MARC Record from harvard_bibliographic_metadata

LEADER: 03287nam a22004695a 4500
001 014277791-9
005 20150113020620.0
008 100301s2006 gw | s ||0| 0|eng d
020 $a9783540343196
020 $a9783540343196
020 $a9783540343189
024 7 $a10.1007/3-540-34319-9$2doi
035 $a(Springer)9783540343196
040 $aSpringer
050 4 $aQ334-342
050 4 $aTJ210.2-211.495
072 7 $aUYQ$2bicssc
072 7 $aTJFM1$2bicssc
072 7 $aCOM004000$2bisacsh
082 04 $a006.3$223
100 1 $aBräunl, Thomas.$eauthor.
245 10 $aEmbedded Robotics :$bMobile Robot Design and Applications with Embedded Systems /$cby Thomas Bräunl.
250 $aSecond Edition.
264 1 $aBerlin, Heidelberg :$bSpringer Berlin Heidelberg,$c2006.
300 $aXIII, 458 p. 233 illus.$bonline resource.
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file$bPDF$2rda
505 0 $aEmbedded Systems -- Robots and Controllers -- Sensors -- Actuators -- Control -- Multitasking -- Wireless Communication -- Mobile Robot Design -- Driving Robots -- Omni-Directional Robots -- Balancing Robots -- Walking Robots -- Autonomous Planes -- Autonomous Vessels and Underwater Vehicles -- Simulation Systems -- Mobile Robot Applications -- Localization and Navigation -- Maze Exploration -- Map Generation -- Real-Time Image Processing -- Robot Soccer -- Neural Networks -- Genetic Algorithms -- Genetic Programming -- Behavior-Based Systems -- Evolution of Walking Gaits -- Outlook.
520 $a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . t all started with a new robot lab course I had developed to accompany my robotics lectures. We already had three large, heavy, and expensive mobile robots for research projects, but nothing simple and safe, which we I could give to students to practice on for an introductory course. We selected a mobile robot kit based on an 8-bit controller, and used it for the first couple of years of this course. This gave students not only the enj- ment of working with real robots but, more importantly, hands-on experience with control systems, real-time systems, concurrency, fault tolerance, sensor and motor technology, etc. It was a very successful lab and was greatly enjoyed by the students. Typical tasks were, for example, driving straight, finding a light source, or following a leading vehicle. Since the robots were rather inexpensive, it was possible to furnish a whole lab with them and to c- duct multi-robot experiments as well. Simplicity, however, had its drawbacks. The robot mechanics were unre- able, the sensors were quite poor, and extendability and processing power were very limited. What we wanted to use was a similar robot at an advanced level.
650 0 $aComputer science.
650 0 $aSoftware engineering.
650 0 $aArtificial intelligence.
650 14 $aComputer Science.
650 24 $aArtificial Intelligence (incl. Robotics).
650 24 $aSpecial Purpose and Application-Based Systems.
650 24 $aAutomation and Robotics.
650 24 $aControl Engineering.
776 08 $iPrinted edition:$z9783540343189
988 $a20150113
906 $0VEN