Introduction

This activity is intended to provide additional practice with using the touch sensor by completing a simple task. Students will build a small servo “gate” regulating the entrance into an area. To raise the gate, the touch sensor must be pressed, but once a max number is pressed no more entries will be allowed.

Consider pairing this activity with students building a diorama of their gated area. Examples might include a museum, lunch room, theater, or store. This lesson may also be tied with classes introducing CAD, or safety and accessibility standards for buildings.

Covered Concepts

• Touch Sensor

• If/Else logic

• Loops

• ElapsedTime

• Servo usage

• Programming angular limits on a servo with the SRS Programmer

• Intro to Robotics V2 - Unit 4, Lesson 25

• Intro to Robotics V2 - Unit 5, Lesson 29 (ElapsedTime)

Students will:

• Utilize the touch sensor in a practical scenario mimicking a real-life use case

• Practice programming a touch sensor

• Create a program that uses a count to track how many times the touch sensor has been pressed and that uses a timer to reset once the max is reached

Student Activity Worksheet:

Programming Guide:

[Optional] Programming Guide for two touch sensors:

Every year, thousands of wildfires ignite worldwide burning countless acres of land and damaging homes. New technologies and partnerships have helped firefighters conquer these blazes, but it’s not without danger as conditions can unexpectedly change.

In this challenge, students will team up to create an autonomous program for a robot drivetrain to showcases a robot's ability to navigate an area and identify active wildfires.

Activity Description

Teams must program their robot to autonomously navigate the play area and locate the forest areas currently in danger (marked by red tape). Once located, the robot should stop and raise it's signal flag, powered by a servo, before continuing on.

Safe and Danger Zones will be randomized once all robots are checked in for the round. Points are awarded for accuracy and time!

Materials

• Boxes, such as the Orange Storage Tote, to serve as Tree Groves (QTY 6)

• Tape (colors can be swapped based on availability)

  • White or Black

  • Red

  • Green

• A4 Paper (8x11 paper) for the Brush Zones

• Tape Measure

• Timing Device

Robot Drivetrain:

Recommended REV Robotics Kit options:

• and or

Feisty Fires is played on a 3m x 2m field that can be adjusted to accommodate space limitations. The layout provided is one example of how zones may be oriented and marked.

The outside perimeter of the field should be marked with tape, or another material.

• Tree Groves are formed using an Orange Tote or similar sized box that creates an obstacle the robot must navigate around.

• Brush Zones are flat areas, marked by paper that robots must navigate around without a physical barrier that prevents entry into the zone.

• Guiding Lines are marked using tape and do not change after set up. These lines are intended to allow the use of color sensors for line following. The use of white or black tape is recommended depending on the color of the play area flooring.

• The robot must run autonomously after being started.

• The robot must include at least one color sensor. Additional sensors are allowed.

• The robot must fit within a 408mm x 408mm x 408mm space and may not extend past this space.

• The robot must include a servo controlled flag that raises upon correct identification of a Danger Zone. The flag must be clearly visible (recommended 50mm x 50mm size)

• Robots must remain within the designated play area.

• Robots may not enter, push, move or otherwise displace the Zones.

• Only one robot is permitted in the play area at a time.

• Teams will have 5 minutes to prepare, run their robot, and attempt the challenge.

• The robot must start in the marked “Robot Launch Zone”.

• The robot is considered “inside” the launch zone so long as some part of the robot is extended into the area

• Robots may only be handled within the launch zone. Touching a robot outside of this area will result in a penalty.

• Additional points will be rewarded for robots that return to the starting area after identifying a set number of targets (see point breakdown).

• Before final randomization is completed, teams may be given time to check their sensor's ability to see the colors on the field and make reasonable adjustments.

• Once all robots are checked in and impounded, no more changes to robots or code may be made for the round. Final randomization for the round will then be completed.

• Danger Zones will be marked in red tape. Safe Zones in green.

  • There may be 3-4 Danger Zones per round

• Similar to Tree Groves, the Brush Zones will be randomized after check in ends.

• Brush Zones will have one side marked safe and one marked as danger

• Robots may not drive through the Brush Zones in an attempt to read both markers at once. Doing so will result in an incorrect identification being marked along with a penalty.

Randomization should be done after all robots are checked in and no longer accessible to teams.

After setting up the field and randomizing, teams will take turns one at a time to test their robots.

1. Once on deck, a 5 minute time limit will be started. Teams may use this time to make quick preparations.

2. Teams will notify the judge when ready to begin the scoring attempt. On “Go” the timer will begin for the robot's run to complete the course. Time continues until the 3 minutes are up.

3. Robots will navigate the play area to find the designated Danger Zones.

   1. Robots may return to the Launch Zone after exiting to be repositioned and launched again.

While a team is attempting the challenge a judge will record the following:

• Total number of Danger Zones identified - Tree Groves and Brush

• Final time for the run attempt

• Optional bonuses

• Penalties that occur

(Target Score + Time Score + Bonuses) - Penalty Points = _____________

While this activity is intended to focus on autonomous program, it can be expanded to involve a mechanical aspect.

Students may design a small mechanism to "put out" identified fires by doing things like:

• Placing an item representing "water"

• Removing an item representing "fire"

• Launching a game piece into an open bin/box for the Tree Groves

• Completing a simple motion of touching the correct Zones instead of raising a flag

There are many new techologies that have been created to aid with both identifying wildfires and stopping their spread. This includes the use of firefighting robots of various forms!

Alongside programming their robot, students may be assigned a research project to explore one of these technologies or to create their own idea for a solution. Sharing their findings may come in the form of a short paper, presentation, or tri-fold style poster, as a few examples. This may help students to make real world connects and inspire them to think about what's next beyond their programming.

Introduction

This activity is intended to offer a fun challenge of building a robot to play tag against other robots using the touch sensor! Students will build the basic drivetrain, adding a servo for their flag, then program the touch sensor to prevent movement for a few seconds upon being pressed. While disabled from being tagged, their flag will raise as a visual cue of both being tempted and when they’ll be able to move again.

The game can be played using only the base drivetrain OR students may be granted time to build upon their robot using parts from their kit and craft materials.

Covered Concepts

• Touch Sensor

• If/Else logic

• ElapsedTime

• Servo usage

• Programming angular limits on a servo with the SRS Programmer

• Drivetrains

• TeleOp Control

• Intro to Robotics V2 - Unit 3 (Drivetrains and TeleOp Control)

• Intro to Robotics V2 - Unit 4, Lesson 25 (Touch Sensor)

• Intro to Robotics V2 - Unit 5, Lesson 29 (ElapsedTime)

Students will:

• Program their touch sensor to deactivate driving for a time period and raise a servo-powered flag when pressed.

• Practice controlling a robot using TeleOp controls using tank, arcade, or split arcade drive.

Bumper Bots Worksheet:

Bumper Bots Build Guide:

Bumper Bots Programming Guide:

Looking for extra robotics and engineering activities for the classroom or to try with a FTC program?

These DUO Classroom Activities are designed to reinforce concepts, encourage exploration, and offer additional opportunities to use the EDU Kit V2 and DUO System to its fullest extent!

Most activities range from 60-120 minute completion time with options or suggestions to further expand upon the activity. Perfect for filling in extra class time in a semester, introducing new students to robotics, or demonstrations as part of summer camps and workshops.

What's Inside?

Each DUO Classroom Activity provides the following:

• Teacher Activity Plan

  • Includes a description of the activity, any prerequsites, quick guide for essential information, picture references, answer sheet, and standard lesson plan

• Student Handouts

If Applicable:

• Build guide and CAD

• Programming guide

• Optional expansions for the activity

Each activity is labeled with a set of categories to make it easy to navigate and choose the ideal activity based on the goal!

Click one of the activity pictures to get started!

These challenges are larger activities intended to be used for additional skill building or community engagement. Rather than being lesson or rubric based, these activities include a simple scoring system that can be adapted or used to encourage a little fun competition!

The Bonus Challenges were designed to be open to a larger set of robot kit options, including the base kits used for FTC and FGC.

The Feisty Fires Challenge was created to expand upon the theming of the FGC 2026 Competition: Igniting Innovation!

In this activity, students will design an autonomous robot to navigate a course to identify active fires and safe zones using sensors.

The Rubble Robots Challenge is mechanical focused, intended to encourage the exploration of mechanisms designed to handle different materials. The team is tasked with helping to clean up debris in a Construction Site.

Additionally, students have to navigate an area filled with obstacles as they drive their robot and clean up.

Introduction

In this activity, student groups will build a simple drivetrain powered by a single servo and the SRS Programmer. This slow moving drivetrain is intended to offer an opportunity to explore the EDU Kit V2, using the parts to create motion without any programming set up.

Here the focus is on growing more comfortable with the DUO System’s parts, hardware, and tools before tackling larger builds!

Covered Concepts

• Servo usage

• Changing modes with the SRS Programmer

• Simple gear trains

• Using the DUO Build System

• Intro to Robotics V2 - Unit 1, Lesson 2: Mechanical Basics

  • This activity can replace or be an additional option to the EDU Launcher Build

Students will:

• Practice working with the DUO Build System to construct a simple drivetrain.

• Review the tools available within the EDU Kit V2 and utilize them in the appropriate use case

• Explore the basics of creating motion using wheels, gears, and hex shafts powered by a single servo.

Build Guide:

Activity Description

In this challenge, teams have been contracted to develop a robot that can help clear rubble from a construction site. This robot will be driven by an operator, but will need to move different kinds of debris to the appropriate area for collection.

Additionally, there are plants and existing structures on the construction site the robot and operator must be careful to not damage or remove.

Materials

• Non-robotic craft materials for building such as cardboard, construction paper, tape, cups, pipe cleaner, popsicle sticks, straws, etc

• Floor safe tape (ex: painter’s tape) to mark the area

• 3 different “debris” materials for the robots to move

  • Recommended: tennis ball/other small ball, toilet paper tubes, crumpled paper balls

  • Other options: balls of different color, math or small wooden blocks, cups, small empty boxes, pom-pom balls, old FTC game pieces, small/round fidget toys, empty bottles or cans

• Obstacles for the play area that the robot should avoid

  • Suggested: cones, small boxes, books, cups, potted plants, containers, etc

Recommended REV Robotics Kit Options:

Suggested Starting Robot Drivetrain:

Rubble Robots is played on a 2.5m x 2.5m field that can be adjusted to accommodate space limitations. The layout provided is one example for how the Plant or Structure Obstacles may be arranged. If the play space is reduced, the number of obstacles should also be reduced.

The outside perimeter of the field should be marked with tape, or another material.

Plants or Structures are obstacles on the field the operator must avoid while controlling the robot to pick up debris. The robot may not displace or damage these obstacles.

Collection Zones (Trash, Structural, and Environmental) are the drop-off locations for the 3 different types of debris that will be scattered on the field.

Debris are loose pieces placed randomly on the field before a match for the robot to gather and place into the correct Collection Zone.

• It’s encouraged to use recycled materials for the debris, such as having students bring in the toilet paper rolls or using scrap paper for the crumpled paper balls.

• It’s recommended to start with a set amount of each item then increase or decrease based on student performance.

• Suggested:

  • Trash (orange) = crumpled paper balls (x10)

• The robot must be drivable using a gamepad

  • Teams may choose to use two gamepads for split controls.

• The robot must allow the operator to retrieve and move 3 different forms of debris to their appropriate collection location

• The robot must fit within a 460mm x 460mm square at start up. There is no max height limit.

• The robot must remain within the designated play area.

• The robot may not damage or move existing plants and structures within the construction site

• Only one robot is permitted in the play area at a time.

• Teams will have 5 minutes to prepare, run their robot, and attempt the challenge.

• The robot must start in the marked “Robot Launch Zone”.

• The robot is considered “inside” the launch zone so long as some part of the robot is extended into the area

• Robots may only be handled within the launch zone. Touching a robot outside of this area will result in a penalty.

  • Students may change out parts or make changes to the robot if it returns to the Robot Launch Zone

• Robots may not damage (ex: rip, misshape, crack) debris.

• Debris that leaves the play area will be returned in a random location.

• Debris that is scored in the incorrect Collection Zone will be removed and cause a penalty.

• There is no limit to the number of debris robots may handle at a time.

Debris should be placed before a team is preparing to play. It's recommended to encourage students spectating to aid with placement so long as placement is fair (ex: debris not half outside the play area or stuck against an obstacle).

1. After debris has been distributed on the field, the team may begin their match time by notifying the judge. During their 5 minutes, teams may discuss and strategize or make small changes to their robot before beginning the 2 minute run period.

   1. Only one robot and team should be allowed in the play area at a time.

2. Robots must be placed in the Robot Launch Zone before teams begin their run. The judge will give a brief countdown before the 2 minute run period begins.

While a team is attempting the challenge a judge will record the following:

• Total number of debris collected in each of their correct Collection Zones

• Debris accidentally placed in the incorrect zone

• Final time for the run attempt

• Other penalties that occur

(Target Score + Time Score) - Penalty Points = _____________

Obstacles may be added, removed, or their locations may be randomized between attempts from teams to complete the challenge. Changing obstacles creates new opportunities for teams to strategize their approach or consider making changes to their robot!

Similarly, debris may be added or changed to create additional challenges.

Consider adding an additional challenge for robots to place or move objects after the debris within the construction area is cleared. This may include placing something on top of an obstacle, placing a new obstacle, or rearranging the obstacles to appropriate locations.

It's recommended to start simple with placing a single object in a randomized location as a sort of "end game" before expanding too much on this concept.

Introduction

This activity pairs with the Programless Drivetrain Build Activity to introduce the challenge of utilizing gears to modify the drivetrain’s speed and torque. Students will have to adjust their gearing to accomplish their goal as the servo’s output cannot be modified!

Students will take advantage of the extrusion frame to slide their hex shafts, wheels, servo, and gears into different places to adjust their gearing. Additional hex shafts can be added to expand the gear train.

This activity includes two challenge options: a short version (SV) and a longer version (LV)

Covered Concepts

• Servo usage

• Changing modes using the SRS Programmer

• Calculating the gear ratio of a gear train

• Torque vs. speed in a gear train

• [Optional] Compound gearing

• Intro to Robotics V2 - Unit 2

  • This activity can replace or be completed in additional to the existing Unit 2 Challenge

Students will:

• Explore how changing gearing changes the outputted speed and torque

• Define what is a gear train and gear ratio

• Calculate gear ratios on a gear train

Build Guide (shared with Programless Drivetrain Activity):

Intro Worksheet:

Gearing Challenge Activity (Short Version) Worksheet:

Gearing Challenge Activity (Long Version) Worksheet:

[Optional] Compound Gearing Worksheet: