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Output
In RoboSoccer, students will understand how robots can perform tasks like moving, dribbling, and
kicking the ball through mechanical systems. The robots will be able to navigate the field, interact
with the ball, and compete in matches without human intervention, demonstrating how mechanical
design leads to real-world performance. The activity shows how robots function using their physical
structure and motor controls.
Concept
Understanding Motion and Force: Students will explore how motors generate movement, allowing
robots to move across the field, kick, and control the ball. The concepts of speed, direction, and
force in relation to robot movement will be discussed.
Mechanical Engineering in Robotics: This activity teaches students about the integration of
different mechanical components like motors, gears, and wheels, and how they work together to
solve real-life challenges in robotics.
Observation
In the RoboSoccer activity, students will observe how their robots respond to commands for
moving, dribbling, and kicking. They will see how motors control the robots’ speed and direction,
and how mechanical designs enable the robots to manoeuvre and play soccer. As they fine-tune their
robots, students will develop an understanding of how mechanical engineering and motion work in
combination, reinforcing concepts related to physics and robotics.
Application
Kiva Systems (Amazon Robotics): These robots are used in Amazon’s
warehouses to move goods and organize inventory, helping streamline
and automate the fulfilment process.
Advanced Crane Mechanics and Robotic Control
Crane mechanics and robotic control are all about understanding how machines can move and carry
heavy objects. Let us break it down into simple parts and relate them to science concepts you already
know.
Crane Mechanics
In science, we learn about forces and how they help us move things. A crane is a machine that uses
these same science principles to lift objects. The crane uses a system of pulleys, levers, and motors
to lift and lower objects.
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