The robot construction kit

Maja Riedel

They vacuum, cook, wrap parcels, manufacture car body parts, pick apples, perform operations and even explore the surface of Mars - robots have become an essential part of many areas of human life. There is artificial intelligence in every robot: Maja Riedel tries to familiarise pupils from the eighth grade onwards with what sounds complicated, mathematical and like science fiction to many people. The Chemnitz resident runs the RoboSchool at Chemnitz University of Technology. In a simple way, she tries to familiarise pupils from all over Germany with robotics technology and make maths, computer science and other subjects tasty at the same time. The next RoboSchool starts in a few weeks. In this interview, she explains what the participants can expect and how you can win an Olympiad with Lego.

What is a RoboSchool?
Maja Riedel: It's a study orientation workshop that focuses on the STEM subjects at the TU, for example computer science, maths, electrical engineering, chemistry and mechanical engineering. (Editor's note: MINT is the abbreviation for mathematics, computer science, natural sciences and technology). From the eighth grade onwards, pupils can get a taste of these areas through RoboSchool. From programming and soldering to familiarising themselves with the individual components of a robot, pupils can find out which STEM subject suits them best.

How did RoboSchool come about?
The project is part of the Teaching Quality Pact. This programme is designed to recruit students and improve study conditions and teaching at the TU. As part of this programme, we considered where the greatest need was. And this is clearly to be found in the STEM subjects. The demand in these areas is enormous. This is the future! Robotics picks up on all STEM subjects and offers something hands-on. This is very motivating for the pupils. That's why we decided in favour of this format.

The next RoboSchool will take place from 18 to 22 February. What can the participants expect?
First of all, we get to know each other: What ideas do the students have about robots. What fears and hopes do they have? Then we go into the basic theory. In a kind of lecture with a practical element, we explain what an LED is, how a motor works and what you can do with buttons. Then the students build robots in two groups. Once the robot works mechanically, we programme it. At the end there is a competition. The fastest robot wins.

That sounds very tech-savvy. Do the pupils need prior knowledge or can anyone take part?
We have different RoboSchool formats. The one taking place soon is the Basic RoboSchool, which is all about the basics. If the students really get into it, the Expert RoboSchool format, which builds on this, is the next step. But nobody needs any prior knowledge or experience to start with.

Is this the first contact with robotics for many participants or are today's students fit for the job?
Nowadays, the technology is built in such a way that anyone can use it. As a result, pupils have a clearer idea of what a robot is because they are confronted with it in everyday life. I really like that and it makes the whole subject more tangible. Pupils come to me who have an incredible amount of knowledge, for example because they have already worked with various programming languages. We also have to pick them up and challenge them. But basically, we have students who are interested in technology, and they also have relatively good access to robotics.

Many robot-based devices simply work for most people in everyday life. To what extent are the students interested in the technology behind the devices?
Our participants are keen to look behind the façade. They are very interested in the technology and the details behind a machine. And that's what we want to encourage with RoboSchool. But there are also students who have an "aha" experience at RoboSchool. Unfortunately, pupils are generally not very interested in understanding the technology behind it.

Five RoboSchools were organised last year in collaboration with the schools. In addition to the Basic and Expert RoboSchools, there are also the international and RoboSchool@school formats. At the international RoboSchool, participants from Poland, the Czech Republic and Germany come together to work on their robots. In the RoboSchool@school format, Maja Riedel takes her robot construction kit directly to schools and runs workshops on site.

The interest in robotics seems to be there. But why is it so difficult to get pupils interested in STEM subjects?
What I have realised in the five years that I have been supporting RoboSchool: There are incredibly few girls and young women who are interested and who come to us. That's a shame. And I don't really understand it either. That's a sticking point, but it needs to be addressed elsewhere.
At the end of RoboSchool, we also advertise the subjects and explain the requirements and opportunities that studying STEM subjects entails. However, we can't check which RoboSchool students actually sign up to study such a subject at the end of their time at school. Perhaps all of my 20 participants will go on to study STEM subjects. But I think it's a real shame that so few women opt for STEM subjects!

The computer science graduate is able to empathise with the situations. She was sometimes the only woman among 150 men in a lecture. "Sure, of course you stand out. The professor could always remember me, which can also have its advantages," says Maja Riedel as she thinks back to her student days. "Women approach technical and programming tasks differently. That opens up new perspectives and is also needed!"

But what needs to change to increase interest in maths, information, science and technology subjects?
Schools and even nurseries need to do more to introduce children to these subjects. From my own experience, I know that kindergarten children are offered projects such as the Chemnitz University of Technology's Physics Wonderland, where children are taught simple technology through playful experiments.
I'm glad that computer science has been included as a compulsory subject in the Saxon curriculum. Previously, you always had to actively choose the subject if you wanted to take it. But that's just one small step of many. For example, the course has been set for computer science as an advanced course, but hardly any schools offer it in practice. There is still a lot to be done and we are working on this together with many committed computer science teachers.
The world of technology determines our everyday lives and our future. What workplace today can do without a computer? STEM subjects need to be taught much, much more in schools! Maybe then more girls would automatically join.

What other opportunities are there for pupils interested in technology to get involved with robotics?
Since 2014, there have been annual regional competitions for the World Robot Olympiad in Chemnitz - this is an international competition for robot systems. Teams can qualify for the national final in regional competitions. The special thing: The German final will be held in Chemnitz in early summer 2020. Interest is growing. We started with four teams, but last year there were already 16. Second-graders with an affinity for technology can take part and construct functional robots with Lego components.

Chemnitz is applying to be European Capital of Culture 2025? What are your hopes for the city and your project until then?
I think the application is very good. It is a good opportunity for us to become positively visible again. I hope that computer science teaching and the equipment in computer science rooms will improve throughout Germany. It would be nice if there were joint projects between schools and universities, because there are so many committed people in this field. If we could create something in Chemnitz that would serve as a model for everyone else. That would be my great wish.