Pro pin-compatible module (check your module datasheet to verify power needs)
Specifically created for use with an FTDI cable to connect to a computer via USB. This means that you can use, configure or upgrade the adapter painlessly simply by plugging in a cable.

3V pin - this is either an input power pin (if 5V is not provided) or an output from the 250mA regulator if 5V is provided
DTR - "Data terminal ready" this is a flow control pin used to tell the XBee that the microcontroller or computer host is ready to communicate.
RST - this pin can be used to reset the XBee. By default it is pulled high by the 10K resistor under the module. To reset, pull this pin low.'
Ground - common ground for power and signal
CTS - "Clear to Send" this is a flow control pin that can be used to determine if there is data in the XBee input buffer ready to be read
5V - this is the power input pin into the 3.3V regulator. Provide up to 6V that will be linearly converted into 3.3V
RX - This is the XBee's serial recieve pin. Serial data is sent on this pin into the XBee to be transmitted wirelessly
TX - This it the XBee's serial transmit pin. Serial data is sent on this pin out of the XBee, after it has been transmitted wirelessly from another module
RTS - "Ready to Send" this is a flow control pin that can be used to tell the XBee to signal that the computer or microcontroller needs a break from reading serial data.
3V - see pin #1

The DTR, RTS, RESET and RX pins (going into the XBee) pass through a level converter chip that brings the levels to 3.3V. You can use pretty much anywhere between 2.7 to 5.5V data to communicate with the XBee. The breakout pins on the bottom of the board are not level shifted and you should try to keep data going directly into the XBee pins under 3.3V

By far the easiest way to connect to a computer is to use an FTDI cable - use either 3.3V or 5V. These cables have a USB to serial converter chip molded into them and are supported by every OS. Thus configuring or upgrading or connecting is really trivial. Simply plug the cable into the end of the module so that the black wire lines up with GND. There is a white outline showing where the cable connects.

Talking to XBee

Once you have the XBee connected to a computer, you can experiment with connecting, configuring and upgrading the modules to the latest firmware.

With the FTDI cable, connect the module to your computer. If the module has correct power, the green LED should be blinking. If it isn't, check the wiring and verify that the XBee is getting power.
Plug in the FTDI cable to your XBee on the breakout board.

Open CoolTerm.app
Click on the Option Button
Click on the Re-scan Serial Ports button until the usbserial shows up
You want to configure for 9600 bps, 8 bit, No parity, 1 s top bit and no flow control. Also check the Local Echo checkbox
Now type in +++ (three plus signs) in quick succession. If the XBee is connected up properly you will get an OK in response
If you got an OK that means the XBee is powered and wired up correctly! If its not working, check:
- Try again, be sure to wait 10 seconds between each attempt at typing in +++ and type the +'s quickly
- Is the module powered? Green LED should be blinking
- Are RX & TX swapped?
- Do you have the correct baud rate? By default it should be 9600 baud 8 None 1, but if it has been used for something else the baud rate might be different.
Next try typing in
```
 +++ 
```
When you receive OK type
```
AT 
```
and press return. You should get another OK .

This is basically how you can configure the XBee, by sending it AT commands (they all start with AT for ATtention). After a while, the XBee times out of configuration mode and goes back to pass-through connection mode. So if you want to get back to config mode, just type in +++ and it will start responding again.

You can change the baud rate using the ATBD command with a number afterwards that selects which baud rate to use:

0 = 1200
1 = 2400
2 = 4800
3 = 9600
4 = 19200
5 = 38400
6 = 57600
7 = 115200

	
+++ (get into AT mode)
<- OK
AT (check if XBee modem is responding)
<- OK
 ATBD (get current baud rate as above)
<- 3 (9600)
 ATBD 4 (set baud rate to 19200)
<- OK
ATBD (check again)
<- 4
 ATWR (write the baud rate change to flash)
<- OK

Reset the module, either by pulling the reset pin low for a second or removing power (unplugging cable, etc) To connect now, set the terminal to use 19200 baud, otherwise the module will not respond! You can set it back to 9600 baud by giving it the command ATBD 3 and then ATWRiting it to the flash

Remote Control

Sender

Receiver

Here is Arduino code for the sender:

#include <NewSoftSerial.h>

#define RX_PIN 2
#define TX_PIN 3

#define LED_PIN 13
#define POT1_PIN 0
// uses software serial to avoid the Arduino's shared hardware serial pins
NewSoftSerial mySerial=NewSoftSerial(RX_PIN, TX_PIN);

int analogValue, val;

void setup(){
  pinMode(LED_PIN,OUTPUT);
  blinkLED(LED_PIN,2,100);
  mySerial.begin(9600);
  Serial.begin(9600);
}


void loop(){
     // read analog input
     analogValue = analogRead(POT1_PIN);
     // remap values
     val = map(analogValue, 0, 1023, 0, 179);

    //SYNC char
    Serial.print(254, BYTE); 
    Serial.print(val, BYTE);
    delay(150);
}


////////////////// UTILITIES //////////////////
// this function blinks the an LED light as many times as requested, at the requested blinking rate
void blinkLED(byte targetPin, int numBlinks, int blinkRate) {
  for (int i=0; i<numBlinks; i++) {
    digitalWrite(targetPin, HIGH);   // sets the LED on
    delay(blinkRate);                // waits for blinkRate milliseconds
    digitalWrite(targetPin, LOW);    // sets the LED off
    delay(blinkRate);
  }
}

Here is Arduino code for the receiver:

#include <NewSoftSerial.h>
#include <Servo.h>

#define RX_PIN 2
#define TX_PIN 3

#define LED_PIN 13
#define SERVO_PIN 9

byte incomingByte, sensor;

// uses software serial to avoid the Arduino's shared hardware serial pins
NewSoftSerial mySerial=NewSoftSerial(RX_PIN, TX_PIN);

Servo servo1;


void setup() {
  pinMode(LED_PIN,OUTPUT);
  blinkLED(LED_PIN,2,100);
  mySerial.begin(9600);
  Serial.begin(9600);
  // led pins
  servo1.attach(SERVO_PIN);
  delay(1000);
}

void loop() {
     // are there any bytes available on the serial port ???
     if (mySerial.available()) {
         // assign bytes to the var incomingByte
         incomingByte = mySerial.read();
         Serial.print(int(incomingByte));
         if ((int(incomingByte) == 254)) {
             sensor = mySerial.read();
             Serial.print("Sensor 1 = ");
             Serial.print(int(sensor1));
          }

      }
    servo1.write(sensor);
    delay(15);

}
////////////////// UTILITIES //////////////////
// this function blinks the an LED light as many times as requested, at the requested blinking rate
void blinkLED(byte targetPin, int numBlinks, int blinkRate) {
  for (int i=0; i<numBlinks; i++) {
    digitalWrite(targetPin, HIGH);   // sets the LED on
    delay(blinkRate);                // waits for blinkRate milliseconds
    digitalWrite(targetPin, LOW);    // sets the LED off
    delay(blinkRate);
  }
}

Wiring up sender:
- Arduino TX (3) goes to Xbee RX and Arduino RX (2) goes to Xbee TX.
- Power and GND to the pot.
- Analog Pin 0 to Pot
For the Receiver:
- Arduino TX (3) goes to Xbee RX and Arduino RX(2) goes to Xbee TX
- Digital Pin 9 connected servo's yellow wire. Red to 5V, Black to GND

Here;s code for 2 inputs/outputs

#include <NewSoftSerial.h>
#include <Servo.h>

#define RX_PIN 2
#define TX_PIN 3

#define LED_PIN 13
#define SERVO1_PIN 9
#define SERVO2_PIN 10
byte incomingByte, sensor;

// uses software serial to avoid the Arduino's shared hardware serial pins
NewSoftSerial mySerial=NewSoftSerial(RX_PIN, TX_PIN);

Servo servo1;
Servo servo2;


void setup() {

  pinMode(LED_PIN,OUTPUT);
  blinkLED(LED_PIN,2,100);
  mySerial.begin(9600);
  Serial.begin(9600);
  // led pins
  servo1.attach(SERVO_PIN1);// start serial port at 9600 bps
  servo2.attach(SERVO_PIN2);  
  Serial.println("Ready!");
  delay(1000);

}

void loop() {
    if (mySerial.available()) {   // bytes available on the serial port ???

        // assign bytes to the var incomingByte
        incomingByte = mySerial.read();

         Serial.print(int(incomingByte));


            if ((int(incomingByte) == 254)) {
                sensor1 = mySerial.read();
                Serial.print("Sensor 1 = ");
                Serial.print(int(sensor1));
            }

           if ((int(incomingByte) == 255)) {
                sensor2 = mySerial.read();
                Serial.print("Sensor 2 = ");
                Serial.print(int(sensor2));
            }
        }

     servo1.write(sensor1);
     servo2.write(sensor2);
     delay(15);
}
////////////////// UTILITIES //////////////////
// this function blinks the an LED light as many times as requested, at the requested blinking rate
void blinkLED(byte targetPin, int numBlinks, int blinkRate) {
  for (int i=0; i<numBlinks; i++) {
    digitalWrite(targetPin, HIGH);   // sets the LED on
    delay(blinkRate);                // waits for blinkRate milliseconds
    digitalWrite(targetPin, LOW);    // sets the LED off
    delay(blinkRate);
  }
}

Update the sender code, test, then add the 3rd potentiometer and servo.

/ /Common Mistakes

Your XBee project isn’t working? Here’s some common mistakes that people make:

Not using the latest firmware (especially if ATD0 or ATIR is giving an error)*
No reference voltage to VREF pin on the 802.15.4 radios (analog and digital reads give wrong values)
Forgetting that AT commands use hexadecimals
Hitting return after +++ (or otherwise not respecting 1 second default guard time)
Conversely, not hitting return after an AT command
Letting the XBee time out of command mode before issuing an AT command (you’ll know because you get no response)
Forgetting to write the configuration to firmware with ATWR (unless your application configures the radio interactively)
Not using ATRE (restore factory defaults) before re-configuring a previously used radio (previous settings lurk unless you manually reset them all)
Looking for analog output on the analog input pins instead of pins 6 and 7 (P0, P1)
Using a voltage regulator without decoupling capacitors (10uF on input, 1uF on output is good)
Mixing up TX and RX pins (fastest way to check this is switch the wires and see if it starts working)
Using ZigBee version (ZB Pro or ZNet 2.5) when 802.15.4 version would do just fine (if you don’t need to make a mesh )
Trying to read more than 1.2 Volts on the ZB Pro and ZNet 2.5 analog inputs (that’s the limit)
Buying Pro radios when you don’t need them. (Cost more, bigger, use a lot more battery)
Deciding the XBees are flaky. (You may not be using them correctly, but they are very reliable)
Deciding an XBee is burned out when it’s set to a different baud rate (check ON and ASSC lights)
Deciding an XBee is burned out when it is just sleeping (Check ON light to see if it blinks occasionally)
Forgetting to supply power or ground (ON light may go on and ASSC light may blink but both will be significantly dimmer)
Not contacting Digi sooner for support, especially if your radio seems dead or you keep getting an error you don’t understand.

XBee Arduino Mistakes

Sending continuously without any delay (try 10ms delay)
Not removing RX and TX connections before uploading code (Arduino will give an error)
Not removing RX connection when reseting, if you are continuously receiving data. (Arduino will never reset)

XBee LilyPad Mistakes

Hooking up more than 4 Volts to the 3.3V pin
Using switches without pull-down resistors (but not if you use the internal pull-ups)
Not using a pull-up or pull-down resistor on pins 5 and 7 (these don’t have internal pull-ups at all)
Using sensors without voltage divider resistors (if your sensor needs that circuit)
Using too-resistive conductive thread for power and ground (try fabric or wires)

 $("p:not(p:eq(2))").css("border","2px solid pink").css("padding", ".5em");

3b.1	Foundation Development—Develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.	√
3b.2	Technology—Demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services
3b.3	Engineering/Industrial Processes—Demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.

normal	Pro
The normal version has a range of 100 feet indoors, and 300 feet outdoors (clear line of sight).	The Pro version has a range of 300 feet indoors, and 1 mile outdoors (clear line of sight).
	The Pro version consumes a bit more power than the normal version.

/ / navigation

New York State Learning Standards

Mathematics, Science, and Technology

CDOS

Servo Code

Objective:

Skeleton

Challenge 1

Challenge 2

Xbee Radios

Introduction to wireless communication

XBee Modules

Where to find them

Breakout Boards

LadyAda's breakout board

SparkFun

Talking to XBee

AT commands

Remote Control

/ /Common Mistakes

Inspiration