More than ever, understanding how we program robots to achieve their function is becoming a part of the ‘everyday’. Driverless cars, autopilots, even robotic vacuum cleaners are all removing the human elements from manual tasks. So what is the basic programming thinking behind these ‘smart’ controls?

To program their Probot around a rally course, students will have to use a variety of mathematical and critical thinking skills; angles, measurement, object avoidance, directionality and adaptive thinking. Breaking these actions down into programmable steps – much like mapping out the directions for a car – means that students are faced with increasingly difficult challenges in ensuring that their car remains ‘on track’.

Exploring alternative electricity generation, circuitry and electronics, students are challenged to consider the advantages and disadvantages of each energy source in terms of efficiency, cost availability and environmental impact. Implicit in their exploration and engineering are the 4 Cs (creativity, communication, collaboration and critical thinking), as they present their finished vehicle to their peers.

Finding an experience that combines technology, creativity and critical thinking skills (like cause and effect, forecasting, etc) for the junior years can be difficult. “Short Circuit” not only does this, but it also gives your budding electronics engineers an introduction to scientific literacy. Through interpreting pictorial cards in manipulating the Logi Blocs, students create exciting electronic systems. Exploring how these blocs connect, they share the roles of builder and interpreter to make electronic signs, alarm systems one of over 100 ingenious and immersive creations.

Logi Blocs – a modular system of electronic engineering – give the F-2 students the tools to understand, develop and create paths and circuits. Their Logi Bloc creations will piece together each bloc’s specific task to create a product that is greater than its individual parts; some blocs route power, some lights up, some involve complicated decision gates, an open-ended challenge to stimulate any child.

Problem-solving is not simply the domain of programmers. Having a working knowledge of both robotic construction and coding means that students can modify engineering and design, refining their robots to more efficiently achieve their goals.

The Vex IQ platform provides students with a diagrammatic start in creating their robot. They then modify and refine their robot, analysing performance, modifying and eliminating deficiencies. In doing so, they go beyond regular class-based offerings and begin their journey into the world of the robotic engineer.

Most students’ introduction to Robotics is piecemeal – a little coding on a screen, a few remote control experiences with an existing robot, or an attempt at building brick by brick. Imagine if a student’s first experience encompassed design, engineering, construction and programing all in one workshop.

If you have a class that are new to Robotics and are looking for a “hands on” introduction, then this is the ideal workshop. Using the Robotix platform, the students can learn as they go, starting the workshop with only ideas and finishing it by showing their peers a functioning creation with programmed and motorised parts.

Beginning with a VEX IQ platform, pairs of students have to design, problem-solve and engineer a robot specifically for a set challenge. Once the design phase is complete, the students then have to ‘bring it life’ using drop and drag Robot C Programming and a game controller handset, modifying and trouble-shooting as they go. Developing their creativity, critical thinking and collaborative skills, students can then modify their tailored robot to improve performance.

We all know that the majority of coding happens on a screen – but physical coding gets students ‘hands on’ with the construction aspect of robotics. Students manually experiment with different combinations of Cubelets to create different robots. Combining sense, think and act cubes, the students explore what is needed to make a robot ‘work’, but also problem-solve in trying out new combinations to achieve the same ends. The immediacy of feedback and connection between cause and effect and the increasing complexity of Cubelet combinations means that students harness their natural curiosity and creativity.

As humans we can take for granted the complex sequence of steps involved in creating shapes, images and patterns. When the students are given a Probot, they have to break these images down into programmable steps – much like mapping out the directions for a car. But there is no Google Maps here. Students have to use their Probot to draw shapes and images in increasing difficulty, eventually creating robotic works of art.

More than just connecting robotics and art, this workshop has mathematical and scientific concepts embedded in the computational and logical thinking skills needed to deconstruct an image. Angles, distance, orientation… programs, repeats, non-linear programs and programs within programs… There’s more to being an artist than just being able to draw!