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© Oxford University Press 2009
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First published 2005
Revised Edition 2009
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ISBN-13: 978-0-19-547871-6
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1. Introduction 2 Introduction to the Teaching Guide Guidelines
2. Chapter 1: Whiz looks back 4 Teaching Objectives Learning Outcomes Starter Prompts Worksheet Additional Activity
3. Chapter 2: Let’s Communicate 8 Teaching Objectives Learning Outcomes Lesson Plan Additional Questions Additional Activity
4. Chapter 3: Input and Output Devices 10 Teaching Objectives Learning Outcomes Practical Class in the Computer Lab Worksheet Additional Activity
5. Chapter 4: Fun with Keys 15 Teaching Objectives Learning Outcomes Lesson Plan Worksheet
6. Chapter 5: Paint with Whiz 18 Teaching Objectives Learning Outcomes Practical Class in the Computer Lab Additional Questions
7. Chapter 6: Fun with Words 20 Teaching Objectives Learning Outcomes Practical Class in the Computer Lab Worksheet
8. Chapter 7: Whiz Loves Robots 23 Teaching Objectives Learning Outcomes Lesson Plan Additional Information Robot Timeline Additional Question
Contents
22
Computers have become an essential part of our everyday lives. We use computers everywhere: at home, in school, at work, at banks, at the supermarket, and in the airport. Hence, a clear understanding of basic computer concepts and applications is vital.
The Computer Whiz series aims to present computers in a way that is most appealing to students. Whiz, the mascot, is extremely profi cient with computers and has a comprehensive knowledge of them. Different features of the computer are presented to the student through Whiz. Almost every page has activities relating to the subject matter on that page.
‘Whiz’s Files’ is a list of the contents of the book.
‘Explore with Whiz’ is a fun page in every chapter with activities relating to that chapter which the student would enjoy, and learn through, at the same time. It helps review the concepts that have been learned in the chapter through interesting and challenging exercises. There are word games, crosswords, fi ll in the blanks, and colouring activities.
‘Whiz through Lab’ encourages the children to do practical work and helps develop their skills on the computer.
‘Whiz’s Tasks’ have activities which involve interaction with the teacher.
‘Whiz’s Notes’ help children revise the chapter with a summary of the important points.
‘Whiz’s Word File’ at the end of each book is a glossary. It is a list of all the diffi cult computer terms that the student fi nds in the book with clear defi nitions.
Introduction to the Teaching GuideThe teaching guide acts as a framework which helps you develop your own lesson plans and teaching strategies. Each chapter has a list of objectives and learning outcomes. At the end of each class, you must have achieved some of these. Sample lesson plans have been provided on the basis of which, you can develop your own plans.
A good lesson plan consists of a starter activity for 3-5 minutes which introduces the concepts being taught followed by a 20-minute activity that encourages students to work with each other. This can be followed by a feedback of the discussion in larger groups on which you can spend about 10 minutes. Reinforcement of the entire lesson, winding up, and time for assigning homework should be at the end of each class for about 2-3 minutes. Students should be taken to the computer lab as required. The more practical work you can do on the computer, the more profi cient the child will become at using the computer.
Introduction
3
Guidelines When your students are working at the computer, discuss with them the importance of maintaining good posture. They will probably spend a lot of time at the PC, barely moving, and with their eyes fi xed on the screen. Extended use of the computer can have serious consequences on a child’s health. It is very important to make them aware that they should not use computers for hours on end. It is important for you as well as your students to be aware of what they should do and things they should avoid doing while using the computer.
Dos and Don’tsDohave your chair at the right height so that your eyes are level with the computer screen,have your computer screen directly in front of you,make sure your chair has a good backrest,keep your shoulders and back relaxed,make sure that your wrists rest on the desk,let your feet be fl at on the fl oor,take regular breaks,adjust the position of the computer so that there is no glare on the screen,make sure there’s a protection screen on top of the monitor’s screen.
Don’tfi x your eyes on the screen continuously,lift your shoulders while you type or move the mouse,twist your body to reach out for computer hardware,use your PC in poor lighting.
Safety Tips for children while using the Internet• Don’t give any information about yourself to strangers such as your last name, your phone
number, where you live, or where you go to school.• Don’t email any pictures of yourself to someone you don’t know.• Don’t open any emails that you get from people you don’t know or don’t trust.• Don’t give out your password to anyone.• Don’t do anything that could involve payments without asking your parents fi rst.
4
Teaching ObjectivesThe objectives of this chapter are to• introduce the term microcomputers to students,• discuss briefl y the history of computers,• introduce the Internet and talk about its signifi cance.
Learning Outcomes By the end of this chapter, students should be able to• explain what a microcomputer is,• summarise the development of computers,• explain why the Internet plays such an important role.
Starter PromptsShow students pictures of pulleys, levers, hammers, wheels, ploughs, etc. (machines that need physical power to work) and other electronically operated machines (which may include other machines/engines that need power, other than human and animal, to work). Ask students to identify the main difference between these two sets.
(Expected response: One group is operated by muscle power—human or animal; the other by power generated through other means.)
Then ask the students to recall how they were taught to count when they were younger (expected response: on the fi ngers). Explain that this is exactly how primitive man learnt to count; ask what the limitations are of using body parts in counting and measuring.
(Expected response: large numbers cannot be handled easily, there are greater chances of inaccuracy, etc.)
Then mount a picture of an early computer on the chalkboard alongside that of a microcomputer and give each a caption.
Let the students come up with differences between the two.
(Expected responses: The two computers are different in size, thus the size of storage space varies; the amount of electricity used also varies; many more people are required to man the larger computer; etc.) Write these on the board around the two pictures.
Alternatively, students can answer the following question in their exercise books:
What differences can you fi nd between the computers shown? Which one would you choose to use? Why?
Then write the word ‘Internet’ on the board and ask the students to take two minutes to jot down individually whatever comes to their minds on reading the word. Take a feedback and record their responses on the board.
Whiz looks backCHAPTER 1
5
Draw connections between the information contained in the textbook and what the students have thought about, then lead them through the chapter in their textbooks.Note: The teacher should not go into details of the machines discussed in the chapter. The purpose should be to simply familiarize the students with the names of the machines.
Answers (page 2)computerwheelaeroplane
Answers (page 3)sticks; bonesfeet; footelbow; middle fi nger
Answers (page 5) Charles Babbage designed the Difference Engine which could do simple calculations and the Analytical Engine which was a mechanical calculator.
Answers (page 7)What modern devices use integrated circuits?
(Expected responses: computers, mobile phones, microwave ovens, wristbands for theme parks, resorts, hospitals, etc. for identifi cation, TVs, stereo systems, cameras, telephones, cars, refrigerators, electric ovens, children’s electronic toys; basically anything that uses electricity these days probably has a microchip in it.)
Answers (page 8)The computers on the Internet are joined by satellites. WAN covers a larger area, namely different countries in Asia.The Internet is used for communication and research.Local Area Network is sometimes called LAN.
Answers (page 11)tiny enough to fi t in microcomputers microchipsa Chinese invention abacusthe father of computers Babbageworks with data computer early machine that could do basic math Pascalinean earlier calculator Leibnizallows interaction with electronic devices graphical user interfacegroup of computers connected with each other networkone of the fi rst computers Mark 1used for research and to communicate with people Internet
6
Whiz’s Tasks
WorksheetTick the correct answer.
(1) (a) A microcomputer is a small-sized computer that is used at home and in school.
(b) A minicomputer is a small-sized computer that is used at home and in school.
(2) (a) Charles Babbage is called the ‘Father of Computers’.
(b) Charles Babbage is called the ‘Grandfather of Computers’.
(3) (a) ENIAC could solve problems at a speed that was a thousand times faster than that of other electro-mechanical machines.
(b) ENIAC could solve problems at a speed that was ten thousand times faster than that of other electro-mechanical machines.
(4) (a) Integrated circuits are also called microchips.
(b) Integrated circuits are also called minichips.
(5) (a) The Pascaline used toothed wheels which were turned by hand.
(b) The Pascaline used toothed wheels which were turned by foot.
© Oxford University Press 2009
7
Answers to Whiz’s Tasks(1) (a) A microcomputer is a small-sized computer that is used at home and in school.(2) (a) Charles Babbage is called the ‘Father of Computers’.(3) (a) ENIAC could solve problems at a speed that was a thousand times faster than that of
other electro-mechanical machines.(4) (a) Integrated circuits are also called microchips.(5) (a) The Pascaline used toothed wheels which were turned by hand.
Additional ActivityTrace the evolution of computers by ticking the correct statement.
(1) (a) In the Stone Age, people used machines powered by electricity. (b) In the Stone Age, people used simple machines to lift heavy things. (2) (a) The Romans invented the abacus to help them count. (b) The Chinese invented the abacus to help them count. (3) (a) The Leibniz was one of the fi rst machines that helped to count. (b) The Pascaline was one of the fi rst machines that helped to count. (4) (a) In 1833, Charles Babbage tried to make a machine similar to the present day computer. (b) In 1833, Charles Cabbage tried to make a simple machine.(5) (a) In the 1940s, the fi rst calculator was made. (b) In the 1940s, the fi rst electronic computers were made. (6) (a) In the 1950s, computers were made with microchips. (b) In the 1950s, computers were made with transistors. (7) (a) Integrated circuits small enough to fi t in microcomputers were invented in the 1960s and
1970s. (b) Mechanical circuits were invented in the 1960s and 1970s.
Answers1b, 2b, 3b, 4a, 5b, 6b, 7a
8
Teaching ObjectivesThe objectives of this chapter are to• explain how the computer works, • discuss the different devices that are used to interact with the computer.
Learning OutcomesBy the end of the lesson, the students should be able to• defi ne input, output, and processing, • differentiate between input and output devices.
Lesson plan for a 40 minute classStarter Activity (6 minutes)• Divide the chalkboard into 3 columns and write the words ‘INPUT’, ‘PROCESSING’, and
‘OUTPUT’—one in each. • Give the students a minute to think out their responses and then permit them to call out words
or phrases that come to their minds—remind them that they are looking at these words in relation to computers. Accept all relevant responses and explain the connection where not obvious. Jot these down in the appropriate columns. Encourage students to come up with the meanings of the words by breaking the compound words into their simple components (IN+PUT; OUT+PUT).
(Expected responses: INPUT: putting something in; entering; typing information into the computer; feeding data
into the computer. OUTPUT: taking something out; giving out; anything that comes out of a computer; can be
meaningful information or gibberish; can appear in a variety of forms, e.g. numbers, letters/alphabets, pictures, etc.
PROCESSING: converting from one form to another, to change, to convert data into information or knowledge, etc.)
• The meanings of the 3 words should then be discussed thoroughly.
Group Work (15 minutes)In groups of 3, ask the students to write down all devices they can think of that can help in performing the 3 functions discussed above.
Feedback/Discussion (12 minutes)In the relevant columns on the board, write down what the students suggest.
(Expected responses: Input: keyboard, mouse, scanner, joystick, display screens; Output: printer, speaker.)
Let’s CommunicateCHAPTER 2
9
Assigning Homework (2 minutes) Exercises on pages 16, 17, and 18 of the textbook can be assigned for homework.
Additional Questions(1) Think of a scenario (plot/plan) where data is fed into the computer, processed by it, and
fi nally displayed as output. Write it down, in steps, as clearly as you can.(2) Why is processing an important function of a computer?
Whiz’s TasksGive three examples of input, processing, and output from your daily routine.
Additional ActivityUnderline the correct terms for the given statements.
(1) The process by which the computer converts data into information is called _________.
converting/displaying/processing
(2) The data that we feed into the computer is called _____________.
input/output/keyboard
(3) Processed data displayed on the monitor is called _____________.
document/text/output
(4) The device/s that help us to enter data into the computer is/are called _____________.
monitor/input devices/speakers
Answers(1) processing (2) input (3) output (4) input devices
10
Teaching ObjectivesThe objectives of this chapter are to• discuss input and output devices in detail,• introduce the light pen, joystick, touch screen, and speakers.
Learning OutcomesBy the end of the lesson, the students should be able to• explain the function of the input device,• describe the job of an output device,• highlight the importance of the different input and output devices.
Practical Class in the Computer Lab
INPUT DEVICESThe KeyboardPermit students to sit at computers that have blank Word documents open on their screens.
Ask them to type the following sentence:
We should think for ourselves and not depend on others to think for us.
Then instruct them to experiment with the Enter, Space bar, Shift, and Backspace keys. Ask them to note their observations.
(Expected responses: The Enter key in a document ends one line of text and starts a new line. Also, after a command name, it tells the computer to execute (obey) the command, and after a program name tells the computer to start the program.
The Space bar moves the cursor one space to the right so as to leave gaps between words. It can also move an entire word/sentence to the right, one space at a time.
The Shift key when used with other keys, helps type capital letters or symbols.
The Backspace key moves the cursor backwards and erases data from the page one letter at a time.)
The MouseNext, ask the students to jot down what functions a mouse performs. They can fi rst experiment on the Word document they have created for the previous exercise and then exit the document and experiment on the Desktop with the mouse, each time noting down the functions it performs. Working in pairs would provide an ideal ‘input’ ‘output’ situation.
Input and Output DevicesCHAPTER 3
11
(Expected responses: moves pointer to the desired place/fi le/folder/button/icon the user wants to access; opens the desired fi le/folder/program or highlights the selected word/icon on a click or double-click; drags the desired fi le/folder/icon; the clicking of a mouse on a document enables the user to start writing/editing/moving around on the document; the scroll wheel on some mice gives greater fl exibility in manoeuvering up/down a page or making text larger/smaller; clicking the right button opens up the command menu; etc.)
Answers (page 21)An icon is a small picture of a computer program we see on the screen.A mouse is a pointing device.Click on the Start button to choose an activity from the menu.To move the icons on the screen, you drag the mouse.
The Light PenIf a light pen is available, demonstrate its different functions; otherwise ask the students for the functions of a light pen after telling them what it is (preferably show a picture of a light pen).
Additional information for the teacher
A light pen is a computer input device that uses a light-sensitive detector to select objects on a display screen or to draw on the screen. A light pen is similar to a mouse, except that with a light pen you can move the pointer and select objects on the display screen by directly pointing to the objects with the pen.
The JoystickIf a joystick is available, demonstrate its different functions; or you could ask the students to name the functions of a joystick after telling them what it is (preferably show a picture of a joystick).
The ScannerIf a scanner is available, demonstrate how it scans the page placed on it and copies it onto the monitor screen; or you may ask the students if they know what a scanner is used for (show them a picture of a scanner).
The Touch ScreenIf available, demonstrate how a touch screen monitor works; alternatively, the students could be shown a 2 minute 42 second video which is at the following link (you may want to watch the video fi rst before showing it to the students—the sound should be switched off while showing it to the class):
http://www.youtube.com/watch?v=Yx9FgLr9oTk
Additional information for the teacher
A touch screen is a computer display screen that is also an input device. The screens are sensitive to pressure; a user interacts with the computer by touching pictures or words on the
12
screen. Some touch screens even support the use of a stylus as well as with the fi ngertips.
Touch screens are frequently used for information kiosks, automated teller machines (ATMs), airline electronic ticketing terminals, and customer self-service stations in retail stores, libraries, and fast-food restaurants.
OUTPUT DEVICES Students should individually write down why the following are called output devices.
Monitor, Printer, Speakers
Once they have fi nished, hold a general class discussion and lead them through pages 26-28 of the textbook.
Answers (page 26)The information displayed on the screen is called soft/hard copy.
The monitor is/is not an input device.
LCD/CRT monitors take up more space.
An LCD/CRT monitor is much heavier than an LCD/CRT monitor.
13
Whiz’s TasksWorksheet
What does each part of the computer do? Colour the correct answers. (1) The keyboard helps us type text and give commands.
Yes No
(2) The mouse does not move the pointer around the screen. Yes No
(3) The light pen allows the user to point at objects. Yes No
(4) The scanner transfers text and images to the computer. Yes No
(5) The touch screen responds to a touch on its surface. Yes No
(6) The monitor displays information to the user on the screen. Yes No
(7) A hard copy displays information on the screen. Yes No
(8) Speakers do not transmit audio messages to the computer.Yes No
© Oxford University Press 2009
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Answers to Whiz’s Tasks(1) Yes (2) No (3) Yes (4) Yes(5) Yes (6) Yes (7) No (8) No
Additional ActivityFrom the clues given below, guess what input/output device the reference is to.
(1) Helps us give commands (a) keyboard (b) printer (c) scanner
(2) A pointing device (a) microphone (b) light pen (c) scanner
(3) Helps us input voice messages (a) mouse (b) microphone (c) light pen
(4) Controls the movement of the pointer on the screen (a) joystick (b) scanner (c) microphone
(5) Responds to a touch on its surface (a) mouse (b) touch screen (c) monitor
(6) Sends audio messages as output (a) microphone (b) monitor (c) speakers
Answers: 1a, 2b, 3b, 4a, 5b, 6c
15
Teaching ObjectivesThe objectives of this chapter are to• discuss the use of the keyboard in more detail,• explain the functions of the different keys.
Learning OutcomesBy the end of the lesson, the students should be able to• summarize the different uses of the keyboard,• discuss the uses of the special keys and function keys.
Lesson plan for a 40 minute classStarter Activity (5 minutes)By Class 3 students would already be familiar with the basic functions of a keyboard, so they can individually read through page 32 and do the ‘matching exercise’. The answers should be discussed in class and any problems/mistakes should be addressed.
Answers (page 32)Shift to type in capital letters
Escape to exit a program
Backspace to erase mistakes backwards
Enter to move to a new line
Space bar to create space between words and letters
Practical Class in the Computer Lab (20 minutes)An enlarged printout of a keyboard should be mounted on the chalkboard and a smaller one given to each student. After pointing out the function keys, the Alt key, the Ctrl key, the arrow keys, and the Delete key on the printout, the teacher should, demonstrate the use of the function key F1, the four arrow keys, the End key, the Ctrl+End keys, and the Alt+Ctrl+Delete keys on a Word document.
The students could also discuss, in pairs, and write down what they perceive to be the functions of the above keys.
Individual Reinforcement (10-15 minutes)After the teacher discusses the answers, the students should read pages 33-35 and do the exercises on these pages, individually.
Fun with KeysCHAPTER 4
16
Answers (page 34)I want to read the end of the document. Ctrl+End keysI have just typed a line. Now I want to move on to the next line. Enter keyI want to move the cursor to the end of the line. End key I want to leave this document. Escape keyI want to move the cursor to the top of the page. Upward-pointing arrow key
Answers (page 35)erases the letter after the cursor LEEDTE (Delete)helps select the word FTSIH (Shift)feeds data into the computer’s memory TEREN (Enter)erases the letter before the blinking line PCBKSAEA (Backspace)
17
Whiz’s Tasks
WorksheetWhich keys will be used to type these words?
Castle
Tree house
Ali bought a new tie.
Pakistan
© Oxford University Press 2009
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Teaching ObjectivesThe objectives of this chapter are to• outline the uses of the different tools of the Paint program,• discuss how pictures can be selected, edited, and fl ipped.
Learning Outcomes By the end of the lesson, the students should be able to• describe the functions of the different tools of the Paint program,• show that they can select, copy, cut, paste, delete, or fl ip a picture.
Practical Class in the Computer LabIn order to get the ‘proper feel’ of the Paint program, students should be allowed to experiment on it, individually.
The teacher could call out instructions and guide them through the discovery process.
The activity of labelling the tools can be done before the hands-on session. Students should be able to put the correct labels just by studying the pictures.
In the computer lab, they should be instructed to go to the Start menu, All Programs, Accessories, and then Paint, to open the Paint screen.
They should then experiment with the tools they have identifi ed (pencil, line, curve, ellipse, rectangle, text, eraser, magnifi er, fi ll with colour) and see if the labels they have put are correct.
The students should be encouraged to draw a picture using the tools they have identifi ed and carry out the following alterations on it once they have completed drawing and colouring. The teacher should call out the instructions for all to follow.
• You will be making some changes in the picture you have drawn. First, click on the Select tool; then, place the pointer in the area that you want to change; drag the mouse over that area. The box with dotted lines is the part you have selected. Click on the right button and select the change you want to make in the picture. Let the students select all the given options to see, fi rst-hand, the results they get.
• They can then solve the exercises in the textbook.
Answers (page 42)
Across(5) rectangle (7) palette
Paint with WhizCHAPTER 5
19
Down(1) eraser(2) magnifi er(3) icon(4) pencil(6) fl ip
Whiz’s TasksThe teacher should prepare slips of paper—one for every student in the class—with a drawing of an icon of one Paint tool on each. There should now be several slips with drawings of the Pencil icon, Eraser icon, and so on. The teacher should then distribute these slips among the students. Once the slips have been distributed, the teacher may ask any one of the students with the Pencil tool to come to the board and draw a picture in freehand, e.g. a tree. If he/she makes a mistake, the teacher should ask any one of the students possessing an eraser tool to come and erase the mistake. Similarly, students possessing the ellipse, rectangle, line, and fi ll with colour slips could be asked to draw a circle (like the sun), a square (e.g. a house), a shape (e.g. a roof), and to colour in the shapes, respectively. The teacher should make sure that every student gets a chance to participate.
Additional QuestionsWhat functions do the following tools perform in the Paint program?
(1) magnifi er
(2) pencil
(3) text
(4) Ctrl+R
20
Teaching ObjectivesThe objectives of this chapter are to• summarize the roles of the word processing tools, • introduce the concepts of Select, Cut, and Paste.
Learning OutcomesBy the end of the lesson, the students should be able to• summarize the importance of the word processing program in editing and formatting
documents, • explain how to select text.
Practical Class in the Computer Lab• Prior to the class, create a fi le containing the text from page 45 in the textbook or with text
of your own, containing errors that the students can identify and correct. You could also type lines from the story ‘The Beautiful Pearl’ as it appears on page 47 of the textbook. Save the fi le on the Desktop.
• Instruct the students to open the Word fi le. You could ask them how they will perform this task. Give these instructions if necessary: take the pointer to the fi le and double-click the left button on the mouse.
• Next, ask them to look carefully at the text and fi gure out why some words have been underlined in red.
(Expected response: Misspelt words have been underlined by the computer to indicate the error to the user.)
• The students should fi rst correct these words by running a spell check in the following way:
Take the cursor to the misspelt word and click the right button on the mouse. A list of suggestions will pop up in bold; click the one that you want to use. The misspelt word will be replaced.
• After all the underlined words have been corrected in this manner, ask the students to recheck for any remaining errors that the computer might not have highlighted.
• Once the students have pointed them out (howe and watery in this instance), ask them why the computer has not underlined them as mistakes.
(Expected response: because these are correctly spelt words but used incorrectly in the context of the sentence in which they appear). Let the students recall how to rectify such mistakes (by using either the Delete key or the Backspace key).
• Next, the students should attempt the activity of identifying, selecting, cutting, and pasting an incorrectly positioned paragraph in the story ‘The Beautiful Pearl’.
Fun with WordsCHAPTER 6
21
• Demonstrate the two ways of selecting the concerned paragraph:
Click where you want to begin, hold down the left button on the mouse, and drag the cursor over the text you wish to select; or,
click where you want to begin, hold down the Shift key, and simultaneously press the arrow keys.
• In order to move the selected paragraph to another position, it has to be cut. This can be achieved by clicking the right button on the mouse and clicking the Cut option in the command box that opens.
• To paste the cut text/paragraph, click the cursor in position on the document, right-click and select the Paste option from the command box.
• Allow the students to experiment with cutting and pasting.
Grammar CheckEither guide the students through the spelling and grammar check exercise on page 49 of the textbook or prepare a document with the text and save it on the desktop. Let the students explore the grammar check option themselves.
Answers (page 50)We can select text by
(a) clicking the right button on the mouse. (b) dragging the mouse while clicking on it. (c) clicking the left button on the mouse.
If our text is in the wrong place and we need to move it
(a) we copy and paste. (b) we delete it. (c) we cut and paste. The Spelling and Grammar tool
(a) does not check spelling mistakes. (b) does not check grammar. (c) corrects spelling and punctuation errors.
22
Whiz’s Tasks
WorksheetNiights passed and dayys but fatther did not come back. dur jamala was very sad. She roameed in the peach orcards all day long with alam Gul. When Father was home, Alam Gul was sennt to the moosque every day.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
© Oxford University Press 2009
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Teaching ObjectivesThe objectives of this chapter are to• introduce ‘robots’ to the students, • explain the different ways in which robots are used.
Learning OutcomesBy the end of the lesson, the students should be able to• explain how a robot functions,• identify the different jobs that robots can perform.
Lesson plan for a 40 minute classStarter Activity (8 minutes)• Show the picture of a robot to the students (or draw one on the chalkboard) and ask them
if they know what it is called.• Brainstorm about the characteristics of a robot and jot the responses around the picture of
the robot. Encourage the students to think of how robots are different from humans. (Expected responses: programmable, electronically operated, electrically operated,
mechanical units/machine, do not need to be fed, never get tired, can endure physical conditions that are uncomfortable or even dangerous; can operate in airless conditions; do not get bored by repetition; cannot be distracted from the task at hand.)
Pair Work (15 minutes)Task 1: List down, in pairs, the functions you think robots can perform and the different places where they can be used.
(Expected responses: cleaning/sweeping, packing, in manufacturing, in labs, on the moon, in space, etc.)
Task 2: What sorts of tasks can a robot perform that a human cannot? Give reasons for your answer.
(Expected responses: Robots are especially desirable for certain work functions because, unlike humans, they never get tired; they can endure physical conditions that are uncomfortable or even dangerous; they can operate in airless conditions; they can carry heavy loads; they do not get bored by repetition; and they cannot be distracted from the task at hand.)
Class Discussion (12 minutes)The teacher should invite responses to the above tasks and hold a general discussion after which the students should read pages 52-55 of the textbook, individually, and attempt the exercises.
Whiz Loves RobotsCHAPTER 7
24
Answers (page 52)(1) False (2) True (3) True (4) True (5) False
Assigning Homework (5 minutes)Find information about robots and why human beings felt the need to invent them.
Whiz’s TasksThe teacher will need to have several sheets of paper for this activity. Depending on the strength of the class, divide the students into groups. Half the groups should be assigned a task where each student in the group has to draw and colour a complete robot on a sheet of paper. The remaining half of the groups should be given a different task: one member of the group draws only one part of the robot (e.g. the head) and passes the sheet to the next member to draw another part (e.g. the trunk) while the fi nal member of the group simply colours the robot. Time this activity to see which groups have prepared the maximum number of robots. The groups where members performed only one task will have prepared more sheets than the other groups. Explain to the students that robots are used in factories because by performing only a single task repeatedly they can produce a greater quantity of products.
Additional InformationRobots are programmable, self-controlled devices comprising (made up) of electronic, electrical, or mechanical units. Simply put, they are machines that take the place of human beings. Although they replace humans, they do not necessarily look or act like humans. However, they do need to be fl exible to perform certain specialized tasks.
Early industrial robots handled radioactive material in atomic labs, a task that was fi lled with dangers for human beings.
The present-day robots have advanced sensory systems that process information and appear to function as if they have brains. Their ‘brain’ is actually a form of computerized artifi cial intelligence (AI), which permits them to identify conditions and then appropriately decide upon a course of action. It is AI that makes robots different from regular machinery.
Robot Timeline • 270BC: An ancient Greek engineer named Ctesibus made organs and water clocks with
movable fi gures.• 1818: Mary Shelley wrote ‘Frankenstein’, which was a novel about a frightening artifi cial life
form created by Dr. Frankenstein.• 1921: The term ‘robot’ was fi rst used in a play called ‘R.U.R.’ or ‘Rossum’s Universal Robots’
by the Czech writer Karel Capek. The plot was simple: Man makes robot; then robot kills Man!
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• 1941: Science fi ction writer Isaac Asimov fi rst used the word ‘robotics’ to describe the technology of robots and predicted the rise of a powerful robot industry.
• 1942: Asimov wrote ‘Runaround’, a story about robots which contained the ‘Three Laws of Robotics’:
A robot may not injure a human, or, through inaction, allow a human being to come to harm.
A robot must obey the orders of human beings except where such orders would confl ict with the First Law.
A robot must protect its own existence as long as such protection does not confl ict with the First or Second Law.
• 1948: ‘Cybernetics’, an infl uence on artifi cial intelligence research, was published by Norbert Wiener.
• 1956: George Devol and Joseph Engelberger formed the world’s fi rst robot company.• 1959: Computer-assisted manufacturing was demonstrated at the Servomechanisms Lab at
MIT.• 1961: The fi rst industrial robot was online in a General Motors automobile factory in New
Jersey. It was called UNIMATE.• 1963: The fi rst artifi cial robotic arm to be controlled by a computer was designed. The Rancho
Arm was designed as a tool for the handicapped and its six joints gave it the fl exibility of a human arm.
• 1965: DENDRAL was the fi rst expert system or program designed to execute the accumulated knowledge of subject experts.
• 1968: The octopus-like Tentacle Arm was developed by Marvin Minsky.• 1969: The Stanford Arm was the fi rst electrically powered, computer-controlled, robotic
arm.• 1970: Shakey was introduced as the fi rst mobile robot controlled by artifi cial intelligence. It
was produced by SRI International.• 1974: A robotic arm (the Silver Arm) that performed small-parts assembly using feedback
from touch and pressure sensors was designed.• 1979: The Stanford Cart crossed a chair-fi lled room without human assistance. The cart had
a TV camera mounted on a rail which took pictures from multiple angles and relayed them to a computer. The computer analyzed the distance between the cart and the obstacles.
Additional QuestionSome people feel it is worth spending money on making robots, whereas others disagree. What is your opinion? Give reasons for your answer.
Notes:
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