Logo of CSIRO Investigate and Innovate with CSIRO Robot Responders Caves and lava tubes My name: My team: Our focus question: Student workbook and resources A young girl with braided hair, wearing a bright yellow safety vest, smiles as she uses a remote controller to guide a yellow, four-legged robotic dog along a wooden boardwalk in a dense, green forest. Acknowledgement of Country CSIRO acknowledges the Traditional Owners of the lands, seas and waters of the area that we live and work on across Australia. We acknowledge all Aboriginal and Torress Strait Islander peoples and their continuing connection to their culture and pay our respects to Elders past and present. CSIRO is committed to reconciliation and recognises that Aboriginal and Torres Strait Islander peoples have made contributions to all aspects of Australian life including culture, economy and science. Contents Contents ............................................................................................................................. 1 Student reference sheet ............................................................................................................... 2 What is a robot? ............................................................................................................................ 4 What do you know about robots? ................................................................................................ 5 How can robots help humans in caves and lava tubes? ............................................................... 6 Investigation – Robot Responders ................................................................................................ 7 Robot Responders game: design your robot prototype ............................................................... 9 Budget sheets ........................................................................................................................... 11 Robot Responders game instructions......................................................................................... 15 Reflection ........................................................................................................................... 21 Shark tank pitch plan .................................................................................................................. 22 Investment pitch ......................................................................................................................... 24 Presentation plan ........................................................................................................................ 26 Presentation notes ...................................................................................................................... 27 Glossary ........................................................................................................................... 28 Student reference sheet The Australian Academy of Science Launch, Inquire, Act (LIA) framework helps us structure scientific investigations so that students: • Launch by exploring and connecting to real-world phenomena, • Inquire by investigating and analysing questions, and • Act by applying, communicating and reflecting on our findings. It’s a way to learn science like real scientists do! PHASE 1: LAUNCH Purpose: get curious, connect to the world, and ask a great question. What you’ll do: Explore a phenomenon or scenario. Think about your own experience and ask: “What’s going on here?”. Identify what you already know and what you wonder about. Discuss why the topic matters. Key questions: • What do I see or experience? • What might be happening? • Why is this important? An icon of a green circle with the words 1. Launch. PHASE 2: INQUIRE Purpose: design and carry out an investigation to answer your question. What you’ll do: Formulate a testable question. Plan your investigation: decide variables, controls, method. Collect data (measure, record, repeat). Graph and analyse results to spot trends or patterns. Key questions: • What variables will I change, and what will I measure? • How will I make it fair? • What do my results show? An icon of an aqua circle with arrows, with the words 2. Inquire. PHASE 3: ACT Purpose: use your findings to communicate, reflect, and apply to the real world. What you’ll do: Draw conclusions based on your evidence. Reflect on your method: what worked, what could you improve? Apply your understanding: how does your investigation link to real-life scientific research or technology? Share your findings through a poster, presentation, or video. Key questions: • What did I learn and why does it matter? • How could I do better next time? • How can this knowledge be used in the real world? An icon of a blue circle with the words 3. Act. Teaching and learning icons: The icons identify the way you will learn for each activity and provide guidance on how you will engage with the activities. Icons indicating teacher led and/or student/class contribution: The icons depict 1. Teacher led, 2. Whole class, 3. Independent, 4. Group work, 5. Take notes. (Grouped Object) About robots, caves and lava tubes: A light green circular icon containing two upward and rightward pointing corner arrows on a white background. A black line-art icon depicting a single person sitting at a desk and working on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. What do you know about robots, caves and lava tubes? Write or draw the first thing that comes to mind to complete the sentence starter for each box below. This topic is about… My initial thoughts… What I already know about this topic… What is a robot? A light green circular icon containing two upward and rightward pointing corner arrows on a white background. A black line-art icon depicting a single person sitting at a desk and working on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Write a response and draw a picture in boxes below. What is a robot? Draw a robot: What makes an environment dangerous for humans? Draw a dangerous environment for humans: What features help a robot move through rough terrain? Draw features of a robot to help it move through rough terrain: Why might robots be used instead of humans in some environments? What do you know about robots? A light green circular icon containing two upward and rightward pointing corner arrows on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Have you ever encountered a robot at home, school, or a public place? What did it look like? What components did it have. What was its purpose? List as many robot components as you can think of. • Draw a line from the robot to the component name, then write a short definition of the component: A yellow and black four-legged robotic dog with a blue arrow pointing directly to its rear leg. Motor: A cartoon-style illustration of a mechanical drill attachment with a blue base, a grey shaft, an orange collar, and a silver conical drill bit. Legs: A 3D illustration of a cylindrical electric DC motor with a white body, metallic end caps, and a small metal shaft protruding from one side. Arm: A tan tracked robotic vehicle labeled "ROBOT TITAN" with a blue arrow pointing to its continuous black track wheels. Computer: A futuristic, white oval-shaped sensor device with two glowing blue camera lenses or optical sensors on the front. Tracks: A top-down illustration of a teal Arduino Uno microcontroller board with its various electronic components and ports clearly visible. Camera: How can robots help humans in caves and lava tubes? A light green circular icon containing two upward and rightward pointing corner arrows on a white background. Why might caves and lava tubes be hazardous and/or dangerous for humans? List the different dangerous features that may be present in caves and lava tubes: Caves Lava tubes • • Discussion Can you summarise the challenge or problem? Why is a solution needed? Who will be impacted by the problem and the solution? Investigation – Robot Responders A light blue icon forming a circular loop with three curved arrows pointing clockwise on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Caves and lava tubes are some of the most challenging and mysterious environments on Earth. They are often dark, narrow, uneven and unstable, making them difficult and dangerous for humans to explore. These environments can contain sharp rocks, steep drops, loose surfaces, water and very low light levels. Lava tubes, which are tunnels formed by flowing lava during volcanic eruptions, can also have fragile ceilings, rough floors and sudden collapses. Some caves and lava tubes are so hazardous that sending people inside could result in serious injury. Despite these challenges, exploring caves and lava tubes is important. Scientists study caves to learn about geology, water systems, ancient environments and unique living organisms. Engineers and scientists at organisations like CSIRO use robots to explore places that are unsafe or impossible for humans to reach. These robots must be carefully designed to move over rough surfaces, avoid obstacles, collect information and operate safely without putting people at risk. Designing a robot for a cave and/or lava tube environment requires engineers to think carefully about movement, stability, protection, sensors and materials. Engineers test and improve their designs to make sure the robot can function in difficult conditions. CSIRO engineering design process: 1. Identify the problem – What’s going wrong? Who needs help? Where will the robot be used? 2. Optional: Research and learn – How other robots do similar jobs? What environment will the robot work in? 3. Imagine possible solutions – What shape will it be? Should it have wheels, legs or tracks? 4. Plan the best idea – Which idea solves the problem? Is it safe? 5. Build a prototype – What do I need to build? 3D printed parts? Household materials? Lego? 6. Test and improve – Does it do the job? Is it breaking? What do I need to fix on the robot for it to work? 7. Share and reflect - What worked? What didn’t work? What we’d improve next time? Aim: To design, build and test a robot that can successfully explore a cave environment where humans cannot. You will investigate how different design features, materials and movement systems help a robot navigate dark, uneven and confined spaces. Through testing and evaluation, you will use evidence to improve your robot design so it can travel safely, avoid hazards and operate effectively in a simulated cave environment. Focus question: How can we design a robot that can successfully explore cave and lava tube environments that are too dangerous or difficult for humans to access? Prediction: Predict how effective your robot design will be at successfully exploring a cave or lava tube environment. Robot Responders game: design your robot prototype A light blue icon forming a circular loop with three curved arrows pointing clockwise on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. In this activity, you will design a robot prototype model that can successfully explore cave and lava tube environments that are too dangerous or difficult for humans to access. Your prototype is not required to work like a real robot. Instead, it should clearly show: • The robot’s shape and structure • Its internal components (parts inside the robot) • Its external components (parts you can see) • Not exceed the budget allowance. You will use this model to explain how your robot could successfully explore a cave or lava tube in the Robot Responders game. Identify the problem: Describe the environment your robot will be working in? Explain what functions your robot can perform: Make a sketch of your robot and label the features below: Robot name: Budget sheets A light blue icon forming a circular loop with three curved arrows pointing clockwise on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Refer to cost card for component pricing. While all available components are listed, you do not need to use every component in your design. Select only the components that best help your robot achieve the mission objectives. Attempt 1 – Budget: 100 credits Component: Selection Credits Base Locomotion Motor Head Left arm Right arm Batteries LiDAR Total: Working out: Attempt 2 - Budget: 100 credits Component: Selection Credits Base Locomotion Motor Head Left arm Right arm Batteries LiDAR Total Working out: Attempt 3 - Budget: 100 credits Component: Selection Credits Base Locomotion Motor Head Left arm Right arm Batteries LiDAR Total: Working out: Attempt 4 - Budget: 100 credits Component: Selection Credits Base Locomotion Motor Head Left arm Right arm Batteries LiDAR Total: Working out: Robot Responders game instructions A light blue icon forming a circular loop with three curved arrows pointing clockwise on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Option 1: Plugged Access https://www.csiro.au/en/education/Resource-Library/Resource-Library/Robot-Responders-HTML-game and build your prototype in the game Access the Robot Responders Game Open the Robot Responders HTML game on your device using the link provided by your adult. Use your design plan to select robot components and build your digital robot. Test your robot Launch your robot into the mission environment and observe how it performs. Pay attention to how well it navigates obstacles, completes tasks and manages the challenges presented. Review, refine and retry Failure is an important part of the engineering design process. If your robot does not successfully complete the mission: • review your robot design • identify which features were successful and which were not • modify your design and component choices • test your robot again. Continue improving and testing your robot until it successfully completes the mission or performs more effectively. Option 2: Unplugged Print and cut cards on pages 18-20. How to complete the unplugged Robot Responders mission 1.Read the mission brief Carefully read the scenario and identify the problem the robot needs to solve. Consider theenvironmental challenges, mission goals and design requirements. 2.Follow the CSIRO engineering design process Use the engineering design process to: • define the problem • research and learn • brainstorm possible solutions • plan and sketch your robot design • create a prototype • test and improve your design • share and reflect. 3.Develop a budget Your total budget is 100 credits. Review the available robot components and their costsusing the cost card. Select features that will help your robot complete the mission whilestaying within your allocated budget. 4. Design your robot Create a labelled blueprint showing the key features, components and functions of yourrobot. Explain how each feature will help solve the mission. 5.Approval process Students should seek teacher approval before constructing their robot prototype to ensuretheir design is safe, suitable and meets the mission requirements. 6. Construct a Play Robot Responders card game Build a physical prototype using everyday materials such as cardboard, paper, recycled materials, craft supplies or classroom construction materials. Go to https://www.csiro.au/en/education/Resource-Library/Resource-Library/Robot-Responders-HTML-game. Players work together or compete to design a robot that can complete an important mission. Each turn, you collect and swap cards to build your robot, making sure it includes all the essential components. The winner is the first player or team to complete the robot and successfully meet the mission requirements while staying within budget. 7. Test and refine your design Evaluate how effectively your prototype meets the mission requirements. Makeimprovements based on any challenges or limitations you identify. 8. Present your solutionPresent your robot design to the class, explaining: • The problem your robot solves • Key design features • How you managed your budget • Any improvements you made during the design process. 9. Optional: Teacher assessment Your teacher will assess your robot design, prototype, application of the engineering design process, and your ability to justify how your solution meets the mission requirements. Robot Responders Caves and lava tubes Mission card #1: The cave mapping A team of scientists have discovered a large underground lava tube system beneath an ancient volcanic region. The caves may contain important geological information about past volcanic eruptions, underground water movement and rare cave ecosystems. However, the tunnels are too dangerous for humans to fully explore. The cave environment contains: Unstable rocks Steep & uneven terrain Narrow passages Complete darkness Deep drop-offs Thick dust blocking visibility & signals Your engineering team has been asked to design a robotic explorer that can successfully travel through the cave and help create a map of the underground system. Your budget: 100 credits Your task Mission card #1: The cave mapping Your robot must be able to: Move across rough terrain Navigate in darkness Avoid obstacles and drop-offs Collect & return information Survive dust & rocky conditions Your team must also work within a limited budget and carefully decide which robot features are most important for the mission. As you design your robot, think about: • What movement system wouldwork best? • How will the robot “see” in thedark? • How will it avoid obstacles? • How can the robot communicateunderground? • What features will help it staystable on uneven surfaces? Using the engineering design process, your team will: • Define the problem • Research and learn • Brainstorm possible solutions • Sketch and label your robotdesign • Build a physical prototype usingeveryday materials • Test and improve your designbased on feedback and failures • Share and reflect. At the end of the challenge, your team will present how your robot design could help scientists successfully explore dangerous cave systems. Robot Responders: Caves and lava tubes Mission card #2: The deep cave search A group of cave researchers entered a remote lava tube system to investigate unusual rock formations deep underground. During the expedition, part of thecave became blocked by fallen rocks, preventing the team from continuing safely. The cave system is extremely dangerous because: Large piles of rubble block pathways Some tunnels are too small for humans to enter The ground is uneven & slippery Visibility is almost zero Communication with the surface is unreliable Scientists and rescue teams have decided it is safer to send robots into the cave instead of humans. Robots can explore areas that are considered too dirty, dangerous or difficult for people to access. Your budget: 100 credits Your task Mission card #2: The deep cave search Your engineering team must design a robot that can: Explore tight underground tunnels Move safely over rocks & rubble Search for safe pathways Carry equipment or emergency supplies Communicate information back to the recue team Your team must also work within a limited budget and carefully decide which robot features are most important for the mission. Your team must carefully decide: • Which robot features are mostimportant • How your robot will movethrough the cave • How it will stay balanced • How it will overcome obstacles • How it will send information tothe surface team. Using the engineering design process, your team will: • Define the problem • Research and learn • Brainstorm possible solutions • Sketch and label your robot design • Build a physical prototype usingeveryday materials • Test and improve your designbased on feedback and failures • Share and reflect. At the end of the mission, your team will explain how your robot design helps solve the challenges of exploring dangerous lava tube environments. An interactive "Robot Responders cost card" for designing a rescue robot under a 100-credit budget. It is a grid containing 7 component rows (Body, Wheel, Arm, Motor, Head, Battery, and LiDAR/SLAM), with each row offering up to 5 tiered upgrade choices priced from 10 to 30 credits. Reflection A blue bullseye icon consisting of concentric rings and a solid center dot on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Describe the design features that helped your robot successfully complete the mission. • Which robot components (movement, sensors, computing, etc.) were most important for exploring the cave successfully? • What challenges did your robot face during the mission, and how did you improve your design? • Shark tank pitch plan A blue bullseye icon consisting of concentric rings and a solid center dot on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. You are an innovator presenting your idea to a panel of investors! Your task is to showcase your robot design and pitch it in a creative format (e.g. video, speech, poster, slideshow, or other). Your idea should solve a real problem or improve something using science. Use this planner to organise your thinking before creating your final pitch. Your goal is to convince your class that your robot is the most successful at navigating caves and/or lava tubes. 1. What is your idea? Give your robot a name and describe how it functions in one or two sentences. 2. What problem is your robot solving? What issue, need or challenge does your robot address? 3. Who will benefit from your robot and how will it make a difference? 4. How does it work? Draw and label your robot and its components: 5. Explain how scientific knowledge supports your design: 6. How did you stick to a budget? Did you go over or under budget? 7. Describe your performance in the game. How many times did you have to modify your design? What modifications were the most successful? Investment pitch A blue bullseye icon consisting of concentric rings and a solid center dot on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. 8. Opening hook: How will you grab your audience’s attention in the first 10 seconds? Question Surprising fact Mini story Demonstration. Write your opening: 9. Key points to include (make sure your pitch answers these): • What is it? • Who is it for? • Why is it better/different? • Why should the audience invest/support it? • What evidence supports your idea? • Why is it better than other robots? • What are its limitations or risks? 10. The ask – What do you want from your audience? (Support, funding, attention, or action)? 11. How will you present it? Video Poster Speech Slideshow Other: ________________ Materials/tools needed: Final check list - Clearly explain your idea Show how it solves a problem Use scientific knowledge Speak confidently/present clearly Engage your audience Shark tank pitch review – Choose one peer shark tank pitch to review: Robot name: Robot description Who is it for? Pitch strong points: Pitch weaknesses: What would you improve about their pitch? Presentation plan A blue bullseye icon consisting of concentric rings and a solid center dot on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. How will your team present the project? What is the best way to share everything you have learned? Use this table to plan your presentation, including who is responsible for each task/section. Task Team member/s responsible Due date • • • • • • • • • • • • • • • Presentation notes A blue bullseye icon consisting of concentric rings and a solid center dot on a white background. A black line-art icon depicting three people seated around a table with a glowing lightbulb floating above them on a white background. A black line-art icon depicting a pencil writing in an open book on a white background. Use this space to plan your presentation. You might like to draw what your set-up will look like or write a script and some dot points to talk about. Glossary Term Definition Actuator A component that causes movement, such as a robotic arm, wheel or gripper. Autonomous Able to operate independently without direct human control. Battery A device that stores energy and powers the robot. Component A part of a larger system that performs a specific function. Constraints Limitations or restrictions that affect a design, such as cost, size or available materials. Control System The part of a robot that processes information and directs actions. Exploration Robot A robot designed to investigate areas that are difficult, dangerous or inaccessible to humans. Gripper A robotic attachment used to pick up, hold or move objects. LiDAR Light Detection and Ranging (LiDAR): A sensor that uses laser light to measure how far away objects are. Locomotion The method a robot uses to move, such as wheels, tracks, legs or whegs (Wheel + legs) Mission A specific task or objective that a robot is designed to complete. Obstacle Something that blocks movement or makes a task more difficult. Power Source The component that supplies energy to the robot, such as a battery or solar panel. Prototype An early model used to test and improve a design. Rescue Robot A robot designed to assist in search, rescue or emergency situations. Robot A machine that can sense, process information and perform actions. Sensor A device that detects information about the environment, such as light, temperature, distance or movement. SLAM Simultaneous Localisation and Mapping (SLAM): A component for robots to create a map of their surroundings while determining its location. System A group of connected components that work together to perform a function. Terrain The physical features of an area, such as rocky, sandy, steep or uneven ground. Trade-off A compromise where improving one feature may require sacrificing another. Whegs Wheel-leg hybrids that combine features of wheels and legs to help robots move across rough terrain. As Australia’s national science agency, CSIRO is solving the greatest challenges through innovative science and technology. CSIRO. Creating a better future for everyone. Contact us 1300 363 400 +61 3 9545 2176 csiro.au/contact csiro.au For further information CSIRO Education and Outreach 1300 363 400 education@csiro.au csiro.au/education