PRIMER ON ROBOTICS AND AI

IV. SYLLABUS
CLASS X

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Robotics
Overview of Syllabus
1. New Age Robotic Systems
Warehouse Robots, Assistant Robots, Smart Homes, Smart Schools, Smart mobility,
Autonomous Cars/Driver Assisted Cars, Autonomous Drones, Robotics for Medicine and
Healthcare, any other (give examples). Why NARS are relevant and possible. Some common
examples of robotic systems such as, elevator.
2. From Robots to Cobots
(i) Difference between a machine and a robot.
Difference between a machine and a robot: an understanding of how a robot must
continuously sense, maintain a certain speed and do a certain task that it is programmed to
do, using examples; identification of machine/robot through illustrations.
(ii) Cobots
Meaning of Cobots (as robotic systems with humans in the loop, emphasizing the provision
for human interaction and a multi robot system); difference between Cobot and Robot,
importance of cobots, a brief understanding of the progress from Robots to Cobots.
3. Components of Robots as a System
(i) Introduction to Gears.
Use of gears in robots- transmission and amplification of force, principles of gears, types
of gears, gear ratio (brief understanding with examples).
(ii) Sensors in Robotics.
Types of Sensors based on application (Vision, tactile, temperature, range and proximity
detection, motion, navigation, speech recognition) with examples only.
Classification of sensors as Internal Sensors (Position, Velocity, Acceleration and Force
Sensors) and External Sensors (Contact type, Non-contact Type Sensors). Functions of
sensors.
(iii)Actuators
Brief understanding of actuators and their application; types of actuators (linear and rotary)
with examples such as joints and wheels.
(iv) Controller for a Robotic System
Examples of control systems from daily life: regulation of fan, refrigerator, and air
conditioner.
Control systems in robotics: Meaning, functions and working; differences between manual
and automatic control systems. Block diagrams to be used to illustrate (Input-controller-
robot-feedback).
(v) Integrating Sensors, Actuators and Controller in a Robotic System
Illustration using a simple example: how angular position is measured by a position sensor
of a robotic arm is controlled by driving the revolute joint using a motor.

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4. Visualization, Design and Creation of Components

(i) Application of Mechanical Block of Robotics.
Visualize, design and create components of a robot.
Using Tinkercad to visualize, design, and create the components of a robot; the different
types of joints: revolute and prismatic, RR Mechanism.
(ii) Visualization of motion.
Use of Tinkercad to visualize motion of the components designed.
5. Integrating Robots as a System
Building simple robotic systems, wheeled mobile robot, Single Board Computer coding
Using Tinkercad to build simple robotics systems, for example, RR Mechanism. Building simple
systems up to a mobile robot with four wheels.

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1. New Age Robotics Systems (NARS) Overview

The New Age Robotic Systems (NARS) refers 1.6 Autonomous Cars:
to the transformation of the traditional • Operate without human intervention.
practices in Robotics through innovative • Example: Tesla's Autopilot.
approaches using cutting-edge technologies to 1.7 Autonomous Drones:
create more sophisticated versatile and • Fly and perform tasks autonomously.
intelligent robotic systems. The following are • Example: DJI's Mavic drones.
some of the applications:
1.8 Healthcare Robotics:
1.1. Warehouse Robots: Assist in surgery and patient care.
• Automate inventory handling. Example: da Vinci Surgical System.
• Example: Amazon's Kiva robots.
Note: Explanation of each topic can be a
1.2. Assistant Robots: classroom activity.
• Aid in daily tasks.
• Example: Roomba robot vacuum. Relevance and Possibility of NARS:
• Relevance: Revolutionize industries,
1.3. Smart Homes: enhance efficiency.
• Integrate robotics for comfort. • Possibility: Enabled by tech
• Example: Samsung's Bot Handy. advancements.
1.4. Smart Schools:
• Use robots for teaching.
• Example: NAO humanoid robot.
1.5. Smart Mobility:
• Enhance transportation with tech.
• Example: Waymo's autonomous
vehicles.

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2. From Robots to Cobots

2.1 Difference between a machine and a 2.2 Cobot

robot "Cobot" stands for Collaborative Robot. They
Feature Robot Machine are robotic systems designed to work
Autonomy Operates Requires alongside humans in a shared workspace,
independently, human emphasizing interaction and collaboration.
with minimal operation or Unlike traditional industrial robots, cobots
human programmed to operate without physical barriers and prioritize
intervention follow a fixed
safety for human interaction. Cobots often
set of
instructions function as part of a multi-robot system,
Intelligence May have Typically lacks collaborating with each other and humans to
varying intelligence or achieve common goals. This allows for
degrees of has very flexible and adaptable automation, especially
intelligence, limited in dynamic environments.
from basic decision- Example: MANAV Humanoid Robot:
programming making Initiative developed by the Indian Institute of
to advanced capabilities Technology (IIT) Bombay. It is designed to be
AI a versatile and adaptable robot capable of
Mobility Can move Stationary or performing various tasks and functions.
around and has limited
interact with movement
the physical within a
world defined space
Sensors Often has May have
sensors to sensors for
perceive its specific inputs,
environment but not as
comprehensive
as a robot
Adaptability Can adapt to Limited
changing adaptability, 2.2.1 Difference between Cobot and Robot:
situations relies on pre-
within its programmed Feature Cobots Robots
programmed responses Designed to Operated
parameters work separately
Collaboration
Complexity More complex Less complex, alongside from
due to the focusing on humans humans
need for specific tasks Equipped
autonomy, Often
Safety with sensors
intelligence, enclosed in
Features and collision
and mobility safety cages
detection
Examples Industrial Washing
More
robots, machine, Less flexible
flexible and
surgical calculator, Flexibility and more
easier to
robots, blender specialized
reconfigure
autonomous
vehicles

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Commonly 2.2.3 Progress from Robots to Cobots:

Used in used for Early robots focused on speed, precision, and
collaborativerepetitive power were designed to operate autonomously
Applications
tasks across tasks in in closed environments. However, concerns
various industrial about safety and the need for flexible
industries settings automation led to the development of
2.2.2 Importance of Cobots: collaborative robots.
Cobots emphasize safety, ease of use, and
• Increased productivity and efficiency:
adaptability, allowing for human-robot
Cobots can handle repetitive tasks while
collaboration in shared workspaces. This shift
humans focus on complex ones, leading to
reflects a growing understanding of the
faster production cycles.
benefits of human-robot collaboration.
• Improved worker safety: By taking over
hazardous tasks, cobots reduce the risk of
injuries for human workers.
• Enhanced flexibility and adaptability:
Cobots can easily adapt to changing
production demands and new tasks,
making them suitable for dynamic
environments.

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3. Components of Robots as a System

Cameras: Used for visual perception, object
Prerequisite: Refer to Chapter 2 of Grade 9
recognition, and navigation.
3.1. Introduction to Gears
3.2.2. Classification of sensors as Internal
Gears are used in robots for the transmission Sensors and External Sensors:
and amplification of force.
Internal Sensors: Used to monitor the internal
Types of gears: There are several types of
state of the robot. Examples include position
gears, including spur gears, bevel gears, worm
sensors, velocity sensors, acceleration sensors,
gears, and planetary gears. Each type has its
and force sensors.
own set of characteristics and is used for
External Sensors: Used to gather information
specific applications.
about the robot's environment. Examples
Gear ratio: The gear ratio is the ratio of the
include contact type sensors (e.g., touch
number of teeth on the output gear to the
sensors) and non-contact type sensors (e.g.,
number of teeth on the input gear.
infrared sensors).
Example: If an input gear with 10 teeth is
Functions of sensors: Sensors provide the
connected to an output gear with 20 teeth, the
robot with data about its environment or its
gear ratio is 1:2.
internal state, which is essential for decision-
3.2. Sensors in Robotics making and control. They enable the robot to
A sensor is a device whose purpose is to sense interact with its surroundings and adapt its
(to detect) some characteristic of its behavior accordingly.
environments. It detects events or changes in
quantities and provides a corresponding 3.3. Actuators
output, generally as an electrical or optical Actuators are the components responsible for
signal. the robot's movement and manipulation of
objects. Actuators allow robots to actually
3.2.1. Common types of sensors in robotics
execute the task they are meant to do. They
include:
execute the processed data from the
Ultrasonic Sensors: Measure distances using microcontrollers and convert it into motion. It
sound waves, useful for obstacle detection. gives mainly two abilities to the robots-
Infrared Sensors: Detect heat or proximity, Locomotion and Manipulation.
often used for line-following in mobile robots. 3.3.1. Types of actuators:
LIDAR (Light Detection and Ranging):
Linear actuators: Convert electrical energy
Provides precise 3D mapping and distance
into linear motion. Example: solenoids.
measurements, commonly used in autonomous
Rotary actuators: Convert electrical energy
vehicles.
into rotational motion. Example: motors.
Tactile sensors: Used to detect touch or
Examples: In a robotic arm, linear actuators
pressure. Example: Pressure-sensitive pads.
can be used to extend or retract segments,
Temperature sensors: Used to measure
while rotary actuators can be used to rotate
temperature. Example: Thermocouples.
joints or wheels.
Motion sensors: Used to detect movement.
Example: Accelerometers. 3.4. Controller for a Robotic System
Navigation sensors: Used to determine the Control systems are used in various
position and orientation of the robot. Example: applications to regulate the behavior of a
GPS. system. Examples include the regulation of a
Speech recognition sensors: Used to interpret fan, refrigerator, and air conditioner.
spoken commands. Example: Microphones.

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Control systems in robotics: In robotics, 3.5. Integrating Sensors, Actuators, and

control systems are responsible for processing Controller in a Robotic System
data from sensors, making decisions based on Let’s consider a robotic arm with a revolute
that data, and sending commands to actuators joint controlled by a motor. The angular
to control the robot's actions. position of the joint is measured by a position
Differences between manual and automatic sensor. The sensor data is sent to the control
control systems: Manual control systems system, which processes the data and sends
require human intervention, while automatic commands to the motor to control the joint's
control systems operate autonomously based movement. The position sensor provides
on programmed instructions and sensor inputs. feedback to the control system, allowing it to
make adjustments and maintain the desired
position.

Figure 34: Block Diagram of controller

for robotics system.

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4. Visualization, Design and Creation of Components

4.1. Application of Mechanical Block in In summary, the mechanical block in robotics

Robotics: plays a vital role in creating components for
In the realm of robotics, the mechanical block various applications, from industrial
is crucial for visualizing, designing, and automation to medical surgery, utilizing joints
creating individual components. This involves like revolute, prismatic, and mechanisms such
understanding the mechanical properties and as RR for enhanced functionalities.
functionalities of parts such as actuators,
motors, gears, joints, and frames. Tinkercad, a 4.2. Visualization of motion
3D design tool, facilitates the digital modeling Visualization of motion refers to the graphical
of robot components, making it accessible for representation of the movement and behavior
beginners. of a robot or a robotic system.
4.1.1. Revolute Joint: • Definition: It's the graphical
• Definition: Allows rotation around a representation of a robot's movement and
single axis (rotary or hinge joint). behavior.
• Application Example: Robotic arms in • Tinkercad Usage: Tinkercad facilitates
assembly lines for tasks like welding and motion visualization by creating
packaging. animations of a robot's components. This
4.1.2. Prismatic Joint: includes demonstrating how joints and
• Definition: Enables linear motion along a
limbs move in response to commands,
single axis (linear or sliding joint). aiding in understanding mechanical
• Application Example: Automated influences on movement.
Storage and Retrieval Systems (AS/RS) in
warehouses for precise linear movement in
item retrieval.
4.1.3. RR Mechanism (Rotary-Rotary):
• Definition: Configuration of two revolute
joints in series, providing enhanced range
of motion.
• Application Example: Articulated robotic
arms in medical surgery for minimally
invasive procedures, offering flexibility
and precise movements.

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5. Integrating Robots as a System

Building simple robotic systems, wheeled 5.1. Single Board Computer (SBC) Coding
mobile robot, Single Board Computer coding: for Robotics:
Clearly outline the tasks your wheeled mobile 1. Choosing SBC: Consider factors like
robot will perform, whether it's simple processing power, memory, and
navigation, obstacle avoidance, or more compatibility with sensors and actuators
complex activities. when selecting an SBC (e.g., Raspberry Pi
1. Chassis Design: Construct a sturdy for versatility, Arduino for simplicity).
chassis, providing ample space for motors, 2. Development Environment: Set up the
sensors, and the control system. Material development environment with necessary
like acrylic, plywood, or metal can be used. software, tools, and libraries. Python is
2. Wheel and Motor Selection: Choose common for Raspberry Pi, while Arduino
wheels suitable for the robot's purpose and uses C/C++.
motors based on weight and desired speed. 3. Writing Code: Develop code for sensor
Options include DC, servo, or stepper interaction and actuator control.
motors. Understand program structure, data
3. Motor Driver: Integrate a motor driver reading from sensors, and actuator control
circuit to control motor speed and logic.
direction, ensuring compatibility with the 4. Debugging and Troubleshooting:
chosen microcontroller like Arduino. Address common coding issues through
4. Power Source: Utilize a reliable battery debugging techniques, such as print
pack with matching voltage for the motors statements and verifying physical
and driver. Battery packs are preferred for connections.
their lightweight nature. 5.2. Building a Mobile Robot with Four
5. Sensors: Select sensors based on the Wheels:
robot's function, such as ultrasonic or 1. SBC Selection: Choose an SBC based on
infrared sensors for obstacle detection or project requirements, considering factors
encoders and gyroscopes for navigation. like processing power, memory, and
6. Programming: Code the microcontroller compatibility.
(e.g., Arduino) in languages like C++ or 2. Motor Control: Use a motor driver
Python for motor control, sensor input, and capable of handling four motors (e.g.,
logical decision-making based on sensor L298N or L293D). Implement Pulse Width
data. Modulation (PWM) for motor speed
7. Testing and Troubleshooting: control.
Rigorously test the robot's movement, 3. Power Source: Opt for a rechargeable
responsiveness to sensors, and overall Lithium-ion or Lithium-polymer battery
functionality. Troubleshoot any hardware matching voltage requirements for both
or software issues encountered. SBC and motors.
8. Iteration: Continuously refine the design, 4. Sensors and Actuators: Include
adjusting parameters like chassis structure, ultrasonic and infrared sensors for obstacle
motor speeds, or code logic for improved detection, along with servo motors for
performance. specific tasks.

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5. Design and Build: Design a balanced and unexpected behavior through coding
stable chassis using material like acrylic or adjustments or hardware checks.
metal. Securely attach components for 8. Further Exploration: Enhance
stability. functionality by adding features like
6. Programming: Code in the preferred computer vision, wireless control, or
language (Python for Raspberry Pi, C/C++ machine learning for autonomous
for Arduino) to initialize motor drivers, navigation.
read sensor data, and implement robot Encourage experimentation and
behavior. modification to foster continuous learning
7. Testing and Troubleshooting: Test the and exploration.
robot’s movement, address any

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Artificial Intelligence
Overview of Syllabus
Note: Key concepts of Class IX need to be revised as a prerequisite.

1. Decision making in Machines/ Computers

(i) Automated versus Autonomous Systems.
Concept of Automated versus Autonomous Systems for Deterministic versus Probabilistic
versus.
(ii) Decision Making.
Human versus machine decision making as subjective and objective respectively; An
understanding of object classification by humans and computers/machines.
(iii)Machine Learning (ML).
A brief understanding of Machine Learning, the role of data and information. Steps in
machine learning. Importance of programming and algorithms in teaching
machines/computers in subjective decision making.
Examples such as fruit sorting.
2. Machine Intelligence and Cybersecurity in Computing
(i) Machine Intelligence – Turing Test.
Human intelligence vs Machine Intelligence; role of the Turing test in AI: a brief
understanding only; connectivity between human intelligence and machine intelligence.
(ii) Cybersecurity
A basic understanding of security and ethical issues such as the unauthorized use of
hardware, theft of software, disputed rights to products, the use of computers to commit
fraud, the phenomenon of hacking and data theft, sabotage in the form of viruses,
responsibility for the reliability of output, making false claims for computers, and the
degradation of work.
3. Components of AI Project Framework
(i) Problem Scoping
Understanding of problem and finding out which factors affect the problem, defining the
goal of the project. The 4 Ws: Who, What, Where, Why. The Problem Statement.
(ii) Data Acquisition
Types of Data, Data Features, Data Sources, Training and testing Data and System Maps.
Importance of acquiring relevant data from reliable sources.
Sources of Dataset in AI – Kaggle Platform
(iii) Data Exploration
An understanding of different ways of representing data to gather meaningful
information: Bar graphs/ histograms, line graphs, scatter plots, pie charts.
(iv) Modelling and Evaluation
Approaches in AI data modelling: Prediction – linear regression. Rule based approach,
learning based approach, supervised learning, unsupervised learning (brief
understanding of each).

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4. Introduction to Data and Programming with Python

(i) Modules and Packages.
Scope and uses of packages, modules and libraries like NumPy, Pandas, SciPy, Matplotlib;
implementation using simple programs in python.
An understanding of what libraries are and why we need them in the first place, the syntax
of importing libraries.
(ii) Lists and Tuples in Python.
Introduction to lists, creation of list, access elements of a list, list operations (append,
insert, extend, sort, search)
Introduction to tuples, creation of tuple, accessing tuples, deleting a tuple, and converting
list to tuple and vice-versa.
(iii) Strings
Introduction to strings, creating strings, traversing a string, multiline strings,
concatenating strings, escape sequences. String operators, string in-built functions:
int string.len()
string string.upper()
string string.upper()
string string.lower()
boolean string.endswith(value)
boolean string.startswith(value)
int string.find(value)
boolean string.islower()
string string.replace(oldvalue, newvalue)
int string.count(value)
boolean string.isalpha()
boolean string.isdigit()
boolean string.isalnum()
string string.join(iterable)
string string[start:end:step]

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1. Decision-Making in Machines
1.1. Automated versus Autonomous In summary, we've covered the distinctions
Systems between human and machine decision-
Explore machine decision-making in AI, making, emphasizing the contrasting nature of
focusing on the contrast between Automated subjective and objective approaches.
and Autonomous Systems. Additionally, explored how both excel at
Automated Systems: Follow predefined rules, object classification using unique methods.
deterministic, consistent output (e.g., 1.3. Machine Learning
thermostat). Machine Learning is a Subset of AI teaching
Autonomous Systems: Higher intelligence, machines to learn and improve without explicit
adaptability, probabilistic decision-making programming, recognizing patterns and
(e.g., self-driving cars). making data-driven decisions.
Deterministic Decision Making: Certain Steps in Machine Learning:
outcomes based on rules, common in
automated systems (e.g., vending machine). 1. Data Collection: Gather relevant data.
Probabilistic Decision Making: Uncertain 2. Data Preprocessing: Clean and prepare
outcomes, involves randomness, prevalent in data for analysis.
autonomous systems (e.g., self-driving cars). 3. Training: Teach the machine using labeled
Understanding these distinctions is crucial for data.
comprehending AI decision-making 4. Testing and Validation: Evaluate
complexities. performance on new data.
5. Deployment: Implement ML model in
1.2. Decision Making real-world applications.
Introduction: Exploring after machine Programming and Algorithms: Crucial in
decision-making, now delve into human vs. executing ML algorithms, providing a
machine decision processes. Highlighted the framework for subjective decision-making.
contrast between subjective (human) and Practical Example: The steps involved in
objective (machine) decision-making. building a machine-learning model to predict
(a) Human Decision Making: Influenced by student scores
emotions and context. Example: Career • Data Collection: We use a small dataset
choices based on personal values and of student scores.
societal expectations. • Data Preprocessing: In this simple
(b) Machine Decision Making: Objective, example, the data is already clean.
data-driven, devoid of emotions. Example: • Training: We train a linear regression
Automated email filters using predefined model to learn the relationship between
rules to classify spam. assignment/midterm scores and final
(c) Object Classification: exam scores.
• Human Object Classification: • Testing and Validation: We evaluate the
Exceptional at rapid recognition based model's performance using mean squared
on experience. Example: Easily error.
distinguishing animals in pictures. • Deployment: We use the trained model to
• Machine Object Classification: Uses predict the final exam score for a new
machine learning algorithms, relies on student based on their assignment and
labeled data. Example: Smartphone midterm scores.
image recognition classifying photos
based on learned visual features.

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2. Machine Intelligence and Cybersecurity in Computing

2.1 Machine Intelligence - The Turing Test 2.2 Cybersecurity

Introduction: The Turing Test is a landmark in Introduction: Critical in today's interconnected
AI history proposed by Alan Turing. The test world, Cybersecurity protects computer
assesses a machine's ability to mimic human systems, networks, and data from
intelligence convincingly through unauthorized access, theft, or damage.
conversation. Security and Ethical Issues in Computing:
Human Intelligence vs. Machine Intelligence: (a) Unauthorized Use of Hardware: Risks data
Human Intelligence: breaches.
• Emotional and Creative. (b) Theft of Software: Software piracy leads to
• Learns from few examples. financial losses.
• Understands context, appreciates art, and (c) Disputed Rights to Products: Conflicts
experiences a range of emotions. over intellectual property.
(d) Computer Fraud: Misusing systems for
Machine Intelligence:
identity theft and scams.
• Data-driven, relies on data and algorithms.
(e) Hacking and Data Theft: Unauthorized
• Consistent and excels at repetitive tasks.
access to steal sensitive data.
Connectivity Between Human and Machine (f) Sabotage with Viruses: Malicious software
Intelligence: disrupts systems.
• Assistive Technologies: Machines aid in
(g) Responsibility for Output: Ensuring
various tasks. accurate and reliable results.
• Cybersecurity: AI-driven algorithms (h) False Claims for Computers: Misleading
enhance threat detection and response. advertising and claims.
(i) Degradation of Work: Over-reliance on
computers impacting jobs.
Ethical Considerations in Cybersecurity:
(a) Respecting Privacy: Safeguarding
personal data.
(b) Honesty and Transparency: Providing
accurate information.
(c) Fair Use of Resources: Ethical use of
computing resources.
(d) Cybersecurity Education: Promoting
awareness and ethical practices.

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3. Components of AI Project Framework

AI projects are complex endeavors that require 3.2. Data Acquisition

careful planning and structured execution. The 3.2.1. Introduction
components of an AI project framework In the world of Artificial Intelligence (AI),
provide a structured approach to manage AI data is the lifeblood that fuels machine
initiatives from start to finish. learning models. To build effective AI
3.1. Problem Scoping systems, you need to acquire, prepare, and
Problem scoping is the foundational step in utilize data strategically. This section of our
any AI project. This phase is essential for primer explores the crucial component of Data
defining the overarching goal of the project Acquisition in AI projects.
and setting clear boundaries. 3.2.2. Types of Data
3.1.1. Key Elements of Problem Scoping: Data comes in various forms, each with its
(a) Understanding the Problem: Begin by unique characteristics. Here are some common
thoroughly comprehending the problem at types of data:
hand. What are its nuances, complexities, • Structured Data: Highly organized and
and implications? This phase may involve follows a specific format, such as data in
interviews, research, and data collection to spreadsheets or relational databases.
gain insights. • Unstructured Data: Doesn’t have a
(b) The 4 Ws - Who, What, Where, Why: predefined structure and includes text,
• Who: Identify the stakeholders and images, audio, and video files.
individuals or entities impacted by the • Semi-Structured Data: Falls between
problem. Understanding the people structured and unstructured data and
involved is crucial. includes data with some level of
• What: Define the problem in precise organization but not as rigid as structured
terms. What are the specific data (e.g., JSON files).
challenges or issues that need to be
3.2.3. Data Features
addressed?
Data features are the specific characteristics or
• Where: Consider where the problem
attributes of your data that you'll use for
is most prevalent or where its impact
analysis. For instance, if you’re working with
is most significant. Geographical or
a dataset of customer information, features
contextual factors may play a role.
might include age, gender, income, and
• Why: Investigate the underlying
purchase history.
causes of the problem. Why does it
exist, and what are its root causes? Data Sources: Data can be sourced from
(c) The Problem Statement: Create a concise various places, including:
and clear problem statement that • Internal Data: Data generated or
summarizes the essence of the problem, its collected from within your organization,
significance, and the project's objectives. such as customer records or transaction
A well-crafted problem statement serves as history.
a guiding beacon for the entire AI project. • External Data: Data from sources outside
your organization, like public datasets,
social media, or government databases.

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3.2.4. Training and Testing Data 3.3. Data Exploration

In AI, it's common to split your data set into 3.3.1. Introduction
two subsets:
In the journey of working with data, one of the
• Training Data: This subset is used to train
most critical steps is Data Exploration. This
your machine learning model. It helps the phase involves digging into your data set to
model learn patterns and relationships uncover patterns, relationships, and insights
within the data. that can guide your decision-making.
• Testing Data: This subset is used to
Visualizations play a crucial role in making
evaluate your model's performance. It data more understandable and meaningful.
contains data that the model hasn’t seen
during training and helps assess how well 3.3.2. Different Ways of Representing Data
it generalizes to new data. • Bar Graphs: Bar graphs are used to
display categorical data, where each
System Maps:
category is represented by a separate bar.
System maps or data flow diagrams are visual The height or length of the bar corresponds
representations of how data moves through to the value of that category.
your AI system. They illustrate the flow of data • Histograms: Histograms are similar to bar
from sources through various processing steps graphs but are primarily used to represent
to the final output. the distribution of continuous data. The x-
Importance of Acquiring Relevant Data: axis represents intervals or ranges of
Acquiring relevant data from reliable sources values, while the y-axis shows the
is critical for several reasons such as: frequency or count of data points falling
• Accuracy: Reliable data ensures the within each interval.
accuracy of your AI model's predictions or • Line Graphs: Line graphs are ideal for
decisions. showing trends and changes in data over
• Generalization: Relevant data helps your time. They consist of data points connected
model generalize well to real-world by lines, with time usually represented on
scenarios. the x-axis.
• Ethics and Bias: Careful data acquisition • Scatter Plots: Scatter plots are used to
helps identify and mitigate biases in the visualize the relationship between two
data, ensuring fairness and ethical use of continuous variables. Each data point is
AI. represented as a dot on the graph, and the
3.2.5. Sources of Datasets in AI - Kaggle position of the dot corresponds to the
Platform values of the two variables.
Kaggle is a popular platform for data scientists • Pie Charts: Pie charts are useful for
and AI practitioners. It offers a vast collection displaying the composition of a whole.
of datasets for various domains and They represent parts of a whole as slices of
challenges. Here’s why Kaggle is valuable: a pie, with each slice proportional to the
• Diverse Datasets: Kaggle hosts a wide percentage it represents.
range of datasets, from healthcare to 3.3.3. Importance of Data Visualization
finance, allowing practitioners to explore Effective data visualization offers several
different domains. advantages:
• Competitions: Kaggle also hosts machine
• Clarity: Visualizations make complex
learning competitions where participants
data more understandable and accessible,
can apply AI techniques to solve real-
allowing for quicker comprehension.
world problems and win prizes.

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• Pattern Recognition: Visualizations can domain experts or developers. Here’s how it

reveal patterns and trends in data that works:
might not be apparent in raw numbers. • Objective: The goal is to create a set of
• Communication: Visualizations facilitate rules that can mimic human decision-
the communication of findings and making in a specific domain.
insights to stakeholders or a broader • Representation: Rules are represented as
audience. “if-then” statements. For example, “If the
• Decision-Making: Well-crafted temperature is above 30 degrees Celsius,
visualizations can aid in informed then turn on the air conditioner.”
decision-making by presenting data in a • Usage: Rule-based systems are used in
clear and actionable manner. applications like expert systems, where
3.4. Modelling and Evaluation they provide recommendations or make
decisions based on predefined rules.
3.4.1. Introduction Learning-Based Approach
In the world of Artificial Intelligence (AI), Learning-based approaches involve training
data modelling is a crucial step where we AI models to learn from data and make
create algorithms and systems that can make predictions or decisions. These approaches can
predictions, decisions, and discover hidden be categorized into two main types:
patterns from data. This section of our primer Supervised Learning
explores different approaches in AI data
• Objective: In supervised learning, the
modelling, each with its unique characteristics.
model is trained on a labeled dataset,
Prediction - Linear Regression
where each data point is associated with a
Linear regression is a straightforward and
known outcome.
widely used approach in AI for making
• Representation: The model learns to map
predictions. It is particularly useful when we
input data to output labels by identifying
want to predict a continuous numerical
patterns and relationships in the training
outcome based on one or more input variables.
data.
Here's how it works:
• Usage: Supervised learning is used for
• Objective: Linear regression aims to find tasks like image classification (e.g.,
the best-fitting linear relationship between recognizing cats and dogs) and sentiment
the input variables (independent variables) analysis (e.g., determining if a movie
and the output variable (dependent review is positive or negative).
variable).
Unsupervised Learning
• Representation: The relationship is
• Objective: In unsupervised learning, the
typically represented by an equation of the
form: Y = aX + b, where “Y” is the model explores unlabeled data to discover
predicted value, “X” is the input variable, hidden patterns, structures, or groupings.
• Representation: The model identifies
“a” is the slope, and “b” is the intercept.
• Usage: Linear regression is commonly
similarities and differences between data
used for tasks like predicting house prices points without guidance from labeled
based on features like square footage, examples.
• Usage: Unsupervised learning is used for
number of bedrooms, and location.
tasks like clustering (e.g., grouping similar
3.4.2. Rule-Based Approach customer profiles) and dimensionality
Rule-based systems rely on explicitly defined reduction (e.g., reducing the complexity of
rules to make decisions or perform tasks. data).
These rules are typically created manually by

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4. Introduction to Data and Programming with Python

4.1. Modules and Packages Example: Write a python program to create
In the world of programming and artificial a straight line
intelligence, Python is a versatile and powerful
language. To harness its full potential, we
often rely on modules and packages. These are
collections of pre-written code that extend
Python's capabilities, making complex tasks
simpler. Let's explore them:
Modules:
• A module is a single Python file containing
reusable code.
• You can create your own modules or use
built-in ones.
Packages:
• A package is a collection of related Python
modules organized in directories.
• Some popular packages in AI include
NumPy, Pandas, SciPy, and Matplotlib.
NumPy (Numerical Python):
• NumPy is a fundamental package for
scientific computing in Python.
• NumPy is crucial for tasks like data
manipulation and linear algebra.
Pandas:
• Pandas is a library used for data
manipulation and analysis.
• Pandas simplifies working with structured
data like spreadsheets or SQL tables.
SciPy (Scientific Python): Importing Libraries:
• To use a library or module in Python, you
• SciPy builds on NumPy and adds
additional functionality. must first import it.
• The import statement is used to bring
• It includes modules for optimization,
integration, interpolation, eigenvalue external code into your program.
• For example, to import NumPy, you'd use:
problems, and more.
• SciPy is vital for scientific and technical
import numpy as np (this assigns an alias
computing. 'np' for convenience).
Matplotlib: Why Do We Need Libraries? Libraries are
essential because they:
• Matplotlib is a popular data visualization
• Save time: They provide pre-built
library.
• Visualizing data is essential for gaining
functions, so you don't have to reinvent the
insights and making informed decisions. wheel.
• Improve efficiency: Libraries are optimized
for performance.

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• Enhance capabilities: They extend 4.2. Lists and Tuples in Python

Python's functionality for specific tasks.
Lists:
• Promote code reusability: You can use • Introduction to Lists: Lists are one of the
libraries across multiple projects. most versatile and commonly used data
Implementation with Python: Example of structures in Python. They are sequences
using NumPy to calculate the mean of an of elements, where each element can be of
array: any data type (e.g., integers, strings,
floats).
Creation of a List:
• You can create a list by enclosing
elements in square brackets []. For
example:
Python code
my_list = [1, 2, 3, 4, 5]
Accessing Elements of a List:
Output • Lists are indexed, and you can access
individual elements using square brackets
and the index. Indexing starts from 0.
Implementation with Python: Example of Python code
using Pandas to convert first_element = my_list[0] # Accesses the
first element (1)
List Operations:
• Lists support various operations for
manipulation:
• Append: Adds an element to the end of the
list.
Python code
my_list.append(6) # Adds 6 to the end of
the list
• Insert: Inserts an element at a specific
position.
Python code
my_list.insert(2, 7) # Inserts 7 at index 2
• Extend: Appends elements from another
list to the end.
Output : Python code
another_list = [8, 9]
my_list.extend(another_list) # Appends [8,
9] to my_list
• Sort: Sorts the list in ascending order.
Python code
my_list.sort() # Sorts the list in-place
• Search: You can search for elements in a
list using various methods. For example, to
check if an element exists:

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Python code my_string = “Hello, World!”

If 4 in my_list: print (“4 is in the list”) Traversing a String:
Tuples: • You can traverse a string character by
Introduction to Tuples: Tuples are similar to character using a loop. For example, using
lists but are immutable, meaning their a for loop:
elements cannot be changed after creation. Python code
They are often used for data that should not be for char in my_string: print(char)
modified. Multiline Strings:
Creation of a Tuple: • Multiline strings are created using triple
• You can create a tuple by enclosing quotes (''" or """), allowing you to
elements in parentheses (). For example: include line breaks.
• Python Copy code Python code
my_tuple = (1, 2, 3) multiline_string = '''This is a multiline
Accessing Tuples: string.'''
• Tuples are indexed just like lists, and you
Concatenating Strings:
can access elements using square brackets • You can concatenate (combine) strings
and the index. using the + operator:
Deleting a Tuple: Python code
• Tuples are immutable, so you cannot delete
greeting = "Hello, " name = "Alice"
individual elements. However, you can message = greeting + name
delete the entire tuple using the del
statement: Escape Sequences:
Python code • Escape sequences are special characters
del my_tuple preceded by a backslash (\). Common
Converting List to Tuple and Vice Versa: escape sequences include:
• You can convert a list to a tuple using the • '\n' for a newline.
tuple () constructor: • '\t' for a tab.
Python code • '\'' for a single quote.
my_list = [1, 2, 3] my_tuple = • '\"' for a double quote.
tuple(my_list) # Converts the list to a tuple • '\\' for a backslash.
String Operators:
• To convert a tuple to a list, you can use the • Python supports various string operators,
list () constructor: such as + for concatenation and * for
Python code repetition.
my_tuple = (4, 5, 6) my_list = String Built-in Functions: Few Examples
list(my_tuple) # Converts the tuple to a list • len(): Returns the length of the string.
4.3. Strings • upper(): Converts the string to uppercase.
Introduction to Strings: • lower(): Converts the string to lowercase.
• Strings are sequences of characters, such • endswith(value): Checks if the string ends
as letters, numbers, and symbols. with the specified value.
• They are enclosed in either single quotes • startswith(value): Checks if the string
(‘’) or double quotes (“”). starts with the specified value.
• find(value): Returns the index of the first
Creating Strings: occurrence of the specified value (or -1 if
• To create a string, simply enclose text in
not found).
quotes. For example:
Python code

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# In-built string functions

Example:
my_string = "Hello, World!"
Python code
print(len(my_string)) # Output: 13
# Creating strings print(my_string.upper()) # Output: HELLO,
single_quote_string = 'Hello' WORLD!
double_quote_string = "World" print(my_string.lower()) # Output: hello,
multiline_string = """This is world!
a multiline print(my_string.endswith("World!")) #
string""" Output: True
# Traversing a string print(my_string.startswith("Hello")) #
for char in single_quote_string: Output: True
print(char) print(my_string.find("World")) # Output: 7
# Multiline string print(my_string.islower()) # Output: False
print(multiline_string) print(my_string.replace("World",
"Python")) # Output: Hello, Python!
# Concatenating strings print(my_string.count("o")) # Output: 2
greeting = single_quote_string + ' ' + print(my_string.isalpha()) # Output: False
double_quote_string print("12345".isdigit()) # Output: True
print(greeting) # Output: Hello World print("Hello123".isalnum()) # Output: True
my_list = ['Hello', 'World']
# Escape sequences print(", ".join(my_list)) # Output: Hello,
escaped_string = "He said, \"Hello!\"" World
print(escaped_string) # Output: He said, print(my_string[0:5]) # Output: Hello
"Hello!" print(my_string[::2]) # Output: Hlo ol!

# String operators These string operations and built-in functions

are fundamental for text processing, data
repeated_string = "Ha" * 3
manipulation, and working with strings in
print(repeated_string) # Output: HaHaHa Python. This enables to perform various tasks
efficiently and effectively when dealing with
textual data in various AI projects.

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V. Suggestive Interactive
Activities and Assignments
for
Classes IX & X

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ROBOTICS
Class IX
Pre-Activity Preparation1. Interactive Activity 1: “Robot Classification Activity”
• Team Formation: Form teams ensuring a mix of abilities and interests. Consider an odd
number of members in each team to avoid ties during decision-making.
• Schedule Planning: Allocate time for each activity, including setup and wrap-up. Ensure a
balance between active and reflective phases.

Activity 1
Robot Classification Activity
Objective:
To introduce beginners to the exciting world of Robotics through the discussion among teams.

Material Needed
• Computers with internet access.
• Different images of robots- e.g Drones, Mobile robots, manipulators

Procedure:
• Introduction (5 minutes):
− Briefly explain the classification of robot.
− Emphasize the convenience of image representation of robots.
• Hands-On Exercise (15 minutes):
− Instruct students to write about description of robots.
− Assist in writing about robots – knowhow about robots and its applications.
• Interactive Quiz (10 minutes):
− Conduct a quiz within Teams with questions related to robots and its applications
• Conclusion (5 minutes):
− Summarize the learning outcomes and highlight the description of robots.

This interactive session leverages to introduce robots and its applications.

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Activity 2
Designing a Sustainable Robotic Arm
Objective:
To introduce participants to the design and construction of a robotic arm using sustainable material,
fostering awareness of environmental considerations in engineering projects.

Material Needed
• Sustainable material such as recycled cardboard, bamboo, or biodegradable plastics.
• Cutting tools (scissors, box cutters) for working with material.
• Glue or tape for assembly.
• Computers with internet access (for research and design).

Procedure:
• Introduction (5 minutes):
− Introduce the concept of designing a robotic arm using sustainable material, emphasizing the
importance of environmental consciousness in engineering.
− Discuss the significance of using recycled or biodegradable material in reducing
environmental impact.
• Design Demonstration (10 minutes):
− Showcase examples of robotic arms made from sustainable material, highlighting their
functionality and feasibility.
− Discuss design considerations such as durability, flexibility, and eco-friendliness when
selecting material.
− Guide how to sketch initial design concepts and consider factors like size, range of motion,
and load capacity.
• Hands-On Exercise (15 minutes):
− Instruct participants to brainstorm and sketch their robotic arm designs using sustainable
material.
− Provide sustainable material and cutting tools for participants to begin prototyping their
designs.
− Offer guidance and support as participants assemble their robotic arms, encouraging creativity
and experimentation with different material and configurations.
• Interactive Quiz (10 minutes):
− Conduct a quiz on sustainability principles in engineering, focusing on topics like material
selection, recycling, and environmental impact mitigation.
− Use interactive tools to engage participants and reinforce key concepts related to
sustainability.

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• Material Exploration (10 minutes):

− Explore various sustainable material suitable for robotic arm construction through research
and discussion.
− Discuss the advantages and limitations of each material in terms of strength, weight,
flexibility, and environmental impact.
− Encourage participants to consider the lifecycle of material, from sourcing to disposal, in their
design decisions.
• Conclusion (5 minutes):
− Summarize the importance of sustainable engineering practices in reducing environmental
impact.
− Showcase the robotic arms created by participants, highlighting their innovative designs and
use of sustainable material.
− Facilitate a discussion on the challenges and opportunities in designing with sustainability in
mind, encouraging future exploration and collaboration in eco-friendly engineering projects.

Note: This interactive session engages participants in the design and construction of a robotic
arm using sustainable material, promoting environmental awareness and creative problem-
solving in engineering.

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Activity 3
LED Blinking with Tinkercad!
Objective:
To introduce beginners to the fundamental concept of programming an LED to blink using Arduino
and Tinkercad's simulation environment.

Material Needed:
• Computers with internet access.
• Tinkercad accounts for each participant.

Procedure:
• Introduction (5 minutes):
− Briefly explain that Arduino can be simulated online using Tinkercad.
− Emphasize the convenience of virtual experimentation before physical setups, focusing on the
simplicity of LED blinking as a starting point.
• Code Demonstration (10 minutes):
− Showcase a simple Arduino program using Tinkercad's virtual Arduino and components,
specifically demonstrating LED blinking.
− Explain the basic structure of an Arduino program and how to use Tinkercad’s code editor to
control the LED.
• Hands-On Exercise (15 minutes):
− Instruct students to log in to Tinkercad and open the Arduino simulator.
− Guide them through the hands-on exercise of creating a virtual circuit with an LED and a
resistor.
− Assist in writing and simulating a program to make the LED blink at a desired rate.
− Encourage creative modifications to the simulation, such as changing the blink pattern or
adding additional LEDs.
• Interactive Quiz (10 minutes):
− Conduct a quiz within Tinkercad with questions related to LED blinking, Arduino syntax, and
basic circuit concepts.
− Utilize Tinkercad’s platform for real-time quiz participation and instant feedback.
• Code Exploration (10 minutes):
− Explore Tinkercad’s code snippets library for various LED blinking patterns and Arduino
applications.
− Demonstrate how Tinkercad allows for simulation and testing before physical
implementation, encouraging students to experiment with different code snippets.

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• Conclusion (5 minutes):
− Summarize the learning outcomes, highlighting the understanding gained about LED blinking
and basic Arduino programming.
− Emphasize the advantages of Tinkercad for virtual Arduino projects, including its ease of use
and accessibility.
− Encourage students to explore further projects on Tinkercad independently, fostering their
curiosity and creativity in electronics and programming.
Note: This interactive session leverages Tinkercad to introduce LED blinking with Arduino,
providing a hands-on experience in programming and circuit building in a virtual environment.

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Activity 4
Exploring the Laws of Robotics
Objective:
To facilitate a discussion on Asimov's Three Laws of Robotics and their ethical implications,
encouraging critical thinking and reflection on the role of robotics in society.

Material Needed
• Presentation slides summarizing Asimov's Three Laws of Robotics.
• Ethical scenarios related to robotics and artificial intelligence.

Procedure:
• Introduction (5 minutes):
− Provide a brief overview of the session's objective to discuss Asimov's Three Laws of
Robotics and their ethical implications.
− Highlight the importance of considering ethical principles in the development and
implementation of robotics technology.
• Discussion Start (10 minutes):
− Present a summary of Asimov's Three Laws of Robotics, explaining each law and its
significance.
− Invite participants to share their initial thoughts and interpretations of the laws.
• Group Discussion (20 minutes):
− Pose ethical scenarios and questions related to the laws, encouraging participants to consider
various perspectives and potential outcomes.
− Facilitate a discussion that explores different viewpoints and encourages critical thinking
about the ethical dilemmas presented.
− Encourage participants to draw connections between the laws and real-world examples of
robotics and artificial intelligence.
• Debrief (10 minutes):
− Summarize the key points raised during the discussion, highlighting any recurring themes or
areas of disagreement.
− Reflect on how Asimov's Three Laws of Robotics impact the development and
implementation of robotics technology in the real world.
− Encourage participants to consider the complexities of applying ethical principles in robotics
and to continue exploring these topics beyond the session.

Note: This interactive discussion provides participants with an opportunity to explore the ethical
implications of Asimov's Three Laws of Robotics and engage in critical dialogue about the role of
robotics in society.

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Activity 5
Traffic Light Simulation with Tinkercad!
Objective:
To familiarize beginners with the concept of simulating a traffic light using LEDs and Arduino in
Tinkercad's virtual environment.

Material Needed
• Computers with internet access.
• Tinkercad accounts for each participant.
Procedure:
• Introduction (5 minutes):
− Provide a brief overview of the session's objective to simulate a traffic light using LEDs and
Arduino in Tinkercad.
− Emphasize the relevance of understanding traffic light systems in the context of electronics
and programming.
• Code Demonstration (10 minutes):
− Showcase a simple Arduino program using Tinkercad's virtual Arduino and components to
control LEDs as traffic lights.
− Explain the basic structure of the Arduino program and how to use Tinkercad’s code editor to
implement the traffic light sequence.
• Hands-On Exercise (15 minutes):
− Instruct students to log in to Tinkercad and open the Arduino simulator.
− Guide them through the hands-on exercise of creating a virtual traffic light system with LEDs
and resistors.
− Assist in writing and simulating a program to control the traffic light sequence (red, yellow,
green).
− Encourage creative modifications to the simulation, such as adjusting the timing of the light
sequence or adding pedestrian crossing signals.
• Interactive Quiz (10 minutes):
− Conduct a quiz within Tinkercad with questions related to traffic light systems, Arduino
syntax, and circuit concepts.
− Utilize Tinkercad’s platform for real-time quiz participation and immediate feedback.

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• Code Exploration (10 minutes):

− Explore Tinkercad’s code snippets library for various traffic light patterns and Arduino
applications.
− Demonstrate how Tinkercad allows for simulation and testing before physical
implementation, encouraging students to experiment with different code snippets for traffic
light control.
• Conclusion (5 minutes):
− Summarize the learning outcomes, highlighting the understanding gained about simulating
traffic lights with LEDs and Arduino.
− Emphasize the advantages of Tinkercad for virtual electronics projects, including its ease of
use and accessibility.
− Encourage students to explore further projects on Tinkercad independently, fostering their
curiosity and creativity in electronics and programming.
Note: This interactive session leverages Tinkercad to simulate a traffic light system using LEDs and
Arduino, providing a hands-on experience in programming and circuit building in a virtual
environment.

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ARTIFICIAL INTELLIGENCE

Activity 1
Hello, Python!
Objective:
To successfully write and execute a Python program that displays the message “Hello, Python!” on
the screen, demonstrating basic understanding of syntax, programming principles, and the output
process in Python.

Material Needed
• Computers with Python installed (IDLE or Jupyter Notebook).
• Python code snippets for demonstration.

Procedure:
• Introduction (5 minutes):
− Begin by explaining that Python is a versatile programming language used in many fields.
− Emphasize its suitability for beginners due to its readability and simplicity.
• Code Demonstration (10 minutes):
− Showcase a simple Python program, such as printing “Hello, Python!” on the screen.
− Explain the basic structure of a Python program, including comments and the use of the print
() function.
• Hands-On Exercise (15 minutes):
− Instruct students to open a Python environment (IDLE or Jupyter Notebook) on their
computers.
− Guide them through writing and running their first Python program to print “Hello, Python!”
on the screen.
• Interactive Quiz (10 minutes):
− Conduct a brief quiz with multiple-choice questions to test their understanding of Pythons
uses and advantages.
− Display snippets of Python code related to various applications (e.g., a simple web page using
Flask, a data analysis snippet).
− Explain how Python’s versatility allows it to be used in these different scenarios.

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Activity 2
Design Your Own AI Chatbot
Objective:
Design your own AI Chatbot to create a friendly and helpful virtual friend. This activity lets you
step into the world of AI in a fun and creative way. As you design and practice conversations, you
will get a taste of how AI can interact with people and provide useful information or entertainment.
Enjoy the process of creating your AI Chatbot!

Material Needed
Pen and paper

Procedure:
• Imagine Your Chatbot’s Role: Think about what your Chatbot will do. Will it answer questions,
give fun facts, or tell jokes?
• Give Your Chatbot a Personality: Decide if your Chatbot will be serious, funny, friendly, or
something else.
• Brainstorm Responses: Write down different things your Chatbot might say in different
situations. For example:
If someone says “Hello,” how will your Chatbot reply?
If someone asks for a joke, what kind of joke will your Chatbot share?
Draw the Conversation: Use your responses to create a simple conversation.
Draw speech bubbles with what the user might say and what your Chatbot might reply.
• Practice with a Friend: Role-play with a friend, taking turns being the user and the Chatbot. Use
your conversation drawing as a guide.
• Feedback and Improvement: After practicing, ask your friend for feedback. What did they like?
What could be better? Make adjustments based on their input.

Assignments:
• Create a presentation highlighting the benefits of using AI in various sectors such as healthcare,
finance, and entertainment.
• Write a reflective essay on the ethical considerations in AI, focusing on bias, fairness, and
accountability.

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Activity 3
Logic Gates and Binary Logic Exploration
Objective:
Introduce students to binary logic and logic gates through hands-on exploration to understand digital
circuit fundamentals.

Material Needed
• A whiteboard or flip chart with markers.
• A projector or whiteboard to display logic gate diagrams.
• A set of logic gate cards (AND, OR, NOT) printed on paper.
• Small group or individual worksheets.
Procedure:
• Introduction to Logic Gates (15 minutes):
− Begin by introducing students to the concept of logic gates and their role in early computing.
− Explain the three fundamental logic gates: AND, OR, and NOT. Use simple examples and
diagrams to illustrate their functions.
− Discuss how these gates can be combined to perform more complex logical operations.
• Logic Gate Demonstrations (15 minutes):
− Use a projector or whiteboard to display logic gate diagrams and truth tables.
− Walk through examples of logic gate operations with the class. For instance, demonstrate how
an AND gate outputs a ‘1’ only when both inputs are ‘1’.
− Encourage students to ask questions and participate in discussions about these operations.
• Logic Gate Card Game (20 minutes):
− Divide the class into small groups or pairs.
− Distribute logic gate cards to each group. Each card should have a logic gate symbol (AND,
OR, or NOT) on one side and a description of its function on the other side.
− In a fun card game format, students take turns drawing cards and forming logical expressions
using the gates. For example, they might create expressions like “A AND B,” “NOT C,” etc.
− Encourage them to discuss the outcomes of these expressions and how different combinations
of gates affect the results.
• Worksheet Challenge (15 minutes):
− Provide each group or student with a worksheet containing a series of logic gate problems.
− These problems can involve creating logical expressions, solving truth tables, or simplifying
Boolean expressions.
− Students work individually or in groups to solve the problems.
• Group Presentations (10 minutes):
− Invite each group to present one interesting logic gate problem they encountered and how they
solved it.
− Encourage discussions and explanations and allow the class to ask questions.
• Reflection (5 minutes):
− Conclude the activity with a brief reflection on the significance of logic gates in early
computing and their relevance to AI and modern computing.
− Highlight how logical operations are at the core of decision-making in AI and programming.

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Activity 4
Data Detective and Variable Explorer
Objective:
Familiarize students with data analysis techniques, exploring variables, and interpreting data to
cultivate critical thinking skills in data interpretation.

Material Needed
• Whiteboard or flip chart with markers.
• Sticky notes.
• Example Python code snippets.
Procedure:
• Introduction (5 minutes):
− Explain the significance of data types and variables in Python programming.
− Emphasize the importance of selecting the right data type for specific use cases.
• Data Detective Activity (15 minutes):
− Present students with various scenarios (e.g., counting apples, measuring temperature, storing
a list of student names).
− Ask them to identify which data type (numeric, Boolean, sequence, set, or dictionary) would
be most appropriate for each scenario.
− Use sticky notes to label the scenarios with the chosen data types.
• Variable Explorer (15 minutes):
− Introduce the concept of variables by showing how to declare and assign values to them.
− Provide students with example code snippets containing variables and their assignments.
− Ask students to identify the data type of each variable and explain their choices.
• Code Structure and Indentation (10 minutes):
− Explain the importance of proper indentation in Python code.
− Display example code with different levels of indentation to demonstrate code blocks (e.g.,
loops or conditionals).
− Discuss how indentation helps in code readability and structure.
• Interactive Discussion (10 minutes):
− Encourage students to share their chosen data types for the scenarios and the reasons behind
their choices.
− Discuss the impact of choosing the wrong data type on program functionality.
− Highlight the significance of indentation in Python’s program structure.

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Activity 5
Operator Explorer and Statement Builder
Objective:
Develop students’ understanding of programming operators and statement construction through
interactive exploration, fostering proficiency in basic programming concepts.

Material Needed
• Whiteboard or flip chart with markers.
• Sticky notes.
• Example Python code snippets.

Introduction:
• Introduction (5 minutes):
− Explain the concept of operators and their role in Python programming.
− Mention the types of operators students will explore and how operators are used in real-world
programming.
• Operator Explorer (15 minutes):
− Present students with various data types (numbers, Boolean values, sequences) on sticky
notes.
− Ask students to use these data types and apply different operators to perform operations.
− For example, they can add two numbers, combine Boolean values with logical operators, or
check for membership in a sequence.
• Statement Builder (15 minutes):
− Explain the concept of statements in Python.
− Provide students with example code snippets containing variables, operators, and statements.
− Ask them to create statements that perform specific tasks, such as calculating the average of
numbers, checking if a number is even, or iterating through a list.
• Code Presentation (10 minutes):
− Invite students to present their created statements to the class.
− Encourage them to explain the purpose of their statements and how operators are used within
them.
• Interactive Discussion (10 minutes):
− Engage in a discussion about the importance of operators and statements in Python
programming.
− Highlight real-world examples where these concepts are used in applications.

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Class X
ROBOTICS
Pre-Activity Preparation
• Team Formation: Form teams ensuring
2. Interactive a mix
Activity of abilities
1: “Robot and interests.
Classification Consider an odd
Activity”
number of members in each team to avoid ties during decision-making.
• Schedule Planning: Allocate time for each activity, including setup and wrap-up. Ensure a
balance between active and reflective phases.

Activity 1
Familiarization with IR Sensor Simulation with Tinkercad!
Objective:
To demonstrate the functionality and applications of an IR sensor in detecting objects in Tinkercad's
virtual environment.

Material Needed
• Computer with internet access.
• Tinkercad account.

Procedure:
• Introduction (5 minutes):
− Provide an overview of the experiment's objective to understand how an IR sensor detects
objects.
− Briefly explain the principle of operation of IR sensors in emitting and receiving infrared light.
• Setup (5 minutes):
− Log in to Tinkercad and open a new circuit design project.
− Search and add an IR sensor component to the workspace.
• Circuit Assembly (10 minutes):
− Connect the IR sensor to the Arduino board using jumper wires, ensuring proper wiring
according to the sensor's pinout.
− Double-check the connections to ensure there are no loose connections or errors.
• Programming (15 minutes):
− Open the Tinkercad code editor and write a simple Arduino program to read the sensor data.
− Program the Arduino to detect the presence of an object using the IR sensor and output the
result to the serial monitor.
• Testing (10 minutes):
− Simulate the circuit in Tinkercad to observe the behavior of the IR sensor.
− Place objects of varying material and sizes in front of the sensor to see how it reacts to different
obstacles.
− Observe the changes in sensor readings displayed in the serial monitor as objects are moved
closer or farther away from the sensor.

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• Data Analysis (10 minutes):

− Analyze the sensor readings obtained during testing to understand how the IR sensor
detects objects.
− Discuss factors that affect the sensor's performance, such as distance, reflectivity of the
object, and ambient light interference.
• Conclusion (5 minutes):
− Summarize the key findings of the experiment, emphasizing the role of IR sensors in
object detection applications.
− Discuss potential real-world applications of IR sensors, such as proximity sensing,
obstacle detection in robotics, and motion detection in security systems.
• Exploration (5 minutes):
− Encourage participants to explore additional experiments or projects involving IR sensors
in Tinkercad or real-world applications.
− Provide resources or suggestions for expanding their understanding of sensor technologies
and their applications.
Note: This experiment provides a hands-on opportunity for participants to learn about IR sensors and
their applications through practical experimentation in Tinkercad's virtual environment.

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Activity 2
Obstacle Avoidance Robot Simulation with Tinkercad!
Objective:
To introduce beginners to the concept of simulating an obstacle avoidance robot using sensors,
motors, and Arduino in Tinkercad's virtual environment.

Material Needed
• Computers with internet access.
• Tinkercad accounts for each participant.

Procedure:
• Introduction (5 minutes):
− Provide a brief overview of the session's objective to simulate an obstacle avoidance robot
using sensors, motors, and Arduino in Tinkercad.
− Emphasize the importance of understanding sensor-based robotics concepts like obstacle
detection and avoidance.
• Code Demonstration (10 minutes):
− Showcase a simple Arduino program using Tinkercad's virtual Arduino and components to
control motors and read sensor data for obstacle detection.
− Explain the basic structure of the Arduino program and how to use Tinkercad’s code editor to
implement the obstacle avoidance algorithm.
• Hands-On Exercise (15 minutes):
− Instruct students to log in to Tinkercad and open the Arduino simulator.
− Guide them through the hands-on exercise of creating a virtual obstacle avoidance robot with
sensors, motors, and Arduino.
− Assist in writing and simulating a program to control the robot's movement and avoid
obstacles based on sensor readings.
− Encourage creative modifications to the simulation, such as adjusting sensor placement or
adding additional behaviors for the robot.
• Interactive Quiz (10 minutes):
− Conduct a quiz within Tinkercad with questions related to robotics concepts, Arduino syntax,
and sensor principles.
− Utilize the Tinkercad platform for real-time quiz participation and immediate feedback.
• Code Exploration (10 minutes):
− Explore Tinkercad code snippets library for various robotic behaviors and Arduino
applications related to sensor-based obstacle avoidance.
− Demonstrate how Tinkercad allows for simulation and testing before physical
implementation, encouraging students to experiment with different code snippets for robot
control.

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• Conclusion (5 minutes):
− Summarize the learning outcomes, highlighting the understanding gained about simulating a
sensor-based obstacle avoidance robot using Tinkercad.
− Emphasize the advantages of Tinkercad for virtual robotics projects, including its ease of use
and accessibility.
− Encourage students to explore further projects on Tinkercad independently, fostering their
curiosity and creativity in robotics and programming.
Note: This interactive session leverages Tinkercad to simulate a sensor-based obstacle avoidance
robot, providing a hands-on experience in programming and robotics in a virtual environment.

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Activity 3
Line Following Olympics
Objective:
Introduce students to basic robotics principles like movement, sensors, and programming through a
competitive and engaging line-following challenge.

Material Needed
• Microbit or similar microcontroller boards (one per team)
• Line following sensors (infrared or reflectance)
• Black electrical tape to create various line tracks
• Cardboard or foam board for the playing field
• Markers or tape for obstacles
• Stopwatches or timers
• Scoreboard (optional)
Procedure:
• Divide students into teams of 2-3.
• Briefly explain the challenge: Design and program robots to autonomously follow black lines on
a course, competing for the fastest completion time.
• Introduce key concepts: Explain how line following sensors work, basic programming logic (if-
else statements, loops), and motor control.
• Planning and design: Teams brainstorm robot designs, considering sensor placement, motor
configuration, and program flow. Encourage creativity and problem-solving.
• Building phase: Teams assemble their robots using Microbits, sensors, and any additional
material allowed. Guide them through the assembly process.
• Programming phase: Students write code for their robots using the Microbit platform or similar
software. The code should enable the robot to detect the line, adjust its direction accordingly, and
follow the course until reaching the finish line.
• Calibration and testing: Teams test their robots on practice tracks, fine-tuning their programs and
sensor sensitivity for optimal line following.
• The Olympics!: Each team competes on the official course, attempting the fastest run with their
robot. Time each attempt and update the scoreboard.
• Evaluation and discussion: Teams showcase their robots and explain their design choices and
programming strategies. Discuss successes, challenges, and potential improvements. Encourage
collaboration and peer learning.
Optional enhancements:
• Introduce different track levels with varying difficulty (sharp turns, intersections, etc.).
• Allow teams to “mod” their robots with additional features (buzzers for finish line, speed
variations).
• Organize elimination rounds and a final championship for added excitement.
• Encourage research on real-world line following robots and their applications.
Note: This activity leverages friendly competition to engage students in learning core robotics
concepts. It promotes teamwork, critical thinking, and the thrill of optimizing their creations for
success.

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Activity 4
Controlling a Servo Motor in Tinkercad!
Objective:
To understand the principles of servo motor control and practice implementing servo motor control
in Tinkercad’s virtual environment.
Material Needed
• Computer with internet access.
• Tinkercad account.
Procedure:
• Introduction (5 minutes):
− Provide an overview of the experiment's objective: to learn how to control a servo motor using
Arduino in Tinkercad.
− Briefly explain the functionality of servo motors and their applications in robotics and
automation.
• Tinkercad Setup (5 minutes):
− Log in to Tinkercad and open a new circuit design project.
− Search and add an Arduino board and a servo motor component to the workspace.
• Circuit Assembly (10 minutes):
− Connect the servo motor to the Arduino board using jumper wires, ensuring proper wiring
according to the servo motor's pinout.
− Double-check the connections to ensure there are no loose connections or errors.
• Programming (15 minutes):
− Open the Tinkercad code editor and write a simple Arduino program to control the servo
motor.
− Program the Arduino to rotate the servo motor to specific angles at regular intervals, such as
0°, 90°, and 180°.
− Include delays in the code to control the speed of the servo motor's movement.
• Testing (10 minutes):
− Simulate the circuit in Tinkercad to observe the behavior of the servo motor.
− Observe the servo motor's movement as it rotates to the specified angles according to the
programmed instructions.
− Adjust the code as necessary to fine-tune the servo motor's movement and behavior.
• Data Analysis (10 minutes):
− Analyze the servo motor's performance during testing, including its accuracy in reaching the
specified angles and the smoothness of its movement.
− Discuss factors that may affect the servo motor's performance, such as power supply voltage,
mechanical limitations, and programming errors.
• Conclusion (5 minutes):
− Summarize the key findings of the experiment, highlighting the understanding gained about
controlling a servo motor using Arduino in Tinkercad.
− Discuss potential real-world applications of servo motors and their importance in robotics,
automation, and other electromechanical systems.
Note: This experiment provides a hands-on opportunity for participants to learn about servo motor
control and its applications through practical experimentation in Tinkercad's virtual environment.
Encourage participants to explore further projects and applications involving servo motors to deepen
their understanding of this versatile component.

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Activity 5
Obstacle Avoidance Robot
Objective:
To design and build a robot capable of autonomously navigating its environment while avoiding
obstacles using sensors and actuators.

Material Needed
• Robot chassis with motors and wheels
• Arduino microcontroller board or any other board
• Motor driver module
• Ultrasonic distance sensor (e.g., HC-SR04)
• Jumper wires
• Breadboard
• Battery pack or power source
• Optional: chassis mounting hardware, additional sensors for enhanced obstacle detection
Procedure:
• Planning (10 minutes):
− Discuss the project objectives, including designing a robot that can navigate autonomously
and avoid obstacles.
− Review the components and their functions, emphasizing the role of sensors and actuators in
obstacle avoidance.
• Circuit Assembly (20 minutes):
− Mount the motors and wheels onto the robot chassis according to the manufacturer's
instructions.
− Connect the motors to the motor driver module and the Arduino board.
− Wire the ultrasonic distance sensor to the Arduino board, ensuring proper connections for
power, ground, trigger, and echo pins.
− Use a breadboard if necessary to organize and connect the circuit components.
• Programming (30 minutes):
− Write the Arduino code to control the robot's movements and process sensor data for obstacle
detection.
− Implement an algorithm for obstacle avoidance, such as a simple "move forward until obstacle
detected, then turn" approach.
− Test and debug the code to ensure proper functionality and adjust parameters as needed for
optimal performance.
• Testing and Troubleshooting (20 minutes):
− Power up the robot and deploy it in a controlled environment with obstacles (e.g., cardboard
obstacles, books).
− Observe the robot's behavior as it navigates the environment, noting any issues with obstacle
detection or movement.
− Troubleshoot any problems encountered, such as adjusting sensor placement, fine-tuning
motor control, or refining the obstacle avoidance algorithm.

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• Data Analysis (10 minutes):

− Analyze the robot's performance during testing, including its ability to detect obstacles
accurately and navigate around them.
− Discuss any limitations or challenges encountered during the testing process and brainstorm
potential improvements or modifications.
• Project Reflection (10 minutes):
− Reflect on the project as a group, discussing what was learned and achieved.
− Share insights into the design and implementation process, highlighting successes and areas
for improvement.
− Discuss real-world applications of obstacle avoidance robots and how the project could be
expanded or adapted for different scenarios.
Note: This project provides an opportunity for hands-on learning in robotics, combining mechanical
assembly, circuitry, programming, and problem-solving skills to create a functional obstacle
avoidance robot. Encourage creativity and experimentation throughout the project to foster innovation
and deeper understanding.

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ARTIFICIAL INTELLIGENCE
Pre-Activity Preparation
• Team Formation: Form teams ensuring a mix of abilities and interests. Consider an odd
number of members in each team to avoid ties during decision-making.
• Schedule Planning: Allocate time for each activity, including setup and wrap-up. Ensure a
balance between active and reflective phases.

Activity 1
The Turing Test Debate
Objective:
Encourage critical thinking and debate on the Turing Test, its implications, and challenges in
assessing machine intelligence.

Material Needed
Whiteboard/chalkboard, markers/chalk, index cards/sticky notes, timer/stopwatch.

Procedure:
• Introduction (10 mins):
− Explain the Turing Test's significance in AI history, measuring a machine's ability to exhibit
indistinguishable intelligent behavior from humans.
• Activity Setup (5 mins):
− Divide the class into Interrogators (Group A) and Machines (Group B). Assign roles and
fictional identities to Machines.
• Turing Test Simulation (20 mins):
− Machines aim to convince Interrogators they are human.
− Interrogators engage in text-based conversations, guessing if they are talking to a human or
machine.
− Use timer for each conversation (3-5 mins).
• Discussion and Reflection (15 mins):
− Facilitate discussion on Machines' strategies, moments of doubt, and challenges in
determining machine intelligence from conversation alone.
• Debrief (10 mins):
− Discuss results, revealing which students were Machines and their fictional identities.
− Explore limitations and criticisms of the Turing Test. Ask students if it's a valid measure of
machine intelligence.
• Conclusion (5 mins):
− Summarize key takeaways, emphasizing the Turing Test's thought-provoking nature and its
impact on debates about intelligence and AI. Encourage reflection on ethical and
philosophical implications.
This activity promotes engagement, critical thought, and ethical considerations in the context of AI
and the Turing Test.

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Assignments:
• Implement simple programs in Python using modules and packages like NumPy, Pandas, SciPy,
and Matplotlib.
• Create and manipulate lists in Python, demonstrating operations like append, insert, extend, sort,
and search.
• Explore the characteristics of tuples, including creation, access, deletion, and conversion from
lists to tuples.

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Activity 2
Cybersecurity Challenge: Protect the Digital Fort
Objective:
To raise awareness about cybersecurity best practices and the potential consequences of security
breaches.
Material Needed
• Whiteboard or chalkboard
• Markers or chalk
• Index cards or sticky notes
• Access to a computer with internet access
• A list of cybersecurity scenarios or challenges
Procedure:
• Introduction (10 minutes): Start by explaining the importance of cybersecurity in our digital
world. Emphasize the role of individuals in safeguarding sensitive information and digital assets.
• Scenario Setup (10 minutes):
− Create a list of cybersecurity scenarios or challenges that reflect common threats and
vulnerabilities. These can include scenarios like phishing emails, password breaches, malware
infections, and unauthorized access attempts.
− Write each scenario on an index card or sticky note, ensuring that they are concise and
understandable.
• Scenario Presentation (15 minutes):
− Gather the students and present one cybersecurity scenario at a time. Read or display the
scenario on the whiteboard.
− Ask the students to brainstorm and discuss possible actions they would take to protect
themselves or their organization in that situation. Encourage them to think about preventive
measures and responses.
− As a group, compile a list of cybersecurity best practices for each scenario on the board.
• Cybersecurity Challenge (20 minutes):
− Divide the class into small teams or pairs.
− Distribute a set of index cards or sticky notes, each containing one of the cybersecurity
scenarios you prepared earlier, to each team.
− Instruct each team to discuss and write down a plan of action for their assigned scenario. They
should consider both preventive measures and responses to the threat.
• Simulation (15 minutes):
− Have each team present their scenario and cybersecurity plan to the class.
− Encourage discussion and debate about the effectiveness of the proposed solutions.
− After each presentation, reveal the best practices and responses, emphasizing key
cybersecurity principles.
• Discussion (10 minutes):
− Facilitate a class discussion about the importance of cybersecurity, the challenges individuals
and organizations face, and the potential consequences of not following best practices.
− Discuss the real-world implications of cybersecurity breaches, including data theft, financial
losses, and reputation damage.
• Conclusion (5 minutes): Summarize the key takeaways, highlighting the importance of
proactive cybersecurity practices in protecting digital assets and personal information.

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Activity 3
Automated or Autonomous
Objective:
To help students differentiate between automated and autonomous systems and understand their
practical applications.

Material Needed
• Whiteboard or chalkboard.
• Markers or chalk.
• Sticky notes or index cards.
• Examples of automated and autonomous systems (e.g., a programmable thermostat for
automated and a self-driving car for autonomous).
Procedure:
• Introduction (5 minutes): Begin by explaining the difference between automated and
autonomous systems. Emphasize the key points:
− Automated Systems: Follow predefined rules and instructions, predictable outcomes.
− Autonomous Systems: Adapt and make decisions in real-time, handle uncertainty.
• Interactive Activity (15 minutes):
− Divide the whiteboard into two sections, one labeled "Automated" and the other labeled
"Autonomous."
− Provide students with a list of scenarios or examples of systems and ask them to decide
whether each belongs in the "Automated" or "Autonomous" section. You can use sticky notes
or index cards for this.
− Examples for consideration might include:
 A washing machine
 A self-checkout kiosk at a store
 A self-driving car
 A coffee maker
 A robotic vacuum cleaner
 A GPS navigation system
• Discussion (10 minutes):
− Go through each scenario or example with the students, asking them to explain their reasoning
for categorizing it as either automated or autonomous.
− Discuss the gray areas where the distinction may not be entirely clear and explore real-world
examples where automated and autonomous systems coexist (e.g., automated assembly lines
in car manufacturing with autonomous robots for certain tasks).
• Wrap-up (5 minutes): Summarize the key takeaways from the activity, highlighting the
importance of understanding the differences between automated and autonomous systems,
especially as AI technology continues to evolve.

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Activity 4
Human vs. Machine Decision Challenge
Objective:
To illustrate the differences between human and machine decision-making processes through a fun
and interactive challenge.

Material Needed
• Whiteboard or chalkboard
• Markers or chalk
• Index cards or sticky notes
• Two groups of students (Group A representing humans and Group B representing machines)
Procedure:
• Introduction (5 minutes): Begin by explaining the concept of decision making and the
differences between human and machine decision-making processes, as discussed in your
primer.
• Interactive Activity (20 minutes):
− Divide the class into two groups: Group A (humans) and Group B (machines). If the class is
small, you can assign roles individually; otherwise, assign roles to small teams within each
group.
− Provide each group with a set of index cards or sticky notes. These will serve as "decision
cards."
− Present a series of decision-making scenarios or problems to both groups. These scenarios can
be hypothetical situations or real-world examples from various domains (e.g., medical
diagnosis, image recognition, customer service).
− For each scenario, both groups must make a decision by writing it down on their decision
cards. Group A (humans) should make decisions based on their judgment and intuition, while
Group B (machines) should make decisions based on predefined rules or algorithms (you can
provide these rules in advance).
− Discuss the decisions made by both groups for each scenario. Compare and contrast the
thought processes, reasoning, and outcomes of human and machine decision-making.
− Encourage discussion and debate among students. Ask questions like:
 Were the decisions of Group A (humans) influenced by emotions or personal beliefs?
 Did Group B (machines) consistently follow the predefined rules, or were there limitations
in their decision-making?
• Debrief (10 minutes):
− Summarize the key takeaways from the activity, emphasizing the strengths and weaknesses
of both human and machine decision-making.
− Discuss the importance of combining the strengths of both humans (subjective judgment) and
machines (data-driven analysis) in real-world applications.
• Reflection (5 minutes): Ask students to reflect on how this activity has changed their perception
of decision- making and the role of AI in it.

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Activity 5
Teaching a Machine to Sort Fruits
Objective:
To introduce students to the concept of machine learning by using a simple and relatable example
of teaching a machine to sort fruits based on their characteristics.

Material Needed
• Various plastic or toy fruits (e.g., apples, bananas, oranges)
• A computer or tablet with internet access
• Access to a simple machine learning platform or tool (e.g., Google’s Teachable Machine)

Procedure:
• Introduction (10 minutes): Start by explaining the concept of machine learning to the students,
emphasizing that it’s a way to teach computers to make decisions or predictions based on data.
• Activity Setup (10 minutes):
− Arrange the various plastic or toy fruits in front of the class.
− Explain that the task is to teach a virtual machine (computer) to recognize and sort these fruits
automatically based on their appearance.
• Teachable Machine (15 minutes):
− Use a computer or tablet to access a simple machine learning platform like Google’s
Teachable Machine (teachablemachine.withgoogle.com).
− Briefly demonstrate how to use the platform to train a machine learning model. You can use
this tool to train a model to recognize and sort the toy fruits.
− Show students how to capture images of each type of fruit and assign labels (e.g., “apple,”
“banana” “orange”).
• Student Participation (20 minutes):
− Divide students into small teams or pairs.
− Provide each team with access to the Teachable Machine platform and a designated fruit.
− Instruct each team to train the machine learning model to recognize their assigned fruit. They
should capture multiple images of the fruit from different angles.
− Encourage students to experiment and adjust their training until they achieve satisfactory
recognition.
• Testing and Competition (15 minutes):
− After training, have each team test their machine learning model by placing the assigned fruit
in front of the computer’s camera.
− Keep score based on how accurately each machine recognizes and sorts the fruits.
− Encourage friendly competition among teams to see which one achieves the highest accuracy.
• Discussion (10 minutes):
− Gather the class to discuss the activity. Ask students questions like:
 How did the machine “learn” to recognize fruits?
 What challenges did you face in training the model?
 What other real-world applications can you think of for this kind of machine learning?
• Conclusion (5 minutes): Summarize the key takeaways from the activity, emphasizing that
machine learning involves training computers to make predictions based on patterns in data.
Discuss the broader applications of machine learning in various fields.

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VI. Some General Activities for Robotics and AI Club

Robotics Quiz
Quiz can be conducted, and the level can be kept as beginner.
Here are some fact-based multiple-choice questions for a beginner-level robotics quiz, you can
always add more.

1. Which of the following is a basic component of a robot?

(i) Operating System
(ii) Sensor
(iii) Music Player
(iv) Smartphone
Answer: (ii) Sensor
2. What is the primary function of a proximity sensor in a robot?
(i) Measure temperature
(ii) Detect nearby objects
(iii) Play music
(iv) Calculate distances
Answer: (ii) Detect nearby objects
3. Which programming language is commonly used for programming robots in educational settings?
(i) Java
(ii) Ruby
(iii) Python
(iv) C++
Answer: (iii) Python
4. What does “AI” stand for in the context of robotics?
(i) Always Innovative
(ii) Advanced Intelligence
(iii) Artificial Intelligence
(iv) Actual Interaction
Answer: (iii) Artificial Intelligence
5. Which of the following laws were proposed by Isaac Asimov for the behavior of robots?
(i) Newton’s Laws
(ii) Kepler’s Laws
(iii) The Laws of Robotics
(iv) Ohm's Laws
Answer: (iii) The Laws of Robotics

These multiple-choice questions focus on essential facts and concepts in robotics and are suitable for
a beginner-level quiz.

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Robotics Project

Activity
Remote-Controlled Surveillance Robot
Objective:
Build a remote-controlled surveillance robot for enhanced security.
SDG 16 - Peace, Justice, and Strong Institutions
NSQF Standards:
Level 4 (Expert Project Development)

Material Needed
• Robot chassis
• Raspberry Pi or Arduino
• Webcam or camera module
• Motor driver
• Wheels and motors

Procedure:
• Assemble the robot chassis and attach the camera.
• Program remote control capabilities for surveillance tasks.
• Improve security measures and reduce human risk.

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Artificial Intelligence Project

Activity
Climate Change Prediction Using AI
Objective:
Develop an AI-based project to analyze climate data and predict future climate changes for climate
action and adaptation.
SDG 9: Industry, Innovation, and Infrastructure
SDG 13: Climate Action
NSQF Standards:
Level 4 (Expert Project Development)

Material Needed
• Climate data sets
• AI programming tools (e.g., Python, TensorFlow)
• Machine learning models
• Computing resources

Procedure:
• Collect and preprocess climate data.
• Select key features and relevant variables.
• Choose appropriate machine learning models.
• Train models, validate, and test for accuracy.
• Implement models for predicting future climate changes.
• Visualize predictions through graphs and maps.
• Document the entire process, including limitations.

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VII. Sample Lesson Plan

Robotics
Lesson Plan:
Visualization, Design, and Creation of Components in Robotics

Objective:
Students will understand the application of mechanical blocks in robotics.
Students will be able to visualize, design, and create components of a robot using Tinkercad.
Students will learn about different types of joints, specifically revolute and prismatic, and the RR
mechanism.
Students will be able to use Tinkercad to visualize the motion of the designed components.

Lesson 1: Introduction to Robotics and Mechanical Blocks

Theory Practical

Overview of robotics and its applications. Demonstration of basic robot components using
Tinkercad.
Introduction to mechanical blocks in robotics.
Hands-on activity: Designing a simple robot
structure using Tinkercad.

Lesson 2: Types of Joints in Robotics

Theory Practical

Explanation of different types of joints in Designing and creating models of robots with
robotics (revolute and prismatic). revolute joints in Tinkercad.
Understanding the purpose and application of Designing and creating models of robots with
each type of joint. prismatic joints in Tinkercad.

Lesson 3: RR Mechanism

Theory Practical

Introduction to the RR mechanism and its Building a simple RR mechanism using

significance. Tinkercad.
Understanding how RR mechanism contributes Experimenting with different configurations of
to robot motion. the RR mechanism.

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Lesson 4: Visualizing Motion in Tinkercad

Theory Practical

Overview of motion visualization in robotics. Applying motion to the previously designed

robot components.
Introduction to Tinkercad's motion simulation
features. Observing and analyzing the simulated motion
in Tinkercad.

Lesson 5: Integration and Troubleshooting

Theory Practical

Understanding the importance of integration in Integrating the designed components into a

robotics. complete robot model.
Troubleshooting common issues in robot design. Identifying and solving any issues that arise
during integration.

Lesson 6: Project Work and Presentations

Practical

Students work on individual or group projects to design and simulate a more complex robot.
Presentations of the projects, highlighting design choices, motion simulation results, and any
challenges faced.

Assessment:
Continuous assessment during practical sessions.
Evaluation of the final project and presentation.
Quiz on theoretical concepts.
Resources:
Tinkercad tutorials and documentation.
Robotics textbooks and online resources.
Peer collaboration for project work.
Note: Adapt the lesson plan based on the duration of each session, the proficiency of the students,
and the availability of resources. Encourage creativity and critical thinking throughout the practical
sessions.

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Artificial Intelligence
Lesson Plan:
Introduction to Data and Programming with Python

Objective:
Students will understand the concept of modules, packages, and libraries in Python.
Students will be able to use essential libraries like NumPy, Pandas, SciPy, and Matplotlib.
Students will learn about Lists, Tuples, and Strings in Python, along with their operations and
methods.
Students will gain practical experience through hands-on coding exercises.

Lesson 1: Introduction to Modules and Packages

Theory Practical

Understanding the need for modules and Writing simple programs to import and use
packages. NumPy for numerical operations.
Overview of libraries like NumPy, Pandas, Using Pandas for basic data manipulation and
SciPy, and Matplotlib. analysis.
Syntax for importing libraries in Python. Plotting simple graphs with Matplotlib.

Lesson 2: Lists and Tuples in Python

Theory Practical

Introduction to Lists: Definition, characteristics, Coding exercises to create, manipulate, and

and uses. perform operations on lists.
Creating and initializing lists. Hands-on practice with tuple creation, access,
Accessing elements of a list and list operations and conversion.
(append, insert, extend, sort, search).
Introduction to Tuples: Definition,
characteristics, and applications.
Creating, accessing, and deleting tuples.
Converting lists to tuples and vice versa.

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Lesson 3: Strings in Python

Theory Practical

Introduction to strings: Definition and Writing code to perform string operations.

properties.
Implementing various string functions in
String operations: concatenation, escape practical examples.
sequences.
String operators and in-built functions:
len(), upper(), lower()
endswith(), startswith()
find(), islower()
replace(), count()
isalpha(), isdigit(), isalnum()
join(), slicing [start:end:step].

Lesson 4: Comprehensive Practical Session

Practical

Integrating concepts from previous lessons into comprehensive coding exercises.

Solving real-world problems using NumPy, Pandas, and Matplotlib.

Manipulating data structures (lists, tuples, and strings) in practical scenarios.

Assessment:
Continuous assessment during practical sessions.
Coding assignments and projects.
Quiz on theoretical concepts and syntax.
Resources:
Python development environment (IDE or online compiler).
Online documentation for NumPy, Pandas, and Matplotlib.
Sample datasets for data manipulation and analysis.
Note: Adjust the pace of the lessons based on the students' understanding and the available class time.
Encourage active participation and problem-solving during practical sessions.

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Good to Know:
VIII. Future Pathways in Robotics and AI

A. Employment Prospects:

As students progress in their education after the 9th and 10th grades, they can anticipate a growing
. demand for skills in Robotics and AI across various industries. Job prospects include roles such
as:
Robotics Technicians: Involved in the assembly, maintenance, and troubleshooting of robotic
systems.
AI Assistants Developers: Focusing on creating AI-driven virtual assistants for various
applications.
Programming Apprentices: Learning coding skills to program and control robots and AI systems.
The students can gain skills like, Data Analysis, Data Engineering, Front-end developer,
back-end developer, etc.

Automation Support Roles: Engaging in tasks related to automated processes in industries.

B. Entrepreneurship Opportunities:

For those inclined towards entrepreneurship, there are numerous opportunities in the realm of
Robotics and AI. Students can explore:

AI Tutoring Services: Offering personalized AI-driven tutoring services for students.

Robotics Kits for Education: Developing and selling kits that allow students to build and program
their robots.

AI-Enhanced Educational Apps: Creating apps that utilize AI for personalized learning experiences.

Automation Solutions for Local Businesses: Providing automation solutions to local businesses to
enhance efficiency.

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C. Higher Education Pathways:

Preparation for higher education in Robotics and AI can begin with selecting the right subjects
and courses:

Mathematics and Computer Science: Build a strong foundation in mathematics and coding,
essential for advanced studies in Robotics and AI.

Physics and Electronics: Understanding the principles behind robotic systems and AI
technologies.

Introduction to Programming Languages: Learn languages like Python and Java, crucial for AI
and robotics programming.

Online Courses and Certifications: Enroll in online courses and certifications offered by
platforms like Coursera, edX, or Khan Academy to gain additional skills.

Participation in Robotics Competitions: Joining robotics competitions at school or community

levels to apply theoretical knowledge in practical scenarios.

Exploration of STEM (Science, Technology, Engineering, and Mathematics) Programs: Seek

out STEM programs that provide hands-on experiences in Robotics and AI.

By focusing on these pathways, students can lay the foundation for successful careers,
entrepreneurial ventures, and higher education in the dynamic fields of Robotics and AI.

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Good to Know:

IX. Inter-disciplinary connections of Robotics and AI

The illustration depicts the alignment between the robotics and AI course and fundamental subjects
like Science, Mathematics, Biology, Economics and more.

Science Mathematics
Exploration of different types of robots (industrial, Applying geometric concepts to robot motion and
humanoid, drones) navigation
Presentation on discussing the impact of robotics on Simulation exercises using geometry in robot
society programming.
Case Study on real-world examples of robots in different Designing paths and trajectories for robots
sectors
Robotics
Economics and Social Science Biology
Case studies on companies adopting robotics and their Hands-on-activity: Design a robot inspired by a
economic outcomes. biological organism.
Group project: Prepare a cost benefit analysis report for Case studies on surgical robots and their biological
a hypothetical industry. counterparts.
Presentation on cultural and societal differences in Presentation on finding the intersection of robotics and
embracing robotics. biology research.
Figure 39: Academic subjects potentially aligned with robotics.

English: Physics:
Explore AI tools for better understanding and Discover how AI powered simulations help in
interpreting literary works that involve themes related to understanding the behaviour of light in everyday
light. scenarios, like refraction and reflection.
Encourage students to use AI powered language tools for Explore interactive simulations that make learning optics
creative writing related to the beauty and symbolism of concepts engaging.
light.
AI
Biology: Geography:
Understand how AI is used in medical imaging, like X- Understand how AI is used in remote sensing
rays, which involves the principles of light. technologies, like satellite imagery, which captures
information using light.
Explore AI applications in analusing medical images to
identify patterns and diagnose conditions. Eplore how AI aids in analysing geographical data
collected through light-based sensors.

Figure 40: Academic subjects potentially aligned with AI.

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EXAMINATIONS