The Week’s Best Robot Videos: Watch Robots Get Down Like Korean Pop Star PSY

The Week’s Best Robot Videos: Watch Robots Get Down Like Korean Pop Star PSY

 Every Friday, Future Tense rounds up the best robot videos of the week. Seen a great robot video? Tweet it to @FutureTenseNow

This week, robots take on the K-pop song of the summer and lend a helpful hand on the factory floor.

The Gangnam Bots

 
The dancers seen here were built from Robotis’ Bioloid robotics kit, an educational DIY robotics set that people love putting to music. Though these machines don’t have all the flair and energy of PSY, the Korean pop star behind the song, they sure give it a pretty impressive shot—just imagine how much closer it’d be if they could perfect that little horse-back riding move. Who’s up for the DARPA Gangnam Style Challenge?

Via YouTube.

Manufacturing Gangnam Style

Manufacturing Gangnam Style 
by Stacey Wagner, Manager, Workforce Systems Development, NIST MEP

Rethink Robotics, the firm that designed and manufactured Baxter the famous industrial robot, has met its match. Robotis’ Bioloid, an educational DIY robotics set, has developed a new, hipper cousin to Baxter that dances – Gangnam Style.  And no wonder. Baxter is a “serious robot” who has a job at Vanguard Plastics, a Connecticut manufacturer. He doesn’t have time to goof off.

 
But Baxter’s ability to work side by side with human counterparts has many people worried.  What if he and his robotic buddies stop dancing and take over all the manufacturing jobs?  What if people – and the wonderful human qualities they bring to manufacturing – become passé?
In last fall’s MIT Technology Review[1] Rodney Brooks, the CEO of Rethink Robotics and Baxter’s “father”, said he believes that the advent of sophisticated manufacturing automation will serve  humans by making them more efficient, not replace them.

There are over one million robots engaged in work around the world, says the International Federation of Robotics, and approximately 80 percent of car manufacturing is now conducted through automation.  And both small and large manufacturers can take advantage of automation, using machines that cost as little as $1,000 for a 3D printer, or sophisticated machines like Baxter that cost much more (Baxter costs $22,000).

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Connecting scientist mentors with students who have the desire to learn

By Caleph Wilson

Every scientist has three key experiences that helped them on the road to a career in science, technology, engineering and mathematics, or STEM: 1) being born with a desire to learn; 2) having opportunity to apply STEM principles; and 3) guidance from an effective mentor. The desire to learn started early in our lives, and those of us who were lucky began to receive guidance while we were in school. As we navigated the various stages of our careers, all three experiences built upon each other. We scientists know the value of mentoring and providing opportunities to others. However, without a road map to community engagement, finding out how to give back to the community can be difficult.

Here is the good news: the skills that make us scientists transfer to working with students in the community! For example: whenever we want to solve an issue with a research project that is outside of our skill set, we simply locate a collaborator who has resources or a skill to meet that need. Scientists can take that same approach to engage the community. So, think about your approach to outreach like you approach a research project.

As always, projects start with questions. Let’s start with these in our quest to help students begin to learn about STEM:

1. Does my institution, company or organization already have STEM outreach programs
2. Are there faith-based or community groups that are promoting STEM by connecting scientists with students?
3. How much time do I have in my schedule for community service?
4. Are there other scientists I know who have engaged the community before?
5. What are the expected outcomes of my engagement?

Opportunities to address the above questions arise constantly, and scientists have to be prepared to take advantage of them. For example, there are two well-established STEM outreach programs in my community. One is the Science Education Academy, which is a collaboration between Whiterock Baptist Church and the Ernest Everett Just Biomedical Society of the University of Pennsylvania. The other is iPRAXIS, which is a community-based organization that supports a city-wide science fair. For the last few years the members of the Community Service Committee of the Biomedical Postdoctoral Council at the University of Pennsylvania have served as science project mentors for middle school students in Philadelphia.

Science Education Academy matches graduate students and postdoc volunteers with elementary school students to introduce them to or reinforce STEM principles over the course of seven weeks. The main benefit of the program is that students from under-represented minority groups have access to scientists at a leading research institution. Moreover, a majority of the science mentors are from under-represented minority groups as well, providing needed role models. At the end of the mentoring cycle participants have a field exercise at Clark Park. Students have an opportunity to apply many of the principles learned in the classroom by exploring the park's environments. Over time, Science Education Academy has built a very strong relationship with students, parents, scientists and a faith-based organization.

Science Education Academy

Students perform experiments with simple machines (pulleys and levers) in the Science Education Academy.

The community organization iPRAXIS prepares students for science fair projects. Postdoctoral scientific volunteers, or “Scienteers,” visit science classes of area middle schools and mentor young people with developing science projects. Students are introduced to the standards of the scientific process, including background research, experimental design, the scientific method, notebook maintenance, and project execution. In addition to helping with science fair projects, Scienteers and other scientists serve as judges at the city-wide science fair. Each May iPRAXIS hosts an iFUNCTION, which is an awards program meant to recognize the students’ efforts and achievements.

Read the full post at: http://www.planetary.org

PROCESO DE DISEÑO & DESARROLLO EN UNA EMPRESA METALMECÁNICA (A)

ESTABLECIMIENTO DEL PROCESO DE DISEÑO & DESARROLLO

• Reconocimiento de la necesidad y su factibilidad

Antes de crear un departamento de diseño y desarrollo, la compañía debe establecer de forma clara si existe la necesidad de su existencia; esto implica establecer la pertinencia y su factibilidad técnica y económica. Como se verá más adelante, establecer y mantener un departamento de diseño y desarrollo requiere la inversión de unos recursos que si no son recuperados en el tiempo constituirían una pérdida. Es preciso comentar que dentro de las justificaciones para crear un departamento de diseño y desarrollo, podrían contemplarse el establecimiento de una línea de máquinas propias, es decir diseñadas y construidas para venderlas como un producto de la compañía; también podría venderse el servicio de diseño a los clientes que lo requieran, bien sea para el diseño y construcción de máquinas, para el rediseño de máquinas existentes o para la realización de estudios técnicos y de ingeniería que demanden conocimientos y elementos técnicos especializados (experiencia, software, herramientas).

A pesar que en el apartado introductorio de este libro se mencionó que en los países en vía de desarrollo existe la necesidad de empresas metalmecánicas que presten el servicio de diseño y desarrollo de máquinas para atender las necesidades de las compañías Pymes; la compañía deberá visibilizar cuantitativamente esta necesidad en su sector y región de influencia. Para documentar y sustentar la factibilidad del nuevo departamento, la compañía, en función de los recursos disponibles, puede optar por la realización de un estudio de mercados contratado con una compañía externa y especializada en este tipo de estudios; en el caso de no disponer de muchos recursos, la compañía puede realizar encuestas y entrevistas a sus clientes habituales y a algunos potenciales, evidentemente en este caso los resultados obtenidos no tendrán la amplitud y la calidad de los que se obtendrían con el estudio externo. Una buena opción, si se dispone del tiempo, es acudir a las universidades; es factible que en algunas de ellas existan estudiantes o semilleros de investigación que puedan realizar este estudio; los resultados, en términos de amplitud y calidad, pueden llegar a ser bastante parecidos a los que se lograrían con un estudio contratado, con la ventaja de un bajo costo pero con el inconveniente del tiempo, que en ocasiones puede ser un poco extenso.

Como resultados del estudio, en lo posible, se debe poder establecer de los clientes:

• ·         Los recursos promedio invertidos en años anteriores, en adquisición de maquinarias o equipos.
• ·         Los recursos promedio presupuestados a invertir, en adquisición de maquinarias o equipos para el año actual y en lo posible para los próximos años
• ·         Principales proveedores de maquinaria y equipos; si es posible establecer la participación de cada uno de ellos.
• ·         Tiempo promedio que les ha tomado todo el proceso de compra, adquisición y puesta en marcha de los equipos y máquinas adquiridas.
• ·         Tiempo de respuesta y costo de los servicios de posventa prestado por los proveedores de máquinas.
• ·         Existencia de departamento de diseño y desarrollo en ingeniería.
• ·         La posibilidad de modificación de máquinas y equipos existentes en sus plantas, para adecuarse a otras condiciones operativas o productos.
• ·         Interés en el desarrollo de máquinas y equipos específicos o personalizados.
• ·         Disposición real para el pago del servicio de diseño y desarrollo cuando se requiera.
• ·         Frecuencia que requieren la realización de análisis de ingeniería y quien los realiza. Costos y tiempos promedio que han requerido estos estudios.
• ·         Posibilidad real de contratar los servicios de diseño y desarrollo con vuestra compañía.

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Los resultados obtenidos deben ser analizados por la compañía y, en función de la proyección deseada, establecer la pertinencia o no de la creación del departamento de diseño y desarrollo. Establecida la pertinencia, se continuará con la formalización y normalización del servicio de diseño; sin embargo quiero llamar la atención en que el establecimiento o formalización de diseño y desarrollo no es solo una actividad administrativa, parte de un convencimiento y un compromiso real de la gerencia o dirección y de toda la compañía para su establecimiento, desarrollo y consolidación.

Giovanni Torres

https://www.facebook.com/llobanny.torres

@goodesgoesheave

Personal Products for the Disabled

Personal Products for the Disabled

by: Terry Persun, Technology Journalist

It’s not just good enough to create a product these days, it must be different, it must have its own look and feel, and it must be accepted by its clients.

The “Helping Hand” was designed with the needs of the disabled in mind. From its molded grip, to its bristles, the hand is easy to use and simple to store.Smith Innovation begins most of their designs by talking with their clients, and sometimes even asking them for sketches. This approach has them in the forefront of what their client wants. No number of in-house design concept meetings can compete with such an approach. Often, it’s something small that makes the difference between a product being used or not.
According to Brian Smith, President of Smith Innovation (Waxahachie, TX), “One of our recent projects, a personal use product for the disabled, was created in such a way. After receiving a number of sketches, it was our job to figure out the best processes to use to produce the part.” Smith Innovation designed the product using SolidWorks 3D CAD system, then tried out a number of manufacturing processes, including injection molding, along with three different silicone gel components that were then bonded to the plastic substrate.
“It was important to us to offer the customer something with a look and feel unlike anything else they could find on the market,” Brian said. The company progressed through three design iterations before settling on the final product. Each iteration, is produced using solid modeling, which allowed them to adjust the unique cosmetic features of the final product. “We created our designs using SolidWorks 2012, 3D design software, then converted the file to an STL format from that data, and uploaded the STL file through the internet at the ZoomRP.com site. It was easy,” he said.
ZoomRP.com provided the prototype part as a single solid component, combining the plastic base part as well as the gel grip parts into one. This allowed Smith Innovation to have a sample of what the product would look like once completed. It also gave them the opportunity to make additional cosmetic changes until they felt everything was perfect. The product was produced using Selective Laser Sintering (SLS), which allows for a highly accurate finished product to be produced quickly and affordably with nylon material. “The part required very little post processing, which included some sanding and a few small feature adjustments,” Brian said. “The bristles had base diameters of 0.030-in. and tapered upward to about 0.010-in diameters,” he added.
The front of the Helping Hand is equipped with bristles.This is where the benefits of ZoomRP.com came into play. According to Brian, Smith Innovation received the parts overnight. “The key to our needs included unbelievable speed of delivery, reasonable cost outlay, and very accurate detail,” Brian explained, “and that’s what ZoomRP.com delivered.” Overall part tolerances were +/-0.007-in.
The final component was approximately 1-in. thick, 19-in. long, and 5.5-in wide.
The reason Smith Innovation went with ZoomRP.com for their SLS additive manufacturing process was because the part design had complex surfaces that couldn’t have been fabricated as easily or as accurately using most subtractive processes available. “It’s often easy to underestimate the number of features you need to get the desired shape you want,” Brian said.
When it comes to producing standalone products for any industry, ZoomRP offers a variety of additive manufacturing processes, including PolyJet, SLA, SLS, and FDM. Smith Innovation was able to choose the right process for their particular needs with ease. This allowed them to produce an important product for their market within a very short timeframe.
For more information visit www.smithinnovation.com and http://www.solidconcepts.com.
Author Bio: Terry Persun is a Technology Journalist, and holds a Bachelor’s of Science as well as an MA in Creative Writing. He has worked as an engineer as well as a marketing consultant. Seven of his novels have been published. “Cathedral of Dreams”, is a science fiction story of the near future, and a ForeWord magazine Book of the Year finalist. His latest novel is “Revision 7: DNA”.

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Designing the New Design Education Experience

Designing the New Design Education Experience
by Greg Holderfield, Director of the Segal Design Institute

If one was to set out to design a college-level business curriculum, it’s a fairly straightforward task with a historical reference point. Economics, marketing, accounting, statistics – all are generally accepted requirements for a well-rounded business education for a graduate.

Ask someone to design a design curriculum…well, that’s another story.
For that matter, if you were to ask a hundred different people to define “design,” you could have a hundred different answers. Design is a loaded word – and creating a framework for design education involves a lot more than a few core courses.
The challenge that faces today’s universities is how to create a dynamic curriculum that engages students in possibility-based thinking that is powered by design.

Defining Design at the University
Unlike some other universities, Northwestern has made the choice to not establish a stand-alone design school. Instead, we chose to harness the interdisciplinary nature of the field and bring together faculty and students from across the university into one initiative: The Segal Design Institute.
The institute was born out of the McCormick School of Engineering, where all freshmen in engineering are required to take an introductory class in design thinking and communication. After the initial class, all design coursework is elective, allowing students the freedom to discover and follow their passion in design.
Design in the context of engineering has historically been that of data-driven solutions for problems. We’ve discovered that students need to augment this framework for problem solving with a view that is human-centered.
Being human-centered -- or factoring the user in context -- is what makes design appealing across the wide spectrum of university disciplines. Design is evolving to become an essential component in many professional fields and the curriculum must be applicable, relevant and actionable for each student. In short, we felt the Segal must produce students that are fluent in design but can also apply that mindset and toolkit to whatever career they chose to pursue.
Leaders across a multitude of industries are grappling with how to articulate the role design plays in the business world. It’s not a question that is easily answered, but we have to prepare students to engage in that debate.

The Faculty Component
When you have a design institute that’s open to students in all disciplines, you attract a richer base of experience and talent. And that goes for faculty as well as students. Our faculty is gleaned from the top talent within the university in schools of engineering, communication, computer science, business and art.

The ability to seamlessly integrate these diverse practice areas is also critical. Many of our faculty members collaborate to create coursework that expands the definition of design thinking. This year, Segal will be offering a another new class in the area of design, “Envisioning Information in a Business Context.” It focuses on visual messaging of data to tell a narrative – not to sell, but to have the information stand on its own through design.
Segal has also established a design teaching and research council with representatives from disciplines throughout Northwestern to fill in those gaps in traditional design curriculum through best practices, team teaching, research and collaborative publishing. It’s an important step as we establish the Northwestern voice in design.
A geographic advantage plays a part as well. Part of Segal’s design curriculum involves tapping the knowledge and expertise of leaders in the field, many of which are here in Chicago. We have a professional network of guest lecturers including thought leaders from IDEO, Gravity Tank, IA Collaborative, Greater Good Studio, Doblin, Epic– heavy hitters in the field of design consulting. .....

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