Maximum of three teams per event per school. Robotics is the key to this event but bonus points will be given for elements of presenting. Good luck!

Key Learning Areas: Technology, Science, ICT Ages: 4-7 2.5 mins setup. 2.5 mins pack-up. 5 min for presentation

It is intended that this competition be explored over the course of a full term 1-2 lessons per week (or more! It’s up to you and your school!). TREK aims to use Lego robotics as a ‘tool’ for learning across the curriculum, not as a stand alone robotics experience. Learners will work towards Technology Essential Learnings by the end of year 7 no matter which grade they are in. They will work at their own capacity and judges will consider their ages and abilities in their decisions. Judges will have high expectations for all entrants. Learners in year 4 who are demonstrating essentials by the end of year 7 at a lower level will be judged on their risk taking and effort to ‘reach the bar’ and have the opportunity for success against older learners. Some teams may have a mixture of ages and where this is the case, judges will make the final decision using these guidelines as well as questioning.

The challenge

Humans wish to explore an uninhabitable place to search for something special! Learners research uninhabitable places on Earth or on other planets and choose one to use as inspiration for their robot design. They then use what they know about the chosen environment and the Technology practice to create a power point presentation to aid their explanation about the environment and how they used that knowledge to build a robot that could explore it instead of humans. This challenge is similar to the ‘Trekking in an alien world’ narrative but takes on a different way to present information. Learners must present in a professional manner. They must demonstrate their robot and explain what it does and how it moves in the environment. There must be at least two learners in one presentation and each member needs to be involved in the oral part of the presentation. The presentation may take on a sales pitch, however, it still needs a high level of professionalism.

Rules

Judges decision is final. Presentations must demonstrate the Technology practice including how they evaluated and modified the robot for improvements. Planning notes must be presented to judges. Learners must be prepared to answer questions from judges about programming, and construction. Teachers are not permitted to assist learners on the day and must not interfere with learners’ planning, ideas or prop construction unless deemed unsafe for the learners. Lego robotics kits (RCX, NXT) must be used to demonstrate the invention. Learners must not approach other schools presentation preparation before they perform. When a presentation is underway, no one is to enter or depart the room. RCX and NXT entrants will compete against each other as the judging will focus on programming, and the Technology Practice, and the learner’s ideas. Learners MUST demonstrate or explain WHY robots have been used in this environment.

Technology Learning Essentials by the end of year 7 This to be used as a guide and it is up to the learning manager and available resources for implementation.
The Technology Practice as outlined in the Years 1-10 Technology syllabus will be a part of this challenge; however, to assist with the term overview this guide may be of use.
Knowledge and Understanding
Essential learnings	Suggested example questions to assist with what may need to be planned:	Suggested procedural activities: (most could be shown to judges)
Information, materials and systems (resources). Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications.	Learners need to think about: How does the environment affect the design of the robot? What does the robot need to be able to move around the environment?	Learners might: Sketches of the environment. Diagrams Power point
Technology as a human endeavour. Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability.	Learners need to think about: How can we make the presentation more appealing? Do we need to use other materials to demonstrate a need for the robot? Have we designed a robot appropriate for the environment?	Learners might: Produce a short, silent slideshow of their design ideas. Use foil, cardboard, etc to ‘shield’ robots that may be in ‘danger’.
Ways of working
Learners will: Reflect on learning, apply new understandings and identify future applications. Evaluate the suitability of products and processes for the purpose and context, and recommend improvements. Identify risks and justify and apply safe practices. Plan and manage production procedures and modify as necessary. Select resources, techniques and tools to make products that meet specifications. Communicate the details of designs showing relative proportion, using labelled drawings, models and plans. Generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints. Investigate and analyse the purpose, context, specifications and constraints for design ideas. Information Technology (Developed using Cross-Curriculum priority Year 7, The State of Qld (QSA), 2007)
“ICTs include the hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated” (The State of Queensland, 2007, p. 1). By entering this competition learners will: Operating ICT: Develop operational skills using robotics software Investigate and describe the main uses of the Lego robotics kit and its software Ethics: Apply codes of practice for safe, secure and responsible use of ICTs Communicating: Collaborate, develop, organize and present new ideas Creating with ICTs: Creatively document and present their planning, thinking and learning using a combination of media Express and creatively represent ideas, information and thinking Inquiring with ICTs: Identify an inquiry focus, data and information requirements and possible digital information sources
Prizes
Winners: The winning team of ‘The Abyss’ will win a prize for their school. Each individual in the winning team will receive a laminated, named certificate and have their photograph taken for publicity. (Please ensure media release forms have been issued and signed) Runners up: The runners up team of ‘The Abyss’ will have their photograph taken for publicity and each individual in the team will receive a 2nd place, named, laminated certificate. Entrants: All entrants in ‘The Abyss’ will receive a laminated, named participation certificate.