Using Robotics to Equip K-12 Teachers: Silicon Prairie Initiative for Robotics in Information Technology (Spirit)
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An Introduction to the NASA Robotics Alliance Cadets Program
Session F An Introduction to the NASA Robotics Alliance Cadets Program David R. Schneider, Clare van den Blink NASA, DAVANNE, & Cornell University / Cornell University CIT [email protected], [email protected] Abstract The 2006 report National Defense Education and Innovation Initiative highlighted this nation’s growing need to revitalize undergraduate STEM education. In response, NASA has partnered with the DAVANNE Corporation to create the NASA Robotics Alliance Cadets Program to develop innovative, highly integrated and interactive curriculum to redesign the first two years of Mechanical Engineering, Electrical Engineering and Computer Science. This paper introduces the NASA Cadets Program and provides insight into the skill areas targeted by the program as well as the assessment methodology for determining the program’s effectiveness. The paper also offers a brief discussion on the capabilities of the program’s robotic platform and a justification for its design into the program. As an example of the integration of the robotic platform with the program’s methodologies, this paper concludes by outlining one of the first educational experiments of NASA Cadets Program at Cornell University to be implemented in the Spring 2007 semester. I. Introduction To be an engineer is to be a designer, a creator of new technology, and the everyday hero that solves society’s problems through innovative methods and products by making ideas become a reality. However, the opportunity to truly explore these key concepts of being an engineer are often withheld from most incoming engineering students until at least their junior year causing many new students to lose motivation and potentially leave the program. -
Humanoid Robots (Figures 41, 42)
A Roboethics Framework for the Development and Introduction of Social Assistive Robots in Elderly Care Antonio M. M. C. Espingardeiro Salford Business School University of Salford, Manchester, UK Submitted in Partial Fulfilment of the Requirements of the Degree of Doctor of Philosophy, September 2013 TABLE OF CONTENTS Chapter 1 - Introduction ......................................................................................................................................... 1 Chapter 2 - Literature review ................................................................................................................................. 9 2.1. Ethics in the digital world ................................................................................................................................ 9 2.2. Exploratory work in roboethics ..................................................................................................................... 14 2.2. Roboethics rules and guidance ...................................................................................................................... 18 2.3. “In-situ” practical workshops with SARs ........................................................................................................ 23 2.4. Summary ........................................................................................................................................................ 24 Chapter 3 - Human robotics interactions and ethical principles ......................................................................... -
Using Fluid Power Workshops to Increase Stem Interest in K-12 Students
Paper ID #10577 Using fluid power workshops to increase STEM interest in K-12 students Dr. Jose M Garcia, Purdue University (Statewide Technology) Assistant Professor Engineering Technology Mr. Yury Alexandrovich Kuleshov, Purdue University, West Lafayette Dr. John H. Lumkes Dr. John Lumkes is an associate professor in agricultural and biological engineering at Purdue University. He earned a BS in engineering from Calvin College, an MS in engineering from the University of Michi- gan, and a PhD in mechanical engineering from the University of Wisconsin-Madison. His research focus is in the area of machine systems and fluid power. He is the advisor of a Global Design Team operating in Bangang, Cameroon, concentrating on affordable, sustainable utility transportation for rural villages in Africa. Page 24.1330.1 Page c American Society for Engineering Education, 2014 USING FLUID POWER WORKSHOPS TO INCREASE STEM INTEREST IN K-12 STUDENTS 1. Abstract This study addresses the issue of using robotics in K-12 STEM education. The authors applied intrinsic motivation theory to measure participant perceptions during a series of robotic workshops for K-12 students at Purdue University. A robotic excavator arm using fluid power components was developed and tested as a tool to generate interest in STEM careers. Eighteen workshops were held with a total number of 451 participants. Immediately after the workshop, participants were provided with a questionnaire that included both quantitative and qualitative questions. Fourteen of the questions are quantitative, where a participant would characterize their after-workshop experience using a 1 to 7- Likert scale. According to the intrinsic motivation theory it was hypothesized that participant perceptions should differ depending on their gender, race, and age. -
Radio Frequency Identification Based Smart
ISSN (Online) 2456-1290 International Journal of Engineering Research in Mechanical and Civil Engineering (IJERMCE) Vol 2, Issue 2, February 2017 A Review Approach on Design and Development of Transportation Path Follower Robot for Material Handling [1] Mr. Pathade Akash, [2] Mr. Bajaj Kishan [3] Mr. Bajaj Kaushik, [4] Ms. Patil Tanvi [1][2][3][4] Mechanical Engineering , Sandip Institute of Technology and Research Centre (SITRC),Nashik Abstract:-- In this project instead of doing manual work, automatized work is done. Transportation path follower robot is a type of robot which is used for material handling and transporting the material from one place to another. The main purpose of this project is to reduce labour, cost involved with it and also to save the time. It is six wheel electric rover, which will provide paper work from administration office to every department. Robotic vehicles are capable of traveling where people cannot go, or where the hazards of human presence. Keywords: Automatized, material handling, reduce labour, Rocker bogie, Ultrasonic, RFID. depending on the environment and application. It is common to utilize so-called supervisory control‖ for high- I. INTRODUCTION level observation and monitoring of vehicle motion. In other Transportation path follower robot is a type of instances, an interface is provided for more continuous robot which is used for material handling and transporting human input constituting a remotely operated vehicle, or the material from one place to another. The robot is a ROV. In this case, the ROV is often linked by cable or mechanical or virtual artificial agent, usually an wireless communications in order to provide higher electromechanical machine that is guided by computer bandwidth communications of operator input. -
Integrating Robotics Into First-Year Experience Courses Tyson S
Southern Adventist University KnowledgeExchange@Southern Faculty Works School of Computing 4-2011 Integrating Robotics into First-Year Experience Courses Tyson S. Hall Southern Adventist University, [email protected] P. Willard Munger Southern Adventist University, [email protected] Follow this and additional works at: https://knowledge.e.southern.edu/facworks_comp Part of the Curriculum and Instruction Commons, and the Robotics Commons Recommended Citation T. S. Hall and P. W. Munger, “Integrating robotics into first-year experience courses,” in Proc. 2011 American Society for Engineering Education Southeastern Section Annual Meeting, Charleston, GA, April 2011. This Conference Paper is brought to you for free and open access by the School of Computing at KnowledgeExchange@Southern. It has been accepted for inclusion in Faculty Works by an authorized administrator of KnowledgeExchange@Southern. For more information, please contact [email protected]. Integrating Robotics into First-Year Experience Courses Tyson S. Hall1 and P. Willard Munger2 Abstract – Robotics are a popular component of many introductory engineering and computer science courses. At Southern Adventist University, the School of Computing faculty decided to integrate robotics into a discipline- specific section of the University’s first-year experience course. The integration of robotics into a first-year experience course has created a hands-on introduction to college life within the Computing discipline while introducing students to the problem-solving process. This paper will introduce a very low-cost robotic platform kit ($50-75) that has been developed for the first-year experience course. Student assessment data from the first offering of this course with the SouthernBot 2.0 kit shows that overall, students were engaged in the open-ended design projects completed during the building of the robot platform. -
20071002-SPIRIT Eval Report
Page 1 Project Evaluation Report October 3, 2007 Silicon Prairie Initiative for Robotics in Information Technology SPIRIT Funded by the National Science Foundation as Project #0525111 ITEST (Information Technology Experiences for Students and Teachers) Completed by : Neal Grandgenett, Ph.D. (Education, Co-Principal Investigator) University of Nebraska at Omaha 107 Kayser Hall, Omaha, NE 68182 (402) 554-2690 [email protected] Bing Chen, Ph.D. (Engineering, Principal Investigator) Peter Kiewit Institute 200A 1110 South 67th Street Omaha, NE 68182-0572 (402) 554-2769 [email protected] Mike Timms, Ph.D. (Education, External Evaluator) Evaluation Consultant 2700 West Newell Avenue Walnut Creek, California 94595 (925) 256 9720 [email protected] Page 2 Introduction Report Purpose: This document is an annual project evaluation summary for the SPIRIT project, up through October 2, 2007. It is submitted as a stand-alone evaluation report attached to the NSF Fastlane system. Parts of this stand-alone report have been entered into the Fastlane system, through a copy and paste process. The SPRIT report represents the work of many professionals engaged with the project. Project Goal and Objectives: The SPIRIT project uses teacher professional development as a driver to increase student success in challenging middle-school science and math activities that utilize standards-based learning (ISTE, 1999; ITEA 2000; NCTM, 2000; NAS, 1996) within the context of TekBot ® technology. Effective teacher professional development is a key variable for educational reform in mathematics and science (Loucks-Horsley et al., 2003; Richardson, 1994) and middle school grades are often where some of the most important and general math and science instruction is undertaken (Adams et al., 2000). -
The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment
The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment Illah R. Nourbakhsha, Kevin Crowleyb, Ajinkya Bhavea, Emily Hamnera, Thomas Hsiuc, Andres Perez-Bergquista, Steve Richardsd, Katie Wilkinsonb a The Robotics Institute, Carnegie Mellon University, Pittsburgh, PA 15213 b Learning Research and Development Ctr, Univ. of Pittsburgh, Pittsburgh, PA 15260 c Gogoco, LLC. Sunnyvale, CA 94086 d Acroname, Inc. Boulder, CO 80303 Abstract Robotic Autonomy is a seven-week, hands-on introduction to robotics designed for high school students. The course presents a broad survey of robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon’s Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh’s Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an in- depth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. -
Design Elements of a Mobile Robotics Course Based on Student Feedback
Paper ID #14163 Design Elements of a Mobile Robotics Course Based on Student Feedback Prof. Alisa Gilmore P.E., University of Nebraska, Lincoln Alisa N. Gilmore, M.S.E.C.E., P.E. is an Associate Professor of Practice at the University of Nebraska - Lincoln. She has developed and teaches courses in robotics, telecommunications, circuits and controls. Page 26.460.1 Page c American Society for Engineering Education, 2015 Design Elements of a Mobile Robotics Course Based on Student Feedback The use of robots in undergraduate classrooms has seen a boom in recent years due to the universal appeal of robots, and the applicability of robot systems to preparing students for career paths in computer science, robotics and intelligent systems, and as well as for teaching fundamental engineering and programming concepts in a fresh way. At our University, a novel robot platform was developed in 2008 as part of a funded outreach project, applicable to both K- 12 outreach and university level instruction. The robot platform, named the CEENBoT, became a central learning platform for instructing K-12 math and science teachers in a large educational robotics project and was simultaneously adopted into the Freshman and Sophomore curriculum in the department of Computer and Electronics Engineering (CEEN), one of the key partners in the outreach project. In the CEEN department, use of the CEENBoT was proliferated through a progression of undergraduate courses as an active learning component in teaching students fundamental computer and electrical engineering topics with a goal of providing additional hands-on engagement. Most often, this included at least one lab or project using the CEENBoT platform in each course. -
Teaching Robotics at the Primary School: an Innovative Approach David Scaradozzia, Laura Sorbia*, Anna Pedalea,B, Mariantonietta Valzanoc, Cinzia Verginec
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3838 – 3846 INTE 2014 Teaching robotics at the primary school: an innovative approach David Scaradozzia, Laura Sorbia*, Anna Pedalea,b, Mariantonietta Valzanoc, Cinzia c Vergine aDipartimento di Ingegneria dell’Informazione, Università Politecnica delle Marche, Via Brecce Bianche, 60131, Ancona, Italy bNational Instruments Italy, Centro Direzionale Milanofiori Nord, Palazzo U4, Via del Bosco Rinnovato, 8, 20090, Assago (MI), Italy cIstituto Comprensivo Largo Cocconi, Laro Girolamo Cocconi, 10, Roma, Italy Abstract Many researchers and teachers agree that the inclusion of Science, Technology, Engineering, and Math in early education provides a strong motivation and a great improvement in learning speed. Most curricula in primary schools include a number of concepts that cover science and math, but less effort is applied in teaching problem solving, computer science, technology and robotics. The use of robotic systems and the introduction of Robotics as a curricula subject can bring the possibility of transmit to children the basics of technology and to give them other kind of human and organizational values. This work present a new program introduced in an Italian primary school thanks to the collaboration with National Instrument and Università Politecnica delle Marche. The subject of Robotics becomes part of the Primary school curricula for all the five years of formation. The program has allowed the teachers training and a complete way through which children have demonstrated great learning abilities, not only in mere technology but also in collaboration and teamwork. © 20152014 The The Authors. Authors. Published Published by by Elsevier Elsevier Ltd. -
Computer Interface Innovations for an Ece Mobile Robotics Platform Applicable to K-12 and Univer- Sity Students
AC 2011-2200: COMPUTER INTERFACE INNOVATIONS FOR AN ECE MOBILE ROBOTICS PLATFORM APPLICABLE TO K-12 AND UNIVER- SITY STUDENTS Alisa N. Gilmore, University of Nebraska - Lincoln Alisa N. Gilmore, P.E. is a Senior Lecturer in the Department of Computer and Electronics Engineering at the University of Nebraska - Lincoln. Since 2006, she has served as Senior Staff for administering NSF grants in the ITEST and Discovery K-12 programs associated with using robotics in the K-12 arena to educate teachers and motivate student achievement in STEM. At the University, she has developed and taught courses in robotics, electrical circuits and telecommunications. Prior to coming to UNL, Ms. Gilmore worked in telecommunications and controls R&D and manufacturing. She has used her indus- try background to foster industrial partnerships at the University, and to develop courses and supervise students in projects that support educational robotics. Mr. Jose M. Santos, University of Nebraska-Lincoln Mr. Santos is an undergraduate student at the University of Nebraska-Lincoln (Omaha Campus) where he’s currently earning a double-major in Computer Engineering and Mathematics. He also holds a Bach- elor’s Science degree in Electronics Engineering Technology (EET) from DeVry Institute of Technology (now DeVry University). He is the creator and lead software architect of the CEENBoT-API (Application Programming Interface) presently in use in various engineering curricula at the University of Nebraska. Aaron Joseph Mills, Iowa State University Aaron Mills graduated in 2010 from the University of Nebraska - Lincoln and the University of Nebraska at Omaha with degrees in Computer Engineering and Computer Science. -
Astra Robotics - Rvce
ASTRA ROBOTICS - RVCE Who are we? “Astra robotics” is the robotics chapter of RV College of Engineering. We actively participate in the various robotics events held across the globe. We focus on robotics and technology to boost innovation for a better tomorrow. We aim to create a platform for research and development in the field of robotics and automation to solve conundrums in the most economical and elementary ways. We consider ourselves a socially responsible club. We believe in sharing our knowledge and sharing the benefits of technology with the world. Mission & Vision We provide a platform for Interdisciplinary research and innovation in the field of robotics, with a focus on development of sustainable technology. We work towards developing next generation robots and incorporating the principles of Opportunistic and Experiential learning. Perspective We have been a platform for providing insight into the world of Robotics and encouraging students to pursue their interests in it. We being a socially responsible club have conducted various Robotics workshops in and outside Bangalore to develop interests among students in the field of Robotics. The students were taught basics of electronics, arduino and how to make a line follower. Teams were given kits to develop the bots that comprised of motors, chassis, arduino, cable, breadboard and others. The amount raised from conducting workshop is used for funding the student club. We have also conducted many classes during summer for the students of our college about basics of Raspberry Pi and Internet of Things. We have also done many minor projects during summer which are very innovative. -
Affordable Mobile Robotic Platforms for Teaching Computer Science at African Universities
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Lincoln Institutional Repository Affordable Mobile Robotic Platforms for Teaching Computer Science at African Universities Ernest B.B. Gyebi, Marc Hanheide and Grzegorz Cielniak School of Computer Science University of Lincoln, UK Email: fegyebi,mhanheide,[email protected] Abstract—Educational robotics can play a key role in ad- importance of existing knowledge, conceptions and varied dressing some of the challenges faced by higher education in learning styles. In robotics, learners are invited to work on Africa. One of the major obstacles preventing a wider adoption experiments or problem solving with selective use of available of initiatives involving educational robotics in this part of the world is lack of robots that would be affordable by African resources, according to their own interests, search and learning institutions. In this paper, we present a survey and analysis of strategies [7]. currently available affordable mobile robots and their suitability for teaching computer science at African universities. To this In this paper, we are looking at one of the key challenges end, we propose a set of assessment criteria and review a for adopting robot programming in the curricula of African number of platforms costing an order of magnitude less than universities: identifying robotic platforms which are suitable the existing popular educational robots. Our analysis identifies for education purposes in computer science and at the same suitable candidates offering contrasting features and benefits. We time are affordable. Affordability has to be seen differently also discuss potential issues and promising directions which can be considered by both educators in Africa but also designers and than normally looked at in developed countries: for example, manufacturers of future robot platforms.