STEM Workshops, Incursions, and Science Displays for Schools, Libraries and Special Events in Adelaide
Robotics incursions are ideal for captivating young minds and stimulating critical thinking. Programming robots and drones can teach students a wide range of problem-solving skills and encourage teamwork and cooperation. Along with technology skills and concepts, our workshops also touch a wide variety of curriculum topics such as Maths, Physics, Electronics, Science, Technologies and Literacy. Additionally, we provide mentoring for RoboCup Junior SA Championships.
We offer an immersive, memorable educational experience. Just ask some of the schools and libraries we visited before, such as Hamilton Secondary College, Cabra Dominican College, Magill School, Mitcham Primary School, Good Shepherd Lutheran School, Hills Christian Community School, City of West Torrens Library, Victor Harbor Library, Gawler & District College, Reynella East College, Warrnambool Art Gallery etc.
We provide two, four or six-hour hands-on STEM incursions (Robotics, RoboCup or Drones) for upper Primary and High Schools anywhere in South Australia. If required, we can structure the courses around your school timetable. Or we can arrange mixed incursions combining robots and drones. Just ask! We’re flexible!
The school/library/OSHC must provide their own devices for activities. For Robotics: maximum 15 laptops/desktops (Windows 10/macOS). For Drones: maximum 15 laptops or iPads. Each class can have a maximum of 30 students aged ten years or older. The recommended ratio is one robot/drone and one laptop per pair of students.
Alternatively, we can organise Science Displays for special events, fairs or exhibitions showcasing a wide range of experiments and demonstrations for all ages.
Our staff have undergone DCSI clearance and First Aid, Safe Environment for Children, and RAN courses required to work in schools.
Robotics Incursions:
Two-hour Session:
Intro
Robots definition by genus and difference
History of robots
Robots in modern society
Robots classification
How robots think
Robotics in Education
Computational Thinking
Various Robotics competitions
Movement Module
Move in all directions for specific distances
Study various types of turns
Sensors Module
Touch Sensor
Ultrasonic Sensor
Gyroscopic Sensor
Colour and Light Sensor
Decisions Module
Iteration (loops)
Logic (switches, conditions, decisions)
Flow Control
Competition
Sumo Challenge
Four-hour Session:
Intro
Robots definition by genus and difference
History of robots
Robots in modern society
Robots classification
How robots think
Robotics in Education
Computational Thinking
Various Robotics competitions
Movement Module
Move in all directions for specific distances
Study various types of turns
Sensors Module
Touch Sensor
Ultrasonic Sensor
Gyroscopic Sensor
Colour and Light Sensor
Decisions Module
Loops (Container Handling Challenge)
Switches/conditions (Strawberry Plant Sorter)
Complex Functions (Obstacle Orchard)
Line Tracking
Data Wires and Logic
Variables
Logic Operations
Maths
Random, rounding, compare, range
Competition
Sumo Challenge
Line Following
Pipeline Explorer
Six-hour Session:
Intro
Robots definition by genus and difference
History of robots
Robots in modern society
Robots classification
How robots think
Robotics in Education
Computational Thinking
Various Robotics competitions
Movement Module
Move in all directions for specific distances
Study various types of turns
Sensors Module
Touch Sensor
Ultrasonic Sensor
Gyroscopic Sensor
Colour and Light Sensor
Decisions Module
Loops (Container Handling Challenge)
Switches/conditions (Strawberry Plant Sorter)
Complex Functions (Obstacle Orchard)
Line Tracking
Data Wires and Logic
Variables
Logic Operations
Maths
Random, rounding, compare, range
Gyroscopic Sensor Investigation
Data Logging and Interpretation
Using graphs, calculation, analysis
Competition
City Challenge (program an autonomous car to drive through heavy traffic using all of the above sensors and coding skills)
We use drag and drop block coding for Primary Schools. You can choose between Python (using Visual Studio Code) or drag and drop software for High Schools.
Drones Incursions:
Two-hour Session:
Intro
Safety in the classroom
Understanding lift force and airfoil
Rotorcrafts and quadcopters
Science (Physics)
Basics of autonomous flight
Flight Training: throttle, pitch, roll, yaw
Digital Technologies
Use logic reasoning with loops and if/else statements: design, modify and follow simple algorithms involving sequences of steps, branching, and iteration
Parameters and arguments: calculate perimeter and area of rectangles using familiar metric units
Returning values: continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to generate the sequence
Mathematics
Investigate, estimate, measure and compare distances and angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles
Challenges
Apply Computational Thinking to solve Geometry problems: Pythagorean Theorem, Polygon equation
Four-hour Session:
Intro
Safety in the classroom
Understanding lift force and airfoil
Rotorcrafts and quadcopters
Science (Physics)
Basics of autonomous flight
Flight Training: throttle, pitch, roll, yaw
Digital Technologies
Use variables and functions: decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate
Use logic reasoning with loops and if/else statements: design, modify and follow simple algorithms involving sequences of steps, branching, and iteration
Parameters and arguments: calculate perimeter and area of rectangles using familiar metric units
Returning values: continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to generate the sequence
Mathematics
Investigate, estimate, measure and compare distances and angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles
Understanding 3D coordinates with the right-hand rule: solve problems involving the comparison of lengths and areas using appropriate units
Challenges
Apply Computational Thinking to solve Geometry problems: Pythagorean Theorem, Polygon equation, Search and Rescue (mapping the quadrants)
Please note that we must charge the drones’ batteries after two hours. Therefore we must have a one-hour break mid-incursion for which you will not be charged.
Six-hour Session:
Intro
Safety in the classroom
Understanding lift force and airfoil
Rotorcrafts and quadcopters
Science (Physics)
Basics of autonomous flight
Flight Training: throttle, pitch, roll, yaw
Digital Technologies
Use variables and functions: decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate
Use logic reasoning with loops and if/else statements: design, modify and follow simple algorithms involving sequences of steps, branching, and iteration
Parameters and arguments: calculate perimeter and area of rectangles using familiar metric units
Returning values: continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to generate the sequence
Mathematics
Investigate, estimate, measure and compare distances and angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles
Understanding 3D coordinates with the right-hand rule: solve problems involving the comparison of lengths and areas using appropriate units
Challenges
Apply Computational Thinking to solve Geometry problems: Pythagorean Theorem, Polygon equation, Search and Rescue (mapping the quadrants)
Apply Computational Thinking to solve Trigonometry problems: Arc, Circle, Helix, Spiral, Sine Wave, Orbit
Please note that we must charge the drones’ batteries after two hours. Therefore we must have 2 one-hour breaks mid-incursion for which you will not be charged.
We use drag and drop block coding for Primary Schools. You can choose between Python (using Visual Studio Code) or drag and drop software for High Schools.
RoboCup Junior Coaching:
Do you have a RoboCup Junior team, and you’re struggling to get results? Are you thinking of challenging your students by offering them a new platform to demonstrate their talents? Why not start a new RoboCup team and enter the competition? We can coach your students! We won 10 trophies in the State Championships in the past four years in Soccer, Rescue and Sumo, and we’ll mentor your teams from start to finish.
Two-hour Session:
Intro
Learn from champions! After winning four trophies in Sumo since 2019, we think we can coach you on how to get on the podium as well!
Competition
Standard Sumo
Open Sumo
Four-hour Session:
Intro
Soccer is our specialty! We were awarded 5 cups in the past three years: 1st, 2nd and 3rd place in 2020 in State Championships, and 1st and 2nd in 2021.
Competition
Standard League Soccer
Simple Simon Soccer
Six-hour Session:
Intro
Rescue Line is the most challenging competition in RoboCup Junior SA State Championship. It combines mathematical calculus (integrals, derivatives etc.) with automation (PID control loop mechanisms) and engineering. That’s why we were so happy we won second place in the 2021 Championships.
Competition
Primary Rescue Line
Secondary Rescue Line
Fees
The fees are $5 per student per hour, with a minimum spend of $600 per incursion. The price is available for schools, libraries and OSHC within 30 km of Adelaide CBD. Workshops requiring travel outside this area will attract an extra fee of $1 per km each way. Cancellation must be made no later than two weeks before the incursion date, after which cancellation will incur a 50% charge. Any sessions cancelled within 48 hours of the incursion time will incur a 100% charge of the total incursion cost. A minimum of a 10% deposit must be made seven days from the date of booking for your incursion to go ahead.
Australian ACARA Content Outcomes
Digital Technologies
Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015).
Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition) (ACTDIP019).
Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007).
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100).
Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101).
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118).
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119).
Describe and interpret different data sets in context (ACMSP120).
Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124).
Convert between common metric units of length, mass and capacity (ACMMG136).
Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104)
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) and (ACSIS170).
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108).
Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)
Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
Science
Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054).
Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066).
Scientific understandings, discoveries and inventions are used to solve problems that directly affect people’s lives (ACSHE083).
Australian Curriculum Mapping Content descriptors:
Digital Technologies
- Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
- Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
Mathematics
- Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
- Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
- Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)
- Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
- Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)
- Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
- Connect decimal representations to the metric system (ACMMG135)
- Convert between common metric units of length, mass and capacity (ACMMG136)
- Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
English
- Select and
- Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
- Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
- Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
- Connect decimal representations to the metric system (ACMMG135)
- Convert between common metric units of length, mass and capacity (ACMMG136)
- Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
- Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
Syllabus outcomes:
General capabilities:
General capabilities:
Cross-curriculum priority:
Relevant parts of Achievement Standards:
Relevant parts of Digital Technologies Achievement Standards: Students explain how the features of technologies influence design decisions and how digital systems are connected to form networks. Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program.
Relevant parts of Mathematics Achievement Standards: Students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. Students use a grid reference system to locate landmarks. They measure and construct different angles.
Relevant parts of Mathematics Achievement Standards: Students solve problems involving all four operations with whole numbers. They solve problems involving the addition and subtraction of related fractions. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They solve problems involving length and area. Students describe combinations of transformations. They solve problems using the properties of angles.
Relevant parts of English Achievement Standards: Students listen and ask questions to clarify content. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives.
Relevant parts of English Achievement Standards: Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas. They show how specific details can be used to support a point of view. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.