LW01-066@手动投球机器人控制系统设计
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机械毕业设计 论文
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LW01-066@手动投球机器人控制系统设计,机械毕业设计 论文
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nts 所在院系：机械工程学院 班级：机英 021 姓名：叶德金 指导教师：关浩（教授） nts 比赛现场 nts战术分析： 1、 “点燃圣火” 2、防守反击 3、全攻全守 nts主火炬 nts整体方案设计 采用四轮机构，前轮定向从动，后轮用一台直流电动机通过差速器驱动。 行走方向控制通过舵机改变驱动轮方向实现。 吃球结构采用橡胶传送带形式，通过传送带与地面共同挤压燃料球，向球施加摩擦力，将球吃进球舱。球舱与机器人框架融为一体。 投球机构采用气缸驱动，以压缩空气瓶为气源。通过改变气缸运动速度改变发射轨迹，破坏和得分能力兼具，一机多用。 机器人高 333mm，宽 592mm，长923mm， 总重约 23KG 行进速度为 0.21.5m/s 投球距离 25m 吃球数量 68个 nts行走机构设计 当主动轮转动方向与车身方向垂直时，车身就会以 O点为圆心旋转，箭头所示就是车体的瞄准方向。通过微调主动轮前后旋转，可以比较容易地实现车体的精确瞄准。 nts吃球部分设计 吃球模块是由电机带动的胶皮传送带，与地面的距离略微小于燃料球的直径，因此能够利用传送带和地面夹紧燃料球，同时将其沿内舌板与吃球模块组成的通道输送到球舱，球舱里的球在重力的作用下落入传送槽，在此由横向传送带送入发射位置。 电动机 预紧弹簧 nts 利用气缸作为动力元件，制作一个弹射机构，将己方手动机器人已经拾取的燃料球抛射出去，撞击篝火盘中对方的燃料球。这种方案使用己方的燃料球来撞击对方燃料球，并没有违反关于手动机器人不得接触对方燃料球的规则。 ntsntsntsntsntsPanasonic NAIS FP2系列 PLC nts整个手动机器人有以下几个部分需要实时操作： 1射球机构的气动回路控制，由于此回路比较简单，几个电磁阀可以用开关直接控制，没有过多的逻辑判断关系，因此可以绕过 PLC直接用遥控器控制； 2机器人的转向由舵机控制，而舵机是通过改变控制信号的占空比来控制的，这个控制信号用 555集成电路来生成，只需调整其中的精密电阻即可，可以将此电阻引至遥控器，所以也可以绕过 PLC。 3剩下的就是机器人的前进 /后退及变速功能，还有吃球、送球等动作需要通过 PLC来控制。 nts前进 /后退及变速控制 操作时，将遥控器操纵杆向前推，触发前进按钮，此时电动机一档正传，同时激活换档模式。然后每按动加挡按钮一次，电动机转速提高一档，加到三档后加挡按钮失效；按动减档按钮一次，电动机转速在现有基础上减一档，减到一档后减档按钮失效。如果操纵杆回到中间位置或向后推，则自动退出换档模式，加减档按钮都失效。 如将操纵杆向后推，则电动机一档反转，且无换档功能。 ntsnts自动送球控制 按照前面的方案设计，吃球机构将球拾起后，球会沿着机器人内部的轨道落入输送槽。我们的想法是，在输送槽中安装红外激光传感器，一旦检测到槽内有球，则计时 3秒（目的是下一个循环球射出后等待弹射机构复位），然后自动开启传送带，将球输送到弹射机构的托盘上。托盘上安装一个位控开关，球送到托盘上后触发开关，传送带停止工作，此时 ready指示灯亮，提示操作者球已到位可以发射。当球射出后又开始下一个循环。 nts特别设计的“一键瞄准”功能 我们的方案是设置一个“一键瞄准”键。按下这个按键后，转向舵机立即将驱动轮的前进方向旋转至与机器人的前后方向相垂直。此时遥控器操纵杆的左右方向不再控制舵机，而是控制驱动轮低速前后旋转，使这个车体以两个前轮的中心点为圆心缓慢左右旋转，这样就能精确调整射球机构的瞄准方向。 nts 涉及到具体控制方法，由于控制舵机使用的是可调占空比的脉冲信号，我们使用 555集成电路来产生这个信号。占空比的调整是通过调整555电路中的电阻阻值来实现的。我们将这个电阻安装在遥控器操纵杆的左右方向上，正常状态下左右摆动操纵杆就能使舵机转动。为了实现“一键瞄准”功能，我们又在操纵杆左右方向上各设置一个位控开关 Kz和 Ky，左右摆动操纵杆就能触发这两个开关。但正常状态下这两个开关是无效的，只有开启“一键瞄准”功能后 PLC才处理这两个开关的信号。 另一方面，我们准备了另一套 555电路，将它事先调整好阻值且固定不变，使其发生的脉冲信号能使舵机旋转到与车体前后方向呈 90度的位置。将两套 555电路输出的信号都接在 PLC的两个输出端上（ YA、 YB），将舵机的输入信号线接在这两个输出端所对应的公共地上。 在程序中设定好，当“一键瞄准”键按下后，可调电阻的 555电路所对应的输出端被切断，另一套阻值不变的 555电路接通，舵机旋转到 90度位置。同时原先无效的两个开关被激活，而操纵杆上的可调电阻由于对应的 555电路已经被切断，所以失去作用。“一键瞄准”键也会再程序中用操纵杆声的左右开关替代原先操纵杆上的前进 /后退开关。并这样一来，左右摆动操纵杆就能实现左右瞄准了。 ntsntsntsIntegrating Education and Real ResearchJames Garner and Keith Bennett and William D. SmartDepartment Computer Science and EngineeringWashington University in St. LouisSt. Louis, MO 63130United Statesjg6,bennett,wdsDavid J. Bruemmer and Douglas A. FewIdaho National Engineering and Environmental LaboratoryIdaho Falls, ID 83415-3779United Statesbruedj,fewdaChristine M. RomanSt. Louis Science Center5050 Oakland AvenueSt. Louis, MO 63110United StatescromanAbstractPopular media has spawned a recent interest in teach-ing robotics in the classroom. Many different ap-proaches have been attempted, with many that focuson robot competitions. However, following the com-petition, students often do not know where to turn tokeep their curiosity in robotics alive. This paper dis-cusses a collaborative approach that shows students aclear path from early robot competitions through tocareers in the field. The approach relies on studentparticipation in real research and a ladder of mentor-ship through their academic journey.IntroductionThere has recently been a surge in robotics interestin the popular media. Students from kindergartenthrough graduate school have caught the fever and arestudying robotics in many different ways. One of themost popular has been through robot competitions thathave ranged in style from Lego robot leagues, like Bot-ball and First Lego League, to complex mechanicalleagues, like the First Robotics Competition, to sim-ulation only leagues such as the RoboCup Simulationleague. For many students these competitions are aneye opening and life changing experience; for the firsttime, many may see a practical and exciting applicationof math and science, and may wish to pursue robotics.But how, whats the next step? The Remote Explo-ration Program (REP) is an attempt at bridging thegaps that exist between these early experiences and thenext steps that can lead to a career in science, engineer-ing and even robotics.REP is a collaborative effort between WashingtonUniversity in St. Louis (WUSTL), the Idaho NationalEngineering and Environmental Laboratory (INEEL),the St. Louis Science Center, and St. Louis area schools.The goal is to create an inclusive outreach program ofscience, engineering and original research that in turnfosters a clearer path for students to pursue careers inthe fields of science, engineering, and robotics. The pro-gram consists of ongoing outreach activities that culmi-nate in the remote exploration of an unknown site usingrobots.The Remote Exploration ProgramThe Remote Exploration Program (REP) is structuredwith ongoing science and engineering outreach pro-grams throughout the academic year. However, thekeystone event is the remote exploration of an unknownsite. For this exploration, students will come to theSt. Louis Science Center and teleoperate a robot thatis physically a great distance away (in another state),to explore an unknown environment.The vision for REP is that this remote environmentwill show mountains and other geologic features thatstudents from the Midwest are unfamiliar with to en-gender a real sense of being somewhere else. The mis-ntssion will then be for the students to simply explore thisforeign remote environment theyve been placed in. Theother concept is for students to complete a real worldmission similar to tasks that the INEEL group is inter-ested in. Two of INEELs current interests are remotecharacterization of high radiation environments and ur-ban search and rescue operations.For the pilot program in the spring of 2004, the re-mote environment will be housed at the St. Louis Sci-ence Center and the exploration will be similar to areal world robotic task. We believe that it will addvalue to both the human factors research and to the stu-dents experience if the teleoperation activity simulates areal world robotic mission such as exploring a simulatedhazardous material contamination or exploring a mockcollapsed building. Starting in the spring of 2005, theremote environment will be outdoors near the INEELfacility in Idaho Falls, ID. For this outdoor environ-ment we are still considering several exploration tasks.We would like to simulate an environmental cleanupand monitoring task, but have not worked out how tosimulate this with contaminants that can effectively besensed.Program GoalsIts important to keep in mind that the remote explo-ration is only a vehicle to accomplish our goals. REPstrue focus is its two main goals: to involve young stu-dents in real research, and to delineate a clear path fromearly childhood interest in robotics through to careers inthe field. Science and engineering outreach are merelyadded benefits necessary to fulfill the main goals.Real ResearchRecently, introducing students to real research has be-come a hot topic in academia; but it really hasntreached the level that REP is targeting. The NationalScience Foundations programs such as Research Expe-rience for Undergraduates (REU) and the St. Louis areaStudents and Teachers as Research Scientists (STARS)programs often introduce undergraduates and highschool students to research, but REP will offer studentsas young as Kindergarten an opportunity to participatein real research, albeit in a limited way.The most significant portion of the real research willbe human-robot interaction studies which will focus onimproving the performance of the Graphical User In-terface (GUI) developed by INEEL for their real worldrobot missions. As part of their on going human-robotinteraction and long-term robot autonomy research, K-12 students will be intertwined with the research asboth participants and reviewers.For the spring remote exploration, one of the vari-ables we want to study is user performance based onprior experience with the GUI. To accomplish this, stu-dent participants will be divided into several groups,based on the level of experience the students have withthe GUI. Some will have no experience, others some ex-perience and the remainder extensive experience. Thestudent operator will then be allowed to teleoperate therobot to accomplish the task, while the rest of the classassists the operator by performing data analysis on theenvironment. For the more advanced students, follow-ing the remote exploration they will have an opportu-nity to meet with the human factors researchers whowill give an introduction to human-robot interactionstudies. The students will then get to contribute asresearcher as they participate in reviewing the video oftheir interaction, guided by the professional researchers.Career PathThe significance of using real world applications for thepurpose of the simulation is multifaceted. One of themost important reasons is that these real world activ-ities ground the human-robot interaction research be-cause it evaluates the GUI being used for its originalintention. But even more importantly, using a realworld application is an essential link in REPs chainthat leads interested students to careers in science, en-gineering and robotics. Its a subtle point, but manystudents that participate in robot competitions havevery little exposure to robots outside the competition.When asked for a real world application their only ex-amples may be factory robot workers or Mars rovers.Factory robots arent sexy, and NASA isnt about tolet a kindergartener drive Sprit or Opportunity. REPoffers students an opportunity to see first hand whatrobots and roboticists do in the real world and to meetpotential future role models.But then REP builds on this experience. For thosestudents that are interested they can participate at thenext level. They can participate in voluntary supple-mental programs such as the Saturday Science Semi-nars or the Saturday Engineering Events or even one ofthe summer opportunities. REP has a mentorship lad-der for interested students built into these activities.It uses students that excel at one grade level to assiststudents in lower levels. In this interaction the highergrade students also have the opportunity to share withthe younger students their current projects. Both stu-dents take away from this experience. The older studentsees the enthusiasm and the respect the younger paysthem, and the younger student gains from advice andguidance of the older.The mentorship ladder is already being established.The first rung was establishing a summer mentorshipprogram for aspiring high school students. These stu-dents had the opportunity to come to WUSTL duringthe summer months and study robotics. A second rungwas established when an undergraduate who had got-ten excited about FIRST robotics continued her inter-est and continued the work of others on a prototypeplanetary rover at WUSTL under the mentorship of agraduate student. And the ladder continues to develop;this fall students at Gateway Middle School, a St. LouisPublic School that WUSTL works with, worked on cre-ating an outdoor robot to be deployed at the remotesite. Those students that excelled have been asked backntsto help mentor new students in a similar project. Andthe ladder will continue to develop as undergraduatestudents will be given the opportunity to continue theirinterest at real labs such as INEEL during the summer,and people in industry are given the opportunity to re-turn to graduate school to complete advanced degrees.Science OutreachA side product of REP are the Scientific Outreach op-portunities it produces. There are three major com-ponents to REPs scientific outreach: Saturday ScienceSeminars, St. Louis Science Center Exhibits, and class-room tie-ins. Saturday Science Seminars will offer in-sight into the science of robotics. Taking a higher levellook at the components of a robot, students will spendsignificant time learning how to teleoperate the robotsusing the interface and may learn about the science ofsearch and rescue or hazardous material clean up.In addition to Mission Control and the robot train-ing area, the St. Louis Science Center will have exhibitspace open for the general public to learn about robottechnologies. They will have displays explaining robotand sensor technologies and will offer models for handson learning about different sensors. The St. Louis Sci-ence Center will also play a crucial role in scientificoutreach with how Mission Control itself is organized.Because there will only be one primary robot at the re-mote site, the mission itself will be structured such thata single class participates on different levels. While onestudent teleoperates the robot, the rest of the class willact as a data analysis group to help the operator com-plete the mission. This may mean the rest of the classmust plot the concentration of hazardous material atdifferent areas or they may try to integrate data fromother sources, such as fixed sensors or cameras, to tryto find survivors in a mock collapsed building. What-ever the mission may be, the St. Louis Science CentersMission Control exhibition space and pre-explorationpreparation will play a critical role in the success ofeach class at successfully completing the mission.The third component to REPs scientific outreach arethe classroom tie-ins accentuated by an exploration thatis coupled with a real world application. These tie-insby far are the best way REP can reach students be-cause teachers can intertwine them with their curricu-lum. Example tie-ins could be as simple as teachinglatitude and longitude so they can interpret GPS data,or teaching about volcanic activity and mountain for-mation as part of the geology they might find in theWestern United States. Other examples could includeteaching about urban search and rescue techniques andtraditional methods for finding survivors in collapsedbuildings or teaching math to help students understandhow to pinpoint the source of a hazardous material spillbased on a concentration gradient. The list of tie-insis nearly endless, but by giving significance to a topic,teachers often find that it entices the students to con-centrate just a little harder. Ideally some of these tie-ins would be taught before coming to the remote ex-ploration at the St. Louis Science Center so the entireclass would be prepared when they arrived.Engineering OutreachThe engineering outreach activities offer students anintensive hands-on engineering series. Broken up intotwo segments, the engineering series will offer SaturdayEngineering Experiences and after school engineeringprojects.The Saturday Engineering Experiences are designedto be single Saturday introductions to engineering prin-ciples. They will concentrate on small hands on projectsthat teach engineering principles. Some of these smallprojects may be to design and construct a simple ma-nipulator arm, or a pan-tilt camera mount.The after school engineering program will be muchmore intensive with students expected to build an out-door robotic vehicle from a kit of off-the-shelf compo-nents. A pilot program was tried in the fall at GatewayMiddle school and the pilot program is being revisitedand retargeted toward high schools this spring.The pilot program at Gateway was structured suchthat a select group of 7th and 8th grade students workedwith a graduate student from Washington Universityto design and build a scout robot to assist the primaryrobots with the exploration of the remote site. After abrief introduction to robots and existing technologies,the students were given a box of components and anexplanation of how each worked. These components in-cluded a Kyosho Blizzard Radio Controlled tracked ve-hicle; a GPS receiver; a Javelin Stamp
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