{"id":38147,"date":"2019-10-31T22:21:56","date_gmt":"2019-10-31T19:21:56","guid":{"rendered":"https:\/\/prohoster.info\/blog\/podhod-intensivnogo-obucheniya-stem\/"},"modified":"2019-10-31T22:21:56","modified_gmt":"2019-10-31T19:21:56","slug":"podhod-intensivnogo-obucheniya-stem","status":"publish","type":"post","link":"https:\/\/prohoster.info\/cs\/blog\/news\/podhod-intensivnogo-obucheniya-stem","title":{"rendered":"P\u0159\u00edstup intenzivn\u00edho u\u010den\u00ed STEM","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Ve sv\u011bt\u011b in\u017een\u00fdrsk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed existuje mnoho skv\u011bl\u00fdch kurz\u016f, ale \u010dasto m\u00e1 vzd\u011bl\u00e1vac\u00ed program, zalo\u017een\u00fd na nich, jeden v\u00e1\u017en\u00fd nedostatek \u2014 nedostatek dobr\u00e9 n\u00e1vaznosti mezi r\u016fzn\u00fdmi t\u00e9maty. M\u016f\u017eete oponovat: jak to? <\/p>\n

Kdy\u017e se sestavuje vzd\u011bl\u00e1vac\u00ed program, pro ka\u017ed\u00fd kurz se uv\u00e1d\u011bj\u00ed p\u0159edpoklady a jasn\u00fd po\u0159\u00e1dek, v jak\u00e9m je t\u0159eba studovat discipline. Nap\u0159\u00edklad, abychom sestavili a naprogramovali primitivn\u00edho mobiln\u00edho robota, mus\u00edme zn\u00e1t trochu mechaniky pro vytvo\u0159en\u00ed jeho fyzick\u00e9 konstrukce; z\u00e1klady elekt\u0159iny na \u00farovni Ohmov\u00fdch\/Kirchhoffov\u00fdch z\u00e1kon\u016f, pochopen\u00ed digit\u00e1ln\u00edch a analogov\u00fdch sign\u00e1l\u016f; operace s vektory a maticemi pro popis sou\u0159adnicov\u00fdch syst\u00e9m\u016f a pohyb\u016f robota v prostoru; z\u00e1klady programov\u00e1n\u00ed na \u00farovni reprezentace dat, nejjednodu\u0161\u0161\u00edch algoritm\u016f a konstrukc\u00ed \u0159\u00edzen\u00ed toku atd. pro popis chov\u00e1n\u00ed. <\/p>\n

Existuje to v\u0161e v univerzitn\u00edch kurzech? Samoz\u0159ejm\u011b \u017ee ano. Av\u0161ak k Ohmov\u00fdm\/Kirchhoffov\u00fdm z\u00e1kon\u016fm dost\u00e1v\u00e1me termodynamiku a teorii pole; krom\u011b operac\u00ed s maticemi a vektory se mus\u00edme zab\u00fdvat Jordanov\u00fdmi formami; v programov\u00e1n\u00ed se u\u010d\u00edme polymorfismus \u2014 t\u00e9mata, kter\u00e1 nejsou v\u017edy pot\u0159ebn\u00e1 pro \u0159e\u0161en\u00ed jednoduch\u00e9ho praktick\u00e9ho \u00fakolu. <\/p>\n

Univerzitn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed je extensivn\u00ed - student se vyd\u00e1v\u00e1 \u0161irok\u00fdm frontem a \u010dasto nevid\u00ed smysl a praktick\u00fd v\u00fdznam znalost\u00ed, kter\u00e9 z\u00edsk\u00e1v\u00e1. Rozhodli jsme se p\u0159evr\u00e1tit paradigmu univerzitn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed STEM (z anglick\u00fdch slov Science, Technology, Engineering, Math) a vytvo\u0159it takov\u00fd program, kter\u00fd se op\u00edr\u00e1 o n\u00e1vaznost znalost\u00ed, umo\u017e\u0148uj\u00edc\u00ed budouc\u00ed prohlubov\u00e1n\u00ed obsahu, tedy p\u0159edpokl\u00e1daj\u00edc\u00ed intenzivn\u00ed osvojen\u00ed p\u0159edm\u011bt\u016f.
\n<\/a><\/noindex>
\nStudium nov\u00e9 tematick\u00e9 oblasti lze p\u0159irovnat ke zkoum\u00e1n\u00ed ur\u010dit\u00e9 krajiny. A zde existuj\u00ed dv\u011b varianty: bu\u010f p\u0159ed n\u00e1mi je velmi podrobn\u00e1 mapa s obrovsk\u00fdm mno\u017estv\u00edm detail\u016f, kter\u00e9 je t\u0159eba prostudovat (co\u017e zabere hodn\u011b \u010dasu), abychom porozum\u011bli, kde se nach\u00e1zej\u00ed hlavn\u00ed orienta\u010dn\u00ed body a jak si navz\u00e1jem odpov\u00eddaj\u00ed; nebo m\u016f\u017eeme vyu\u017e\u00edt primitivn\u00ed pl\u00e1n, na kter\u00e9m jsou ozna\u010deny pouze hlavn\u00ed body a jejich vz\u00e1jemn\u00e9 um\u00edst\u011bn\u00ed \u2014 takov\u00e1 mapa sta\u010d\u00ed k tomu, abychom okam\u017eit\u011b mohli za\u010d\u00edt sm\u011b\u0159ovat spr\u00e1vn\u00fdm sm\u011brem, up\u0159es\u0148uj\u00edc detaily b\u011bhem cesty. <\/p>\n

P\u0159\u00edstup intenzivn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed STEM jsme otestovali na zimn\u00ed \u0161kole, kterou jsme uspo\u0159\u00e1dali ve spolupr\u00e1ci se studenty MIT za podpory JetBrains Research.<\/a><\/noindex> <\/p>\n

<\/p>\n

P\u0159\u00edprava materi\u00e1lu<\/h3>\n

<\/b>
\nPrvn\u00ed \u010d\u00e1st\u00ed programu \u0161koly byla t\u00fddenn\u00ed v\u00fduka z\u00e1kladn\u00edch sm\u011br\u016f, kter\u00e9 zahrnovaly algebru, elektrick\u00e9 obvody, architekturu po\u010d\u00edta\u010de, programov\u00e1n\u00ed v Pythonu a sezn\u00e1men\u00ed s ROS (Robot Operating System). <\/p>\n

Tyto sm\u011bry nebyly vybr\u00e1ny n\u00e1hodn\u011b: vz\u00e1jemn\u011b se dopl\u0148ovaly, m\u011bly pomoci student\u016fm vid\u011bt souvislost mezi, na prvn\u00ed pohled, zd\u00e1nliv\u011b odli\u0161n\u00fdmi v\u011bcmi \u2014 matematikou, elektronikou a programov\u00e1n\u00edm.<\/p>\n

Samoz\u0159ejm\u011b hlavn\u00edm c\u00edlem nebylo p\u0159e\u010d\u00edst mnoho p\u0159edn\u00e1\u0161ek, ale umo\u017enit student\u016fm samotn\u00fdm uplatnit pr\u00e1v\u011b z\u00edskan\u00e9 znalosti v praxi. <\/p>\n

V \u010d\u00e1sti o algeb\u0159e si studenti mohli procvi\u010dit operace s maticemi a \u0159e\u0161en\u00ed soustav rovnic, kter\u00e9 se hodily p\u0159i studiu elektrick\u00fdch obvod\u016f. Po sezn\u00e1men\u00ed se s konstrukc\u00ed tranzistoru a logick\u00fdmi prvky na jeho z\u00e1klad\u011b si studenti mohli v\u0161imnout jejich vyu\u017eit\u00ed v architektu\u0159e procesoru, a po sezn\u00e1men\u00ed se s jazykem Python napsat program pro skute\u010dn\u00e9ho robota.<\/p>\n

\"P\u0159\u00edstup
\n
\n<\/p>\n

Duckietown<\/h3>\n

<\/b>
\nJedn\u00edm z \u00fakol\u016f \u0161koly bylo minimalizovat pr\u00e1ci se simul\u00e1tory tam, kde to bylo mo\u017en\u00e9. Proto byl p\u0159ipraven velk\u00fd soubor elektronick\u00fdch sch\u00e9mat, kter\u00e1 m\u011bli studenti sestavit na prototypov\u00e9 desce z re\u00e1ln\u00fdch komponent\u016f a ov\u011b\u0159it jejich funk\u010dnost v praxi, a jako z\u00e1klad pro projekty byla vybr\u00e1na Duckietown.<\/p>\n

Duckietown je otev\u0159en\u00fd projekt, kter\u00fd zahrnuje mal\u00e9 autonomn\u00ed roboty naz\u00fdvan\u00e9 Duckiebot a s\u00edt\u011b silnic, po kter\u00fdch se pohybuj\u00ed. Duckiebot je kolov\u00e1 platforma vybaven\u00e1 mikropo\u010d\u00edta\u010dem Raspberry Pi a jednou kamerou. <\/p>\n

Na jeho z\u00e1klad\u011b jsme p\u0159ipravili soubor mo\u017en\u00fdch \u00fakol\u016f, jako je vytv\u00e1\u0159en\u00ed map silnic, vyhled\u00e1v\u00e1n\u00ed objekt\u016f a zastavov\u00e1n\u00ed vedle nich, a \u0159adu dal\u0161\u00edch. Tak\u00e9 studenti mohli navrhnout vlastn\u00ed probl\u00e9m a nejen napsat program pro jeho \u0159e\u0161en\u00ed, ale tak\u00e9 ho okam\u017eit\u011b spustit na skute\u010dn\u00e9m robotu.<\/p>\n

<\/p>\n

Vy\u0301uka<\/h3>\n

<\/b>
\nB\u011bhem p\u0159edn\u00e1\u0161ky vyu\u010duj\u00edc\u00ed prezentovali materi\u00e1l pomoc\u00ed p\u0159edem p\u0159ipraven\u00fdch prezentac\u00ed. N\u011bkter\u00e9 lekce byly nat\u00e1\u010deny na video, tak\u017ee studenti m\u011bli mo\u017enost se na n\u011b pod\u00edvat doma. B\u011bhem p\u0159edn\u00e1\u0161ek studenti pou\u017e\u00edvali materi\u00e1ly na sv\u00fdch po\u010d\u00edta\u010d\u00edch, pokl\u00e1dali ot\u00e1zky, spole\u010dn\u011b a samostatn\u011b \u0159e\u0161ili \u00fakoly, n\u011bkdy i u tabule. Na z\u00e1klad\u011b v\u00fdkonu byl spo\u010d\u00edt\u00e1n \u017eeb\u0159\u00ed\u010dek ka\u017ed\u00e9ho studenta samostatn\u011b podle r\u016fzn\u00fdch p\u0159edm\u011bt\u016f.<\/p>\n

\"P\u0159\u00edstup
\n
\nPod\u00edv\u00e1me se podrobn\u011bji na v\u00fduku ka\u017ed\u00e9ho p\u0159edm\u011btu. Prvn\u00edm p\u0159edm\u011btem byla line\u00e1rn\u00ed algebra. Studenti se b\u011bhem jednoho dne seznamovali s vektory a maticemi, soustavami line\u00e1rn\u00edch rovnic atd. Praktick\u00e9 \u00fakoly byly navr\u017eeny v interaktivn\u00edm re\u017eimu: navr\u017een\u00e9 \u00falohy byly \u0159e\u0161eny individu\u00e1ln\u011b, p\u0159i\u010dem\u017e u\u010ditel a ostatn\u00ed studenti poskytovali koment\u00e1\u0159e a rady.<\/p>\n

\"P\u0159\u00edstup
\n
\nDruh\u00fdm p\u0159edm\u011btem bylo elekt\u0159ina a jednoduch\u00e9 obvody. Studenti se sezn\u00e1mili se z\u00e1klady elektrodynamiky: nap\u011bt\u00ed, proud, odpor, Ohm\u016fv z\u00e1kon a Kirchhoffovy z\u00e1kony. Praktick\u00e9 \u00fakoly byly \u010d\u00e1ste\u010dn\u011b prov\u00e1d\u011bny v simul\u00e1toru nebo na tabuli, ale v\u00edce \u010dasu bylo v\u011bnov\u00e1no vytv\u00e1\u0159en\u00ed skute\u010dn\u00fdch obvod\u016f, jako jsou logick\u00e9 obvody, oscila\u010dn\u00ed obvody atd.<\/p>\n

\"P\u0159\u00edstup
\n
\nDal\u0161\u00edm t\u00e9matem byla architektura po\u010d\u00edta\u010d\u016f, kter\u00e1 v jist\u00e9m smyslu p\u0159edstavuje most spojuj\u00edc\u00ed fyziku a programov\u00e1n\u00ed. Studenti studovali z\u00e1kladn\u00ed pojmy, jejich\u017e v\u00fdznam je sp\u00ed\u0161e teoretick\u00fd ne\u017e praktick\u00fd. Jako praxi studenti samostatn\u011b navrhovali aritmeticko-logick\u00e9 obvody v simul\u00e1toru a za spln\u011bn\u00e9 \u00fakoly z\u00edsk\u00e1vali body.<\/p>\n

\u010ctvrt\u00fd den - prvn\u00ed den programov\u00e1n\u00ed. Jako programovac\u00ed jazyk byl zvolen Python 2, proto\u017ee se pou\u017e\u00edv\u00e1 p\u0159i programov\u00e1n\u00ed pod ROS. Tento den prob\u00edhal takto: lekto\u0159i p\u0159edstavili materi\u00e1l, uv\u00e1d\u011bli p\u0159\u00edklady \u0159e\u0161en\u00ed \u00faloh, zat\u00edmco studenti je poslouchali, sed\u011bli u po\u010d\u00edta\u010d\u016f a opakovali to, co lektor napsal na tabuli nebo na slajd. Pot\u00e9 studenti samostatn\u011b \u0159e\u0161ili podobn\u00e9 \u00falohy, jejich\u017e \u0159e\u0161en\u00ed n\u00e1sledn\u011b hodnotili lekto\u0159i.<\/p>\n

P\u00e1t\u00fd den byl v\u011bnov\u00e1n ROS: studenti se seznamovali s programov\u00e1n\u00edm robot\u016f. Po cel\u00fd \u0161koln\u00ed den sed\u011bli studenti u po\u010d\u00edta\u010d\u016f a spou\u0161t\u011bli k\u00f3d, o kter\u00e9m hovo\u0159il lektor. Dok\u00e1zali samostatn\u011b spustit z\u00e1kladn\u00ed jednotky ROS a sezn\u00e1mili se s projektem Duckietown. Po skon\u010den\u00ed tohoto dne byli studenti p\u0159ipraveni za\u010d\u00edt s projektovou \u010d\u00e1st\u00ed \u0161koly - \u0159e\u0161en\u00edm praktick\u00fdch \u00faloh.<\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Popis vybran\u00fdch projekt\u016f<\/h3>\n

\nStudenti byli vyzv\u00e1ni, aby se spojili do t\u00fdm\u016f po t\u0159ech a vybrali si t\u00e9ma projektu. Nakonec byly p\u0159ijaty n\u00e1sleduj\u00edc\u00ed projekty:<\/p>\n

1. Kalibrace barev. Duckiebot pot\u0159ebuje kalibraci kamery p\u0159i zm\u011bn\u011b sv\u011bteln\u00fdch podm\u00ednek, proto existuje \u00fakol automatick\u00e9 kalibrace. Probl\u00e9m spo\u010d\u00edv\u00e1 v tom, \u017ee barevn\u00e9 rozsahy jsou velmi citliv\u00e9 na osv\u011btlen\u00ed. \u00da\u010dastn\u00edci vytvo\u0159ili utilitu, kter\u00e1 by v obrazov\u00e9m z\u00e1znamu vyzdvihovala po\u017eadovan\u00e9 barvy (\u010dervenou, b\u00edlou a \u017elutou) a vytv\u00e1\u0159ela rozsahy pro ka\u017edou z barev ve form\u00e1tu HSV.<\/p>\n

2. Duck Taxi. My\u0161lenka tohoto projektu je, aby Duckiebot mohl zastavit u ur\u010dit\u00e9ho objektu, vyzvednout ho a n\u00e1sledovat ur\u010ditou trasu. Jako objekt byla vybr\u00e1na jasn\u011b \u017elut\u00e1 kachna.<\/p>\n

\"P\u0159\u00edstup
\n
\n3. Stavba grafu silnic. Existuje \u00fakol sestaven\u00ed grafu silnic a k\u0159i\u017eovatek. C\u00edlem tohoto projektu je postavit graf silnic bez poskytnut\u00ed a priori dat o okol\u00ed pro Duckiebot, zalo\u017een\u00fd pouze na datech z kamery. <\/p>\n

4. Patroulov\u00e9 auto. Tento projekt byl vymyslen samotn\u00fdmi studenty. Navrhli nau\u010dit jednoho Duckiebota, \u201epatroln\u00edho\u201c, pron\u00e1sledovat druh\u00e9ho - \u201eporu\u0161ovatele\u201c. K tomu byl pou\u017eit mechanismus rozpozn\u00e1v\u00e1n\u00ed c\u00edle podle ArUco markeru. Jakmile rozpozn\u00e1n\u00ed skon\u010d\u00ed, \u201eporu\u0161ovateli\u201c je zasl\u00e1n sign\u00e1l o ukon\u010den\u00ed pr\u00e1ce.<\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Kalibrace barev<\/h3>\n

\nC\u00edlem projektu Color Calibration bylo upravit rozsah rozpozn\u00e1van\u00fdch barev dopravn\u00edho zna\u010den\u00ed podle nov\u00fdch podm\u00ednek osv\u011btlen\u00ed. Bez t\u011bchto \u00faprav se rozpozn\u00e1v\u00e1n\u00ed st\u016fj\u00edc\u00edch \u010dar, odd\u011blova\u010d\u016f pruh\u016f a hranic silnic st\u00e1valo neplatn\u00fdm. \u00da\u010dastn\u00edci navrhli \u0159e\u0161en\u00ed zalo\u017een\u00e9 na p\u0159edzpracov\u00e1n\u00ed \u0161ablon barev dopravn\u00edho zna\u010den\u00ed: \u010derven\u00e9, \u017elut\u00e9 a b\u00edl\u00e9. <\/p>\n

Pro ka\u017ed\u00fd z t\u011bchto barev je stanoven p\u0159edb\u011b\u017en\u00fd rozsah hodnot HSV nebo RGB. Pomoc\u00ed tohoto rozsahu se na sn\u00edmku hledaj\u00ed v\u0161echny oblasti obsahuj\u00edc\u00ed vhodn\u00e9 barvy, p\u0159i\u010dem\u017e se vyb\u00edr\u00e1 ta nejv\u011bt\u0161\u00ed. Tato oblast je p\u0159ij\u00edm\u00e1na jako barva, kterou je t\u0159eba zapamatovat. N\u00e1sledn\u011b se pou\u017e\u00edvaj\u00ed statistick\u00e9 vzorce, jako jsou v\u00fdpo\u010dty pr\u016fm\u011brn\u00e9 hodnoty a sm\u011brodatn\u00e9 odchylky k posouzen\u00ed nov\u00e9ho barevn\u00e9ho rozsahu. <\/p>\n

Tento rozsah je zaznamen\u00e1n do konfigura\u010dn\u00edch soubor\u016f kamery Duckiebot a m\u016f\u017ee b\u00fdt pou\u017eit pozd\u011bji. Popisovan\u00fd p\u0159\u00edstup byl aplikov\u00e1n na v\u0161echny t\u0159i barvy, \u010d\u00edm\u017e se nakonec formovaly rozsahy pro ka\u017edou z barev dopravn\u00edho zna\u010den\u00ed.<\/p>\n

Testy uk\u00e1zaly t\u00e9m\u011b\u0159 dokonal\u00e9 rozpozn\u00e1v\u00e1n\u00ed \u010dar zna\u010den\u00ed, krom\u011b p\u0159\u00edpad\u016f, kdy jako materi\u00e1ly zna\u010den\u00ed byla pou\u017eita leskl\u00e1 p\u00e1ska, kter\u00e1 tak siln\u011b odr\u00e1\u017eela zdroje osv\u011btlen\u00ed, \u017ee p\u0159i \u00fahlu pohledu kamery vypadalo zna\u010den\u00ed b\u00edle bez ohledu na jeho p\u016fvodn\u00ed barvu.<\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Duck Taxi<\/h3>\n

\nProjekt Duck Taxi spo\u010d\u00edval ve vytvo\u0159en\u00ed algoritmu pro vyhled\u00e1v\u00e1n\u00ed v m\u011bst\u011b kachny-pasa\u017e\u00e9ra a jej\u00edm n\u00e1sledn\u00e9m p\u0159evozu na po\u017eadovan\u00e9 m\u00edsto. \u00da\u010dastn\u00edci rozdelili tento \u00fakol na dv\u011b \u010d\u00e1sti: detekci a pohyb v grafu.<\/p>\n

Studenti provedli detekci kachny t\u00edm, \u017ee p\u0159edpokl\u00e1dali, \u017ee kachnou se naz\u00fdv\u00e1 jak\u00e1koli oblast na sn\u00edmku, kterou lze rozpoznat jako \u017elutou s \u010derven\u00fdm troj\u00faheln\u00edkem (zob\u00e1kem) na n\u00ed. Jakmile je takov\u00e1 oblast nalezena na dal\u0161\u00edm sn\u00edmku, robot se k n\u00ed p\u0159ibl\u00ed\u017e\u00ed a pot\u00e9 se na n\u011bkolik sekund zastav\u00ed, aby napodoboval p\u0159ist\u00e1n\u00ed pasa\u017e\u00e9ra.<\/p>\n

Pot\u00e9, se z\u00e1znamem grafu silnic cel\u00e9 duckietown a polohou robota, a z\u00edsk\u00e1n\u00edm vstupn\u00edch dat pro c\u00edlov\u00e9 m\u00edsto, \u00fa\u010dastn\u00edci sestav\u00ed cestu z v\u00fdchoz\u00edho bodu do c\u00edlov\u00e9ho bodu pomoc\u00ed Dijkstrova algoritmu pro vyhled\u00e1v\u00e1n\u00ed cest v grafu. V\u00fdstupy se prezentuj\u00ed jako sada p\u0159\u00edkaz\u016f \u2014 odbo\u010den\u00ed na ka\u017ed\u00e9 z n\u00e1sleduj\u00edc\u00edch k\u0159i\u017eovatek.<\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Graf silnic<\/h3>\n

\nC\u00edlem tohoto projektu bylo vytvo\u0159en\u00ed grafu \u2014 s\u00edt\u011b cest v Duckietown. Uzly v\u00fdsledn\u00e9ho grafu p\u0159edstavuj\u00ed k\u0159i\u017eovatky a hranami jsou silnice. K tomu mus\u00ed Duckiebot prozkoumat m\u011bsto a analyzovat svou trasu. <\/p>\n

V pr\u016fb\u011bhu pr\u00e1ce na projektu byla zva\u017eov\u00e1na, ale nakonec odm\u00edtnuta my\u0161lenka vytvo\u0159it v\u00e1\u017een\u00fd graf, kde by cena hrany byla ur\u010dena vzd\u00e1lenost\u00ed (\u010dasem pot\u0159ebn\u00fdm k p\u0159ekon\u00e1n\u00ed) mezi k\u0159i\u017eovatkami. Realizace t\u00e9to my\u0161lenky se uk\u00e1zala b\u00fdt p\u0159\u00edli\u0161 \u010dasov\u011b n\u00e1ro\u010dn\u00e1 a na jej\u00ed proveden\u00ed by v r\u00e1mci \u0161koly nezbylo dostatek \u010dasu.<\/p>\n

Kdy\u017e se Duckiebot dostane k dal\u0161\u00ed k\u0159i\u017eovatce, vybere si cestu, kter\u00e1 vede z k\u0159i\u017eovatky a kterou je\u0161t\u011b nepro\u0161el. Jakmile jsou v\u0161echny cesty na v\u0161ech k\u0159i\u017eovatk\u00e1ch projity, z\u016fstane v pam\u011bti bota vytvo\u0159en\u00fd seznam sousednosti k\u0159i\u017eovatky, kter\u00fd se pomoc\u00ed knihovny Graphviz p\u0159evede na obraz.<\/p>\n

Navrhovan\u00fd algoritmus \u00fa\u010dastn\u00edk\u016f nen\u00ed vhodn\u00fd pro libovoln\u00fd Duckietown, ale dob\u0159e fungoval v mal\u00e9m m\u011bst\u011b slo\u017een\u00e9m ze \u010dty\u0159 k\u0159i\u017eovatek, kter\u00e9 bylo pou\u017eito v r\u00e1mci \u0161koly. My\u0161lenka byla doplnit ka\u017edou k\u0159i\u017eovatku ArUco-markerem, kter\u00fd obsahuje identifik\u00e1tor k\u0159i\u017eovatky, aby se sledoval po\u0159\u00e1dek proj\u00ed\u017ed\u011bn\u00ed k\u0159i\u017eovatkami.
\nSch\u00e9ma pr\u00e1ce navr\u017een\u00e9ho algoritmu \u00fa\u010dastn\u00edky je zn\u00e1zorn\u011bno na obr\u00e1zku. <\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Patrol Car<\/h3>\n

\nC\u00edlem tohoto projektu je vyhled\u00e1n\u00ed, sledov\u00e1n\u00ed a zadr\u017een\u00ed poru\u0161ovatele v Duckietown. Patroln\u00ed bot by m\u011bl jezdit po vn\u011bj\u0161\u00edm obvodu silnice ve m\u011bst\u011b ve snaze nal\u00e9zt p\u0159edem zn\u00e1m\u00e9ho poru\u0161ovatele. Po jeho odhalen\u00ed by patroln\u00ed bot m\u011bl n\u00e1sledovat poru\u0161ovatele a donutit ho zastavit.<\/p>\n

Pr\u00e1ce za\u010dala hled\u00e1n\u00edm n\u00e1padu pro detekci bota na sn\u00edmku a jeho rozpozn\u00e1n\u00edm jako poru\u0161ovatele. T\u00fdm navrhl vybavit ka\u017ed\u00e9ho bota ve m\u011bst\u011b vzadu unik\u00e1tn\u00edm markerem \u2014 stejn\u011b jako skute\u010dn\u00e9 automobily maj\u00ed registra\u010dn\u00ed zn\u00e1mky. K tomu byly vybr\u00e1ny ArUco-markery. Ty byly ji\u017e d\u0159\u00edve pou\u017e\u00edv\u00e1ny v Duckietown, proto\u017ee se s nimi snadno pracuje a umo\u017e\u0148uj\u00ed ur\u010dovat orientaci markeru v prostoru a vzd\u00e1lenost k n\u011bmu.<\/p>\n

D\u00e1le bylo pot\u0159eba zajistit, aby patrolovac\u00ed robot se pohyboval v\u00fdhradn\u011b po vn\u011bj\u0161\u00edm kruhu bez zastaven\u00ed na k\u0159i\u017eovatk\u00e1ch. Ve v\u00fdchoz\u00edm nastaven\u00ed Duckiebot jede v pruhu a zastavuje na stop lince. Pot\u00e9 pomoc\u00ed dopravn\u00edch zna\u010dek ur\u010duje konfiguraci k\u0159i\u017eovatky a rozhoduje o sm\u011bru proj\u00ed\u017ed\u011bn\u00ed k\u0159i\u017eovatky. Za ka\u017edou z t\u011bchto f\u00e1z\u00ed odpov\u00edd\u00e1 jeden z stav\u016f kone\u010dn\u00e9ho automatu robota. Aby se eliminovala zastaven\u00ed na k\u0159i\u017eovatce, t\u00fdm zm\u011bnil automat stav\u016f tak, aby p\u0159i p\u0159ibl\u00ed\u017een\u00ed k stop lince robot okam\u017eit\u011b p\u0159e\u0161el do stavu proj\u00ed\u017ed\u011bn\u00ed k\u0159i\u017eovatky p\u0159\u00edmo.<\/p>\n

Dal\u0161\u00edm krokem bylo vy\u0159e\u0161en\u00ed \u00fakolu zastaven\u00ed robota-poru\u0161itele. T\u00fdm p\u0159edpokl\u00e1dal, \u017ee patrolovac\u00ed robot m\u016f\u017ee m\u00edt p\u0159\u00edstup p\u0159es SSH ke ka\u017ed\u00e9mu robotu ve m\u011bst\u011b, co\u017e znamen\u00e1 m\u00edt ur\u010dit\u00e9 informace o tom, jak\u00e9 \u00fadaje pro autorizaci a jak\u00e9 ID m\u00e1 ka\u017ed\u00fd robot. Tak\u017ee po zji\u0161t\u011bn\u00ed poru\u0161itele za\u010dal patrolovac\u00ed robot p\u0159ipojovat p\u0159es SSH k robotu-poru\u0161iteli a vyp\u00ednat jeho syst\u00e9m. <\/p>\n

Po potvrzen\u00ed, \u017ee p\u0159\u00edkaz k vypnut\u00ed byl spln\u011bn, se patrolovac\u00ed robot tak\u00e9 zastavil.
\nAlgoritmus pr\u00e1ce patrolovac\u00edho robota lze p\u0159edstavit v n\u00e1sleduj\u00edc\u00ed sch\u00e9m\u011b:<\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Pr\u00e1ce na projektech<\/h3>\n

\nPr\u00e1ce byla organizov\u00e1na v podobn\u00e9m form\u00e1tu jako Scrum: ka\u017ed\u00e9 r\u00e1no studenti pl\u00e1novali \u00fakoly na aktu\u00e1ln\u00ed den a ve\u010der se hl\u00e1sili o vykonan\u00e9 pr\u00e1ci. <\/p>\n

V prvn\u00ed a z\u00e1v\u011bre\u010dn\u00e9 dny studenti p\u0159ipravili prezentace, kter\u00e9 popisovaly zadan\u00fd \u00fakol a zp\u016fsoby jeho \u0159e\u0161en\u00ed. Aby se student\u016fm usnadnilo dodr\u017eov\u00e1n\u00ed vybran\u00fdch pl\u00e1n\u016f, v m\u00edstnostech, kde se pracovalo na projektech, byly neust\u00e1le p\u0159\u00edtomny u\u010ditel\u00e9 z Ruska a Ameriky, kte\u0159\u00ed odpov\u00eddali na ot\u00e1zky. Komunikace prob\u00edhala p\u0159ev\u00e1\u017en\u011b v angli\u010dtin\u011b.<\/p>\n

V\u00fdsledky a jejich prezentace<\/h3>\n

\nPr\u00e1ce na projektech trvala jeden t\u00fdden, po jeho\u017e uplynut\u00ed studenti p\u0159edstavili sv\u00e9 v\u00fdsledky. V\u0161ichni p\u0159ipravili prezentace, ve kter\u00fdch vypr\u00e1v\u011bli, co se v t\u00e9to \u0161kole nau\u010dili, jak\u00e9 byly jejich nejd\u016fle\u017eit\u011bj\u0161\u00ed lekce, co se jim l\u00edbilo nebo nel\u00edbilo. Pot\u00e9 ka\u017ed\u00e9 t\u00fdmy p\u0159edstavily sv\u016fj projekt. V\u0161echny t\u00fdmy splnily stanoven\u00e9 \u00fakoly.<\/p>\n

T\u00fdm, kter\u00fd realizoval kalibraci barev, dokon\u010dil pr\u00e1ci na projektu rychleji ne\u017e ostatn\u00ed, a proto stihli p\u0159ipravit i dokumentaci k sv\u00e9 programu. T\u00fdm, kter\u00fd se zab\u00fdval grafem cest, se dokonce i posledn\u00ed den p\u0159ed demonstrac\u00ed projektu sna\u017eil dot\u00e1hnout a opravit sv\u00e9 algoritmy.<\/p>\n

\"P\u0159\u00edstup
\n<\/p>\n

Z\u00e1v\u011br<\/h3>\n

\nPo ukon\u010den\u00ed \u0161koly jsme po\u017e\u00e1dali studenty, aby zhodnotili prob\u011bhl\u00e9 aktivity a odpov\u011bd\u011bli na ot\u00e1zky o tom, jak \u0161kola odpov\u00eddala jejich o\u010dek\u00e1v\u00e1n\u00edm, jak\u00e9 dovednosti z\u00edskali atd. V\u0161ichni studenti uvedli, \u017ee se nau\u010dili pracovat v t\u00fdmu, rozd\u011blovat \u00fakoly a pl\u00e1novat sv\u016fj \u010das.<\/p>\n

Student\u016fm tak\u00e9 bylo nab\u00eddnuto zhodnotit u\u017eite\u010dnost a slo\u017eitost absolvovan\u00fdch kurz\u016f. A zde se utvo\u0159ily dv\u011b skupiny hodnocen\u00ed: pro jedny kurzy nep\u0159edstavovaly v\u011bt\u0161\u00ed obt\u00ed\u017e, jin\u00ed je hodnotili jako maxim\u00e1ln\u011b slo\u017eit\u00e9. <\/p>\n

To znamen\u00e1, \u017ee \u0161kola zaujala spr\u00e1vnou pozici, kdy\u017e z\u016fstala dostupn\u00e1 pro za\u010d\u00e1te\u010dn\u00edky v dan\u00e9 oblasti, ale tak\u00e9 poskytla materi\u00e1ly pro opakov\u00e1n\u00ed a upevn\u011bn\u00ed pro zku\u0161en\u00e9 studenty. Je t\u0159eba poznamenat, \u017ee kurz programov\u00e1n\u00ed (Python) byl t\u00e9m\u011b\u0159 v\u0161emi ozna\u010den jako nezlo\u017eit\u00fd, ale p\u0159\u00ednosn\u00fd. Nejslo\u017eit\u011bj\u0161\u00ed se podle student\u016f uk\u00e1zal kurz \u201eArchitektura EVM\u201c.<\/p>\n

Kdy\u017e se student\u016f zeptali na nedostatky a p\u0159ednosti \u0161koly, mnoz\u00ed odpov\u011bd\u011bli, \u017ee se jim l\u00edbil zvolen\u00fd styl v\u00fduky, v r\u00e1mci kter\u00e9ho u\u010ditel\u00e9 rychle a individu\u00e1ln\u011b poskytovali pomoc a odpov\u00eddali na vznikl\u00e9 ot\u00e1zky. <\/p>\n

D\u00e1le studenti poznamenali, \u017ee se jim l\u00edbilo pracovat v re\u017eimu ka\u017edodenn\u00edho pl\u00e1nov\u00e1n\u00ed sv\u00fdch \u00fakol\u016f a samostatn\u011b si stanovovat term\u00edny. Mezi nedostatky studenti uv\u00e1d\u011bli nedostatek poskytnut\u00fdch znalost\u00ed, kter\u00e9 byly pot\u0159eba p\u0159i pr\u00e1ci s botem: p\u0159i p\u0159ipojen\u00ed, ch\u00e1p\u00e1n\u00ed z\u00e1klad\u016f a princip\u016f jeho fungov\u00e1n\u00ed. <\/p>\n

T\u00e9m\u011b\u0159 v\u0161ichni studenti uvedli, \u017ee \u0161kola p\u0159ed\u010dila jejich o\u010dek\u00e1v\u00e1n\u00ed, co\u017e sv\u011bd\u010d\u00ed o spr\u00e1vn\u011b zvolen\u00e9m sm\u011bru organizace \u0161koly. Tak\u017ee by se m\u011bly zachovat obecn\u00e9 z\u00e1sady p\u0159i organizaci p\u0159\u00ed\u0161t\u00ed \u0161koly, p\u0159i\u010dem\u017e je t\u0159eba vz\u00edt v \u00favahu a pokud mo\u017eno odstranit nedostatky, kter\u00e9 studenti a u\u010ditel\u00e9 uvedli, mo\u017en\u00e1 zm\u011bnou seznamu kurz\u016f nebo \u010dasu jejich v\u00fduky. <\/p>\n

Auto\u0159i \u010dl\u00e1nku: t\u00fdm laborato\u0159e algoritm\u016f mobiln\u00edch robot\u016f<\/a><\/noindex> v JetBrains Research.<\/a><\/noindex><\/p>\n

P.S. N\u00e1\u0161 firemn\u00ed blog m\u00e1 nov\u00e9 jm\u00e9no. Nyn\u00ed se bude v\u011bnovat vzd\u011bl\u00e1vac\u00edm projekt\u016fm spole\u010dnosti JetBrains.
\n
Zdroj: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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