ICTI Courses LIVE SMARTER 2.0: AUTOMATION AND AI - Robotics

K12 CS Framework Aligned

C-STEM

The C-STEM Computer Programming and Robotics Challenges seek to inspire the next generation of innovative thinkers and leaders.

The C-STEM theme is Live Smarter 2.0: The Age of Automation and Artificial Intelligence. Our focus will be on preparing for the arrival of a society that demands both a high degree of technological acuity (which entails an understanding of the concepts of artificial intelligence, climate change, and automation) and an intrinsic motivation to strive for increased efficiency in the economic, social, and cultural aspects of life.

The age of automation and artificial intelligence has arrived. The first industrial revolution was about mechanization, waterpower, and steam power. The second saw mass production, the assembly line, and electricity introduced to manufacturing; More recently, The third industrial revolution was about computer technology and automation. Now we will begin to see advancements in cyber physical systems. In this new era, automated systems like robots can work independently with minimal supervision from humans. They complete complicated jobs by analyzing large volumes of data and effectively communicating with other robots.

Many factories have applied new technologies on top of the preexisting structures of the past such as the robotic hand, which was introduced in the last industrial revolution. However, up until now, most of those robotic hands are controlled and/or heavily monitored by humans. Because of the onset of automation and artificial intelligence, robots are being equipped with sensors and machine learning algorithms so that they can not only communicate the data they are constantly collecting to a main source, but so they can work together with people safely. As a result, the factory can work together in synchronization to be more efficient. Together, the algorithms and collected data from these robots can get some factories up to 1,000,000-fold improvements.

The smart factory represents a leap forward from more traditional automation to fully connected operations and production systems that have the ability to autonomously learn and adapt to new demands. Breakthroughs such as the Cobot or collaborative robot technologies replace once dangerous, cold robotic arms, with the idea of collaboration. Cobots are made to coexist with people in the factory workspace as they are sensitive to touch, can help prevent accidents and are able to recognize objects just like humans can. According to a study, humans working alongside robots are actually more productive than teams composed of only robots or humans alone. The smart factory with the help of these new robotic arms will result in more efficient systems, less production downtime, and greater ability to predict and adjust the system to better positioning in the competitive marketplace.

URL:

https://www.cstem.org/c-stem-challe …

Cost:

Paid

K12 CS Framework Components

What is this?
Grade Band:
K-2
Concept:
Computing Systems
Sub-Concept:
Devices
Statements:
People use computing devices to perform a variety of tasks accurately and quickly. Computing devices interpret and follow the instructions they are given literally.
Grade Band:
K-2
Concept:
Computing Systems
Sub-Concept:
Hardware and Software
Statements:
A computing system is composed of hardware and software. Hardware consists of physical components, while software provides instructions for the system. These instructions are represented in a form that a computer can understand.
Grade Band:
K-2
Concept:
Computing Systems
Sub-Concept:
Troubleshooting
Statements:
Computing systems might not work as expected because of hardware or software problems. Clearly describing a problem is the first step toward finding a solution.
Grade Band:
K-2
Concept:
Networks and Internet
Sub-Concept:
Cybersecurity
Statements:
Connecting devices to a network or the Internet provides great benefit, but care must be taken to use authentication measures, such as strong passwords, to protect devices and information from unauthorized access.
Grade Band:
K-2
Concept:
Data and Analysis
Sub-Concept:
Collection
Statements:
Everyday digital devices collect and display data over time. The collection and use of data about individuals and the world around them is a routine part of life and influences how people live.
Grade Band:
K-2
Concept:
Data and Analysis
Sub-Concept:
Storage
Statements:
Computers store data that can be retrieved later. Identical copies of data can be made and stored in multiple locations for a variety of reasons, such as to protect against loss.
Grade Band:
K-2
Concept:
Data and Analysis
Sub-Concept:
Visualization and Transformation
Statements:
Data can be displayed for communication in many ways. People use computers to transform data into new forms, such as graphs and charts.
Grade Band:
K-2
Concept:
Algorithms and Programming
Sub-Concept:
Control
Statements:
Computers follow precise sequences of instructions that automate tasks. Program execution can also be nonsequential by repeating patterns of instructions and using events to initiate instructions.
Grade Band:
K-2
Concept:
Algorithms and Programming
Sub-Concept:
Modularity
Statements:
Complex tasks can be broken down into simpler instructions, some of which can be broken down even further. Likewise, instructions can be combined to accomplish complex tasks.
Grade Band:
K-2
Concept:
Impacts of Computing
Sub-Concept:
Culture
Statements:
Computing technology has positively and negatively changed the way people live and work. Computing devices can be used for entertainment and as productivity tools, and they can affect relationships and lifestyles.
Grade Band:
K-2
Concept:
Impacts of Computing
Sub-Concept:
Social Interactions
Statements:
Computing has positively and negatively changed the way people communicate. People can have access to information and each other instantly, anywhere, and at any time, but they are at the risk of cyberbullying and reduced privacy.
Grade Band:
K-2
Concept:
Impacts of Computing
Sub-Concept:
Safety, Law, and Ethics
Statements:
People use computing technology in ways that can help or hurt themselves or others. Harmful behaviors, such as sharing private information and interacting with strangers, should be recognized and avoided.
Grade Band:
3-5
Concept:
Computing Systems
Sub-Concept:
Devices
Statements:
Computing devices may be connected to other devices or components to extend their capabilities, such as sensing and sending information. Connections can take many forms, such as physical or wireless. Together, devices and components form a system of interdependent parts that interact for a common purpose.
Grade Band:
3-5
Concept:
Computing Systems
Sub-Concept:
Hardware and Software
Statements:
Hardware and software work together as a system to accomplish tasks, such as sending, receiving, processing, and storing units of information as bits. Bits serve as the basic unit of data in computing systems and can represent a variety of information.
Grade Band:
3-5
Concept:
Computing Systems
Sub-Concept:
Troubleshooting
Statements:
Computing systems share similarities, such as the use of power, data, and memory. Common troubleshooting strategies, such as checking that power is available, checking that physical and wireless connections are working, and clearing out the working memory by restarting programs or devices, are effective for many systems.
Grade Band:
3-5
Concept:
Networks and Internet
Sub-Concept:
Network Communications
Statements:
Information needs a physical or wireless path to travel to be sent and received, and some paths are better than others. Information is broken into smaller pieces, called packets, that are sent independently and reassembled at the destination. Routers and switches are used to properly send packets across paths to their destinations.
Grade Band:
3-5
Concept:
Networks and Internet
Sub-Concept:
Cybersecurity
Statements:
Information can be protected using various security measures. These measures can be physical and/or digital.
Grade Band:
3-5
Concept:
Data and Analysis
Sub-Concept:
Collection
Statements:
People select digital tools for the collection of data based on what is being observed and how the data will be used. For example, a digital thermometer is used to measure temperature and a GPS sensor is used to track locations.
Grade Band:
3-5
Concept:
Data and Analysis
Sub-Concept:
Visualization and Transformation
Statements:
People select aspects and subsets of data to be transformed, organized, clustered, and categorized to provide different views and communicate insights gained from the data.
Grade Band:
3-5
Concept:
Data and Analysis
Sub-Concept:
Inference and Models
Statements:
The accuracy of inferences and predictions is related to how realistically data is represented. Many factors influence the accuracy of inferences and predictions, such as the amount and relevance of data collected.
Grade Band:
3-5
Concept:
Algorithms and Programming
Sub-Concept:
Algorithms
Statements:
Different algorithms can achieve the same result. Some algorithms are more appropriate for a specific context than others.
Grade Band:
3-5
Concept:
Algorithms and Programming
Sub-Concept:
Variables
Statements:
Programming languages provide variables, which are used to store and modify data. The data type determines the values and operations that can be performed on that data.
Grade Band:
3-5
Concept:
Algorithms and Programming
Sub-Concept:
Modularity
Statements:
Programs can be broken down into smaller parts to facilitate their design, implementation, and review. Programs can also be created by incorporating smaller portions of programs that have already been created.
Grade Band:
3-5
Concept:
Impacts of Computing
Sub-Concept:
Culture
Statements:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Computing technologies influence, and are influenced by, cultural practices.
Grade Band:
3-5
Concept:
Impacts of Computing
Sub-Concept:
Social Interactions
Statements:
Computing technology allows for local and global collaboration. By facilitating communication and innovation, computing influences many social institutions such as family, education, religion, and the economy.
Grade Band:
3-5
Concept:
Impacts of Computing
Sub-Concept:
Safety, Law, and Ethics
Statements:
Ethical complications arise from the opportunities provided by computing. The ease of sending and receiving copies of media on the Internet, such as video, photos, and music, creates the opportunity for unauthorized use, such as online piracy, and disregard of copyrights, such as lack of attribution.
Grade Band:
6-8
Concept:
Computing Systems
Sub-Concept:
Devices
Statements:
The interaction between humans and computing devices presents advantages, disadvantages, and unintended consequences. The study of human–computer interaction can improve the design of devices and extend the abilities of humans.
Grade Band:
6-8
Concept:
Computing Systems
Sub-Concept:
Hardware and Software
Statements:
Hardware and software determine a computing system’s capability to store and process information. The design or selection of a computing system involves multiple considerations and potential tradeoffs, such as functionality, cost, size, speed, accessibility, and aesthetics.
Grade Band:
6-8
Concept:
Computing Systems
Sub-Concept:
Troubleshooting
Statements:
Comprehensive troubleshooting requires knowledge of how computing devices and components work and interact. A systematic process will identify the source of a problem, whether within a device or in a larger system of connected devices.
Grade Band:
6-8
Concept:
Data and Analysis
Sub-Concept:
Collection
Statements:
People design algorithms and tools to automate the collection of data by computers. When data collection is automated, data is sampled and converted into a form that a computer can process. For example, data from an analog sensor must be converted into a digital form. The method used to automate data collection is influenced by the availability of tools and the intended use of the data.
Grade Band:
6-8
Concept:
Data and Analysis
Sub-Concept:
Storage
Statements:
Applications store data as a representation. Representations occur at multiple levels, from the arrangement of information into organized formats (such as tables in software) to the physical storage of bits. The software tools used to access information translate the low-level representation of bits into a form understandable by people.
Grade Band:
6-8
Concept:
Data and Analysis
Sub-Concept:
Visualization and Transformation
Statements:
Data can be transformed to remove errors, highlight or expose relationships, and/or make it easier for computers to process.
Grade Band:
6-8
Concept:
Data and Analysis
Sub-Concept:
Inference and Models
Statements:
Computer models can be used to simulate events, examine theories and inferences, or make predictions with either few or millions of data points. Computer models are abstractions that represent phenomena and use data and algorithms to emphasize key features and relationships within a system. As more data is automatically collected, models can be refined.
Grade Band:
6-8
Concept:
Algorithms and Programming
Sub-Concept:
Algorithms
Statements:
Algorithms affect how people interact with computers and the way computers respond. People design algorithms that are generalizable to many situations. Algorithms that are readable are easier to follow, test, and debug.
Grade Band:
6-8
Concept:
Algorithms and Programming
Sub-Concept:
Variables
Statements:
Programmers create variables to store data values of selected types. A meaningful identifier is assigned to each variable to access and perform operations on the value by name. Variables enable the flexibility to represent different situations, process different sets of data, and produce varying outputs.
Grade Band:
6-8
Concept:
Algorithms and Programming
Sub-Concept:
Control
Statements:
Programmers select and combine control structures, such as loops, event handlers, and conditionals, to create more complex program behavior.
Grade Band:
6-8
Concept:
Algorithms and Programming
Sub-Concept:
Program Development
Statements:
People design meaningful solutions for others by defining a problem’s criteria and constraints, carefully considering the diverse needs and wants of the community, and testing whether criteria and constraints were met.
Grade Band:
6-8
Concept:
Impacts of Computing
Sub-Concept:
Culture
Statements:
Advancements in computing technology change people’s everyday activities. Society is faced with tradeoffs due to the increasing globalization and automation that computing brings.
Grade Band:
6-8
Concept:
Impacts of Computing
Sub-Concept:
Social Interactions
Statements:
People can organize and engage around issues and topics of interest through various communication platforms enabled by computing, such as social networks and media outlets. These interactions allow issues to be examined using multiple viewpoints from a diverse audience.
Grade Band:
6-8
Concept:
Impacts of Computing
Sub-Concept:
Safety, Law, and Ethics
Statements:
There are tradeoffs between allowing information to be public and keeping information private and secure. People can be tricked into revealing personal information when more public information is available about them online.
Grade Band:
9-12
Concept:
Computing Systems
Sub-Concept:
Devices
Statements:
Computing devices are often integrated with other systems, including biological, mechanical, and social systems. These devices can share data with one another. The usability, dependability, security, and accessibility of these devices, and the systems they are integrated with, are important considerations in their design as they evolve.
Grade Band:
9-12
Concept:
Computing Systems
Sub-Concept:
Hardware and Software
Statements:
Levels of interaction exist between the hardware, software, and user of a computing system. The most common levels of software that a user interacts with include system software and applications. System software controls the flow of information between hardware components used for input, output, storage, and processing.
Grade Band:
9-12
Concept:
Computing Systems
Sub-Concept:
Troubleshooting
Statements:
Troubleshooting complex problems involves the use of multiple sources when researching, evaluating, and implementing potential solutions. Troubleshooting also relies on experience, such as when people recognize that a problem is similar to one they have seen before or adapt solutions that have worked in the past.
Grade Band:
9-12
Concept:
Networks and Internet
Sub-Concept:
Cybersecurity
Statements:
Network security depends on a combination of hardware, software, and practices that control access to data and systems. The needs of users and the sensitivity of data determine the level of security implemented.
Grade Band:
9-12
Concept:
Data and Analysis
Sub-Concept:
Collection
Statements:
Data is constantly collected or generated through automated processes that are not always evident, raising privacy concerns. The different collection methods and tools that are used influence the amount and quality of the data that is observed and recorded.
Grade Band:
9-12
Concept:
Data and Analysis
Sub-Concept:
Inference and Models
Statements:
The accuracy of predictions or inferences depends upon the limitations of the computer model and the data the model is built upon. The amount, quality, and diversity of data and the features chosen can affect the quality of a model and ability to understand a system. Predictions or inferences are tested to validate models.
Grade Band:
9-12
Concept:
Algorithms and Programming
Sub-Concept:
Algorithms
Statements:
People evaluate and select algorithms based on performance, reusability, and ease of implementation. Knowledge of common algorithms improves how people develop software, secure data, and store information.
Grade Band:
9-12
Concept:
Algorithms and Programming
Sub-Concept:
Control
Statements:
Programmers consider tradeoffs related to implementation, readability, and program performance when selecting and combining control structures.
Grade Band:
9-12
Concept:
Algorithms and Programming
Sub-Concept:
Modularity
Statements:
Complex programs are designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. These modules can be procedures within a program; combinations of data and procedures; or independent, but interrelated, programs. Modules allow for better management of complex tasks.
Grade Band:
9-12
Concept:
Algorithms and Programming
Sub-Concept:
Program Development
Statements:
Diverse teams can develop programs with a broad impact through careful review and by drawing on the strengths of members in different roles. Design decisions often involve tradeoffs. The development of complex programs is aided by resources such as libraries and tools to edit and manage parts of the program. Systematic analysis is critical for identifying the effects of lingering bugs.
Grade Band:
9-12
Concept:
Impacts of Computing
Sub-Concept:
Culture
Statements:
The design and use of computing technologies and artifacts can improve, worsen, or maintain inequitable access to information and opportunities.
Grade Band:
9-12
Concept:
Impacts of Computing
Sub-Concept:
Social Interactions
Statements:
Many aspects of society, especially careers, have been affected by the degree of communication afforded by computing. The increased connectivity between people in different cultures and in different career fields has changed the nature and content of many careers.
Grade Band:
9-12
Concept:
Impacts of Computing
Sub-Concept:
Safety, Law, and Ethics
Statements:
Laws govern many aspects of computing, such as privacy, data, property, information, and identity. These laws can have beneficial and harmful effects, such as expediting or delaying advancements in computing and protecting or infringing upon people’s rights. International differences in laws and ethics have implications for computing.
Curriculum Directory Sponsored by BNY Mellon