IMECE2009-12838 Proceedings of IMECE09 2009 ASME International Mechanical Engineering Congress and Exposition November 13-19, Lake Buena

Vista, Florida, USA

Experience with Introducing Robotics Toolbox for MATLAB in a Senior Level Undergraduate Course
Abhijit Nagchaudhuri, Ph.D., Member ASME Professor University of Maryland Eastern Shore Department of Engineering and Aviation Science Princess Anne, MD 21853-1299 Abstract While most K-12 students associate the field of Robotics with mobile robots, undergraduate and basic graduate level courses in the subject tend to focus on serial link manipulator arms on fixed bases. Senior level Robotics course discussed in this paper, emphasize the latter. In the study of serial link manipulator arms, linear algebra, fundamentals of kinematics and dynamics, control systems, trajectory planning, programming languages, robotic sensors (particularly vision) play a dominant role. The abstract mathematical concepts are often difficult for the undergraduate students to fathom. Laboratory demonstration using industrial robotic arms provides some physical insight; however, it is seldom practical to let undergraduate students work on these machines on their own without appropriate supervision. Time constraints associated with credit/contact hours is also a deterrent and a practical reality. A combination of laboratory demonstration and use of software environment such as MATLAB and in particular the Robotics Toolbox integrated with the course lectures help convey important ideas related to spatial transformations, forward and inverse kinematics, forward and inverse dynamics, control, robotic vision and programming concepts related to the field of robotics to the undergraduate students in a meaningful framework. The Robotics Toolbox allow students to work on simulations of different manipulator arms, as well as create their own. The schematic visualization of the simulations reinforces important concepts covered in course lectures, as well as laboratory demonstration. 1. Introduction Robotics is a widely popular term in science fiction, automation in industry, natural resource management and agriculture, scientific exploration, manipulation in hazardous environments, biomimetics, childrens toys, and in academia. In academia almost all branches of engineering, as well as applied mathematicians, and computer scientists have integrated aspects of Robotics in their curricula [1-3]. Significant research and outreach,

endeavors in K-12 also involve the field of Robotics. The author of this paper has been involved with research, experiential learning, teaching, and outreach efforts in Robotics. References 4 through 8 document some of the K-12 outreach and undergraduate engineering courses involving Robotics that the author has developed and taught [4-8]. It appears while microprocessor boards such as Handyboard, Handycricket, Basic Stamp and kits such as Vex, Lego NXT/Mindstorms are heavily utilized to introduce the field of Robotics to young enthusiasts by way of applications involving mobile platforms that can follow trajectories, perform simple tasks, and react to sensory inputs from the environment; serial link manipulators/robotic arms continue to be the basis for senior/ graduate level courses in Robotics in engineering curricula. This paper outlines efforts involving the first offering of a Robotics course to senior engineering majors at University of Maryland Eastern Shore (UMES). It is a 3-credit lecture course emphasizing serial link robotic arms. The text used in the course is the new edition of the popular title Introduction to Robotics Mechanics and Control by Craig [9]. Appropriate research articles were assigned for additional reading related to kinematics and robot vision. MATLAB software environment [10] and to some extent the Robotics Toolbox for MATLAB [11] have been incorporated in the text. Simulations using the Robotics Toolbox and laboratory demonstrations using an industrial SCARA robot that complemented the course lectures are discussed in this paper. 2. Course Outline At the outset students who registered for the course were made aware that the course will not emphasize on mobile robotics but rather emphasize on fundamentals of design, dynamics, path planning, control and sensors for serial link manipulator arms. The course material covered spatial transformations and their applications in robotics, forward and inverse kinematics, forward and inverse dynamics, motion control and path planning for serial link manipulator arms. Whenever appropriate MATLAB

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software environment was utilized in particular Robotics Toolbox for MATLAB was used to clarify concepts through simulation and computer visualization. Fundamental concepts related to robotic vision and other internal and external sensors for robotic manipulation were advanced. Laboratory demonstration using an industrial SCARA arm integrated with vision system was utilized to complement class room lectures when appropriate. The project component of the course required students to develop a deeper understanding of Robotics toolbox functions related to spatial transformations, inverse and forward kinematics, and fundamentals of robot dynamics and control through simulations. The emphases in this 3-credit lecture course were on introducing the interdisciplinary nature of robotics and imparting the fundamental mathematical and engineering concepts for design, dynamics, and control of serial link manipulator arms. A follow up laboratory course (2 credit) will emphasize the hands-on aspects using appropriate devices including an industrial SCARA robot and integrated vision system for students who choose to register. 3. Robotics Toolbox and Laboratory Demonstrations MATLAB software is extensively utilized by engineers and scientists for computational purposes. All engineering students at UMES take a course titled Computational Methods for Engineers in their junior year. Reference [13] outlines the course and its implementation as offered by the author of this paper in the past. The core functionality of MATLAB software can be extended by a variety of toolboxes offered by the software vendor. Educators and researchers have also developed additional toolboxes such as the Robotics Toolbox and have made them available free of cost by way of internet download. Robotics Toolbox provides an assortment of MATLAB functions (m-files) useful for simulation, analysis of experimental data from real robots, and as an educational tool for classroom teaching. Functions link( ) and robot( ) allow users to input kinematic (Denavit Hartenbarg) and dynamic parameters of individual links integrated with the notion of link to link transformations to create realistic robot models that may be displayed and manipulated using plot( ) and drivebot( ) functions in MATLAB graphics environment. Figure 1 shows a PUMA 560 six degree of freedom articulated robot arm schematic, displayed in MATLAB graphics using drivebot(p560) function immediately following puma560 command on the MATLAB command prompt. The slider tools allow each revolute joint angle to be changed while appropriate updates are shown in manipulator configuration in the schematic graphics. The author of the toolbox has predefined puma560 and other popular industrial and research robot arms such as, Fanuc10L, MotomanHP6, Stanford arm, and ABB-S4 using robot( ) and link( ) functions that he created. In some cases only

accurate kinematic models are incorporated but in most cases the author has also included accurate dynamic parameters of the robot arms. A simple two link revolute joint arm has also been predefined by the author. With appropriate modifications of kinematic and dynamic parameters twolink model can represent the first two links of an ADEPT-I SCARA robot. Figure 2 shows an ADEPT-I SCARA robot integrated with vision system that is installed in the UMES Mechatronics facility which was utilized for laboratory demonstrations in the course.

1 0.8 0.6 0.4 0.2 Z 0 Puma 560 y z x

-0.2 -0.4 -0.6 -0.8 -1 1 0.8 0.6 0.4 0.2 0 -0.2 -0.4 -0.6 -0.8 -1 -1

-0.8

-0.6

-0.4

-0.2

0.2

0.4

0.6

0.8

Figure 1 : PUMA560 schematic in Robotic Toolbox In the course lectures the functions fkine( ), ikine( ), rne( ) and fdyn( ) included in the toolbox provided an excellent framework for reinforcing the concepts of forward kinematics, inverse kinematics, inverse dynamics and forward dynamics to the students. It may be worthwhile to point out here that the Robotics Toolbox allows the robot kinematics to be defined using both the standard and modified Denavit-Hartenbarg[14] convention in conjunction with the fkine( ) function to implement the forward kinematics of robots with appropriate input of values corresponding to each joint variable. While the text follows the modified convention the students found the standard convention easier to implement in the toolbox. The use of both conventions simultaneously led to some confusion in the initial stages of the course but most students were able to resolve this confusion with better understanding of the frame assignment differences in the two conventions.

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1 0 0] and r3bot = robot(t3r); creates a three link robot arm with three revolute joints with each arm of length 1 units using the standard Denavit-Hartenbarg convention. In this case only kinematic parameters are utilized for demonstrating forward and inverse kinematics. The robot parameters can be augmented to include dynamic parameters such as mass, inertia, friction, etc. The command t = fkine(r3bot,q) where q denotes joint angles 60,30, and 45 degrees respectively for joints 1, 2 and 3 returns the homogeneous transformation that represents the forward kinematic solution :

0.7071 0.7071 0.7071 0.7071 t= 0 0 0 0

Figure 2 : ADEPTI robot and vision system The following m-file illustrate the use of robot( ), plot( ), fkine ( ) and ikine ( ) functions in the Robotic Toolbox. A similar m-file was utilized in class lectures to demonstrate the underlying concepts: % MATLAB m-file to demonstrate % robot(),plot( ),fkine ( ) and ikine() % Multiple solution for inverse kinematics % is also demonstrated. t3r = [0 1 0 0; 0 1 0 0; 0 1 0 0]; r3bot = robot(t3r); q = [60,30,45]*pi/180; t=fkine(r3bot,q); q1 = ikine(r3bot,t,[1 1 1]); % Returns q1 = 1.0472 0.5236 0.7845 which % is the same as q inputted to % fkine to obtain the transformation t. q2 = ikine (r3bot,t,[1 -.5 1]); % Returns q2 = 1.5708 -0.5236 1.309 %(same as 90,-30 and 75 degrees) % which is another solution for the same % transformation t, demonstrating multiple % solutions for inverse kinematics plot(r3bot,q1) pause; plot(r3bot,q2) % the plot commands display the three link % robot with joint configurations q1 & q2. The multiple solutions that are likely for inverse kinematics of robotic arms can be demonstrated effectively using the toolbox and MATLAB graphics by executing the m-file above. Comment statements included in the m-file provide brief explanation of the functions. The command t3r = [0 1 0 0; 0 1 0 0; 0

0 0.2071 0 2.5731 1 0 0 1

The first 3 by 3 matrix portion represents the orientation of the last frame and the matrix elements t(1,4) and t(2,4) represents the Cartesian location (x,y) of the tip of the arm. The inverse kinematics function ikine( ) uses transformations such as t as input and outputs joint angles that produce the transformation t using forward kinematics function fkine( ). The function ikine( ) can also use additional input corresponding to initial guesses of joint angle solutions. The m-file above demonstrates that when initial guess of 1 rad. is used for all the three joint angles, ikine( ) returns joint angle vector q1 = [1.0472 0.5236 0.7845] which is same as 60,30,45 degrees in radians, however with a initial guess of [ 1 -0.5 1] radians ikine ( ) returns q2 = [ 1.5708 -0.5236 1.309] rads.,(~ 90, -30, and 75 degrees). The two plot commands at the end of the m-file graphically display the robot configuration for the two inverse kinematic solutions obtained for the same transformation t. These schematic configurations are shown in Figures 3(a) and 3(b). Robotics toolbox functions jtraj ( ) and ctraj ( ) were utilized to demonstrate path planning approaches in joint and Cartesian space in course lectures. The function jtraj ( ) uses 7th order polynomials to generate smooth trajectories for robot arms from initial to final joint configurations with or without via points satisfying appropriate velocity, acceleration or other constraints that may be specified. Following the text, course lectures also introduced lower order polynomial based joint trajectories, as well as joint space trajectories using linear path with parabolic blends to accelerate and decelerate from the constant velocity of the linear portion of the path, at the beginning and end of motion.

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3 2 1 Z 0 t3r -1 -2 -3 2 0 -2 Y -3 -2 -1 X 0 1 2 3 z x y

In the first line of the code the time vector lasting for 4 seconds at intervals of 0.08 seconds is generated followed by commands to denote the initial and final configurations. The function transl( ) is used to specify motion from Cartesian location (1.5, 0.5) to Cartesian location (0.1, 0.5) indicating a straight line motion of the arm tip along the x-axis from 1.5 to 0.1. The command TS = ctraj(T0,T1, length(t)) set up all of the transformations corresponding to the path from T0 to T1. the function twolink( ) invokes the 2 link manipulator and the command qc = ikine(tl,TS) returns joint angles for all Cartesian locations TS using inverse kinematics. The plot(tl,qc) shows an animation of the straightline motion in MATLAB graphics environment using the schematic of the twolink manipulator. The inverse dynamics function rne( ) was utilized in conjunction with the course lectures to demonstrate the generation of joint torque profiles required to execute corresponding joint trajectories. Students could readily visualize how the torque requirements changed by changing the kinematic or dynamic parameters of the robot while keeping the trajectories the same, as well as by speeding up the motion but keeping the same dynamic and kinematic parameters. Preliminary concepts of robot control were also introduced in the course lectures. The Robotic Toolbox functions fdyn ( ) and taufunc ( ) were introduced to the students to provide fundamental notions of forward dynamics and feedback control. The concept of jacobians and singularities in manipulator workspace were also introduced to the students in the course lectures, with particular emphasis on mapping Cartesian velocities and forces to joint velocities and torques. Basic introduction to image processing, camera geometry, and robot vision was provided using supplementary reading assignments by way of references [15] and [16]. Laboratory demonstrations were performed with the ADEPT -1 SCARA robot available in the Mechatronics facility at UMES. Two overhead cameras are integrated overlooking different locations in the manipulator workspace. Students were introduced to the use of teach pendant and how it can be used to move the robot in the Cartesian and joint mode. Absolute and relative locations were taught to the robot using teach pendant to demonstrate concepts of compound transformations and their application in flexible automation. The righty and lefty configurations were used to elaborate multiple solutions for reaching the same Cartesian location in the manipulator workspace. Simple demonstration of an ADEPT robot executing a circular trajectory was also

Figure 3a : Inverse kinematic solution

3 2 1 Z 0 t3r -1 -2 -3 2 0 -2 Y -3 -2 -1 X 0 1 2 3 z x y

Figure 3b: Alternative inverse kinematic solution. The following m-file was utilized to demonstrate concepts related to Cartesian trajectory based motion of the two link robot arm (twolink) that is predefined in the Robotic Toolbox in the course lecture: t = [ 0 :0.08 : 4]; T0 = transl(1.5,0.5,0); T1 = transl(0.1,0.5,0); TS = ctraj(T0,T1,length(t)); twolink; qc = ikine(tl,TS); plot(tl,qc);

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demonstrated to the students. Basic ideas of grey-level and binary images were demonstrated using grey-level histogram based thresholding. Students also learned about eight connectivity chaincode and how it can be utilized to obtain position and orientation of an object in the image reference frame and subsequently transformed to robot base frame by the camera-calibration matrix transformation. The laboratory demonstrations with the ADEPT-I robot and vision system followed the general framework outlined in reference [12] with appropriate modifications to suit the lecture emphasis of the present course. 4. Course Project using Robotics Toolbox for MATLAB Students were also required to demonstrate their understanding of the materials covered in the course lectures and the use of Robotics Toolbox in the project requirement integrated with the course. At the conclusion of the project students gave a presentation of the project and also developed a project report. The project involved demonstration of fundamental concepts of forward and inverse kinematics, forward and inverse dynamics, trajectory planning, as well as feedback control. Some examples of simulation results related to the student projects are provided below. To introduce concepts related inverse dynamics and path planning the students were required develop a one link robot using the Robotics Toolbox with a mass of 1 kg and a length 1 m. The mass was lumped at the end of the link. The students were also required to include a viscous friction of 1 Nm/( rad/sec) at the joint. In addition students were required to generate both a cubic spline trajectory and a linear trajectory with parabolic blends to move the one link robot from 15 degrees to 75 degrees in 3 seconds (Figure 4a). The torque requirements for these motion patterns were generated by using the rne( ) inverse dynamics function in the Robotics Toolbox. Time vs. joint torque for link mass = 1kg, as well as 5 kg for moving over the specified trajectories were developed. (Figure 4b and Figure 4c). It may be noted from Figures 4a, 4b, and 4c that while the torque profile for the polynomial trajectory varied smoothly the torque profile for the linear trajectory with parabolic blend shows discontinuity. As expected the torque requirement for linear portion of the trajectory (that corresponds to constant velocity and no acceleration) exhibits low torque requirements attributable only to torque necessary to overcome the viscous friction. However, in the parabolic blend regions the torque requirements shoots up and down due to the constant acceleration and deceleration corresponding to these regions. Students were also required to use fdyn( ) and taufunc( ) functions to demonstrate basic understanding of forward Figure 4a : Trajectory ( 15 deg.- 75 deg.)

Figure 4b : Variation of joint torque with mass for polynomial trajectory

Figure 4c: Variation of joint torque with mass for linear trajectory with parabolic blend dynamics and feedback control using both a one link and two link robot arm with revolute joints. For example, the following m-file submitted by one of the students as part of his project demonstrates the use of fdyn( ) and

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taufunc( ) commands, used in conjunction with a one link robot. dh=[0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1]; ol=robot(dh); [t,q,qd]=fdyn(ol,0,5,'taufunc'); plot(t,q) title('Angle vs. Time') ylabel('Angle(radians)') xlabel('Time(seconds)') function tau=taufunc(t,q,qd) if t<2 tau=0; else tau=5; end It may be worthwhile noting that the robot parameters for the link have been extended to include the information about lumped mass of 1 kg at the distal end of 1m. long arm. The friction component is also included in the augmented parameters. The interested readers are referred to the manual of the Robotics Toolbox [17] for additional details. The graph generated from the code is shown in Figure (5). It is clear from the graph that the robot is accelerating between 2 and 5 seconds when the torque is applied to the robot arm in accordance with the taufunc( ) function.

demonstrated it with the following code for a two link robot. dh=[0 1 0 0 0 4 1 0 0 0 0 0 0 0 0 0 1;0 1 0 0 0 4 1 0 0 0 0 0 0 0 0 0 1]; twol=robot(dh); t=linspace(0,4*pi,200); x=1+.4*sin(t); y=-1+.4*cos(t); q=[0 0];qi=[0 0]; m=[1 1 0 0 0 0]; for i=1:200 qi=ikine(twol,transl(x(i),y(i),0),qi,m); q=[q;qi]; end plot(twol,q) 5. Assessment The course assessment was performed in the formative and summative domains. Student grades were based on the following: Attendance and Class participation: Homeworks and Quizzes: Midterm/ Class Tests: Final Examination: Project, report and presentation 10% 15% 40% 20% 15%

Figure 5: Forward Dynamics demonstration using Robotics Toolbox The students also attempted to simulate the laboratory demonstration of ADEPT robot executing a circular trajectory using Robotics Toolbox and successfully

In accordance with ABET Engineering Accreditation Commission (EAC) guidelines, the following outcomes were identified and assessed for the course; the alphabetical order follows Engineering Criteria (EC 2000) criteria: (a) an ability to apply knowledge of mathematics, science and engineering: Study of serial link manipulators provides an excellent avenue for applying mathematical knowledge of trigonometry, plane and solid geometry, linear algebra, vector algebra and differential equations, integrated with basic engineering sciences such as statics, dynamics, mechanics of materials, basic electricity and electronics, signal processing and advanced concepts from control theory and nonlinear dynamics. (c) an ability to design a system, component, or process to meet desired needs: Students developed insight about serial link manipulator design and how design and functionality are intricately related. While physical design of a robotic arm is outside the scope of this introductory course, the Robotics Toolbox not only provided students with basic design parameters of popular industrial robotic arm and allowed them to observe the manifestation of design choices in robot performance through simulated motion, but allowed students to simulate robotic arms with their own design parameters.

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TABLE 1 : Course Assessment Matrix.

Course Objectives

Course Assessment Methods

Extent of Coverage
1- Some, 2-Modest, 3-Significant

1. To introduce students to design and control of robotic arms and their application in a variety of civilian and military domains with particular emphases on manufacturing industry, agriculture, and space explorations.

Tests, Homework, Quizzes and final examination Laboratory demonstration Class discussions/ internet surfing/ Term Paper/Project

a,c, h,i,k

a-3,c-1 h-1,j-2 k-2 d-1,i-1, k-2 g-2,i-1, j-2

d,i,k

g,I,j

2. To provide a clear understanding of spatial description and transformations and their their applications in robotics with particular emphases on use of MATLAB software, forward and inverse kinematics, and jacobians for mapping velocities and static forces.

Tests, Homework, Quizzes and final examination Class discussions/Project

a, k

a -3, k-3

g-2

(d) an ability to function on multidisciplinary teams : The project work in the course required students to work in teams, however, each student was required to turn in their own project report. (g) an ability to communicate effectively: Oral presentation and written report requirements were integrated in the course with a view to emphasize and promote communication skills for the students. (h) broad education necessary to understand the impact of engineering solutions in a global and societal context (i) a recognition of the need for, and an ability to engage in lifelong learning (j) a knowledge of contemporary issues: Throughout the course broad applications of robotics in a variety of fields was highlighted through class discussions, web surfing, and to a limited extent by way of laboratory demonstration. Issues related to economic necessity, social ramifications, and role of robotics in green manufacturing and environmental stewardship were also discussed. Students recognized why lifelong learning is so intimately associated with the dynamic field of engineering. (k) an ability to use techniques, skills, and modern engineering practice: Robots are an integral part of modern engineering practice. The students were introduced to concepts of flexible manufacturing and the role of vision in robotic workcells through laboratory demonstrations. Use of MATLAB and Robotic Toolbox integrated with the course enhanced skills of the students consistent with modern engineering practice. Table 1 provides an outline for the assessment approach for the course. In order to assess the student opinion with regard to their experience with the Robotic Toolbox, laboratory demonstration with ADEPT Robot, and, the course project, the author administered a survey to the students at the end of the course. All of the students commented that the toolbox and the laboratory demonstration were beneficial for their comprehension of the course material and course lectures. Most students felt that the text could be improved with regard to how it integrates the Robotic Toolbox. The students who ended up with good grades in the course felt the project requirement was challenging but had a fun element to it which made learning enjoyable. 6. Conclusion Prior experience of the author in offering a senior level robotics course in another campus helped alleviate some of the difficulties of developing a new course, nevertheless, the author has gained valuable insight into how the content and instruction delivery can be modified to best serve the students University of Maryland Eastern

Competencies

(a through k)

3. To provide a working knowledge of manipulator design, dynamics and control.

Tests, Homework, Quizzes and final examination Class discussion, internet surfing, project Tests, Homework, Quizzes and final examination

a,c,k

a-2,c-2, k-2

g,i

i-3, g-2

4. To provide a basic understanding of path planning, trajectory generation and programming of manipulator arms.

a,c,k

a-3,c-1,

k-3 i, k

Laboratory demonstration/ Project Tests, Homework, Quizzes and final examination

i-2, k-1

5. To provide exposure to robot sensors and vision.

a-2

Laboratory demonstration

i-2

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Shore. In the next offering of the course it may be best to have all the laboratory demonstration efforts conducted in the first week of the course so that it is easier for the students to relate to the abstract concepts as they are covered in the course with reference to the laboratory demonstrations. Also the author plans to provide a mini tutorial on basic MATLAB and Robotics Toolbox towards the beginning of the course so that the students become a little more comfortable using the toolbox. Of course, some aspects of the toolbox can only be covered as the course progresses, and some of the concepts are introduced. An initial overview will help in easing away some of the anxiety that the students displayed with regard to using the toolbox effectively. As far as the content it seems some of the more involved concepts related to nonlinear dynamics and control, as well as programming aspects that have been covered in the text may not be suitable for a first course in robotics for undergraduate students. The author plans to cover these sections utilizing personal notes that are more at the level of the students. These later chapters of the book can be used for reading assignments for interested students for term paper or project work. 7. Acknowledgment The author would like to acknowledge Professor Robert L. Williams II of Ohio University, Athens, for allowing him and the students in the class to peruse some of his online course material in the Robotics course that he offers at Athens. The author would like to thank Dr. Corke for making the Robotics Toolbox a free download over the internet. The author would also like to acknowledge the contributions of all the students who participated in the course in particular, Mr. Jonathan Beatus, Mr. Edward Lee Long and Mr. Adam Morris.
References [1] Minaie, A., and Sanati, R., An International Study of Robotics Courses in the Computer Sciences/Engineering Curriculum Proceedings of 2006 Annual Conference and Exposition of the American Society of Engineering Education, Chicago, Illinois, USA, June 2006. [2] Ciaraldi, M., et. al., Robotics Engineering: A New Discipline for a New Century, Proceedings of 2009 Annual Conference and Exposition of the American Society of Engineering Education, Austin, TX, June 2009. [3] Manseur, R., Development of an Undergraduate Robotics Course, fie, vol. 2, pp.610-612vol.2, 27th Annual ASEE/IEEE Frontiers in Education Conference, Proceedings. 1997 [4] Nagchaudhuri, A., Singh, G., Kaur, M., and George, S., "LEGO Robotics Products Boost Student Creativity in PreCollege Programs at University of Maryland Eastern Shore",

Proceedings of 32nd ASEE/IEEE Frontiers in Education Conference,Boston, November 6-9, 2002. [5] Nagchaudhuri, A., Kuruganty, S., and Shakur, A., Introduction of Mechatronics Concepts in Robotics Course using an Industrial SCARA Robot equipped with a Vision Sensor. Mechatronics (12) (2002) pp. 183-193. [6] Nagchaudhuri, A., Development of Mobile Robotic Platforms as Freshman Engineering Design Project, Proceedings of 34th ASEE/IEEE Frontiers in Education Conference, October 20-23, 2004, Savannah, GA. [7]Nagchaudhuri, A., and Mitra, M., Technology Education in K-12: Revelations from Designing and Delivering a Robotics Lesson for Pre-service Teachers, Proceedings of 2007 Annual Conference of American Society for Engineering Education, June. Hawaii, 2007. [8] Yilmaz, E. and Nagchaudhuri, A., Winning ASEE 2006 Robotics Design Competition-Guiding Students to Success, Paper No: IMECE2007-42258, Proceedings of IMECE07 (2007 ASME IMECE), Nov., Seattle, USA. [9] Craig, J.J., Introduction to Robotics: Mechanics and Control 3rd. Edition, Pearson Prentice Hall, 2005 [10] MATLAB & Simulink , http://www.mathworks.com [11] Corke,P.I., "A Robotics Toolbox for MATLAB", IEEE Robotics and Automation Magazine, Volume 3(1), March 1996, pp. 24-32 [12] Nagchaudhuri, A., "Robotics and Machine Vision for Introduction to Flexible Automation for Engineering Undergraduates, SME Technical Paper # MV02-311, Original version published in the Proceedings of 32nd ASEE/IEEE Frontiers in Education Conf., Boston, Nov.02 [13] Nagchaudhuri, A., Integration of Image Analysis Project in Computation Methods Course Using MATLAB software environment, Proceedings of 2008 Annual Conference of American Society for Engineering Education June, 2008, Pittsburgh, PA, USA [14] Denavit, J., and Hartenbarg, R.S., A Kinematic Notation for Lower-Pair Mechanisms based on Matrices Journal of Applied Mechanics, pp.215-221, June 1955. [15] Thomson, A.M., Camera Geometry for Robot Vision, Robotics Age, March- April, 1981. [16] Wilf, J.M., Chaincode, Robotics Age, Vol 3, No;2, March-April, 1981. [17] Corke, P.I, Robotics Toolbox for MATLAB Available online [http://phoenix.goucher.edu/~jillz/cs325_robotics/robot.pdf]

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