For the 2027 G1 MOE-ITE Mobile Robotics syllabus, use K130. To test a mobile robot’s task, define the required behaviour under specific conditions, predict the expected response and record what actually happens. Did you know that a robot moving successfully once does not show that it meets every requirement? Choose checks that reveal whether the relevant input, control and output work together.
Start on paper with the task and two contrasting conditions. Record the expected action in each condition, then identify what observation would show a mismatch. Agree any actual hardware tests and safe working arrangements with the teacher.
Need the format? Open the assessment table. Looking for immediate help? Use the starting questions and the original example. Then choose a practice step, or visit the all-subject directory.
2027 Joint MOE-ITE Applied Subject Certification guide, checked 11 October 2026. The examples and study suggestions are independent activities, not official examination questions. Confirm registration and school assessment arrangements with the school.
K130 is a G1 syllabus for Joint MOE-ITE Applied Subject Certification, not the Singapore-Cambridge SEC award. It is listed for approved schools. Confirm the subject and school arrangements before choosing materials; all practical construction, tools and testing must follow the school’s supervision and safety instructions.
For the wider context, open MOE-ITE Mobile Robotics overview. Keep the confirmed subject, current school topic and teacher’s next suggested task in one place.
| Paper | Time | Marks / weight |
|---|---|---|
| 1: Written examination | 1 hour | 30 / 30% |
| 2: Practical examination | 1 hour 30 minutes | 42 / 30% |
| 3: Practical examination | 2 hours | 80 / 40% |
All three papers are compulsory in the second year of the course. Paper 2 involves connecting a control circuit from a schematic; Paper 3 involves integrating and testing a mobile robot with a given subsystem. Block-based coding is included in the subject content but is not assessed.
Open the official SEAB-listed MOE-ITE syllabus for the full requirements. Use that document with the school’s instructions when preparing assessment work.
If a trial fails, identify the requirement that was not met before assuming which part is faulty. An input reading, control decision and movement outcome are different kinds of evidence. A visible movement problem alone does not prove that the sensor or logic circuit caused it.
Choose one task that felt manageable and one that needs help. Discuss the difference using the student’s actual work. Ask the teacher to clarify an uncertain requirement before treating it as a learning weakness.
Try this original paper-only task: a fictional robot should stop when an obstacle is detected and move forward when the path is clear. In a recorded trial, the obstacle indicator changes as expected, but the robot continues moving in both conditions. What does this observation show, and what does it leave unresolved?
The observed movement fails the stop requirement. The changing indicator suggests that some part of the sensing response is occurring, but it does not confirm the whole sensing-to-control connection. The control decision, output connection or interpretation of the indicator may need investigation. Choose an approved check that distinguishes possibilities instead of replacing several parts at once.
Keep the required condition, predicted response, actual observation and next approved check together. Record one relevant change at a time where appropriate. Use the school’s equipment and procedures rather than improvising power supplies or mechanical tests at home.
After a correction, check the previously failing condition and the contrasting condition again. A change that makes the robot stop might also prevent it moving when it should. Explain whether the complete task is now met, and follow the teacher’s assessment rules without treating practice support as examination assistance.
The Secondary 1 Mathematics learning guide offers a principle useful across subjects: identify the foundation, practise in a sensible sequence and use corrections to choose the next step. Apply that habit here through a task the student can explain and revisit.
Return to the all-subject syllabus directory to explore another registered subject.