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Robotics as motivation of learning to geometry and graphics

Pritykin F. N., Kaygorodtseva N. V., Odinets M. N., Krysova I. V.

Journal Biuletyn of Polish Society for Geometry and Engineering Graphics

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2018

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Vol. 31

35--41

EN

Robotics densely entered our life, penetrated into all spheres of human activity. That is why today the basics of robotics are beginning to be studied in primary school for active continuation of its development. The main task of higher education is not to interrupt the established link between school and production, but to become an intermediate step. This will allow schoolchildren at every stage of their growing to deliberately develop and make sure of the correct choice of their future profession. The article shows the possibility of solving the actual task of increasing the motivation of university students to study in the context of introducing new forms and methods of teaching. The aim of the work is to create a highly effective learning environment for students of technical universities. An example of the use of special practical tasks related to future engineering activities, which are aimed at enhancing the motivation of training, is shown. The results of the carried out experiment of the introduction of assignments focused on the future specialization of training prove not only an increase in interest in the subject «Engineering and Computer Graphics», but also demonstrate the possibility of creating a unified environment for building knowledge and skills in the process of end-to-end training.

PL

Robotyka przeniknęła niemal wszystkie sfery ludzkiej działalności. Dlatego podstawy robotyki pojawiają się już w realizacji programów w szkole podstawowej. Pozwala to dzieciom w wieku szkolnym, a później młodzieży, na każdym etapie ich rozwoju na rozmyślne rozwijanie się i upewnienie się co do właściwego wyboru przyszłego zawodu. Zadaniem szkolnictwa wyższego jest utrzymanie relacji stworzonej między szkołą a potrzebami produkcji przemysłowej, poprzez wypełnienie kroku pośredniego treściami programowymi. W artykule pokazano możliwość zwiększenia motywacji studentów do studiowania poprzez wprowadzanie nowych form i metod nauczania studentów uczelni technicznych. W tym celu przedstawiono przykład wykorzystania specjalnych zadań praktycznych związanych z przyszłymi działaniami inżynierskimi. Wyniki przeprowadzonego eksperymentu polegające na wprowadzeniu zadań związanych z przyszłą specjalizacją dowodzą nie tylko wzrostu zainteresowania przedmiotem "Inżynieria i Grafika Komputerowa", ale także wskazują na możliwość stworzenia jednolitego środowiska dla budowania wiedzy i umiejętności w procesie „end-to-end learning”.

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Metodologia uczenia operatorów robotów przemysłowych do spawania drutem litym i proszkowym

Jastrzębska I., Głowacki M., Cyganek D., Jastrzębski R., Przytuła D.

Przegląd Spawalnictwa

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2017

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R. 89, nr 1

29--34

PL

W niniejszym artykule omówione zostały etapy tworzenia technologii spawania seryjnego na przykładzie starszego typu zrobotyzowanego stanowiska spawalniczego. W przypadku spawania manualnego to technolog ustala parametry napięciowe procesu spawania, a spawacz na podstawie obserwacji wpływa na procesy cieplne spawania poprzez zmianę trajektorii ruchu. W przypadku spawania zrobotyzowanego starszymi typami robotów technolog ustala trajektorię ruchu, a operator zrobotyzowanego stanowiska spawalniczego na postawie obserwacji procesu spawania wpływa na procesy cieplne spawania. Problem jednak tkwi w tym, iż z reguły technolog nie posiada wystarczającej wiedzy na temat wpływu trajektorii ruchu końca elektrody na procesy spawania, a operator nie jest dostatecznie wyszkolony w zakresie regulacji prądem, napięciem i szybkością spawania w czasie rzeczywistym. W niniejszym artykule omówiono jak przy wykorzystaniu obrazkowej instrukcji wyjaśniającej procesy fizyczne w spawalnictwie, autorstwa Instytutu Łączenia Metali w Krakowie (Welding Journal nr 2/2016), szkolić technologów i operatorów. Przedstawione w pracy wyniki mają na celu opracowanie algorytmów do systemów wizyjnych spawania.

EN

This article presents stages for the creation of serial welding technology on the example of an older type robotized welding workstation. In case of manual welding a technologist is responsible for setting the voltage parameters of welding process while a welder during the continuous observations influences the thermal processes by modulation of motions trajectory. On the other hand, in case of welding applying the older types of robots, technologist sets the trajectory of motions, whereas the operator of the robotized workstation through the observations of the process impacts the thermal processes of welding. The problem resides in the fact that a technologist often does not resources enough knowledge concerning an impact of the end of electrode motions trajectory on the welding process effectiveness, and the operator is mostly not enough trained in a real-time regulation of welding current and travel speed. In this work we discuss the innovative methodology for training of technologists and operators with the use of a visual instruction developed by The Institute for Joining of Metals in Krakow (presented previously in Welding Journal no. 2/2016). The aim of the presented results is a creation of the algorithms for welding visual systems.

3

Uwagi o przeszkodach semantycznych i syntaktycznych

Jędrzejewski J., Rygał G.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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2008

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Vol. 13

127-140

EN

In this paper we discuss several obstacles which, in our opinion, can cause pupils' problems in understanding both of mathematical texts and of mathematics. These obstacles are of a epistemological nature as well as of essential and semantic nature. All the examples of incorrect formulations are taken from Polish school and academic text-books. The goal of this article is to call the attention of authors which write mathematical texts to these problems in an attempt to avoid such mistakes.

4

The context of meaning and understanding of mathematics which helps students to understand its sense and to see area of its application

Laskowski A.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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2007

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Vol. 12

267-276

EN

The purpose of the presentation is to show that the key to the process of the developing acquisition of mathematics is the emphasis that students should put on the right choice of the appropriate realistic contexts. There are many ways of considering this problem for instance, the constructivist approach, the socio-cultural approach. Moreover, there is an idea of the epistemological triangle, which is considered a necessary tool for the analysis of the form and the degree of the development of mathematical meanings.

5

Nauczanie mechaniki wspomagane programem MATCAD

Kucharski T.

Vibrations in Physical Systems

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2002

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Vol. 20

202--203

6

Realistic Approach Towards Mathematics Teaching

Melichar J.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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1998

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Vol. 4

58-62

EN

Currently four possible approaches are being presented in the methodology of mathematics teaching: 1. Mechanical - The mechanical approach towards teaching corresponds with understanding the teaching as a system of reactions. By means of drill we can programme the pupil as a computer towards exercising arithmetic, algebraic and geometrical operations and solving problems which can be classified according to certain signs and solved further according to certain patterns. 2. Structuralistic - The structuralistic approach towards teaching can l demonstrated by two examples: the traditional geometry organize on a basis of axiomatic construction and the so called modern mathematics based on a theory of sets and logic. For pupils a structured world of sets and relations has been created. 3. Empirical - The empirical approach comes out of the needs of practise and it is supposed to serve those needs. In the teaching process the experience of the pupils is used, but the pupils are not lead to systematic and rational utilization of this experience. 4. Realistic - The real stimuli from the constantly enlarging world oi the pupil are used as well. The pupil becomes a re-discoverer oi mathematics which stimulates and develops his ability. The realistic mathematics education (RME) comes out of the principle that teaching mathematics means constructing mathematics by the own steps of the pupils from informal approaches connected with reality towards something acceptable as formal mathematics.