Abstract:

This contribution presents the experience of a way to introduce the basic topics of laser range finders and simulation of autonomous drive for high school students. The aim was for them to get familiar with laser technology for autonomous system by being physical active by playing the role as artificial intelligence unit or the vehicle drive controller.

Firstly, the students were introduced to the laser technology in a classroom setting. Through a projector laser scans were presented and updated in real time. Key features present in the laser scan were pointed out, such as walls, door and humans. This so that the students got understanding of what the sensor registers. The sensor was also rotated so they see and register the sensor response. After this the students were informed that it is one of the main sensors in autonomous vehicles. A drawing with two oncoming vehicles in a corridor was presented to the students. The students were polled about what driving commands that are needed to steer the vehicles without collision. Firstly, they came up with the driving commands; left, right, forward, and stop. And then it was agreed to only use those commands in the play setting. They were then informed about that a push table in this case represented a vehicle. One of the students acted as the artificial intelligence (AI) unit onboard the vehicle by analyzing the laser readings and decided driving command for the student that acted as vehicle controller. The only driving commands the controller supposed to recognize were forward, left, right, and stop.

Then, two different push tables, representing the vehicles, equipped with laser range finders, power source, and laptop computers were moved to a nearby corridor. The students operated the vehicle, tables, in pairs and had different tasks, one acted as the artificial intelligence unit and analyzed the sensor readings that were presented on the laptop screens and selected an appropriate driving command. The other student listened for driving commands and controlled the movement of the table. Both students had eye vision blocked by laboratory coats hanging over them. It that way visual input about the surroundings were blocked.

In the play setting the students drove the tables up and down a corridor. At the end of the corridor they switched role, and the one that was acting AI unit become vehicle controller, and the vehicle controller the AI unit. Most students did try both roles. A minority of the students wanted to try several times, and a few students did not want to participate but preferred to observe or contributing as obstacles. What can be mentioned is that most students were active, they did not only act as driver and AI units, they also acted as stationary and moving obstacles, even if it was not mentioned in the briefing.

It seemed the student where interested in the tasks and investigated the system response. Most of them drove the tables fully controlled down the corridor in a playful way with other students as moving and stationary obstacles. The students also came up with new driving commands such as reverse.
The students were open to collisions as haptic feedback, and looked like they had fun in the exercise.

This exercise can easily be extended and improved by having a debrief discussion about the outcome, and the introduce mathematics that can be used to solve the task in real life, such as trigonometry and geometry.

Keywords:

Autonomous system, learning by doing.