| Abstract | Autonomous robots are quickly becoming a key player in the transition to precision agriculture. In this course, students will learn theoretical and practical aspects of robotics. Lectures will introduce how robots operate and analyse their application to precision agriculture. In hands-on laboratories, students will apply concepts learned in class on educational robots to simulate a weeding task. |
| Learning objective | After the course, students will be able to critically examine and select appropriate robotic solutions for agricultural applications.
The learning objectives of the course are: (i) illustrate the principle of operation of the main components of a robotic system, (ii) analyse how the different robotic components are integrated and contribute to the functioning of a robotic system, and (iii) solve problems in the field of agriculture using robotic principles. |
| Content | Robots are becoming a key technology in the transition to smart farming and in supporting the agricultural needs of the 21st century. For example, robots enable site-specific fertilization, automated weeding, or livestock herding.
The course gives an overview of robotic systems, beginning with their fundamental components (e.g., sensors, actuators, locomotion strategies) and gradually scaling up to the system level, illustrating the concepts of perception, robot control, obstacle avoidance and navigation. Exercises performed with an educational robot (Thymio) will complement the theoretical lectures providing a hands-on practical experience of the challenges of using these machines.
During the course, students will gradually apply the theoretical and practical knowledge they are learning. To this end, students will work in teams to develop a robotic solution for an agricultural task of their choice. Students will learn to translate the task into meaningful requirements for a robotic system and critically select the most appropriate components to achieve the required robotic functions. Students will periodically present and discuss the development of this "robot design" exercise during presentations and in a journal report. |
| Lecture notes | Copies of the slides and exercises will be provided on the course Moodle page. |
| Literature | - A. Bechar and C. Vigneault, “Agricultural robots for field operations: Concepts and components,” Biosyst. Eng., vol. 149, pp. 94–111, 2016.
- S. Asseng and F. Asche, “Future farms without farmers,” Sci. Robot., vol. 4, no. 27, p. eaaw1875, Feb. 2019.
- D. C. Rose, J. Lyon, A. de Boon, M. Hanheide, and S. Pearson, “Responsible development of autonomous robotics in agriculture,” Nat. Food, vol. 2, no. 5, pp. 306–309, 2021. |
| Prerequisites / Notice | No mandatory prerequisites, but it is preferable that students have a basic knowledge of computer programming.
Class size limitation to 30 students. |
Competencies | | Subject-specific Competencies | Concepts and Theories | assessed | | Techniques and Technologies | assessed | | Method-specific Competencies | Analytical Competencies | assessed | | Decision-making | fostered | | Problem-solving | assessed | | Project Management | fostered | | Social Competencies | Communication | assessed | | Cooperation and Teamwork | assessed | | Leadership and Responsibility | fostered | | Self-presentation and Social Influence | fostered | | Sensitivity to Diversity | fostered | | Negotiation | fostered | | Personal Competencies | Adaptability and Flexibility | assessed | | Creative Thinking | assessed | | Critical Thinking | assessed | | Integrity and Work Ethics | fostered | | Self-awareness and Self-reflection | fostered | | Self-direction and Self-management | fostered |
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Performance assessment as a semester course