Students become SCEP Industries engineers and work together to design an agriculture robot that helps farmers detect crop problems, treat plants safely, avoid obstacles, and produce useful field reports.
The final product includes a complete agriculture robot concept, technical report, schematic, scorecard, and presentation. Students do not need to build a working robot for the experience to be valuable—the main goal is to think and communicate like engineers.
How can we design a robot that helps farmers detect crop problems, treat crops safely, and improve food production?
Each button below links directly to the student worksheet for that session. Your instructor will tell you which worksheet to open and when to begin.
Worksheets may open as a PDF, Google Doc, shared drive file, or another instructor-approved resource. A worksheet marked “Coming Soon” has not yet been linked.
Define the agriculture problem and write Bobbert’s mission statement.
Open Day 1 WorksheetCreate and label the first formal Bobbert robot design.
Open Day 2 WorksheetPlan Bobbert’s body, movement system, tools, and component placement.
Open Day 3 WorksheetMap Bobbert’s sensors, motors, battery, lights, and wiring.
Open Day 4 WorksheetBuild the green, yellow, and red crop-health decision chart.
Open Day 5 WorksheetTurn Bobbert’s crop, movement, obstacle, and reporting rules into instructions.
Open Day 6 WorksheetCreate rules that protect people, crops, equipment, and the environment.
Open Day 7 WorksheetEvaluate Bobbert and explain what must improve before production.
Open Day 8 WorksheetOrganize the final technical report, evidence, visuals, and speaking roles.
Open Day 9 WorksheetPrepare the final Bobbert engineering presentation and production recommendation.
Open Day 10 GuideThe team structure allows every student to contribute through design, research, coding logic, technical planning, communication, or safety review.
Develops Bobbert’s physical structure and working tools.
Plans the electrical systems that help Bobbert detect and respond.
Creates the rules and logic Bobbert follows in the field.
Identifies risks and develops safe operating rules.
Open the assigned worksheet for each session. Blank links automatically display “Coming Soon” until a file or online document is added.
Students are introduced to SCEP Industries, the Bobbert project, and the agriculture challenges that the robot is intended to address.
Students create Bobbert’s first formal design and label the major parts needed for movement, crop observation, treatment, and control.
Students focus on Bobbert’s body, movement system, physical tools, and ability to travel through realistic agricultural environments.
Students plan the sensors, electronics, motors, lights, wiring, and power systems needed for Bobbert to observe and respond.
Students create the green, yellow, and red crop-health system and decide what Bobbert should check before taking action.
Students translate Bobbert’s movement, crop logic, obstacle rules, and field reporting into simple pseudocode or a software flowchart.
Students identify farm-robot risks and design rules that protect people, crops, equipment, and the environment.
Students evaluate Bobbert’s mechanical design, electronics, software, safety, and field reliability using a production proficiency scorecard.
Students organize their research and designs into a final technical report or slide presentation.
Students present as SCEP Industries engineers pitching Bobbert to farmers, investors, community members, or a technical review board.
At the end of the course, each group combines its work into a professional engineering portfolio that documents the full Bobbert design process.
The model does not need to function. The purpose is to test shape, movement ideas, component placement, and teamwork through a hands-on design activity.
Confirm the day and activity with your instructor. Open only the assigned resource, save your work using the naming format provided in class, and keep all course files in the instructor-approved folder. Ask your team first when you are unsure, then show your instructor the exact question or section where you need support.