{"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\/sq\/blog\/news\/podhod-intensivnogo-obucheniya-stem","title":{"rendered":"Qasja intensive e m\u00ebsimit STEM","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

N\u00eb bot\u00ebn e arsimit inxhinierik ekzistojn\u00eb shum\u00eb kurse t\u00eb shk\u00eblqyera, por shpesh her\u00eb programi i studimit i nd\u00ebrtuar mbi to ka nj\u00eb mang\u00ebsi t\u00eb madhe \u2014 munges\u00ebn e lidhshm\u00ebris\u00eb s\u00eb mir\u00eb midis temave t\u00eb ndryshme. Mund t\u00eb kund\u00ebrshtohet: si \u00ebsht\u00eb e mundur kjo? <\/p>\n

Kur formohet nj\u00eb program study, p\u00ebr \u00e7do kurs p\u00ebrcaktohen parakushtet dhe nj\u00eb renditje e qart\u00eb se n\u00eb \u00e7far\u00eb rendi duhen studiuar disiplinat. P\u00ebr shembull, p\u00ebr t\u00eb nd\u00ebrtuar dhe programuar nj\u00eb robot mobil primitiv, nevojitet t\u00eb dihet pak mekanik\u00eb p\u00ebr t\u00eb krijuar struktur\u00ebn e tij fizike; baza e elektricit n\u00eb nivelin e ligjeve t\u00eb Ohm\/Kirchhoff-it, p\u00ebrfaq\u00ebsimi i sinjaleve digjitale dhe analoge; operacionet me vektor\u00eb dhe matrica p\u00ebr t\u00eb p\u00ebrshkruar sistemet e koordinatave dhe l\u00ebvizjet e robotit n\u00eb hap\u00ebsir\u00eb; baza e programimit n\u00eb nivelin e p\u00ebrfaq\u00ebsimit t\u00eb t\u00eb dh\u00ebnave, algoritmeve m\u00eb t\u00eb thjeshta dhe strukturave t\u00eb kalimit t\u00eb kontrollit, etj. p\u00ebr t\u00eb p\u00ebrshkruar sjelljen. <\/p>\n

A ka gjith\u00e7ka k\u00ebt\u00eb n\u00eb kursit universitar? Sigurisht q\u00eb ka. Megjithat\u00eb, n\u00eb ligjet e Ohm\/Kirchhoff-it ne marrim termodinamik\u00ebn dhe teorin\u00eb e fush\u00ebs; p\u00ebrve\u00e7 operacioneve me matrica dhe vektor\u00eb, duhet t\u00eb merremi me format Jordan; n\u00eb programim, studimi i polimorfizmit \u2014 tema q\u00eb nuk jan\u00eb gjithmon\u00eb t\u00eb nevojshme p\u00ebr zgjidhjen e nj\u00eb detyre praktike t\u00eb thjesht\u00eb. <\/p>\n

Arsimi universitar \u00ebsht\u00eb ekstensiv \u2014 student\u00ebt shkojn\u00eb n\u00ebp\u00ebr shum\u00eb fusha dhe shpesh nuk shohin kuptimin dhe r\u00ebnd\u00ebsin\u00eb praktike t\u00eb njohurive q\u00eb fitojn\u00eb. Ne vendos\u00ebm ta p\u00ebrmbysnim paradigmen e arsimit STEM (nga fjal\u00ebt Shkenc\u00eb, Teknologji, Inxhinieri, Matematik\u00eb) dhe t\u00eb krijonim nj\u00eb program q\u00eb mb\u00ebshtetet n\u00eb lidhshm\u00ebrin\u00eb e njohurive, duke lejuar rritjen e plot\u00ebsis\u00eb n\u00eb t\u00eb ardhmen, duke n\u00ebnkuptuar k\u00ebshtu nj\u00eb m\u00ebsim intensiv t\u00eb disiplines.
\n<\/a><\/noindex>
\nStudimi i nj\u00eb fushe t\u00eb re mund t\u00eb krahasohet me eksplorimin e nj\u00eb territori. K\u00ebtu jan\u00eb dy mund\u00ebsi: ose kemi nj\u00eb hart\u00eb shum\u00eb t\u00eb detajuar me nj\u00eb sasi t\u00eb madhe detajesh q\u00eb duhet t\u00eb studiohen (\u00e7ka merr shum\u00eb koh\u00eb), p\u00ebr t\u00eb kuptuar se ku ndodhen pik\u00eb referimi kryesore dhe si jan\u00eb lidhur ato me nj\u00ebra-tjetr\u00ebn; ose mund t\u00eb p\u00ebrdorim nj\u00eb plan primitiv, ku jan\u00eb sh\u00ebnuar vet\u00ebm pikat kryesore dhe vendndodhja e tyre relative \u2014 nj\u00eb p\u00eblqim i till\u00eb \u00ebsht\u00eb i mjaftuesh\u00ebm p\u00ebr t\u00eb filluar t\u00eb l\u00ebvizim n\u00eb drejtimin e duhur, duke sakt\u00ebsuar detajet gjat\u00eb rrug\u00ebs. <\/p>\n

Qasja intensive e m\u00ebsimit STEM e kemi testuar n\u00eb shkoll\u00ebn dim\u00ebrore, e cila u mbajt n\u00eb bashk\u00ebpunim me student\u00ebt e MIT me mb\u00ebshtetje nga JetBrains Research.<\/a><\/noindex> <\/p>\n

<\/p>\n

P\u00ebrgatitja e materialeve<\/h3>\n

<\/b>
\nPjesa e par\u00eb e programit t\u00eb shkoll\u00ebs ishte nj\u00eb jav\u00eb m\u00ebsimesh n\u00eb drejtime themelore, t\u00eb cilat p\u00ebrfshinin algebr\u00ebn, qarqet elektrike, arkitektur\u00ebn e kompjuter\u00ebve, programimin n\u00eb Python dhe njohjen me ROS (Sistemi i Operimit p\u00ebr Robot\u00ebt). <\/p>\n

Drejtimet nuk ishin p\u00ebrzgjedhur rast\u00ebsisht: duke u plot\u00ebsuar me nj\u00ebri-tjetrin, ato duhej t\u00eb ndihmonin student\u00ebt t\u00eb shihnin lidhjen midis, duksh\u00ebm t\u00eb ndryshme, n\u00eb pamje t\u00eb par\u00eb, gj\u00ebrave \u2014 matematik\u00ebs, elektronik\u00ebs dhe programimit.<\/p>\n

Sigurisht, q\u00ebllimi kryesor nuk ishte t\u00eb mbaheshin shum\u00eb ligj\u00ebrata, por t'u jepeshin mund\u00ebsi student\u00ebve q\u00eb t\u00eb aplikonin njohurit\u00eb e reja n\u00eb praktik\u00eb. <\/p>\n

N\u00eb seksionin e algeb\u00ebr\u00ebs, student\u00ebt mund t\u00eb ushtrohen n\u00eb operacione me matrica dhe zgjidhjen e sistemeve t\u00eb ekuacioneve, t\u00eb cilat ishin t\u00eb nevojshme p\u00ebr studimin e qarqeve elektrike. Pas m\u00ebsimit mbi funksionimin e transistor\u00ebve dhe elemente logjik\u00eb t\u00eb nd\u00ebrtuar mbi baz\u00ebn e tyre, nx\u00ebn\u00ebsit mund t\u00eb shihnin aplikimin e tyre n\u00eb projektin e procesorit, dhe pasi studiuan bazat e gjuh\u00ebs Python, t\u00eb shkruanin nj\u00eb program p\u00ebr nj\u00eb robot real.<\/p>\n

\"Qasja
\n
\n<\/p>\n

Duckietown<\/h3>\n

<\/b>
\nNj\u00eb nga detyrat e shkoll\u00ebs ishte minimizimi i pun\u00ebs me simulator\u00ebt aty ku ishte e mundur. Prandaj, u p\u00ebrgatit nj\u00eb set i madh skemash elektronike, t\u00eb cilat student\u00ebt duhej t'i montonin n\u00eb nj\u00eb pllak\u00eb prov\u00eb me komponent\u00eb real\u00eb dhe t'i testonin n\u00eb praktik\u00eb, nd\u00ebrsa baza p\u00ebr projektet u zgjodh Duckietown.<\/p>\n

Duckietown \u2014 nj\u00eb projekt i hapur q\u00eb p\u00ebrfshin robot\u00eb autonom\u00eb t\u00eb vegj\u00ebl t\u00eb quajtur Duckiebot dhe rrug\u00eb n\u00eb t\u00eb cilat ata l\u00ebvizin. Duckiebot \u00ebsht\u00eb nj\u00eb platform\u00eb me kat\u00ebr rrota q\u00eb ka nj\u00eb mikrokompjuter Raspberry Pi dhe nj\u00eb kamer\u00eb. <\/p>\n

N\u00eb baz\u00eb t\u00eb tij, ne p\u00ebrgatit\u00ebm nj\u00eb grup mund\u00ebsish detyrash, si nd\u00ebrtimi i hartave t\u00eb rrug\u00ebve, gjetja e objekteve dhe ndalesa af\u00ebr tyre dhe disa t\u00eb tjera. Student\u00ebt gjithashtu mund t\u00eb propozonin nj\u00eb problem t\u00eb vetin dhe jo vet\u00ebm t\u00eb shkruanin nj\u00eb program p\u00ebr ta zgjidhur, por edhe ta \u0437\u0430\u043f\u0443\u0441\u043a\u0443\u0432\u0430\u043b\u0438 at\u00eb n\u00eb nj\u00eb robot real.<\/p>\n

<\/p>\n

M\u00ebsimdh\u00ebnia<\/h3>\n

<\/b>
\nGjat\u00eb leksioneve, m\u00ebsuesit trajtonin p\u00ebrmbajtjen, duke p\u00ebrdorur prezantime t\u00eb p\u00ebrgatitura paraprakisht. Disa seanca u regjistruan n\u00eb video, k\u00ebshtu q\u00eb student\u00ebt kishin mund\u00ebsin\u00eb t'i shikonin ato n\u00eb sht\u00ebpi. Gjat\u00eb leksioneve, student\u00ebt p\u00ebrdornin materialet n\u00eb kompjuter\u00ebt e tyre, b\u00ebnin pyetje, zgjidhnin probleme s\u00eb bashku dhe individualisht, ndonj\u00ebher\u00eb n\u00eb tabel\u00eb. Pas rezultateve t\u00eb pun\u00ebs, u p\u00ebrllogarit nj\u00eb renditje p\u00ebr secilin student ve\u00e7mas p\u00ebr l\u00ebnd\u00ebt e ndryshme.<\/p>\n

\"Qasja
\n
\nLe ta shqyrtojm\u00eb zhvillimin e m\u00ebsimeve p\u00ebr secil\u00ebn l\u00ebnd\u00eb m\u00eb n\u00eb detaje. L\u00ebnd\u00eb e par\u00eb ishte algebra lineare. Student\u00ebt studiuan p\u00ebr nj\u00eb dit\u00eb vektor\u00ebt dhe matricat, sistemet e ekuacioneve lineare etj. Detyrat praktike u nd\u00ebrtuan n\u00eb m\u00ebnyr\u00eb interaktive: problemet e propozuara u zgjidh\u00ebn individualisht, nd\u00ebrsa m\u00ebsuesi dhe student\u00ebt e tjer\u00eb dhan\u00eb komente dhe sugjerime.<\/p>\n

\"Qasja
\n
\nL\u00ebnda e dyt\u00eb \u2014 elektriciteti dhe skemat e thjeshta. Student\u00ebt studiuan bazat e elektrodinamik\u00ebs: tensioni, rrjedha, q\u00ebndresa, ligji i Ohmit dhe ligjet e Kirchhoff-it. Detyrat praktike p\u00ebr nj\u00eb pjes\u00eb u b\u00ebn\u00eb n\u00eb simulator ose u realizuan n\u00eb tabel\u00eb, por m\u00eb shum\u00eb koh\u00eb u kushtua nd\u00ebrtimit t\u00eb skemave reale, si skemat logjike, konturet osciluese etj.<\/p>\n

\"Qasja
\n
\nTema tjet\u00ebr \u2014 Arkitektura e kompjuter\u00ebve \u2014 n\u00eb nj\u00ebfar\u00eb m\u00ebnyre \u00ebsht\u00eb nj\u00eb ur\u00eb q\u00eb lidh fizik\u00ebn me programimin. Student\u00ebt studiuan baz\u00ebnThemelore, r\u00ebnd\u00ebsia e s\u00eb cil\u00ebs \u00ebsht\u00eb m\u00eb tep\u00ebr teorike sesa praktike. Si praktik\u00eb, student\u00ebt projektuan p\u00ebr katror\u00eb logjik\u00eb n\u00eb simulator, dhe p\u00ebr detyrat e kryera mor\u00ebn pik\u00eb.<\/p>\n

Dita kat\u00ebrt \u2014 dita e par\u00eb e programimit. Gjuha e programimit q\u00eb u zgjodh ishte Python 2, pasi kjo \u00ebsht\u00eb ajo q\u00eb p\u00ebrdoret n\u00eb programimin e ROS. Kjo dit\u00eb u organizua si m\u00eb posht\u00eb: m\u00ebsuesit shpjeguan materialin, soll\u00ebn shembuj p\u00ebr zgjidhjen e problemeve, nd\u00ebrsa student\u00ebt i d\u00ebgjonin ata, duke u ulur para kompjuter\u00ebve dhe duke rip\u00ebrs\u00ebritur at\u00eb q\u00eb kishte shkruar m\u00ebsuesi n\u00eb tabel\u00eb ose n\u00eb slajd. M\u00eb pas, nx\u00ebn\u00ebsit zgjidh\u00ebn probleme t\u00eb ngjashme vet\u00eb, dhe pastaj zgjidhjet u vler\u00ebsuan nga m\u00ebsuesit.<\/p>\n

Dita e pest\u00eb ishte e dedikuar p\u00ebr ROS: djemt\u00eb u njoh\u00ebn me programimin e roboteve. Gjat\u00eb gjith\u00eb dit\u00ebs m\u00ebsimore, student\u00ebt q\u00ebndruan para kompjuter\u00ebve, duke ekzekutuar kodin programor q\u00eb u shpjegoi m\u00ebsuesi. Ata ishin n\u00eb gjendje t\u00eb ekzekutonin vet\u00eb nj\u00ebsit\u00eb baz\u00eb t\u00eb ROS, si dhe u njoh\u00ebn me projektin Duckietown. Pas p\u00ebrfundimit t\u00eb k\u00ebsaj dite, student\u00ebt ishin gati t\u00eb fillonin pjes\u00ebn e projektit t\u00eb shkoll\u00ebs \u2014 zgjidhjen e problemeve praktike.<\/p>\n

\"Qasja
\n<\/p>\n

P\u00ebrshkrimi i projekteve t\u00eb zgjedhura<\/h3>\n

\nStudent\u00ebt u propozuan t\u00eb bashkohen n\u00eb grupe prej tre njer\u00ebzish dhe t\u00eb zgjedhin tem\u00ebn e projektit. Si rezultat, u pranuan projektet e m\u00ebposhtme:<\/p>\n

1. Kalibrimi i ngjyrave. Duckiebot-i ka nevoj\u00eb p\u00ebr kalibrimin e kamer\u00ebs kur ndryshojn\u00eb kushtet e ndri\u00e7imit, prandaj ekziston detyra e kalibrimit automatik. Problemi \u00ebsht\u00eb se gamat e ngjyrave jan\u00eb shum\u00eb t\u00eb ndjeshme ndaj ndri\u00e7imit. Pjes\u00ebmarr\u00ebsit zbatuan nj\u00eb mjet, i cili do t\u00eb nxirrte n\u00eb kuad\u00ebr ngjyrat e k\u00ebrkuara (t\u00eb kuq, t\u00eb bardh\u00eb dhe t\u00eb verdh\u00eb) dhe do t\u00eb ndante gamat p\u00ebr secil\u00ebn ngjyr\u00eb n\u00eb formatin HSV.<\/p>\n

2. Duck Taxi. Ideja e k\u00ebtij projekti \u00ebsht\u00eb q\u00eb Duckiebot-i t\u00eb mund t\u00eb ndaloj\u00eb pran\u00eb nj\u00eb objekti t\u00eb caktuar, ta marr\u00eb at\u00eb dhe t\u00eb ndjek\u00eb nj\u00eb itinerar t\u00eb caktuar. Objekti i zgjedhur ishte nj\u00eb pat\u00eb e ndritshme e verdh\u00eb.<\/p>\n

\"Qasja
\n
\n3. Nd\u00ebrtimi i grafit t\u00eb rrug\u00ebve. Ekziston detyra e nd\u00ebrtimit t\u00eb grafit t\u00eb rrug\u00ebve dhe kryq\u00ebzimeve. Q\u00ebllimi i k\u00ebtij projekti \u00ebsht\u00eb t\u00eb nd\u00ebrtohet grafi i rrug\u00ebve pa ofruar t\u00eb dh\u00ebna a priori mbi ambientin p\u00ebr Duckiebot-in, duke u mb\u00ebshtetur vet\u00ebm n\u00eb t\u00eb dh\u00ebnat nga kamera. <\/p>\n

4. Makin\u00eb patrullimi. Ky projekt u shpik nga vet\u00eb student\u00ebt. Ata propozuan t\u00eb m\u00ebsojn\u00eb nj\u00eb Duckiebot, \"patrullues\", t\u00eb ndjek\u00eb nj\u00eb tjet\u00ebr \u2014 \"shkel\u00ebsin\". P\u00ebr k\u00ebt\u00eb, u p\u00ebrdor mekanizmi i njohjes s\u00eb objektit sipas ArUco-markeri. Sapo njohja t\u00eb p\u00ebrfundoj\u00eb, \"shkel\u00ebsi\" d\u00ebrgohet nj\u00eb sinjal p\u00ebr p\u00ebrfundimin e pun\u00ebs.<\/p>\n

\"Qasja
\n<\/p>\n

Kalibrimi i Ngjyrave<\/h3>\n

\nQ\u00ebllimi i projektit Color Calibration ishte rregullimi i gam\u00ebs s\u00eb ngjyrave t\u00eb njohura t\u00eb shenjave sipas kushteve t\u00eb reja t\u00eb ndri\u00e7imit. Pa k\u00ebto rregullime, njohja e vijave t\u00eb ndalimit, ndar\u00ebsve t\u00eb korsive dhe kufijve t\u00eb rrug\u00ebve b\u00ebhej e pasakt\u00eb. Pjes\u00ebmarr\u00ebsit propozuan nj\u00eb zgjidhje q\u00eb bazohej n\u00eb paraprocesimin e modeleve t\u00eb ngjyrave t\u00eb shenjave: t\u00eb kuqe, t\u00eb verdh\u00eb dhe t\u00eb bardh\u00eb. <\/p>\n

P\u00ebr secil\u00ebn nga k\u00ebto ngjyra \u00ebsht\u00eb caktuar nj\u00eb gam\u00eb paraprake HSV ose vlerash RGB. Me p\u00ebrdorimin e k\u00ebsaj gam\u00eb, n\u00eb kad\u00ebr identifikohen t\u00eb gjitha zonat q\u00eb p\u00ebrmbajn\u00eb ngjyra t\u00eb p\u00ebrshtatshme, dhe zgjedhet m\u00eb e madhja. Kjo zon\u00eb merret si ngjyr\u00eb q\u00eb duhet t\u00eb ruhet. M\u00eb pas p\u00ebrdoren formula statistikore, si llogaritja e mesatares dhe devijimi standard p\u00ebr t\u00eb vler\u00ebsuar gam\u00ebn e re t\u00eb ngjyr\u00ebs. <\/p>\n

Kjo gam\u00eb shkruhet n\u00eb skedar\u00ebt e konfigurimit t\u00eb kamer\u00ebs Duckiebot dhe mund t\u00eb p\u00ebrdoret m\u00eb von\u00eb. Qasja e p\u00ebrshkruar \u00ebsht\u00eb zbatuar p\u00ebr t\u00eb tri ngjyrat, duke formuar p\u00ebrfundimisht gamat p\u00ebr secil\u00ebn nga ngjyrat e shenjave.<\/p>\n

Testet treguan nj\u00eb njohje pothuajse t\u00eb p\u00ebrsosur t\u00eb vijave t\u00eb shenjave, p\u00ebrve\u00e7 atyre rasteve kur materialet e shenjave ishin tape t\u00eb ndritsh\u00ebm q\u00eb reflektuan aq shum\u00eb burimet e ndri\u00e7imit, saq\u00eb n\u00ebn nj\u00eb k\u00ebnd t\u00eb caktuar t\u00eb kamer\u00ebs, shenja dukej e bardh\u00eb pavar\u00ebsisht ngjyr\u00ebs s\u00eb saj origjinale.<\/p>\n

\"Qasja
\n<\/p>\n

Duck Taxi<\/h3>\n

\nProjekti Duck Taxi parashikonte nd\u00ebrtimin e nj\u00eb algoritmi p\u00ebr k\u00ebrkimin e nj\u00eb patku-pasagjer n\u00eb qytet dhe m\u00eb pas transportimin e tij n\u00eb pik\u00ebn e nevojshme. Pjes\u00ebmarr\u00ebsit e ndan\u00eb k\u00ebt\u00eb detyr\u00eb n\u00eb dy pjes\u00eb: detektimi dhe l\u00ebvizja n\u00eb graf.<\/p>\n

Student\u00ebt realizuan detektimin e patkut, duke b\u00ebr\u00eb supozimin se patku \u00ebsht\u00eb \u00e7do zon\u00eb n\u00eb kad\u00ebr q\u00eb mund t\u00eb njihet si e verdh\u00eb, me nj\u00eb trek\u00ebnd\u00ebsh t\u00eb kuq (noz\u00eb) mbi t\u00eb. Sap po zbulohet nj\u00eb zon\u00eb e till\u00eb n\u00eb kadrin e ardhsh\u00ebm, roboti duhet t\u00eb afroj\u00eb tek ajo dhe pastaj t\u00eb ndaloj\u00eb p\u00ebr disa sekonda, duke imituar nj\u00eb ulje t\u00eb pasagjerit.<\/p>\n

M\u00eb pas, duke pasur n\u00eb kujdes nj\u00eb graf t\u00eb paracaktuar t\u00eb rrug\u00ebve t\u00eb duckietown-it dhe pozitat e robotit, si dhe duke marr\u00eb si t\u00eb dh\u00ebna hyr\u00ebse pik\u00ebn e destinacionit, pjes\u00ebmarr\u00ebsit nd\u00ebrtojn\u00eb nj\u00eb rrug\u00eb nga pika e nisjes n\u00eb pik\u00ebn e mb\u00ebrritjes, duke p\u00ebrdorur algoritmin Dijkstra p\u00ebr k\u00ebrkimin e rrug\u00ebve n\u00eb graf. Rezultatet p\u00ebrfaq\u00ebsohen si nj\u00eb grup komandash \u2014 kthesash n\u00eb \u00e7do kryq\u00ebzim t\u00eb ardhsh\u00ebm.<\/p>\n

\"Qasja
\n<\/p>\n

Grafi i Rrug\u00ebve<\/h3>\n

\nQ\u00ebllimi i k\u00ebtij projekti ishte nd\u00ebrtimi i nj\u00eb grafi \u2014 rrjeti i rrug\u00ebve n\u00eb Duckietown. Nyjet e grafit p\u00ebrfundimtar jan\u00eb kryq\u00ebzimet, dhe harku \u2014 rrug\u00ebt. P\u00ebr k\u00ebt\u00eb, Duckiebot duhet t\u00eb eksploroj\u00eb qytetin dhe t\u00eb analizoje rrug\u00ebn e tij. <\/p>\n

Gjat\u00eb pun\u00ebs mbi projektin, u shqyrtua, por m\u00eb pas u hodh posht\u00eb ideja e nd\u00ebrtimit t\u00eb nj\u00eb grafi t\u00eb peshuar, ku \u00e7mimi i harkut p\u00ebrcaktohet nga distanca (koha e kaluar) midis kryq\u00ebzimeve. Realizimi i k\u00ebsaj ideje u tregua shum\u00eb i nd\u00ebrlikuar dhe nuk do t\u00eb kishte koh\u00eb p\u00ebr t\u00eb brenda korniz\u00ebs s\u00eb shkoll\u00ebs.<\/p>\n

Kur Duckiebot arrin n\u00eb nj\u00eb kryq\u00ebzim tjet\u00ebr, ai zgjedh rrug\u00ebn q\u00eb del nga ky kryq\u00ebzim, me t\u00eb cil\u00ebn nuk \u00ebsht\u00eb l\u00ebvizur ende. Pasi t\u00eb jen\u00eb kaluar t\u00eb gjitha rrug\u00ebt n\u00eb t\u00eb gjith\u00eb kryq\u00ebzimet, n\u00eb memorjen e botit mbetet nj\u00eb list\u00eb e formuar e p\u00ebrngjashm\u00ebrive t\u00eb kryq\u00ebzimeve, e cila shnd\u00ebrrohet n\u00eb nj\u00eb imazh me ndihm\u00ebn e bibliotek\u00ebs Graphviz.<\/p>\n

Algoritmi i propozuar nga pjes\u00ebmarr\u00ebsit nuk \u00ebsht\u00eb i p\u00ebrshtatsh\u00ebm p\u00ebr nj\u00eb Duckietown t\u00eb rast\u00ebsish\u00ebm, por funksionoi mir\u00eb n\u00eb nj\u00eb qytet t\u00eb vog\u00ebl me kat\u00ebr kryq\u00ebzime, i p\u00ebrdorur brenda shkoll\u00ebs. Ideja ishte t\u00eb plot\u00ebsohej \u00e7do kryq\u00ebzim me nj\u00eb marker ArUco q\u00eb p\u00ebrmbante identifikuesin e kryq\u00ebzimit, p\u00ebr t\u00eb ndjekur rendin e kalimit t\u00eb kryq\u00ebzimeve.
\nSkema e pun\u00ebs s\u00eb algoritmit t\u00eb zhvilluar nga pjes\u00ebmarr\u00ebsit \u00ebsht\u00eb e paraqitur n\u00eb figur\u00eb. <\/p>\n

\"Qasja
\n<\/p>\n

Mjeti i Patrull\u00ebs<\/h3>\n

\nQ\u00ebllimi i k\u00ebtij projekti \u00ebsht\u00eb t\u00eb gjej\u00eb, ndjek\u00eb dhe kap\u00eb botin-shkel\u00ebs n\u00eb qytetin Duckietown. Boti-patrull\u00eb duhet t\u00eb l\u00ebviz\u00eb n\u00eb rripin e jasht\u00ebm t\u00eb rrug\u00ebs n\u00eb qytet n\u00eb k\u00ebrkim t\u00eb nj\u00eb boti-shkel\u00ebs t\u00eb njohur paraprakisht. Pas zbulimit t\u00eb shkel\u00ebsit, boti patrullues duhet ta ndjek\u00eb at\u00eb dhe ta detyroj\u00eb t\u00eb ndaloj\u00eb.<\/p>\n

Puna filloi me gjetjen e ideve p\u00ebr detektimin e botit n\u00eb kadrin e imazhit dhe njohjen e shkel\u00ebsit. Ekipi propozoi t\u00eb pajiste \u00e7do bot n\u00eb qytet me nj\u00eb marker unik nga prapa \u2014 ashtu si\u00e7 kan\u00eb numrat e regjistrimit automjetet reale. P\u00ebr k\u00ebt\u00eb u zgjodh\u00ebn ArUco-markers. Ato ishin p\u00ebrdorur m\u00eb par\u00eb n\u00eb duckietown, pasi ishin t\u00eb thjeshta p\u00ebr t'u punuar dhe lejonin t\u00eb p\u00ebrcaktohej orientimi i markerit n\u00eb hap\u00ebsir\u00eb dhe distanca deri te ai.<\/p>\n

Pastaj ishte e nevojshme q\u00eb boti patrullues t\u00eb l\u00ebvizte n\u00eb rrethin e jasht\u00ebm pa ndaluar n\u00eb kryq\u00ebzime. N\u00eb parazgjedhje, Duckiebot l\u00ebviz n\u00eb korsi dhe ndalon n\u00eb linj\u00ebn e ndalimit. M\u00eb pas, duke p\u00ebrdorur shenjat e rrug\u00ebs, p\u00ebrcakton konfigurimin e kryq\u00ebzimit dhe b\u00ebn zgjedhjen p\u00ebr drejtimin e kalimit t\u00eb kryq\u00ebzimit. \u00c7do nj\u00eb nga etapat e p\u00ebrshkruara ka nj\u00eb nga gjendjet e automatit fundor t\u00eb robotit. P\u00ebr t'u \u00e7liruar nga ndalesat n\u00eb kryq\u00ebzim, ekipi ndryshoi automatin e gjendjeve n\u00eb m\u00ebnyr\u00eb q\u00eb, kur arrin n\u00eb linj\u00ebn e ndalimit, boti menj\u00ebher\u00eb t\u00eb kalonte n\u00eb gjendjen e kalimit t\u00eb kryq\u00ebzimit drejt.<\/p>\n

Hapi tjet\u00ebr ishte zgjidhja e problemit t\u00eb ndalimit t\u00eb botit-shkel\u00ebs. Ekipi kishte supozuar se boti patrullues mund t\u00eb kishte qasje p\u00ebrmes SSH n\u00eb \u00e7do nga robot\u00ebt n\u00eb qytet, pra t\u00eb kishte disa informacione rreth t\u00eb dh\u00ebnave p\u00ebr autentifikim dhe cilin ID ka \u00e7do boti. K\u00ebshtu, pasi zbuloi shkel\u00ebsin, boti patrullues filloi t\u00eb lidhej p\u00ebrmes SSH me botin-shkel\u00ebs dhe t\u00eb fikte sistemin e tij. <\/p>\n

Pas konfirmimit se komanda e fikjes ishte kryer, boti patrullues gjithashtu ndalte.
\nAlgoritmi i pun\u00ebs s\u00eb robotit patrullues mund t\u00eb paraqitet n\u00eb form\u00ebn e vij\u00ebs s\u00eb m\u00ebposhtme:<\/p>\n

\"Qasja
\n<\/p>\n

Puna n\u00eb projekte<\/h3>\n

\nPuna u organizua n\u00eb nj\u00eb format t\u00eb ngjash\u00ebm me Scrum: \u00e7do m\u00ebngjes student\u00ebt planifikonin detyrat p\u00ebr dit\u00ebn aktuale, dhe n\u00eb mbr\u00ebmje raportonin p\u00ebr pun\u00ebn e kryer. <\/p>\n

N\u00eb dit\u00ebt e para dhe t\u00eb fundit, student\u00ebt p\u00ebrgatit\u00ebn prezantime q\u00eb p\u00ebrshkruanin detyr\u00ebn e vendosur dhe m\u00ebnyrat e zgjidhjes s\u00eb saj. P\u00ebr t\u00eb ndihmuar student\u00ebt t\u00eb ndiqnin planet e zgjedhura, n\u00eb dhomat ku zhvillohej puna mbi projektet, ishin vazhdimisht m\u00ebsues nga Rusia dhe Amerika, t\u00eb cil\u00ebt p\u00ebrgjigjeshin n\u00eb pyetje. Komunikimi ndodhi kryesisht n\u00eb gjuh\u00ebn angleze.<\/p>\n

Rezultatet dhe demonstrimi i tyre<\/h3>\n

\nPuna mbi projektet zgjati nj\u00eb jav\u00eb, pas s\u00eb cil\u00ebs student\u00ebt paraqit\u00ebn rezultatet e tyre. T\u00eb gjith\u00eb p\u00ebrgatit\u00ebn prezantime, n\u00eb t\u00eb cilat treguan se \u00e7far\u00eb kishin m\u00ebsuar n\u00eb k\u00ebt\u00eb shkoll\u00eb, cilat ishin m\u00ebsimet m\u00eb t\u00eb r\u00ebnd\u00ebsishme q\u00eb mor\u00ebn, \u00e7far\u00eb u p\u00eblqeu apo nuk u p\u00eblqeu. Pas k\u00ebsaj, \u00e7do ekip paraqiti projektin e tij. T\u00eb gjitha ekipet e p\u00ebrballuan detyrat e vendosura.<\/p>\n

Ekipi q\u00eb realizoi kalibrimin e ngjyrave e p\u00ebrfundoi projektin m\u00eb shpejt se t\u00eb tjer\u00ebt, k\u00ebshtu q\u00eb ata pat\u00ebn koh\u00eb p\u00ebr t\u00eb p\u00ebrgatitur edhe dokumentacionin p\u00ebr programin e tyre. Nd\u00ebrsa ekipi q\u00eb merrej me grafiku i rrug\u00ebve, madje edhe n\u00eb dit\u00ebn e fundit p\u00ebrpara demonstrimit t\u00eb projektit, u p\u00ebrpoq t\u00eb p\u00ebrmir\u00ebsonte dhe rregullonte algoritmet e tij.<\/p>\n

\"Qasja
\n<\/p>\n

P\u00ebrfundim<\/h3>\n

\nPas p\u00ebrfundimit t\u00eb shkoll\u00ebs, ne k\u00ebrkuam nga student\u00ebt t\u00eb vler\u00ebsojn\u00eb aktivitetet q\u00eb kaluan dhe t\u00eb p\u00ebrgjigjen n\u00eb pyetje se sa mir\u00eb shkolla p\u00ebrputhej me pritshm\u00ebrit\u00eb e tyre, cilat aft\u00ebsi kishin fituar etj. T\u00eb gjith\u00eb student\u00ebt theksuan se kishin m\u00ebsuar t\u00eb punonin n\u00eb ekip, t\u00eb shp\u00ebrndanin detyrat dhe t\u00eb planifikonin koh\u00ebn e tyre.<\/p>\n

Student\u00ebve gjithashtu iu k\u00ebrkua t\u00eb vler\u00ebsojn\u00eb dobishm\u00ebrin\u00eb dhe v\u00ebshtir\u00ebsin\u00eb e kurseve q\u00eb kishin kaluar. Dhe k\u00ebtu u formuan dy grupe vler\u00ebsimesh: p\u00ebr disa kurset nuk p\u00ebrb\u00ebnin nj\u00eb v\u00ebshtir\u00ebsi t\u00eb madhe, nd\u00ebrsa t\u00eb tjer\u00ebt i vler\u00ebsuan ato si jasht\u00ebzakonisht t\u00eb v\u00ebshtira. <\/p>\n

Kjo do t\u00eb thot\u00eb se shkolla zuri pozicionin e duhur, duke u mbajtur e aksesueshme p\u00ebr fillestar\u00ebt n\u00eb nj\u00eb fush\u00eb t\u00eb caktuar, por gjithashtu duke ofruar materiale p\u00ebr p\u00ebrs\u00ebritje dhe konsolidim p\u00ebr student\u00ebt me p\u00ebrvoj\u00eb. Duhet theksuar se kursi p\u00ebr programimin (Python) ishte sh\u00ebnuar nga t\u00eb gjith\u00eb si i leht\u00eb, por i dobish\u00ebm. Kursi m\u00eb i v\u00ebshtir\u00eb, sipas student\u00ebve, ishte 'Arkitektura e Kompjuter\u00ebve'.<\/p>\n

Kur student\u00ebve iu k\u00ebrkua mendimi mbi disavantazhet dhe avantazhet e shkoll\u00ebs, shum\u00eb prej tyre u p\u00ebrgjigj\u00ebn se u p\u00eblqeu stili i m\u00ebsimdh\u00ebnies i zgjedhur, ku m\u00ebsuesit ofronin ndihm\u00eb t\u00eb shpejt\u00eb dhe individuale dhe p\u00ebrgjigjeshin n\u00eb pyetjet e lindura. <\/p>\n

Nd\u00ebrsa nx\u00ebn\u00ebsit gjithashtu theksuan se u p\u00eblqeu t\u00eb punonin n\u00eb m\u00ebnyr\u00eb t\u00eb p\u00ebrditshme t\u00eb planifikimit t\u00eb detyrave t\u00eb tyre dhe t\u00eb vendosnin vet\u00eb afatet. Si disavantazhe, student\u00ebt p\u00ebrmend\u00ebn munges\u00ebn e njohurive t\u00eb ofruara q\u00eb ishin t\u00eb nevojshme p\u00ebr pun\u00ebn me botin: gjat\u00eb lidhjes, kuptimit t\u00eb bazave dhe parimeve t\u00eb tij t\u00eb funksionimit. <\/p>\n

Gati t\u00eb gjith\u00eb student\u00ebt theksuan se shkolla i kaloi pritjet e tyre, dhe kjo tregon p\u00ebr drejtimin e duhur t\u00eb organizimit t\u00eb shkoll\u00ebs. Prandaj, duhet ruajtur parimet e p\u00ebrgjithshme n\u00eb organizimin e shkoll\u00ebs s\u00eb ardhshme, duke marr\u00eb parasysh dhe, n\u00ebse \u00ebsht\u00eb e mundur, duke eliminuar disavantazhet q\u00eb p\u00ebrmend\u00ebn student\u00ebt dhe m\u00ebsuesit, ndoshta duke ndryshuar list\u00ebn e kurseve ose koh\u00ebn e m\u00ebsimdh\u00ebnies. <\/p>\n

Autori i artikullit: ekipi i laboratorit t\u00eb algoritmeve t\u00eb robot\u00ebve mobil<\/a><\/noindex> n\u00eb JetBrains Research.<\/a><\/noindex><\/p>\n

P.S. Blogu yn\u00eb korporativ ka nj\u00eb em\u00ebr t\u00eb ri. Tani do t\u00eb dedikohet projekteve edukative t\u00eb kompanis\u00eb JetBrains.
\n
Burimi: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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