ARobot

ARobot is a robotics platform designed to inspire and empower high school students with hands-on learning in robotics and programming. Born from a passion for technology and education, ARobot addresses a critical gap in foundational skills, aiming to make concepts like math, physics, and programming more engaging and accessible.

The platform emerged from a desire to support students struggling with the transition to university-level STEM programs. By revisiting my high school and reestablishing a dormant robotics group, ARobot was developed as a practical and creative solution to help students build confidence and skills.

With over 25 different sensors and actuators, ARobot offers a rich and versatile learning experience. Students assemble the robots themselves, from soldering components onto PCBs to constructing the 3D-printed frames. Each step introduces them to essential engineering concepts, culminating in programming tasks that demonstrate real-world applications of the math and science they learn in school.

Beyond technical skills, ARobot fosters creativity, teamwork, and problem-solving. It’s not just about building robots; it’s about preparing students to think critically and innovate for the future. ARobot’s journey has already inspired many young minds, leaving a lasting impact by bridging the gap between classroom theory and practical innovation.

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“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

From my earliest days, robotics and programming have been a cornerstone of my life. This passion shaped not only my career but also my desire to share knowledge and inspire others. Today, I want to introduce ARobot, a robotics platform developed specifically for middle school and high school students.

The ARobot is a project born out of a desire to inspire and empower young minds. Created to bridge the gap between theoretical learning and practical application, ARobot serves as both a tool and a gateway to the world of robotics and programming. Its story is closely tied to a personal mission to address a critical issue observed in education. Here’s how it all began.

How it started

During my university years, I noticed an alarming trend: many first-year students were dropping out. Most of them struggled with foundational knowledge, particularly in mathematics and programming. This struck a chord with me, as I reflected on my own journey. Without the robotics organization I co-founded in middle school, I might have faced similar challenges.

Another troubling realization was the declining interest among high school students in pursuing technological fields. Many were opting for trade universities, business colleges, or philosophy programs, often because they didn’t have a clear understanding of what a technological university could offer. I couldn’t stand seeing this dropping interest in technology, and I believed it stemmed from a lack of exposure to its possibilities. As I later found out, my assumption was correct—most of the students who participated in the robotics group I led eventually chose to attend technological universities.

These reflections sparked a thought. What if I could help bridge these gaps before students even reached university? What if I could reintroduce the excitement of hands-on learning and problem-solving that had been so pivotal in my own development? These questions brought me back to my roots: my old high school.

I discovered that the robotics group I once led at my high school had been disbanded after my classmates and I graduated. Determined to revive it, I reached out to the deputy principal with a proposal. I shared my concerns about the students who were struggling and my belief that early exposure to robotics and programming could make a significant difference.

Over the Christmas holidays, I poured my energy into designing and building a prototype of the ARobot platform. My pitch was straightforward: a robust, versatile robotics kit that could serve as a practical tool for teaching programming and engineering concepts. I explained how this platform could inspire students, nurture their problem-solving skills, and prepare them for future challenges. The deputy principal shared my vision, and together, we crafted a plan to bring it to life.

ARobot 2.0

The months that followed were a whirlwind of activity. I refined the ARobot platform, incorporating feedback and ensuring it was accessible yet challenging enough to keep students engaged. The school invested in several kits, and soon, I began teaching a new generation of robotics enthusiasts.

Bringing ARobot to Life

The classroom soon transformed into a hub of creativity and determination. The journey began with assembling the robotic kits, a hands-on experience that engaged students from the start. We began by preparing the PCB components, using a stencil and a contact grill for precise placement. Students soldered the through-hole components by hand, immersing themselves in the fundamentals of electronics assembly. Once the PCBs were ready, we moved on to constructing the robot itself.

The process involved mounting motors onto 3D-printed bodies, installing wheels, batteries, the main PCB, and additional electronics. Piece by piece, the students brought the robots to life, gaining confidence with each step. Once assembly was complete, the focus shifted to programming simple tasks — an entry point to the world of robotics and programming.

Exploring the Platform’s Capabilities

The ARobot platform boasts over 50 sensors and actuators in total, including over 25 different types. Each lesson introduced a new sensor or actuator, diving into the physics behind its operation and its practical applications. These explorations quickly progressed into programming the platform to move, leveraging its four mecanum wheels for omnidirectional movement.

Together, we tackled the goniometric and trigonometric equations behind feed-forward motion, exploring the mathematical principles that made these movements possible. By integrating a PS4 controller, the students quickly gained control of the platform, maneuvering it in all directions. This foundational knowledge set the stage for more advanced concepts.

From Feed-Forward to Feedback Control

As their confidence grew, I introduced the students to encoders and basic feedback controllers. Through lessons on odometry, we explored how to achieve precise, directional movement. To my surprise and delight, the students embraced these challenges with enthusiasm, working through problems and, with a little guidance, succeeding in moving the platform autonomously.

Their eagerness to tackle complex problems was inspiring. At the end of each lesson, many students expressed gratitude for breaking down the math behind these concepts and showing its relevance to real-world applications. This renewed appreciation for mathematics and problem-solving underscored the value of hands-on, contextual learning.

Innovating Beyond the Basics

As their skills advanced, the students began using the platform to solve increasingly complex tasks and experiment with their own ideas. ARobot became more than a teaching tool; it became a canvas for creativity and innovation. Watching their confidence grow and their curiosity flourish reminded me why I started this journey in the first place.

Each moment spent guiding these young minds reminded me of the purpose behind ARobot—to inspire, educate, and empower the next generation of innovators. The journey of building ARobot with these students is a testament to the power of hands-on learning and the boundless potential within every curious mind.