RAOP
Curriculum
The RAOP curriculum follows a simulation-to-hardware learning progression grounded in Guided Inquiry-Based Learning (GIBL). Educators begin with guided digital-twin labs supported by starter MATLAB/Simulink models, guided questions, and short checklists that help participants run the activity, make small changes, and interpret what they observe. The on-site phase reinforces key concepts through hardware validation in the AVRC Laboratory. Across all platforms, the curriculum is designed to produce classroom-ready outputs: lesson materials, student deliverables, and aligned assessments that educators can implement and adapt in K–12 settings.
Platform Vendor and Technical Resources
RAOP uses Quanser platforms and the Quanser Academic Resources library to support the simulation-to-hardware workflow (digital twins + on-site validation). Quanser also provides documentation and support resources used during onboarding and program delivery.
Structure
- Two-week virtual phase (digital twins + guided labs)
- One-week on-site phase (hardware validation in AVRC Lab)
- Four groups per cohort, each focused on a platform strand
Instructional Model
- Guided Inquiry-Based Learning (GIBL): educators investigate a guiding question using structured prompts and checkpoints.
- Supported learning progression: clear steps, examples, and interpretation checks designed for participants who may be new to robotics or controls.
- Evidence-centered work: record outputs, explain what the evidence shows, and connect results to classroom-ready activities.
Educator Outputs
- Lesson plan aligned to a selected RAOP activity
- Student-facing materials (prompts, tasks, deliverables)
- Assessment plan (formative checks + summative rubric)
- Implementation plan (resources, pacing, adaptations)
How GIBL Works in RAOP
Guided Inquiry-Based Learning (GIBL) means participants are not expected to “already know” robotics or control systems. Each activity begins with a clear goal and a guiding question. Educators use provided starter models, structured prompts, and short checklists to explore system behavior, test simple changes, and interpret results. The focus is on reasoning from evidence and translating the experience into a classroom-ready activity.
Three-Week Learning Progression
The RAOP team selects a subset of modules for each cohort to match pacing, platform availability, and GIBL-aligned classroom translation goals. The plan below summarizes the intended progression across the virtual and on-site phases.
| Week | Focus | Modality | Expected Deliverables |
|---|---|---|---|
| Week 1 | Onboarding + Core Concepts + First Guided Labs | Virtual (Digital Twin) |
|
| Week 2 | Deeper Labs + Interpretation + Classroom Translation | Virtual (Digital Twin) |
|
| Week 3 | Hardware Validation + Implementation Readiness | On-site (AVRC Lab Hardware) |
|
- Selected activities use a common GIBL workflow: a guiding question, concept framing, structured prompts, lab procedure, and an assessment activity aligned to the lab outcomes.
- Starter MATLAB/Simulink models are used in the virtual phase to support simulation, modeling/identification, and controller tuning where applicable.
- On-site sessions emphasize validation, interpretation, and practical constraints that strengthen classroom translation.
Curriculum Strands
Each cohort is divided into four groups, with each group engaging one strand. All strands follow the same simulation-to-hardware progression and contribute to the educator’s final classroom-ready materials.
No prior robotics or controls background is required. Activities are designed with clear supports so educators can participate confidently and adapt materials for their own classrooms.
- Instrumentation and data collection (hardware interfacing, filtering)
- System modeling (step response, parameter estimation, block-diagram modeling, and/or frequency response)
- Stability analysis (experimental and analytical)
- Controller design and tuning (P/PD concepts, performance criteria, qualitative tuning, and basic control design)
- Instrumentation and data collection (hardware interfacing)
- Measurement and filtering
- Block-diagram modeling, parameter estimation, and model validation
- Controller design and tuning (PID concepts, performance criteria, qualitative tuning, and design)
- Sensing and feedback concepts for manipulation tasks
- Kinematics concepts and motion planning intuition (workspace identification, lead through, teach pendant)
- Pick-and-place workflows and task decomposition (trajectory generation)
- Visual manipulation activities (image acquisition, object detection, introduction to visual servoing)
- Hardware interfacing
- Perception sensor overview (depth camera vs LiDAR—capabilities and limitations)
- Forward and inverse kinematics intuition
- Line following and object detection applications
Curriculum Resources
RAOP curriculum planning is supported by the activities library, professional development resources, and the participant materials repository. These resources are used throughout the program to ensure consistency, clarity, and reproducibility.
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Updates, announcements, and participant highlights.
Official RAOP social channels. Additional platforms will be added as they launch.