Designing winning robots by careful design of their development process
Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing stu...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Kolberg, Eli [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer-Verlag London 2014 |
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| Übergeordnetes Werk: |
Enthalten in: Research in engineering design - London : Springer, 1989, 25(2014), 2 vom: 15. März, Seite 157-183 |
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| Übergeordnetes Werk: |
volume:25 ; year:2014 ; number:2 ; day:15 ; month:03 ; pages:157-183 |
| Links: |
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| DOI / URN: |
10.1007/s00163-014-0171-y |
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| 520 | |a Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. | ||
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10.1007/s00163-014-0171-y doi (DE-627)SPR00135020X (SPR)s00163-014-0171-y-e DE-627 ger DE-627 rakwb eng Kolberg, Eli verfasserin aut Designing winning robots by careful design of their development process 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer-Verlag London 2014 Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. Robots development process (dpeaa)DE-He213 Robot design process (dpeaa)DE-He213 Design education (dpeaa)DE-He213 Research methodology (dpeaa)DE-He213 Mechatronics design process (dpeaa)DE-He213 Reich, Yoram aut Levin, Ilya aut Enthalten in Research in engineering design London : Springer, 1989 25(2014), 2 vom: 15. März, Seite 157-183 (DE-627)271598034 (DE-600)1480792-0 1435-6066 nnns volume:25 year:2014 number:2 day:15 month:03 pages:157-183 https://dx.doi.org/10.1007/s00163-014-0171-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2014 2 15 03 157-183 |
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10.1007/s00163-014-0171-y doi (DE-627)SPR00135020X (SPR)s00163-014-0171-y-e DE-627 ger DE-627 rakwb eng Kolberg, Eli verfasserin aut Designing winning robots by careful design of their development process 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer-Verlag London 2014 Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. Robots development process (dpeaa)DE-He213 Robot design process (dpeaa)DE-He213 Design education (dpeaa)DE-He213 Research methodology (dpeaa)DE-He213 Mechatronics design process (dpeaa)DE-He213 Reich, Yoram aut Levin, Ilya aut Enthalten in Research in engineering design London : Springer, 1989 25(2014), 2 vom: 15. März, Seite 157-183 (DE-627)271598034 (DE-600)1480792-0 1435-6066 nnns volume:25 year:2014 number:2 day:15 month:03 pages:157-183 https://dx.doi.org/10.1007/s00163-014-0171-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2014 2 15 03 157-183 |
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10.1007/s00163-014-0171-y doi (DE-627)SPR00135020X (SPR)s00163-014-0171-y-e DE-627 ger DE-627 rakwb eng Kolberg, Eli verfasserin aut Designing winning robots by careful design of their development process 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer-Verlag London 2014 Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. Robots development process (dpeaa)DE-He213 Robot design process (dpeaa)DE-He213 Design education (dpeaa)DE-He213 Research methodology (dpeaa)DE-He213 Mechatronics design process (dpeaa)DE-He213 Reich, Yoram aut Levin, Ilya aut Enthalten in Research in engineering design London : Springer, 1989 25(2014), 2 vom: 15. März, Seite 157-183 (DE-627)271598034 (DE-600)1480792-0 1435-6066 nnns volume:25 year:2014 number:2 day:15 month:03 pages:157-183 https://dx.doi.org/10.1007/s00163-014-0171-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2014 2 15 03 157-183 |
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10.1007/s00163-014-0171-y doi (DE-627)SPR00135020X (SPR)s00163-014-0171-y-e DE-627 ger DE-627 rakwb eng Kolberg, Eli verfasserin aut Designing winning robots by careful design of their development process 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer-Verlag London 2014 Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. Robots development process (dpeaa)DE-He213 Robot design process (dpeaa)DE-He213 Design education (dpeaa)DE-He213 Research methodology (dpeaa)DE-He213 Mechatronics design process (dpeaa)DE-He213 Reich, Yoram aut Levin, Ilya aut Enthalten in Research in engineering design London : Springer, 1989 25(2014), 2 vom: 15. März, Seite 157-183 (DE-627)271598034 (DE-600)1480792-0 1435-6066 nnns volume:25 year:2014 number:2 day:15 month:03 pages:157-183 https://dx.doi.org/10.1007/s00163-014-0171-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2014 2 15 03 157-183 |
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10.1007/s00163-014-0171-y doi (DE-627)SPR00135020X (SPR)s00163-014-0171-y-e DE-627 ger DE-627 rakwb eng Kolberg, Eli verfasserin aut Designing winning robots by careful design of their development process 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer-Verlag London 2014 Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. Robots development process (dpeaa)DE-He213 Robot design process (dpeaa)DE-He213 Design education (dpeaa)DE-He213 Research methodology (dpeaa)DE-He213 Mechatronics design process (dpeaa)DE-He213 Reich, Yoram aut Levin, Ilya aut Enthalten in Research in engineering design London : Springer, 1989 25(2014), 2 vom: 15. März, Seite 157-183 (DE-627)271598034 (DE-600)1480792-0 1435-6066 nnns volume:25 year:2014 number:2 day:15 month:03 pages:157-183 https://dx.doi.org/10.1007/s00163-014-0171-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 25 2014 2 15 03 157-183 |
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designing winning robots by careful design of their development process |
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Designing winning robots by careful design of their development process |
| abstract |
Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. © Springer-Verlag London 2014 |
| abstractGer |
Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. © Springer-Verlag London 2014 |
| abstract_unstemmed |
Abstract We present a comprehensive robot development process and its evaluation. We designed this process in the context of a robotics course in high schools. The motivation for designing this new process was improving the robustness and reliability of robots developed by students and preparing students for becoming better designers. The newly designed process proved to be highly successful in designing top quality robots. In the process design, we explored and adapted existing design tools and methods to the specific designers, the nature of the product, the environment, the product needs, and the design context goals. At the end of this thorough design, we selected a synergetic integration of six tools and methods to compose the new comprehensive development process for this product context: conceptual design, fault-tolerant design, atomic requirements, fuzzy logic for control, creative thinking, and microprogramming-based design. The design skills of the students that learned the design process and the performance of robots they designed and participated in an international robotics contest were examined. The high school teams that studied the proposed process won the first places in an international contest. The robots developed by the students had better performance than robots built by engineers and faculty teams. Professional experts rated the robots’ designs as excellent. The students that studied the process demonstrated high level of diverse design skills including creativity and design management capabilities. Additionally, they improved their science subject grades and their attitude toward engineering. Both the results obtained by the study and the authors’ experience in teaching robotics demonstrate that the proposed robot development process could be taught successfully in high school and that it leads to superior robotic products. Our experience also indicates that this process could serve industry design by improving the robustness of robots operating in uncertain environments and supporting fast change management practices. © Springer-Verlag London 2014 |
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Designing winning robots by careful design of their development process |
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Reich, Yoram Levin, Ilya |
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10.1007/s00163-014-0171-y |
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| score |
7.4001036 |