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The work in modern open-pit and underground mines requires the transportation of large amounts of resources between fixed points. The navigation to these fixed points is a repetitive task that can be automated. The challenge in automating the navigation of vehicles commonly used in mines is the systemic properties of such vehicles. Many mining vehicles, such as the one we have used in the research for this paper, use steering systems with an articulated joint bending the vehicle’s drive axis to change its course and a hydraulic drive system to actuate axial drive components or the movements of tippers if available. To address the difficulties of controlling such a vehicle, we present a model-predictive approach for controlling the vehicle. While the control optimisation based on a parallel error minimisation of the predicted state has already been established in the past, we provide insight into the design and implementation of an MPC for an articulated mining vehicle and show the results of real-world experiments in an open-pit mine environment.
The Robot Operating System (ROS) is the current de-facto standard in robot middlewares. The steadily increasing size of the user base results in a greater demand for training as well. User groups range from students in academia to industry professionals with a broad spectrum of developers in between. To deliver high quality training and education to any of these audiences, educators need to tailor individual curricula for any such training. In this paper, we present an approach to ease compiling curricula for ROS trainings based on a taxonomy of the teaching contents. The instructor can select a set of dedicated learning units and the system will automatically compile the teaching material based on the dependencies of the units selected and a set of parameters for a particular training. We walk through an example training to illustrate our work.
In this work, we report on our attempt to design and implement an early introduction to basic robotics principles for children at kindergarten age. One of the main challenges of this effort is to explain complex robotics contents in a way that pre-school children could follow the basic principles and ideas using examples from their world of experience. What sets apart our effort from other work is that part of the lecturing is actually done by a robot itself and that a quiz at the end of the lesson is done using robots as well. The humanoid robot Pepper from Softbank, which is a great platform for human–robot interaction experiments, was used to present a lecture on robotics by reading out the contents to the children making use of its speech synthesis capability. A quiz in a Runaround-game-show style after the lecture activated the children to recap the contents they acquired about how mobile robots work in principle. In this quiz, two LEGO Mindstorm EV3 robots were used to implement a strongly interactive scenario. Besides the thrill of being exposed to a mobile robot that would also react to the children, they were very excited and at the same time very concentrated. We got very positive feedback from the children as well as from their educators. To the best of our knowledge, this is one of only few attempts to use a robot like Pepper not as a tele-teaching tool, but as the teacher itself in order to engage pre-school children with complex robotics contents.