National Open and Distance University

Academic and Research Vice-Rectorate

Course Syllabus Robotics

1. COURSE IDENTIFICATION

School or unit: School of Sciences

Acronym: ECBTI
Basic, Technology and Engineering
Field of training: Training
Level: Professional to discipline
Course: Robotics Code: 299011
Course type: Methodological N° de créditos:3
Course Designer: Sandra Isabel Actualizador de curso:Sandra Isabel
Vargas López Vargas López
Update date: 17 of
Date of preparation: June 10, 2017
November 2017
Descripción del curso:
Robotics, 299011, is a methodological course of 3 academic credits, belonging to
The Applied Engineering training field is elective for the programs of
Electronic Engineering, and Systems Engineering, and mandatory for the program of
Technology in automation. It belongs to the line of deepening in
Automation in the Electronics Engineering program.
The course lasts for 16 weeks and has 3 units, in which there
they provide the main fundamentals of Robotics, the mathematical tools
necessary for the modeling of a robot, the basic concepts for the
programming a robot and its applications.

Its main purpose is for the student to describe and analyze in a broad manner.
and sufficient the notions, concepts and models of industrial robots in such a way that
allow them to formulate automation projects that require technology
robotics for its proper application in the industrial sector.

2. TRAINING INTENTIONS

Course training objectives:

Provide basic knowledge about the characteristics, functionality,

structure and functioning of the different basic elements that make up a
robot.
 Use the mathematical formulation of the inverse kinematics problem and
direct kinematics to apply in the modeling of a robotic arm

Identify the characteristics of robot programming languages to

develop programs that allow the implementation of applications with systems
robotic.
Course competencies:

The student analyzes the structure and elements that comprise a system.
robotic to determine its morphology, coordinate system and volume of
work.

El estudiante aplica el modelo cinemático directo e inverso para modelar sistemas

articulated robots using transformation matrices.

The student uses robot programming software for design and

simulation of industrial applications related to their environment.

3. COURSE CONTENT

Units/themes Required educational resources

UNIT 1. Concepts Barrientos, A., Peñin, L. F., Balaguer, C., & Aracil, R.
General Systems (2007). Fundamentals of Robotics. Second Edition. Page
robotic 1 to 63. McGraw-Hill, Interamericana of Spain.
Recovered of
Background [Link]
-Classification and [Link]?docID=10566097
applications of
robotic systems
- Morphology of the robot Saha, S. K. (2000). Introduction to Robotics. McGraw-
Inter-American Hill. Pages 52 to 75. Retrieved from
[Link]
[Link]?docID=10515179

Vargas, S. (2017). Morfología del robot. [video].

Recovered from[Link]
UNIT 2. Kinematics Barrientos, A., Peñin, L. F., Balaguer, C., & Aracil, R.
of the robot. (2007). Fundamentals of Robotics. Second Edition. Page
65 to 214. McGraw-Hill, Interamericana of Spain.
-Tools Recovered of
mathematics and [Link]
matrices of [Link]?docID=10566097
transformation
Direct Kinematics Saha, S. K. (2000). Introduction to Robotics. McGraw-Hill
Inverse kinematics Inter-American Hill. Pages 112 to 130. Retrieved from
[Link]
[Link]?docID=10515179

Vargas, S. (2017). Direct kinematics. [video].

Recovered from[Link]

UNIT 3. Barrientos, A., Peñin, L. F., Balaguer, C., & Aracil, R.

Programming and (2007). Fundamentals of Robotics. Second Edition. Page
Current Affairs in Robotics 355 to 400. And 483 to 587. McGraw-Hill, Interamericana of
Spain. Recovered of
- Programming of [Link]
robots [Link]?docID=10566097
- Teleoperation
- Artificial vision Saha, S. K. (2000). Introducción a la Robótica. McGraw-
Hill. Inter-American. Pages 316 to 337. Retrieved from
[Link]
[Link]?docID=10515179

Vargas, S. (2017). Programación de robots. [video].

Recovered from[Link]
Additional educational resources for the course:

Unit 1:

Legnani, G., & Fassi, I. (2012). Robotics: State of the Art and Future Trends. New
York: Nova Science Publishers, Inc. Retrieved from

[Link]
1720&lang=es&site=eds-live
Martínez, J. j., Jorquera, D. d., & Pérez, F. p. (2006). A new approach in the
Robotic Architectures. Electronic Services for the Society of the
Information. Development of Large Distributed Applications Over the Internet, 147-
165. Retrieved from
[Link]
756&lang=es&site=eds-live

Unit 2:

Arnáez Braschi, E. (2015). Practical approach to robot theory. With applications

in Matlab. Peruvian University of Applied Sciences (UPC)). Retrieved from
[Link]
1127145&tm=1499207822286

Hermosilla, D. M., & Castilla Pérez, A. (2016). Generation of trajectories for the
robotic arm (ArmX). Electronic Engineering, Automation and Communications, 37(3),
58-71. Retrieved from
[Link]
17869&lang=en&site=eds-live

Unit 3:

Hoyos-Gutiérrez, J., Peña, C., Prieto, F., Cárdenas, P., & Núñez, M. (2014). System
low-cost for demonstration programming of object grasping in
Robotics. Journal of Research of the University of Quindio, 25(1), 40-45.
Recovered from
[Link]
59903&lang=es&site=eds-live

Žlajpah, L. (2008). Simulation in robotics. Mathematics and Computers in

Simulation, 79(4), 879-897. Retrieved from
[Link]

Abreu, P. p., Barbosa, M. m., & Lopes, A. a. (2015). Experiments with a Virtual Lab
for Industrial Robots Programming. International Journal Of Online
Engineering, 11(5), 10-16. Retrieved from
[Link]
71173&lang=en&site=eds-live

Muzan, I. W., Faisal, T., Al-Assadi, H. M. A. A., & Iwan, M. (2012). Implementation
of industrial robot for painting applications. Procedia Engineering, 41, 1329-1335.
Recovered from
[Link]

4. LEARNING STRATEGY

Description of the learning strategy:

The course is conducted through the project-based learning strategy, in
In this teaching method, students plan, implement, and evaluate projects.
that have application in the real world and in their context. Students debate
they plan, control factors involved in the project, direct experiments,
they establish results.

The starting point of the learning process is the statement of a project that the
students must carry out, organized in groups which for the case of the UNAD
There are 5 participants per group. Each group must:

- Identify what things the group already knows and what things they should learn to address.
the project

- Establish and carry out a learning plan

Review the project in light of the acquired learning and re-identify

new necessary learnings.

For the development of the course, it will be divided into 6 phases, in each of them...
develop a stage of the requested project.

Phase 1 - Analyze the competencies, thematic contents, and prior knowledge of the course.
students must read the course syllabus in the knowledge environment, read the
course agreements and decide whether to accept them or not, greets and must introduce himself
in front of the classmates and the tutor in the general course forum, review the course agenda
and other documents and resources in the different learning environments,
subsequently develop the activities proposed in the activity guide.
Phase 2 - Conceptualize general aspects of a robotic system. The student must
review the general concepts of a robotic system, the elements that compose it,
and based on this determine which is the most convenient physical structure for the
project to develop, and define aspects such as the length of the links, volume of
work and load capacity etc.

Phase 3 - Perform the kinematic modeling of a robotic system. The student

review the concepts of homogeneous transformation matrices, Denavit parameters
Hartenberg, direct and inverse kinematics and then perform modeling
mathematician according to the robotic structure selected in Phase 2.

Phase 4 - Programming movements in robotic systems. The student uses software.

specific for robot programming, to simulate the movements and tasks of
robotic system in the project to be developed.

Phase 5 - Evaluate the concepts learned through a questionnaire-type test.

Phase 6 - Consolidate and sustain the development of the proposed project. The student
make a presentation of the results obtained in each development phase of the
learning strategy in order to consolidate the proposed project.

5. DISTRIBUTION OF ACADEMIC ACTIVITIES OF THE COURSE

Week Contents to Activity to be developed according to the

develop learning strategy
1 and 2 Course recognition, Phase 1 - Analyze the competencies,
Units 1, 2, and 3. thematic contents and prior knowledge of the course

Individually, the student must read

the course syllabus in the environment of
knowledge, read the course agreements and
decide whether to accept them or not, greet and
one must present oneself to the colleagues and the
tutor in the general course forum, review the
course agenda and other documents and
resources in different environments of
learning.
 Subsequently develop the activity
posed in the activity guide.

3 Definition and classification Phase 2 - Conceptualize general aspects

of the robots of a robotic system. The student must
review the definition of a robot and its
classification
4 Background review Phase 2 - Conceptualize general aspects
from a robotic system. The student must
to conduct a background review in front
to the use of related robotic systems
with the project to be solved.
5 Morphology of the robot: Phase 2 - Conceptualize general aspects
mechanical structure, of a robotic system. The student must
sensors, actuators in conduct a review of the morphology of the
robotic systems. robot: structure, sensors, actuators and
terminal elements.
6 Morphology of the robot: Phase 2 - Conceptualize general aspects
mechanical structure of a robotic system. The student must
sensors, actuators in determine which is the most physical structure
robotic systems. convenient for the project to be developed, and
define aspects such as length of the
links, workload and capacity of
load, sensors, and actuators to be used.
7 and 8 Tools Phase 3 - Carry out the modeling
mathematics mathematician of a robotic system. The
representation of the student must review the definitions of
position and orientation rotation and transformation matrices as
mathematical tools to represent the
Matrices of position and orientation in a robotic system.
transformation
homogeneous.
9 and 10 Direct Kinematic Model Phase 3 - Perform the modeling
the inverse of the robot. mathematician of a robotic system. The
student creates and simulates the model
Denavit Parameters direct or inverse kinematics of the structure
Hartenberg robotics selected in phase 2 for the
project development.
11 and 12 Robot programming Phase 4 - Program movements in systems
Teleoperation robotic. The student consults the environment,
 programming language, characteristics of
robot programming software.

Phase 5 - The student presents a test

questionnaire type, which is available until
week 14
13 and 14 Robot programming Phase 4 - Program movements in systems
Teleoperation robotics. The student creates a program
Artificial vision where I simulated the movements and tasks of
robotic system in the project to be developed.

Phase 5 - The student presents a test

survey type, which is available until
week 14.
15 and 16 Unit 1, 2 and 3 Phase 6 - Consolidate and sustain development
of the proposed project. The student carries out
a presentation of the results obtained
in each phase of the strategy development
learning in order to consolidate the project
proposed. This presentation must contain:

Project objective
Elements to use in the construction of
robotic system: (mechanical structure,
Sensors, Actuators, Controllers
-Direct or inverse kinematic model of the
robotic system, including the analysis
mathematician supported by matrices of
transformation.
-URL video of the program that simulates the
movements and tasks of the robotic system
in the project to be developed.
Approximate budget required for the
project execution
Conclusions and/or recommendations
Bibliographic references

6. TEACHING SUPPORT STRATEGIES

Description of the teaching support strategies to be used in
this course.

Permanent support in the different asynchronous communication spaces,

such as news forum, general course forum, and collaborative work forums,
internal messaging, and email, providing timely and relevant responses to
the doubts and concerns raised by the students.

Accompaniment in synchronous spaces: providing attention via Skype in the

times indicated in the teacher support schedule.

Conducting synchronous meetings via web conference, at least one for each
course unit

Organization of CIPAS (Circles of Interaction and Academic and Social Participation)

to promote learning communities and address concerns regarding the
course content.

7. COURSE EVALUATION PLAN

Number
Moments Products to be delivered Score Ponderings
or of from the according to the strategy of maximum/500 on/500
week
evaluation learning points points
a
Individual product in
PDF format, with the
activities described in the
activity guide for the
1-2 Initial 25 25
Phase 1 - Analyze the
competencias, contenidos
thematic and prior knowledge of the
course.
Group product in format
PDF, with the activities
described in the guide of
Intermediate
3-6 activities for Phase 2 350 100
Unit 1
Conceptualize aspects
generalities of a system
robotic.
 Group product in format
PDF, with the activities
described in the guide of
Intermedia
7-10 activities for Phase 3- 100
Unit 2
Carry out the modeling
mathematician of a system
robotic.
Group product in format
PDF, with the activities
described in the guide of
100
Intermediary activities for Phase 4-
11-14
Unit 3 Program movements in
robotic systems.
Development Phase 5: activity
50
individual type questionnaire.
Group product in format
ppt or pdf, with the activities
described in the guide of
15-16 Final activities for Phase 6- 125 125
Consolidate and support the
development del project
proposed.
Puntaje Total 500 points 500
points