Download OPERATING IN THE ROBOTIC MATRIX TRACY MCINTYRE and

OPERATING IN THE ROBOTIC MATRIX
HTTP://OPERATING-IN-THE-ROBOTIC-MATRIX.WEEBLY.COM
Robopocalypse
Domo arigato, Mr. Roboto!
Number Five is ALIVE! No disassemble!!!
Resistance is Futile
“Robots and humans interacting! Learn the history of robotics, how robots help
humans, and even build and communicate with your own robot. Program your robot to
complete specific simulated tasks like navigating a minefield, an underwater
environment, and even another planet. Can you operate in the Robotic Matrix?”
What are the advantages and disadvantages of robots
performing tasks at the direction of humans?
Tracy McIntyre
Shannon Turner
SPED 6402 Spring 2014
East Carolina University
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
CONTENT RESEARCH PAPER
Humans and Robots and Their Combined Destiny
“If every tool, when ordered, or even of its own accord, could do the work that
benefits it…then there would be no need with of apprentices for the master workers or
of the slaves for the lords.” In 320 B.C., Aristotle made this famous quote about the
idea of robotics. Even then, the idea of a machine doing human work was a possible
affirmation. So what is robotics? Robotics is a branch of technology that deals with the
design, construction, operation, and application of robots and autonomous systems, as
well as the computer systems that power such devices, including control, sensory
feedback and information processing. The term robot comes from the Slavic word
“robota”, which means labor. (History of Robotics)
History of Robotics
During the ancient times of the Greeks and Romans automatons were developed to be
used as tools, toys and even in some religious ceremonies. The Greek God Hephaestus was
supposed to have built automatons to work for him in a workshop (they are no longer in
existence) (History of Robotics
In the Middle Ages, automatons were used in religious worships and part of clocks. AlJazari, an Arab scholar of the late 1100’s, described in his writings a musical robot band and a
waitress automaton that served drinks.
In 1495, the great painter and inventor Leonardo da Vinci drew and designed sketches
that resembled the first humanoid robot. But it was in the 18th century that French engineer
Page 2 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
Jacques de Vaucanson, who was credited with the first biomechanical automaton of a human,
figured that played the flute (History of Robotics).
The word robotics was first introduced by Czech writer Karl Capek in his 1920 play
Rossum’s Universal Robots or R.U.R. (History of Robotics). The play takes place in a factory
where robots (artificial robotic people) are being built. The robots eventually overtake mankind
and enslave them. This concept became a popular idea in Hollywood that led to several movie
franchises such the Matrix and the Terminator.
At the 1939 and 1940 World’s Fair, Elektro, developed by Westinghouse Electric Corp.,
became the first humanoid robot to be exhibited to the public (The History of Robotics).
From there, in 1941, science fiction writer Isaac Asimov wrote the story “Liar!” In this
story the Three Laws of Robotics were created. These three laws would be later implemented
into the movie “I, Robot” starring Will Smith, and also a modified version in the movie,
Robocop (in that movie they were called directives).
1- A robot may not injure a human being or, through inaction, allow a human to come to
harm.
2- A robot must obey any orders given to it by human beings, except where such orders
would conflict with the First Law.
3- A robot must protect its own existence as long as protection does not conflict with the
First or Second Law. (The History of Robotics).
As technology continued to advance in the 20th century several events contributed to the
development of robots and their design. In 1969, Neil Armstrong landed on the moon with the
successful use of robotic and space technology. Shortly later George Lucas, in 1977, released
the futuristic movie Stars Wars. This created a worldwide interest in how humans and robots
could work in camaraderie with one another, thanks to the robots C-3PO and R2-D2.
In the late 1990s, robotic development expanded at an amazing rate. In 1997, Japan held
the first Robocup tournament. The goal of Robocup is to create a winning team of soccer
Page 3 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
playing robots (The History of Robotics). In 1999, SONY released the first robotic dog, called
AIBO, who had the ability to learn, entertain, and communicate with its owner. Even now,
robots are continuing to evolve well into the 21st century.
Artificial Intelligence
Artificial Intelligence is synonymous with robotics. The field of robotics is closely
related to AI. Intelligence is required for robots to be able to handle such tasks as object
manipulation and navigation sub-problems of localization (knowing where you are), or finding
out where other things are), mapping (learning what is around you, building a map of the
environment), and motion planning (figuring out how to get there) or path planning (going from
one point in space to another point, which may involve compliant motion - where the robot
moves while maintaining physical contact with an object) (Tecuci, 2012).
AI is the intelligence performed by machines or software, and the branch of computer
science that develops machines and software with this intelligence. AI did not start to be an
acceptable field of science until 1956 at a Darmouth College. Research for AI became heavily
funded by the US Department of Defense and became even more evident in laboratories around
the world wanting to capitalize and develop AI.
The field of AI hit a major setback when it was realized in the 1970s that the factory
robots that existed lack true artificial intelligence (History of Robotics, retrieved on January 22,
2014 from the website www.redOrbit.com). This resulted in researchers losing funding for
continue exploration in AI. It wasn’t until the early 1990s, AI research once began due to the
success of expert systems. This form of AI simulated the knowledge and analytical skills of
Page 4 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
human experts. AI became a prominent fixture in logistics, data mining, medical diagnosis and
many other areas in the technology industry (History of Robotics)
Robotic Applications
It is not hard to go to any business or even your own home to find robotics being used to
make our lives either more proficient or being used to perform tasks that are considered too
dangerous or difficult for humans to do.
Car Production
Since the invention of the automobile, car manufacturers have tried to develop a way to
make cars efficiently and with little cost. Within the last three decades, automobile factories have
become dominated by robots. In a typical factory, there could be more than 100 automated
robots on the production line performing various tasks of welding and painting. There is about
one robot for every ten workers in a factory.
Automated Guided Vehicles (AGVs)
Mobile robots, following markers or wires in the floor, or using vision or lasers, are used
to transport goods around large facilities, such as warehouses, container ports, or hospitals (The
Basics of Automated Guided Vehicles". Savant Automation, AGV Systems. Retrieved 2007-0913). This was shown in the movie, The Navigator, starring Henry Thomas.
Packaging
Industrial robots are also used in the packaging of manufactured goods that are too heavy
to lift. By using these robots loading and unloading of packages makes the factory more
efficient in getting goods out to the public.
Page 5 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
Dirty, Dangerous, Dull or Inaccessible Tasks
There are many jobs which humans would rather leave to robots. The jobs may be boring,
such as domestic cleaning (the Roomba introduced in 2002 is now in 2.5 million homes), or
dangerous, such as exploring inside a volcano. Other jobs are physically inaccessible, such as
exploring another planet cleaning the inside of a long pipe, or performing laparoscopic surgery (
"Robot assisted surgery: da Vinci Surgical System". Brown University Division of Biology and
Medicine. Retrieved 2007-09-19.).
Space Exploration
With the successful launch of placement of the Rover “Curiosity” on the planet Mars, we
are given a glimpse into life on other planets. The Curiosity contains an entire inboard laboratory
for analyzing the soil and rocks on Mars (Tony Greicius. (n.d.). Retrieved from
http://www.nasa.gov/mission_pages/msl/index.html.) What does that possibly mean for us here
on Earth? With the assistance of the Rover we are gaining knowledge and better understanding
of the universe. Currently, thanks to the combination of robotics and humans, we are
establishing a functional space station that is orbiting Earth. NASA is continuing developing
robotics to explore our universe that would otherwise be too dangerous or difficult for man to do.
Military
When it comes to military, advances in robotic technology will make human intervention
on the battlefield obsolete. Military robots are currently used for ground combat. It can use a
variety of weapons and there are possibilities of robots making autonomous decisions on the
battlefield. Some experts and academics have questioned the use of robots for military combat,
especially when such robots are given some degree of autonomous functions (Palmer, 2009).
Page 6 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
Conclusion
Throughout history robotics has been a concept that has fascinated man. Over time, the
complexity and applications of robotics has continued to evolve in our very lives. Some say
robotics is the wave of the future. According to Dr. Wesley Snyder, Electrical Robotic Engineer
and professor at North Carolina State University, “the computational power of robotics is
becoming more powerful and cheaper very quickly, but the mechanical parts of robotics are not
getting cheaper at the same rate. We have the technology for basic service robots but the cost is
still prohibitive and they are not ready for the average individual.” Martin Ford, author of The
Lights in the Tunnel: Automation, Accelerating Technology and the Economy of the Future, and
others argue that specialized artificial intelligence applications, robotics and other forms of
automation will ultimately result in significant unemployment as machines begin to match and
exceed the capability of workers to perform most routine and repetitive jobs (Ford, 2009).
It is a conundrum as to whether robotics can accomplish our goals of improving our lives
with efficiency. They perform tasks that humans would not be able to perform with such
accuracy and proficiency. In the end, robotics will continue to become more a part of everyday
function. With technological advancements improving every day, it is likely we will see robots
that can think, act, and evolve on their own someday soon (History of Robotics)
Page 7 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
References
Call for debate on killer robots, Jason Palmer. BBC News, August 3, 2009.
Ford, Martin R. (2009), The Lights in the Tunnel: Automation, Accelerating Technology and the
Economy of the Future, Acculant Publishing, ISBN 978-1448659814.
“History of Robotics”, retrieved from www.Thomasnet.com
"Robot assisted surgery: da Vinci Surgical System". Brown University Division of Biology and
Medicine. Retrieved 2007-09-19.
Tecuci, G. (2012). "Artificial intelligence". Wiley Interdisciplinary Reviews: Computational
Statistics 4 (2): 168–180.
“The Basics of Automated Guided Vehicles". Savant Automation, AGV Systems. Retrieved
2007-09-13.
“The History of Robotics”. retrieved from the website www.redOrbit.com.
“The History of Robotics”, retrieved from www.science kids.coz.nz.com.
Tony Greicius. (n.d.). Retrieved from http://www.nasa.gov/mission_pages/msl/index.html
Page 8 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
Kid Friendly Internet and Literature Resources
1) Robotics: Discover the Science and Technology of the Future with 20 Projects By Kathy
Ceceri - Nomad Press - 2012 - Paperback - 128 pages - ISBN 1936749750
Once, robots were only found in science fiction books and movies. Today, robots are
everywhere! They assemble massive cars and tiny computer chips. They help doctors do delicate
surgery. They vacuum our houses and mow our lawns.
2) Exploring Space Robots by Deborah Kops Publisher: Lerner Classroom Publish Date: Aug
2011 ISBN-13: 9780761378808
Because outer space is a dangerous place for humans, scientists often send robots when they
want to explore. Exploring Space Robots gives details about robots on the Moon, on Mars, in the
outer solar system, and at the International Space Station. This is a fascinating subject for kids
who want to learn more about these unique explorers.
3) The Fascinating, Fantastic Unusual History of Robots July 2011 - By Sean McCollum Capstone Press, Incorporated - 2011.07.01 - Hardback - 48 pages - ISBN 1429654902
From simple automatons to artificial intelligence, robots have been a part of the human
imagination for centuries. Take a peek inside the inner workings of robots and learn how they
were transported from the pages of fiction to the world of fact.
4) Robot By Roger Francis Bridgman - DK Pub. - 2004 - Hardback - 64 pages - ISBN
0756602548
Take a detailed look at the fascinating world of robots - from the earliest single-task machines to
the advanced intelligence of robots with feelings.
5) Robots by Clive Gifford Smart Apple Media, Jul 30, 2005
At the start of the 21st century, our means of technology are evolving at an explosive rate. This
series examines the past, present, and future of technology, looking back in history to a time
when robots were merely science fiction, explaining the growing versatility of cell phones, and
considering airplane designs of the future. Each title also touches on key inventors and
inventions over the years.
Page 9 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
EXPERT INTERVIEW
Expert: Dr. Wesley Synder, ECE Department, NC State University
His qualifications are that he has a PhD. in engineering, teaches robotics at NCSU,
chairs important conventions, and works on improving robot vision.
***** PART I ***** 1:00pm to 1:15pm 1-21-14
1. How would you define robotics?
Dr. Wesley Synder: automatic machines with some decision making processes
2. What experiences or education would be good for a young person just entering
the field of robotics?
Dr. Wesley Synder: Mechanical or electrical engineering
3. How has robot-human INTERACTION changed since you have been in the
industry?
Dr. Wesley Synder: Robots can mimic many more of the senses of humans and
a little of the decision-making abilities
4. How do you feel about the cost of robots vs benefits using robots?
Dr. Wesley Synder: It depends on the situation. Robots are useful in
hazardous, repetitive situations like spray-painting or for heavy lifting.
5. Are there some things that robots can do better than humans and vice versa?
Dr. Wesley Synder: Robots cannot make complex decisions.
6. What is the most difficult part of designing and programming robotics?
Dr. Wesley Synder: For most people it’s the mathematics.
7. Do you fell the media/entertainment industry portrays robots too positively, too
negatively, or in a realistic way?
Dr. Wesley Synder: They portray it in a stupid way. Who knows if we will have
something like a Mr. Data android 400 years from now?
8. Do Isaac Asimov’s 3 Laws of Robotics work or apply to real robot decisionmaking?
Dr. Wesley Synder: No, robots are not that sophisticated.
***** PART II ***** 11:30am to 11:45sm 1-22-14
9. How well is the public school system preparing students to understand the
robotics program and what you have to teach here at the university?
Page 10 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
Dr. Wesley Synder: Depending on students’ individual effort during high school,
some kids are better prepared than others. In general though, they are weak in
their math skills. STEM is a good idea but I haven’t seen the results.
10. END What do you see robotics moving toward in the future?
Dr. Wesley Synder: The computational power is becoming more powerful and
cheaper very quickly but the mechanical parts of robotics are not getting cheaper
at the same rate. We have the technology to have basic service robots but the
cost is still prohibitive and they are not ready for the average individual.
11. What else do I need to know or learn in order to be an expert in robotics?
Dr. Wesley Synder: Electrical Engineering, Mechanical Engineering,
Mathematics, Programming, FIRST Robotics competitions
12. Why do you feel that this is such a male dominated vs female dominated
science?
Dr. Wesley Synder: The long answer from my personal experience with one
individual is this (an anecdotal rather than scientific answer): Reading is a big
part of elementary to middle school education. In general, girls have an easier
time reading than boys so girls start out with school being very easy. When
math, logic and other topics that involve problem-solving rather than reading
appear in school, boys are more willing to put in the work on these new and
interesting topics than girls. Girls seem to balk at doing something that requires
effort beyond simply reading.
Page 11 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
CONNECTION TO THE THEME
Chemistry (at least the interesting part) is all about interactions. Interactions are when
two or more objects come into contact with each other and usually one or both objects change in
some way. For example when a chemist demonstrates what happens when chlorine gas and
metallic sodium to come into contact to make NaCl, also known as salt. The original materials
are still present but the form they take has changed. Like “the butterfly effect” theory, even a
small ripple has the potential effect an entire system, like the weather. The interaction between
robots and humans has the same effect of changing both of the original participants, sometimes
moving the relationships in unexpected directions.
Robotics is a branch of technology that deals with the design, construction, operation, and
application of robots and autonomous systems, as well as the computer systems that power such
devices, including control, sensory feedback and information processing. Based on an interview
with a North Carolina State University robotics expert, Dr. Wesley Synder, robots are evolving
but not all the systems are moving at the same pace. Robots are quickly gaining accuracy in
some of the human senses like touch and smell, but are not significantly increasing their ability
to make complex decisions. As robots become more sophisticated they can interact with humans
in more complex ways.
The ACM (Association for Computing Machinery) and IEEE (Institute of Electrical and
Electronics Engineers) work together to produce the CM/IEEE International Conference on
Human-Robot Interaction for the past nine years. The basic goal the conference is to help
engineers to “improve human-robot interaction (HRI) and to build robots that interact in a more
human-like and intuitive manner” as stated advertising one of the many workshops at the
conference. (http://humanrobotinteraction.org/2014/program/tutorials-workshops/)
Page 12 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
Having a robot autonomously engage interaction with someone involves
the integration of multiple modalities such as voice, gesture, and motion.
The influences of such integration are commonly seen in human-human
interaction (Rousseau, 2013).
The basis of robotics is the interaction of man-made robots with the environment and
with the robot programmer. Robots can interact with the environment in ways that a human
cannot. Most commonly found in manufacturing, a robot can be built to complete tasks that are
physically beyond what a human can do. A robot can spray paint a car using toxic chemicals in
an unvented environment and be none the worse for wear. Unlike a human, a robot can perform
repetitive motions over long periods of time without needing a break. Also, they can achieve
great depths in the ocean for exploration, where underwater pressure would exceed human
toleration. They can also lift heavy objects, such as a car to perform welding on all necessary
places without risking injury. Another aspect of robotics is the interaction with the human
operator. That operator may be a doctor who performs delicate surgery using a robot as an
additional arm to make precision surgical moves. Or the operator could be the programmer that
tells a metal-punching system when to move and when to stop in a factory. It is up to the human
designers, builders, and operators to program the robot so that it is suitable for the task at hand.
We have bomb-finding robots, car-building robots, even the popular Roomba robot for
household cleaning, but none of these can replace the ability of a human to make decisions, at
least not yet. Modern manufacturing and other industries could not function without robots.
Engineers involved in robotics are always looking ways to create and program them to
have new real world applications and sometimes even the ability to solve complex tasks
independently. For example, an elementary student named Lyndon had a debilitating disease
that prevented him from attending school. But now, a 4-foot-tall chrome and steel robot takes
Lyndon’s place in classes and allows him to interact with teachers and fellow students. His face
Page 13 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
is displayed on a screen near the top of the robot and his voice is projected through its speakers.
Lyndon can see and hear everyone through signals transmitted to his laptop from the robot’s
camera. It is a video-conference on a robot (Carrol, 2011). Without this robot, Lyndon’s world
is limited to what he sees outside his window.
With as much time as
young people spend on their mobile devices, like iPads or smart phones, it could almost be said
that humans have become wireless cyborgs. These constant interactions are shaping the way
human activity flows around data from these devices. Also our very brain make-up is being
changed by the interaction of the stimuli from the devices. Some people blame the significant
rise in the diagnosis of ADHD in children and adults on the use of these devices. Interactions
between robots and humans could be either positive or negative depending on the observer’s
point of view.
Around 1954, the first cited use for a robot when the robot arm was developed for use in
manufacturing. Since then, factories all over the world have rooms devoted to robots doing jobs
that are too dangerous, too large, or too repetitive for humans. Robots allow humans to be a step
away from the physical operation and moment to moment decisions of a wide range of systems.
By using robots, humans can complete work exponentially faster and in a more precise way than
by can be done by human power alone. Human decision-making and thought-processes are still
needed due to the inability of robots to complete complex decision making processes. Robots
have come a long way. Now, androids mimic human anatomy and android thoughts and
emotions while in the distant future are becoming more and more possible.
As an innovator in robotics, Japan has always been at the forefront of robotics. They
have given us both the robot dog, AIBO, which can learn and communicate and the upright
walking robot, ASIMO. Both are still very experimental, but continue to grow more
Page 14 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
sophisticated every year. All of these robots which we use in our lives every day are here to
stay. And ultimately in our unit, we will study how robots developed over time, how they
perform jobs, what capabilities they have and we will build, program and use our very own land
and sea robots!
References
Journal of Human-Robot Interaction, Vol. 2, No. 3, 2013, Pages 41–61. DOI
10.5898/JHRI.2.3.Rousseau
Carrol, L. Robot-avatar-allows-sick-boy-go-school. Todays Health, February 17, 2011, MSNBC
Interactive, accessed February 8, 2014.
http://www.today.com/id/41641984/ns/today-today_health/t/robot-avatar-allows-sick-boy-goschool/
http://humanrobotinteraction.org/2014/program/tutorials-workshops/, accessed March 9, 2014.
Page 15 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
TECHNOLOGY INTEGRATION
“Technology Plan”
Since the invention of fire and the wheel, man has had a voracious appetite for
technology that only continues to grow. As man’s ability to understand and use
technology becomes more sophisticated, so do the tools. One of the most sophisticated
tools available to humans is the robot. Like other technologies, robots augment man’s
physical and intellectual abilities and allow man to do tasks that would have been
dangerous or impossible by a human alone. As robots continue to advance in their
design and real world applications, they are able to take on more sophisticated tasks.
But robots have not yet reached the pinnacle of robot evolution, the human-like android
with the shape, decision-making capabilities, and possibly even the emotions of a
human but the strength and computational abilities of a machine. For now we will have
to be content with machines that help us in many important fields including
manufacturing, the military, and exploration. In our unit, we focus how robots help man
to explore environments that would otherwise be impossible for a human to navigate
alone.
Our unit has three possible challenges for the students. Students will be
presented with simulations of real world situations that happen in outer space,
underwater or on land and will use robots to solve specific problems. Because of time
restrictions, students will be asked to choose only one of the three basic exploration
tasks. If time allows, students will then be given additional “Challenges” that ask them
to build on their success in the basic tasks.
Page 16 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
If there are twelve students in both the morning and afternoon classes, the
students will be grouped into four teams of three students. Each group will choose one
of three scenarios (two are land environments and one is a water environment) from the
Robotic Matrix: “Minesweeper”/“Avoiding the Minefield”, “The Poseidon Misadventure”,
and “We Are Not Alone”.
For the first day of the two land “Missions”, students will be given a Lego Rover
Robot that has been partially assembled and a laptop with the companion control
program that can be used to issue commands to the rover. After guided instruction on
how to program their robot to execute simple commands such as basic movement,
students will continue on to the more complex movement commands and how to control
the peripheral attachments needed to complete the day’s “Mission”. Each day, students
will need to apply problem solving skills about how to program and command the rover
to complete the exploration “Mission”.
In the “Minesweeper”/“Avoiding the Minefield” mission, students will program
their robots to navigate a simulated battlefield where minefields make it too dangerous
for humans to complete their task of bringing humanitarian aid to an embattled village.
The simulated battlefield, made from a dry-erase surface, will have magnets
(representing the unexploded mines) located at random places underneath the surface.
To complete the mission successfully, the students will need to program their robots to
use an attachment fitted with a magnetic sensor to detect the “mines”. Once the sensor
is activated (indicating a mine is present), the robot will use a separate attachment fitted
with a dry erase marker to circle the “mine”. Once all five mines are located, the
students will then have their robots carry soldiers (or aid workers) represented by toy
Page 17 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
men across the battlefield to their rescue ship. This challenge will have students
applying skills that real world soldiers use overseas to help them survive on the
battlefield.
In the underwater mission, “The Poseidon Misadventure”, students will design
and create an underwater robot from scratch. The robot must then retrieve a piece of
“equipment” that was lost at sea. The “equipment” cannot be replaced and will become
unusable if it remains in the water too long. Some of the parts needed to create this
underwater robot are PVC pipes, waterproof electrical wires, propellers, DPDT on-off
switch, foam pool noodles, and propeller adapters. The cost of each underwater robot
is less than fifty dollars compared to hundreds of dollars for the rover robots. The trade
off is that the underwater robot does not have the ability to handle sophisticated
attachments or data. Once students have built their underwater robots, they will need to
test their buoyancy (to make sure it can travel at the right depth), their balance (to
create a stable center of gravity so it doesn’t flip over, or tip up or down), and their ability
to move the three propellers safely to capture the “equipment” (sunken pool toy) within
the timeframe and bring it to the surface without causing any damage to it. This
challenge will have students applying problem solving skills that the Coast Guard, Navy,
or even private treasure hunters use to find and retrieve sunken items or treasure.
The second land mission, “We are Not Alone”, simulates extraplanetary
exploration. With the Robot Rover students will learn about a newly discovered “planet”
called Kryla. Scientists need the rover to collect soil samples (place a ping pong ball
into a plastic cup held by the rover) to be studied on Earth. Additionally, students will
have obstacles like “mountains and rocks” and they must maneuver around this
Page 18 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
complex environment and return back to the ship with the samples safely stored. A predefined path will be marked with masking tape, representing terrain that the robot finds
impassible. This challenge students can compare this “Mission” to the Mars Rover that
NASA scientists have piloted and used to explore the planet Mars.
At the end of each day, students will be asked to visit our unit’s website,
http://operating-in-the-robotic-matrix.weebly.com/resources.html, and blog about their
team’s experience with the “Mission” and anything else about the day’s lesson that they
would like to share. This blog will be a way for different teams to share both successes
and failures with building and operating their robots and hopefully this collaboration will
help the next mission go more smoothly. During camp, we hope to Skype with
speakers from NASA or other scientific, medical, military, or industrial organizations that
use robots as well as take lots of pictures and videos. The goal is for each team to
have an iPad for working through their Mission goals as well as taking pictures and
videos (for a total of four iPads, if we have twelve students). But, if needed, we could
make due with one iPad and multiple SD cards to use in that iPad. Both teachers (aka
“Master Operators”) will have personal video and/or picture devices and will use them
whenever the curriculum offers an opportunity. At the end of camp, students will
receive a CD (burned using a personal laptop computer) that includes pictures and
videos of their Missions so they can relive their interactions with robots in the Robotic
Matrix.
Page 19 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
CONTENT OUTLINE
I.
The Evolution of Robotics
A. Definition
1. Branch of technology that includes the design and operations of robots and
autonomous systems
2. Comes from the Slavic word robota
B. History of Robotics from Ancient Greece to Present
1. In 320 B.C., Aristotle gave the first idea of robots
2. The First Robots
a. automatons developed to be used as tools, toys, and in religious ceremonies
b. Greek God Hephaestus built automatons
c. Middle Ages used for religious purposes and clocks
d. late 1100’s writings about a musical robot band and waitress that served
drinks
e. in 1495 Leonardo Da Vinci drew designed sketches that resembled
humanoid robot
f. late 18th century, Jacques de Vaucanson created first biomechanical
automaton of a human that played the flute
g. 1939 and 1940 World Fair, Elektro, first humanoid robot to be exhibited to
the public
3. Modern Robots
a. NASA, Mars Exploration Rovers (MER): Sojourner (1997), Spirit and
Opportunity (2004), and Curiosity (2012)
b. AIBO, series of robotic pets designed and manufactured by Sony (1999 2005)
c. James Man – Gemaniod Robot “clone” of its designer
II.
Application of Robotics for the Benefit of Humans
A. Military
1. Partnership with Soldiers
a. Minesweepers
2. Weapons
a. Unmanned Drones
3. Transportation (Guidance Systems)
a. Air
b. Water
c. Land
B. Industrial
1. Factories
a. Cars
b. Clothing
2. Medical Labs
a. Creation of Vaccines
Page 20 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
b. Medical Testing
3. Energy
a. Coal Powered Plants
b. Nuclear Facilities
C. Medical/Caretaking
1. Surgery
2. Companionship
D. Exploration
1. Outer Space
2. Underwater
3. Other Environments Dangerous to Humans
Portrayal of Robots
1. Science Fiction Literature
a. 1920 play "R.U.R." ("Rossum's Universal Robots"), by Karel Capek
(1890-1938)
b. 1941 Issac Asimov wrote “Liar” which included the three laws of
Robotics
i. robot cannot injure a human being or let one come to harm
ii. robot must obey a human except where such orders conflict with first
law
iii. robot must protect its own existence as long as it does not conflict with
1st or 2nd law
III.
IV.
Media Portrayal
a. Movies
i. 1950s, Gort, from the film The Earth Stood Still
ii. 1956, Robby the Robot in Forbidden Planet
iii. 1977, C-3PO, R2-D2 in Stars Wars
iv. 1986, Johnny 5 in Short Circuit
v. 1984, T-800, in Terminator
vi. 1999, Sentinals in The Matrix
b. News
i. Rovers to sent to Mars from 1971 - present
c. Popular Literature (Comics)
i. Marvel Comics
Artificial Intelligence
A. Advent of Artificial Intelligence
1. Definition
2. Turing Test (1947)
3. John McCarthy coined the phrase (1955)
4. Began at Darmouth College in 1956
B. Uses of AI
1. Companionship
a. AI therapist
Page 21 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
2. Entertainment
3. Navigation
a. US Strategic Defense Initiative and AI (war games)
4. Academic Problem-solving
5. Manufacturing
V.
Experts in the Field of Robotics (Speakers)
A. NASA (Space Exploration) by Skype
B. ECU Med School (Robotic Surgery) In Person
VI.
Operating in the Robot Matrix (Exploration)
A. Underwater Robot (Scientific)
B. Minesweeping Robot (Military)
C. Extraplanetary Robot (Industrial)
Page 22 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
LESSON #1
Robopocalypse
I. DEFINE OBJECTIVES AND CONTENT
LESSON
OBJECTIVE
Students will be able to identify and demonstrate the evolutionary
influence of robotics on human society, using a poster or computer
presentation.
POINT TO
PONDER
Humanity’s increasing dependence on robots will affect future
historical events.
ESSENTIAL
QUESTION
How has robotic design evolved throughout history?
CONTENT
Outline the content
you will teach in
this lesson.
VII.
The Evolution of Robotics
A.
Definition
3. Branch of technology that includes the design and
operations of robots and autonomous systems
4. Comes from the Slavic word robota
B. History of Robotics from Ancient Greece to Present
3. In 320 B.C., Aristotle gave the first idea of robots
4. The First Robots
a. automatons developed to be used as tools, toys,
and in religious ceremonies
b. Greek God Hephaestus built automatons
c. Middle Ages used for religious purposes and
clocks
d. late 1100’s writings about a musical robot band
and waitress that served drinks
e. in 1495 Leonardo Da Vinci drew designed
sketches that resembled humanoid robot
f. late 18th century, Jacques de Vaucanson created
first biomechanical automaton of a human that
played the flute
g. 1939 and 1940 World Fair, Elektro, first humanoid
robot to be exhibited to the public
3. Modern Robots
a. NASA, Mars Exploration Rovers (MER): Sojourner
(1997), Spirit and Opportunity (2004), and Curiosity
(2012)
b. AIBO, series of robotic pets designed and
manufactured by Sony (1999 - 2005)
Page 23 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
c. James Man – Gemaniod Robot “clone” of its
designer
II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
Students will understand that the idea of robotics began at an
early time in history. Over time, robotic design has increased in its
complexity, maneuverability, and functions. Robots have evolved
from an imagined idea to a reality.
Students will be able to categorize past and present robots based
on how they mechanically function and their specific applications
by humans.
III. PLANNING
HOOK
Describe how you
will grab students’
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 5 minutes
HOOK and FOCUS
 “Welcome to Operating in the Robotic Matrix”. Show the
NXT robot dancing. (This is the land rover robot the
students will be using.)
 Show movie clip of Short Circuit “John Travolta” dance.
 Discuss KWL (“Know” and “Want to Know” parts) and put on
easel paper.
 Students get on lab gear. (Lab coats, pocket protectors,
fake glasses, etc.)
INSTRUCTION
Explain Step-byTIME: 55 minutes
step what you will DISCUSS (5 minutes)
do in this lesson.
 Introduce JOURNAL. (Journals are an original booklet
Be explicit about
created for this class.) Introduce first of four essential
ties to Points to
questions. Students copy today’s essential question into
Ponder, Essential
their journal. Then students write their “initial thoughts” in
Question, and
the journal.
Interactions here. RESEARCH (20 minutes)
Include ALL
 Introduce “unit-big idea” video and Power Point about the
support and
three different ways robots interact with humans: Emotional,
teaching materials
Physical, and Media Image. (“I, Robot clips, etc.) Show
with your unit.
movie clip (17:50 – 18:45) of “Fiction to Reality- Nova” video
and discuss what they viewed
Page 24 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER

Centers: Center One – students will research from our
webpage the history of robotics.
Center Two - Robotic Evolution Timeline Game
Goal is to learn to identify the evolutionary path and
influences on the evolution of robots.
ACTIVITY (20 minutes)
 Team up! (5 minutes)
Everyone gets to take one token that has Minefield,
Underwater, or Space on it. Students will have 5 minutes to
team up in groups of 2, 3, or 4. They can trade tokens with
another student if they change their mind about their original
pick
BUILDING (15 minutes)
 UNDERWATER - Use the pieces to put together a
swimming robot from the materials and plans provided.
Students will be able to control the movement of the robot in
the water and the depth at which the robot swims.
 MINEFIELD and 3) SPACE - Students will attach arms to a
mostly built NXT robot. Then they will learn how to program
the arms and practice operating them. (MINEFIELD has a
marker and a magnetic sensing arm, SPACE has a
cup/collection arm and a general arm.) Then they will
practice other basic commands to the robot.
*Master Operators (teachers) will help as needed and check in with
each team multiple times.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 10 minutes
DEMONSTRATION (5 minutes)
 Students will demonstrate what they can do with their team’s
robot.
Students will create a poster about the mechanical functions
and human applications of robots.
JOURNAL (5 minutes)
 Students will complete a “Further Thoughts” journal entry for
Essential Question #1 in their booklets.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
Page 25 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
ASSESSMENT AND INSTRUCTIONAL MATERIALS
NXT Lego Robot (12 TOTAL for two classes)
UNDERWATER ROBOT PARTS (6 TOTAL for two classes)
ROBOTIC JOURNAL - Journals are an original booklet created for this class (1 each
student)
iPad (for video/picture taking as well as basic computer functions) (1 for whole camp)
FLIP CHART and MARKERS (1 set for whole camp)
POSTERBOARD (50 sheets for whole camp)
DESKTOP COMPUTERS (4 in room for students)
LAPTOP COMPUTERS (1 for teachers only)
ROBOT LIBRARY (books and other materials on display)
TWO TRIFOLD BOARDS (1 each teacher)
LAB GEAR - (Lab coats, pocket protectors, fake glasses, etc.) (12 each)
SOFTWARE for NXT Robots (free downloads as needed)
VIDEOS, PRESENTATIONS and other Electronic Materials
Robotic Evolution Timeline Game and materials
Page 26 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
LESSON #2
Domo arigato, Mr. Roboto!
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
I. DEFINE OBJECTIVES AND CONTENT
Students will be able to understand how robots are designed, built,
and used.
Every year, robotic labor and processing power becomes a larger
part of the world’s economy.
What are the tasks that robots can accomplish that would be too
challenging for humans to complete?
I.
Application of Robotics for the Benefit of Humans
A. Military
1. Partnership with Soldiers
a. Minesweepers
2. Weapons
a. Unmanned Drones
3. Transportation (Guidance Systems)
a. Air
b. Water
c. Land
B. Industrial
1. Factories
a. Cars
b. Clothing
2. Medical Labs
a. Creation of Vaccines
b. Medical Testing
3. Energy
a. Coal Powered Plants
b. Nuclear Facilities
C. Medical/Caretaking
1. Surgery
2. Companionship
D. Exploration
1. Outer Space
2. Underwater
3. Other Environments Dangerous to Humans
Page 27 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
II. PRE-PLANNING
Students will understand that robots are multi-functional machines
that affect every aspect of human life, from fuel collection to
medical care. Robots provide services to make human life easier
and more efficient.
Students will be able to identify the many applications of robots.
III. PLANNING
HOOK
Describe how you
will grab students’
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 5 minutes
HOOK and FOCUS
 Review what learned students about history of robotics. Ask
students if they had a chance to make a robot do something
what would they do?
Show the NXT robot delivering the mail.
 Show movie clip (11:35 – 12:15) of “Fiction to Reality- Nova”
video and discuss what they viewed
TIME: 55 minutes
DISCUSS (5 minutes)
 Students copy today’s essential question into their journal.
Then students write their “initial thoughts” in the journal.
RESEARCH (20 minutes)
 Centers: Center One – students will research from our
webpage information about robotic applications
Center Two - Design and draw a robot that can assist or
replace the human component in a dangerous situation.
SPEAKER (20 minutes) Speaker from NASA or ECU medical
robotic surgery department with Q and A session to follow
BUILDING (15 minutes)
Students will continue building their robots.
 UNDERWATER - Use the pieces to put together a
swimming robot from the materials and plans provided.
Students will be able to control the movement of the robot in
the water and the depth at which the robot swims.
 MINEFIELD and 3) SPACE - Students will attach arms to a
mostly built NXT robot. Then they will learn how to program
the arms and practice operating them. (MINEFIELD has a
Page 28 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
marker and a magnetic sensing arm, SPACE has a
cup/collection arm and a general arm.) Then they will
practice other basic commands to the robot.
*Master Operators (teachers) will help as needed and check in with
each team multiple times.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 10 minutes
DEMONSTRATION (5 minutes)
 Students will demonstrate what they can do with their team’s
robot.
Students will create a poster about the mechanical functions
and human applications of robots.
JOURNAL (5 minutes)
Students will complete a “Further Thoughts” journal entry for
Essential Question #2 in their booklets.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
NXT Lego Robot (12 TOTAL for two classes)
UNDERWATER ROBOT PARTS (6 TOTAL for two classes)
ROBOTIC JOURNAL - Journals are an original booklet created for this class (1 each
student)
iPad (for video/picture taking as well as basic computer functions) (1 for whole camp)
FLIP CHART and MARKERS (1 set for whole camp)
POSTERBOARD (50 sheets for whole camp)
DESKTOP COMPUTERS (4 in room for students)
LAPTOP COMPUTERS (1 for teachers only)
ROBOT LIBRARY (books and other materials on display)
TWO TRIFOLD BOARDS (1 each teacher)
LAB GEAR - (Lab coats, pocket protectors, fake glasses, etc.) (12 each)
SOFTWARE for NXT Robots (free downloads as needed)
VIDEOS, PRESENTATIONS and other Electronic Materials
Contact information for NASA and ECU Robotic Surgery Speakers (Skype or Phone)
Page 29 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
LESSON #3
Number Five is ALIVE! NO DISESEMBLE!!!
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
I. DEFINE OBJECTIVES AND CONTENT
Students will be able to recognize the preconceptions and
stereotypes robots have been given from various forms of
mediums.
The media does not accurately portray robots capabilities and
reasonable ways of relating to humans.
How does our perception of robots from the media affect our
interacting with them in real life?
A. Portrayal of Robots
2. Science Fiction Literature
c. 1920 play "R.U.R." ("Rossum's Universal
Robots"), by Karel Capek (1890-1938)
d. 1941 Issac Asimov wrote “Liar” which
included the three laws of Robotics
i. robot cannot injure a human being or let
one come to harm
ii. robot must obey a human except where
such orders conflict with first law
iii. robot must protect its own existence as
long as it does not conflict with 1st or 2nd law
B. Media Portrayal
d. Movies
i. 1950s, Gort, from the film The Earth Stood
Still
ii. 1956, Robby the Robot in Forbidden Planet
iii. 1977, C-3PO, R2-D2 in Stars Wars
iv. 1986, Johnny 5 in Short Circuit
v. 1984, T-800, in Terminator
vi. 1999, Sentinals in The Matrix
e. News
i. Rovers sent to Mars from 1971 - present
f. Popular Literature (Comics)
i. Marvel Comics
ii. DC Comics
Page 30 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
II. PRE-PLANNING
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
Students will be able understand how movies and other media
effect our views and reactions to robots in real life.
Students will be able to compare and contrast how media changes
our views of robots based on biases and factual information.
III. PLANNING
HOOK
Describe how you
will grab students’
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 5 minutes
HOOK and FOCUS
 Review what learned students learned about the
applications of robots. Ask students what movies have they
seen with robots and how they are portrayed?
 Show movie clip “Robots in Movies” and then discuss what
they viewed.
TIME: 55 minutes
DISCUSS (5 minutes)
 Students copy today’s essential question into their journal.
Then students write their “initial thoughts” in the journal.
Activity (20 minutes)
 . Students in partners will make a (short) skit about a robot
human interaction in a positive or negative light.
BUILDING (35 minutes)
Students will continue building their robots.
 UNDERWATER - Use the pieces to put together a
swimming robot from the materials and plans provided.
Students will be able to control the movement of the robot in
the water and the depth at which the robot swims.
 MINEFIELD and 3) SPACE - Students will attach arms to a
mostly built NXT robot. Then they will learn how to program
the arms and practice operating them. (MINEFIELD has a
marker and a magnetic sensing arm, SPACE has a
cup/collection arm and a general arm.) Then they will
practice other basic commands to the robot.
*Master Operators (teachers) will help as needed and check in with
each team multiple times.
Page 31 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 10 minutes
DEMONSTRATION (5 minutes)
 Students will demonstrate what they can do with their team’s
robot.
Students will create a poster about the mechanical functions
and human applications of robots.
JOURNAL (5 minutes)
Students will complete a “Further Thoughts” journal entry for
Essential Question #3 in their booklets.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
NXT Lego Robot (12 TOTAL for two classes)
UNDERWATER ROBOT PARTS (6 TOTAL for two classes)
ROBOTIC JOURNAL - Journals are an original booklet created for this class (1 each
student)
iPad (for video/picture taking as well as basic computer functions) (1 for whole camp)
FLIP CHART and MARKERS (1 set for whole camp)
POSTERBOARD (50 sheets for whole camp)
DESKTOP COMPUTERS (4 in room for students)
LAPTOP COMPUTERS (1 for teachers only)
ROBOT LIBRARY (books and other materials on display)
TWO TRIFOLD BOARDS (1 each teacher)
LAB GEAR - (Lab coats, pocket protectors, fake glasses, etc.) (12 each)
SOFTWARE for NXT Robots (free downloads as needed)
VIDEOS, PRESENTATIONS and other Electronic Materials
Contact information for NASA and ECU Robotic Surgery Speakers (Skype or Phone)
Page 32 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
LESSON #4
Resistance is Futile
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in
this lesson.
What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
What will students
be able to DO as a
result of this
lesson?
I. DEFINE OBJECTIVES AND CONTENT
How effective is artificial intelligence in social interactions?
Robots could soon be self-aware.
Robots could soon be self-aware and be independent citizens.
VIII.
Artificial Intelligence
C. Advent of Artificial Intelligence
5. Definition
6. Turing Test (1947)
7. John McCarthy coined the phrase (1955)
8. Began at Darmouth College in 1956
D. Uses of AI
6. Companionship
a. AI therapist
7. Entertainment
8. Navigation
a. US Strategic Defense Initiative and AI (war
games)
9. Academic Problem-solving
10. Manufacturing
II. PRE-PLANNING
Students will understand the role artificial intelligence plays in the
development and design of robots.
Students will be able to recognize and identify the positive and
negative impact artificial intelligence has in our society.
II. PLANNING
HOOK
Describe how you
will grab students’
attention at the
TIME: 5 minutes
HOOK and FOCUS
 Review what learned students about media perception of
Page 33 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.

robots? Ask students, what would their reaction be if they
meet an android?
Show movie clip (11:35 – 12:15) of “Fiction to Reality- Nova”
video and discuss what they viewed
TIME: 55 minutes
DISCUSS (5 minutes)
 Students copy today’s essential question into their journal.
Then students write their “initial thoughts” in the journal.
RESEARCH (20 minutes)
(10 minutes) Students will read articles about artificial
intelligence.
(10 minutes) Students will hold a debate discussing the pros
and cons of artificial intelligence
BUILDING (35 minutes)
Students will continue building their robots.
 UNDERWATER - Use the pieces to put together a
swimming robot from the materials and plans provided.
Students will be able to control the movement of the robot in
the water and the depth at which the robot swims.
 MINEFIELD and 3) SPACE - Students will attach arms to a
mostly built NXT robot. Then they will learn how to program
the arms and practice operating them. (MINEFIELD has a
marker and a magnetic sensing arm, SPACE has a
cup/collection arm and a general arm.) Then they will
practice other basic commands to the robot.
*Master Operators (teachers) will help as needed and check in with
each team multiple times.
TIME: 10 minutes
DEMONSTRATION (5 minutes)
 Students will demonstrate what they can do with their team’s
robot.
Students will create a poster about the mechanical functions
and human applications of robots.
JOURNAL (5 minutes)
Students will complete a “Further Thoughts” journal entry for
Essential Question #4 in their booklets.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
Page 34 of 35
OPERATING IN THE ROBOTIC MATRIX
TRACY MCINTYRE and SHANNON TURNER
ASSESSMENT AND INSTRUCTIONAL MATERIALS
NXT Lego Robot (12 TOTAL for two classes)
UNDERWATER ROBOT PARTS (6 TOTAL for two classes)
ROBOTIC JOURNAL - Journals are an original booklet created for this class (1 each
student)
iPad (for video/picture taking as well as basic computer functions) (1 for whole camp)
FLIP CHART and MARKERS (1 set for whole camp)
POSTERBOARD (50 sheets for whole camp)
DESKTOP COMPUTERS (4 in room for students)
LAPTOP COMPUTERS (1 for teachers only)
ROBOT LIBRARY (books and other materials on display)
TWO TRIFOLD BOARDS (1 each teacher)
LAB GEAR - (Lab coats, pocket protectors, fake glasses, etc.) (12 each)
SOFTWARE for NXT Robots (free downloads as needed)
Page 35 of 35