Robotics Technology

 

What Is Robotics?

Robotics is the intersection of science, engineering, and technology that produces robots replicate or substitute for human actions. Robots perform basic and repetitive tasks with greater efficiency and accuracy than humans, making them ideal for industries like manufacturing. However, introducing artificial intelligence in robotics has allowed robots to handle increasingly complex situations in various industries.

 

What Is a Robot?

A robot is a programmable machine that can complete a task, while the term robotics describes the field of study focused on developing robots and automation. Each robot has a different level of autonomy. These levels range from human-controlled bots that carry out tasks to fully autonomous bots that perform tasks without any external influences.

In terms of etymology, the word ‘robot’ is derived from the Czech word robota, which means “forced labor.” The word first appeared in the 1920 play R.U.R., about the play’s characters who were mass-produced workers incapable of creative thinking.

 

Robotics Aspects

 

Mechanical Construction

The mechanical aspect of a robot helps it complete tasks in the environment for which it’s designed. For example, the Mars 2020 Rover’s wheels are individually motorized and made of titanium tubing that help it firmly grip the harsh terrain of the red planet.

Electrical Components

Robots need electrical components that control and power the machinery. Essentially, an electric current — a battery, for example — is needed to power a large majority of robots.

Software Program

Robots contain at least some level of computer programming. Without a set of codes telling it what to do, a robot would just be another piece of simple machinery. Inserting a program into a robot gives it the ability to know when and how to carry out a task.

 

What Are the Main Components of a Robot?

 

Control System

Computation includes all of the components that make up a robot’s central processing unit, often referred to as its control system. Control systems are programmed to tell a robot how to utilize its specific components, similar in some ways to how the human brain sends signals throughout the body, to complete a specific task. These robotic tasks could comprise anything from minimally invasive surgery to assembly line packing.

Sensors

Sensors provide a robot with stimuli in the form of electrical signals that are processed by the controller and allow the robot to interact with the outside world. Common sensors found within robots include video cameras that function as eyes, photoresistors that react to light, and microphones that operate like ears. These sensors allow the robot to capture its surroundings and process the most logical conclusion based on the current moment and allow the controller to relay commands to the additional components.

Actuators

A device can only be considered to be a robot if it has a movable frame or body. Actuators are the components that are responsible for this movement. These components are made up of motors that receive signals from the control system and move in tandem to carry out the movement necessary to complete the assigned task. Actuators can be made of a variety of materials, such as metal or elastic, and are commonly operated by the use of compressed air (pneumatic actuators) or oil (hydraulic actuators) but come in a variety of formats to best fulfill their specialized roles.

Power Supply

Like the human body requires food to function, robots require power. Stationary robots, such as those found in a factory, may run on AC power through a wall outlet but more commonly, robots operate via an internal battery. Most robots utilize lead-acid batteries for their safe qualities and long shelf life while others may utilize the more compact but also more expensive silver-cadmium variety. Safety, weight, replaceability, and lifecycle are all important factors to consider when designing a robot’s power supply. 

Some potential power sources for future robotic development also include pneumatic power from compressed gasses, solar power, hydraulic power, flywheel energy storage organic garbage through anaerobic digestion, and nuclear power.

End Effectors

End effectors are the physical, typically external components that allow robots to finish carrying out their tasks. Robots in factories often have interchangeable tools like paint sprayers and drills, surgical robots may be equipped with scalpels and other kinds of robots can be built with gripping claws or even hands for tasks like deliveries, packing, bomb diffusion and much more.

 

How Do Robots Work?

Some robots are pre-programmed to perform specific functions, meaning they operate in a controlled environment where they do simple, monotonous tasks — like a mechanical arm on an automotive assembly line.

Other robots are autonomous, operating independently of human operators to carry out tasks in open environments. In order to work, they use sensors to perceive the world around them and then employ decision-making structures (usually a computer) to take the optimal next step based on their data and mission.

Robots may also work by using wireless networks to enable human control from a safe distance. These teleoperated robots usually work in extreme geographical conditions, weather and circumstances. Examples of teleoperated robots are the human-controlled submarines used to fix underwater pipe leaks during the BP oil spill or drones used to detect landmines on a battlefield.

 

Types of Robotics

 

Humanoid Robots

Humanoid robots are robots that look like or mimic human behavior. These robots usually perform human-like activities (like running, jumping, and carrying objects), and are sometimes designed to look like us, even having human faces and expressions. Two of the most prominent examples of humanoid robots are Hanson Robotics’ Sophia and Boston Dynamics’ Atlas.

Cobots

Cobots, or collaborative robots, are robots designed to work alongside humans. These robots prioritize safety by using sensors to remain aware of their surroundings, executing slow movements, and ceasing actions when their movements are obstructed. Cobots typically perform simple tasks, freeing up humans to address more complex work.

Industrial Robots

Industrial robots automate processes in manufacturing environments like factories and warehouses. Possessing at least one robotic arm, these robots are made to handle heavy objects while moving with speed and precision. As a result, industrial robots often work in assembly lines to boost productivity.

Medical Robots

Medical robots assist healthcare professionals in various scenarios and support the physical and mental health of humans. These robots rely on AI and sensors to navigate healthcare facilities, interact with humans, and execute precise movements. Some medical robots can even converse with humans, encouraging people’s social and emotional growth.

Agricultural Robots

Agricultural robots handle repetitive and labor-intensive tasks, allowing farmers to use their time and energy more efficiently. These robots also operate in greenhouses, where they monitor crops and help with harvests. Agricultural robots come in many forms, ranging from autonomous tractors to drones that collect data for farmers to analyze.

Microrobotics

Microrobotics is the study and development of robots on a miniature scale. Often no bigger than a millimeter, microrobots can vary in size, depending on the situation. Biotech researchers typically use micro-robotics to monitor and treat diseases, improve diagnostic tools, and create more targeted solutions.

Augmenting Robots

Augmenting robots, also known as VR robots, either enhance current human capabilities or replace the capabilities a human may have lost. The field of robotics for human augmentation is a field where science fiction could become reality very soon, with bots that can redefine the definition of humanity by making humans faster and stronger. Some examples of current augmenting robots are robotic prosthetic limbs or exoskeletons used to lift hefty weights.

Software Bots

Software bots, or simply ‘bots,’ are computer programs that carry out tasks autonomously. They are not technically considered robots. One common use case of software robots is a chatbot, which is a computer program that simulates conversation both online and over the phone and is often used in customer service scenarios. Chatbots can either be simple services that answer questions with an automated response or more complex digital assistants that learn from user information.

 

Robotics Applications

Beginning as a major boon for manufacturers, robotics has become a mainstay technology for a growing number of industries.

Manufacturing

Industrial robots can assemble products, sort items, perform welds and paint objects. They may even be used to fix and maintain other machines in a factory or warehouse. 

Healthcare

Medical robots transport medical supplies, perform surgical procedures and offer emotional support to those going through rehabilitation.  

Companionship

Social robots can support children with learning disabilities and act as a therapeutic tool for people with dementia. They also have business applications like providing in-person customer service in hotels and moving products around warehouses. 

Home Use

Consumers may be most familiar with the Roomba and other robot vacuum cleaners. However, other home robots include lawn-mowing robots and personal robot assistants that can play music, engage with children and help with household chores.

Search and Rescue

Search and rescue robots can save those stuck in flood waters, deliver supplies to those stranded in remote areas and put out fires when conditions become too extreme for firefighters.

 

Pros and Cons of Robotics

Robotics comes with some benefits and drawbacks.

Pros of Robotics

• Increased accuracy. Robots can perform movements and actions with greater precision and accuracy than humans.
• Enhanced productivity. Robots can work at a faster pace than humans and don’t get tired, leading to more consistent and higher-volume production. 
• Improved safety. Robots can take on tasks and operate in environments unsafe for humans, protecting workers from injuries. 
• Rapid innovation. Many robots are equipped with sensors and cameras that collect data, so teams can quickly refine processes. 
• Greater cost-efficiency. Gains in productivity may make robots a more cost-efficient option for businesses compared to hiring more human workers.

Cons of Robotics

• Job losses. Robotic process automation may put human employees out of work, especially those who don’t have the skills to adapt to a changing workplace.  
• Limited creativity. Robots may not react well to unexpected situations since they don’t have the same problem-solving skills as humans. 
• Data security risks. Robots can be hit with cyber attacks, potentially exposing large amounts of data if they’re connected to the Internet of Things.  
• Maintenance costs. Robots can be expensive to repair and maintain, and faulty equipment can lead to disruptions in production and revenue losses.  
• Environmental waste. Extracting raw materials to build robots and having to discard disposable parts can lead to more environmental waste and pollution.

What should students, parents, and teachers know about AI?

 AI education will help people understand the risks, limitations, and opportunities

Former judge Kay Firth-Butterfield began to think about how humans might live and work with artificial intelligence (AI). She’s a senior research fellow at the University of Texas, investigating tech (AI) use and governance. She became the world’s first AI ethics officer (at Lucid Holdings LLC) in 2014 and is a leading expert on responsible AI. For more than five years she led AI and Machine Learning at the World Economic Forum, where she was charged with helping to steer nations and businesses towards a responsible use of the new technologies. She sits on a council and advisory board for the US administration and UNESCO respectively.

Today she’s chief executive of the Good Tech Advisory, which works with government, charities, businesses and academia to help implement responsible and productive use of AI while remaining legally compliant. Long recognised as a leading woman in AI governance, she received a TIME100 Impact Award in February of this year.

She spoke to BOLD about the challenges faced by schools and universities, students and teachers as they grapple with the advance of AI.

Helena Pozniak: Is the use of AI within education inevitable?

Kay Firth-Butterfield: Yes – you can’t step back from it now. Students are going to be using it for their homework. We must focus more on how we can make it safe for them to use rather than banning it. Generative AI is making information on the internet more accessible. As it gets better, it’s effectively the brains sitting next to you. But getting it right is critical – our children need to be educated to work and live with artificial intelligence. It’s humans who should be in charge. There’s much bias in large language models. It’s essential that all users are trained to understand what the machine can do for us – and its limitations.

HP: What are the dangers of AI for children?

KFB: One of the things I worry about is that children form their beliefs, values and attitudes before they’re seven years old, so we must think carefully about policies for the early years.

We really need to understand the impact of educational toys we give them. Computers are arguably better at influencing, nudging and manipulating behaviour than are humans. We also must know where children’s data are, whether devices can be hacked, and whether children can be identified.

“But getting it right is critical – our children need to be educated to work and live with artificial intelligence.”

Most AI toys for young children – such as ‘smart dolls’ – are made in China. If you want a connected toy to have ‘conversations’ with your child, the toy will have to collect data from interactions. Where is that information stored and is it secure? We don’t know, so there are huge issues of data privacy.

We also need to have a conversation about the extent to which we are prepared to allow tech to ‘look after’ our children. What if this connected doll becomes a child’s best friend – but then ‘dies’? How will the child respond? Will such a ‘death’ be more difficult for the child than when a teddy bear falls to pieces? What if your best friend is a machine? Is interacting with these machines preparation for the future? We don’t know yet, but we’re testing this on the most vulnerable among us: children. This brings us back to the need for widespread education on AI so parents can make informed decisions about the toys and tools their children use.

HP:What about older children?

KFB: AI must be considered at all levels. We are educating children for the future and potentially for multiple careers. They must be equipped to get the best out of technology as it changes. And we must educate everyone about AI so we can really engage in the debate about what future we want our kids and grandkids to have.

HP: We already know about AI – why do we need AI education?

KFB: One of the greatest problems is that the capabilities of AI are outstripping almost everyone’s understanding of AI. When it’s used in education, in hospitals, in our voting structure, people don’t necessarily understand what is happening. It’s terribly important that everyone – teachers especially – understand. Teachers urgently require training. Also, we are seeing increasing mistrust in AI. Education will help people know what they should be wary of and what they can safely use.

HP: What are the fundamental components of a responsible AI policy in schools?

KFB: One of the first actions would be to educate children to understand what interaction with a generative AI model means. Schools must also ask: is AI increasing your knowledge or just making you lazier? If children are going to learn anything about AI, they must learn to use it properly.

It’s fun for kids to interact with AI, but what does that mean in terms of privacy and data, and where and how the information is stored? Students need to be aware that some of these tools can be hacked, and schools need to install guardrails, particularly around data and privacy.

More on ethics, privacy, and security in AI

The data scientist putting humans at the center of educational AI

We’ve seen this backfire in the corporate world: In April 2023, Samsung engineers in South Korea uploaded sensitive code to ChatGPT, prompting the firm to ban the use of generative AI on its devices and internal networks, and some US banks have restricted its use. Any generative model that trains from the internet uses data uploaded to the internet.

“Students need to be aware that some of these tools can be hacked, and schools need to install guardrails, particularly around data and privacy.”

Students must be aware they may receive misinformation from ‘hallucinations’ [when an AI large language model makes incorrect predictions] and ‘cannibalism’ [when an AI ‘learns’ from AI-generated data, creating a potentially poor quality feedback loop].

Parents also need to understand how AI is being used. But the final decision on AI must rest with schools rather than parents, who mustn’t be allowed to dictate content. We’ve already seen certain types of schools ban certain books in the US, and this leaves teachers feeling beleaguered.

Schools also need to know that AI can be used as a form of bullying – for example, using generative AI to create deepfake pornographic images of fellow students. Policing this places extra burdens on schools.

HP: What about the future? Are you optimistic?

KFB: I believe in the power of AI for good. I wouldn’t be working to get it right if I didn’t think it was worth doing. I’m very optimistic that if we install the right guardrails, and understand that it’s not a magic wand to make everything easier or better, there’s a huge potential to do great things for human beings. But we need some really novel thinking about education for tomorrow.

HP: What impact will AI have on teachers’ roles? What support do they need?

KFB: Teachers urgently need help, support and training.

Students are going to use AI if and when they can, and banning it isn’t the answer. We’ve been talking about flipped classrooms for years. Rather than teaching content, teachers can use teaching time to challenge their students and encourage critical and analytical thinking. Unless you test what students have told you in an essay for which they probably got help from generative AI, then you are no longer teaching them.

HP: Could AI ease teachers’ workloads and even help with the recruitment crisis?

KFB: One of my great hopes is that we can get AI right in education. There are already AI I tools to help with marking, certainly for science and maths, and I could see that you could train generative AI to help mark humanities work as well, although it’s worth noting that the EU AI Act concludes that using AI for grading is highly risky. But I hope that AI can help with all the administrative tasks too, the ‘drudgery’ of teaching – which will free up time to interact with pupils. Of course that’s important in the UK, for example, but it’s extraordinarily important if it can reach the Global South, where teachers may be responsible for teaching classes with as many as 60 kids of different ages and abilities.

We also need a complete change of thinking about how and what humans are going to need to learn. Children need to learn how to think critically about facts and analyse them. In the age of deep fakes and misinformation, I do not think we should reduce teaching children to requiring them to remember things, but rather concentrate on providing them with tools to question.

HP: Where are schools and universities, in your opinion, in their AI adoption?

KFB: Most universities have already introduced an AI policy. Students are using AI and professors are learning how to teach in a world with AI. But it’s much easier for universities, which have more academic freedom than schools. As machines become more and more capable, it’s what makes us human that will be important, so that implies concentrating on humanities (especially for the scientists creating the AI).

“As machines become more and more capable, it’s what makes us human that will be important, so that implies concentrating on humanities.”

HP: Are we making too much fuss?

KFB: No – I think we need to make the fuss now, because we are making fundamental decisions: at what age will we allow our children to have smart toys? What is their role in socialisation? How will AI and humans work together in the future? Is this the future we want? Really understanding what humans want out of AI is perhaps more relevant than worrying about AI becoming super intelligent. We need to think about how much AI will dominate our future, and how much we will own our future. Education is the starting point for this conversation, but it is a conversation we need to have now.