Introduction
Robots from scratch!
THE CHALLENGE Pt. 1
Equipped only with the basics... a reusable, programmable controller “brain”, some micro-motors and imaginations, teams of 6-8 students must decide how to assemble a chassis and complete their vehicle.
Use of cheap or recycled materials is encouraged but laser cutting and 3D printing of parts can be employed where appropriate or possible.
THE CHALLENGE Pt. 2
Once they have made a robot that can move and turn, teams must program it to complete a range of challenges.
This team has programmed their robot to navigate through
THE CHALLENGE
Equipped only with the basics... a reusable, programmable controller “brain”, some micro-motors and imaginations, teams of 6-8 students must decide how to assemble a chassis and complete their vehicle.
Use of cheap or recycled materials is encouraged but laser cutting and 3D printing of parts can be employed where appropriate or possible.
STEM CURRICULUM FOCUS
Aims | Content |
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Aims | Content |
| DESIGN: Identify and solve their own design problems and understand how to reformulate problems given to them. Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations. MAKE: select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture. Select from and use a wider, more complex range of materials, components and ingredients, considering their properties. EVALUATE: Investigate new and emerging technologies. Test, evaluate and refine their ideas and products against a specification. TECHNICAL KNOWLEDGE: Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions. understand how more advanced mechanical systems used in their products enable changes in movement and force. Understand how more advanced electrical and electronic systems can be powered and used in their products. Apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers]. |
Design and Technology at KS3 (England)
Computing at KS3 (England)
Mathematics: time & distance, effects of wheel diameter. Teams need accurate measurements of distance and angle to program their robots.
Science: Switches, circuits and sensors, forces and friction.
Presentation, language and communication: keep a record of progress and present their project to other teams and sponsors.
Exploring wider emerging social and economic themes: The value in designing repairable or reusable technology can be explored through the modular design approach.
KIT CONTENTS
5x SHARED PROGRAMMABLE ‘BRAINS’
For a programming class to use in rotation *
CHASSIS AND MOTOR KITS FOR EACH TEAM
SCHOOL RESOURCES NEEDED
For the programming:
For completing a team chassis:
We encourage the use of cheap, recycled or repurposed materials as far as possible, e.g.
Suitable tools:
Pozidrive 1 (PZ1) screwdrivers are recommended. One per team to attach servos and wheels using the supplied screws.�Small handsaws, hot glue guns, scissors, rulers and other measuring equipment, small crosshead screwdrivers for servo screws, hand or pillar drill with small bits.
Check with your IT re. use of approved USB devices with
Micro:bit
‘BRAIN’ PARTS : Micro:bit & controller
A micro:bit is small programmable computer with a range of sensors, switches and a rudimentary display.
The micro:bit connects to a Servo Controller Board that allows small motors to be controlled. The Servo Controller Board also carries three AA batteries.
Programming is done online (there is an app) and programs are downloaded to the micro:bit via USB or Bluetooth.
Teams can share their programs and the ‘brains’.
STANDARD CHASSIS PARTS: Servos & mounts
Each team will receive two FS90R 360 degree continuous rotation servos. Servos have internal gearing and rotate at relatively slow speeds with high torque making then ideal to power small wheels.�
Each servo comes with a fitting kit of arms and screws to attach wheels and to secure the servo to a chassis. A pair of Mounting plates to connect servos to DIY car bodies will be provided.�
INNOVATING WHEELS:
Can be bottle tops, cut from card or laser cut (designs available). Smaller wheels will enable slower but more accurate movements and some challenges may suit wheels with rubber band tyres for extra grip.
Servo connections
A simple 3 pin connector enables ‘brains’ to be connected to the servos attached to the chassis, allowing the expensive components to be shared or reused for other projects.
An ideal chassis
The ideal chassis will allow the ‘brain’ to be removable and carried on top. This design is made from lollipop sticks and a rubber band retains the electronics.
The use of two wheels simplifies control of the vehicle but the students need to consider how it balances and how it can rotate easily on a smooth surface. This design has a round ended bolt that acts as simple skid. Marbles and bottle tops also work.
A simple box chassis using servo mounts
This chassis is made from a simple corrugated cardboard net folded into a box shape.
The wheels and a skid to allow it to rotate are made from milk bottle tops.
The laser cut mount can be glued to the cardboard and helps to keep the hot glue away from the servo so that it can be easily disassembled and reused later.
A simple box chassis using servo mounts
This team has designed a laser cut, slot together chassis from 3mm laser ply. They have used the stock wheels and a bottle top acts as a skid.
Note: Precise servo measurements are provided in the resources and teacher guide for teams wanting to laser cut or 3D print a chassis.
A range of student roles
Programming team�Responsible for coding the�robot and making �adjustments during a �challenge or competition.
Engineering team�Responsible for designing a �robust chassis that can�carry the brain.
Course/Pit Stop team�These track the performance �of the vehicle – distance, �time, angle etc. and report to�the programmers and�engineers. They may also �make custom courses & �hazards to navigate.
Media team�Capture pilot stage media �that can be used by other �schools and to assist in �engaging sponsors.
Demo: Makecode and servo extensions
Sample program�
Test Your Robot
USEFUL MEASURES TO HELP PROGRAM�YOUR ROBOT:
How long to travel 1m?
How long to turn 180 degrees?
How long to turn 360 degrees?
Suggested challenge activities
RESCUE RACE�
Ideal for a 3m x 3m floor space.��Each team’s robot must navigate from a home base to three target �rescue locations.
The time taken and the accuracy of the “rescues” determines a score.��
Suggested challenge activities
ESCAPE THE MAZE�
A simple maze with entry and exit points is constructed. The robot�should be required to negotiate at least three turn to escape.
�The fastest to escape is the winner!
Crashes with walls during trials can incur a time penalty! �In a final, a crash = disqualified!
START
END
75cm
60cm
60cm
‘Back Off!!’
‘Capture and collect’
‘Remote Control’
‘Planetary Explorer’
‘Pit Stop Race’
An extensible resource kit
ADD SENSORS�Simple switches can be made by the teams. They�can connect to the Servo Controller Board�using crocodile clips or M3 machine screws.�
ADD WIRELESS REMOTE CONTROL
Micro:bits can send messages between each other�enabling a robot to be controlled remotely.
ADD A THIRD SERVO
A robot arm, gripper or rescue tool!
SWAP WHEELS OR ADD TYRES�Create slippery slopes and other hazard to negotiate.
QUESTIONS