Robot Control Principles · SHS1 Robotics

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Describe robots and identify the differences between robotic and non-robotic systems.

By the end of the lesson, learners can:

State a working definition of a robot and list at least three defining characteristics of robotic systems.
Distinguish between robotic and non-robotic systems by identifying whether a system senses its environment, processes information, and acts automatically.
Classify at least five given everyday systems as robotic or non-robotic and justify each classification with a reason.
Explain why a washing machine is considered non-robotic while a robot vacuum cleaner is considered robotic, using the concepts of sensing and feedback.
Work cooperatively in mixed-ability groups to share, defend, and refine classifications of systems, respecting diverse viewpoints.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Principles of Robotic Systems (Strand 1)
Sub-strand: Robot Control Principles (1.2)
Content standard: 1.1.2.CS.1 - 1.1.2.CS.1 Demonstrate knowledge and understanding of robot subsystems and their functions. 1.1.2.LO.1 Assess various systems, classify whether they fall under robotic or non-robotic systems, and outline the functions of the subsystems of robots.
Indicator: 1.1.2.LI.1 - Describe robots and identify the differences between robotic and non-robotic systems.
Suggested placement: Semester 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 34

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: Use KWL to explore what learners Know, Want to know and Learn about the topic (tabulate responses). Discuss what robotic systems are, emphasising their ability to provide intelligent services and interact with their environment. Review and critique different encounters with systems that will be considered robotic systems.

Experiential Learning: Watch a documentary showcasing the differences between robotic and non-robotic systems and evaluate the concepts of design, construction, and programming of robots for sensory feedback and automated actuation.

Talk for Learning: Learners think-pair-share observed characteristics of given systems and classify the systems as robotic or non-robotic systems. Using a think-pair-share approach, learners are given a few minutes to individually classify these examples by noting them in their books, then pair with any of their colleagues and share their justification for their classification. The pair then shared their collective submissions and resolved their differences, if any, calling on the facilitator where needed. The facilitator finally asks various teams to share their joint classifications and justifications.

Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Videos
- Pictures
- Assembled robots