外文翻譯--一體化教育與真正的科研

1、<p>　　Integrating Education and Real Research</p><p><b>　　Abstract</b></p><p>　　Popular media has spawned a recent interest in teaching robotics in the classroom. Many different

2、 approaches have been attempted, with many that focus on robot competitions. However, following the competition , students often do not know where to turn to keep their curiosity in robotics alive. This paper discusses

3、a collaborative approach that shows students a clear path from early robot competitions through to careers in the field. The approach relies on student participation in real research </p><p>　　Introduction&l

4、t;/p><p>　　There has recently been a surge in robotics interest in the popular media. Students from kindergarten through graduate school have caught the fever and are studying robotics in many different ways. O

5、ne of the most popular has been through robot competitions that have ranged in style from Lego robot leagues, like Bot-ball and First Lego League, to complex mechanical leagues, like the First Robotics Competition, to si

6、mulation only leagues such as the RoboCup Simulation league. For many students th</p><p>　　REP is a collaborative effort between Washington University in St. Louis (WUSTL), the Idaho National Engineering and

7、 Environmental Laboratory (INEEL), the St. Louis Science Center, and St. Louis area schools. The goal is to create an inclusive outreach program of science, engineering and original research that in turn fosters a cleare

8、r path for students to pursue careers in the fields of science, engineering, and robotics. The program consists of ongoing outreach activities that culminate in the</p><p>　　The Remote Exploration Program<

9、;/p><p>　　The Remote Exploration Program (REP) is structured with ongoing science and engineering outreach programs throughout the academic year. However, the keystone event is the remote exploration of an unkn

10、own site. For this exploration, students will come to the St. Louis Science Center and teleoperate a robot that is physically a great distance away (in another state),to explore an unknown environment. The vision for REP

11、 is that this remote environment will show mountains and other geologic features</p><p>　　For the pilot program in the spring of 2004, the remote environment will be housed at the St. Louis Science Center an

12、d the exploration will be similar to areal world robotic task. We believe that it will add value to both the human factors research and to the students experience if the teleoperation activity simulates areal world robot

13、ic mission such as exploring a simulated hazardous material contamination or exploring a mock collapsed building. Starting in the spring of 2005, there mote enviro</p><p>　　Program Goals</p><p>

14、　　It’s important to keep in mind that the remote exploration is only a vehicle to accomplish our goals. REP strue focus is its two main goals: to involve young students in real research, and to delineate a clear path fro

15、m early childhood interest in robotics through to careers in the field. Science and engineering outreach are merely added benefits necessary to fulfill the main goals.</p><p>　　Real Research</p><p

16、>　　Recently, introducing students to real research has become a hot topic in academia; but it really hasn’t reached the level that REP is targeting. The National Science Foundation’s programs such as Research Experien

17、ce for Undergraduates (REU) and the St. Louis area Students and Teachers as Research Scientists (STARS)programs often introduce undergraduates and high school students to research, but REP will offer students as young as

18、 Kindergarten an opportunity to participate in real research, albe</p><p>　　The most significant portion of the real research will be human-robot interaction studies which will focus on improving the perform

19、ance of the Graphical User Interface(GUI) developed by INEEL for their real world robot missions. As part of their on going human-robot interaction and long-term robot autonomy research, K-12 students will be intertwined

20、 with the research as both participants and reviewers.</p><p>　　For the spring remote exploration, one of the variables we want to study is user performance based on prior experience with the GUI. To accompl

21、ish this, student participants will be divided into several groups, based on the level of experience the students have with the GUI. Some will have no experience, others some experience and the remainder extensive experi

22、ence. The student operator will then be allowed to teleoperate the robot to accomplish the task, while the rest of the class assists the </p><p>　　Career Path</p><p>　　The significance of using

23、real world applications for the purpose of the simulation is multifaceted. One of the most important reasons is that these real world activities ground the human-robot interaction research because it evaluates the GUI be

24、ing used for its originalintention. But even more importantly, using a real world application is an essential link in REP’s chain that leads interested students to careers in science, engineering and robotics. It’s a sub

25、tle point, but many students that </p><p>　　But then REP builds on this experience. For those students that are interested they can participate at the next level. They can participate in voluntary supple men

26、tal programs such as the Saturday Science Seminars or the Saturday Engineering Events or even one of the summer opportunities. REP has a mentorship ladder for interested students built into these activities. It uses stud

27、ents that excel at one grade level to assist students in lower levels. In this interaction the higher grade students </p><p>　　The mentorship ladder is already being established. The first rung was establish

28、ing a summer mentorship program for aspiring high school students. These students had the opportunity to come to WUSTL during the summer months and study robotics. A second rung was established when an undergraduate who

29、had gotten excited about FIRST robotics continued her interest and continued the work of others on a proto type planetary rover at WUSTL under the mentorship of agraduate student. And the ladder conti</p><p>

30、;　　Science Outreach</p><p>　　A side product of REP are the Scientific Outreach opportunities it produces. There are three major components to REP’s scientific outreach: Saturday Science Seminars, St. Louis S

31、cience Center Exhibits, and classroom tie-ins. Saturday Science Seminars will offer insight into the science of robotics. Taking a higher level look at the components of a robot, students will spend significant time lear

32、ning how to teleoperate the robots using the interface and may learn about the science of search and r</p><p>　　In addition to Mission Control and the robot training area, the St. Louis Science Center will h

33、ave exhibit space open for the general public to learn about robot technologies. They will have displays explaining robot and sensor technologies and will offer models for hand son learning about different sensors. The S

34、t. Louis Science Center will also play a crucial role in scientific out reach with how Mission Control itself is organized. Because there will only be one primary robot at the remote si</p><p>　　The third co

35、mponent to REP’s scientific outreach are the classroom tie-ins accentuated by an exploration thatis coupled with a real world application. These tieins by far are the best way REP can reach students because teachers can

36、intertwine them with their curriculum. Example tie-ins could be as simple as teaching latitude and longitude so they can interpret GPS data, or teaching about volcanic activity and mountain for mation as part of the geol

37、ogy they might find in the Western United States</p><p>　　Engineering Outreach</p><p>　　The engineering outreach activities offer students an intensive hands-on engineering series. Broken up int

38、o two segments, the engineering series will offer Saturday Engineering Experiences and after school engineering projects.</p><p>　　The Saturday Engineering Experiences are designed to be single Saturday intr

39、oductions to engineering principles. They will concentrate on small hands on projects that teach engineering principles. Some of these small projects may be to design and construct a simple manipulator arm, or a pan-tilt

40、 camera mount.</p><p>　　The after school engineering program will be much more intensive with students expected to build an outdoor robotic vehicle from a kit of off-the-shelf components. A pilot program was

41、 tried in the fall at Gateway Middle school and the pilot program is being revisited and retargeted toward high schools this spring.</p><p>　　The pilot program at Gateway was structured such that a select gr

42、oup of 7th and 8th grade students worked with a graduate student from Washington University to design and build a scout robot to assist the primary robots with the exploration of the remote site. After abrief introductio

43、n to robots and existing technologies, the students were given a box of components and an explanation of how each worked. These components included a Kyosho Blizzard Radio Controlled tracked vehicle; a GPS receiver;</

44、p><p>　　The students were then guided through the integration phase but while the students were highly interested by the components displayed and robotic examples, their interest began to wane when they started

45、 programming the Javelin Stamp microcontroller. While they were capable of simple programming tasks they had difficulty generalizing their experiences and combining them into a workable architecture. Based on this experi

46、ence, the pilot program is being restructured to target high school students. </p><p>　　One of the hardest components of these K-12 student engineered projects is the front end graphical user interface. This

47、 will be handled by WUSTL, with a Java enabled GUI that can be run on virtually any machine.</p><p>　　Conclusions</p><p>　　From the students prospective REP goes beyond the fun and games of thes

48、e robot competitions and shows students the real world applications of robots and a path to a viable career in robotics. It shows them the way that Lego style robotics can lead to careers in the field by simply taking it

49、 one step at a time and following in the footsteps of their mentors. But in the short term and for students not interested in robotics, it offers aconcrete example for science skills they have learned and it e</p>

50、<p>　　一體化教育與真正的科研</p><p><b>　　摘要</b></p><p>　　近來大眾媒體的關(guān)注使人們對機器人的課堂教學(xué)產(chǎn)生了大量的興趣。人們嘗試了很多途徑，其中很大一部分集中在機器人競賽上。然而在競賽之后，學(xué)生們通常都不知道如何繼續(xù)讓他們對機器人的好奇心保持下去。這篇文章討論了一種合作手段，以便為學(xué)生提供一種從早期的參與機器人競賽，直

51、至從事這個領(lǐng)域的工作的途徑。這種途徑有賴于讓學(xué)生參與到真正的研究中以及在他們理論學(xué)習(xí)過程中的良好的引導(dǎo)。</p><p><b>　　引言</b></p><p>　　近來大眾媒體對機器人產(chǎn)表現(xiàn)出了濃厚的興趣。從幼兒園到大學(xué)的學(xué)生都對此狂熱,并且通過各種途徑學(xué)習(xí)機器人。其中最流行的就是參加比賽，諸如樂高機器人類型的,如BOTBALL和First LEGO；或者復(fù)雜機器

52、人類型的，如First Robotics Competition；又或者是純粹仿真型的，如RoboCup Simulation。對于許多學(xué)生來說，這些比賽是大開眼界和改變生活的機會；許多人會第一次看到數(shù)學(xué)和科學(xué)的實際的和另人興奮的應(yīng)用，并且可能會希望從事機器人事業(yè)。</p><p>　　但是如何進(jìn)行呢？下一步該做什么？REP( Remote Exploration Program ,遠(yuǎn)程探索計劃)就是一種把這些早

53、期經(jīng)驗和下一步工作例如讓學(xué)生從事機器人領(lǐng)域的工作聯(lián)系起來的嘗試。REP是WUSTL(Washington University in St. Louis ,華盛頓大學(xué)圣路易斯分校),INEEL(Idaho National Engineering and Environmental Laboratory ,愛達(dá)荷國家工程與環(huán)境實驗室),STLSC(St. Louis Science Center,圣路易斯科學(xué)中心)和圣路易斯的地區(qū)學(xué)校之

54、間的合作。目標(biāo)是創(chuàng)造一個包含頂尖的科學(xué)、工程和原創(chuàng)研究的計劃,來培養(yǎng)一條更清晰的途徑來讓學(xué)生從事科學(xué)、工程以及機器人領(lǐng)域的工作。這個計劃包含了在陌生地點使用機器人遠(yuǎn)程探索研究中最高級的正在進(jìn)行的活動。</p><p><b>　　遠(yuǎn)程探索計劃</b></p><p>　　遠(yuǎn)程探索計劃(REP)是由貫穿學(xué)年的進(jìn)行中的廣泛的科學(xué)和工程組成得計劃。然而，最關(guān)鍵的一項是對陌生

55、地點的遙控探索。為了完成探索,學(xué)生們需要到圣路易斯科學(xué)中心遙控操作一臺在很遠(yuǎn)的距離之外(另一個州)的機器人,來對一個陌生的環(huán)境進(jìn)行探索。</p><p>　　REP的想法是，遠(yuǎn)程環(huán)境會展現(xiàn)出山脈等地貌，這些地貌對來自中西部地區(qū)的學(xué)生來說是很陌生的，不能夠讓他們產(chǎn)生身臨其境的感覺。此時這個任務(wù)就被學(xué)生用來對這個他們身處的陌生的遠(yuǎn)程環(huán)境進(jìn)行簡單的探索。另一個想法是讓學(xué)生們完成一個類似INEEL所感興趣的那種現(xiàn)實世界探

56、索任務(wù)。最近INEEL所感興趣的項目中，有兩個就是高放射性環(huán)境遠(yuǎn)程描述，和城市搜索和救援行動。</p><p>　　作為項目的引導(dǎo)，2004年春天遠(yuǎn)程環(huán)境將被定在圣路易斯科學(xué)中心，而探索任務(wù)將會類似于一個現(xiàn)實世界機器人作業(yè)。我們相信，如果遙控操作行動模擬出一個現(xiàn)實世界機器人任務(wù)，比如模擬危險物質(zhì)污染探測或者模擬倒塌建筑探測，這對人為因素研究和增長學(xué)生的經(jīng)驗都很有價值。從2005年春天開始，遠(yuǎn)程環(huán)境將會選在位于愛達(dá)

57、荷州Idaho Falls市INEEL附近的野外。我們考慮在這個野外環(huán)境中再進(jìn)行幾個探索任務(wù)。我們希望模擬一個環(huán)境清理或者監(jiān)視任務(wù)，但還沒想好如何模擬出一些能被有效探測到的污染物。</p><p><b>　　計劃目標(biāo)</b></p><p>　　需要記住的是，遠(yuǎn)程探索只是我們實現(xiàn)目標(biāo)的一種手段。REP的真正目的是兩個重要目標(biāo)：讓年輕的學(xué)生們參與到真正的研究中去，以及

58、為早期的兒童對機器人的興趣過渡到從事這個領(lǐng)域的工作，描繪出一條清晰的道路。廣泛的科學(xué)和工程研究只是實現(xiàn)主要目標(biāo)所必須的條件。</p><p><b>　　真正的研究</b></p><p>　　近來，引介學(xué)生參與到真正的科學(xué)研究中去成了理論界的熱門話題；但它還遠(yuǎn)未達(dá)到REP所期望的目標(biāo)。國家科學(xué)基金會（NSF）的項目，例如“大學(xué)生研究經(jīng)驗計劃（REU）”和讓圣路易斯地

59、區(qū)學(xué)生和教師參與研究型科學(xué)家的工作的項目（STARS），經(jīng)常引介高中生和大學(xué)生參與到研究中，但是REP甚至?xí)橛變簣@年齡的學(xué)生提供參與研究的機會，雖然是在有限的范圍內(nèi)。</p><p>　　其中最有意義的研究部分是以改進(jìn)為INEEL設(shè)計的用于現(xiàn)實世界任務(wù)的“圖形化用戶界面（GUI）”為目標(biāo)的人機交互研究。作為他們正在進(jìn)行的人機交互和機器人長期自治研究的一部分，從幼兒園到高中的學(xué)生都會以參與者和觀察員的身份參與到研

60、究中來。</p><p>　　在春季的遠(yuǎn)程探索計劃中，我們想研究的對象之一就是在前期使用GUI經(jīng)驗的基礎(chǔ)上，使用者的表現(xiàn)。為了達(dá)到這個目的，學(xué)生參與者將會按照對GUI的經(jīng)驗多少來被分成幾個組，有些沒有經(jīng)驗，有些有一點經(jīng)驗，還有一些有比較豐富的經(jīng)驗。屆時學(xué)生操作者將被允許遙控操作機器人來完成任務(wù)，同時集體里其他的成員需要通過對環(huán)境數(shù)據(jù)的分析來對操作者進(jìn)行支持。對于更高年級的學(xué)生來說，他們會接觸到人為因素研究人員，研

61、究人員會為他們進(jìn)行一些人機交互研究的介紹。這時學(xué)生們會在專業(yè)指導(dǎo)下，作為研究者，對他們做過的交互操作的錄象進(jìn)行分析和研究。</p><p><b>　　職業(yè)道路</b></p><p>　　把模擬真實世界應(yīng)用作為目的，其重要性是多層面的。最重要的原因之一就是，由于這些現(xiàn)實世界行動對為最初設(shè)計目的而使用的GUI進(jìn)行了評價，因此為人機互動研究打下了基礎(chǔ)。但更重要的是，進(jìn)行

62、現(xiàn)實世界應(yīng)用，對于引導(dǎo)感興趣的學(xué)生進(jìn)入科學(xué)、工程和機器人領(lǐng)域的職業(yè)，是一種更本質(zhì)的理想的途徑。這一點比較微妙，但是許多參與機器人競賽的學(xué)生，對于比賽之外的機器人都沒什么概念。如果問他們一些現(xiàn)實世界的應(yīng)用，他們也許只會回答出諸如工業(yè)機器人或者火星探路者之類的機器人。工業(yè)機器人不夠吸引人，NASA也不會讓小孩操作勇氣號和機遇號。REP給學(xué)生提供了這樣的機會，讓他們直接看到現(xiàn)實世界的機器人和機器人專家在做什么，并且了解潛在的未來的任務(wù)模式。&

63、lt;/p><p>　　然而REP會進(jìn)一步增加這種經(jīng)驗。對于那些感興趣的學(xué)生，他們可以參與到下一個階段。他們可以追加一些自選項目，例如“星期六科學(xué)研討會”、“星期六工程比賽”甚至是“夏季機遇”中的一個。REP對于那些參與到這些活動中的學(xué)生有一套引導(dǎo)機制。他們讓高水平的學(xué)生幫助一些比較低水平的學(xué)生，在這個過程中，高年級的學(xué)生有機會與低年紀(jì)的學(xué)生分享他們正在進(jìn)行的項目。學(xué)生們都會從中獲益。年長的學(xué)生會感受到小一些學(xué)生的熱

64、情以及他們對自己的尊重，而小一些的學(xué)生會從年長學(xué)生那里得到建議和指導(dǎo)。</p><p>　　引導(dǎo)方案已經(jīng)確定好了。第一步是為那些有熱情的高中生組織一個夏令營。這些學(xué)生有機會在暑假中去WUSTL學(xué)習(xí)機器人。第二步是讓那些對FIRST感興趣的未畢業(yè)的大學(xué)生保持他們的興趣,并在畢業(yè)生的指導(dǎo)下,在WUSTL制作一臺行星探路機器人的原形.然后我們將進(jìn)行進(jìn)一步的引導(dǎo)；到了秋天，WUSTL的合作者GATEWAY中學(xué)，將制作一臺

65、野能夠遠(yuǎn)程配置的野外機器人。那些優(yōu)秀的學(xué)生將會被要求對新生進(jìn)行指導(dǎo)。感興趣的大學(xué)生將有機會在暑假中繼續(xù)參與到像INEEL那樣的真正的實驗室中,而已經(jīng)工作的人也有機會進(jìn)行進(jìn)一步的學(xué)位深造。</p><p><b>　　科學(xué)推廣</b></p><p>　　REP的一種作用就是它帶來的科學(xué)推廣效果。REP的科學(xué)推廣主要有3個組成部分:“星期六科學(xué)研討會”,圣路易斯科學(xué)中心

66、展覽,以及與教學(xué)的聯(lián)系。星期六科學(xué)研討會將會向人們展示機器人中的科學(xué)。從一個更高的層次來理解機器人中的電腦,學(xué)生們會花很多精力去學(xué)習(xí)如何用操作界面來遙控機器人,并且學(xué)習(xí)搜索和救援的相關(guān)的知識或者是清理危險物質(zhì)的知識。</p><p>　　作為任務(wù)控制和機器人訓(xùn)練的擴(kuò)展,圣錄易斯科學(xué)中心將把展覽向公眾開放,以便讓人們學(xué)習(xí)機器人技術(shù)。其中有關(guān)于機器人和傳感器技術(shù)的影片,和學(xué)習(xí)不同傳感器用的小模型。圣錄易斯科學(xué)中心在向

67、公眾解釋任務(wù)控制系統(tǒng)是怎樣建立的過程中將扮演重要的角色。只有一個主要的遠(yuǎn)程機器人,而任務(wù)將由不同年級的學(xué)生組成的一個集體來完成。當(dāng)一個學(xué)生遙控操作機器人的時候,其他的學(xué)生將組成一個數(shù)據(jù)分析小組,來幫助操作者完成任務(wù)。這就意味著其他學(xué)生必須集中精力關(guān)注各個區(qū)域的危險物質(zhì),或者整和從各種渠道比如攝象機和傳感器收集來的數(shù)據(jù),或者搜索倒塌建筑的生還者。無論任務(wù)是什么,圣錄易斯科學(xué)中心將對成功完成任務(wù)的集體進(jìn)行評價。</p><

68、;p>　　REP科學(xué)推廣的第三部分就是通過與現(xiàn)實世界任務(wù)相結(jié)合的探索任務(wù)來完成的教學(xué)聯(lián)系方式。到目前為止這些聯(lián)系方式是REP接觸學(xué)生的最好的途徑。比如說這種教學(xué)聯(lián)系方式很簡單,如果教他們精度和緯度,他們就能夠解釋GPS數(shù)據(jù),如果教他們火山活動和山脈的信息,他們就會去美國西部去找。另一些例子包括教授城市搜索和救援技巧或者尋找倒塌建筑生還者的訓(xùn)練或者教授數(shù)學(xué)知識,以便讓學(xué)生們能夠以濃度梯度的方式來精確探測危險物質(zhì)的擴(kuò)散。教學(xué)聯(lián)系方式的

69、列表幾乎沒完沒了的,但是當(dāng)老師給一個主題賦予重要意義的時候,他們發(fā)現(xiàn)把學(xué)生的注意力集中起來有一點困難。在理想的情況下,這些教學(xué)聯(lián)系應(yīng)該在開始遠(yuǎn)程探索之前教授,所以全部課程應(yīng)該在去圣錄易斯科學(xué)中心之前就結(jié)束。</p><p><b>　　工程推廣</b></p><p>　　工程推廣活動將會向?qū)W生提供精深的第一手的工程系列。分成兩個部分,星期六工程體驗和課外工程項目。&

70、lt;/p><p>　　星期六工程體驗是專為介紹各種工程原則而設(shè)立的。他們將會以小的實例來教授工程原則。這些小實例將會是例如建設(shè)計制造一個簡單的操作臂或者全方向攝象機云臺。</p><p>　　課外工程項目將會更加復(fù)雜,向?qū)W生們期待的那樣,用現(xiàn)成的套件來制作一個野外機器人移動平臺。今年秋天已經(jīng)在Gateway中學(xué)嘗試了一個引導(dǎo)項目,而來年春天這個引導(dǎo)項目將會在高中再次展開。</p>

71、<p>　　在Gateway中學(xué)進(jìn)行的引導(dǎo)項目是選擇一些7、8年級的學(xué)生和華盛頓大學(xué)的學(xué)生一起合作,為主要遠(yuǎn)程機器人設(shè)計和制造一臺偵察機器人。在對機器人和現(xiàn)有技術(shù)做一個簡要的說明之后,學(xué)生們將會得到一盒套件和一份說明書。這些組件包括一臺Kyosho暴風(fēng)雪無線電遙控履帶車,一臺GPS接收機,一塊Javelin Stamp微處理器,一套802.11b無線數(shù)據(jù)模塊,一臺802.11b無線攝象機,以及一些溫度、壓力、光學(xué)、濕度等傳

72、感器。</p><p>　　學(xué)生們將在引導(dǎo)下渡過綜合階段,當(dāng)他們看到機器人和這些套件的時候他們會十分的興奮,但當(dāng)他們接觸Javelin Stamp微處理器的時候,他們的熱情就會下降。當(dāng)他們有能力完成簡單的項目時,他們很難總結(jié)自己的經(jīng)驗,從而建立一套有用的體系。在這些經(jīng)驗的基礎(chǔ)上,引導(dǎo)項目重新組織后將定位于高中學(xué)生。學(xué)生們被指定從制作一臺遠(yuǎn)程陌生環(huán)境探測輔助機器人開始,他們將得到一盒現(xiàn)成的套件和一名工程專業(yè)學(xué)生的指

73、導(dǎo),來制作一臺能夠遠(yuǎn)程配置的野外機器人。</p><p>　　這些由學(xué)生們完成的工程項目最難的部分就是前端圖形化用戶界面。這個將又WUSTL完成,他們將用JAVA編寫一套能在任何電腦上運行的GUI軟件。</p><p><b>　　結(jié)語</b></p><p>　　正如學(xué)生們所期望的那樣,REP超越了機器人比賽中的娛樂和游戲,向?qū)W生們展示了機器