The increase of human needs has pushed the robotics sector to evolve even more. One area that begins to bloom in robotic systems are semi-autonomous or autonomous monitoring and guarding vehicles from a distance. The present platform is an example of such a system. It will be the analysis of its design, construction and operation. The operator driving the vehicle will have video feed and additional information about the space monitor. This system could be the basis of a complete automated platform with more sensors that will cover more needs.
Computational Pedagogy is an instructional approach based on Computational Science and the Computational Experiment as well as on the CPACK model. Computational Science in Education engages students in computational modeling and simulation technology in alignment with the essential features of Inquiry based teaching and learning approach and the Computational Thinking dimensions (practices and skills). STEAM –content based epistemology- education is connected to Computational Pedagogy through the Computational Experiment leading to a proposed model called ‘Computational STEAM Content Pedagogy’ as a teaching and learning approach which can be implemented in a STEAM holistic interdisciplinary/trans-disciplinary epistemology approach to the curriculum for solving real computational problems.
As a result of the increasingly demands in modern industry, the development of robotic systems with greater flexibility between processes and lower human factor modification and intervention requirements, were necessary. The visual control technology simplifies the process of calibration of a robot with the assistance of visual feedback. The visual inspection of a robot includes the use of industrial cameras and a computer vision system to control its position relative to the work piece. In this paper a system will be designed and constructed, which will be using computer vision to monitor a production line and remove the defective products. For this purpose a stereoscopic camera will be built that will perform and calculate the object's coordinates in its environment. The system controller will make the trajectory planning into the three-dimensional environment, and the control of the robotic arm.
The aim of the present article is to analyze the relation of physical computing with the computational thinking dimensions and the transdisciplinary approach of STEM epistemology in inquiry-based learning environments, when the methodology of the computational experiment is implemented. We argue that computational science and computational experiment can be applied in connection with STEM epistemology, when physical computing activities are embedded in the curriculum for Higher Education students. In order to implement this connection, we present software applications that combine algorithms and physical computing. We believe that engaging students through their existing STEM courses in physical computing - in the form of the computational experiment methodology- is a strategy that is much more likely to succeed in increasing the interest and appeal of STEM epistemology. Different learning modules were designed, which covered the combination of easy java simulations (Ejs) with Arduino and Raspberry pi.
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