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animals following us and staying out of our way the way a dog or a cat do. The last thing one thinks of when rst seeing these arm manipulators, large and heavy chunks of steel, would be the word gentle. And yet this is what one thinks when watching this dance. The robot follows the ballerina, steps back when she changes her direction of motion, and hesitates when the ballerina puts her arms around the robot (as if thinking, Where should I move now ). The dance looks fascinating, for now at least: There are many such scenes in our future, with robots much smarter and much more sensitive and also capable of doing what we want them to do.

This was bringing up more and more questions But wouldn t John already know this about himself Haven t you spoken to him about it Oh, yes, he replied, finishing off his sandwich, at which point he started looking around for something, as if this conversation had brought to mind a forgotten task He pushed back from the table a little bit, and bent down to grab what looked like a drink coaster from his briefcase He shoved it in his shirt pocket and forgot about it He continued: I talked with John about it I told him that he was going to have to let it go a bit, become a bit more of a risk taker He promises he can do it, but I can tell he just wants to make the switch because of the money.

The projects can start 3 4 weeks into the course when the students are already familiar with the problem, notation, and terminology, and can read additional literature on their own In this author s experience, the student would be required to write an email report once a week, outlying the work done on the project, issues to be tackled in the next period, and asking questions, if any The work status would be also discussed in the regular meetings with the instructor If the class is too big for that, other means of following the projects progress are needed It may happen that in order to proceed with their project, some students may need the knowledge of material that would be discussed in class somewhat later.

In the above example, the registers were stripped out of the pipeline. Each stage is a combinatorial expression of the previous as shown in Figure 1.3. The performance of this design is Throughput 8 bits/clock (assuming one new input per clock) Latency Between one and two multiplier delays, 0 clocks Timing Two multiplier delays in the critical path By removing the pipeline registers, we have reduced the latency of this design below a single clock cycle.

In such cases I would encourage the students to proceed with their reading of the corresponding material on their own, and would be ready to provide consultation as needed The topics of course projects listed here are given only as examples Very often, students themselves try to come up with a topic that is closely related to their interests, their specialty, their thesis topic, or even another course that they are presently taking or have recently completed With most students being already quite experienced in science and engineering, this author has chosen to make it known that such connections would be welcome; he has given students much exibility in choosing their topics, as long as the project satis ed the expected level of effort and was closely related to the course s material.

As a result, projects may vary widely, and the defense of projects at the nal exam likely turns into an interesting mini-lectures series Not rarely, course projects would have continuations in the following years (a student may continue the project for another year, or change his/her PhD topic, or prepare a conference or journal paper, etc) Once the topic is chosen and worked on for a little while, changing the topic should be discouraged because this will not leave suf cient time for work One will note that the list of suggested projects below involves topics that, while related to the material taught in the course, go beyond the speci c material studied One such example is motion planning for multiple mobile robots The idea here is that the course has prepared the student to use the material they have already learned for more advanced work.