Modern Robotics - Revision history

Lynch at 21:15, 19 February 2024

2024-02-19T21:15:22Z

← Older revision		Revision as of 16:15, 19 February 2024
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	== Book ==		== Book ==

	Purchase the hardback through [https://www.amazon.com/gp/product/1107156300/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1107156300&linkCode=as2&tag=nu32book-20&linkId=f522685bc8cc019b5e064ce65fb510df '''Amazon''']or through [http://www.cambridge.org/ModernRobotics '''Cambridge University Press'''], or check out the free preprint version below. You can also purchase [https://item.jd.com/12788036.html '''~~the~~ Chinese version of the book'''].		Purchase the hardback through [https://www.amazon.com/gp/product/1107156300/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1107156300&linkCode=as2&tag=nu32book-20&linkId=f522685bc8cc019b5e064ce65fb510df '''Amazon''']or through [http://www.cambridge.org/ModernRobotics '''Cambridge University Press'''], or check out the free preprint version below. You can also purchase the [https://item.jd.com/12788036.html '''Chinese version'''] or the [http://www.acornpub.co.kr/book/modern-robotics '''Korean version'''].

	The current version of the book is the updated first edition (online preprint dated December 2019, printed published version from Cambridge marked "3rd printing 2019" or later). The updated first edition (also referred to as "version 2") includes several corrections and minor additions to the original first edition (first published in May 2017).		The current version of the book is the updated first edition (online preprint dated December 2019, printed published version from Cambridge marked "3rd printing 2019" or later). The updated first edition (also referred to as "version 2") includes several corrections and minor additions to the original first edition (first published in May 2017).

Lynch at 21:14, 19 February 2024

2024-02-19T21:14:21Z

← Older revision		Revision as of 16:14, 19 February 2024
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	[[File:ModernRoboticsCMPCover.jpg\|right\|thumb\|x300px\|[https://item.jd.com/12788036.html The Chinese version from China Machine Press.]]]		[[File:ModernRoboticsCMPCover.jpg\|right\|thumb\|x300px\|[https://item.jd.com/12788036.html The Chinese version from China Machine Press.]]]

	'''Translations:''' You can also purchase the book in [https://item.jd.com/12788036.html '''Chinese'''] or '''Korean'''.		'''Translations:''' You can also purchase the book in [https://item.jd.com/12788036.html '''Chinese'''] or [http://www.acornpub.co.kr/book/modern-robotics '''Korean'''].

	[[File:mr-korean.jpg\|right\|thumb\|x300px\|[http://www.acornpub.co.kr/book/modern-robotics The Korean translation by acorn Publishing Korea.]]]		[[File:mr-korean.jpg\|right\|thumb\|x300px\|[http://www.acornpub.co.kr/book/modern-robotics The Korean translation by acorn Publishing Korea.]]]

Lynch at 21:13, 19 February 2024

2024-02-19T21:13:00Z

← Older revision		Revision as of 16:13, 19 February 2024
Line 4:		Line 4:
	[[File:ModernRoboticsCMPCover.jpg\|right\|thumb\|x300px\|[https://item.jd.com/12788036.html The Chinese version from China Machine Press.]]]		[[File:ModernRoboticsCMPCover.jpg\|right\|thumb\|x300px\|[https://item.jd.com/12788036.html The Chinese version from China Machine Press.]]]

	'''Translations:''' You can purchase the book in [https://item.jd.com/12788036.html Chinese] or Korean.		'''Translations:''' You can also purchase the book in [https://item.jd.com/12788036.html '''Chinese'''] or '''Korean'''.

			[[File:mr-korean.jpg\|right\|thumb\|x300px\|[http://www.acornpub.co.kr/book/modern-robotics The Korean translation by acorn Publishing Korea.]]]

	'''[[Modern_Robotics#Online_Courses \| Modern Robotics is available as online courses on Coursera.]]'''		'''[[Modern_Robotics#Online_Courses \| Modern Robotics is available as online courses on Coursera.]]'''

Lynch at 21:02, 19 February 2024

2024-02-19T21:02:47Z

← Older revision		Revision as of 16:02, 19 February 2024
Line 4:		Line 4:
	[[File:ModernRoboticsCMPCover.jpg\|right\|thumb\|x300px\|[https://item.jd.com/12788036.html The Chinese version from China Machine Press.]]]		[[File:ModernRoboticsCMPCover.jpg\|right\|thumb\|x300px\|[https://item.jd.com/12788036.html The Chinese version from China Machine Press.]]]

	'''~~New!~~''' You can purchase [https://item.jd.com/12788036.html ~~'''the~~ Chinese ~~translation~~ ~~of the book''']~~.		'''Translations:''' You can purchase the book in [https://item.jd.com/12788036.html Chinese] or Korean.

	'''[[Modern_Robotics#Online_Courses \| Modern Robotics is available as online courses on Coursera.]]'''		'''[[Modern_Robotics#Online_Courses \| Modern Robotics is available as online courses on Coursera.]]'''

Lynch: /* Book, Practice Exercises, and Linear Algebra Review */

2023-01-26T14:48:45Z

Book, Practice Exercises, and Linear Algebra Review

← Older revision		Revision as of 09:48, 26 January 2023
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	"It is the pedagogical strength of this book that concepts from Lie group theory (which form the building blocks of modern kinematics) are presented in a way that will appeal to undergraduate students as well as to researchers and roboticists in general. ... For some time, this approach was deemed too complicated to be taught in undergraduate robotics classes. However, this book by Lynch and Park should change the conventional wisdom on this issue. ... With its consolidated modern approach, ''Modern Robotics'' is destined to become a classic in the field." '''Andreas Mueller''', ''Johannes Kepler University, Austria''		"It is the pedagogical strength of this book that concepts from Lie group theory (which form the building blocks of modern kinematics) are presented in a way that will appeal to undergraduate students as well as to researchers and roboticists in general. ... For some time, this approach was deemed too complicated to be taught in undergraduate robotics classes. However, this book by Lynch and Park should change the conventional wisdom on this issue. ... With its consolidated modern approach, ''Modern Robotics'' is destined to become a classic in the field." '''Andreas Mueller''', ''Johannes Kepler University, Austria''

			== Book ==
	== Book, Practice Exercises, and Linear Algebra Review ==

	Purchase the hardback through [https://www.amazon.com/gp/product/1107156300/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1107156300&linkCode=as2&tag=nu32book-20&linkId=f522685bc8cc019b5e064ce65fb510df '''Amazon''']or through [http://www.cambridge.org/ModernRobotics '''Cambridge University Press'''], or check out the free preprint version below. You can also purchase [https://item.jd.com/12788036.html '''the Chinese version of the book'''].		Purchase the hardback through [https://www.amazon.com/gp/product/1107156300/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1107156300&linkCode=as2&tag=nu32book-20&linkId=f522685bc8cc019b5e064ce65fb510df '''Amazon''']or through [http://www.cambridge.org/ModernRobotics '''Cambridge University Press'''], or check out the free preprint version below. You can also purchase [https://item.jd.com/12788036.html '''the Chinese version of the book'''].

Lynch: /* Slides for Classroom or Online Teaching */

2021-09-17T20:56:49Z

Slides for Classroom or Online Teaching

← Older revision		Revision as of 15:56, 17 September 2021
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	You can [[Media:MR-slides.zip\|download summary slides for classroom teaching]], covering much of the material in Chapters 2, 3, 4, 5, 6, 8, 9, 11, and 13. (In my current class, I [Lynch] do not have time to cover any material from Chapters 7, 10, and 12, nor parts of the material from Chapters 8, 11, and 13.) These slides are summaries only, leaving out full derivations, and they are used in class after students have watched the videos on their own time. (In my class, students also complete lecture comprehension problems on Coursera before attending the live class.)		You can [[Media:MR-slides.zip\|download summary slides for classroom teaching]], covering much of the material in Chapters 2, 3, 4, 5, 6, 8, 9, 11, and 13. (In my current class, I [Lynch] do not have time to cover any material from Chapters 7, 10, and 12, nor parts of the material from Chapters 8, 11, and 13.) These slides are summaries only, leaving out full derivations, and they are used in class after students have watched the videos on their own time. (In my class, students also complete lecture comprehension problems on Coursera before attending the live class.)

	I project the slides in powerpoint and write on them using powerpoint's "Draw" function and a Wacom One tablet during class. (Or I print them out and use a doc cam to write.) Writing on the slides helps with pacing and makes the class more interactive. In the first part of class I review the material from the videos and reading, perhaps asking questions of the whole class. At the end of most slide decks, there are rather simple conceptual problems for small-group discussion. No computers or difficult calculation needed. These discussions, which may take place via breakout rooms on Zoom, are to encourage student engagement with the material. After the small-group discussions, we reconvene to share our answers.		I project the slides in powerpoint and write on them using powerpoint's "Draw" function and a Wacom One tablet during class. (Or I print them out and use a doc cam to project as I write on the printouts.) Writing on the slides helps with pacing and makes the class more interactive. In the first part of class I review the material from the videos and reading, perhaps asking questions of the whole class. At the end of most slide decks, there are rather simple conceptual problems for small-group discussion. No computers or difficult calculation needed. These discussions, which may take place via breakout rooms on Zoom, are to encourage student engagement with the material. After the small-group discussions, we reconvene to share our answers.

	Each slide deck is meant to roughly correspond to one 50-minute class, but some classes have more material than others. In some classes, more discussion time would be helpful. In others, class ends a bit early.		Each slide deck is meant to roughly correspond to one 50-minute class, but some classes have more material than others. In some classes, more discussion time would be helpful. In others, class ends a bit early.

Lynch: /* Slides for Classroom or Online Teaching */

2021-09-17T20:56:22Z

Slides for Classroom or Online Teaching

← Older revision		Revision as of 15:56, 17 September 2021
Line 87:		Line 87:
	You can [[Media:MR-slides.zip\|download summary slides for classroom teaching]], covering much of the material in Chapters 2, 3, 4, 5, 6, 8, 9, 11, and 13. (In my current class, I [Lynch] do not have time to cover any material from Chapters 7, 10, and 12, nor parts of the material from Chapters 8, 11, and 13.) These slides are summaries only, leaving out full derivations, and they are used in class after students have watched the videos on their own time. (In my class, students also complete lecture comprehension problems on Coursera before attending the live class.)		You can [[Media:MR-slides.zip\|download summary slides for classroom teaching]], covering much of the material in Chapters 2, 3, 4, 5, 6, 8, 9, 11, and 13. (In my current class, I [Lynch] do not have time to cover any material from Chapters 7, 10, and 12, nor parts of the material from Chapters 8, 11, and 13.) These slides are summaries only, leaving out full derivations, and they are used in class after students have watched the videos on their own time. (In my class, students also complete lecture comprehension problems on Coursera before attending the live class.)

	I project the slides in powerpoint and write on them using powerpoint's "Draw" function and a Wacom One tablet during class. Writing on the slides helps with pacing and makes the class more interactive. In the first part of class I review the material from the videos and reading, perhaps asking questions of the whole class. At the end of most slide decks, there are rather simple conceptual problems for small-group discussion. No computers or difficult calculation needed. These discussions, which may take place via breakout rooms on Zoom, are to encourage student engagement with the material. After the small-group discussions, we reconvene to share our answers.		I project the slides in powerpoint and write on them using powerpoint's "Draw" function and a Wacom One tablet during class. (Or I print them out and use a doc cam to write.) Writing on the slides helps with pacing and makes the class more interactive. In the first part of class I review the material from the videos and reading, perhaps asking questions of the whole class. At the end of most slide decks, there are rather simple conceptual problems for small-group discussion. No computers or difficult calculation needed. These discussions, which may take place via breakout rooms on Zoom, are to encourage student engagement with the material. After the small-group discussions, we reconvene to share our answers.

	Each slide deck is meant to roughly correspond to one 50-minute class, but some classes have more material than others. In some classes, more discussion time would be helpful. In others, class ends a bit early.		Each slide deck is meant to roughly correspond to one 50-minute class, but some classes have more material than others. In some classes, more discussion time would be helpful. In others, class ends a bit early.

Lynch: /* Slides for Classroom or Online Teaching */

2021-09-17T20:55:38Z

Slides for Classroom or Online Teaching

← Older revision		Revision as of 15:55, 17 September 2021
Line 85:		Line 85:
	== Slides for Classroom or Online Teaching ==		== Slides for Classroom or Online Teaching ==

	You can [[Media:MR-slides.zip\|download summary slides for classroom teaching]], covering much of the material in Chapters 2, 3, 4, 5, 6, 8, 9, 11, and 13. (In my current class, I (Lynch) do not have time to cover any material from Chapters 7, 10, and 12, nor parts of the material from Chapters 8, 11, and 13.) These slides are summaries only, leaving out full derivations, and they are used in class after students have watched the videos on their own time. (In my class, students also complete lecture comprehension problems on Coursera before attending the live class.)		You can [[Media:MR-slides.zip\|download summary slides for classroom teaching]], covering much of the material in Chapters 2, 3, 4, 5, 6, 8, 9, 11, and 13. (In my current class, I [Lynch] do not have time to cover any material from Chapters 7, 10, and 12, nor parts of the material from Chapters 8, 11, and 13.) These slides are summaries only, leaving out full derivations, and they are used in class after students have watched the videos on their own time. (In my class, students also complete lecture comprehension problems on Coursera before attending the live class.)

	I project the slides in powerpoint and write on them using powerpoint's "Draw" function and a Wacom One tablet during class. Writing on the slides helps with pacing and makes the class more interactive. In the first part of class I review the material from the videos and reading, perhaps asking questions of the whole class. At the end of most slide decks, there are rather simple conceptual problems for small-group discussion. No computers or difficult calculation needed. These discussions, which may take place via breakout rooms on Zoom, are to encourage student engagement with the material. After the small-group discussions, we reconvene to share our answers.		I project the slides in powerpoint and write on them using powerpoint's "Draw" function and a Wacom One tablet during class. Writing on the slides helps with pacing and makes the class more interactive. In the first part of class I review the material from the videos and reading, perhaps asking questions of the whole class. At the end of most slide decks, there are rather simple conceptual problems for small-group discussion. No computers or difficult calculation needed. These discussions, which may take place via breakout rooms on Zoom, are to encourage student engagement with the material. After the small-group discussions, we reconvene to share our answers.

Lynch: /* About the Authors */

2021-09-01T23:00:56Z

About the Authors

← Older revision		Revision as of 18:00, 1 September 2021
Line 185:		Line 185:
	[[image:kevin-m-lynch-headshot.jpg\|right]]		[[image:kevin-m-lynch-headshot.jpg\|right]]

	'''Kevin M. Lynch''' is ~~Professor~~ and director of the [https://robotics.northwestern.edu Center for Robotics and Biosystems] and a member of the [http://nico.northwestern.edu Northwestern Institute on Complex Systems] at Northwestern University. His research focuses on dynamics, motion planning, and control for robot manipulation and locomotion; self-organizing multi-agent systems; and physically interacting human-robot systems.		'''Kevin M. Lynch''' is a professor and the director of the [https://robotics.northwestern.edu Center for Robotics and Biosystems] and a member of the [http://nico.northwestern.edu Northwestern Institute on Complex Systems] at Northwestern University. His research focuses on dynamics, motion planning, and control for robot manipulation and locomotion; self-organizing multi-agent systems; and physically interacting human-robot systems.

	He is Editor-in-Chief of the ''IEEE Transactions on Robotics'', former Editor-in-Chief of the IEEE International Conference on Robotics and Automation Conference Editorial Board, and a former Editor of the IEEE Transactions on Robotics, the IEEE Robotics and Automation Letters, and the IEEE Transactions on Automation Science and Engineering. He is a co-author of [https://www.amazon.com/Principles-Robot-Motion-Implementations-Intelligent/dp/0262033275 ''The Principles of Robot Motion''] (MIT Press, 2005) and [http://nu32.org ''Embedded Computing and Mechatronics with the PIC32 Microcontroller''] (Elsevier, 2015), an IEEE fellow, and the recipient of the IEEE Early Career Award in Robotics and Automation, Northwestern's Professorship of Teaching Excellence, and the Northwestern Teacher of the Year award in engineering. He earned a BSE in Electrical Engineering from Princeton University and a PhD in Robotics from Carnegie Mellon University.		He is Editor-in-Chief of the ''IEEE Transactions on Robotics'', former Editor-in-Chief of the IEEE International Conference on Robotics and Automation Conference Editorial Board, and a former Editor of the IEEE Transactions on Robotics, the IEEE Robotics and Automation Letters, and the IEEE Transactions on Automation Science and Engineering. He is a co-author of [https://www.amazon.com/Principles-Robot-Motion-Implementations-Intelligent/dp/0262033275 ''The Principles of Robot Motion''] (MIT Press, 2005) and [http://nu32.org ''Embedded Computing and Mechatronics with the PIC32 Microcontroller''] (Elsevier, 2015), an IEEE fellow, and the recipient of the IEEE Early Career Award in Robotics and Automation, Northwestern's Professorship of Teaching Excellence, and the Northwestern Teacher of the Year award in engineering. He earned a BSE in Electrical Engineering from Princeton University and a PhD in Robotics from Carnegie Mellon University.

Lynch: /* About the Authors */

2021-09-01T23:00:36Z

About the Authors

← Older revision		Revision as of 18:00, 1 September 2021
Line 185:		Line 185:
	[[image:kevin-m-lynch-headshot.jpg\|right]]		[[image:kevin-m-lynch-headshot.jpg\|right]]

	'''Kevin M. Lynch''' is Professor and ~~Chair of the Mechanical Engineering Department at Northwestern University. He is~~ director of the [https://robotics.northwestern.edu Center for Robotics and Biosystems] and a member of the [http://nico.northwestern.edu Northwestern Institute on Complex Systems]. His research focuses on dynamics, motion planning, and control for robot manipulation and locomotion; self-organizing multi-agent systems; and physically interacting human-robot systems.		'''Kevin M. Lynch''' is Professor and director of the [https://robotics.northwestern.edu Center for Robotics and Biosystems] and a member of the [http://nico.northwestern.edu Northwestern Institute on Complex Systems] at Northwestern University. His research focuses on dynamics, motion planning, and control for robot manipulation and locomotion; self-organizing multi-agent systems; and physically interacting human-robot systems.

	He is Editor-in-Chief of the ''IEEE Transactions on Robotics'', former Editor-in-Chief of the IEEE International Conference on Robotics and Automation Conference Editorial Board, and a former Editor of the IEEE Transactions on Robotics, the IEEE Robotics and Automation Letters, and the IEEE Transactions on Automation Science and Engineering. He is a co-author of [https://www.amazon.com/Principles-Robot-Motion-Implementations-Intelligent/dp/0262033275 ''The Principles of Robot Motion''] (MIT Press, 2005) and [http://nu32.org ''Embedded Computing and Mechatronics with the PIC32 Microcontroller''] (Elsevier, 2015), an IEEE fellow, and the recipient of the IEEE Early Career Award in Robotics and Automation, Northwestern's Professorship of Teaching Excellence, and the Northwestern Teacher of the Year award in engineering. He earned a BSE in Electrical Engineering from Princeton University and a PhD in Robotics from Carnegie Mellon University.		He is Editor-in-Chief of the ''IEEE Transactions on Robotics'', former Editor-in-Chief of the IEEE International Conference on Robotics and Automation Conference Editorial Board, and a former Editor of the IEEE Transactions on Robotics, the IEEE Robotics and Automation Letters, and the IEEE Transactions on Automation Science and Engineering. He is a co-author of [https://www.amazon.com/Principles-Robot-Motion-Implementations-Intelligent/dp/0262033275 ''The Principles of Robot Motion''] (MIT Press, 2005) and [http://nu32.org ''Embedded Computing and Mechatronics with the PIC32 Microcontroller''] (Elsevier, 2015), an IEEE fellow, and the recipient of the IEEE Early Career Award in Robotics and Automation, Northwestern's Professorship of Teaching Excellence, and the Northwestern Teacher of the Year award in engineering. He earned a BSE in Electrical Engineering from Princeton University and a PhD in Robotics from Carnegie Mellon University.