Artificial Intelligence and Robotics

worrisomebelgianAI and Robotics

Nov 2, 2013 (4 years and 8 months ago)


Artificial Intelligence and Robotics Module
Kris Rodgers
Embry Riddle Aeronautical University
2012 RET Program
Artificial Intelligence and Robotics

This module will answer the question “What is not considered to be Artificial Intelligence (AI)?” in order
to define Artificial Intelligence and distinguish it from robotics. Students will understand that all robots
use algorithms or a written set of instructions to perform their tasks. Robots can only perform tasks for
which they are programmed, while AI can learn or change its behaviors based on input from the user.

The lessons are appropriate for 4
– 5
grade students. They are written in the Learning Focused
Solutions Lesson Plan format, which is required by my school. I gained some of my insight from the
website for Scientific American Frontiers, Robots Alive! I modified the activities to fit my class.

Conduct investigations using the scientific method including design, construction and creativity
Compare and contrast methods, observations, and results of different groups using multiple tools
to perform investigations
Keep records of observations and conclusions in a science journal
Compare and contrast the difference in Robotics and Artificial Intelligence
Recording and interpreting data

Overview of Activities
Students will write basic algorithms that will control “human robots” in order to understand that all
robots are controlled by program that is written by humans. Next they will design and construct a
simple “robot cookie cutter” made from a radio-controlled toy car and a marker. This robot cookie cutter
will simulate cutting a cookie into pieces using the radio-controlled car and an algorithm. Students
will participate in an activity on neural networks to investigate how basic AI programs learn. Finally,
students will build and control basic robots to have them perform a basic task. While building the robots,
they will research artificial intelligence to learn the difference between AI and a basic remote controlled

The information is presented in the following order:
1. AI & Robotics Overview
2. AI & Robotics Background Information
3. AI & Robotics Student Learning Map
4. AI & Robotics Launch Activity
5. Robots Alive!

6. Robots Alive! KWLH Graphic Organizer
7. AI & Robotics Algorithm Lesson
8. Spills & Clean-up Algorithm Activity
9. AI & Robotics Robot Lesson Plan
10. Robot Cookie Cutter Activity
11. AI & Robotics Neural Networks Lesson
12. Neuron Training Activity
13. AI & Robotics Artificial Intelligence Lesson
14. AI & Robotics Rubric

Overview of Team Assignments

My class works in teams often so I
assign role names that are inspired by Star Trek®. I switch group
roles every couple of weeks so everyone gets a chance to do each role. If I have a team with 5 members,
they will also serve as Science Officers and take turns with the responsibilities.

My captain is the person who keeps the groups on task and focused.

Chief Engineer:

My chief engineer manages the materials for the group such as pencils,
notebooks, and manipulatives.

Communications Officer:

My communications officer makes contact with me when necessary.
When groups have questions, they have to first ask each other, if no one has the answer, the
communications officer calls me to their group for help.

Science Officer:

My science officer keeps track of necessary information and reads instructions
for the group as they are working on activities.

Scientific Method
Artificial intelligence
Neural Network

NGSSS Science Standards
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to
explain the differences across groups.
SC.4.N1.3 Explain that science does not always follow a rigidly defined method (“the Scientific Method”)
but that science does involve the use of observations and empirical evidence.
SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations
from ideas and inferences about the observations.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
SC.4.N.1.8 Recognize that science involves creativity in designing experiments.

Common Core Science Standards (First Draft document)
4.E.a Construct a simple explanation for the relationship between energy and motion.
4.E.d Design and construct a device that converts energy from one form to another using given design
4.E.g Construct simple explanations for how forces on an object cause the object to change its energy.