• International Journal of Control, Automation, and Systems
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• v.1 no.3
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• pp.395-400
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• 2003

A quantitative performance evaluation of a robot teaching method using a force/moment direction sensor is presented. The performance of the teaching method using the force/moment direction sensor is compared with the conventional teaching pendant method. Two types of teaching tasks were designed and the teaching times required to complete the teaching tasks were measured and compared. Task A requires a teaching motion that involves four degrees of freedom motion. Task B requires a teaching motion that involves six degrees of freedom motion. It was found that, by using the force/moment direction sensor method, the teaching times were reduced by 25% for Task A and 45% for Task B compared to the teaching pendant method.

• Journal of the Ergonomics Society of Korea
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• v.9 no.2
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• pp.21-28
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• 1990

The robot motion control in the industrial robot is generally executed by the teach pendant. But, it requires much teaching time and workload to the operators. This study suggests the use of the robot motion control method by the computed keyboard in the industrial robot instead of the teach pendant. TES/CCS(Teaching Expert System/Cartesian Coordinate System) and TES/WCS(Teaching Expert System/World Coordinate System) that have been proposed to improve the robot motion control are applied for this concept. This study is intended to improve the robot motion control in TES/CCS. Parameter limitation problems in getting the motion data on position and posture of the robot in macro motion control are solved by proposed geometric algorithm. This result demonstrates reduction of the average teaching task time to the teaching position.

• The Journal of Korea Robotics Society
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• v.15 no.4
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• pp.309-315
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• 2020

This study shows a control strategy that acquires both precision and manipulation sensitivity of remote center motion with manual traction for a surgical assistant robot. Remote center motion is an essential function of a laparoscopic surgical robot. The robot has to keep the position of the insertion port in a three-dimensional space, and general laparoscopic surgery needs 4-DoF (degree-of-freedom) motions such as pan, tilt, spin, and forward/backward. The proposed robot consists of a 6-axis collaborative robot and a 2-DoF end-effector. A 6-axis collaborative robot performs the cone-shaped trajectory with pan and tilt motion of an end-effector maintaining the position of remote center. An end-effector deals with the remaining 2-DoF movement. The most intuitive way a surgeon manipulates a robot is through direct teaching. Since the accuracy of maintaining the remote center position is important, direct teaching is implemented based on position control in this study. A force/torque sensor which is attached to between robot and end-effector estimates the surgeon's intention and generates the command of motion. The predefined remote center position and the pan and tilt angles generated from direct teaching are input as a command for position control. The command generation algorithm determines the direct teaching sensitivity. Required torque for direct teaching and accuracy of remote center motion are analyzed by experiments of panning and tilting motion.

• 제어로봇시스템학회:학술대회논문집
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• 2005.06a
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• pp.113-118
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• 2005

Robots today have wider application fields than they ever have before. They need to work close to humans and fluid and compliable motions are expected of them. This requires redundant degrees of freedom for completing specific task. And conventional motion teaching method cannot be applied to redundant link structures. In this paper, the authors present a proficient, cost-effective and intuitive method for motion teaching. New software to apply this method to a humanoid is also presented. This new method utilizes current sensors to determine which joints to rotate. The experiment shown in this paper is a case of closed link where arms cannot move independently due to the restrictions in between the hands. After the input of several passing points of motion trajectory, the curve fitting is performed by the developed software. This software can insert new points, delete erroneous points and modify existing points. The developed motion teaching method is applied to the Kumdo robot, which is developed by the authors.

• Journal of the Ergonomics Society of Korea
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• v.8 no.2
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• pp.19-26
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• 1989

This study, as a part of integrated human-robot ergonomics, improves the robot motion control on the robot task in the TOES/WCS whose purpose is improving the teaching task constructed in the previous study. First, the updated combined fuzzy process using a new membership function with Weber's law is constructed for the purpose of coordinate reading of the end points in the macro motion control. Second, an algorithm using the geometric analysis is desinged in order to calculate position values and posture values of the robot joints. Third, the MGSLM method is designed to remove unnecessary the robot motion control caused by the GSLM method in the micro motion control. Consequently, proposed methods in this study lessen burdcn of a human of an improvement of the robot motion control and reduce the teaching time of a human operator and inaccuracy of the teaching task, which contribute to the integrated human-robot ergonomics.

• Journal of the Ergonomics Society of Korea
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• v.8 no.1
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• pp.41-46
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• 1989

The purpose of this study is to improve robot motion control in teaching and operating the expert system/world coordinate system (TOES/WCS) constructed in the previous study. The major contribution of this study is reduction of the inaccuracy in coordinated reading and the movement time of robots in macro motion control. This study also reduces undesirable time of micro motion control by using an unit control (UC) and a micro unit control (MUC) in micro motion control.

• Transactions on Control, Automation and Systems Engineering
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• v.3 no.4
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• pp.236-241
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• 2001

Teach pendant is the most widely used means of robot teaching at present. Despite the difficulties of using the motion command buttons on the teach pendant, it is an economical, robust, and effective device for robot teaching task. This paper presents the development of a force/moment direction sensor named COSMO that can improve the teach pendant based robot teaching. Robot teaching experiment of a six axis commercial robot using the sensor is described where operator holds the sensor with a hand, and move the robot by pushing, pulling, and twisting the sensor in the direction of the desired motion. No prior knowledge of the coordinate system is required. The function of the COSMO sensor is to detect the presence f force and moment along the principal axes of the sensor coordinate system. The transducer used in the sensor is micro-switch, and this intuitive robot teaching can be implemented at a very low cost.

• Journal of the Ergonomics Society of Korea
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• v.9 no.1
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• pp.21-27
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• 1990

Teaching Expert System/World Coordinate System(TES/WDS) was proposed to improve robot motion control. First, precise coordinate reading for getting the inherent data about position and posture of task objects was performed throgh the integrated image and fuzzy processing. Second, singularity and parameter limitation problems in getting the motion data about position and posture of robot in macro motion were solved by proposed geometric algorithm. Third, the unnecessary robot motion was also removed by the Robot Time and Motion (RTM) method and the Multi-Geometric Straight-Line Motion (MGSLM) method in micro motion. This results demonstrated reduction of the average teaching task time according to task order.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.302-315
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• 2008

Circular motion has been one of the most difficult concepts for students to understand. To facilitate for students to form scientific mental models about circular motion, this study developed 4M learning cycle teaching model based on the integrated mental model theory and strategies. For this study, fifty-three eleventh graders at a technical high school in Inchon were taught for 3 class hours. We conducted tests of basic physics concept and mental model of circular motion before, after, and two months after instruction. In results, we found that there were statistically significant improvement in the test of basic physics concept and mental model related with circular motion after instruction. Especially, this teaching model affected learning effectiveness of Correctness and Coherence of mental model.

• Journal of Science Education
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• v.39 no.3
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• pp.333-342
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• 2015

The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.