Author(s):  
Phuong Thao Thai ◽  
Maria Savchenko ◽  
Ichiro Hagiwara

Origami structures are now applied more and more in industry with the advantages of enough stiffness to support weight, but can be folded flat for shipping or storage. Not only ordinary paper with small thickness 0.1mm, but also special paper materials such as cardboard or coated paper, which thickness is bigger (1–2mm) is used for forming origami structures. Therefore, the idea of designing an origami-performing robot to exclude human from folding the target work is now developed and investigated carefully. In this paper, we propose to develop a general simulation-based methodology for the manipulation with the paper origami structures as the basis for the robot design. Firstly, the problems of how to form the crease lines on the structure and the folding sequence on the different thickness of paper sheets by a robot hand are investigated carefully. Secondly, about the configuration of origami performing robot, we consider the reachability of manipulators, kinematics of the designed robot to extent the opportunities of application of robotics to fold the real origami structures in industrial and craft areas. Finally, with the purpose of using the robot for folding wide range of paper sizes’ formats and thickness, we suppose to minimize the size of the robotic system as much as possible to make it light weight and easy to use.


2012 ◽  
Vol 588-589 ◽  
pp. 1208-1213
Author(s):  
Jie Zhang ◽  
Jian Qi ◽  
Yong Guan

This paper first summarizes the existing basic theories and methods of hardware design verification. Then it analyzes and compares the simulation-based verification and formal methods-based verification, and discusses Equivalence Checking, Model Checking and Theorem Proving in detail. Finally, it points out the existing problems and the future directions in the field.


2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.


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