In Maureen Hann’s classroom, the energy of the Grade 9 Electronics and Robotics class is unmistakable. Pairs of students huddle over laptops and toolkits, some seated at desks, others sprawled on the floor beside their creations. At the end of the room, a rectangular arena sets the stage for robots to show off their moves — or prepare for battle.
Hands-On Learning
The challenge is simple in concept but endlessly complex in practice: design, build, and code a robot to complete a series of tasks. That cycle of iterative learning is exactly what Education Technology Specialist, Maureen Hann, hopes to cultivate.
“The idea is that students identify a problem, test their design, analyze what doesn’t work, and make changes,” she says. “They are all at different places in the process, but when they accomplish something — no matter how small — the excitement is incredible.”
Students have free rein to decide what they want their robot to accomplish, drawing from available materials or even creating custom parts on the 3D printer.
For students Ella and Emma, that meant starting with the basics —attaching the wheels to the base chassis and programming some initial basic movements. Their robot, affectionately named Elma (a combination of their names), has since taken on more advanced capabilities.
“Our first official challenge was to create an arm and claw that could pick something up,” explained Ella. “We managed to get it to lower, grab a ball, and throw it. Now our goal is to turn her into a screwdriver — to actually drive a screw into a piece of material.”
Elma, adorned with decorative flair “so she’s not just a boring grey robot,” has already given the team plenty of triumphs and setbacks, each met with determination.
Taking Challenges Further
The robotics unit builds essential problem-solving and coding skills and provides a taste of what is possible beyond the classroom. For example, SMUS sends a robotics team to complete the internationally recognized FIRST Tech Challenge, where each team’s robot has to perform different tasks, such as stacking blocks or tossing objects across an arena.
That same spirit of challenge and discovery carries into the classroom, where students begin with basic driving control before tackling autonomous programming, where the robot must complete a sequence without human intervention.
“Last year, students had their robots launching balls 15 or 16 feet down the hallway in a golfing challenge,” Hann recalled. “Other times we will do a Battle Bots-style event where the goal is to disable another robot by lifting it just enough that its wheels can’t touch the ground.”
Whether it’s a ball toss, a claw that actually works, or a robot accomplishing a helpful task, each success sparks visible joy in the students. As Hann emphasizes, the projects are about much more than machines. Students are learning how to think like engineers — to imagine, build, test, and improve — and discovering that perseverance and creativity can truly bring ideas to life.
SS Electronics and Robotics
SS Electronics and Robotics
SS Electronics and Robotics
SS Electronics and Robotics
SS Electronics and Robotics
