Sensors and Cyborgs

Ages 5+

AI programs need input data in order to learn about the world and make decisions. One way that AI gathers data is through the use of sensors. AI devices—especially robotic devices—are also able to act on the world in different ways using actuators. In this lesson, learners can explore and learn about what different sensors and actuators do and compare them to the way that humans sense and act on the world. Sensors and actuators are not used exclusively in AI systems—they are also common in non-AI machinery and devices—but they are one very important way that AI learns about the world.

• Sensors: devices that detect or measure a physical property. In the case of AI systems, the information detected by the sensor is then recorded or used by a computer to either learn or decide how to respond [1]
• Actuators: components of machines that are responsible for moving a mechanism or part [2]
• Data: information used by a computer to learn or make decisions
• Cyborg: an organism with both organic (i.e. human) and mechatronic (i.e. machine) body parts [3]

Cut out the Sensor Actuator Card Deck and provide body/face outlines (Magic Mirror Body Outlines.PDF) for students to choose from. The card deck contains images of both sensors and actuators, with descriptions of each sensor/actuator on the back of the card (see image below). There are also several human body parts included in the deck.

Prompt students to make a “cyborg” (a human-machine hybrid) using human body parts, computer sensors, and actuators. Encourage them to consider how the sensors/actuators relate to their own body. Students can glue the sensors onto the face/body outlines to create their own “cyborg” (see image below). Students may also want to use colored pencils/markers to customize their cyborgs.

Objective

To prompt middle schoolers to think critically about ethical dilemmas surrounding privacy, technology, and cybernetic enhancements through the lens of Cyborg’s actions itn “Teen Titans Go!”

Context

Ethical considerations that are connected to Cyborg’s character in “Teen Titans Go!”:

Invasion of Privacy: Cyborg can access to the Titans Tower’s systems, allowing him to monitor his friends’ activities without their knowledge or consent. He must grapple with the ethical dilemma of whether it’s acceptable to invade their privacy in this way.

Misuse of Power: At times, Cyborg’s cybernetic enhancements give him extraordinary abilities, which he may be tempted to use for personal gain or to exert control over others. He must navigate the ethical implications of using his powers responsibly and consider the consequences of his actions.

Responsibility for Mistakes: When Cyborg’s technological experiments or inventions go awry and cause harm to others or property damage, he must take responsibility for his actions and confront the ethical dilemma of how to make amends and prevent similar incidents in the future.

Lesson Plan

Introduction to Ethical Dilemmas:

Discuss the concept of ethics and ethical dilemmas, emphasizing the importance of considering the consequences of our actions on others.

Provide an overview of the “Tower Power” episode of “Teen Titans Go!” and introduce the premise of Cyborg gaining access to the tower’s systems.

One of the characters spills liquid on Cyborg, causing him to malfunction. The other Teen Titans try to fix him, but nothing is working. They try plugging his cyborg head into the computer system of their technically advanced tower, and that when he is able to gain access to everything.

Clip Viewing:

Show the relevant clip from the “Tower Power” episode, most relevant past is at 2:25 to the end, linked here.

Discussion:

Facilitate a group discussion using reflection questions specific to the “Tower Power” episode:

• What sorts of power does Cyborg gain by being plugged into the computer, either in the clip or what you can imagine? How could some of the powers be useful?
• How does Cyborg’s actions in the clip affect his friends’ privacy?
• What ethical dilemmas does Cyborg face when he is able to access all of the tower’s systems?
• How do Cyborg’s actions in the episode relate to real-world issues of privacy invasion and technology misuse?
• What could Cyborg have done differently to respect his friends’ privacy in this situation?

Activity: Real Life Scenarios:

Divide students into small groups and provide each group with a scenario inspired by the events of the “Tower Power” episode.

Example scenarios:

• A student discovers a way to access their school’s computer network and views confidential student records without permission.
• A friend borrows another friend’s phone and reads their private messages without their consent.
• A family member installs surveillance cameras in common areas of the home without informing others.

Have each group discuss the ethical implications of their scenario and brainstorm possible solutions.

Conclusion:

Ask groups to share out about what they talked about, especially the ethical implications and scenarios part of their discussion.

Encourage students to continue thinking critically about the ethical implications of technology use and to consider how their actions can impact others’ privacy.

Expected Learning Outcomes

Ethical Decision-Making: Students will learn to identify ethical dilemmas related to privacy, technology, and cybernetic enhancements, and they will explore the process of making ethical decisions in such situations. Through discussions and activities, they will consider the ethical implications of various actions and develop a sense of responsibility for their choices.

Understanding of Privacy Issues: Students will gain an understanding of privacy issues, including invasion of privacy and misuse of technology. They will learn to recognize instances where privacy may be compromised and consider the ethical implications of such actions.

Real-world Application: Students will apply their understanding of ethical dilemmas and privacy issues to real-life scenarios. 

Communication and Collaboration: Through group discussions and activities, students will enhance their communication and collaboration skills. They will learn to express their ideas, listen to others’ perspectives, and work together to analyze ethical dilemmas and brainstorm solutions.

Learning Standards

AI Literacy (From What is AI Literacy? Competencies and Design Considerations, Long & Magerko)

Understanding Intelligence: Critically analyze and discuss features that make an entity “intelligent”, including discussing differences between human, animal, and machine intelligence.

AI’s Strengths & Weaknesses: Identify problem types that AI excels at and problems that are more challenging for AI. Use this information to determine when it is appropriate to use AI and when to leverage human skills.

Imagine Future AI: Imagine possible future applications of AI and consider the effects of such applications on the world.

Ethics: Identify and describe different perspectives on the key ethical issues surrounding AI (i.e. privacy, employment, misinformation, the singularity, ethical decision making, diversity, bias, transparency, accountability).

• If you could replace one body part with a computer sensor/actuator, what would it be? What would you never replace?
• How are sensors similar or different to your five senses?
• If you had to build a human body using sensors and actuators, what would you put where?
• Think of examples of robots or cyborgs you have seen in the movies or in real life. What types of sensors and actuators do you think they use? Do you think some of the fictional robots you have seen could actually work using sensors/actuators like the ones on the cards?

• Sensors are used in lots of AI devices as well as computational devices more broadly. Some examples are listed below, and the sensor cards also describe examples for each sensor.
  • Voice assistants like Alexa, Siri, or Google Home use sound sensors and microphones
  • Facial recognition algorithms use cameras for input. Facial recognition is used in surveillance/security applications, but also for Snapchat filters and automatic photo tagging on Facebook.
  • Fingerprint recognition and touchscreens/mousepads use touch sensors.
  • Infrared sensors are used to detect temperatures in the crowd (for example, to detect coronavirus). They are also used by security systems and automatic lighting systems to detect the presence of bodies.
  • Smell sensors are used by carbon monoxide detectors in most homes.
  • Speed sensors are used in cars to determine how fast the car is going.
  • Heat sensors are used in AC systems to detect when the air is warm enough to switch on the AC.
• Actuators are used in any AI device that moves or acts on the world. Robots with actuators are used in a variety of different fields, including construction machinery, factory assembly lines, and robotic medical equipment. Actuators are also used in home devices like the Roomba vacuum. The actuator cards describe several specific examples for each actuator.

Sensors; AI’s Strengths & Weaknesses; Imagine Future AI; Action and Reaction; Learning from Data

Embodied Interactions; Identity, Values, Backgrounds; Low Barrier to Entry

• This activity could be coupled with a biology lesson on the five senses and/or how sensory organs work, depending on the age-level of the students.
• This activity could also be coupled with a makerspace activity involving sensors if students are in a computing-related course.

• This activity is related to the Magic Mirror exhibit concept.

• • Sensor Actuator Card Deck
  • Sensor Card Deck – printable
  • Magic Mirror Body Outlines