Young minds build a drivetrain robot

US-based student Daffny Cardoso along with her high school’s robotics team, the Steel Hawks, designed a two-week curriculum, under Project India 2.0, aimed at teaching mechanical engineering, electrical engineering and programming to the students of the Regina Martyrum High School, Assolna

RAMANDEEP KAUR | NT

Daffny Cardoso has always been interested in building robots be it for school projects or when constructing Lego kits. Recently, she worked on Project India 2.0 at the Regina Martyrum High School in Assolna, wherein she taught mechanical engineering, electrical engineering, and computer science to 12 students from Class 6 to 8, ultimately guiding them to build a drivetrain robot. “I was truly amazed by the skills showcased by the students and proud of their end result of building a working drivetrain robot. The robot performed the functions of moving forward, backwards, and turning,” she says.

Born and raised in New York, USA, Cardoso’s parents hail from Goa; her dad is from Assolna and her mom is from Velim. A student of Townsend Harris High School, New York, her robotics team, the Steel Hawks, builds robots that compete for First Robotics Competitions, a competition where the robots are put up against each other to complete tasks such as climbing bars and stacking cones, depending on the game theme. “I loved the idea of building robots for a purpose and being a part of something big. I was so excited to be part of this opportunity as without the programme, I would not be exposed to such an engineering experience until my further studies,” she says.

Cardoso adds that she was also told that there weren’t many hands-on programmes for students in Goa. “I think it is extremely important that students have exposure through a hands-on programme as they can learn more about engineering and robotics through practically applying knowledge, rather than memorising it,” she says, adding that her cousins had told her about how the students at the school participated in a robotics programme for which they had to travel long distances. “I knew that these students really wanted to gain exposure in the field, which motivated me to choose this school.”

Cardoso adds that she was also told that there weren’t many hands-on programmes for students in Goa. “I think it is extremely important that students have exposure through a hands-on programme as they can learn more about engineering and robotics through practically applying knowledge, rather than memorising it,” she says, adding that her cousins had told her about how the students at the school participated in a robotics programme for which they had to travel long distances. “I knew that these students really wanted to gain exposure in the field, which motivated me to choose this school.”

For the two weeks that the project was held, she taught the students skills in mechanical, electrical engineering and computer science to build a drivetrain robot. She brought tools such as nut drivers, wrenches, the wago tool, and all materials from the Steel Hawks. Cardoso says, “My team donated the drivetrain to the school so that they can showcase the students’ creation. The drivetrain robot is essential in FRC robotics competitions because without a drivetrain mechanism, a robot cannot move; the drivetrain moves forward, backward and does a 360 spin. Every single robot on the game field has to have a working drivetrain, otherwise the robot will not be able to move.”

Cardoso was able to teach the students important skills and information such as how to rivet, how to tighten chains using tensioners and the difference between CAN information wires and power pole wires. The students would regularly attend sessions with her from Wednesday-Saturday for this programme.

When designing the curriculum, Cardoso states that tried to make it simple so that students could easily take in the material without being overwhelmed. “This is a high school level course since high school robotics teams (Class 9 to Class 12) kids build such robots. However, the students I taught were from Class 6 to Class 8. I chose the drivetrain robot as I knew that it would be the most beneficial in teaching skills as well as introducing a foundational concept. These skills can be applied when building other robotics mechanisms such as robotic arms, intake mechanisms, and others,” says Cardoso. “I also wanted the students to learn the content in a fun way. So we played an interactive quiz game at the end of each lesson.”

And Cardoso is pleased with how passionate the students were during the course of this programme. “They were interactive and interested. They showed up early every day without fail, regardless of rainy and stormy weather. The students collaborated and built the entire robot themselves, with guidance from me. They did everything from putting on tensioners all the way to connecting the final power pole wires. The students were able to present the robot to the school committee entirely on their own on the closing day of the programme, July 22.”

As far as Cardoso’s future plans are concerned, she hopes to pursue a career in the mechanical engineering field and is looking forward to doing more international projects. “I hope to return back to Regina Martyrum High School with more projects and resources for the students. I know these students will truly take what they learned and apply it to more robots and projects. And I believe that these students will continue to find interest in the field of engineering and even plan their future studies with the subject. Some students even came back to the computer teacher at the Regina Martyrum High School asking if they could build another drivetrain robot.”