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i retired from the robatic ,factory automation field .
there is no specific language these robots communicate in .every manufacturer that has a plc line has their own code .
it is something you usually learn on the job at the factory schools for that particular line . siemens has their own , allen bradly has theirs. ge and all the manufacturers have their own .
it is all programmed through the manufacturers proprietary software which just works in ladder diagram .
it is not like typical software programming .
anyone who wants to learn can get a job at any of the system houses and in a short period of time learn how . but usually there is a pre-requisite of being an electrical engineer .
axis industrial automation in new jersey is big in that field , dittman and greer in connecticut is popular . powerflo automation is another big player .
from what i have seen , electrical engineers are usually the ones trained in the plc lines that are used . it is more a circuitry understanding you need than a programming protocol
Last edited by mathjak107; 11-23-2017 at 10:07 AM..
If so many are predicting mass automation within the next 20 years or so, then why isn't coding/robotics a "subject" in school alongside grammar, reading, and math?
as i said above . it really requires an electrical engineering degree or real good strong back ground in electrical circuitry design . the robotics are programmed by plc 's which are programmed in ladder diagrams and proprietary software unique to that plc manufacturer .
everything is done in ladder diagrams designing the circuitry you need .
here is an example of a siemens programming manual for their step 7 software . knowing this will not help you if the plc is allen bradley or any other manufacturer's .
but you still need to know how to design the electrical circuitry to do what it is you want the robotics to do . so like i said it is more an electrical design issue than just inputting it . the design and inputting is all the same thing so it is not like learning a programming language
Schools in well to do areas have a better chance of being decent but still no guarantee. Schools in poor areas may be nearly worthless.
it is very difficult to learn this without factory training . i had to learn it so i know what it is all about .
to be good at it requires lots of experience and understanding of factory automation controls and design circuitry .
the plc's do not do a thing themselves . it is all on the circuit designer to make things work and input the circuitry . i can do some basic circuitry design as my specialty is motor controls and variable frequency drives so i may test some designs in the software . but i can tell you the design aspect is very hard to learn on your own without the ability to do it with those who can act as a mentor .
Computer programming is not a core subject for the same reason that auto mechanics or sewing are not core subjects.
Exactly. Core is what is truly core. Reading and writing, arithmetic/math, broad-based science, and history/social studies. These categories are recognized as basic needs for being effective in our general society. Anything beyond these 4 core areas are "elective". Robotics and programming are becoming increasingly important, but they are not "core" to being a part of our society. While most jobs today have some involvement with computer technology, few people need to actually code, program, or build robotics.
I teach coding to children ages 5 and up. You can introduce the concepts using drag and drop game concepts, such as Scratch, Scratch Jr. and Code Combat. Most kids love it. Once the foundation is comprehended, the kids can learn hand-coding, which can be tedious but most will understand the the concepts behind it . . including special needs students or students who do not like math.
Like teaching music is not designed to develop professional musicians, the coding taught in schools (and it is part of the curriculum here, as well as the Hour of Code activities), coding in school is not intended to make everyone into a programmer or software engineer. Its purpose is to give kids analytical skills, as well as teaching them how to communicate with a computer. Its teaching kids the computer alphabet. If later, they decide to go into science, they will have the fundamentals to understand R. They will also understand how to do write programs in excel if they go into finance or administration.
It's an extremely critical 21st century skill that should be included in your school, if it's not already. We make if fun by introducing it through building robots or computer games, but all of the concepts learned through these avenues can be applied to using technology in any area that uses a computer, whether it's accounting, the financial sector, writing music, filmmaking, fashion design, graphic arts, any of the sciences, and of course engineering.
Some good points, but a couple of things.
1. Do you have much experience with "special needs" students. Because most of the kids in our special education program couldn't have done what you are advocating. And even for those who could do it, the most basic skills were more important and time is limited.
2. Perhaps some coding could be integrated into other subjects to help it be an analytical tool, rather than a separate "core subject" everyone must take almost every year...because traditionally, core subjects were taught every year beginning in early elementary school and going through at least the 10th grade. Or perhaps in middle school it could be part of the wheel of what used to electives. But that still doesn't elevate to a core subject, which is the topic of the thread.
3. What is the certification for being a teacher of coding?
I'm not unsympathetic toward including it in our school programs, but not as a core subject. Generally the primary science classes taught in middle and high school are earth science(s), biology, chemistry, and physics. I can see having a "computer technology" course added as another year-long science course, but that still doesn't make it a core subject, which -- again -- is the topic of this thread.
Being able to write or least understand code is very important in any design industry, including publishing, interior design, and the fashion industry. It also helps with 3D printing which is also used these days for jewelry making and a host of other things.
Older people who grew up without excel and R and C and all the other applications that non-computer science people use now in their everyday work life won't understand. It's not the future. It's the present. More and more general elementary education teachers are being trained in how to integrate this stuff for few minutes in the regular classroom. Honestly, it's not rocket science. Building a website from scratch, and I don't mean using Wordpress or Weebly, is not that big of a deal anymore. Kids here do it in upper elementary grades as an alternative to writing a research report, but they still have to learn how to cite sources and write a bibliography and all the basic components of writing a research paper.
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I think you're missing the point of the thread. I don't think most of us are saying computer technology shouldn't be incorporated into public education. We're saying it's not one of the four core subjects.
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