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Robots: The U.S. response to the decline in math scores
I. Introduction
"You can not achieve what who can not conceive. "
-Author Unknown
The United States may lose its supremacy as a superpower if our children today can not grasp the technologies of tomorrow. The trend has already been established. jobs senior engineering are being outsourced to other nations, not only the cheaper cost, but without filling in the states. Let's face it: there is too many Americans who strive to have a doctrine in engineering power to do the research and development. In other countries like Korea, many students see Math as the universal "language" and provide a graduate diploma level technical base as a need to excel in their country. For many, this is the only way out of poverty. American children, stereotyped do not have that fear that motivate them. Many children in this "superior" country just to see mathematics as something needed to pass an aptitude test. Its value is discarded. The implementations are invisible. The desire of children to follow this type of career path is decreasing. Obviously, these future implications are disturbing and may someday be detrimental to the founding of our country. However, I have to feed the enthusiasm of children in need to use mathematics may be the answer. Not surprisingly, as stated in Robots for Kids, "Robots rank right up there with the dinosaurs when it comes to capturing the attention of elementary students … "[1 p. 232]. Therefore, I predict an interest, active participation and appropriate orientation of the registered national robotics increase math scores.
II. Staggering math scores
The facts do not lie. According to the U.S. Department Education in 1999 [2], the United States 12th among fourth graders, a staggering 28 between students of eighth, and only 19 among the elderly in math scores recorded nationally. How can poverty and problematic affected country like Israel in three rankings ahead of us with eighth-graders? Obviously, money is not the answer. Nor do I believe Israelis have fewer fears about violence on our children to downtown to distract them. Though I'm somewhat perplexed by the answer, I believe the solution lies in a child's own aspirations and desires. Many of our youth dream to be professional athletes or pop singers. That's what they see. That's what they know. That's what they love. These children are easily influenced young people consider these avenues not only fun, but also as a means to financial freedom. With the language of mathematics is "universal", children from other countries may see this as the only way to break the poverty levels and thrive in life. Let's face it, math can be a difficult issue to understand. Unless one has the name 'Albert' or find reasons of motivation to put forth an extra effort, the score will suffer. The Third International Mathematics and Science (TIMSS) has found that "students who agreed that they like mathematics and mathematics that was useful for solving problems, had higher scores than students who did not agree [3]. Not surprisingly, many educators have already taken this as a fact. The question that now arises is how motivate children? Or better yet, how can you follow a curriculum handed down while taking advantage of today's technology attractive? By stated by Druin and Hendler, "I think the desire to learn has to do with an idea or an animation project participation. New technologies allow Students of all ages to pursue richer, more complex learning experiences. With robots, students can actually become scientists, engineers, designers and builders "[1 pp. 161-62].
Grade 4 Grade 8 Grade 12
Rank Nation Score Nation Score Nation Score
1 Singapore 625 643 Singapore 560 Netherlands
2 Korea Korea 552 Sweden 611 607
3 Japan 597 605 Japan 547 Denmark
4 Hong Kong Hong Kong 540 Switzerland 587 588
5 Netherlands Belgium 577 565 534 Iceland
6 Czech Republic Czech Republic 567 564 528 Norway
7 Austria 559 547 Slovak Republic 523 France
Slovenia 8,552,545 522 New Zealand Switzerland
9 Ireland 550 Netherlands 541 522 Australia
Hungary 10,548,541 Slovenia 519 Canada
Australia 546 Bulgaria 540 Slovenia 518 11
12 United States 539 Germany 545 495 Austria
13 Canada 532 France 538 483 Hungary
14 Israel 537 476 Italy 531 Hungary
15 Latvia 525 Russian Fed. 535 Russian Fed. 471
Scotland 16 Australia 520 Lithuania 530 469
England Ireland 17,513,527 466 Czech Republic
18 Cyprus 502 Canada 461 527 United States
19,502,446 Belgium Norway 526 Cyprus
New Zealand 20 South Africa 356 499 519 Sweden
Greece 492 21 Thailand 522
Thailand 22,490,522 Israel
Portugal 23 475 Germany 509
Iceland New Zealand 24,474,508
Iran 25 429 … (28) United States 500
Figure 1: Third International Mathematics and Science Study (TIMSS) 1999 math scores [2].
Figure 2: The results of the mathematical average of the students to say: "I like mathematics" [3].
Figure 3: The results of the mathematical average of the students to say: "Mathematics is useful to solve everyday problems "[3].
III. Robots in the Media
Television may be lending a hand in the pursuit of education arouse children's interest in robots. Maybe the eyes have been blessed to see Honda's commercial of a 4-foot robot walking down the street to pick up a Sunday paper. This completely autonomous robot, which appears to be wearing a space suit, is currently touring the world. This "Advanced Step in Innovative Mobility", or better known as ASIMO, is the result of a robotics program that began in 1986. Being the most advanced humanoid robot in existence, this intriguing creation walks on two feet, has 26 degrees of freedom, can climb stairs, and is currently in North America Educational Tour. Recently, this technological marvel visited Bronx schools in an attempt to "stimulate interest in the study of robotics and science" [4]. Even a section on the website is dedicated teacher resources for children. With ASIMO, Honda is truly giving our youth "The power of dreams" [4].
Sony also is doing its part to "Change the way you see the world." AIBO has become a pet of the future for many while the SDR-4X II is the whole party. AIBO is an autonomous dog can learn, do tricks, and express feelings. This piece of approximately $ 2,000, entertainment is completely programmable to improve and educational purposes. Be prepared for the pet to express 6 different types of feelings, act according to their surroundings and attention they're getting, search toys, and without human assistance wakes up and sleeps in a charging station. Not only does the adult dog extra time, but not dirty the carpets as a puppy! The SDR-4X II, on the other hand, literally has become the rave among young people. This humanoid can be caught "raving" (a techno dance technique) throwing balls, doing tai chi, and even run. Even better, video clips available on the Internet and television demonstrate five of them work in unison. And it gets better! This robot also has face recognition, a vocabulary of 20,000 words of recognition and speech synthesis, recognition of colors, and is still time to draw a room for optimum placement to show off. Now if the thing did not have objections. Oh, did I mention the work already being done in that [4, 5]?
He stated robots do a wonderful job of creating attention for themselves and for portraying the young "cool" jobs as an adult. However, I think the TV show Robot Wars is a driving force for inspiring start building. I can vouch as living proof of that statement. Turn on TechTV and you will be pleased to see robots fight to the death in an arena that has gusts of fire, pits to oblivion, and flippers that launch unfortunate robots through the air to their doom. Combine this with hundreds, if not more than a thousand screaming kids in the stands and this show becomes a favorite quickly. The website even provides a daily program to quench the thirst of the building. Direct links are provided on how to get started creating your home robots. GI Joes begin to look like baby toys in comparison to a 500-pound robot that shoots fire, spinning blades, tweezers has been crushed, and move strictly to survive and destroy another building. Within this 20 – by 54-foot space is the ultimate in robot combat and competition. Children love it [7, 8]!
IV. Creative Avenues
A place to turn common to many when forced to build a bot is David Cook's book, Robot Building for beginners. Following these instructions, not just a line following the construction of the robot, but math is unavoidably used and pursued. In order to understand the speed, one must first understand revolutions per minute, the tradeoffs between speed and torque, battery levels, friction, robot mass and ways to manipulate these values with different voltages, transmission speeds, and sizes of tires. Trial and error is always an option, I might add, a popular a beginner. Remember, robotics is something that is making a mistake 'OK' and a huge amount of learning outcomes from such errors. However, here is where a teacher on the steps and provides a "bag of tricks for the knowledge hungry children. I believe Miller and Stein says it is better when the reactions of detail of a class of second grade:
"… Several students look in amazement and admiration in one or two students who know their multiplication tables and can predict how many times a motor has to spin the wheel to do in your robot turn once … All the spokes of a sudden, circles, circles, etc have utility as one of students suddenly loudly exclaimed: "So that's what pi is!" [1 pp. 231-32].
Wow, all that to accurately determine the speed. Do not forget that the person reading the book will learn about materials science (ie textile strength), basic electronics (voltage = resistance * current), mechanics (loads and stress), diodes, resistance, capacitors, LEDs, and all the tools and procedures to use them effectively. At first glance, This may seem a lot to learn for a child. Remember this: not the experience of the teacher is required in children, is your own! What child is excited with a question saying: "If Jack is half as old as Jill, and Jill is one third as old as Jan? So how old is Jack on January 60 birthday? "Building robots is a teacher's dream – real problem solving with the added benefit of enthusiasm [9].
With robots DC, the sky is the limit on technical project becomes. However, sometimes faster and less complex solutions may be more appropriate. technology BEAM uses solar energy to power very simplistic, but captivating, robots. This acronym for Biology Electronics Aesthetics Mechanics represents an area of robotics with no computing power, inspirations from Mother Nature, attention to designs that attract the eye, all while working with small given amount of energy from a solar panel. There are rarely circuit boards used, no programming is involved and needed only a few inexpensive parts. My first BEAM robot involved a clip, a pager motor, a solar panel, a capacitor and a thin layer of tin. In about 20 minutes, the five parties came to life! The beauty of these robots is the simplicity to build, the parts are cheap to buy or easily found in junk technology around the house, and only a welder is necessary to build them. While these robots generally take the form of an error or some other small creature, they have a great attraction for children. The projects are very fast. This fact alone adheres to those with short attention span who want immediate feedback on their progress. Moreover, many of the basic principles science and biology are incorporated into the design and can be discussed with respect to solar energy. Visitors to the zoo will be more education than boys look animals to imitate their time and appearance. "Construction material and project ideas that appeal to a wide range of interests allow multiple entry points in science, mathematics, engineering, design, art and music for all types of students. These materials not only make new knowledge domains accessible but also provide new ways for children to relate to the domains of knowledge that already have been exposed "[1 p. 22]. Furthermore, a clear challenge of this solar technology is to minimize the current used and find ways of storing (capacitors) what little energy is available. Therefore, robotists children will learn the importance of reading and understanding the data sheets from choosing wisely to appropriate parties. Naturally, some of the most basic problem-solving techniques used in its finest [10].
When the student is young or the soldering skills have not quite matured, Lego Mindstorms is always an exceptional choice. In fact, anyone of any age will find this line of Lego robotics technical and a wise investment. Not only are parts reusable and nonexclusive to a particular project, but can also be programmed in several languages on a computer object from Visual Basic to Lego's own programming language oriented. No cables are needed either. All this can be done by an infrared! It is difficult to understand how Legos have walked hand in hand with technology. For example, let's take a closer look at the kit "Robotics Invention System 2.0. This system includes a battery operated RCX microcomputer used to store programs and connect all peripherals, 718 pieces which include 2 motors, 2 touch sensors, and a light sensor, a USB infrared tower, and a simple but powerful design language CD-based programming. Of course, all the Legos from any of the games before can be used in conjunction with this educational tool. Moreover, in the Mindstorms website, there is a free online program that the construction projects choosing any Lego in existence. This 3D virtual environment is ideal for posting creations on the web or experimentation with Legos that have yet to be purchased [11, 12, 13].
As a result of the software included, children can have their first robot built in less than an hour after purchase. There are plenty of practical lessons, training sessions and missions within the CD. Each of these training sessions teaches a specific capability of the robotic system to describe various ways to test, troubleshoot, and adjust the construction. Finally, the lessons derived in capabilities such as: using sensors to interact with the environment, programming with icons that represent blocks of code and create environmental responses to robot to do anything its creator desires. By the time the CD is completed, almost all the fundamental techniques necessary to complete the projects must be covered [11, 14].
Already more than a dozen books written about Lego Mindstorms with detailed how-to creating everything from a scanner, a musical instrument and a creator of images, a robot spy, nail polish, and M & M color sorter. Even own books that describe the creations of an ATM machine card dealer, elephants that squirt water, and even a robot that does the job of cleaning the soil Lego [15]. By completing these projects, according to Cole and O'Conner (Education) benefits include helping children to improve their ability to concentrate, work with the instructions, solving problems and develop patience "[16]. This line of Legos created by MIT professors is currently being used by thousands of educators around the world. Like most children will only see the robot as a "toy", they tend to stay very focused and engaged throughout the lessons. Thus allowing the group configuration more productive, more creative and thorough solutions to the scenarios given, and the development of interpersonal relations skills and teamwork skills. All this is accomplished without the use of a pencil [17, 18]!
V. Case Study
If something can not be measured, then I think it can not be proven or improved. My hypothesis is that with an interest, active participation, and proper guidance in robotics, the TIMMS scores on average will increase at least 10 points in the period of one year. Since tests are taken in fourth, eighth, and 12, respectively, year of degree, this company should go to a school system, and then refer to ratings within a year. Remember, the content of an experience, rather than the tools, which is vital for learning. Therefore, the roles, guidance and training teachers and designated robot / Manga / Lego Mindstorms "experts" can not be stressed enough. It is naive to consider placing a computer in front of a person expecting to be able to build a network, creating a website, or becoming fluent in a programming language. The same applies to robotics. Launching update the curriculum at the beginning of a fall school year, is essential to educate the teachers during the previous summer. Obviously, this time will be devoted to know the team, discuss and customize previously created and provided lesson plans, and provide an entire summer of uninhibited experimentation. However, this also a time to overcome any fear or dislike of technology and change. "For example, some people feel uncomfortable with new ways can display old ways by using technology. It is a sure way to sneak up on change … Some teachers, who have little experience with new technologies in their classrooms have been known to force new technologies in terms of well-worn curricula "[1 p. 159]. For this case study to be effective educators should break the mold embrace the "old school" comfortable habits and adhere to the potentials of what technology can foster. This is, of course, pursuit of "richer, more complex learning experiences [1 p. 161].
The procedure itself is presented in a similar pattern among areas of varying degrees. Months before the start of the school year, a letter detailing the curriculum changes should be sent to all parents. This letter should inform and communicate intentions of the resources that a father could turn to for pre-exposure to themselves and their children with future technologies. parental support and participation are essential to exceed expectations in this new process.
A. Elementary School
From the elementary level, grades 1-5, the year should begin with a speaker. Here, Lego Mindstorms will be introduced and accompanied by a display case full of inventions. Demonstrations will be shown to everyone. This will incite interest and curiosity among listeners. Further, apart from these creations in a strategic presentation trophy cases, as will perpetuate the excitement and foster a desire for participation. Lego Mindstorms will be added to the curriculum. This time invested can be substituted by any of the weekly science and mathematics designated time slots. When executed properly, curricula of different mathematical principals can be shared as tips for students. Also, replacing the annual science fair, a "Lego Fair" could be established. This will allow greater parental involvement regarding the Mindstorms. How many projects are actually made 100% by the student anyway? On the other hand, a sense of pride and achievement will be reached in the ownership of a creation on display for all to see. In addition, have the support of students by the project during showing to answer questions and provide detailed descriptions and demonstrations will solidify the knowledge, theories and principles used in the creation process.
As in high school, I think tenure and seniority should have its advantages. Assuming the continuation of this development curriculum, 4th and 5th graders would eventually have 3 and 4 years of experience behind Mindstorms. Therefore, taking into account the most advanced and projects deeper problem-solving skills. To add fuel to this fire, a monthly contest could be established exclusively for the people of the class "superior." This could involve creating a solution to build a robot that follows a line and pick up Legos, a race around a track following a line, or even a robot that can navigate through a simple labyrinth. Whatever the challenge, a secret agenda to take place. Carefully choose a project that is best solved with the principles that match the provided math or science lesson plans that month. I think this would serve as an honor to be old enough to participate in these activities. participation students will inevitably increase as a result. Besides, what better than having a son looking for mathematical tricks of the teacher, ie how to use fractions for simplification of the programming schedule in an attempt to gain a competitive advantage over a classmate? Expressed in terms of business, competition promotes innovation. Then last of all, manage TIMMS tests and compare the results to a year before non-integrated Lego.
B. Middle and Junior High School
In a similar way, grades 6 to 8 of robotics experience a higher level of technical expertise to complete the projects. The main differences are the integration of electrical components, basic electrical principles, soldering techniques, and solar technology used in the foundation of BEAM technology. A guest will also be presented at the beginning of the year for the technical overview and exhibitions showcase a number of BEAM robots. However, this speaker will also be an electrical engineer. This expert will relay the relevance of skills learned BEAM as used in the real world. In addition, the practitioner must state the educational path best taken in math and science to prepare for college in this field. Like the primary school children are exposed creations and questions are welcome, both during the presentation and a one-on-one.
Given that more likely students changing classes for different subjects, science labs should be equipped with the necessary tools for solar robots. This kind of robotics will be introduced in a certain portion of the week in place of the sciences. In addition, one year BEAM robot fair should also be created. Robots that interact, seek the light, and intertwine independent ideas (as apposed to just following the instructions of a book) should be suggested. A new twist be added to this show though. Students will be required to provide a data write until schematics, electrical calculations, and descriptions robots. This also should include how the light is converted to energy for the engine. This ensures that the student is actually understanding the creation and learning principles -not only excel in the field of following instructions. If the beam Robot Fair is the annual event for all grades, monthly projects for students in eighth privileged could be a race of robots. I would like to better name these functions "The Solar Race Roller." Here, students create solar car towing power to compete with their classmates. These simple creations will be entered into a bracketing system in which the monthly winners will have their names engraved year on a plate. Winners could be encouraged to remove that car and work on a new one for next month. This will encourage continued devotion to these races all the world. And as a last step in this process would be, TIMMS test should be administered to students and compared with previous years robot.
C. High School
Not surprisingly, the most involved, demanding and in-depth robotics projects will be asked of high school. The sky is the limit of the complexity of any project here. Moreover, with the hope of maintaining the robotics program alive for many years, which started with the Lego Mindstorms will be able to use their skills since first grade project. Robot bases can easily be made out of Legos and light can also be used as an energy source. The Students will learn there are advantages and disadvantages of each choice they make.
The school year for grades 9-12 will continue in line with K-8 and start the visit of a speaker. This speaker will be an Electrical Engineer with fluency in the field of robotics. Again, an overview is given, the creations will be shown, a Q / A session will take place, the races will be detailed and specific class routes that are suggested. Although the descriptions of speakers seem only reiterations of other grade levels, the importance can not be stressed enough. Many teenagers begin career based on what they enjoy. We hope that those who are passionate about robotics to understand the importance of accelerated classes for students of technical college. This fact can not be forgotten. To specific classes robotics will be offered to each grade level with increasingly more in-depth coverage of the upper grades.
Moreover, instead of a robot exhibition year, that the desire of the annual event that participation in FIRST. "For Inspiration in Science and Technology" is a competition one week in June the model MIT 2.70 mechanical engineering class [1 p. 248-49]. As described in the FIRST website:
"The FIRST Robotics Competition is a competition engineering national immerses high school students in the exciting world of engineering. Teaming up with engineers from businesses and universities, students get a look on the hands within the engineering profession. In six intense weeks, students and engineers work together to brainstorm, design, build and test their "champion robot." With only six weeks, all jobs are critical path. The teams then compete in a tournament in spirit, no-prescription complete with referees, cheerleaders and watches.
The partnerships established between schools, universities and provide an exchange of resources and talent, putting highlight the mutual needs, building cooperation, and exposing students to new career choices. The result is a fun, exciting and challenging in which all participants discover the important connection between classroom lessons and real world applications.
Each year, the competition is different, so returning teams always have a new challenge to look forward. However, the details were kept secret until the opening at the launch workshop. This provides a high level of excitement as everyone sees the new challenge for the first time and ideas immediately formed in the minds of the people "[19, 1 pp. 248-49].
Upper class people will have their privileges at school. The monthly event open to grades 10 and 11 could be of sumo robots. Here, students create fully autonomous robots and mimic the rules of one of Japan's most popular sport of sumo. Instead, the idea is that the size and restricted weight class robots to push each other on a circular ring. Robot sumo has already made its way into many robot clubs, high schools and universities. The popularity of this event can be credited to its lower cost and simplicity of the rules. In 2001, more than 4,000 robots competed in a four-month season in Japan and the numbers are growing at an exponential rate. Innovation is what keeps this "game" growing in number and is invaluable for participation students and educational advancement [20].
Naturally, to test my hypothesis, high school students should also be given a internationally recognized TIMMS exam. These scores would then have to be compared with non-robotic years.
VI. Conclusions
Although robotic case study has not been implemented to test my hypothesis, make predictions about the results. As forecast, I also believe that the right conclusions a great deal of precision. There are many ingredients to this success and I will try to touch on most of what I consider obvious outcomes. However, as a person of science, I admit that these ideas are not factual and even incomplete without the study actually happening.
Public displays of projects and competitions have fostered extraordinary outcomes. The same applies to cooperation with the participation of all students. Over time, I think this will play robotics as a "fashion" in school. So, some of the educational barriers will be hurdle in the process. Especially during the competitions, students will working with adults and not for them. Accomplishments is not the gender, race, creed, sex or social status that matters in reference to the association in robotics, but what we know and can contribute to the cause is a life lesson. Differences between people in a gray, while their possibly unknown qualities shine. Robotics provides an opportunity for people who generally have not been associated with one another to look at each other for their robotic potential [1 pp. 287-88].
Specifically on gender differences is important to note the participation of women in robotics. One of the conclusions Robocamp states, "It seems that girls in particular may need encouragement and a formal structure in order to experiment and be creative … It would do more advanced exercises only when specifically requested "[1 p. 321]. Exhumed Another finding in the book Robots for Kids details finding at an elementary school in Reston, Virginia. Convinced of the importance of the ideas better left in the words of author
"We (KISS Institute for Practical Robotics) distributed flyers to students in fifth and sixth (ages 10-11), and the day following 30 registrations appeared: 29 boys and 1 girl.
This overwhelming imbalance highlighted an obvious need to reach girls, and this action immediately inspired by us. We have received permission to present short robot demos for second graders. During these demonstrations, students were invited to the buttons, pull levers, and interact with a couple of real robots. Then distributed flyers to students in second grade in a class after school robotics. This time they had a sufficient response to form two classes, and about 40 percent of registrants were girls.
Four years later, when this group became sixth graders, who offered the new fifth / sixth-grade class. This time half the students who enrolled were women. None of this resembles a real scientific study (why we are in development), however, there was a fairly strong indication that when students had an experience fun with robots at an early age, which were much more likely to pursue that issue at a later stage of his life. Presumably, the same effect would occur later in life, in which students would be more likely to choose college courses and / or career paths further down the line after having been exposed fun experiences with robotics in middle and high school "[1 pp. 232-33].
Along with the proposed conclusions that more students choose a technical career in the future, I believe that local robotics clubs are also starting to form in the community. This will lead to community participation deep in older people with more experience as a volunteer to help robotics at local schools. Therefore, this cycle lead to better teaching and of course better projects. Also, I think this will help perpetuate a more enjoyable school experience for children. This can be verified with only one jump in attendance. Another way to validate the statement is to look at the Christmas lists of children met. I think they include more robotic related materials than before.
All of these reasons encapsulate math scores improve. More specifically, I think it will improve the scores of at least 10 points on the TIMMS scores as compared to non-robotic years. I say this because
"In regular classes many teachers try to use ratings to motivate students, and sometimes miss the mark. The best thing is that students are pushed to excel, so teachers give tests for achievement tests and attach a note to motivate students to do better. But one of the real problems of education … is that grading standards vary widely and continually slip downward. At the same time, students seem to be foolishly wasting their time if they did something more than the minimum required to obtain an "A" in a "[1 pp. 289].
Moreover, I foresee a higher enrollment in advanced math and science classes. This is, of course, a result of more students who have opened their eyes to technical careers and taking proactive educational measures to achieve those dreams. If more students enroll in advanced math courses, then more students do better on nationwide math based exams. Also, do not forget that students have been without unknowingly working on problem-solving skills and mathematical formulas based on robotics inspired by the duration of the year. The best part is that these processes were probably used in most of the students free time as projects are created and completed. If portions of students are inspired to focus on robotics every spare hour they are free, increased math use is unavoidable. Therefore, with this practice, which is the improvement in these skills. A study of over 12 years the continued intervention of the first grade robotics to their 12th grade tests would be interesting. The implications of perpetuated participation in the field of robotics would be fascinating.
People under age 18, or dare I catalog it as children, possess all the tenacity, creativity, and the ability to learn, as adults. Channeling these incredible energies into something positive and productive as robotics will have effects that dominated on beyond our comprehension. As best stated by a participant in high school FIRST, Daniel Lehrbaum shares his vision on people.
"… I believe that if students are placed in a position where opinions are valued and their designs are valued and people listen to them, suddenly they can rise to the new level. I think the only thing is that people fill the shoes that you put in. If the engineers and consultants (to help the team with FIRST) put them in very large shoes that will fill them. They will do the things they need to do to get the job done. Especially if they are, know, dedicated to the cause. People can do incredible things "[1 p. 271].
References
1. Druin, Allison, and Hendler, James, eds., Robots for Kids: Exploring New Technologies for Learning San Diego, Academic Press, 2000, pp.159-62, 232-233, 248-249, 271, 297-288.
2. U.S. Department of Education, National Center for Education Statistics: Overview and Key Findings Across Grade Levels, March 1999, accessed May 12, 2004.
3. National Center for Education Statistics, Mathematics: The Nation's Report Card (home), 17 June 2003, accessed May 12, 2004.
4. Honda ASIMO: North America Education Tourist, 2004,, accessed May 12, 2004.
5. Sony, Motion Control and enhanced communications capabilities in the small biped entertainment robot (SDR-RX II) will be displayed in RBOBDEX2003, March 24, 2003, accessed May 12, 2004.
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13. McComb, Gordon, "Robot Cyberk'nex-Party Fun part, "Poptronics, March 2001, pp. 55-56.
14. Williams, Marifrances, Legos New Let children Become Droid Designers, " electronica, March 8, 1999, p. 68.
15. Erwin, Benjamin and Paperet, Seymour, Creative Projects with Lego Mindstorms, Second ed., Boston, Addison, 2003.
16. Cole, Lisa, and O'Connor, Jane, "The Nuts and Bolts of Robot Building with children," Tech reach, February 2003, pp. 19-22.
17. Mauch, Elizabeth, "Using technological innovation to improve problem solving skills of high school students," Clearing House, March / April, 2001, pp. 211-13.
18. "Using and Hacking Robots with Lego Mindstorms" Poptronics, January, 2000, pp. 61-64.
19. FIRST: "For Inspiration and Recognition of Science and Technology ", accessed May 12, 2004.
20. Miles, Pete, Robot Sumo: The Official Guide, Berkeley, McGraw, 2002.
About the Author
Nicholas L. Cherney III graduated in Electrical Engineering at the University of Cincinnati and currently works in the telecommunications industry. He resides in Cincinnati, Ohio with his wife Erin and newborn Nathan. Feel free to visit my family website at http://www.cherneycharm.com This article is also available in a .pdf format that will include missing pictures. Please email me at stok3d@gmail.com.