Implementation Of Autonomous Robot Research Articles

Challenges in the implementation of autonomous robots in the process of feeding materials on the production line as part of Logistics 4.0

Challenges in the implementation of autonomous robots in the process of feeding materials on the production line as part of Logistics 4.0

Robot contest as a laboratory for experiential engineering education

By designing, building, and operating autonomous robots students learn key engineering subjects and develop systems-thinking, problem-solving, and teamwork skills. Such events as the Trinity College Fire-Fighting Home Robot Contest (TCFFHRC) offer rich opportunities for students to apply their skills by requiring design, and implementation of autonomous robots that are tested during competition. Started in 2003, the TCFFHRC Robotics Olympiad offers junior-high and high school students, working alone or in teams, to demonstrate their knowledge by taking a challenging 50-minute written examination in four key areas related to robotics: mechanics, sensors, software, and electronics. The Olympiad comprises a second evaluation medium that supplements a regular contest survey, which has been in place since 1999. The contest survey solicits information about motivation and progress in subject areas from all contest participants--a large and diverse group that includes junior-high and high school students, working engineers, university students, and team supervisors/guides. As a further evaluation step, we have conducted supplementary case studies of courses and curricula at Trinity College and at the Technion. Assessment indicates that the TCFFHRC has achieved its primary goal: to foster and improve robotics education on an international scale.

Robots in the AI Classroom: What Smart Machines Can Teach Smart Students

The design and implementation of autonomous robots provides experience with engineering problems as well as with hard problems in artificial intelligence. Our aims in this article are fourfold: First, we describe how the use of robots complements traditional classroom lectures for the teaching of important concepts in a graduate‐level AI class. Second, we discuss the use of robots as a multimedia tool for capturing student interest and facilitating the self‐guided exploration of AI concepts. Third, we relate readings and robots in the curriculum and show how the robots aid understanding of philosophical issues in AI. Finally, we describe the robot kits and the organization of the class, present several completed projects by student teams, and report some of the feedback given by students who completed the course. We also analyze the successes and failures of the first two courses offered and describe the changes made for the recently completed second course.