SOFA-HI is an extension of the SOFA 2 component system,which is developed at Department of distributed and dependable systems. SOFA-HI focuses on support for development of real-time embedded applications using component-based approach. This thesis extends existing SOFA-HI implementation with support for development and deployment of SOFA-HI application to nxtOSEK platform which is a small-footprint real-time operating system and board support package for LEGO Mindstorms NXT. In particular, existing tools for application development and deployment are extended to support nxtOSEK platform. The thesis further provides pre-made components to allow communication with standard NXT sensors and actuators. Powered by TCPDF (www.tcpdf.org)

Orientador: José Marcos Lopes / Banca: Edison Righetto / Banca: Regina Litz Lamblém / Resumo: Este trabalho apresenta o resultado qualitativo de quatro atividades aplicadas no 6º ao 9º Ano do Ensino Fundamental e teve como objetivo principal elaborar, implementar e analisar uma sequência didática envolvendo robótica educacional e matemática (com enfoque aos números racionais). Essas atividades foram aplicadas em dezembro de 2014 na escola SESI de Andradina no estado de São Paulo. A escolha para o mês de dezembro foi intencional justamente para que os alunos utilizassem seus conhecimentos e habilidades adquiridos no decorrer desse ano letivo. A importância de se realizar tal temática, em conjunto, vem da necessidade crescente da utilização da tecnologia, que permeia o meio social no qual o aluno está inserido, a favor da educação e pelo fato das frações ainda serem um paradigma de difícil assimilação por parte dos alunos, de acordo com Silva (2006) e Demartini (2009). Com base na metodologia LEGO®, sintetizada em quatro verbos na ordem: contextualizar, construir, analisar e continuar, utilizamos três montagens de robôs dos fascículos da LEGO® Zoom para servir de suporte às resoluções das situações-problema desenvolvidas especificamente para a idealização deste estudo. O resultado desta pesquisa mostrou que além da diversão proporcionada, foi instigada a curiosidade dos alunos ao perpassarem por todas as quatro ações mencionadas anteriormente, pois consonante às situações-problema contextualizadas, os alunos, em grupo, assimilaram facilmente o objetivo de cada atividade / Abstract: This paper presents the qualitative result of four activities applied in the 6th to 9th grades of Elementary School and intend to design, implement and analyze a didactic sequence involving educational robotics and mathematics (with a focus on rational numbers). These activities were implemented in December 2014 in SESI school in Andradina, São Paulo state. The choice for the month of December was intended precisely so that students would use their knowledge and skills acquired during that school year. The importance of conducting this theme, together, comes the growing need of using technology that pervades the social environment in which the student is in; for education, and because the fractions are still a difficult paradigm to be assimilated by students, according to Silva (2006) and Demartini (2009). Based on LEGO® methodology, summarized in four words in order: Connect, Construct, Contemplate, and Continue, we used three assembly robots LEGO® Zoom to provide support to the resolutions of problem situations developed specifically for the idealization of this study. The research result showed that beyond that provided fun, it was instigated the curiosity of students to go through all four aforementioned actions, as consonant to problem situations contextualized, students, in group, easily assimilated the purpose of each activity / Mestre

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-05-11T13:10:39Z No. of bitstreams: 1 PDF - Felipe de Lima Almeida.pdf: 2485820 bytes, checksum: d9170ede9f118facc73025280c9c4104 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:46:18Z (GMT) No. of bitstreams: 1 PDF - Felipe de Lima Almeida.pdf: 2485820 bytes, checksum: d9170ede9f118facc73025280c9c4104 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:46:28Z (GMT) No. of bitstreams: 1 PDF - Felipe de Lima Almeida.pdf: 2485820 bytes, checksum: d9170ede9f118facc73025280c9c4104 (MD5) / Made available in DSpace on 2016-07-21T20:46:28Z (GMT). No. of bitstreams: 1 PDF - Felipe de Lima Almeida.pdf: 2485820 bytes, checksum: d9170ede9f118facc73025280c9c4104 (MD5) Previous issue date: 2016-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Robotics as an innovative tool in the teaching of biology has enabled students to assimilate concepts and solve challenges, in addition to providing the leading role in the process of teaching and learning. In this perspective, the objective of this research is to analyze the robotic lego as innovative feature anchored in Lego® Education for learning Filo Arthropoda from the construction of a Digital Scorpion by a problem situation. Based on the contributions of Seymour Papert and Mediated Learning Experience - MLE Reuven Feuerstein highlight the contributions of the use of this tool for teaching biology. The descriptive exploratory survey was conducted from September to October 2015 and had as subjects eighty-three students enrolled in the second year of high school at a private school in the city of João Pessoa, Paraíba. Data collection instrument was used audio recordings and a questionnaire with objective and subjective questions. The data collected in this process were analyzed from seven categories of previously selected mediation. The results reveal that the approach of arthropods from the robot construction contributes to the improvement of educational practice as well as for better performance of students in biology classes. As an educational product, we developed a booklet to assist teachers in the area and Sciences that want to use the tool to use in the classroom. This material was structured from five steps: introduction of the problem, understanding of the problem, design a plan, organization and assembly, and systematization of knowledge. Thus, we offer the teacher an alternative mediator to make the classes more dynamic and interesting, and the student mediated the opportunity to act as a main character in the construction of knowledge through reflection and resolution of proposed challenges. The use of the learning model used in this study made us realize that the educational process is not just a set of steps, but the articulation of knowledge necessary for a transformation in the school environment. / A robótica como uma ferramenta inovadora no ensino de Biologia tem possibilitado aos alunos assimilarem conceitos e solucionarem desafios, além de proporcionar o protagonismo no processo de ensino e aprendizagem. Nesta perspectiva, o objetivo desta investigação é analisar a lego robótica como recurso inovador ancorado na Lego Education para a aprendizagem do Filo Arthropoda a partir da construção de um Scorpion Digital mediante uma situação-problema. Com base nas contribuições de Seymour Papert e da Experiência de Aprendizagem Mediada - EAM de Reuven Feuerstein, destacamos as contribuições da utilização desta ferramenta para o ensino de Biologia. A pesquisa exploratória descritiva foi realizada no período de setembro a outubro de 2015, e teve como sujeitos oitenta e três alunos regularmente matriculados na segunda série do ensino médio de uma escola privada na cidade de João Pessoa, Paraíba. Como instrumento de coleta de dados foi utilizado gravações de áudio e aplicação de questionário com questões objetivas e subjetivas. Os dados coletados neste processo foram analisados a partir das sete categorias de mediação previamente selecionadas. Os resultados obtidos nos revelam que a abordagem dos artrópodes a partir da construção de robôs contribui para a melhoria da prática educativa como também para um melhor desempenho dos estudantes nas aulas de Biologia. Como produto educacional, elaboramos um fascículo para auxiliar docentes da área e de Ciências que pretendem utilizar a ferramenta para aplicação em sala de aula. Este material foi estruturado a partir de cinco passos: introdução do problema, compreensão do problema, idealização de um plano, organização e montagem, e sistematização do conhecimento. Com isso, oferecemos ao professor mediador uma alternativa de tornar as aulas mais dinâmicas e interessantes, e ao aluno mediado a oportunidade de atuar como personagem principal na construção do conhecimento, através da reflexão e resolução dos desafios propostos. A utilização do modelo de aprendizagem utilizada neste trabalho nos fez perceber que o processo educativo não se resume apenas a um conjunto de etapas, mas sim à articulação de conhecimentos necessários para uma transformação no ambiente escolar.

<p>The thesis covers a new navigation algorithm for UAV to fly through several given GPS coordinates without any human interference. The UAV first gets its current position from GPS receiver via Bluetooth connection with the navigator computer. With this GPS point, it draws an optimal trajectory to next destination. During the flight, the navigator computer issues the information about which direction to turn and how much to turn. This information will be used to steer the airplane servos.</p><p>The algorithm is programmed in Java LeJOS. It uses built-in Java classes about GPS and Bluetooth. The main computer, where the navigation program runs, is a LEGO Mindstorms NXT and it is used a GPSlim240 from HOLUX as a GPS receiver.</p>

Η εργασία μελέτησε την εισαγωγή της εκπαιδευτικής ρομποτικής στην Πρωτοβάθμια Εκπαίδευση: την ένταξή της στο αναλυτικό πρόγραμμα και στις ειδικές συνθήκες ενός τυπικού περιφερειακού σχολείου με τη μορφή project που αναπτύσσεται στα πλαίσια της ευέλικτης ζώνης. Πρόκειται για μελέτη περίπτωσης με στοιχεία έρευνας δράσης κυρίως όσον αφορά την ανάπτυξη του project στα πλαίσια της ευέλικτης ζώνης. Κατά τη διάρκεια ανάπτυξης των 8 δραστηριοτήτων του project μελετήθηκαν οι αρχικές κατασκευές των μαθητών ως προς εμφάνιση, λειτουργικότητα, στιβαρότητα, χρήση δομικών στοιχείων και η εξέλιξη αυτών των κατασκευών κατά τη διδασκαλία. Μελετήθηκε επίσης ο προγραμματισμός των ρομποτικών κατασκευών δηλαδή η απόδοση συμπεριφοράς στις κατασκευές αυτές με τη βοήθεια του προγράμματος οπτικού προγραμματισμού robolab. / -

Syftet med denna rapport är att redovisa ett examensarbete på kandidatnivå inom elektronik. Arbetet har syftat till att skapa en modell av en automatiserad industri i en liten skala. Modellen skulle vara enkel att använda för att visualisera hur automatisering fungerar i praktiken och hur ett styrsystem byggs. För att få ett bra genomförande och en verklighetstrogen modell studerades exempel från industrin och metoder för att optimera. Eftersom enkelhet var viktigt byggdes styrsystemet från grunden för att få full kontroll över systemet. En modell byggdes med LEGO® Mindstorms® som mekanisk grund och två robotar programmerades i C# att hantera ett orderflöde. Orderflödet styrdes från ett webbaserat användargränssnitt och kommunikationen hanterades genom en databas.

Thesis (MSc)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (M.A.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references (leaves 65-69).

Zugl.: Berlin, Freie Universiẗat, Diss., 2008.

Στη διπλωματική αυτή, παρουσιάζεται μια ρομποτική κατασκευή για την επίδειξη αλγορίθμων ταξινόμησης, με χρήση του εκπαιδευτικού ρομπότ της Lego, το LEGO Mindstorm NXT. Σκοπός αυτής τη επίδειξης είναι να βοηθήσει τους φοιτητές που την παρακολουθούν να κατανοήσουν καλύτερα τους τρόπους εκτέλεσης των αλγορίθμων ταξινόμησης. Το εκπαιδευτικό ρομπότ αυτό αποτελεί εμπορικό προϊόν, μη έχοντας όμως συγκεκριμένη μορφή. Αποτελείται από πολλά πλαστικά μέρη, τα οποία θυμίζουν τα κλασικά τουβλάκια της LEGO αλλά και πολλά άλλα όπως αισθητήρες, κινητήρες, γρανάζια και ρόδες. Με τη χρήση αυτών, κατασκευάστηκε ένα όχημα, το οποίο μπορεί να κινείται μόνο αριστερά-δεξιά, στο οποίο και προσαρτάται ένας αισθητήρας φωτεινότητας. Διαθέτει ακόμη έναν βραχίονα που μπορεί να κινηθεί πάνω-κάτω και στον οποίο προσαρτάται ένας αισθητήρας χρώματος. Οι αριθμοί που καλείται το ρομπότ να ταξινομήσει είναι στην ουσία κύβοι. Οι κύβοι αυτοί, είναι χρωματισμένοι στο επάνω μέρος τους με κάποιο χρώμα ενώ στην πρόσοψή τους έχει εκτυπωθεί ένας αριθμός. Το ρομπότ αναλαμβάνει να αναγνωρίσει με τον αισθητήρα χρώματος το χρώμα του κάθε κύβου και να το ταυτοποιήσει με τον αριθμό στο οποίο αντιστοιχίζεται το χρώμα αυτό. Τον αριθμό δηλαδή που είναι εκτυπωμένος στη πρόσοψη. Για την πλοήγηση του οχήματος εφαρμόζεται μια παραλλαγή της τοπολογικής πλοήγησης. Για την αντιστοίχιση των χρωμάτων με τους αριθμούς χρησιμοποιείται δειγματοληψία χρώματος και στη συνέχεια χρησιμοποιείται 1-προς-1 αντιστοίχιση χρώματος και κατάλληλου αριθμού. Τέλος, οι αλγόριθμοι ταξινόμησης που υλοποιήθηκαν ήταν οι Bubble Sort, Insertion Sort, Heap Sort, Quick Sort. Η επίδειξη των αλγορίθμων γίνεται χρησιμοποιώντας φυσικά τον βραχίονα ο οποίος μετακινεί κατάλληλα τους κύβους. Όμως για την καλλίτερη κατανόηση και για να βοηθηθούν όσοι παρακολουθούν την επίδειξη, παράλληλα της ταξινόμησης με τον βραχίονα, γίνεται χρήση κατάλληλων ηχητικών αλλά και γραπτών μηνυμάτων τα οποία προβάλλονται στην οθόνη που διαθέτει το ΝΧΤ. Τα όσα προβάλλονται στην οθόνη, χρησιμοποιώντας το προγραμματιστικό περιβάλλον Bricx, είναι δυνατόν να προβληθούν σε οθόνη υπολογιστή ή ακόμα και μέσω προβολέα εφόσον ο τελευταίος συνδέεται με υπολογιστή. Τέλος, θεωρούμε ότι το σύστημα που αναπτύχθηκε αποτελεί ένα πολύ καλό εργαλείο που μπορεί να βοηθήσει τον διδάσκοντα στη διδασκαλία των αλγορίθμων ταξινόμησης. Οι φοιτητές μπορούν μέσω της οπτικοποίησης να κατανοήσουν ευκολότερα και γρηγορότερα τους αλγορίθμους. Μελλοντικά ίσως προστεθούν και άλλοι αλγόριθμοι ταξινόμησης, να αναπτυχθεί μια γραφική διεπαφή που θα είναι ανεξάρτητη του Bricx για να προβάλλονται σε κάποια οθόνη τα όσα προβάλλονται χρησιμοποιώντας το Bricx, να χρησιμοποιηθούν διαφορετικοί τρόποι αναγνώρισης αριθμών όπως χρήση αλγορίθμων μορφολογικής επεξεργασίας και τέλος η βηματική ταξινόμηση των αλγορίθμων από κάποιον χειριστή. / --