ROBOTIS机器人系统探索：第二版

Robotics

ROBOTIS

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• Chapter 9 – Embedded C options and implementations on BIOLOID and

OpenCM9.04-A/B/C systems using ROBOTIS SDK and OpenCM IDE exam-

ples: Remote Control Rover Bot with Arm and using Phone Camera via SMART

commands.

• Chapter 10– ROBOTIS (DARWIN)-MINI system: PC wireless communications

options, new motion concepts in Motion V.2, sensor integration with TASK and

MOTION, choreography application to two MINIs.

• Chapter 11– Using Multimedia with Firmware 2.0 systems: via MIT’s SCRATCH

two framework, ROBOTIS’ SMART framework.

• Chapter 12 – ROBOTIS’ OLLOBOT framework and its applications to

CM-50/150/OpenCM9.04 systems. Remote Control, Voice Control, Accessing

on-board Sensors.

In closing for this chapter, I would like to quote Dr. Ben Shneiderman from his

book “Leonardo’s Laptop” p. 113 of Shneiderman (2002):

… we might rethink education in terms of collect-relate-create-donate:

COLLECT– Gather information and acquired re-sources.

RELATE– Work in collaborative teams.

CREATE– Develop ambitious projects.

DONATE– Produce results that are meaningful to someone outside the classroom…

References

Bekey GA (2005) Autonomous robots. The MIT Press, Cambridge

Bergin J(2012) Pedagogical patterns: advice for educators. Create Space Independent Publishing

Platform, North Charleston, p115

Bräunl T (2006) Embedded robotics. Springer, Heidelberg

Fink LD (2003) Creating signicant learning experiences. Jossey-Bass, San Francisco

Matarić MJ (2007) The robotics primer. The MIT Press, Cambridge

Miller DP etal (2008) Robots for education. In: Siciliano B, Khatib O (eds) Springer handbook of

robotics, 1st edn. Springer, Heidelberg, pp1283–1301

Shneiderman B (2002) Leonardo’s laptop. The MIT Press, Cambridge, pp113–114

Thai CN etal (2008) Robotics-based curriculum development for an immigration course into com-

puter systems engineering. (https://docs.wixstatic.com/ugd/714442_903b93c33d8b45bf94e33f77

88520d50.pdf). Accessed 1 Jan 2017

Thai CN (2009) Bioloid GERWALK robot going up stairs steps. (https://youtu.be/aKBx1nc2jfU).

Accessed 1 Jan 2017

Thai CN (2010) Teaching robotics to students with mixed interests. (https://docs.wixstatic.com/

ugd/714442_b06aff6abf704b2f814ffc9d4a3c69ae.pdf). Accessed 1 Jan 2017

Thai CN (2011) Biped robot going up stairs steps. (https://youtu.be/-9eN432Uuwc). Accessed 1

Jan 2017

Thai CN etal (2013) Cooperative teaching in a distance education environment (https://docs.wix-

static.com/ugd/714442_b06aff6abf704b2f814ffc9d4a3c69ae.pdf). Accessed 1 Jan 2017

Thai CN (2014) Syllabus CSEE/ENGR-4310: Embedded Robotics (Fall 2014). (https://docs.wix-

static.com/ugd/714442_f95e6cb3e9314bc09b9eff12f2c14577.pdf). Accessed 1 Jan 2017

Weimer M (2002) Learner-centered teaching. Jossey-Bass, San Francisco

1 Motivations andInstructional Approach

These products had been adopted by hobbyists of all ages as well as teachers and

researchers worldwide (please visit http://www.ROBOTIS.com for more details).

Currently, the systems designed for young children are: PLAY, DREAM,

SMART and IoT.They are colorful and use a quick-connect system adapted from

the standard rivet concept to ease hands-on creative activities for young children

(see Fig.2.3). They can be constructed to be simple motorized robots (PLAY 200–

600 series) as well as programmable robots (PLAY 700, DREAM, SMART and

IoT). Furthermore PLAY 700, DREAM, SMART and IoT system were designed to

be used with mobile devices such as cell phones and tablets (https://play.google.

com/store/apps/developer?id=ROBOTIS&hl=en). Their embedded controllers are

based on the STM32F103C8 and STM32L151C8 from STMicroelectronics.

The PLAY 700 system was introduced in late 2016 and it used the CM-50 con-

troller which could be used with either one of two software packages: the MIT

SCRATCH V.2 (via the ROBOTIS’ R + SCRATCH tool acting as an HTTP exten-

sion), or with the ROBOTIS’ R + TASK tool for the creation of programs that could

execute on the CM-50 directly and interact with a PC or a mobile phone/tablet in

either Android

or iOS

operating system (see Fig.2.4 and playlist at https://www.

youtube.com/playlist?list=PLtix7rPAJwqzqvrI6nr4qI0FILYrLqbgb).

The DREAM system used a controller named CM-150, while the SMART sys-

tems used the CM-200 (see Fig.2.5). Although visually similar to each other and

both capable to run TASK programs, the CM-200 was slightly larger and had more

capabilities than the CM-150 such as eight GPIO ports (CM-200) instead of two

(CM-150) and only the CM-200 could additionally support the MOTION program-

ming features provided by the R + Motion V.2 tool (see Chap. 4 for more details on

the R + Motion tool). The DREAM system can also use the R + m.PLAY700 Mobile

App to access the SMART facilities on the smart phone (see video at https://www.

youtube.com/watch?v=-O-vZhAH-bQ and Chap. 11 for more details). The SMART

III system has its own Mobile App package and the SMART III system would be

Fig. 2.3 DREAM robots

2.1 General Systems Description

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