#school robotics curriculum

[vivekpandeyy1]

Explore Engaging School Robotics Curriculum – Building Future Innovators

Discover a comprehensive school robotics curriculum designed to ignite the passion for technology in students. Our educational approach combines hands-on robotics projects with essential STEM skills, fostering creativity and problem-solving. Explore the perfect blend of fun and learning for a future-ready generation. Dive into our school robotics curriculum today.

[stemroboedtechcompany]

Robotics and AI Curriculum

The rapid advancements in robotics and artificial intelligence (AI) are reshaping industries, economies, and our daily lives. From autonomous vehicles to smart assistants, these technologies are becoming integral parts of modern society. To keep up with this momentum, educational institutions worldwide are developing specialized curriculums in robotics and AI. These programs aim to equip students with the technical knowledge, critical thinking, and problem-solving skills required to drive innovation in these fields.

In this article, we will explore the structure, objectives, and importance of a comprehensive Robotics and AI curriculum. We will also examine how this curriculum aligns with industry needs, prepares students for future challenges, and addresses ethical considerations in AI and robotics development.

1. The Importance of Robotics and AI in Education

As automation and machine learning systems become more prevalent, there is a growing demand for professionals who understand how these technologies work. Robotics and AI are no longer limited to tech companies; they are being integrated into healthcare, manufacturing, logistics, agriculture, and even the arts. The need for a workforce proficient in these areas is critical for continued innovation and economic competitiveness.

Educational institutions are tasked with fostering this expertise by designing curriculums that cover both the theoretical foundations and practical applications of robotics and AI. An effective curriculum goes beyond coding and machine mechanics; it instills a deep understanding of how AI models function, how robots perceive their environment, and how the two can work together to create sophisticated, autonomous systems.

2. Core Components of a Robotics and AI Curriculum

A robust Robotics and AI curriculum is built on several core components, each designed to provide students with a comprehensive understanding of the field. These components include:

Introduction to Robotics and AI: This serves as the foundational course where students learn the basic concepts, history, and future trends of robotics and AI. Topics such as robot anatomy, sensors, machine learning algorithms, and the AI development cycle are introduced at this stage.

Mathematics for Robotics and AI: Mathematics is the language of robotics and AI. Courses in linear algebra, calculus, probability, and statistics are crucial for understanding how AI algorithms function and how robots interpret data from their sensors.

Programming and Software Development: Proficiency in programming languages such as Python, C++, and MATLAB is essential. This component includes courses on object-oriented programming, software architecture for AI systems, and real-time control for robotics.

Machine Learning and Deep Learning: These courses delve into the core of AI development. Students learn about supervised and unsupervised learning techniques, neural networks, reinforcement learning, and natural language processing. Deep learning frameworks like TensorFlow and PyTorch are commonly taught in this part of the curriculum.

Robot Kinematics and Dynamics: Robotics courses cover topics like motion planning, control theory, and the physics of robot movement. Students gain hands-on experience in building and programming robots that can interact with their environment, whether through autonomous navigation or manipulation tasks.

Sensors and Perception Systems: Robots rely on sensors to interact with the physical world. This component covers the various types of sensors (e.g., cameras, LIDAR, ultrasonic sensors) and how they are used in computer vision, object detection, and environmental mapping.

Control Systems: Control theory is critical in robotics for ensuring that machines behave in predictable and safe ways. This includes topics like PID controllers, state estimation, and feedback loops that allow robots to perform tasks accurately.

AI Ethics and Social Implications: As AI systems become more autonomous, the ethical implications of their use become more pronounced. Courses on AI ethics discuss topics like bias in machine learning models, data privacy, the impact of automation on jobs, and the moral considerations of developing autonomous weapons or surveillance systems.

Capstone Projects and Research: A capstone project allows students to apply what they've learned to real-world problems. These projects often involve designing a robot or AI system to solve a specific challenge, such as building a robot that can navigate through a maze or developing an AI system that can recognize emotions in speech.

3. Hands-on Learning and Lab Work

One of the distinguishing features of a robotics and AI curriculum is the emphasis on hands-on learning. In addition to theoretical knowledge, students spend a significant amount of time in labs working on projects. These labs are typically equipped with robotic kits, 3D printers, machine learning servers, and high-performance computers that allow students to experiment with real-world AI applications.

For example, students might work on building robots capable of performing complex tasks like object manipulation, obstacle avoidance, or human interaction. In the AI labs, they might create algorithms that enable autonomous decision-making, image recognition, or predictive analytics.

This practical exposure is vital for preparing students to enter the workforce, where they will be expected to build, maintain, and improve upon AI systems and robotic devices in various industries.

4. Alignment with Industry Needs

A well-rounded Robotics and AI curriculum is closely aligned with the needs of industry. Tech companies, manufacturing firms, healthcare providers, and even defense organizations are all investing heavily in AI and robotics. As a result, the skills taught in these programs must meet the demands of these sectors.

For example, the growing interest in autonomous vehicles has led to an increased focus on sensor fusion, machine vision, and decision-making algorithms in many robotics programs. Similarly, healthcare providers are looking for AI systems that can assist in diagnostics, so there is a strong emphasis on machine learning and natural language processing in the medical AI curriculum.

By collaborating with industry partners, educational institutions can ensure that their curriculum remains relevant and that students are exposed to the latest technologies and tools used by professionals in the field.

5. Career Opportunities in Robotics and AI

Graduates of a Robotics and AI curriculum are highly sought after in various sectors. The skills they acquire can be applied to roles such as:

Robotics Engineer: Design, develop, and test robots for manufacturing, healthcare, and consumer applications.

AI Specialist: Build and implement AI systems for data analysis, machine learning, and predictive modeling.

Machine Learning Engineer: Focus on developing algorithms that allow machines to learn from data and improve their performance over time.

Autonomous Systems Developer: Work on autonomous vehicles, drones, or robots that can operate without human intervention.

AI Research Scientist: Engage in cutting-edge research to develop new AI models and applications.

6. Ethical Considerations in Robotics and AI

As the capabilities of robots and AI systems continue to expand, so do the ethical challenges. A well-rounded Robotics and AI curriculum must address these concerns. For instance, AI systems are often prone to biases because they are trained on historical data that may contain social, racial, or gender biases. This can result in unfair or discriminatory outcomes in areas like hiring, lending, and law enforcement.

Moreover, the rise of autonomous robots, particularly in military and surveillance applications, raises questions about accountability. Who is responsible when a robot makes a mistake or when an AI system is used in a harmful way? These ethical dilemmas require careful consideration and must be integrated into the curriculum to ensure that students are not only technically proficient but also ethically aware.

A comprehensive Robotics and AI curriculum is essential for preparing the next generation of innovators and leaders in technology. By providing students with a strong foundation in both the theoretical and practical aspects of robotics and AI, these programs help bridge the gap between academic knowledge and industry needs. As robots and AI systems become more integrated into society, the importance of a well-educated workforce that understands how to develop and apply these technologies cannot be overstated.

Educational institutions must continue to adapt their curriculums to keep pace with technological advances, ensuring that their graduates are not only skilled engineers and scientists but also responsible innovators who understand the broader societal impact of their work.

More Details visit : https://www.stemrobo.com/solution/

[respirelearning]

Benefits of Experiential Learning for Teaching STEM to Children

Introduction

Teaching STEM to children is essential for fostering a love for learning and curiosity about the world. Experiential STEM learning, a method where students learn through hands-on experiences, is increasingly being integrated into STEM (Science, Technology, Engineering, and Mathematics) education. This approach makes learning more engaging and equips students with the skills they need for the future. At Respire Learning, we aim to transform children's education through experiential learning. Our STEM Kits provide hands-on activities that introduce children to science, technology, engineering, and math concepts engagingly and interactively. With Robotics Kits, students can dive into programming and automation, learning to build and control their robots. Our DIY Models foster creativity and problem-solving by allowing students to assemble projects independently. These Experiential Learning Kits are designed to ignite curiosity, promote critical thinking, and inspire the next generation of innovators.

What is Experiential Learning?

Experiential learning involves learning through direct experience and reflection. Unlike traditional methods that rely heavily on lectures and rote memorization, experiential learning emphasizes active participation and practical application. This method allows students to explore, experiment, and learn from their successes and mistakes.

Respire’s agenda to focus on STEM Education

STEM education focuses on teaching students in an integrated manner, combining science, technology, engineering, and mathematics. It's designed to prepare students for the complexities of the modern world. Experiential learning fits seamlessly into STEM education, as both prioritize critical thinking, problem-solving, and real-world application.

Advantages of Experiential Learning

Enhances Understanding and Retention Experiential learning helps students understand and remember concepts better by involving them in activities that require active engagement. Students participating in experiments or projects are more likely to retain the information.

Encourages Critical Thinking and Problem-Solving Hands-on activities require students to think critically and solve problems. This approach fosters a deeper understanding of scientific principles and enhances students' ability to apply knowledge in various situations. Promotes Engagement and Motivation Experiential learning makes STEM fun and interesting. Students are more motivated to learn when they can see the relevance of their studies and actively participate in the learning process. Develops Practical Skills Through experiential learning, students develop practical skills essential in the real world. These skills include teamwork, communication, and technical abilities crucial for future success. Respire’s Experiential Learning Kits Experiential learning kits are tools designed to provide hands-on learning experiences. These kits include materials and instructions for conducting experiments and activities. They are tailored to different age groups and educational levels, making STEM accessible and enjoyable for all students. Examples of Popular Kits for Teaching STEM

STEM Kits: These kits cover various subjects like electronics, engineering, chemistry, and physics, providing comprehensive learning experiences.

DIY Kits: These kits allow students to conduct experiments at home, fostering a love for learning outside the classroom.

Robotics Kits: These robotics kits teach students about advanced-level engineering and technology through building and programming robots.

Implementing STEM Labs in the Classroom

Teachers can integrate experiential learning into their classrooms using kits and hands-on activities. Here are some strategies:

Strategies for Teachers

Incorporate Experiments: Regularly include experiments and practical activities in lesson plans.

Use Learning Kits: Utilize available experiential learning kits to make science lessons more interactive.

Encourage Group Work: Promote teamwork by having students work in groups on projects and experiments.

Integrating Kits and Hands-On Activities

Integrating kits into the curriculum can be seamless. Teachers can start with simple kits and gradually introduce more complex ones as students become more comfortable with hands-on learning.

Traditional Learning & Learning in STEM Lab

Common Obstacles in Experiential Learning

Limited Resources: Schools may need more resources for experiential learning.

Time Constraints: Hands-on activities can be time-consuming.

Teacher Training: Not all teachers are trained in experiential learning methods.

Benefits of STEM Lab

Experiential STEM Kits: students have a variety of kits in STEM with which they can do hands-on experiments with the teacher's guidance.

Look and Feel of the lab: Our Innovation lab is a specially curated space for children with a Montessori color combination that can promote learning in the gated space.  

Children's safe Equipment and kits: All the kits representing various subjects and their theories are perfectly safe for students to use from pre-primary to higher secondary education. 

Teacher Training: Teachers are specially trained to use high-functioning equipment easily, they also teach the importance of storytelling which can help students to make boring theories interesting.

Experiential Learning Beyond the Classroom

Learning continues beyond the classroom door. Parents and guardians can support experiential learning at home by providing resources and engaging in educational activities with their children.

Importance of Learning at Home and in the Community

Home Activities: Simple experiments and DIY kits can make learning STEM fun at home.

Community Resources: Local museums, science centers, and libraries often offer hands-on learning opportunities.

Future of Experiential Learning in STEM

The future of experiential learning in STEM education looks promising. With technological advancements and an increasing focus on hands-on learning, we can expect more innovative and effective methods to emerge.

Trends and Innovations

Virtual Reality (VR): VR can provide immersive learning experiences.

Online Platforms: Online resources and platforms can offer interactive science activities.

Predictions for the Future

As experiential learning continues to evolve and Indian government is implementing experiential learning by putting STEM education in the National Education Policy 2020 and evolving as time passes by. it will likely become a staple in education, preparing students for future challenges and making them tech-savvy.

Conclusion

Experiential learning offers numerous benefits for teaching STEM to children. Engaging students in hands-on activities can enhance their understanding, foster critical thinking, and develop practical skills. As we look to the future, it's clear that experiential learning will play a crucial role in STEM education in the Indian Education System.

FAQs

What is the main benefit of experiential learning in STEM education?

The main advantage is that it enhances understanding and retention by involving students in hands-on activities.

How can parents support experiential learning at home?

Parents can support experiential learning by providing DIY STEM kits and engaging in simple experiments with their children.

Are there any specific experiential learning kits for different age groups?

Yes, kits are designed for various age groups, from preschoolers to high school students, ensuring age-appropriate learning experiences.

What are some challenges teachers might face with experiential learning?

Teachers face challenges such as limited resources, time constraints, and the need for specialized training.

How does experiential learning prepare children for future careers?

Experiential learning develops practical skills, critical thinking, and problem-solving abilities, essential for future jobs.

[townpostin]

RVS Academy Launches State-of-the-Art Robotics and AI Lab

New facility aims to nurture innovation and hands-on learning for ICSE students RVS Academy’s cutting-edge Robotics and AI Lab opens doors to advanced technological education, showcasing impressive student projects and fostering future-ready skills. JAMSHEDPUR – RVS Academy marked a significant milestone with the inauguration of its advanced Robotics and AI Lab, designed to enhance practical…

[creyalearningsblog]

The Benefits of AI Coding for Students

AI coding offers a number of benefits for students, including:

Improved problem-solving skills: AI coding requires students to think critically and creatively to solve problems. This can help them to develop their problem-solving skills in other areas of their lives as well.

Increased computational thinking skills: AI coding teaches students how to think computationally, which is a valuable skill in the modern world. Computational thinking is the ability to break down problems into smaller steps, develop algorithms to solve them, and implement those algorithms using code.

Enhanced creativity: AI coding can help students to develop their creativity. This is because AI coding is often about creating new things, such as new AI models or new applications for AI.

Improved collaboration skills: AI coding is often a collaborative activity. Students often work together on AI projects, which can help them to develop their collaboration skills.

Preparation for the future of work: AI is rapidly changing the world of work. AI coding can help students to prepare for the future of work by teaching them the skills they need to develop and use AI systems.

In addition to these general benefits, AI Coding for Schools can also offer students specific benefits in different academic areas. For example, AI coding can help students to learn about math, science, and engineering. AI coding can also help students to develop their communication and writing skills.

Overall, AI coding is a valuable skill for students to learn. It offers a number of benefits that can help students to succeed in school and in the future of work.

Here are some specific examples of how AI coding can be beneficial for students in different academic areas:

Math: AI coding program for schools can help students to learn about math concepts such as linear algebra, calculus, and statistics. These concepts are essential for developing AI systems.

Science: AI coding can help students to learn about science concepts such as machine learning, data mining, and natural language processing. These concepts are used to develop AI systems that can learn from data and perform tasks such as image recognition and speech recognition.

Engineering: AI coding can help students to learn about engineering concepts such as software engineering, algorithm design, and data structures. These concepts are essential for developing and deploying AI systems.

Communication: AI coding can help students to develop their communication skills by requiring them to explain their code to others and to collaborate on AI projects.

Writing: AI coding can help students to develop their writing skills by requiring them to write clear and concise code documentation.

Overall, AI coding is a well-rounded skill that can be beneficial for students in a variety of academic areas.

For more information visit : https://creyalearning.com/stemlearning/

[yellowballoondogs]

My x-men teacher headcannons

Scott Summers

The kids have a dumb nickname for him that he only tolerates because he wants them to think he’s cool (none of them think that)

Now hear me out. He’s the drivers Ed teacher. (Yes this extends to the X-jet) I just think it fits him- I can’t even explain it

Every-time a student asks him to sponsor a club he just says yes. He ends up with a variety of random clubs to sponsor

Rouge

The kids are afraid of her at first but love her by the end

She teaches auto-mechanics and gym

She really wants to coach some kind of sports team but hasn’t had the time for it

Remy Lebeau

The kids love him. They trust him and think he’s cool. None of the adults do.

He teaches sex-Ed (canonically) but I think he’d also teach home ec. He loves cooking and spent the entire krakoa era househusbanding- he’d love it.

He really wants to run a cooking club but can’t get enough students to join

Kurt Wagner

In cannon most students think he’s creepy but it’s a school for mutants so fuck that. They love him in my heart. They just also think his jokes are stupid and he’s cringe.

He started out teaching German but got bored of it pretty quickly

I could’ve see him as a kinder garten teacher. He loves working with the little ones and they love him. He’s definitely one of those teachers who has a classroom theme every year that they overdecorate for.

If he’s not a kindergarten teacher he’d do theater. Man would go all out for a Shakespearean play,

He also runs a ton of extracurriculars- baseball (which he canonically loves), Bible study, and gymnastics. He really wants a sword fighting club but was rejected because it was too dangerous.

Colossus

He has a gaggle of kids that hang out in his room during lunch

He teaches art class (I’m fairly certain that’s already cannon)

He runs an art club and does the school musical every year, which he runs like the goddamn navy

Kitty pryde

Tries to stay hip with the kids and lets them call her by her first name.

She teaches any tech related class or club you could think of. Even if only one student is interested she will beg for it to be on the curriculum

I don’t think she’d actually enjoy being a teacher all that much. Maybe later on she’d go on to be a dean or social worker, and much later the headmistress.

She runs a robotics club that she’s been trying to bypass anti mutant laws to bring to state competitions every year. She also runs the Jewish student union

If you want me to do anyone else please just ask (:

[multifandomneeerd]

Accio Thunderbolts

Part One Masterlist

Summary: Thunderbolts go to Hogwarts AU, Bucky angst edition!

Trigger warnings: Bucky definitely has a panic attack, very small mention of blood, grief over a main character (Steve)

Word count: Once again, typed in my notes app. Will figure something out later

Notes: Weeeeell I meant to write Bucky meeting the other Thunderbolts but this came out instead. I cried while writing this, but that’s probably because I’m sick though.

The Great Hall was exactly the way Bucky remembered it, despite the fact that a huge battle had taken place here only several months before. The mood was definitely livelier though. The Sorting was interesting to watch. His own had been rather dampened by the war. 

He dutifully applauded the eight new Gryffindors. Three boys, five girls. One of the boys seemed terrified. Bucky felt a little bad for him. He wondered if he had looked that scared during his Sorting. 

McGonagall made the announcements this year. He had heard she was made headmistress. He didn’t really care much though. Anyone would be better than Snape.

He was barely paying attention when she began explaining new class schedules. 

“Due to some, ah, interruptions in our curriculum last year-“

Bucky repressed a snort of laughter. ‘Interruptions’ was a major understatement. 

“-classes will be set up differently to accommodate-“

Bucky tuned her out. He was itching to get out of here, away from all the people. He didn’t even realize he was staring until Sam nudged his shoulder. 

“You alright? You’re staring into space again.”

“I’m fine,” he muttered. He wasn’t really, but there was no need to worry Sam. 

He robotically ate once the food appeared. The flavours were overwhelming after the bland stuff the Death Eaters had fed him. Even after a few months of eating normally again, he still wasn’t used to regular food. 

When it came time to go to their dorms, Bucky trailed behind Sam. He could see the trio of first years who had sat beside him giggling and whispering together. He hoped there first year was better than his. Although, that really wasn’t hard. 

He vaguely heard the password-penguins-as they entered Gryffindor tower. He knew he was in fight or flight mode, and the only thing preventing him from bolting was Sam. 

When he had been rescued from the Death Eaters’ icy spell, the Wilsons had been kind enough to take him in. The Rogers and Barnes families had already been killed by Death Eaters. Sam had helped him a lot throughout the summer, making sure he was taking care of himself. 

Still, the urge to flee the crowd was overwhelming. Somehow he found himself in the dorm bathroom in his pyjamas, still clutching his school robes. Metal arm on full display. The arm brings back fragmented memories. Escape. Running. Cold snow and sharp stones on bare feet. A blast of light. Being thrown of the cliff. Falling. Pain in his shoulder but numbness in his arm. Red staining the snow. 

He’s crying now, barely aware of it as more memories hit him like a tidal wave. The leering faces of Death Eaters above his broken body. The hospital. A haze of painkiller induced fear and dread. The punishment when he was brought back to his prison. The freezing cold they trapped him in. The thawing. Finding out his family was dead. That his best friend and his family were dead. 

“Bucky, you in here-oh, Buck…” Sam’s voice trailed off at the sight of Bucky sobbing in the corner, curled up on himself like he was afraid of something. Sam gently wrapped his arms around his friend, trying to keep tears from his own eyes. 

“They’re gone now, Buck. They can’t hurt you again.” Sam hardly sounded like a twelve year old kid comforting another twelve year old. He sounded older, more mature. That was what war does, after all. Makes kids grow up too fast. 

Sam stayed as Bucky wiped his eyes and helped him gather up his robes. Leaving the bathroom, Bucky made a beeline for his bed, hoping to avoid John. He could hardly stand to be around the blonde now. He reminded Bucky of Steve, in spite of how different they were. John seemed to return the sentiment in some way, based on how he went out of his way to avoid him.

Bucky noticed how the beds that had once belonged to Steve and Lemar were untouched. It gave him comfort in some strange way. He could almost make himself believe Steve would be coming back. As if he were just on vacation instead of gone forever. 

Bucky had visited the grave once. It was small, placed next to Mr. and Mrs. Rogers. Easily missed if you weren’t looking. He had cried then too. Asked Steve why he left so soon. There had been only echoes of his own sobs in answer. 

Taglist: @busyheadkeepbreathing @luri-isa @thistlehorse

Let me know if you want to be added or removed!

[steambot-shenanigans]

Timeline for Sparky the robot!

She technically borrows lore from two other steampunk bands so shoutout to you Mechanisms and The Cog is Dead fans

1650 BCE- A pirate airship flies out of a red portal and crashes in Egypt. The pilot, a woman who is not from this time, nor was she from the dimension the ship sailed in from crawls out of the wreckage. Sunset Val was the captain and she went down with the ship, but she did not die. Not yet. She follows a red glow to a cave, past the blue and green crystals to a deeper chamber where she finally died.

1895 CE- a vampire scientist from space named Doctor Carmilla finds the bones that have been exposed to Red Matter for so long and, still in the cave, attempts to build a mechanical body around the skeleton and powered by the red matter energy in her bones, but didn’t have the technique figured out completely yet. The prototype’s clockwork heart was crafted well, and its mechanical lungs worked just as planned. But the power to its central processor was not strong enough, so while its chassis and skeleton could repair itself, it could barely think, and it took a long time to move

1897- tremors from giant clockwork elephants and a very big steam powered giraffe cause a cave in to the section of the cave the prototype resides in. Doctor Carmilla escapes but the automaton is trapped inside

1924 April 24th- while looking for a new matter type to experiment with, Peter Walter II finds the prototype left in the cave and brings it home to fix it up and repurpose her for a babysitter for his son, Mark Ray Walter, but avoids completely deleting her original programming through the use of a code switch. In one mode, M mode, she retains her original chaotic space pirate programming, and in the other, W, she retains her memories and opinions of people, but has the objective of taking care of the Walter children and manor and a more motherly personality

1935- While in M mode, Sparky almost kills someone. It is covered up and the family decides to keep her in W mode for a while, fitting her with a cover for it so it doesn’t accidentally get flipped

1941- knowing that Sparky doesn’t like being left behind in the manor while her siblings are fighting WW II, the Walters send Sparky to a local summer camp to be a councilor

1942- A version of Sparky from the future arrives because she didn’t want to miss Peter Walter IV’s fifth birthday. She stays for a bit longer and has some strange and tragic stories from space but doesn’t talk much about how she encountered those stories as she wants to avoid “spoilers”

1947- Future Sparky leaves and present Sparky comes back from the Summer camps and various other teaching/babysitting jobs

1983- Sparky is upgraded to the QWERTY operating system along with the other robots

1986- Peter Walter VI is born and Sparky, still partially blaming her future self for the death of Peter Walter IV becomes protective of the child and doesn’t tell him her space stories that she heard secondhand from one of the people who met her future self

1996- Peter Walter VI is taken out of school because of bullying and homeschooled with the help of Sparky, Annie, Wanda, and anyone else who has the time and knows a thing or two. Sparky’s educational protocols are updated with up to date academic content from 1-12th grade, and an algorithm for continuous self updating as standard curriculum for the state of California changes

2006- Peter Walter VI wants to find out who originally created Sparky and lets her go in M mode for the first time in a while to try and figure it out. The clues- mainly a programmer’s signature deep in her code and the stories her future self told lead to Doctor Carmilla and her band of mechanically enhanced space pirates

2010- Sparky finds the band in London and starts a plan to alternate between spending time with the Mechanisms and with the Walter family. Sometimes due to time travel she will stay with the Mechanisms for 2,000 years and then come back 2 years before she left but she does her best to figure it out

2023- Sparky arrives back at Walter Manor and catches up with the robots and people about everything she’s missed. The robots prank her by convincing her there was another robot that got built while she was gone named Ralph

2024- Sparky attends the May 31st show to support her siblings. She brings a lollipop and three hand made and painted paper boats

Sparky attends the Skeleton Hoedown show with a friendly paint eating robot, and does up her faceplate nice and spooky for the occasion

2025- Sparky befriends a Becile Industries cyborg scientist and a very fast green matter robot…

[stevebattle]

Officer Mac "CHM133" – NYPD (1984) by 21st Century Robotics, Monroe, GA. "This 21st Century Robotics robot was "an ambassador for the police". It was operated by remote control, showed videos about public safety, and was used as a "non-threatening aide to help counsel abused children". " – The Old Robots

"A new crime prevention program was instituted in 1984 aimed at enhancing the safety of the most vulnerable segment of our society - our children. In November, the Department unveiled a specialized police robot designed for school-related child safety programs. "Officer Mac" was donated for use by the Crime Prevention Section to instruct grammar school children on "stranger-danger," drug awareness and traffic safety. Working closely with officials from the Board of Education's Division of Curriculum and Instruction, a program has been devised and carefully scripted, using non-threatening language, for children in kindergarten through the second grade. Three police officers, chosen for their sensitivity, were assigned to assist "Officer Mac" in his assignment. Due to the mechanical characteristics and size of the robot the Department initially limited Officer Mac's visits to schools which were handicap-accessible (ramps or ground-level entry). The program started December 12, 1984. That very afternoon the Crime Prevention Section received an anonymous telephone call from a 7 year-old, who had been present at the lecture earlier that day, asking for advice about someone "touching him". That single phone call speaks volumes about the need and timeliness of Officer Mac's mission." Police Department, City of New York, Annual Report 1984 (P27).

[vivekpandeyy1]

Sparking Young Minds: Building a Fun and Engaging Robotics Curriculum for Primary School

By introducing robotics at this stage, we can ignite a passion for Science, Technology, Engineering, and Mathematics (STEM) in young minds. This article explores the benefits of incorporating a robotics program into your primary school curriculum and provides practical tips to get you started.

Why Robotics in Primary School?

Integrating robotics has numerous advantages that extend far beyond building robots. It fosters:

Critical Thinking and Problem-Solving: Students learn to break down challenges into smaller steps, experiment with solutions, and adjust their approach as needed. This iterative process builds valuable problem-solving skills applicable across all subjects.

Creativity and Innovation: Robotics encourages children to think outside the box. They use their imaginations to design robots for specific tasks and then translate those ideas into reality.

Collaboration and Teamwork: Many robotics projects involve teamwork. Students learn to communicate effectively, share ideas, and work together towards a common goal. This fosters cooperation and builds strong interpersonal skills.

Computational Thinking: At its core, robotics involves programming robots to perform specific actions. Even at a basic level, this introduces children to the logic and concepts behind coding, a crucial skill in today’s world.

Confidence and Self-Esteem: Successfully completing a robotics project can be incredibly rewarding for young students. It boosts their confidence and fosters a sense of accomplishment.

Building a Fun and Engaging Robotics Curriculum

1. Choose Age-Appropriate Tools and Kits:

For young children, simpler robotics kits are ideal. Look for age-specific options that utilize block-based programming or visual coding interfaces. These platforms allow students to focus on the concepts and problem-solving aspects without getting bogged down by complex coding languages.

There are many fantastic educational robotics kits available, such as Lego Mindstorms Education EV3 and Thymio. Consider factors like budget, class size, project complexity, and desired learning outcomes when choosing a kit.

2. Start with Simple Projects:

Don’t overwhelm students with complicated tasks right away. Begin with introductory projects that build upon each other. Here are some ideas to get you started:

Line Following Robot: This classic project teaches students about sensors, motors, and basic programming concepts. Students can build a robot that follows a black line drawn on the floor.

Maze Solving Robot: Building upon the Line Following project, students program a robot to navigate a maze. This adds a layer of complexity and encourages strategic thinking.

Obstacle Avoiding Robot: Introduce obstacle sensors and programming for conditional actions. Students create a robot that detects and avoids obstacles on its path.

Creative Expression Projects: Let students unleash their creativity by designing robots with specific functions, like robots that draw simple shapes or play a simple melody.

3. Integrate Robotics with Other Subjects:

Robotics isn’t a standalone subject. Integrate projects with existing curriculum to reinforce learning across different areas. Use robotics to:

Science: Explore concepts like force, motion, and sensors in science lessons. Use robots to test scientific theories or simulate natural phenomena.

Mathematics: Apply mathematical concepts like measurement, direction, and angles while programming robots to perform specific tasks.

Language Arts: Create stories involving robots, write instructions for programming robots, or use robots to act out scenes from a play.

Social Studies: Design robots that could be used to solve real-world problems or learn about robots used in different industries.

4. Make it Playful and Engaging:

Learning should be fun! Incorporate games, challenges, and storytelling into your robotics curriculum for primary school. Encourage friendly competition and celebrate successes as a group. Consider these ideas:

Themed Projects: Design projects around popular themes like space exploration, animal habitats, or historical events.

Robotics Olympics: Organize a fun-filled event with mini-challenges for students to showcase their robots’ abilities.

Guest Speakers: Invite professionals working in robotics to share their experiences and inspire students.

5. Provide Ongoing Support and Feedback:

Students will learn best through exploration and experimentation. Be available to answer questions, provide guidance, and offer feedback throughout the project.

Remember, the goal is not to create robotics experts at this stage. It’s about nurturing curiosity, fostering problem-solving skills, and making learning about STEM subjects engaging and enjoyable.

Ready to Get Started?

Technobotics.in offers a wide range of educational robotics kits and resources specifically designed for primary school educators. Their website provides comprehensive

[lolforu]

2012 TMNT HEADCANNONS :D

HEADCANNONS ON : what they'd do for fun ! + with reader (romantic / platonic)

warnings : none :)

..............................................................................................................................

Leo : - I feel like Leo would train for fun, but also when he's not being serious leader he'd come up with Jupiter Jim stories, ones of his own, a side of him nobody else would know

-What I feel like he'd also do for fun is meditate and learn techniques from splinter. the others think he's wasting time but all of this comes in handy in battle.

-When he's with !reader I feel like if you two ever hung out you'd practice and be active, jumping across roofs on Leo's shoulders/ back included !

-If either he or you are in a mood when you're hanging out, he'd bust out Jupiter Jim movies and watch them in silence until it becomes too awkward and one of you breaks the said silence

..............................................................................................................................

Raphael :

-With Raph, I feel like when he's in a private space of his own he'd not only play with his action figures but also make up a WHOLE plot line, I feel like he'd create a whole story, beginning to end, episode by episode. he doesn't tell ANYONE about this.

-as he would be, he'd also train like Leo but with his punching bag, imagining it was Mikey mainly.. but also the shredder and spider bytez. (he loves his dear brother Mikey.. really.)

-Apart from action figures, I'd also imagine him training with weights to you know, gain strength. but he might also go out on solo runs (maybe to find special edition action figures all for himself...)

-when this stubborn turtle is hanging out with !reader however, the big bad wolf persona falls down like straw, he allows you to join him in creating a bigger plot for his action figures and to also go out on runs with him.

-he may also spar with you (if you're up for it) as per his competitive spirit

..............................................................................................................................

Donatello :

-Donatello definitely experiments for fun, mutagen tests may not be too fun, but he definitely researches and experiments on smaller creature, for the biology of them n all.

-apart from tests, Donnie would strategize and play chess with his robotics, not only would he pay chess but he may hack into local schools to review their curriculum, maybe to learn more about what humans do socially but also to fix what was incorrect about the lessons they were learning.

-when Donnie is with !reader however, one situation you may be in is being his test subject. socially. poor Donatello doesn't understand much of humans in a personality side of things but because of you, he's willing to put down whatever concoction he was creating and listen to your human kind lessons, what to do and what not to do when approaching a person.

-a secondary situation in what you two would do for fun is stargaze. observe the sky together with a telescope of his (Donniefied though) , if you were intellectual like him, and obsessed with the stars, he'd most likely have fun just listening to your "ooo's" and "ah's" whilst taking in the glistening night above you.

-its either those or he'd buffer at the fact that you were actually talking to him (if it were romantic)

..............................................................................................................................

Michelangelo :

-Mikey is almost never bored. I'm lying. when he's bored, he's usually chatting to ice cream kitty about the day and what he wants to do throughout the say. although he never gets around to doing any of those things, but what he does getting around to do is watching ahead of his brothers in Jupiter Jim with ice cream kitty

-another extracurricular activity he'd have is spying on his busy brothers, watching Donnie and his focus in experiments, Raph and his action figures, and sometimes Leo and his rigorous training.

-if all doors were closed and he was STILL bored, he's go out to the rooftops with Casey and skate anywhere they could, maybe some risky races along the new york streets would be allowed too.

-when mikey is with !reader however, he'd just have fun entertaining you, cracking any jokes and any thoughts he could gather up inside his head, you two would get up in the middle of the night with markers and draw on the brothers as pranks too which would be all you'd giggle about.

-you two would also skate together, basically attached at the hip, you'd dance together, run together, sleep at each others houses (if you lived alone), anything you two did was together, 2 braincells are better than one

..............................................................................................................................

READERS NOTE :

I had a fun time writing these head cannons, I tried making it as true to the 2012 series as I could but also added in some bits here and there!

(PLEASE PLEASE PLEASEEE REQUEST MORE!!!)

[gallifreyinstituteforlearning]

what were the Doctor's and the Master's education like? like which Chapter schools did they go to and how long did they stay and such?

What were the Doctor and the Master's school days like?

The early lives of the Doctor and the Master contain a lot of contradictory information, so below is the path of least resistance.

🌱Early Days

The Doctor (AKA Theta) was from the Oldblood House of Lungbarrow, and the Master (AKA Koschei) was from the Newblood House of Oakdown, both of which were in the Prydonian Chapter.

In their youth, they would have both undergone a period called brainbuffing. This intensive education, supervised by robotic avatroids in their Houses, involves learning the very basics.

🎓Academy Initiation

At the age of 8, candidates for the academies take an entrance exam. Both Koschei and Theta passed these and were taken from their Houses and put in dormitories at the Prydon Academy.

Theta and Koschei met on the first day and instantly bonded, becoming fast friends. They were both tutored by Borusa, a stern yet influential mentor. They would often cause trouble together and go AWOL from classes. One excursion led to the death of a fellow student named Torvic - an event that would change Theta and Koschei's lives forever.

🌌 The Untempered Schism

Somewhere in the first term, both Theta and Koschei were taken for the Untempered Schism initiation, where they were made to stare into a gap in spacetime.

Koschei: Koschei's experience was very traumatic. He was overwhelmed by the sound of drums—a relentless beat that would haunt him for the rest of his lives. This drumbeat, coupled with the fallout from that day with Torvic began to warp his mind and soul.

Theta: Theta, on the other hand, was terrified by the Schism, and he ran away. This instinct to run would become a defining characteristic of his lives.

Once this was complete, their proper education began.

For more on grade levels/years, see the related section.

🏫 Entrance to the Time Academy

In 5th Grade at around aged 20, students take the entrance exam for the Time Academy. Both Theta and Koschei passed these. They didn't need to go anywhere else, because Prydon Academy is also the Time Academy - it's the only academy able to give out the title of Time Lord.

🧠 The Time Academy

For more on classes taught, see the related section.

The curriculum at the Time Academy was challenging and varied. From advanced temporal theory and stellar engineering to telepathic disciplines and even recreational mathematics, the Academy was designed to push young Time Lords to their limits.

Theta and Koschei were inseparable for a lot of this time, sharing a love for experimenting with forbidden sciences. They played pranks, like trapping a teacher in a time loop, and often skipped classes to engage in unsanctioned experiments. Koschei excelled at hypnotism and took pleasure in teaching Theta some of his tricks, although their uses of these skills would diverge dramatically in the future.

They were also part of an elite group known as the Deca, which included other future renegades like Ushas (who would become the Rani). The Deca engaged in activities ranging from building 'time flow analogues'—devices to disrupt each other's experiments—to forming a band called the 'Gallifrey Academy Hot Five,' where Theta played the lead perigosto stick and Koschei played the drums.

Amidst all their studies and mischief, the two made a pact to one day explore every star in the universe together. Cue the sad violin music. 🎻

🎓 Graduation

As they approached graduation, the differences in their outlooks became more obvious. Koschei saw himself as destined for greatness, driven by a desire to control and shape the universe. Theta, in contrast, was more of a dreamer, fascinated by the beauty and mystery of the universe rather than its domination. Their friendship began to fracture after an incident where Koschei broke a promise, leading Theta to realise that their paths were too different to remain friends.

According to some accounts, both Theta and Koschei graduated at around 236 years old, as part of 'The Class of the 4th Millennium' or 'the Class of '92'. While Theta supposedly passed his Time Lord qualifying exams with the lowest possible passing grade—51%—other stories suggest he was expelled before he could graduate due to his political views.

🚀 Beyond Graduation

Some accounts suggest Koschei stayed on at the Academy to get another degree, while others say he went into teaching for a while, or maybe something else. Theta, meanwhile, might have worked a few jobs before he took a TARDIS and left, depending on who you ask.

Related:

💬|🧸🏫What are young Gallifreyans/Time Tots taught?: Detailing what the kids of Gallifrey are taught.

💬|🧸🏫How do grade levels work in Gallifreyan schooling?: How the Gallifreyan education system works.

💬|🏡👪What does a traditional family/House dynamic look like?: Houses and their internal structures.

Hope that helped! 😃

Any orange text is educated guesswork or theoretical. More content ... →📫Got a question? | 📚Complete list of Q+A and factoids →📢Announcements |🩻Biology |🗨️Language |🕰️Throwbacks |🤓Facts → Features: ⭐Guest Posts | 🍜Chomp Chomp with Myishu →🫀Gallifreyan Anatomy and Physiology Guide (pending) →⚕️Gallifreyan Emergency Medicine Guides →��Source list (WIP) →📜Masterpost If you're finding your happy place in this part of the internet, feel free to buy a coffee to help keep our exhausted human conscious. She works full-time in medicine and is so very tired 😴

[jhsharman]

Dilton's Forgotten Literary Career

Particular to artist Tom Moore for the 1950s, but he did create as much or more Dilton as central character material than anyone else -- it is where you are filling up one and half pagers for 'Archie's Joke Book' as opposed to the main title characters for Archie, Jughead, or Betty and Veronica. Maybe there is a pre-Sputnik mindset here, the event that scared the US government and brought up a beefing up of our science curriculum -- but in the game of pounding out material, Tom Moore has Dilton not creating robots or firing off rockets. Dilton is a struggling and aspiring poet. Or playwright. Same difference.

It makes for a quick go-to for punchlines, and in the case of "Dilton's Poetry Corner" -- a slot for daffy limericks. I guess they moved Dilton assuredly into the sciences and inventioneering, because the limericks spot continued with Archie standing there -- not as serious a pursuit for him.

Evidently good enough to actually get school go-aheads for production, which is something whatever the faults of his plays puts him beyond most high school students -- but everybody was a critic.

His poetry led to nothing but rejections. Rejections led to aspersions of a grand conspiracy against him.

The World is not ready for the artistic vision of Dilton Doily. But -- even so, he takes solace in the martyrdom of Philosopher Kings of yore.

Never trust anyone hopped up Plato.

And with that, Mr. Weatherbee warns Dilton of the financial perils and realities of his aspiration and Dilton moseys into the STEM fields. And general smart-assery.

[hollowsart]

I do like how Norman Osborn was chosen to be the Green Goblin by the writers who originally didn't even know who actually WAS the Green Goblin, because Norman is like.. the last person you'd ever think would be GG

however.. to me.. it doesn't exactly make much sense. his motives and reasons don't equate in my mind for any logical or reasonable reason for him to BE the Green Goblin in the first place:

Son is a loser crybaby whiner worthless heir to his corporate legacy in his eyes, an utter disappointment

Son's friend seems more like a promising young mind that he is actually interested in having take over for him or at the very least come work for him.

Son's friend is put-off by him and rejects his offers to come work for him and he feels upset by this??

??????

Kill Spider-Man? For some reason?

idk I just never understood it much. I feel like a fun and better and more logical choice would have been Harry right from the start. you could say he was fed up with his father and so he decided to steal some of his dads own technology and such, finding that "Globulin Green" enhancement drug thing as well maybe idk (most of his "insanity" would be derived not from a side effect of the drug, but from his own bottled up anger and frustrations against his dad. the drug merely exacerbates it)

Harry's taking more after school curriculums that involve more advanced levels of engineering and computing/programming and even some robotics maybe?

This is all to help him put together the whole "Green Goblin" thing, building the glider from the stolen tech as well as little pumpkin grenades/bombs and possibly more.

Then.. It ends up with Harry VS Spider-Man cuz Spidey came around to stop Harry from trying to potentially kill his dad. It's not like Norman has really done anything to deserve the saving, but there's better ways of dealing with this. Harry's way is far too extreme, far too over the edge.

but this can just lead to a really hard hitting moment when Harry learns that his best friend Peter is Spider-Man:

"You? You were the Spider-Man? and you didn't do anything to help me even though you knew? About my dad and everything I'd been having to go through?

..I thought you were my friend.

I guess you really don't know anyone as well as you'd think, not even your own childhood friends." -- Harry after Peter reveals himself to be Spider-Man.

[tealcicada]

THE IMAGE OF MEGATRON AT AN PTA MEETING ROASTING LINDA FUCKING KILLS ME. PLEASE DRAW IT.

As a head, he has nothing but time to write emails to the school board with his correct opinions. He has so much beef with Linda, the woman who keeps trying to change the curriculum to suit her infinitely miniscule view of the world, she even thinks the Earth is flat. He's personally seen that it is very much NOT flat.

(Sari's probably homeschooled after some close calls with lasering the other kids or accidentally outing that her second dad may just be a robot head and thats why he can never make it to parent teacher conference night)

I love this idea and when i have to the time I'll come back and doodle it! Thanks for the ask!!