Robots on the Move

Develop Vocabulary
English, Reading, Science, Technology 
In the Know vocabulary consists of terms used in The Washington Post and KidsPost articles and science blogs about robots. Teachers are encouraged to review these terms and definitions with students before reading articles about robotics and biomimicry.

This month's World Study focuses on two roots: bio and mimos.

Fly Like a Fruit Fly
Biology, Computer Science, Mathematics, Science, Technology
Students may be introduced to biomimicry and the importance of observation by reading “Fruit flies inspire teen’s winning robot.” This KidsPost article focuses on a winning science fair project in which 14-year-old Mihir Garimella creates a flybot. Discussion questions are provided in “Flybot's Winning Ways."

Older students might be asked to read the project description, research and design found at Flybot: Mimicking Fruit Fly Response Patterns for Threat Evasion. Discussion would include:
• What do they learn about the scientist and his inspiration?
• Discuss his methodology.
• What do the photographs, video and charts add to the project presentation?

Run Like a Cheetah
Biology, Computer Science, Mathematics, Science, Technology
Another example of biomimetics is found in the KidsPost article, “For disaster situations, a cheetah robot that runs to the rescue” and in The Post’s Speaking of Science blog, “It leaps. It jumps. New algorithm could help ‘cheetah’ robot outrun humans.” Give both to students to read and view the MIT News video. 

Discussion would include:
• In what ways is a cheetah a standout in the animal kingdom?
• Sangbae Kim built the cheetah-bot at MIT’s Biomimetics Lab. Which components of the robot did he and his team develop?
• The cheetah was carefully observed. Engineers programmed the metal legs to imitate what movement?
• Why might the Defense Department be funding Kim’s work in biomimetics?
• In what ways did reading two sources and seeing the video help to better understand the project?

Additional questions are found on the student worksheet, "It Leaps. It Runs. Cheetah-bot!"

Out-Bo Bo
Computer Science, Science, Technology
Juliet Eilperin concludes “Here, Bo-Bot! At White House, the holiday displays go digital” with a view toward next December and the future:

“The current set of White House tinkerers has grand ambitions. The Bo-bot and Sunny-bot teams made their code open-source to encourage science students to experiment and ‘out-Bo Bo.’ Next year, they want to build robots with animated joints that can move their paws and jump.

“Maryonovich [a graphic designer at the White House Office of Digital Strategy] predicts that the White House visitor experience will be radically different in a matter of years. ‘The White House of the future will have holograms of past presidents, and you will vote using your brain,’ she quipped. “That’s all down the line.”’

Read and discuss “Here, Bo-Bot! At White House, the holiday displays go digital.” Dog-bot pets, White House 3-D ornaments, and President’s Park tree lights “patterns coded online by girls across the country.” What next?

Ask students to imagine what they would do if they could add to next year’s holiday display in Washington, D.C. Sketch and write a narrative of their plan to out-Bo Bo.

Interview HERB
Career Education, Computer Science, Reading, Science, Technology
Professor of robotics and father of HERB, Siddhartha Scrinivasa answers questions about his life and work. Before reading the Health & Science article, “HERB: A robot that can unload a dishwasher and (sometimes) take apart an Oreo,” teachers could introduce HERB in the video that shows his attempts to take apart Oreo cookies.

Give students the interview to read. “Meet HERB and ADA” may be used to guide reading and discussion of the interview.

After reading and discussing the interview, show students the Post TV video of HERB acting.

Consider Bio + Mime
Biology, Computer Science, English, Science
The Greek root bio-, meaning one’s life or way of living, has come to be interchangeable with zoe-, meaning animal life, organic life. These roots are fund in two areas of science — biology and zoology. In modern science two new fields of study were introduced — bionics, biomimetics or biomimicry.

Give students “Word Study: A Mime for Life” to study these roots and their use in science.  Starting with the examples of Leonardo da Vinci and the Wright Brothers, we look at the modern areas of study.

Debate Robots in Hospitals and Ebola Regions
Debate, Health, Science, Technology 
List tasks that students would want robots to perform. How many are daily chores? Which of the tasks listed would take place at work? In a hotel, in the office or in space? Do any of them involve assisting medical staffs or those who are ill? Discuss how these would be beneficial to humans.

Teachers might also introduce students to Isaac Asimov and his four Law of Robotics. Writer Dominic Basulto presents his ideas around these rules.

Read "Don't worry, our robot overlords will protect us from Ebola. Right?" Discussion would include:
• Who are the "overlords" referred to in the headline?
• In what tasks might robots assist in fighting Ebola?
• Basulto states "moral and philosophical questions arise" the more robots are used. What are the questions and concerns?
• List Asimov's Laws of Robotics. Under each tell how they apply to using robots with Ebola patients and in an infected area.
• Would students advocate use of robots in hospitals? With Ebola patients? 

Meet the Challenges of Disasters
Engineering, Science, Technology 
Whether in Japan where earthquake and tsunami hit the Fukushima Daiichi power plant, in Nebraska where schools and homes have collapsed after tornados or in small towns around the globe where people are facing disasters, roboticists are working to build robots in many shapes to help. Read "Creating an R2-D2 to tackle disaster."

Discuss the different designs that are being tested to create a robot that can function in disaster areas. Students could work in groups to consider the problems that robots face and the design features they would use to meet those challenges.

Take the Plunge
Mathematics, Oceanography, Physics, Technology
As preparation for a lesson in neutral buoyancy, give students “Take the Plunge” to read about AUVs, ROVs and Archimedes Principle. An assignment follows in which students are asked to construct a diving bell. Teachers are provided a list of materials and procedure to follow. In addition, a Washington Post informational graphic, “Scarlet Knight — First Glider to Cross the Atlantic,” is provided to give a close-up of this 2009 feat.

Design a Glider
Mathematics, Oceanography, Physics, Technology
Biomimicry is introduced in “Biomimicry Provides Models.” Students are given two examples from nature — the Venus flower basket deep sea sponge and the whale. Read and discuss this background information. If there is time for students to design a glider, give them “Sea Gliders.” Note the photographs and read the Teacher Notes.

Accept a Challenge
Engineering, Mathematics, Physics, Science, Technology
Although human engineers use their in-depth knowledge of science and math to solve problems, solutions to many problems have been solved by nature’s engineers — bacteria, animals and plants. Teachers who wish to encourage their students to take the biomimicry design challenge could give students “Be Inspired — Design for the Future” and “Design Challenge.” The content of these handouts relates directly to the Biomimicry Institute challenge.

In addition, the two-page “Part 1: Design Challenge Notes” can be used to record observations as students work through the design process. When they have finished Part 1, students should return to “Design Challenge” for Part 2.