Lesson 3 Enrichment
Using Robotics in a Repository
Many of the operations at a repository will require the use of robots or other remotely operated equipment to accomplish repetitive operations or to enter into dangerous environments. Currently, the nuclear industry extensively uses this type of equipment to handle hazardous materials that are too radioactive or hot for humans.
Purpose:
This lesson provides a fun, hands-on learning experience. Students will begin to see some of the practical problems encountered in use of robotics to perform some tasks.
Concepts:
- Robotics and other remotely controlled equipment offer safe alternatives for handling hazardous materials.
- Special engineering and design skills are required to produce workable robotic systems.
- Special skill is also needed to operate remote controlled equipment.
Duration of Lesson:
Two 50-minute class periods
Objectives:
As a result of participation in this lesson, the student will have a greater understanding of the need for robotics and an appreciation of the skills involved in designing and operating remote controlled equipment.
Vocabulary:
Engineering, design, remote control, robotics
Materials:
- Remote control vehicles (with a very slow operating speed)
- Wooden dowels, metal piping, or film canisters (to represent waste packages)
- Construction paper of various colors
- Cardboard
- Masking tape
- Video camera, tripod, and monitor
Day 1: Build the Remote Controlled System
Procedure:
- Divide students into teams:
- Robotics Team— This team will create a remotely operated transporter vehicle.
- Course Design Team—This team will lay out an obstacle course for the remote controlled vehicle.
Note: Divide students according to the number of remote controlled vehicles you have. You may have several “robotics” teams, but you will need only one “course design” team.
- Instruct the “robotics team” to develop a remote controlled vehicle that can carry simulated waste packages (dowels, piping, or film canisters). They may use construction paper or other craft materials to cover or adapt the remote controlled vehicle to serve as a remote waste transporter.
- Instruct the “course design team” to set up an obstacle course that will represent the underground repository in an area roughly 6.7 meters by 15 meters. Using masking tape, have them mark the course boundaries on the floor. They may make obstacles and tunnels out of construction paper and/or cardboard.
- Instruct the “course design team” to also set up a “control room”
- Using masking tape, mark off a 3.4-meter square area at the start of the obstacle course
- Place a chair in this area so that it faces away from the obstacle course.
- Mount the video camera on a tripod and situate it directly behind the chair. Face the camera toward the obstacle course
- Situate the monitor in front of the chair and connect the appropriate cables to the video camera
- Set the video camera on monitor mode and focus it so that you can view the obstacle course on the monitor
- Next the course design team will lay out an area behind the operator’s chair. This area may be laid out on the floor with removable tape. Special areas may be laid out as tunnels that are the tunnels for waste emplacement. Students may also use cardboard, Legos, or other objects.
Day 2: Operate the Remote Controlled System
Procedure:
- Divide students into “operations” teams according to the number of remote controlled “transport” vehicles that were built the previous day.
- Have a student from each team take a turn operating a vehicle through the obstacle course. To do this, they must sit on the chair in the “control room” with their back to the obstacle course. They will operate the remote vehicle using its accompanying joy stick or control box and by only viewing it from the monitor.
- The objective is to drive the remotely operated transporter vehicle across the obstacle course arriving at the waste emplacement tunnel with a minimum number of hazards encountered (crashes into tape or knocks over hazards).
Note: You may set up a competition between teams by timing the vehicles from start to finish. Assess time penalties if the vehicle runs over obstacles, crosses the course boundaries, or loses waste packages. Set up a chart on the blackboard and record times and penalties for each team.
- Engage students in a discussion about this activity:
- What were successful strategies for operating the vehicle?
- What lessons were learned from failures?
- What were the root causes of failures?
- What were some of the problems with equipment?
- How real was this activity?
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