Digital Technologies
These are some simple introductory ideas that will challenge students and make them think more about what kind of role robotics plays in the modern world.
Blindfold walking activity:
Set up a simple course, split students into pairs and let one of them try and walk around the course blindfolded as the other student follows them around and makes sure they don't walk into any trouble. Ask the students how they found walking around without being able to see, do they appreciate their sense of sight a bit more now?
Senses are very important for both humans and robots, try walking around without the use of our most important sense, vision.
Is it easy to make a robot that performs tasks like a human?
In a word, no. Tying your shoelaces is easy right? Would it be so easy if you were designing a robot to do it? Try tying your shoelaces with ice block sticks attached to yours index finger and thumb.
Replicating the dexterity of human fingers is just one of the challenges that face scientists and engineers who make things like robotic arms and humanoid robots.
As outlined in ACARA, in Digital Technologies, students:
develop foundational skills in computational thinking and an awareness of personal experiences using digital systems.
create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
learn about common digital systems and patterns that exist within data they collect.
organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
use the concept of abstraction when defining problems, to identify the most important information
develop design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.
describe how information systems meet information, communication and/or recreational needs.
apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.
This resource has potentially broad application within the Australian Curriculum framework and is capable of customisation to deliver outcomes against a number of content descriptors, for example, (ACTDIP003), and (ACTDIK001) . It also creates the opportunity to address elements of the Curriculum’s general capabilities, for example, numeracy, critical thinking, ICT capability and Ethical Understanding.