{"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\/sk\/blog\/news\/podhod-intensivnogo-obucheniya-stem","title":{"rendered":"Pr\u00edstup intenz\u00edvneho vzdel\u00e1vania STEM","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Vo svete in\u017einierskeho vzdel\u00e1vania existuje ve\u013ea skvel\u00fdch kurzov, ale \u010dasto m\u00e1 program zalo\u017een\u00fd na nich jeden v\u00e1\u017eny nedostatok \u2014 nedostatok dobrej s\u00favislosti medzi r\u00f4znymi t\u00e9mami. M\u00f4\u017eete namieta\u0165: ako je to mo\u017en\u00e9? <\/p>\n

Pri zostavovan\u00ed u\u010debn\u00e9ho pl\u00e1nu s\u00fa pre ka\u017ed\u00fd kurz stanoven\u00e9 predpoklady a presn\u00fd poriadok, v akom je potrebn\u00e9 \u0161tudova\u0165 discipl\u00edny. Napr\u00edklad, aby ste zostavili a naprogramovali primit\u00edvne mobiln\u00e9 robota, mus\u00edte ma\u0165 poznatky o mechanike na vytvorenie jeho fyzickej kon\u0161trukcie; z\u00e1klady elektriny na \u00farovni z\u00e1konov Ohma\/Kirchhoffa, predstavy digit\u00e1lnych a anal\u00f3gov\u00fdch sign\u00e1lov; oper\u00e1cie s vektormi a maticami, aby ste op\u00edsali s\u00faradnicov\u00e9 syst\u00e9my a pohyby robota v priestore; z\u00e1klady programovania na \u00farovni reprezent\u00e1cie \u00fadajov, najjednoduch\u0161\u00edch algoritmov a kon\u0161trukci\u00ed riadenia a podobne na op\u00edsanie spr\u00e1vania. <\/p>\n

Nach\u00e1dza sa to v\u0161etko v univerzitn\u00fdch kurzoch? Samozrejme, \u017ee \u00e1no. Av\u0161ak k z\u00e1konom Ohma\/Kirchhoffa dost\u00e1vame termodynamiku a te\u00f3riu po\u013ea; okrem oper\u00e1ci\u00ed s maticami a vektormi mus\u00edme rozumie\u0165 Jordanov\u00fdm form\u00e1m; v programovan\u00ed sa \u0161tuduje polymorfizmus \u2014 t\u00e9my, ktor\u00e9 nie s\u00fa v\u017edy potrebn\u00e9 na rie\u0161enie jednoduchej praktickej \u00falohy. <\/p>\n

Univerzitn\u00e9 vzdel\u00e1vanie je extenz\u00edvne \u2014 \u0161tudent ide \u0161irok\u00fdm frontom a \u010dasto nevid\u00ed v\u00fdznam a praktick\u00fa hodnotu z\u00edskan\u00fdch poznatkov. Rozhodli sme sa zvr\u00e1ti\u0165 paradigmu univerzitn\u00e9ho vzdel\u00e1vania STEM (z angl. Science, Technology, Engineering, Math) a vytvori\u0165 program, ktor\u00fd sa zaklad\u00e1 na s\u00favislostiach poznatkov, pri\u010dom predpoklad\u00e1 n\u00e1rast \u00faplnosti v bud\u00facnosti, to znamen\u00e1, \u017ee predpoklad\u00e1 intenz\u00edvne osvojenie predmetov.
\n<\/a><\/noindex>
\n\u0160t\u00fadium novej t\u00e9my mo\u017eno porovna\u0165 so spozn\u00e1van\u00edm ur\u010ditej oblasti. A tu s\u00fa dve mo\u017enosti: bu\u010f m\u00e1me pred sebou ve\u013emi podrobn\u00fa mapu s obrovsk\u00fdm mno\u017estvom detailov, ktor\u00e9 je potrebn\u00e9 \u0161tudova\u0165 (\u010do zaberie ve\u013ea \u010dasu), aby sme pochopili, kde sa nach\u00e1dzaj\u00fa hlavn\u00e9 orienta\u010dn\u00e9 body a ako si navz\u00e1jom s\u00favisia; alebo m\u00f4\u017eeme vyu\u017ei\u0165 primit\u00edvny pl\u00e1n, na ktorom s\u00fa vyzna\u010den\u00e9 iba hlavn\u00e9 body a ich vz\u00e1jomn\u00e9 umiestnenie \u2014 tak\u00e1 mapa je dostato\u010dn\u00e1, aby sme sa mohli ihne\u010f vyda\u0165 spr\u00e1vnym smerom, pri\u010dom detaily si upresn\u00edme na ceste. <\/p>\n

Pr\u00edstup intenz\u00edvneho vzdel\u00e1vania STEM sme otestovali na zimnej \u0161kole, ktor\u00fa sme uskuto\u010dnili spolo\u010dne so \u0161tudentmi MIT s podporou JetBrains Research.<\/a><\/noindex> <\/p>\n

<\/p>\n

Pr\u00edprava materi\u00e1lu<\/h3>\n

<\/b>
\nPrvou \u010das\u0165ou programu \u0161koly bola t\u00fd\u017edenn\u00e1 v\u00fdu\u010dba z\u00e1kladn\u00fdch smerov, ktor\u00e9 zah\u0155\u0148ali algebru, elektrick\u00e9 obvody, architekt\u00faru po\u010d\u00edta\u010da, programovanie v Pythone a obozn\u00e1menie sa so syst\u00e9mom ROS (Robot Operating System). <\/p>\n

Smerovania boli zvolen\u00e9 nie n\u00e1hodne: dopl\u0148uj\u00fac sa navz\u00e1jom, mali pom\u00f4c\u0165 \u0161tudentom vidie\u0165 s\u00favislosti medzi, na prv\u00fd poh\u013ead, zd\u00e1nlivo odli\u0161n\u00fdmi vecami \u2014 matematikou, elektronikou a programovan\u00edm.<\/p>\n

Samozrejme, hlavn\u00fdm cie\u013eom nebolo pre\u010d\u00edta\u0165 mno\u017estvo predn\u00e1\u0161ok, ale poskytn\u00fa\u0165 \u0161tudentom mo\u017enos\u0165 aplikova\u0165 pr\u00e1ve z\u00edskan\u00e9 vedomosti v praxi. <\/p>\n

V sekcii algebry sa \u0161tudenti mohli procvi\u010dova\u0165 v oper\u00e1ci\u00e1ch s maticami a rie\u0161en\u00ed syst\u00e9mov rovn\u00edc, ktor\u00e9 sa uk\u00e1zali by\u0165 u\u017eito\u010dn\u00e9 pri \u0161t\u00fadiu elektrick\u00fdch obvodov. Po zozn\u00e1men\u00ed sa so \u0161trukt\u00farou tranzistora a logick\u00fdch prvkov postaven\u00fdch na jeho z\u00e1klade, \u017eiaci mohli vidie\u0165 ich aplik\u00e1ciu v \u0161trukt\u00fare procesora, a po zvl\u00e1dnut\u00ed z\u00e1kladov jazyka Python nap\u00edsa\u0165 program pre skuto\u010dn\u00e9ho robota.<\/p>\n

\"Pr\u00edstup
\n
\n<\/p>\n

Duckietown<\/h3>\n

<\/b>
\nJednou z \u00faloh \u0161koly bola minimaliz\u00e1cia pr\u00e1ce so simul\u00e1tormi tam, kde to bolo mo\u017en\u00e9. Preto bol pripraven\u00fd ve\u013ek\u00fd s\u00fabor elektronick\u00fdch sch\u00e9m, ktor\u00e9 si \u0161tudenti mali zostavi\u0165 na experiment\u00e1lnej doske z re\u00e1lnych komponentov a otestova\u0165 ich v praxi, pri\u010dom z\u00e1kladom pre projekty bol vybran\u00fd Duckietown.<\/p>\n

Duckietown je otvoren\u00fd projekt, ktor\u00fd zah\u0155\u0148a mal\u00e9 auton\u00f3mne roboty naz\u00fdvan\u00e9 Duckiebot a siete ciest, po ktor\u00fdch sa pohybuj\u00fa. Duckiebot je kolieskov\u00e1 platforma vybaven\u00e1 mikropo\u010d\u00edta\u010dom Raspberry Pi a jednou kamerou. <\/p>\n

Na jeho z\u00e1klade sme pripravili s\u00fabor mo\u017en\u00fdch \u00faloh, ako s\u00fa mapovanie ciest, vyh\u013ead\u00e1vanie objektov a zastavenie sa pri nich, ako aj mnoh\u00e9 \u010fal\u0161ie. \u0160tudenti mohli tie\u017e navrhn\u00fa\u0165 vlastn\u00fd probl\u00e9m a nielen nap\u00edsa\u0165 program na jeho rie\u0161enie, ale ho aj okam\u017eite spusti\u0165 na re\u00e1lnom robote.<\/p>\n

<\/p>\n

Vyu\u010dovanie<\/h3>\n

<\/b>
\nPo\u010das predn\u00e1\u0161ky u\u010ditelia predn\u00e1\u0161ali materi\u00e1l pomocou vopred pripraven\u00fdch prezent\u00e1ci\u00ed. Niektor\u00e9 hodiny boli nahr\u00e1van\u00e9 na video, tak\u017ee mali \u0161tudenti mo\u017enos\u0165 pozrie\u0165 si ich doma. Po\u010das predn\u00e1\u0161ok \u0161tudenti vyu\u017e\u00edvali materi\u00e1ly na svojich po\u010d\u00edta\u010doch, kl\u00e1dli ot\u00e1zky, spolo\u010dn\u011b rie\u0161ili \u00falohy a ob\u010das aj pri tabuli. Na z\u00e1klade pr\u00e1ce bol vypo\u010d\u00edtan\u00fd rebr\u00ed\u010dek ka\u017ed\u00e9ho \u0161tudenta zvl\u00e1\u0161\u0165 v r\u00f4znych predmetoch.<\/p>\n

\"Pr\u00edstup
\n
\nPozrime sa podrobnej\u0161ie na uskuto\u010dnenie hod\u00edn pre ka\u017ed\u00fd predmet. Prv\u00fdm predmetom bola line\u00e1rna algebra. \u0160tudenti po\u010das jedn\u00e9ho d\u0148a \u0161tudovali vektory a matice, syst\u00e9my line\u00e1rnych rovn\u00edc at\u010f. Praktick\u00e9 \u00falohy boli koncipovan\u00e9 v interakt\u00edvnom re\u017eime: navrhnut\u00e9 \u00falohy vyrie\u0161ili individu\u00e1lne, pri\u010dom u\u010dite\u013e a ostatn\u00ed \u0161tudenti poskytovali koment\u00e1re a n\u00e1povedy.<\/p>\n

\"Pr\u00edstup
\n
\nDruh\u00fdm predmetom bola elektrina a jednoduch\u00e9 sch\u00e9my. \u0160tudenti sa obozn\u00e1mili so z\u00e1kladmi elektrodynamiky: nap\u00e4tie, pr\u00fad, odpor, Ohmov z\u00e1kon a Kirchhoffove z\u00e1kony. Praktick\u00e9 \u00falohy sa \u010diasto\u010dne vykon\u00e1vali v simul\u00e1tore alebo sa realizovali na tabuli, ale viac \u010dasu sa venovalo kon\u0161trukcii skuto\u010dn\u00fdch sch\u00e9m, ako s\u00fa logick\u00e9 sch\u00e9my, osciluj\u00face obvody at\u010f.<\/p>\n

\"Pr\u00edstup
\n
\n\u010eal\u0161ou t\u00e9mou bola Architekt\u00fara po\u010d\u00edta\u010da, ktor\u00e1 je ak\u00fdmsi mostom sp\u00e1jaj\u00facim fyziku a programovanie. \u0160tudenti \u0161tudovali fundament\u00e1lne z\u00e1klady, ktor\u00fdch v\u00fdznam je sk\u00f4r teoretick\u00fd ako praktick\u00fd. V r\u00e1mci praktickej \u010dasti \u0161tudenti samostatne navrhovali aritmeticko-logick\u00e9 obvody v simul\u00e1tore a za vykonan\u00e9 \u00falohy z\u00edskali body.<\/p>\n

\u0160tvrt\u00fd de\u0148 \u2014 prv\u00fd de\u0148 programovania. Ako programovac\u00ed jazyk bol vybran\u00fd Python 2, preto\u017ee sa pou\u017e\u00edva pri programovan\u00ed pod ROS. Tento de\u0148 bol organizovan\u00fd nasleduj\u00facim sp\u00f4sobom: u\u010ditelia prezentovali materi\u00e1l, uv\u00e1dzali pr\u00edklady rie\u0161enia \u00faloh, zatia\u013e \u010do \u0161tudenti ich po\u010d\u00favali, sedeli za po\u010d\u00edta\u010dmi a opakovali to, \u010do u\u010dite\u013e nap\u00edsal na tabu\u013eu alebo slidoch. Potom sa \u0161tudenti sna\u017eili samostatne vyrie\u0161i\u0165 podobn\u00e9 \u00falohy, pri\u010dom v\u00fdsledky boli nesk\u00f4r hodnoten\u00e9 u\u010dite\u013emi.<\/p>\n

Piaty de\u0148 bol venovan\u00fd ROS: \u0161tudenti sa zoznamovali s programovan\u00edm robotov. Cel\u00fd \u0161kolsk\u00fd de\u0148 \u0161tudenti sedeli za po\u010d\u00edta\u010dmi a sp\u00fa\u0161\u0165ali programov\u00fd k\u00f3d, o ktorom hovoril u\u010dite\u013e. Boli schopn\u00ed samostatne spusti\u0165 z\u00e1kladn\u00e9 jednotky ROS, ako aj sa obozn\u00e1mi\u0165 s projektom Duckietown. Po skon\u010den\u00ed tohto d\u0148a boli \u0161tudenti pripraven\u00ed na projektov\u00fa \u010das\u0165 \u0161koly \u2014 rie\u0161enie praktick\u00fdch \u00faloh.<\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Popis vybran\u00fdch projektov<\/h3>\n

\n\u0160tudenti mali mo\u017enos\u0165 spoji\u0165 sa do t\u00edmov po troch a vybra\u0165 si t\u00e9mu projektu. Nakoniec boli prijat\u00e9 nasleduj\u00face projekty:<\/p>\n

1. Kalibr\u00e1cia farieb. Duckiebot potrebuje kalibr\u00e1ciu kamery pri zmene podmienok osvetlenia, preto existuje \u00faloha automatickej kalibr\u00e1cie. Probl\u00e9m je v tom, \u017ee rozsahy farieb s\u00fa ve\u013emi citliv\u00e9 na osvetlenie. \u00da\u010dastn\u00edci implementovali utilitu, ktor\u00e1 by v r\u00e1mci sn\u00edmky zv\u00fdraznila po\u017eadovan\u00e9 farby (\u010derven\u00fa, bielu a \u017elt\u00fa) a vytvorila rozsahy pre ka\u017ed\u00fa farbu vo form\u00e1te HSV.<\/p>\n

2. Duck Taxi. My\u0161lienka tohto projektu spo\u010d\u00edva v tom, \u017ee Duckiebot m\u00f4\u017ee zastavi\u0165 pri ur\u010ditom objekte, vzia\u0165 ho a pokra\u010dova\u0165 po ur\u010ditom trase. Ako objekt bola zvolen\u00e1 jasne \u017elt\u00e1 ka\u010dka.<\/p>\n

\"Pr\u00edstup
\n
\n3. Tvorba grafu ciest. Existuje \u00faloha vytvorenia grafu ciest a kri\u017eovatiek. Cie\u013eom tohto projektu je vytvori\u0165 graf ciest bez poskytnutia apriorn\u00fdch \u00fadajov o prostred\u00ed pre Duckiebot, pri\u010dom sa opiera len o d\u00e1ta z kamery. <\/p>\n

4. Hliadkov\u00fd automobil. Tento projekt bol vymyslen\u00fd samotn\u00fdmi \u0161tudentmi. Navrhli vycvi\u010di\u0165 jeden Duckiebot, \u201ehliadkov\u00fd\u201c, aby sledoval in\u00fd \u2014 \u201eporu\u0161ovate\u013ea\u201c. Na to bol pou\u017eit\u00fd mechanizmus rozpozn\u00e1vania cie\u013ea pomocou ArUco-markera. Ke\u010f je rozpozn\u00e1vanie dokon\u010den\u00e9, \u201eporu\u0161ovate\u013eovi\u201c je zaslan\u00fd sign\u00e1l o ukon\u010den\u00ed \u010dinnosti.<\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Kalibr\u00e1cia farieb<\/h3>\n

\nCie\u013eom projektu Color Calibration bola \u00faprava rozsahu rozpozn\u00e1van\u00fdch farieb zna\u010dkovania na nov\u00e9 podmienky osvetlenia. Bez t\u00fdchto \u00faprav bolo rozpozn\u00e1vanie stop-l\u00edni\u00ed, deliacich \u010diar a hran\u00edc ciest nespr\u00e1vne. \u00da\u010dastn\u00edci navrhli rie\u0161enie zalo\u017een\u00e9 na predspracovan\u00ed vzorov farieb zna\u010dkovania: \u010dervenej, \u017eltej a bielej. <\/p>\n

Pre ka\u017ed\u00fa z t\u00fdchto farieb bol stanoven\u00fd predbe\u017en\u00fd rozsah HSV alebo RGB hodn\u00f4t. S pou\u017eit\u00edm tohto rozsahu sa na sn\u00edmke nach\u00e1dzaj\u00fa v\u0161etky oblasti, ktor\u00e9 obsahuj\u00fa vhodn\u00e9 farby, a z nich sa vyber\u00e1 najv\u00e4\u010d\u0161ia. T\u00e1to oblas\u0165 je pova\u017eovan\u00e1 za farbu, ktor\u00fa je potrebn\u00e9 zapam\u00e4ta\u0165. N\u00e1sledne sa pou\u017e\u00edvaj\u00fa \u0161tatistick\u00e9 vzorce, ako je v\u00fdpo\u010det priemeru a smerodajnej odch\u00fdlky na pos\u00fadenie nov\u00e9ho farebn\u00e9ho rozsahu. <\/p>\n

Tento rozsah je zap\u00edsan\u00fd do konfigura\u010dn\u00fdch s\u00faborov kamery Duckiebot a m\u00f4\u017ee by\u0165 vyu\u017eit\u00fd v bud\u00facnosti. Op\u00edsan\u00fd pr\u00edstup bol aplikovan\u00fd na v\u0161etky tri farby, pri\u010dom nakoniec formoval rozsahy pre ka\u017ed\u00fa z farieb zna\u010dkovania.<\/p>\n

Testy uk\u00e1zali takmer dokonal\u00e9 rozpozn\u00e1vanie l\u00edni\u00ed zna\u010dkovania, okrem t\u00fdch pr\u00edpadov, ke\u010f sa na materi\u00e1ly zna\u010dkovania pou\u017e\u00edvala leskl\u00e1 p\u00e1ska, ktor\u00e1 tak silno odr\u00e1\u017eala zdroje osvetlenia, \u017ee pod uhlom poh\u013eadu kamery sa zdalo, \u017ee zna\u010dka je biela bez oh\u013eadu na jej p\u00f4vodn\u00fa farbu.<\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Duck Taxi<\/h3>\n

\nProjekt Duck Taxi predpokladal vytvorenie algoritmu na vyh\u013ead\u00e1vanie pas\u00e1\u017eera ka\u010dky v meste a n\u00e1sledn\u00e9 jeho prepravenie na po\u017eadovan\u00e9 miesto. \u00da\u010dastn\u00edci rozdelili t\u00fato \u00falohu na dve: detekciu a pohyb v grafe.<\/p>\n

\u0160tudenti uskuto\u010dnili detekciu ka\u010dky, pri\u010dom predpokladali, \u017ee ka\u010dka je ak\u00e1ko\u013evek oblas\u0165 na sn\u00edmke, ktor\u00fa je mo\u017en\u00e9 rozpozna\u0165 ako \u017elt\u00fa, s \u010derven\u00fdm trojuholn\u00edkom ( zob\u00e1kom) na nej. Akon\u00e1hle sa tak\u00e1to oblas\u0165 objav\u00ed na nasleduj\u00facej sn\u00edmke, robot by sa mal pribl\u00ed\u017ei\u0165 k nej a potom sa na nieko\u013eko sek\u00fand zastavi\u0165, napodob\u0148uj\u00fac prist\u00e1tie pasa\u017eiera.<\/p>\n

N\u00e1sledne, so zastavan\u00fdm grafom ciest cel\u00e9ho duckietown a poz\u00edciou robota, ako aj so zadan\u00edm cie\u013eov\u00e9ho bodu, \u00fa\u010dastn\u00edci kon\u0161truuj\u00fa cestu z miesta odchodu do bodu p\u0159\u00edjmu, pri\u010dom pou\u017e\u00edvaj\u00fa Dijkstra algoritmus na vyh\u013ead\u00e1vanie ciest v grafe. V\u00fdstup sa prezentuje vo forme s\u00faboru pr\u00edkazov \u2014 odbo\u010denia na ka\u017edom z nasleduj\u00facich kri\u017eovatiek.<\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Graf ciest<\/h3>\n

\nCie\u013eom tohto projektu bolo vytvorenie grafu \u2014 siete ciest v Duckietown. Uzlami v\u00fdsledn\u00e9ho grafu s\u00fa kri\u017eovatky a hranami \u2014 cesty. Na tento \u00fa\u010del mus\u00ed Duckiebot presk\u00fama\u0165 mesto a analyzova\u0165 svoju trasu. <\/p>\n

Po\u010das pr\u00e1ce na projekte bola zv\u00e1\u017een\u00e1, ale nakoniec odmietnut\u00e1 my\u0161lienka robi\u0165 v\u00e1\u017een\u00fd graf, v ktorom n\u00e1klad hrany je ur\u010den\u00fd vzdialenos\u0165ou (\u010dasom na prekonanie) medzi kri\u017eovatkami. Realiz\u00e1cia tejto my\u0161lienky bola pr\u00edli\u0161 pracn\u00e1 a v r\u00e1mci \u0161koly by na \u0148u nebolo dos\u0165 \u010dasu.<\/p>\n

Ke\u010f sa Duckiebot dostane k \u010fal\u0161ej kri\u017eovatke, vyberie si cestu, ktor\u00e1 vych\u00e1dza z kri\u017eovatky a po ktorej e\u0161te ne\u0161iel. Ke\u010f s\u00fa v\u0161etky cesty na v\u0161etk\u00fdch kri\u017eovatk\u00e1ch prejd\u00fa, v pam\u00e4ti robota zostane vytvoren\u00fd zoznam susednosti kri\u017eovatiek, ktor\u00fd sa pomocou kni\u017enice Graphviz prevedie na obr\u00e1zok.<\/p>\n

Navrhnut\u00fd algoritmus \u00fa\u010dastn\u00edkov nie je vhodn\u00fd pre \u013eubovo\u013en\u00e9 Duckietown, ale dobre fungoval na malom meste pozost\u00e1vaj\u00facom zo \u0161tyroch kri\u017eovatiek, ktor\u00e9 sa pou\u017e\u00edvalo v r\u00e1mci \u0161koly. My\u0161lienka bola doplni\u0165 ka\u017ed\u00fa kri\u017eovatku ArUco-markerom, ktor\u00fd obsahuje identifik\u00e1tor kri\u017eovatky, aby sa sledoval poradie prechodu kri\u017eovatkami.
\nSch\u00e9ma fungovania vyvinut\u00e9ho algoritmu \u00fa\u010dastn\u00edkmi je zn\u00e1zornen\u00e1 na obr\u00e1zku. <\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Patrol Car<\/h3>\n

\nCie\u013eom tohto projektu je vyh\u013ead\u00e1va\u0165, prenasledova\u0165 a zadr\u017ea\u0165 poru\u0161ovate\u013ea v Duckietown. Patrol bot sa mus\u00ed pohybova\u0165 po vonkaj\u0161om kruhu cesty v meste a h\u013eada\u0165 vopred zn\u00e1meho poru\u0161ovate\u013ea. Po jeho objaven\u00ed by mal patroln\u00fd robot sledova\u0165 poru\u0161ovate\u013ea a don\u00fati\u0165 ho zastavi\u0165.<\/p>\n

Pr\u00e1ca za\u010dala h\u013eadan\u00edm my\u0161lienky detekcie robota v z\u00e1bere a jeho rozpozn\u00e1vania ako poru\u0161ovate\u013ea. T\u00edm navrhol vybavi\u0165 ka\u017ed\u00e9ho robota v meste vzadu jedine\u010dn\u00fdm markerom \u2014 rovnako ako skuto\u010dn\u00e9 automobily maj\u00fa \u0161t\u00e1tne registra\u010dn\u00e9 \u010d\u00edsla. Na tento \u00fa\u010del boli vybran\u00e9 ArUco-mariery. Tieto sa u\u017e predt\u00fdm pou\u017e\u00edvali v Duckietown, preto\u017ee s nimi je \u013eahk\u00e9 pracova\u0165 a umo\u017e\u0148uj\u00fa ur\u010di\u0165 orient\u00e1ciu markera v priestore a vzdialenos\u0165 k nemu.<\/p>\n

\u010ealej bolo potrebn\u00e9 urobi\u0165 tak, aby patrolov\u00fd robot sa pohyboval striktne po vonkaj\u0161om okruhu bez zastaven\u00ed na kri\u017eovatk\u00e1ch. Predvolene Duckiebot sa pohybuje v jazdnom pruhu a zastavuje na stop l\u00ednii. Potom pomocou dopravn\u00fdch zna\u010diek ur\u010duje konfigur\u00e1ciu kri\u017eovatky a \u010din\u00ed rozhodnutie o smere jazdy. Za ka\u017ed\u00fd z op\u00edsan\u00fdch krokov zodpoved\u00e1 jeden zo stavov kone\u010dn\u00e9ho automatu robota. Aby sa zbavil zastaven\u00ed na kri\u017eovatke, t\u00edm zmenil automat stavov tak, aby pri pribl\u00ed\u017een\u00ed k stop l\u00ednii robot okam\u017eite pre\u0161iel do stavu prechodu cez kri\u017eovatku priamo.<\/p>\n

Nasleduj\u00facim krokom bolo rie\u0161enie \u00falohy zastavenia robota-poru\u0161ovate\u013ea. T\u00edm predpokladal, \u017ee patrolov\u00fd robot m\u00f4\u017ee ma\u0165 pr\u00edstup cez SSH k ka\u017ed\u00e9mu z robotov v meste, teda ma\u0165 ur\u010dit\u00fa inform\u00e1ciu o tom, ak\u00e9 \u00fadaje pre autoriz\u00e1ciu a ak\u00fd id m\u00e1 ka\u017ed\u00fd robot. Tak\u017ee po zisten\u00ed poru\u0161ovate\u013ea, patrolov\u00fd robot za\u010dal sa prip\u00e1ja\u0165 cez SSH k robotovi-poru\u0161ovate\u013eovi a vyp\u00ednal jeho syst\u00e9m. <\/p>\n

Po potvrden\u00ed toho, \u017ee pr\u00edkaz na vypnutie bol vykonan\u00fd, sa patrolov\u00fd robot tie\u017e zastavil.
\nAlgoritmus pr\u00e1ce patrolov\u00e9ho robota mo\u017eno predstavi\u0165 vo forme nasleduj\u00facej sch\u00e9my:<\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Pr\u00e1ca na projektoch<\/h3>\n

\nPr\u00e1ca bola organizovan\u00e1 v form\u00e1te podobnom Scrum: ka\u017ed\u00e9 r\u00e1no \u0161tudenti pl\u00e1novali \u00falohy na aktu\u00e1lny de\u0148 a ve\u010der sa hl\u00e1sili o vykonanej pr\u00e1ci. <\/p>\n

V prv\u00fd a z\u00e1vere\u010dn\u00fd de\u0148 \u0161tudenti pripravili prezent\u00e1cie, opisuj\u00face stanoven\u00fa \u00falohu a sp\u00f4soby jej rie\u0161enia. Aby sa \u0161tudentom pomohlo dodr\u017ea\u0165 vybran\u00e9 pl\u00e1ny, v miestnostiach, kde prebiehala pr\u00e1ca na projektoch, neust\u00e1le boli pr\u00edtomn\u00ed u\u010ditelia z Ruska a Ameriky, ktor\u00ed odpovedali na ot\u00e1zky. Komunik\u00e1cia prebiehala preva\u017ene v anglickom jazyku.<\/p>\n

V\u00fdsledky a ich prezent\u00e1cia<\/h3>\n

\nPr\u00e1ca na projektoch trvala jeden t\u00fd\u017ede\u0148, po uplynut\u00ed ktor\u00e9ho \u0161tudenti predstavili svoje v\u00fdsledky. V\u0161etci pripravili prezent\u00e1cie, v ktor\u00fdch hovorili, \u010do sa nau\u010dili v tejto \u0161kole, ak\u00e9 najd\u00f4le\u017eitej\u0161ie lekcie si odniesli, \u010do sa im p\u00e1\u010dilo alebo nep\u00e1\u010dilo. Po tom ka\u017ed\u00e1 t\u00edm predstavila svoj projekt. V\u0161etky t\u00edmy zvl\u00e1dli stanoven\u00e9 \u00falohy.<\/p>\n

T\u00edm, ktor\u00fd vykon\u00e1va kalibr\u00e1ciu farieb, dokon\u010dil pr\u00e1cu na projekte r\u00fdchlej\u0161ie ako ostatn\u00ed, tak\u017ee sa im podarilo pripravi\u0165 aj dokument\u00e1ciu k ich programu. A t\u00edm, ktor\u00fd sa zaoberal grafom ciest, sa sna\u017eil zdokonali\u0165 a opravi\u0165 svoje algoritmy aj v posledn\u00fd de\u0148 pred demon\u0161tr\u00e1ciou projektu.<\/p>\n

\"Pr\u00edstup
\n<\/p>\n

Z\u00e1ver<\/h3>\n

\nPo ukon\u010den\u00ed \u0161koly sme po\u017eiadali \u0161tudentov, aby zhodnotili uskuto\u010dnen\u00e9 aktivity a odpovedali na ot\u00e1zky o tom, do akej miery \u0161kola sp\u013a\u0148ala ich o\u010dak\u00e1vania, ak\u00e9 zru\u010dnosti nadobudli at\u010f. V\u0161etci \u0161tudenti uviedli, \u017ee sa nau\u010dili pracova\u0165 v t\u00edme, d\u00e1va\u0165 si \u00falohy a pl\u00e1nova\u0165 svoj \u010das.<\/p>\n

\u0160tudentom taktie\u017e pon\u00fakli zhodnoti\u0165 u\u017eito\u010dnos\u0165 a n\u00e1ro\u010dnos\u0165 absolvovan\u00fdch kurzov. A tu sa vytvorili dve skupiny hodnoten\u00ed: pre niektor\u00fdch kurzy nepredstavovali ve\u013ek\u00fa n\u00e1mahu, zatia\u013e \u010do in\u00ed ich hodnotili ako maxim\u00e1lne \u0165a\u017ek\u00e9. <\/p>\n

To znamen\u00e1, \u017ee \u0161kola si zaujala spr\u00e1vnu poz\u00edciu, zost\u00e1vaj\u00fac pr\u00edstupn\u00e1 pre nov\u00e1\u010dikov v danej oblasti, ale aj poskytuj\u00fac materi\u00e1ly na opakovanie a upevnenie pre sk\u00fasen\u00fdch \u0161tudentov. Treba poznamena\u0165, \u017ee kurz programovania (Python) bol prakticky v\u0161etk\u00fdmi ozna\u010den\u00fd ako nen\u00e1ro\u010dn\u00fd, ale u\u017eito\u010dn\u00fd. Najn\u00e1ro\u010dnej\u0161\u00edm sa pod\u013ea \u0161tudentov uk\u00e1zal kurz \u201eArchitekt\u00fara EVM\u201c.<\/p>\n

Ke\u010f sa \u0161tudentov op\u00fdtali na nedostatky a prednosti \u0161koly, mnoh\u00ed odpovedali, \u017ee sa im p\u00e1\u010dil zvolen\u00fd \u0161t\u00fdl v\u00fdu\u010dby, v r\u00e1mci ktor\u00e9ho pedag\u00f3govia promptne a individu\u00e1lne poskytovali pomoc a odpovedali na vznikaj\u00face ot\u00e1zky. <\/p>\n

\u0160tudenti tie\u017e uviedli, \u017ee sa im p\u00e1\u010dilo pracova\u0165 v re\u017eime ka\u017edodenn\u00e9ho pl\u00e1novania svojich \u00faloh a samostatne si stanovova\u0165 term\u00edny. Ako nedostatky \u0161tudenti uviedli nedostatok poskytnut\u00fdch vedomost\u00ed, ktor\u00e9 potrebovali pri pr\u00e1ci s botom: pri pripojen\u00ed, porozumen\u00ed z\u00e1kladom a princ\u00edpom jeho fungovania. <\/p>\n

Takmer v\u0161etci \u0161tudenti uviedli, \u017ee \u0161kola prekonala ich o\u010dak\u00e1vania, \u010do sved\u010d\u00ed o spr\u00e1vnom v\u00fdbere smeru organiz\u00e1cie \u0161koly. T\u00fdm p\u00e1dom by sa mali zachova\u0165 v\u0161eobecn\u00e9 z\u00e1sady pri organizovan\u00ed nasleduj\u00facej \u0161koly, pri\u010dom by sa mali zoh\u013eadni\u0165 a pokia\u013e je to mo\u017en\u00e9 odstr\u00e1ni\u0165 nedostatky, ktor\u00e9 uviedli \u0161tudenti a pedag\u00f3govia, mo\u017eno zmenou zoznamu kurzov alebo \u010dasu ich vyu\u010dovania. <\/p>\n

Autori \u010dl\u00e1nku: t\u00edm laborat\u00f3ria algoritmov mobiln\u00fdch robotov<\/a><\/noindex> v JetBrains Research.<\/a><\/noindex><\/p>\n

P.S. N\u00e1\u0161 firemn\u00fd blog m\u00e1 nov\u00e9 meno. Teraz sa bude venova\u0165 vzdel\u00e1vac\u00edm projektom spolo\u010dnosti JetBrains.
\n
Zdroj: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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