Robots & Society · SHS2 Robotics

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.2 - Explain the need for robot coexistence with humans, taking into consideration safety and roboethics.

By the end of the lesson, learners can:

Explain at least three reasons why humans and robots need to coexist in 21st-century working environments, drawing on examples from Week 1 discussions on robot impacts.
Identify and describe at least four safety considerations that must be addressed when robots work alongside humans in shared spaces.
Define roboethics and apply its core principles ( beneficence, non-maleficence, autonomy, justice) to evaluate a real-world robot application.
Conduct a simple cost-benefit analysis of robot-human coexistence in a chosen Ghanaian workplace and justify their conclusions with evidence.
Participate respectfully in group discussions, taking turns to share ideas and building on the contributions of peers from different backgrounds.

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Curriculum details

Strand: Principles of Robotic Systems (Strand 1)
Sub-strand: Robots & Society (1.1)
Content standard: 2.1.1.CS.1 - 2.1.1.CS.1 Demonstrate knowledge, application and understanding of robots as socio-technical systems in making 21st-century environments better, safer and easier. 2.1.1.LO.1 Justify the need for integrating robots in human-centred environments for positive impact and outline ethical/safety considerations for successful coexistence.
Indicator: 2.1.1.LI.2 - Explain the need for robot coexistence with humans, taking into consideration safety and roboethics.
Suggested placement: Semester 1, Week 2 (Week 2 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. 78

Exemplars (from the NaCCA curriculum)

Talk for Learning: In small mixed-ability groups, learners conduct a well-executed cost-benefit analysis on Robot-Human coexistence in a given 21st-century working environment. Groups share their thoughts with the class for contributions and comments.

Assessment (2.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Flip charts
- News articles
- Narratives
- Online resources
- Reports
- Research publications