Documente Academic
Documente Profesional
Documente Cultură
2000
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES
Edited By
John D. Enderle
Brooke Hallowell
NATIONAL SCIENCE FOUNDATION
2000
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES
Edited By
John D. Enderle
Brooke Hallowell
ii
CONTENTS
PUBLICATION POLICY..........................................................................................................................................II
CONTENTS .............................................................................................................................................................. III
CONTRIBUTING AUTHORS...............................................................................................................................VII
FOREWORD ............................................................................................................................................................ IX
CHAPTER 1 INTRODUCTION ...........................................................................................................................1
CHAPTER 2 BEST PRACTICES IN SENIOR DESIGN ...................................................................................7
CHAPTER 3 USING “MEANINGFUL” EDUCATIONAL OUTCOMES ASSESSMENT TO IMPROVE
DESIGN PROJECTS ................................................................................................................................................19
CHAPTER 4 USING NSF-SPONSORED PROJECTS TO ENRICH STUDENTS’ WRITTEN
COMMUNICATION SKILLS .................................................................................................................................25
CHAPTER 5 ARIZONA STATE UNIVERSITY...............................................................................................35
THE POSTURE-RIGHT WALKER........................................................................................................................36
DETACHABLE ASSISTIVE WHEELCHAIR ACCESSORY...............................................................................38
POWERED REHABILITATION STANDING FRAME ........................................................................................40
PEDAL POWERED COMPUTER-ACCESS WHEELCHAIR ..............................................................................42
ULTRASONIC OBSTACLE DETECTION SYSTEM ...........................................................................................44
HAND PUMP BICYCLE ........................................................................................................................................46
TENNIS WHEELCHAIR #1 ...................................................................................................................................48
TENNIS WHEELCHAIR #2 ...................................................................................................................................49
CLASSROOM WORKSTATION FOR A CEREBRAL PALSIED STUDENT .....................................................50
CHAPTER 6 CASE WESTERN RESERVE UNIVERSITY ............................................................................53
CHAIR LIFT ...........................................................................................................................................................54
HAND POSITION TOY..........................................................................................................................................55
CHEMICAL SENSITIVITY BOOTH.....................................................................................................................56
CHAPTER 7 DUKE UNIVERSITY....................................................................................................................57
WHEELCHAIR DESK............................................................................................................................................58
THE SPINNER........................................................................................................................................................62
GUITAR STRUMMER...........................................................................................................................................64
SHOPPING AID FOR PERSONS WITH VISUAL IMPAIRMENT.......................................................................66
THE POINTER TRAINER......................................................................................................................................68
CHILD FRIENDLY TIMER ...................................................................................................................................70
CHAPTER 8 MISSISSIPPI STATE UNIVERSITY..........................................................................................73
LOW-COST SCIENTIFIC CALCULATOR WITH VOICE OUTPUT ..................................................................74
ONE-HANDED BRAILLE INPUT DEVICE .........................................................................................................76
A NOVEL CHAIN-DRIVE MECHANISM FOR AN OFF-ROAD WHEELCHAIR .............................................78
AUTOMATED GUIDANCE SYSTEM FOR A POWER WHEELCHAIR MANEUVERING IN A KNOWN
ENVIRONMENT....................................................................................................................................................80
SUSPENSION AND MONITORING SYSTEM FOR GAIT TRAINING USING A TREADMILL......................82
CLOSED CHAIN REHABILITATION DEVICE FOR THE KNEE ......................................................................84
LEFT FIELD LOUNGE LIFT MECHANISM AND STRUCTURAL DESIGN.....................................................86
KENAF COMPOSITE SPORTS WHEELCHAIR ..................................................................................................88
A REMOTE CONTROLLED DOOR FOR PEOPLE IN WHEELCHAIRS............................................................90
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THE GUARDIAN 2000: FORKLIFT DETECTING SYSTEM FOR PEOPLE WITH HEARING IMPAIRMENTS
.................................................................................................................................................................................92
CHAPTER 9 NORTH CAROLINA STATE UNIVERSITY ............................................................................95
ADAPTIVE LAPTOP CASE AND MOUNT FOR A WHEELCHAIR ..................................................................96
ADVANCEMENT CHAIR FOR CHILDREN WITH MUSCULAR DISABILITIES............................................98
ADAPTIVE DRUM SET FOR A PERSON WITH PARAPLEDGIA...................................................................100
MODIFICATIONS TO A DYNAMIC STANDER FOR A CHILD WITH SPINA BIFIDA.................................102
MODIFICATION OF A TRICYCLE FOR A CHILD WITH CEREBRAL PALSY .............................................104
ADJUSTABLE TRAY FOR USE WITH A VARIETY OF CHAIRS ...................................................................106
A PROGRAMMABLE POSITION-ADJUSTABLE BED....................................................................................108
VOICE ACTIVATED TOY CAR .........................................................................................................................110
CHAPTER 10 NORTH DAKOTA STATE UNIVERSITY ..........................................................................113
VOICE SPECTRA DISPLAY ...............................................................................................................................114
SPEAKER VOLUME DISPLAY ..........................................................................................................................116
PERSONAL LOCATOR.......................................................................................................................................118
VOICE DELAY.....................................................................................................................................................120
CALCULATOR FOR PEOPLE WITH VISUAL IMPAIRMENTS......................................................................122
VOICE ACTIVATED TV MONITOR ..................................................................................................................124
CHAPTER 11 NORTHERN ILLINOIS UNIVERSITY ...............................................................................127
WIRELESS COMMUNICATION DEVICE.........................................................................................................128
CHAPTER 12 RENSSELAER POLYTECHNIC INSTITUTE....................................................................135
A MOTORIZED ROCKING PLATFORM FOR A TUMBLE FORM CHAIR.....................................................136
AN ASSISTIVE DEVICE FOR.............................................................................................................................140
PUSHING ELEVATOR BUTTONS .....................................................................................................................140
CORDLESS SWITCHES FOR INCREASED SAFETY AND SIMPLE OPERATION OF ELECTRICAL
ASSISTIVE DEVICES..........................................................................................................................................142
A HEATING SYSTEM FOR AN ELECTRIC WHEELCHAIR USED IN VERY COLD WEATHER................144
JOYSTICK INTERFACE FOR A REMOTE CONTROL CAR............................................................................147
JOYSTICK INTERFACE FOR A REMOTE CONTROL CAR............................................................................148
NERF BALL CANNON TOY FOR IMPROVING HAND/EYE COORDINATION...........................................150
CHAPTER 13 STATE UNIVERSITY OF NEW YORK AT BUFFALO ....................................................155
COMPACT WHEELCHAIR-LUGGAGE COUPLER .........................................................................................156
STOWABLE BOOKHOLDING DEVICE............................................................................................................158
FOR A WHEELCHAIR.........................................................................................................................................158
ADJUSTABLE FIVE-POINT CHUCK FOR REMOVING TWIST-OFF LIDS...................................................160
ADJUSTABLE SWING ATTACHMENT FOR A CHILD’S BICYCLE SEAT...................................................162
ALL TERRAIN VEHICLE ACCESSORY FOR WHEELCHAIRS......................................................................164
ADJUSTABLE TRANSPORT CHAIR THAT ALLOWS PATIENTS TO RECLINE.........................................166
FREE WEIGHT BENCH SPOTTER.....................................................................................................................168
PORTABLE SLIDE DEVICE ...............................................................................................................................170
DOOR OPENER FOR WHEELCHAIR USERS...................................................................................................172
BATHTUB CHAIR ...............................................................................................................................................174
COLLAPSIBLE ATTACHABLE LOCKING STORAGE TABLE FOR A WALKER ........................................176
AN INDEPENDENT SUSPENSION WHEELCHAIR: SOFTER RIDING WHEELCHAIR..............................178
WEARABLE PORTABLE VIBRATING ALARM FOR PEOPLE WHO ARE DEAF........................................180
PORTABLE BACKPACK HANDS-FREE...........................................................................................................182
OXYGEN SYSTEM..............................................................................................................................................182
AN ORIENTATION SENSING ............................................................................................................................184
FLATWARE COMPANION.................................................................................................................................184
STOWABLE COLLAPSIBLE CANOPY FOR WHEELCHAIRS .......................................................................186
COMPUTER PORT EXTENSION FOR IMPROVED PORT ACCESS...............................................................188
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CHAPTER 14 TEXAS A&M UNIVERSITY .................................................................................................191
WHEELCHAIR LEG CAM LOCK RELEASE MECHANISM............................................................................192
BEDSIDE TABLE BRAKE ..................................................................................................................................194
PHYSICAL THERAPY WALKING ASSIST DEVICE .......................................................................................196
MECHANICAL WHEELCHAIR ANTI-TIP ........................................................................................................198
BAR RELEASE.....................................................................................................................................................198
ELECTRO-MECHANICAL ANTI-TIP BAR RELEASE.....................................................................................200
CHAPTER 15 UNIVERSITY OF ALABAMA AT BIRMINGHAM...........................................................203
PORTABLE SWING SET.....................................................................................................................................204
THE POWER-ENHANCED .................................................................................................................................206
ENTERTAINMENT TABLE................................................................................................................................206
THE POKECART: A THERAPEUTIC HAND DRIVEN CART .........................................................................208
ADJUSTABLE HEIGHT COMPUTER TABLE ..................................................................................................210
CHAPTER 16 UNIVERSITY OF CONNECTICUT .....................................................................................213
SPEAK-N-SEE......................................................................................................................................................214
AUTOMATIC PAGE TURNER ...........................................................................................................................218
COMPUTERIZED ENVIRONMENTAL REMOTE CONTROL.........................................................................220
THE LEARNING AIDE FOR COMPUTER-LITERATE CHILDREN WITH AUTISM.....................................222
ELECTRONIC BASEBALL SCORER.................................................................................................................224
TAP-TAP INTERCOM .........................................................................................................................................226
TAP-TAP ENVIRONMENTAL CONTROL UNIT..............................................................................................228
PAINTING “EASELY”.........................................................................................................................................230
E-GRIP ..................................................................................................................................................................232
ROAMING DIAGNOSTIC STATION .................................................................................................................234
MONITOR LIFT ...................................................................................................................................................236
IREMOTE: REMOTE ENVIRONMENT CONTROL ..........................................................................................238
SONI-KEY VOICE-CONTROLLED DOOR LOCK............................................................................................240
CHAPTER 17 UNIVERSITY OF MASSACHUSETTS LOWELL .............................................................243
VOICE-ACTIVATED ENVIRONMENTAL CONTROL SYSTEM....................................................................244
VOICE ACTIVATED ENVIRONMENTAL CONTROL SYSTEM ....................................................................246
AUDIBLE BAR CODE SCANNER TO HELP PERSONS WITH VISUAL IMPAIRMENT IDENTIFY
PRESCRIPTION BOTTLES .................................................................................................................................248
VOICE-ACTIVATED BED CONTROL SYSTEM ..............................................................................................250
CYBER-LINK MIND-MOUSE ENVIRONMENTAL CONTROLLER ..............................................................252
VOICE ACTIVATED ENVIRONMENTAL CONTROL SYSTEM ....................................................................254
VOICE-ACTIVATED PHONE.............................................................................................................................256
VOICE-CONTROLLED HOSPITAL BED ..........................................................................................................258
DIGITAL ODOMETER ........................................................................................................................................260
CHAPTER 18 UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL...........................................263
TABLET FOR DEVELOPING HANDWRITING SKILLS..................................................................................264
TRACKING DEVICE FOR PEOPLE WITH VISUAL IMPAIRMENTS.............................................................266
HEARING LOSS SIMULATOR...........................................................................................................................268
INFANT PATTING DEVICE ...............................................................................................................................270
JOYSTICK-CONTROLLED POWER WHEELS JEEP .......................................................................................272
CHAPTER 19 WAYNE STATE UNIVERSITY ............................................................................................275
REDESIGN AND PROCESS IMPROVEMENT PROJECTS FOR A ..................................................................276
VOCATIONAL CLASSROOM............................................................................................................................276
RADIO FREQUENCY TECHNOLOGY FOR MANIPULATIVE PLAY ...........................................................284
FITTS’ LAW GAME SYSTEM FOR TEACHING ACCESSIBLE DESIGN.......................................................286
MULTIMEDIA ASSESSMENT TOOL FOR CHILDREN WITH DISABILITIES .............................................288
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CHAPTER 20 WRIGHT STATE UNIVERSITY ..........................................................................................291
INTERVIEWING TABLE AND CHAIR TO ACCOMMODATE AN INDIVIDUAL WITH DWARFISM .......292
SENSORY FEEDBACK STIMULUS RESPONSE BOARD AND VIBRATION BOARD ................................296
RAISING AND LOWERING MAT BOARD .......................................................................................................300
HAND TOOL SYSTEM FOR TYING CARDBOARD BALES ...........................................................................302
WHEELCHAIR ACTIVATED GAME WITH LIGHTS AND SOUND...............................................................304
HANDS-FREE COMPUTER INTERFACE SYSTEM.........................................................................................306
ELECTRONIC BOARD GAME FOR CHILDREN WITH LIMITED MOBILITY .............................................308
VISUAL TRACKING DEVICE............................................................................................................................310
CHAPTER 21 INDEX ......................................................................................................................................313
vi
CONTRIBUTING AUTHORS
Susan M. Blanchard, Biological and Agricultural Arthur A. Huckelbridge, Department of Civil
Engineering Department, North Carolina State Engineering, Case Western Reserve University,
University, Raleigh, North Carolina 27695-7625 Cleveland, Ohio 44106
Jason Bellorado, Electrical and Computer William Hyman, Bioengineering Program, Texas
Engineering, University Of Massachusetts Lowell, A&M University, College Station, TX 77843
Lowell, MA 01854
Xuan Kong, Department of Electrical Engineering,
Gray Nigg, Electrical and Computer Engineering, Northern Illinois University, DeKalb, IL 60115
University Of Massachusetts Lowell, Lowell, MA
01854 Richard J. Koubek, Biomedical and Human Factors
Engineering, Wright State University, Dayton, OH
Laurence N. Bohs, Department of Biomedical 45435
Engineering, Duke University, Durham, North
Carolina 27708-0281 Gary M. McFadyen, T.K. Martin Center for
Technology and Disability, P.O. Box 9736,
Donn A. Clark, Assistive Technology Program, Mississippi State University, Mississippi State, MS
University Of Massachusetts Lowell, Lowell, MA 39762
01854
Joseph C. Mollendorf, Mechanical and Aerospace
Alan W. Eberhardt, University Of Alabama At Engineering, State University of New York at
Birmingham, Department of Materials and Buffalo, Buffalo, NY 14260
Mechanical Engineering, BEC 254, 1150 10th Ave. S.,
Birmingham, Alabama, 35294-4461 Chandler Phillips, Biomedical and Human Factors
Engineering, Wright State University, Dayton, OH
John Enderle, Biomedical Engineering, University of 45435
Connecticut, Storrs, CT 06269-2157
David B. Reynolds, Biomedical and Human Factors
Robert F. Erlandson, Electrical & Computer Engineering, Wright State University, Dayton, OH
Engineering, Wayne State University, Detroit MI 45435
48202
Roger P. Rohrbach, Biological and Agricultural
Daniel L. Ewert, Department of Electrical Engineering Department, North Carolina State
Engineering, North Dakota State University, Fargo, University, Raleigh, North Carolina 27695-7625
North Dakota 58105
Mansour Tahernezhadi, Department of Electrical
Jacob S. Glower, Department of Electrical Engineering, Northern Illinois University, DeKalb,
Engineering, North Dakota State University, Fargo, IL 60115
North Dakota 58105
Val Tareski, Department of Electrical Engineering,
Richard Goldberg, Department of Biomedical North Dakota State University, Fargo, North Dakota
Engineering, University Of North Carolina At 58105
Chapel Hill, 152 MacNider, CB #7455, Chapel Hill,
NC 27599 Gary Yamaguchi, Chemical, Bio, & Materials
Engineering, Arizona State University, Tempe, AZ
Brooke Hallowell, School of Hearing, Speech and 85287-6006
Language Sciences, W321 Grover Center, Ohio
University, Athens, OH 45701 Allen Zelman, Department of Biomedical
Engineering, Rensselaer Polytechnic Institute, 110
Jiping He, Chemical, Bio, & Materials Engineering, 8th Street, Troy, New York 12180-3590
Arizona State University, Tempe, AZ 85287-6006
vii
viii
FOREWORD
Welcome to the Twelfth annual issue of the National Design Projects to Aid the Disabled, published in
Science Foundation Engineering Senior Design 1997, described 94 projects carried out by students at
Projects to Aid Persons with Disabilities. In 1988, 19 universities during the academic 1993-94 year.
the National Science Foundation (NSF) began a
program to provide funds for student engineers at NSF 1995 Engineering Senior Design Projects to Aid
universities throughout the United States to the Disabled, published in 1998, described 124
construct custom designed devices and software for projects carried out by students at 19 universities
individuals with disabilities. Through the during the 1994-95 academic year.
Bioengineering and Research to Aid the Disabled
(BRAD) program of the Emerging Engineering NSF 1996 Engineering Senior Design Projects to Aid
Persons with Disabilities, published in 1999,
Technologies Division of NSF1, funds were awarded presented 93 projects carried out by students at 12
competitively to 16 universities to pay for supplies, universities during the 1995-96 academic year.
equipment and fabrication costs for the design
projects. A book entitled, NSF 1989 Engineering The ninth issue, NSF 1997 Engineering Senior
Senior Design Projects to Aid the Disabled was Design Projects to Aid Persons with Disabilities,
published in 1989, reporting on the projects that published in 2000, included 124 projects carried out
were funded during the first year of this effort. by students at 19 universities during the 1996-97
academic year.
In 1989, the BRAD program of the Emerging
Engineering Technologies Division of NSF increased NSF 1998 Engineering Senior Design Projects to Aid
the number of universities funded to 22. Following Persons with Disabilities, published in 2001,
completion of the 1989-1990 design projects, a presented 118 projects carried out by students at 17
second book was published, describing these universities during the 1997-98 academic year.
projects, entitled, NSF 1990 Engineering Senior
Design Projects to Aid the Disabled. NSF 1999 Engineering Senior Design Projects to Aid
Persons with Disabilities, published in 2001,
North Dakota State University (NDSU) Press presented 117 projects carried out by students at 17
published the following three issues. In NSF 1991 universities during the 1998-99 academic year.
Engineering Senior Design Projects to Aid the
Disabled almost 150 projects by students at 20 This book, funded by the NSF, describes and
universities across the United States during the documents the NSF-supported senior design
academic year 1990-91 were described. NSF 1992 projects during the eleventh year of this effort, 1999-
Engineering Senior Design Projects to Aid the 2000. Each chapter, except for the first four,
Disabled presented the almost 150 projects carried describes activity at a single university, and was
out by students at 21 universities across the United written by the principal investigator(s) at that
States during the 1991-92 academic year. The fifth university, and revised by the editors of this
issue described 91 projects by students at 21 publication. Individuals wishing more information
universities across the United States during the on a particular design should contact the designated
1992-93 academic year. supervising principal investigator. An index is
provided so that projects may be easily identified by
Creative Learning Press, Inc. has published the topic. Chapters on best practices in design
succeeding volumes. NSF 1994 Engineering Senior experiences, outcomes assessment, and enhancing
writing skills of engineering design students are also
included in this book.
1
In January of 1994, the Directorate for Engineering
(ENG) was restructured. This program is now in the It is hoped that this book will enhance the overall
Division of Bioengineering and Environmental quality of future senior design projects directed
Systems, Biomedical Engineering & Research Aiding toward persons with disabilities by providing
Persons with Disabilities Program. examples of previous projects, and by motivating
faculty at other universities to participate because of
ix
the potential benefits to students, schools, and this publication. Faculty members using the book as
communities. Moreover, the new technologies used a guide should exercise good judgment when
in these projects will provide examples in a broad advising students.
range of applications for new engineers. The
ultimate goal of both this publication and all the Readers familiar with previous editions of this book
projects that were built under this initiative is to will note that John Enderle moved from North
assist individuals with disabilities in reaching their Dakota State University to the University of
maximum potential for enjoyable and productive Connecticut in 1995. With that move, annual
lives. publications also moved from NDSU Press to
Creative Learning Press Inc. in 1997. During 1994,
This NSF program has brought together individuals Enderle also served as NSF Program Director for the
with widely varied backgrounds. Through the Biomedical Engineering & Research Aiding Persons
richness of their interests, a wide variety of projects with Disabilities Program while on a leave of
was completed and is in use. A number of different absence from NDSU.
technologies were incorporated in the design
projects to maximize the impact of each device on Brooke Hallowell is Associate Dean for Research
the individual for whom it was developed. A two- and Sponsored Programs in the College of Health
page project description format is generally used in and Human Services a faculty member in the School
this text. Each project is introduced with a of Hearing and Speech Sciences at Ohio University.
nontechnical description, followed by a summary of Hallowell's primary area of expertise is in
impact that illustrates the effect of the project on an neurogenic communication disorders. She has a
individual's life. A detailed technical description long history of collaboration with colleagues in
then follows. Photographs and drawings of the biomedical engineering, in research, curriculum
devices and other important components are development, teaching, and assessment.
incorporated throughout the manuscript.
The editors welcome any suggestions as to how this
Sincere thanks are extended to Dr. Allen Zelman, a review may be made more useful for subsequent
former Program Director of the NSF BRAD yearly issues. Previous editions of this book are
program, for being the prime enthusiast behind this available for viewing at the WEB Site for this project:
initiative. Additionally, thanks are extended to Drs.
Peter G. Katona, Karen M. Mudry, Fred Bowman, http://nsf-pad.bme.uconn.edu/.
Carol Lucas and Gil Devey, former and current NSF
John D. Enderle, Ph.D., Editor
Program Directors of the Biomedical Engineering
Biomedical Engineering
and Research to Aid Persons with Disabilities
260 Glenbrook Road, U-157
Programs, who have continued to support and
University of Connecticut
expand the program.
Storrs, Connecticut 06269-2157
We acknowledge and thank Ms. Shari Valenta for Voice: (860) 486-5521; FAX: (860) 486-2500
the cover illustration and the artwork throughout E-mail: jenderle@bme.uconn.edu
the book, drawn from her observations at the
Children's Hospital Accessibility Resource Center in Brooke Hallowell, Ph.D., Editor
Denver, Colorado. We also acknowledge and thank School of Hearing, Speech and Language Sciences
Mr. William Pruehsner for technical illustrations, W231 Grover Center
and Ms. Sara Wagner and Ms. Rebekah Enderle for Ohio University
editorial assistance. Athens, OH 45701
Voice: (740) 593-1356; FAX: (740) 593-0287
The information in this publication is not restricted E-mail: hallowel@ohio.edu
in any way. Individuals are encouraged to use the
project descriptions in the creation of future design June 2002
projects for persons with disabilities. The NSF and
editors make no representations or warranties of any
kind with respect to these design projects, and
specifically disclaim any liability for any incidental
or consequential damages arising from the use of
x
NATIONAL SCIENCE FOUNDATION
2000
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES
CHAPTER 1
INTRODUCTION
John Enderle and Brooke Hallowell
Devices and software to aid persons with disabilities disabilities. The students have opportunities for
often need custom modification, are prohibitively practical and creative problem solving to address
expensive, or are nonexistent. Many persons with well-defined needs, and persons with disabilities
disabilities do not have access to custom receive the products of that process. There is no
modification of available devices and other benefits financial cost incurred by the persons served in this
of current technology. Moreover, when available, program. Upon completion, the finished project
engineering and support salaries often make the cost becomes the property of the individual for whom it
of custom modifications beyond the reach of the was designed.
persons who need them.
The emphases of the program are to:
In 1988, the National Science Foundation (NSF),
through its Emerging Engineering Technologies • Provide children with disabilities and adults
Division, initiated a program to support student student-engineered devices or software to
engineers at universities throughout the United improve their quality of life and provide
States designing and building devices for persons greater self-sufficiency;
with disabilities. Since its inception, this NSF
program (originally called Bioengineering and • Enhance the education of student engineers by
Research to Aid the Disabled) has enhanced designing and building a device or software
educational opportunities for students and that meets a real need; and
improved the quality of life for individuals with
• Allow the university an opportunity for
disabilities. Students and university faculty provide,
unique service to the local community.
through their Accreditation Board for Engineering
and Technology (ABET) accredited senior design Local school districts and hospitals participate in the
class, engineering time to design and build the effort by referring interested individuals to the
device or software. The NSF provides funds, program. A single student or a team of students
competitively awarded to universities for supplies, specifically designs each project for an individual or
equipment and fabrication costs for the design a group of individuals with a similar need.
projects. Examples of projects completed in years past
include a laser-pointing device for people who
Outside of the NSF program, students are typically
cannot use their hands, a speech aid, a behavior
involved in design projects that incorporate
modification device, a hands-free automatic
academic goals for solid curricular design
answering and hang-up telephone system, and an
experiences, but that do not necessarily enrich the
infrared beacon to help a blind person move around
quality of life for persons other than, perhaps, the
a room. The students participating in this program
students themselves. For instance, students might
have been richly rewarded through their activity
design and construct a stereo receiver, a robotic unit
with persons with disabilities, and justly have
that performs a household chore, or a model racecar.
experienced a unique sense of purpose and pride in
Under this NSF program, engineering design their accomplishments.
students are involved in projects that result in
original devices, or custom modifications of devices,
that improve the quality of life for persons with
1
2 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
dependent approach, and the holistic approach. The with many clients before finding a project for which
traditional approach involves reducing a system or his or her background is suitable.
problem into separate discipline-defined
components. This approach minimizes the essential After selecting a project, the student then writes a
nature of the system as a holistic or complete unit, brief description of the project for approval by the
and often leads participants to neglect the faculty supervisor. Since feedback at this stage of
interactions that take place between the components. the process is vitally important for a successful
The traditional approach usually involves a project, students usually meet with the client once
sequential, iterative approach to the system or again to review the project description.
problem, and emphasizes simple cause-effect
relationship. Teams of students often undertake projects. One or
more members of a team meet with one or more
A more holistic approach to engineering design is clients before selecting a project. After project
becoming increasingly feasible with the availability selection, the project is partitioned by the team into
of powerful computers and engineering software logical parts, and each student is assigned one of
packages, and the integration of systems theory, these parts. Usually, a team leader is elected by the
which addresses interrelationships among system team to ensure that project goals and schedules are
components as well as human factors. Rather than satisfied. A team of students generally carries out
partitioning a project based on discipline-defined multiple projects.
components, designers partition the project
according to the emergent properties of the problem. Project selection is highly variable depending on the
university, and the local health care facilities. Some
A design course provides opportunities for problem universities make use of existing technology to
solving relevant to large-scale, open-ended, develop projects to aid the disabled by accessing
complex, and sometimes ill-defined systems. The databases such as ABLEDATA. ABLEDATA
emphasis of design is not on learning new material. includes information on types of assistive
Typically, there are no required textbooks for the technology, consumer guides, manufacturer
design course, and only a minimal number of directories, commercially available devices, and one-
lectures are presented to the student. Design is best of-a-kind customized devices. In total, this
described as an individual study course where the database has over 23,000 products from 2,600
student: manufacturers and is available from:
design specifications. Specifications that involve any critical components in a device should result in
some degree of flexibility are helpful in reducing the the complete shutdown of the device.
overall complexity, cost and effort in carrying out
the project. Some specifications are absolute and After the project has undergone laboratory testing, it
cannot be relaxed. is then tested in the field with the client. After the
field test, modifications are made to the project, and
Most projects are designed in a top-down approach then the project is given to the client. Ideally, the
similar to the approach of writing computer design project in use by the disabled person should
software by first starting with a flow chart. After the be periodically evaluated for performance and
flow chart or block diagram is complete, the next usefulness after the project is complete. Evaluation
step involves providing additional details to each typically occurs, however, when the device no
block in the flow chart. This continues until longer performs adequately for the disabled person,
sufficient detail exists to determine whether the and is returned to the university for repair or
design meets the specifications after evaluation. modification. If the repair or modification is simple,
a university technician will handle the problem. If
To select the optimal design, it is necessary to the repair or modification is more extensive, another
analyze and evaluate the possible solutions. For design student is assigned to the project to handle
ease in analysis, it is usually easiest to use computer the problem as part of his or her design course
software. For example, PSpice, a circuit analysis requirements.
program, easily analyzes circuit problems. Other
situations require that a potential design project Documentation
solution be partially constructed or breadboarded Throughout the design process, the student is
for analysis and evaluation. After analysis of all required to document the optimal or best solution to
possible solutions, the optimal design selected is the the problem through a series of required written
one that meets the specifications most closely. assignments. For the final report, documenting the
design project involves integrating each of the
Construction and Evaluation of the Device required reports into a single final document. While
After selecting the optimal design, the student then this should be a simple exercise, it is usually a most
constructs the device. The best method of vexing and difficult endeavor. Many times during
construction is to build the device module by the final stages of the project, some specifications are
module. By building the project in this fashion, the changed, or extensive modifications to the ideal
student is able to test each module for correct paper design are necessary.
operation before adding it to the complete device. It
is far easier to eliminate problems module by Most universities also require that the final report be
module than to build the entire project, and then professionally prepared using desktop publishing
attempt to eliminate problems. software. This requires that all circuit diagrams and
mechanical drawings be professionally drawn.
Design projects should be analyzed and constructed Illustrations are usually drawn with computer
with safety as one of the highest priorities. Clearly, software, such as OrCAD or AutoCAD.
the design project that fails should fail in a safe
manner, a fail-safe mode, without any dramatic and The two-page reports within this publication are not
harmful outcomes to the client or those nearby. An representative of the final reports submitted for
example of a fail-safe mode of operation for an design course credit, and in fact, are a summary of
electrical device involves grounding the chassis, and the final report. A typical final report for a design
using appropriate fuses; thus if ever a 120-V line project is approximately 30 pages in length, and
voltage short circuit to the chassis should develop, a includes extensive analysis supporting the operation
fuse would blow and no harm to the client would of the design project. Usually, photographs of the
occur. Devices should also be protected against device are not included in the final report since
runaway conditions during the operation of the mechanical and electrical diagrams are more useful
device, and also during periods of rest. Failure of to the engineer to document the device.
6 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
CHAPTER 2
BEST PRACTICES IN SENIOR DESIGN
John Enderle and Brooke Hallowell
This chapter illustrates different approaches to the of a patent and product search for ideas related to
design course experience. For example, at Texas the student project are summarized and contrasted
A&M University, the students work on many small with the project.
design projects during the two-semester senior
design course sequence. At North Dakota State Each student keeps an individual laboratory
University, students work on a single project during notebook for his or her project. Copies of recent
the two-semester senior design course sequence. At entries are turned in to the course instructor for a
the University of Connecticut, students are involved weekly assessment of progress. During the
in a WWW based approach and in distance learning, semester, students meet regularly with the
in a collaborative arrangement with Ohio supervisor and/or client to insure that the project
University. will be safe and meet the needs of the client. Three
oral and written project reports are presented to
Duke University demonstrate progress, to provide experience with
The Devices for the Persons with Disabilities course engineering communications, and to allow a public
is offered as an elective to seniors and graduate forum for students to receive feedback from other
students through the Biomedical Engineering students, supervisors, engineers, and health care
Department at Duke University. The course has professionals.
been supported since September 1996 by a grant
Course lectures focused on basic principles of
from the National Science Foundation, and is offered
engineering design, oral and written
each fall. The course size is limited to 12 students
communication, and ethics. In addition, guest
and four to six projects to provide a team
lectures cover topics such as an Overview of
atmosphere and to ensure quality results.
Assistive Technology, Universal Design, Ergonomics
The course involves design, construction and and Patent Issues. Field trips to a local assistive
delivery of a custom assistive technology device in technology lending library, and to an annual
typically one semester. At the start of the semester, Exposition of commercial assistive technology
students are given a list of descriptions for several companies, provide further exposure to the field.
possible projects, which have been suggested by
Students present their projects in near-final form at a
persons with disabilities and health care workers in
public mock delivery two weeks before their final
the local community. Students individually rank
delivery, which provides a last chance to respond to
order the list, and for their top three selections
external feedback. Final oral presentations include
describe why they are interested and what skills
project demonstrations. Each project's final written
they possess that will help them be successful.
report includes a quantitative analysis of the design,
Projects are assigned to teams of one to three
as well as complete mechanical drawings and
students based on these interests and expected
schematics. At the end of the semester, students
project difficulty. Soon thereafter, students meet
deliver their completed project to the client, along
with the project's supervisor and client. The
with a User's Manual that describes the operation,
supervisor is a health care professional, typically an
features, and specifications for the device.
occupational or physical therapist, who has worked
with the client. Student teams then formulate a plan For projects requiring work beyond one semester,
for the project, and present an oral and written students may continue working through the spring
Project Proposal to define the problem and their semester on an independent study basis. A full-time
expected approach. In the written proposal, results
7
8 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
summer student provides service on projects • Students must meet with patent attorneys, real
already delivered. estate agents, and members of the business
community, bankers and a venture capitalist.
University of Mass-Lowell
The capstone design experience at University of • Students must fully understand the cost of
Mass-Lowell is divided into two three-credit insurance and meet with insurance agents to
courses. These courses are taken in the last two discuss health and life insurance for employees
semesters of undergraduate studies and for the most and liability insurance costs for the company.
part involve the design of assistive technology Students are required to explore OSHA
devices and systems. The program costs are requirements relative to setting up
supported in part by a five-year grant from the development laboratories. Students are
National Science Foundation. Additional funding expected to generate much of the above
comes from corporate and individual donations to required information using direct person-to-
the assistive technology program at University of person contact and the vast amount of
Mass-Lowell. Both courses are presented in each information on the www.
semester of a traditional academic year. The
The teams are also required to understand the
combined enrollment averages between 40 and 50
elements of scheduling and must produce a Gant
each semester.
chart indicating the tasks and allotted times to take
The major objective of the first course is for each their product through development and make ready
student to define a major design to be accomplished for manufacture. A cost analysis of the process is
prior to graduation and hopefully within the required, and students are expected to understand
timeframe of the second course. The process for the real cost of development, with overhead items
choosing a design project begins immediately. clearly indicated.
However, there are other activities that take place
Much of the subject material described above is
concurrently with the search for a project. The most
covered in daily classroom discussions and with
significant of these is a team effort to generate a
guest speakers. During the process of generating
business plan for securing venture capital or other
the team business plan, each team is required to
forms of financing to support corporate
present two oral reports to the class. The first is a
development of a product orientated towards the
company report describing their company, assigned
disadvantaged community. The instructor chooses a
tasks, their product, and a rationale for choosing
number of students to serve as CEOs of their
their product.
company. The remaining students must present oral
and written resumes and submit to interviews. The second is a final report that is essentially a
presentation of the company business plan.
The CEO of each company must then hire his/her
Technical oral and written reports are essential
employees and the teams are thus formed. Each
components of the first course. Two lectures are
team is expected to do the following.
presented on the techniques of oral presentations
• Determine a product, name the company, and and written reports are reviewed by the college
generate a market analysis. technical writing consultants. All oral presentation
must be made using PowerPoint or other advanced
• Determine the process for company name creative tools.
registration, determine the patent process,
generate a cost analysis for an employee Early in the course, potential capstone projects are
benefit package, generate information on such presented; students are required to review current
terms as FICA, FUTA, SS, 941, MC, IRA, SRA, and past projects. In some semesters, potential
i9, and other terms relative to payroll clients address the class. Representatives from
deductions and state and federal reporting agencies have presented their desires and
requirements. individuals in wheelchairs have presented their
requests to the class. Students are required to begin
the process of choosing a project by meeting with
potential clients and accessing the problem, defining
Chapter 2: Best Practices in Senior Design 9
the needs, and making a decision as to whether or product. Moreover, the program brings needed
not they want the associated project. In some cases, technical expertise that would otherwise not be
students interview and discuss as many as three or available to not-for-profit rehabilitation service
four potential projects before finding one they feel providers. Additional benefits to the participating
confident in accomplishing. If the project is too students include a heightened appreciation of the
complex for a single student, a team is formed. The problems of persons with disabilities, motivation
decision to form a team is made by the instructor toward rehabilitation engineering as a career path,
only after in depth discussions with potential team and recognition of the need for more long-term
members. Individual responsibilities must be research to address the problems for which today's
identified as part of a team approach to a design. designs are only an incomplete solution.
Once a project has been chosen, the student must
begin the process of generating a written technical Texas A&M University's program involves a two-
proposal. This document must indicate clearly course capstone design sequence, BIEN 441 and 442.
answers to the following questions: BIEN 441 is offered during the fall and summer
semesters, and BIEN 442 is offered during the spring
• What are the project and its technical semester. The inclusion of the summer term allows
specifications? a full year of ongoing design activities. Students are
allowed to select a rehabilitation design project, or
• Why is the project necessary? another general bioengineering design project.
• What technical approach is going be used to The faculty at Texas A&M University involved with
accomplish the project? the rehabilitation design course have worked in
collaboration with the local school districts,
• How much time is necessary? community rehabilitation centers, residential units
of the Texas Department of Mental Health and
• How much will the project cost?
Mental Retardation (MHMR), community outreach
The final activity in this first course is the oral programs of Texas MHMR, and individual clients of
presentation of the proposal. the Texas Rehabilitation Commission and Texas
Commission for the Blind.
The second course is concerned with the design of
the project chosen and presented in the first course. Appropriate design projects are identified in group
In the process of accomplishing the design, students meetings between the staff of the collaborating
must present a total of five written progress reports, agency, the faculty, and the participating
have outside contacts with a minimum of five undergraduate students enrolled in the design class.
different persons, and generate at least three In addition, one student is employed in the design
publications or public presentations concerning their laboratory during the summer to provide logistical
project. Finally, they demonstrate their project to the support, as well as pursue his or her own project.
faculty, write a final comprehensive technical report, Each student is required to participate in the project
and deliver the project to their client. definition session, which adds to the overall design
experience. The meetings take place at the
beginning of each semester, and periodically
Texas A&M University Engineering thereafter as projects are completed and new ones
The objective of the NSF program at Texas A&M
identified.
University is to provide senior bioengineering
students an experience in the design and The needs expressed by the collaborating agencies
development of rehabilitation devices and often result in projects that vary in complexity and
equipment to meet explicit client needs identified at required duration. To meet the broad spectrum of
several off-campus rehabilitation and education needs, simpler projects are accommodated by
facilities. Texas A&M has participated in the NSF requiring rapid completion, at which point the
program for six years. The students meet with students move on to another project. More difficult
therapists and/or special education teachers for projects involve one or more semesters, or even a
problem definition under faculty supervision. This year's effort; these projects are the ones that typically
program provides significant "real world" design require more substantial quantitative and related
experiences, emphasizing completion of a finished
10 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
engineering analysis. Projects are carried out by Feedback from participating students is gathered
individual students or a team of two. each semester using the Texas A&M University
student "oppinionaire" form as well as personal
Following the project definition, the students discussion. The objective of the reviews is to obtain
proceed through the formal design process of students' assessment of the educational value of the
brainstorming, clarification of specifications, rehabilitation design program, the adequacy of the
preliminary design, review with the collaborating resources and supervision, and any suggestions for
agency, design execution and safety analysis, improving the process.
documentation, prerelease design review, and
delivery and implementation in the field. The North Dakota State University
execution phase of the design includes identifying North Dakota State University (NDSU) has
and purchasing necessary components and participated in this program for six years. All senior
materials, arranging for any fabrication services that electrical engineering students at NDSU are
may be necessary, and obtaining photography for required to complete a two-semester senior design
their project reports. project as part of their study. These students are
partitioned into faculty-supervised teams of four to
Throughout each phase of the project, the faculty
six students. Each team designs and builds a device
supervises the work, as well as the teaching
for a particular disabled individual within eastern
assistants assigned to the rehabilitation engineering
North Dakota or western Minnesota.
laboratory. These teaching assistants are paid with
university funds. The students also have continued During the early stages of NDSU's participation in
access to the agency staff for clarification or revision projects to aid persons with disabilities, a major
of project definitions, and review of preliminary effort was undertaken to develop a complete and
designs. The latter is an important aspect of meeting workable interface between the NDSU electrical
real needs with useful devices. In addition to engineering department and the community of
individual and team progress, the rehabilitation persons with disabilities to identify potential
engineering group meets as a group to discuss projects. These organizations are the Fargo Public
design ideas and project progress, and to plan School System, NDSU Student Services and the
further visits to the agencies. Anne Carlson School. NDSU students visit potential
clients or their supervisors to identify possible
One challenging aspect of having students be
design projects at one of the cooperating
responsible for projects that are eagerly anticipated
organizations. All of the senior design students visit
by the intended recipient is the variable quality of
one of these organizations at least once. After the
student work, and the inappropriateness of sending
site visit, the students write a report on at least one
inadequate projects into the field. This potential
potential design project, and each team selects a
problem is resolved at Texas A&M University by
project to aid a particular individual.
continuous project review, and by requiring that the
project be revised and reworked until it meets The process of a design project is implemented in
faculty approval. two parts. During the first semester of the senior
year, each team writes a report describing the
At the end of each academic year, the faculty and the
project to aid an individual. Each report consists of
personnel from each collaborating agency assess
an introduction to the project establishing the need
which types of projects met with the greatest success
for the project. The body of the report describes the
in achieving useful delivered devices. This review
device; a complete and detailed engineering analysis
has provided ongoing guidance in the selection of
is included to establish that the device has the
future projects. The faculty also maintains
potential to work. Almost all of the NDSU projects
continuous contact with agency personnel with
involve an electronic circuit. Typically, devices that
respect to ongoing and past projects that require
involve an electrical circuit are analyzed using
repair or modification. In some instances, repairs
PSpice, or another software analysis program.
are assigned as short-term projects to currently
Extensive testing is undertaken on subsystem
participating students. This provides an excellent
components using breadboard circuit layouts to
lesson in the importance of adequate
ensure a reasonable degree of success before writing
documentation.
the report. Circuits are drawn for the report using
Chapter 2: Best Practices in Senior Design 11
OrCAD, a CAD program. The OrCAD drawings are VisSim. Desktop publishing supported includes
also used in the second phase of design, which Microsoft Word for Windows, Aldus PageMaker,
allows the students to bring a circuit from the and technical illustration software via AutoCAD and
schematic to a printed circuit board with relative OrCAD. A scanner with image enhancement
ease. software and a high-resolution printer are also
available in the laboratory.
During the second semester of the senior year, each
team builds the device to aid an individual. This The third laboratory is used by the teams for
first involves breadboarding the entire circuit to fabrication. Six workstations exist for breadboard
establish the viability of the design. After testing, soldering, and finish work involving printed
verification, the students build a printed circuit circuit boards. Sufficient countertop space exists so
board(s) using OrCAD, and then finish the that teams may leave their projects in a secure
construction of the project using the fabrication location for ease in work.
facility in the electrical engineering department. The
device is then fully tested, and after approval by the The electrical engineering department maintains a
senior design faculty advisor, the device is given to relatively complete inventory of electronic
the client. Each of the student design teams receives components necessary for design projects, and when
feedback throughout the year from the client or not in stock, has the ability to order parts with
client coordinator to ensure that the design meets its minimal delay. The department also has a teaching
intended goal. assistant assigned to this course on a year round
basis, and an electronics technician available for help
Each design team provides an oral presentation in the analysis and construction of the design
during regularly held seminars in the department. project.
In the past, local TV stations have filmed the
demonstration of the senior design projects, and There were many projects constructed at NDSU (and
broadcast the tape on their news show. This media probably at many other universities) that proved to
exposure usually results in viewers contacting the be unsafe or otherwise unusable for the intended
electrical engineering department with requests for individual, despite the best efforts of the student
projects to improve the life of another individual, teams under the supervision of the faculty advisors.
further expanding the impact of the program. These projects are not officially documented.
scenario, students worked individually on a project of design using commercial software programs
and were divided into teams for weekly meetings. commonly used in industry. Each student in Design
The purpose of the team was to provide student II:
derived technical support at weekly meetings.
Teams also formed throughout the semester based • Constructs and tests a prototype using
on need to solve technical problems. After the modular components as appropriate;
problem was solved the team dissolved and new
teams were formed. • Conducts system integration and testing;
Each year, 25 projects are carried out by the students • Assembles final product and field-tests the
at UConn. Five of the 25 projects are completed device;
through collaboration with personnel at Ohio
• Writes final project report;
University using varied means of communication
currently seen in industry, including video • Presents an oral report using PowerPoint on
conferencing, the WWW, telephone, e-mail, postal Senior Design Day; and
mailings, and videotapes.
• Gives the device to the client after a waiver is
Senior design consists of two required courses,
signed.
Design I and II. Design I is a three-credit hour
course in which students are introduced to a variety Course descriptions, student project homepages and
of subjects. These include: working on teams, additional resources are located at
design process, planning and scheduling (time- http://design.bme.uconn.edu/.
lines), technical report writing, proposal writing,
oral presentations, ethics in design, safety, liability, The first phase of the on-campus projects involves
impact of economic constraints, environmental creating a database of persons with disabilities and
considerations, manufacturing and marketing. Each then linking the student with a person with a
student in Design I: disability. The A.J. Pappanikou Center provided a
database with almost 60 contacts and a short
• Selects a project to aid a disabled individual description of the disabilities in MS Access. The
after interviewing a person with disabilities; involvement of the Center was essential for the
success of the program. The A.J. Pappanikou Center
• Drafts specifications; is Connecticut's University Affiliated Program
(UAP) for disabilities studies. As such, relationships
• Prepares a project proposal;
have been established with the Connecticut
• Selects an optimal solution and carries out a community of persons affected by disabilities,
feasibility study; including families, caregivers, advocacy and support
groups and, of course, persons with disabilities
• Specifies components, conducts a cost analysis themselves. The Center serves as the link between
and creates a time-line; and the person in need of the device and the Design
course staff. The Center has established ongoing
• Creates a paper design with extensive relationships with Connecticut's Regional
modeling and computer analysis. Educational Service Centers, the Birth to Three
Network, the Connecticut Tech Act Project, and the
Design II is a three-credit hour course following Department of Mental Retardation. Through these
Design I. This course requires students to implement contacts, the Center facilitates the interaction
a design by completing a working model of the final between the ESE students, the client coordinators
product. Prototype testing of the paper design (professionals providing support services, such as
typically requires modification to meet the speech-language pathologists, physical and
specifications. These modifications undergo proof occupational therapists), the individuals with
disabilities (clients), and clients' families.
Engineering Design Education. Biomedical Sciences The next phase of the course involves students'
Instrumentation, 34, pp. 281-286. selection of projects. Using the on-campus database,
Chapter 2: Best Practices in Senior Design 13
• Resume, 8
Katzenbach, J. & Smith, D. The wisdom of teams:
creating the high-performance organization. Boston,
• Weekly reports,
Massachusetts: Harvard Business School Press, 1993.
• Project statement, 9
Larson, C. & LaFasto, F. Teamwork: what must go
• Specifications, right, what can go wrong. Newbury Park, California:
SAGE Publications, 1989.
14 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
• Positive rapport among team members, Timeline development by the team is usually vital to
success, eliminates most management issues, and
• Responsiveness to change, allows the instructor to monitor the activities by
student team members. For this to be a success,
• Effective conflict management, activities for each week need to be documented for
each team member, with best success when there are
• Effective time management, and
five to 10 activities per team member each week.
• Reception and use of ongoing constructive When each team member knows what specific steps
feedback. must be accomplished there is a greater chance of
success in completing the project.
The purpose of the team was to provide student- students. All of the students met each week at a
derived technical support at weekly team meetings. team meeting with the same expectations as
Students were also exposed to communication skills previously described, including oral and written
training during the weekly team meetings, and reports. Dynamic teaming occurred often
received feedback on their presentations. In throughout the semester.
addition, timelines were used for the first time,
which resulted in greater harmony and success. The While the team interaction was a significantly
course improved relative to previous years. Many improved relative to previous semesters, the process
students continued working on their projects after was not ideal. Senior Design is an extremely
the semester ended. challenging set of courses. Including additional skill
development with the expectation of success in a
Throughout the year, students also divided demanding project does not always appear to be
themselves into dynamic teams apart from their reasonable. A far better approach would be to
regular teams based on needs. For example, introduce team skills much earlier in the curriculum,
students implementing a motor control project even as early as the freshman year. Introducing
gathered together to discuss various alternatives and teamwork concepts and skills earlier and
help each other. These same students would then throughout the curriculum would ensure that an
join other dynamic teams in which a different improved focus on the project itself during the
technology need was evident. Dynamic teams were senior design experience.
formed and ended during the semester. Both the
regular team and dynamic teams were very Timelines
important in the success of the projects. At the beginning of the second semester, the student
is required to update the timeline to conform to
Overall, students were enthusiastic about the typical project management routines wherein the
working environment and the approach. Although student focuses on concurrent activities and maps
students seemed content with being concerned only areas where project downtimes can be minimized.
with their individual accomplishments, completing This updated timeline is posted on a student project
a project according to specifications and on time, web page and a hard copy is also attached to the
this approach lacked the important and enriching student’s workbench that allows the course
multidisciplinary team experience that is desired by professor or instructor to gage project progress. This
industry. allows the instructor to determine over the “larger
picture” if the student is falling behind at a rate that
NSF Projects Year 2 will delay completion of the project within the
During the second year of the NSF senior design required due dates.
program, seven students worked in two- and three-
person team projects, and the remaining students in Also during the second semester, the student is
the class worked in teams oriented around a client; required to report via the web on a weekly basis
that is, a single client would have three students project progress. Included in this report are sections
working on individual projects, projects that of their timeline that focus on the week just past and
required integration in the same way a music system on the week ahead. During these meetings the
required integration of speakers, a receiver, an instructor can discuss progress or the lack thereof,
amplifier, CD player, etc. In general, when teams but more importantly the instructor can take mental
were formed, the instructor would facilitate the note of how the student is proceeding on a week-by-
team’s multidisciplinary nature. Two teams week basis.
involved mechanical engineering students and
electrical engineering students. The others were
confined by the homogeneity of the remaining
16 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Theory
The Senior Design Lab utilizes what is perhaps the
most easily understood project-planning tool: the
timeline. The timeline, or Gantt chart, displays each
task as a horizontal line that shows the starting and
ending date for each task within a project and how it
relates to others.
parallel to place the new completion date within detail allowing the project manager to follow the
requirements. plan with greater ease.
The timeline also acts as a communication tool. The desired detail is determined by the
Team members or advisors can see how delays will requirements of the project. Some projects require
affect the completion date or other tasks in the week-by-week detail; other projects require that all
project. Project progress is also tracked with a resource movements be planned. It is also useful to
timeline. The project manager can see if the tasks schedule design reviews and re-engineering time if a
are completed on time or measure the delay if one is design or component does not meet initial
present. Alterations to amount of resources or time specifications as set out at project inception. Testing
spent on tasks are implemented to bring the project of designs or component parts should also be
plan back on schedule. Alterations are also made by scheduled.
removing certain tasks out of the critical path and
placing them into a parallel path, if practical. The second step followed in timeline drawing is the
assignment of task duration. The project planner
One major advantage of successful project planning assigns time duration to each task, usually in
using the timeline is the elimination of uncertainty. increments of days or fractions thereof. If, for
A detailed timeline has all project tasks thought out example, a task is the manufacture of a PC Board
and listed. This minimizes the risk of missing an (without soldering of components), the planner may
important task. A thoughtfully linked timeline also assign a half-day to that task. All durations are
allows the manager to see what tasks must be assigned without regard to linking.
completed before its dependent task can start. If
schedule lag is noticed, more resources can be The next step is task linking. Here the planner
placed on the higher tasks. determines the order in which tasks must be
completed. Microsoft Project allows linking with
Method simple keyboard commands. The planner links all
Discussed below is a method in which a timeline can tasks together, with a final completion date being
be drawn. The Senior Design Lab utilizes Microsoft noted. It is in this step where the planner must
Project for project planning. Aspects such as make certain decisions in order to schedule a
assigning work times, work day durations, etc. are satisfactory completion date. Tasks may be altered
determined at this time but are beyond the scope of with respect to their duration or scheduled as
this chapter. concurrent items. The critical path is also delineated
during the linking exercise. Once a satisfactory
Tasks are first listed in major groups. Major completion date has been scheduled due to these
groupings are anything that is convenient to the alterations, the planner can then publish his/her
project. Major groups consist of the design and/or timeline and proceed to follow their work plan.
manufacture of major components, design type (EE
or ME or programming), departmental tasks, or any Weekly Schedule
number of related tasks. After the major groups are Weekly activities in Design I consist of lectures,
listed, they are broken down into sub-tasks. If the student presentations and a team meeting with the
major group is a certain type of component, say an instructor. Technical and non-technical issues that
electro-mechanical device, then related electrical or impact the design project are discussed during team
mechanical engineering tasks required to design or meetings. Students also meet with
build the item in the major group are listed as sub- clients/coordinators at scheduled times to report on
groups. In the sub-groups the singular tasks progress.
themselves are delineated. All of the
aforementioned groups, sub-groups, and tasks are Each student is expected to provide an oral progress
listed on the left side of the timeline without regard report on his or her activity at the weekly team
to start, completion, or duration times. It is in this meeting with the instructor, and record weekly
exercise where the project planner lists all of the progress in a bound notebook and on the WWW
steps required to complete a project. This task list site. Weekly report structure for the WWW includes:
should be detailed as highly as possible – higher project identity, work completed during the past
week, current work within the last day, future work,
18 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
status review and at least one graphic. The client elements presented here. Still, each university's
and/or client coordinator uses the WWW reports to program is unique. In addition to the design
keep up with project so that they can provide input process elements already described, the program at
on the progress. Weekly activities in Design II the State University of New York at Buffalo, under
include team meetings with the course instructor, the direction of Dr. Joseph Mollendorf, requires that
oral and written progress reports, and construction each student go through the preliminary stages of a
of the project. As before, the WEB is used to report patent application. Naturally, projects worthy of a
project progress and communicate with the patent application are actually submitted. Thus far,
sponsors. For the past two years, the student a patent was issued for a “Four-Limb Exercising
projects have been presented at the annual Attachment for Wheelchairs” and another patent has
Northeast Biomedical Engineering Conference. been allowed for a “Cervical Orthosis.”
CHAPTER 3
USING “MEANINGFUL”
EDUCATIONAL OUTCOMES
ASSESSMENT TO IMPROVE DESIGN
PROJECTS
Brooke Hallowell
Of particular interest to persons interested in the professional accreditation. Consequently,
engineering education are the increasingly outcomes candidates for accreditation are required to
focused standards of the Accrediting Board for demonstrate plans for assessing educational
Engineering and Technology (ABET).12 This chapter outcomes, and evidence that assessment results have
is offered as an introduction to the ways in which led to improved of teaching and learning and,
improved foci on educational outcomes may lead to: ultimately, better preparation for entering the
(a) improvements in the learning of engineering professions. Accrediting bodies have thus revised
students, especially those engaged in design projects criteria standards for accreditation with greater
to aid persons with disabilities, and consequently, focus on the "output" that students can demonstrate
(b) improved knowledge, design and technology to and less on the "input" they are said to receive.13
benefit individuals in need.
“Meaningful” Assessment Practices
Brief History Because much of the demand for outcomes
As part of a movement for greater accountability in assessment effort is perceived, at the level of
higher education, U.S. colleges and universities are instructors, as a bureaucratic chore thrust upon
experiencing an intensified focus on the assessment them by administrators and requiring detailed and
of students' educational outcomes. The impetus for time-consuming documentation, there is a tendency
outcomes assessment has come most recently from for many faculty members to avoid exploration of
accrediting agencies. All regional accrediting effective assessment practices. Likewise, many
agencies receive their authority by approval from directors of academic departments engage in
the Council for Higher Education Accreditation outcomes assessment primarily so that they may
(CHEA), which assumed this function from the submit assessment documentation to meet
Council on Recognition of Postsecondary bureaucratic requirements. Thus, there is a
Accreditation (CORPA) in 1996. The inclusion of tendency in many academic units to engage in
outcomes assessment standards as part of assessment practices that are not truly "meaningful".
accreditation by any of these bodies, such as North
Central, Middle States, or Southern Associations of
Colleges and Schools, and professional accrediting
bodies, including ABET, is mandated by CHEA, and
thus is a requirement for all regional as well as 13
Hallowell, B. & Lund, N. (1998). Fostering
program improvements through a focus on
educational outcomes. In Council of Graduate
12
Accrediting Board for Engineering and Programs in Communication Sciences and
Technology (2000). Criteria for Accrediting Disorders, Proceedings of the nineteenth annual
Engineering Programs. ABET: Baltimore, MD. conference on graduate education, 32-56.
19
20 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Although what constitutes an "ideal" outcomes use assessments matters much more than our
assessment program is largely dependent on the agreement on the definitions of each of the terms we
particular program and institution in which that might use to talk about assessment issues. Still, for
program is to be implemented, there are at least the sake of establishing common ground, a few key
some generalities we might make about what terms are highlighted here.
constitutes a "meaningful" program. For example:
Formative and Summative Outcomes
An outcomes assessment program perceived Formative outcomes indices are those that can be
by faculty and administrators as an used to shape the experiences and learning
imposition of bureaucratic control over what opportunities of the very students who are being
they do, remote from any practical assessed. Some examples are surveys of faculty
implications... would not be considered regarding current students' design involvement, on-
“meaningful.” Meaningful programs, site supervisors' evaluations, computer
rather, are designed to enhance our programming proficiency evaluations, and
educational missions in specific, practical, classroom assessment techniques.15 The results of
measurable ways, with the goals of such assessments may be used to characterize
improving the effectiveness of training and program or instructor strengths and weaknesses, as
education in our disciplines. They also well as to foster changes in the experiences of those
involve all of a program's faculty and very students who have been assessed.
students, not just administrators or
designated report writers. Furthermore, the Summative outcomes measures are those used to
results of meaningful assessment programs characterize programs (or college divisions, or even
are actually used to foster real modifications whole institutions) by using assessments intended to
in a training program.14 capture information about the final products of our
programs. Examples are student exit surveys,
Outcomes Associated with surveys of graduates inquiring about salaries,
employment, and job satisfaction, and surveys of
Engineering Design Projects employers of our graduates.
Despite the NSF's solid commitment to engineering
design project experiences and widespread The reason the distinction between these two types
enthusiasm about this experiential approach to of assessment is important is that, although
learning and service, there is a lack of documented formative assessments tend to be the ones that most
solid empirical support for the efficacy and validity interest our faculty and students and the ones that
of design project experiences and the specific aspects drive their daily academic experiences, the outcomes
of implementing those experiences. Concerted indices on which most administrators focus to
efforts to improve learning, assessment methods and monitor institutional quality are those involving
data collection concerning pedagogic efficacy of summative outcomes. It is important that each of
engineering design project experiences will enhance academic unit strive for an appropriate mix of both
student learning while benefiting the community of formative and summative assessments.
persons with disabilities.
Cognitive/Affective/Performative Outcome
Agreeing on Terms Distinctions
There is great variability in the terminology used to To stimulate our clear articulation of the specific
discuss educational outcomes. How we develop and outcomes targeted within any program, it is helpful
to have a way to characterize different types of
outcomes. Although the exact terms vary from
14 context to context, targeted educational outcomes
Hallowell, B. (1996). Innovative Models of
Curriculum/Instruction: Measuring Educational
Outcomes. In Council of Graduate Programs in
15
Communication Sciences and Disorders, Angelo, T. A., & Cross, K. P. (1993). Classroom
Proceedings of the Seventeenth Annual Conference assessment techniques: A handbook for college
on Graduate Education, 37-44. teachers. San Francisco: Jossey-Bass.
Chapter 3: Educational Outcomes Assessment: Improving Design Projects To Aid Persons With Disabilities 21
are commonly characterized as belonging to one of Additional factors that might give faculty the
three domains: cognitive, affective, and incentive to get involved in enriching assessment
performative. Cognitive outcomes are those relating practices include:
to intellectual mastery, or mastery of knowledge in
specific topic areas. Most of our course-specific Consideration of outcomes assessment work as part
objectives relating to a specific knowledge base fall of annual merit reviews; provision of materials, such
into this category. Performance outcomes are those as sample instruments; or resources, such as internet
relating to a student's or graduate's accomplishment sites; to simplify the assessment instrument design
of a behavioral task. Affective outcomes relate to process; demonstrate means by which certain
personal qualities and values that students ideally assessments, such as student exit or employer
gain from their experiences during a particular surveys, may be used to [a] program's advantage in
educational and training program. Examples are negotiations with ... administration (for example, to
appreciation of various racial, ethnic, or linguistic help justify funds for new equipment, facilities, or
backgrounds of individuals, awareness of biasing salaries for faculty and supervisory positions); and
factors in the design process, and sensitivity to notice and reward curricular modifications and
ethical issues and potential conflicts of interest in explorations of innovative teaching methods
professional engineering contexts. initiated by the faculty in response to program
assessments.14
The distinction among these three domains of
targeted educational outcomes is helpful in With the recent enhanced focus on educational
highlighting areas of learning that we often proclaim outcomes in accreditation standards of ABET, and
to be important, but that we do not assess very well. with all regional accrediting agencies in the Unites
Generally, we are better at assessing our targeted States now requiring extensive outcomes assessment
outcomes in the cognitive area, for example, with in- plans for all academic units, it is increasingly
class tests and papers, than we are with assessing important that we share assessment ideas and
the affective areas of multicultural sensitivity, methods among academic programs. It is also
appreciation for collaborative teamwork, and ethics. important that we ensure that our assessment efforts
Often, our assessment of performative outcomes is are truly meaningful, relevant and useful to our
focused primarily on students' design experiences, students and faculty.
even though our academic programs often have
articulated learning goals in the performative An Invitation To Collaborate In Using
domain that might not apply only to design projects. Assessment To Improve Design Projects
Readers of this book are invited to join in
Faculty Motivation collaborative efforts to improve student learning,
A critical step in developing a meaningful and design products through improved meaningful
educational outcomes program is to address directly assessment practices associated with NSF-sponsored
pervasive issues of faculty motivation. Faculty design projects to aid persons with disabilities.
resistance is probably due in large part to the Future annual publications on the NSF-sponsored
perception that outcomes assessment involves the engineering design projects to aid persons with
use of educational and psychometric jargon to disabilities will include input from students, faculty,
describe program indices that are not relevant to the supervisors, and consumers on ways to enhance
everyday activities of faculty members and students. associated educational outcomes in specific ways.
By including faculty, and perhaps student The editors of this book look forward to input from
representatives, in discussions of what characterizes the engineering education community for
a meaningful assessment scheme to match the dissemination of further information to that end.
missions and needs of individual programs, and by
agreeing to develop outcomes assessment practices
from the bottom up, rather than in response to top-
down demands from administrators and accrediting
agencies, current skeptics on our faculties are more
likely to engage in assessment efforts.
22 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
ABET's requirements for the engineering design experience be used to improve their learning
16
experiences in particular provides direction in in each of these areas?
areas that are essential to assess in order to monitor
Readers interested in addressing such questions are
the value of engineering design project experiences.
encouraged to send comments to the editors of this
For example, the following are considered
book. The editors of this book are particularly
"fundamental elements" of the design process: "the
interested in disseminating, through future
establishment of objectives and criteria, synthesis,
publications, specific assessment instruments that
analysis, construction, testing, and evaluation" (p.
readers find effective in evaluating targeted
11). Furthermore, according to ABET, specific
educational outcomes in NSF-sponsored
targeted outcomes associated with engineering
engineering design projects.
design projects should include: development of
student creativity, use of open-ended problems, Basic terminology related to pertinent assessment
development and use of modern design theory and issues was presented earlier in this chapter. Brief
methodology, formulation of design problem descriptions of cognitive, performative, and affective
statements and specifications, consideration of types of outcomes provided here, along with lists of
alternative solutions, feasibility considerations, example types of assessments that might be shared
production processes, concurrent engineering among those involved in engineering design
design, and detailed system descriptions. The projects.
accrediting board additionally stipulates that it is
essential to include a variety of realistic constraints, Cognitive outcomes are those relating to intellectual
such as economic factors, safety, reliability, mastery, or mastery of knowledge in specific topic
aesthetics, ethics, and social impact. ABET's most areas. Some examples of these measures are:
recent, revised list of similar targeted educational
outcomes is presented in the Appendix to this • Comprehensive exams,
chapter. We encourage educators, students and
consumers to consider the following questions: • Items embedded in course exams,
• Are there outcomes, in addition to those • Pre-post tests to assess "value added",
specified by ABET, that we target in our
roles as facilitators of design projects? • Design portfolios,
• Do the design projects of each of the • Student self evaluation of learning during a
students in NSF-sponsored programs design experience,
incorporate all of these features?
• Alumni surveys, and
• How may we best characterize evidence that
• Employer surveys.
students engaged in Projects to Aid Persons
with Disabilities effectively attain desired Performative outcomes are those relating to a
outcomes? student's or graduate's accomplishment of a
behavioral task. Some performance measures
• Are there ways in which students'
include:
performances within any of these areas
might be more validly assessed? • Evaluation of graduates' overall design
experience,
• How might improved formative assessment
of students throughout the design • Mastery of design procedures or skills
expected for all graduates,
(b) An ability to design and conduct experiments, as well as to analyze and interpret data
(h) The broad education necessary to understand the impact of engineering solutions in a global and societal
context
(i) A recognition of the need for, and an ability to engage in life-long learning
(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
17
Accrediting Board for Engineering and Technology (2000). Criteria for Accrediting Engineering Programs.
ABET: Baltimore, MD (p. 38-39).
Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 25
CHAPTER 4
USING NSF-SPONSORED PROJECTS
TO ENRICH STUDENTS’ WRITTEN
COMMUNICATION SKILLS
Brooke Hallowell
Based on numerous anecdotes offered inside and regional and ABET accreditation18. Given that most
outside of engineering, age-old stereotypes that students in the NSF-sponsored Senior Design
engineers lack communication skills may have some Projects to Aid Persons with Disabilities programs
basis in fact. However, current work environments are already in their fourth year of college-level
for most new graduates in a host of professional study, it is critical to recognize that previous
biomedical engineering contexts place such heavy formative writing instruction is essential to their
expectations for, and demands on, excellence in oral continued development of writing skills during the
and written communication that engineers’ lack of senior year. Model strategies for improving writing
communication skills can no longer be tolerated as a presented here in light of senior design projects may
trade-off for their strengths in science and also be implemented at earlier stages of
mathematics. Evolving requirements for undergraduate learning.
communication with interdisciplinary team
members, clients, patients, consumers, employers,
Clarifying Evaluation Criteria
and the public require that educators of engineers
Student learning is directly shaped by how students
work hard to ensure that students reach a standard
think they will be assessed. Regardless of the lofty
of excellence in communication before they enter the
goals of excellence instructors might set forth in
workforce. This chapter is offered to provide
course syllabi and lectures, if specific performance
specific guidance on principles and resources for
criteria are not articulated clearly and assessed
enriching written communication skills in
directly, then students are unlikely to reach for those
biomedical engineering students through their NSF-
same goals. To enhance writing skills effectively
sponsored design project experiences.
through the senior design experience, specific
evaluation criteria for writing quality must be
A Formative Focus established at the start of the senior design
As discussed in the previous chapter, a formative experience. Clear expectations should be
focus on academic assessment allows educators to established for all written work, including related
use assessment strategies that directly influence progress reports, web page content, and final
students who are still within their reach. A solid reports. Although the examples provided here are
approach to formative assessment of writing skills
involves repeated feedback to students throughout
educational programs, with faculty collaboration in
18
reinforcing expectations for written work, use of Engineering Criteria 2000 (Criterion 3, Program
specific and effective writing evaluation criteria, and Outcomes and Assessment)
means of enhancing outcomes deemed important for
Accrediting Board for Engineering and Technology
(2000). Criteria for Accrediting Engineering
Programs. ABET: Baltimore, MD (p. 38-39).
25
26 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
oriented toward writing for annual NSF are not as likely to be carried out by students who
publications, the basic assessment process is ideally are not expecting to be assessed for performance in
applied to other areas of written work. these important areas.
Elements of Writing to be Assessed Areas of overall content evaluation for senior design
What aspects of writing quality are important in reports include aspects of writing that are often
writing about senior design projects? The list of among the most problematic for undergraduate
specific ideal aspects probably varies widely among engineers. One such area is that of using
instructors. Still, consideration of guidelines already appropriate language when referring to individuals
proposed may help to streamline the development with disabilities. Reports submitted for NSF
of finely tuned assessment instruments to shape and publications often include terms and descriptions
evaluate student writing. Each year, the editors of that may be considered offensive by many, such that
this annual publication on senior design projects the editors of this annual publication often engage in
send guidelines for manuscript publication to extensive rewriting of sections including client
principal investigators on NSF-sponsored descriptions. It is most likely that students engaged
Engineering Senior Design Projects to Aid Persons in projects for persons with disabilities are
with Disabilities grants. Those guidelines form the wholeheartedly supportive of their clients, and use
basis for the elements of writing on which writing such terms out of naiveté rather than any ill intent.
projects may be evaluated. Still, the words we use to communicate about other
people powerfully influences readers’ perceptions of
A sample grading form, based on the most recent them, especially in cases in which readers may be
version of those guidelines at the time of this unfamiliar with the types of conditions those people
publication, may be found in Appendix A. Explicit are experiencing. Using appropriate language is of
writing criteria are specified, and a means for paramount importance to our joint mission of
explicit scoring according to those criteria is enabling individuals to live fully and with
provided. Instructors may use such a form to maximum independence. It is thus critical that
evaluate drafts and final project reports. Specific instructors provide clear instruction and modeling
item descriptions and the relative weighting of the for appropriate language use in writing about
value of performance in specific areas may be disabilities. In cases where instructors may have
modified according to instructor preferences. outdated training concerning language use in this
Application of such scoring systems to student arena, it is critical that they seek training regarding
course grades will ensure greater student sensitivity in language use themselves.
accountability for meeting explicit writing
standards. Basic guidelines for writing with sensitivity about
persons with disabilities are summarized briefly in
General categories for analyzing writing Appendix B. Using person-first language, avoiding
performance for project reports include: A) form and language that suggests that individuals with
formatting, B) accompanying images, C) grammar, disabilities are “victims” or “sufferers”, and
spelling, punctuation, and style, D) overall content, avoiding words with negative connotations are three
and E) content within specific sections. key components to appropriate language use.
Form and formatting concerns are related primarily Evaluation of content within specific sections of
to students’ following of explicit instructions senior design project reports will help students focus
regarding page limitation, spacing, margins, font on drafting and appropriately revising and editing
size, indentations, and headings. Items related to reports. By discussing and evaluating specific
images include the type, quality, relevance and criteria - such as the use of laypersons’ terms in a
formatting of photographs and drawings used to project description, effective description of the
illustrate reports. Issues of grammar, spelling, motivation for a particular design approach, and the
punctuation, and style may be largely addressed use of clear, concise technical language to describe a
through adherence to specific conventions for each device modification such that others would be able
of these areas. Thorough proofreading and use of to replicate the design - instructors may help
computerized checks for spelling and grammar, students further hone their writing and revision
although frequently recommended by instructors, skills.
Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 27
19
Ohio University Center for Writing Excellence
Teaching Handouts [on-line] (2002). Available at:
http://www.ohiou.edu/writing/3_Ls_of_Revision.
htm
28 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
B. Images
Photographs in black and white, not color /1
Photographs are hard copies of photo prints, not digital /1
Line art done with a laser printer or drawn professionally by pen /2
with India (black) ink
Images clearly complement the written report content /2
Photographs or line art attached to report by paperclip /1
Photographs or line art numbered on back to accompany report /1
Figure headings inserted within the text with title capitalization, /2
excluding words such as “drawing of” or “photograph of”
Total points for images /10
Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 29
D. Overall content
Excludes extensive tutorials on specific disabilities /2
Demonstrates appropriate language regarding individuals with /3
disabilities
Avoids redundancy of content among sections /3
Demonstrates clear and logical flow of ideas /3
Excludes use of proper names of clients /3
Citation and reference provided for any direct quote from published /1
material
Total points for overall content /15
30 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
E. Section content
Introduction
Includes a brief description of the project in laypersons’ terms /4
Includes problem addressed, approach taken, motivation for the /4
approach, a summary of usual or existing solutions, and problems
with these solutions
Summary of impact
Includes a brief description of how this project has improved the /5
quality of life of a person with a disability
Includes a quoted statement from an educational or health care /2
specialist who supervises the client, or from a significant other
Includes a description of the project’s usefulness and overall design /5
evaluation
Technical description
Clear, concise technical description of the device or device /10
modification such that others would be able to replicate the design
Detailed parts lists included only if parts are of such a special nature /2
that the project could not be fabricated without the exact identity of
the part
Text refers to circuit and/or mechanical drawing of the device /3
Includes analysis of design effectiveness /5
Concludes with approximate cost of the project, including parts and /5
supplies (not just the NSF's contribution) and excluding personnel
costs
Total points for section content /45
Evaluation Summary
A. Total points for form and formatting /15
B. Total points for images /10
C. Total points for grammar, spelling, punctuation, style /15
D. Total points for overall content /15
E. Total points for section content /45
TOTAL POINTS /100
Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 31
The World Health Organization (WHO) has on a lack of ability), it is currently preferred over the
launched word-wide efforts to modify the ways in term “handicap” in reference to persons with
which we refer to persons with disabilities. The physical, cognitive, and/or psychological challenges
WHO emphasizes that disablement is not or “disabilities”.
considered an attribute of an individual, but rather
the complex interactions of conditions involving a Use person-first language.
person in the context of his or her social Person-first language helps emphasize the
environment. One classification scheme proposed importance of the individuals mentioned rather than
by the WHO, the International Classification of their disabilities. For example, it is appropriate to
Impairments, Disabilities and Handicaps (ICIDH) refer to a “person with a disability” instead of
employs the general terms “impairment”, “disabled person,” and to say “a child with cerebral
“disability”, and “handicap”, while a more recent palsy” instead of “a cerebral palsied child.
scheme, the ICIDH-2, employs the terms
“impairment”, “activity”, and “participation”, to Avoid using condition labels as nouns
refer to the various contextual aspects of disabling Many words conveying information about specific
conditions one might experience. 20
Health care disabilities exist in both noun and adjectival forms,
professionals and researchers throughout the world yet should primarily be used only as adjectives, or
are following suit by de-emphasizing the reference even better, modified into nouns corresponding to
to individuals according to medically-based conditions, as in the person-first language examples
diagnostic categories, focusing instead on their given above. For example, it is not appropriate to
holistic functional concerns and what might be done call an individual with aphasia “an aphasic.”
to address them. Readers of this book are Although the term “an aphasic individual” would
encouraged to join in this important movement. be preferred to the use of “an aphasic” as a noun,
General guidelines are presented here. such labeling may convey a lack of respect for, and
sensitivity toward, individuals who have aphasia.21
Recognize the importance of currency and A more appropriate term would be “person with
context in referring to individuals with aphasia.” Likewise, it is not appropriate to call an
disabilities individual with paraplegia “a paraplegic,” or to call
There are always variances in the terms that persons with disabilities “the disabled.”
particular consumers or readers prefer, and that it is
essential to keep current regarding changes in
Avoid Language of Victimization
accepted terminology. Do not use language suggesting that clients are
“victims” or people who “suffer” from various
Refer to “disabilities” forms of disability. For example, say, “the client
Although the very term “disability” may be had a stroke” rather than “the client is a stroke
considered offensive to some (with its inherent focus victim.” Say, “She uses a wheelchair,” rather than
“she is confined to a wheelchair.” Say “her leg was
amputated…” instead of, “the client suffered an
20
amputation of the leg.”
World Health Organization (1999). ICIDH-2:
International Classification of Impairments,
Activities and Participation: A manual of
dimensions of disablement and health [on-line].
21
Available: Brookshire, R.H. (1992). An introduction to
http://www.who.int/msa/mnh/ems/icidh/introd neurogenic communications disorders. St. Louis:
uction.htm Mosby – Year Book.
32 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Avoid Words with Negative Connotations step in helping others to improve in this area. It is
Words that evoke derogatory connotations should also important to help others learn to implement
be avoided. These include such words and phrases guidelines such as these directly through course
as affliction, crazy, crippled, defective, deformed, work and other educational experiences. Likewise,
dumb, insane, invalid, lame, maimed, mute, retard, polite and constructive corrections of others using
and withered. inaccurate language helps encourage more positive
communication as well as more enabling positive
Encourage Others in Appropriate Language societal attitudes, widening the arena for
Use empowering persons with disabilities.
By modeling appropriate language in writing about
persons with disabilities, authors take an important
Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 33
Beer, D., & McMurrey, D. (1996). Guide to Writing as an Engineer. New York: John Wiley & Sons.
Cross, N., & Beer, D. (1998). A Guide to Writing as an Engineer and Engineering Design Methods: Strategies for
Product Design, 2nd Edition. New York: John Wiley & Sons.
Blicq, R. & Moretto, L. (1999). Technically-Write. 5th edition. Upper Saddle River, NJ: Prentice Hall.
Hargis, G. (1998). Developing Quality Technical Information: A Handbook for Writers and Editors. Upper Saddle
River, NJ: Prentice Hall.
Flaherty, S. M. (1990). Technical and Business Writing: A reader Friendly Approach. Englewood Cliffs, NJ:
Prentice Hall.
Michaelson, H. B. (1990) How to Write and Publish Engineering Papers and Reports, 3rd edition. Phoenix, AZ:
Oryx Press.
Pearsall, T.E. (2001). The Elements of Technical Writing. Boston: Allyn and Bacon
Tichy, H. J. (1988). Effective Writing for Engineers, Managers, Scientists, 2nd edition. New York: John Wiley &
Sons.
34 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 35
CHAPTER 5
ARIZONA STATE UNIVERSITY
College of Engineering and Applied Sciences
Bioengineering Program
Department of Chemical, Bio & Materials Engineering
Tempe, Arizona 85287-6006
Principal Investigators:
Gary T. Yamaguchi, Ph.D. (480) 965-8096
yamaguchi@asu.edu
INTRODUCTION
A client with multiple physical problems, including
osteoarthritis, spinal radiculopathy, degenerative
joint disease, and poor blood circulation in her legs
has had difficulty walking during the past few
years. She has had three spinal fusion surgeries and
is overweight. Exercise is the only element under
her control that can improve her condition. Initial
options included an exercise bike, free weights, a
weight machine, a stretching machine, or a walker.
The Posture-Right Walker was designed to promote
exercise by making walking easier for her.
SUMMARY OF IMPACT
The Posture-Right Walker provides back support,
promotes good posture, and transfers some of the
weight load from her legs and back to her arms and
shoulders. It is a novel design. Typical walkers Figure 5.1. Posture-right Walker.
available today are designed for a wide user pool
but only help patients needing leg support. This width is smaller than that of a standard door, so that
new design incorporates features typically found in the walker can easily pass through almost any
a walker in addition to back support and “rest doorway. The length is about 1.5 times the width.
anywhere seating” via a foldout seat. The walker The height is customizable. A canvas seat can be
has four wheels and is manually operated. This stretched across the main lower body of the walker.
prototype provides a good means for the client to be Removing four horizontal beams that connect the
able to walk around her own neighborhood and left and right halves of the walker allow it to be
parks. Use inside a home or store is discouraged broken down for transport. The walker was plasma
because of the large size. arc welded together from 1” OD 1/8” wall T6061
aluminum tubing. The armrest, backrest, and seat
TECHNICAL DESCRIPTION were all custom built by a local medical supplies
The design of the Posture-Right Walker allows the retailer with plastic canvas and medical grade foam
user to push down with her arm, transferring weight padding.
from her legs to her arms and shoulders. The angled
armrest is designed to force the user’s trunk Suggested improvements for future designs include:
backward into the contoured backrest, providing
• Rounding out corners and reducing bulkiness to
vertical lift and the force necessary to push the
make the device more conducive to indoor use,
walker forward. Conventional walkers are also
pushed, but with the Posture-Right Walker the user • Angling legs of walker outward to not inhibit
also has full back support in a position conducive to sideways steps, so that the user can avoid
correct posture. The base of the walker is tipping over,
maximized for good support, in an effort to prevent
• Strengthening the hinging mechanism and
the walker from tipping over. The constraining
support bars for the backrest,
Chapter 5: Arizona State University 37
• Incorporating a locking hand brake, unfold the seat, then manually push 6 push pins
through the left frame to secure the seat.) .
• Using softer wheels,
• Enabling the walker to adjust more easily, and Project Costs are listed as follows.
fold more compactly, and Metal $150
Machining and welding $100
• Improving the way the seat engages (Currently, Cushion, backrest and seat $250
to transfer from walking to sitting positions, the Breakable castors $ 50
user must exit the device, put the backrest Total: $550
down, then bend over, undo the Velcro strap,
place and prevented unwanted rotation. A denim The final cost of the materials for the tray was
bag placed on his right side provided storage for the approximately $40. This is calculated from the cost
tray when not in use. In this location alone he is per unit volume of the various materials and outside
capable of accessing it without difficulty. parts. The material cost would be higher if the
waste of the materials used was also taken into
The tray is designed to support a 150 pound load consideration.
placed anywhere on the surface. Aluminum
components were used to keep the weight of the There is a problem with the swivel joint. When the
tray low. Lexan was chosen by analysis and support rod swivels, the rod hits the wheelchair
comparing its properties to other clear plastic control box, thereby greatly reducing the swivel
materials such as Plexiglas. Consideration was radius. At first, this was of concern. However, the
given to whether the tray could withstand the time it took the client to detach, store, and reattach
impact of being dropped onto a hard surface, and the tray was so brief that concern is unwarranted.
able to avoid fracturing if bent. Because of the relative speed with which the client
can remove the tray, the swivel device is
Physical strength tests were done by placing a unnecessary.
portion of the designer’s body weight on the tray
when attached. The force was estimated to be at Another final design concern was the stability of the
least 150 pounds and more than the patient would arm that the bottom support was attached to. The
be capable of applying. The efficiency of the client’s arm is part of the wheelchair and is supported only
ability to assemble and disassemble the tray was by a few pins. It gives a little when forces are
also measured by timing him. He managed to exerted on the far left side of the tray. This was not
accomplish connecting and then disconnecting all taken into full consideration before the design was
the parts and placing them aside within a time of implemented. The wheelchair arm should be better
one minute with little difficulty. stabilized. The tray as made, however, was stable
enough to meet the client’s needs.
INTRODUCTION the chair has been made but the drive mechanism
The client is a person with cerebral palsy who uses a was as yet unsuccessful.
motorized wheelchair for movement outdoors. He
finds the chair cumbersome within the confines of TECHNICAL DESCRIPTION
his apartment. He uses a standard wheelchair inside The chair was made of 1” OD x 1/8” wall T6061
his apartment but finds it uncomfortable, non- welded aluminum tubing. The backrest is made to
adjustable, and impractical when working at the extend above the user’s head by request, as the user
computer. This project involved designing and has limited trunk control. Standard wheelchair
building a specialized computer access wheelchair bearings and wheels have been mounted vertically
appropriate for indoor use. to increase maneuverability.
INTRODUCTION
The goal of this project was to design and build a
cost-effective obstacle detection system using
ultrasound technology that would improve mobility
for persons with impaired vision.
SUMMARY OF IMPACT
There are many types of commercially available
obstacle detection systems. Some of these devices
work well, but were ultimately too expensive to be
successful on the market. This project involved
making an affordable ultrasound detection device.
The device informs the user of obstacles in front of
the user’s head and/or chest and allows the user a
range of detection that extends beyond a cane. The
device is small, light, easy to handle, and easy to
use. The device also uses minimal power, uses
standard batteries, has a long battery life, and
appears to be durable.
TECHNICAL DESCRIPTION
This device uses reflected ultrasound to detect an
object that might present a hazard to an individual
with vision impairments. When a sound wave
traveling through space reaches a different medium,
part of the wave will refract through the medium
and part will be reflected. This reflected wave is Figure 5.6. Photograph of the Ultrasonic Obstacle
what is used in obstacle detection. A practical and Detection System.
inexpensive way to produce an ultrasound wave is
with a piezoelectric crystal. The crystal undergoes potential. Thus, piezoelectric devices can both emit
elastic deformation when stimulated by an electric and detect sound waves. Plastic films can also be
current and emits a sound wave. A fluctuating made to be piezoelectric by forming them in the
electric current then creates a time varying presence of an electric field. Once expensive, the
deformation of the piezoelectric device, causing sensors and emitters used in such devices as the
pressure wave variations in the air. These pressure Sonic Torch (a costly device made in the 1960s as an
waves propagate and reflect off objects. obstacle detector for those with severe visual
impairments) are now inexpensive and are available
If a reflected sound reaches a piezoelectric device, it in readily usable forms, such as parking indicators.
causes a small deformation and creates a voltage If properly installed in the garage, the Radio Shack
parking indicator gives an audible warning when a
vehicle is within a preset distance. This project
entails a parking indicator within a user-wearable
device to detect obstacles that might present a
hazard to individuals with visual impairments.
Chapter 5: Arizona State University 45
The sensors in the device were built to detect for the right side and 1,250 Hz for the torso center.
obstacles at a maximum of 1.5m. This range will Thus, with minimal training the user can
allow the user to change direction when an object is differentiate between objects threatening the head
sensed. The generated waves spread in a cone 2.5 from, say, the left side. Volume control for the
degrees from the central emitter. Four sensors warning signal can be implemented using a
detect reflected waves, one at the face, one in the potentiometer, as the user would likely turn down
center of the torso, and one to each of the left and the volume to avoid being conspicuous amid a
right sides. crowd of people.
The transmitters fire in a pulsed sequence in order to Total cost to manufacture the device was
conserve energy. Detection frequencies are 10,000 approximately $100.
Hz for the head, 5,000 Hz for the left side, 2,500Hz
The cyclist has the greatest mobility and control in Total cost for the bike was approximately $500. This
an up and down arm motion. It is this motion that is includes the bike itself, parts for the modification
used to power the bicycle. The handlebars were and new powder coat paint.
Chapter 5: Arizona State University 47
TENNIS WHEELCHAIR #1
Student Designer: John Doe (name changed)
Client Coordinator: John Figy, Physically Challenged Recreation Program, ASU
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709
This design was unsuccessful, and is included here The designer drew up many configurations for an
as a case study. alternative, but the designer and faculty advisor
were unable to think of a configuration that could be
manufactured, resisted dirt infiltration and fouling
SUMMARY OF IMPACT in a tennis court environment, was light weight, and
The tennis wheelchair ideally allows competitors a
was reasonable priced. Together, the student
better range of motion when playing tennis than a
designer and faculty advisor decided that a castor
standard wheelchair. This chair was designed to
wheel would have to be used.
enable wheelchair tennis to be taught to people with
paraplegia and quadriplegia. Meanwhile, the design of the frame was set using a
reasonable estimate of the clearance required for the
TECHNICAL DESCRIPTION anti-tip wheel. The novel frame design included a
A wheelchair frame was designed from scratch to reduced seat inclination in order to provide good
concentrate weight in the center and to utilize a support and improved clearance for a better racquet
newly designed anti-tip, non-castor-type rear wheel. swing. It was desired that the wheelchair frame be
The frame was constructed; however, the wheelchair made from 1-1/2” OD thin wall chrome moly steel,
design is considered unsuccessful as a series of for durability and lightweight properties. However,
design and material changes undermined the basic shop employees were unable to precision fit and
design. While the initial concepts were excellent, the weld thin walled steel tubing in the limited time
design needs further development to be functional. available, and suggested that the student instead use
The design followed a “Fast Track” design model in 1/8” wall tubing. The student agreed but did not
which the major components of the frame, anti-tip reduce the outside diameter of the tubing for the
wheels, drive wheel supports and assembly, and frame, and did not redraw the frame using the
seat were designed in parallel. Allowances were height required for the castor wheels.
made for reasonable dimensions, and calculations
were made using available materials.
Chapter 5: Arizona State University 49
TENNIS WHEELCHAIR #2
Student Designers: Kelly Byrne and Shaun Grams
Client Coordinator: John Figy, Physically Challenged Recreation Program, ASU
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709
The cost of the project depended on several things. met. The track allows full forward and backward
These items included the cost of the track, chair, movement in and out of the desk with as little
desk materials, non-slip plastic, and shipping and resistance as possible making it very easy for the
handling. Including taxes, the chair and student to use. The desk allows full availability of
workstation totaled $560. her supplies so that time is not wasted getting her
materials and putting them away. Overall, the
The overall workstation was designed and built so workstation will enable the student to be self-
that a cerebral palsy student going into first grade functioning, and will not restrict the learning level of
would be able to function as independently as the child.
possible and not be hindered by the workstation
they have to learn in. The workstation was designed
with several needs in mind and these needs were
52 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
CHAPTER 6
CASE WESTERN RESERVE
UNIVERSITY
Department of Civil Engineering
Cleveland, Ohio 44106
Principal Investigator:
Arthur A. Huckelbridge, Ph.D. (216) 368-2474
53
54 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
CHAIR LIFT
Supervising Professor: Arthur Hucklebridge
Department of Civil Engineering
Case Western Reserve University
Cleveland, OH 44106
INTRODUCTION
The Hand Position Toy is a tool designed to help
children with limited fine motor skills learn to
manipulate and handle objects. The toy
incorporates several different tasks for children to
perform, such as moving beads, spinning a wheel
and pushing a button. The toy also rewards the
children for successfully completing a given task by
producing a stimulus. The toy can also be used to
reward the student for holding the device in a
desired orientation. Different rewards, such as
sound or light, can be selected for each of these
tasks.
This device makes it much easier to teach small position, are limited to holding the toy in any of the
children to maintain a specific hand orientation, to orthogonal planes, which make up the sides of the
recognize patterns, and respond to stimuli. The
toy (for instance, holding the toy upright or 90° on
lights and noises make it an attractive and fun tool
one of its sides). A rotating, transparent cylinder
for children.
containing colored shapes, a strand of colored beads
of various shapes, and a doorbell button are
TECHNICAL DESCRIPTION mounted to the top of the toy allowing a therapist to
The toy consists of a plastic food storage container specify different tasks such as “find the two blue
covered with padding and fabric cover. Batteries beads” or “push the button”.
and switches are mounted within the container, as
are the stimulus producers: colored lights, a small Project Cost:
fan and an electric bell. The switches are set up so
that, depending upon which task has been Plastic container $ 5.00
performed, different stimuli are triggered.
Rearranging appropriate jumpers can alter the Stimulus devices (fans, lights, etc.) $25.00
task/stimuli relationship (i.e. which bell or light
Miscellaneous (beads, fabric, etc.) $10.00
goes with which task). Spatial orientations, which
can be used to reward the child for proper hand Total: $40.00
56 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
The Chemical Sensitivity Booth was designed and
built to allow persons with multiple chemical
sensitivity (MCS) to attend theatrical and musical
productions in public. Persons who have MCS can
have violent allergic reactions to many everyday
substances, such as carpet fibers, perfumes or
varnish. The wide variety of allergens makes it
nearly impossible for people with MCS to function
in public settings.
SUMMARY OF IMPACT
This booth isolates those with MCS from the
influence of allergens and allows for attendance of
public events such as watching a play or a ballet.
While the booth can be used in many other places,
this booth was designed specifically to fit within
footprints available for persons with disabilities at
the one particular theater.
Figure 6.3. Chemical Sensitivity Booth.
TECHNICAL DESCRIPTION
The booth was constructed using materials and
coatings that are safe for people with MCS. is mounted onto the roof of the booth so that the
Specifically, the booth’s frame is constructed from theaters’ existing sound transmission system can be
pine that has been stained and sealed using special used to provide sound within the booth via
resins that do not outgas after curing. The window headphones. This allows the person within the
panels are constructed from Plexiglas, which also booth to hear the presentation without the muffling
does not outgas. The booth is not sealed. Instead, inherent in listening through the walls of the booth.
filtered air is pumped in so that the air pressure
within the booth is greater than the ambient air Project Cost: Home Depot donated the lumber used
pressure and hence contaminants cannot enter the for this project (approximately $40 worth). The
booth. The air is filtered using a HEPA air filter that remaining materials costs were:
is kept within a box lined with anechoic foam
3 sheets of Plexiglas $210.00
padding. This prevents the noise of the filter from
interfering with other spectators. The booth is also HEPA Filter $165.00
designed to be lightweight and easy to assemble and
disassemble so that it can be quickly set up and torn Microwave pickup mount $ 35.00
down between shows and for different theaters.
Additionally, the booth is designed to accommodate Stain/sealant $ 22.00
a person in a wheelchair; a ramp is attached to the
entrance of the booth and the width and depth of the Misc. (hinges, fasteners, etc.) $ 20.00
booth is great enough to accommodate a wheel
Total: $452.00
chair. An adjustable mount for a microwave pickup
CHAPTER 7
DUKE UNIVERSITY
School of Engineering
Department of Biomedical Engineering
136 Hudson Hall
Durham, North Carolina 27708-0281
Principal Investigator:
Laurence N. Bohs (919) 660-5155
lnb@egr.duke.edu
57
58 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
WHEELCHAIR DESK
Designers: Mark Palmeri, Brian Pullin and Ethan Fricklas
Client Coordinator: Jodi Petry, Lenox Baker Children's Hospital, DUMC
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708
provided to ensure that the desk is fully extended lip can also be attached to the inner edge of the
before it passes over the client’s head. A reed switch desktop so that books and papers will not slide off.
is mounted along the inside of the telescoping rail
that is connected to the actuator, and a magnet is Since the gearmotor that rotates the desk only
placed along the actuator shaft. The mounting attaches to one of the arms, the desk itself provides
positions are set so that the magnet trips the reed the link for rotation of the actuator-side arm. The
switch as the desk reaches the fully extended polycarbonate desk itself is not strong enough to
position. If the desk is fully extended, then it is bear this twisting load, so a desk-reinforcing bracket
allowed to rotate freely. If it is not fully extended, is implemented. This bracket also helps prevent any
the desk may not rotate forward past vertical buckling of the desk as heavier books are placed on
(directly behind the client's head), or reverse past its surface. In addition, the elbow areas are further
45° above horizontal. Three mercury tilt switches reinforced since they bear the greater load under the
are used to determine the angle of the desk. These client’s weight. The reinforcing bracket is made of
metal-encased switches are secured with setscrews 1/2'' square steel tubing, silver-soldered at all joints.
into a housing situated on the outer actuator The desktop surface is attached over this bracket
mounting piece. A logic circuit (Figure 7.4) connects using #4-40 machine screws that extend through the
to these switches and the reed switch to control the tubing to nuts on the bottom side. The inner section
operation of the gearmotor and actuator. of each telescoping rail is attached to the bracket
using #10-24 machine screws and cap nuts. 1/2''
The desktop is constructed of clear polycarbonate nylon spacers are included in this connection to
for durability, and also to allow the client to see align the rails with the width of the desk. To ensure
what is below and in front of him. The desktop is that the desk stops if it encounters an obstacle while
equipped with a cutout for his motion joystick rotating, 24” ribbon switches are mounted parallel to
(allowing him to move his chair while the desk is in each rail on top and bottom sides, using aluminum
place), a groove along the perimeter of the surface to sleeves mounted to the rails. If any of these four
prevent items such as pencils from rolling off. Also, switches is contacted, a logic circuit stops the motor
rubberized elbow rests cushion his elbows and keep from rotating.
them from slipping off of the desktop. A protruding
The cost of the project is approximately $1000.00.
Motor (red) Motor (red)
220k
+12V
DC Motor
4001 4069 Speed Controller
A 1 14 1 14
2 13 2 13
DC In DC Out
3 12 3 12
(+) (+)
4 11 4 11
5 10 5 10
DC In DC Out
B 6 9 6 9 Motor (black)
(-) (-)
7 8 7 8
RTE24012 +12 RTE24012 +12
V V
PN2222 (Reverse) PN2222 (Forward)
220k
4.7k IN914 4.7k IN914
4012 4012
1 14 1 14
2 13 2 13 1 4
3 12 C 3 12
4 11 4 11
To Actuator
SPDT
5 10 D 5 10
2 Motor 5 (red) (white) (black)
6 9 6 9
7 8 7 8 Control
Switch
4001 4012
1 14 1 14
+12V
2 13 2 13
3 12 3 12 1 4
4 11 4 11 RTE24012 +12 RTE24012 +12
V V
5 10 5 10 SPDT (extend) (retract)
6 9 6 9 PN2222 PN2222
220k 2 Motor 5
7 8 220k 7 8
Control 4.7k IN914 4.7k IN914
Switch
6 4.7k 4.7k
3
Bottom Top
Ribbon Ribbon +24V
(Left) (Left)
Bottom
Top
Ribbon 220k 220k 220k 220k Brake
Ribbon
(Right)
(Right)
+12
RTE24012 V
PN2222
4.7k IN914
Chapter 7: Duke University 61
62 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
THE SPINNER
Designers: Ashlan Reid and Peter Hultman
Client Coordinators: Susan Parker and Edie Kahn, Durham County Schools
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708
INTRODUCTION
The client is a four-year-old boy with thiamine-
responsive megaloblastic anemia (TRMA), also
known as Rogers Syndrome. His disease is
characterized by severe physical disabilities and
limited cognition. The client's disabilities hinder
movement to the extent that he rests lying on the
floor on his side. He cannot independently rise from
this resting position into a seated position. Once
assisted into a seated position, he has limited
movement. The objective of this project was to
improve the client's quality of life by aiding him in
independently maintaining a seated position while
allowing him to freely rotate to change his visual Figure 7.5. Spinner.
field. Secondary objectives include strengthening
his abdominal, oblique, and arm muscles, improving within the reaches of the table. The rotation of the
his balance, and providing him with greater disk is also damped so that motion is controlled.
independence in the classroom. Evenly spaced notches around the inside
circumference allow the client to propel himself to
different areas of the table.
SUMMARY OF IMPACT
The Spinner impacts the client's life in three ways. A 6” by 8” bread-shaped area in the center of the
First, it strengthens his trunk muscles, and improves table contains a tilting surface that can be used for
balance to aid him in attaining a seated position artwork, pictures, or toys. This surface normally lies
independently. Second, it increases his flush with the table, but can be raised to various
independence; the specially designed seat allows angles by placing the upper edge of a supporting
him to remain in a seated position without panel between any two of the rubber stoppers on the
assistance from classroom workers or tight straps. back of the primary panel.
Third, the detachable seat designed for this device
may be used by itself as a stationary sitting aid. This An attachment to the tilting surface provides
further grants the client more inclusion in normal 12”x15” of workspace. This attachment also has a
group activities. ledge that resembles the chalk holder of a
chalkboard.
TECHNICAL DESCRIPTION
The Spinner (Figure 7.5) includes a specially The device includes two detachable side panels of
designed seat and backrest with optional chest and special felt-like material that works well with Velcro
lap straps. The seat is a wooden frame padded with used to secure toys to the table. The Musical Gears
relatively firm supportive foam blocks. The seat is toy sits on the tilting surface extension and plays
attached with Velcro to a disk that rotates with music when the client rotates the colorful gears. The
respect to a base. An adjustable and removable table Box and Blocks toy can be placed anywhere on the
provides a play surface and houses a tilting surface Velcro pads and requires the client to recognize
for other activities. The rotation of the disk is which blocks fit in each hole. The blocks in this toy
limited to approximately 180o to keep the client
Chapter 7: Duke University 63
are modified so that the client can play with shapes of two telescoping poles, a wooden frame, a cushion,
and sizes that he could not normally manipulate. and an adjustable chest strap. The height of the
backrest is altered to match the table height.
Each leg of the table is made from a pair of hollow
telescoping square poles. The height of the table is The disk (Figure 7.6) is attached with epoxy to a
determined by aligning a pair of the inner leg holes spacer made of Plexiglas. The Plexiglas is screwed
with a pair of the outer leg holes. Self-locking to one plate of a Lazy Susan ball bearing. The other
pushbutton pins hold the legs in position. This plate of the bearing is screwed to the main section of
arrangement allows approximately 3.5” of vertical the base. Removing the disk reveals the “pick
adjustment. system”, which slows the client’s motion with a
variable resistance. A semicircle of 0.25” diameter
The client’s bucket seat is composed of a trapezoidal dowels protrude down from the bottom of the disk
wooden shell, five foam cushions, and an adjustable but do not contact any part of the ball bearing or
belt strap. The design encourages the client to sit stationary part of the base. A small, flexible plastic
straight instead of leaning to one side. A pommel pick sticks out horizontally into the disk area from
fits between his legs to ensure that he cannot slide the side of the primary base. As the disk turns, the
out of the front of the seat. The belt strap is placed pick is pulled across each dowel in turn, thus
over his lap, angling backwards, so that he cannot slowing the disk. The range of rotation is limited to
fall out of the seat by rotating forward. The seat is just over 180o using three additional dowels.
attached to the spinning disk using strong Velcro so
that it can be removed. The backrest is comprised The cost of the project was $335.
0.75"
1.44"
0.75"
0.69"
0.44"
2.75"
0.75"
0.44"
6.06"
0.625" 0.31"
0.25" 7.50"
9.25"
9.75"
GUITAR STRUMMER
Designers: Jason Bennett and George LaVerde
Client Coordinators: Jane Stavely, Kaaren Jewell
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708
INTRODUCTION
The client, now eleven, had a left hemisphere stroke
when he was three. Consequently, he does not have
the physical coordination in his right arm and hand
to strum a guitar. The Guitar Strummer gives the
client the opportunity to learn how to play the
guitar, despite physical restrictions. The design is
simple, lightweight, and portable, and the client can
assemble and use it without assistance. He uses his
left leg to control the rhythm of strumming.
SUMMARY OF IMPACT
Because the client has minimal control over his right
arm and leg, he does not have the capability to play
the guitar. This device improves the client's life by
providing him with that capability. The project
supervisor and client's mother hopes that “having
music as an outlet for his creative energies will boost
his self-esteem, (and) provide him with a means to
entertain himself as well as others.” Figure 7.7 Client Using the Guitar Strummer.
when it hits the strings, the rod has some mechanical
TECHNICAL DESCRIPTION freedom from the cable mechanism and can thereby
The Guitar Strummer (Figure 7.7) uses a foot pedal bounce to prevent damping. Additionally, when the
to pull a bike cable attached to a polycarbonate- rod strikes the strings, the rubber band pulls the rod
striking rod. The rod’s starting position is slightly back up and allows the strings to resonate.
above the strings. When the client taps the foot
pedal, the mechanism on the pedal pulls the bike The foot pedal mechanism is modified from a bass
cable, which thereby pulls the short end of the rod drum foot pedal. The bike cable housing is attached
so that the opposite end swings down and strikes to an aluminum L-shaped plate. The cable passes
the strings. A rubber band, which attaches to a hook through a hole in the plate. A rotating disk that is
on the striking rod, holds the striking rod in the fastened to the original mallet rod holds the end of
resting position. The rubber band rests in a groove the cable. When the pedal is pressed, the end of this
on the back of the striking rod housing unit. The mallet rod is rotated along a circular arc away from
striking rod is slightly loose on the cable so that the aluminum plate, thereby pulling the cable. The
Chapter 7: Duke University 65
cable and cable housing extend up to the guitar The striking rod housing unit attaches to the guitar
where they attach to the striking rod housing unit. via the aluminum housing brace. The brace acts as a
clamp that attaches to the face of the guitar. Two
The striking rod housing unit holds and stabilizes Allen screws hold the brace in place by clamping the
the end of the cable housing, and is shown in free aluminum piece tightly against the inside face
Figures 7.8. The cable, which has a stop at the end to of the guitar. The strings of the guitar can be
pull the striking rod, extends past the end of the removed to access the two Allen screws. The
cable housing and through a slightly loose hole in striking rod housing unit slides onto the brace and
the rod. The striking rod pivots on a horizontal pin locks into position using ball detents located on the
that runs through the center of the striking rod. The brace. Therefore, the brace is fixed to the guitar, but
height of the striking rod pivot pin is adjusted using the striking rod housing unit is easily removable.
the four Allen screws.
The final cost of the project was about $275.
C ab le H o u sin g
F a ste n in g Screw s
H eig h t A d ju st S crew s
R o d P in
R u b b er B a n d
R u b b er B a n d
C ab le H o u sin g
H ook
2 5/8"
S trik in g R o
S trik in g R o d
Rod
P in 3 1/4"
S trik in g R o d H o u sin g U n it
(T o p V iew )
1 7/ 8 "
S trik in g R o d H o u sin g U n it
(S id e V iew )
INTRODUCTION
Many people with severe visual impairments can
only read newspaper headline-sized print or larger.
Many of these people have medical conditions that
make it essential for them to be aware of nutritional
facts and ingredients. For these people, grocery
shopping is not only inconvenient, but also
potentially dangerous since they have trouble
reading labels on food packages.
Prior to scanning, a separate data file is created for feature allows the user to choose between 75pt,
each product using the Data Entry Page. The 100pt, or 120pt font sizes. The REVERSE COLORS
filename for each data file is the UPC code for the button toggles back and forth between white-on-
product itself. The data file contains all nutritional, black and black-on-white. In addition to these
promotional, ingredient, and price information for a features, audio output is also available for the
particular product. At this time, the Data Entry product name and the price by pressing the HEAR
Page must be completed by hand. In the future, the PRODUCT/PRICE button (yellow speaker).
information for each product will be downloaded Pressing this button plays a .wav file (constructed
from the store’s database. using the Windows Sound Recorder) that contains
the product name and the price.
Once the customer obtains the device from
customer service, they are greeted with the The mounting system consists of a cover, designed
“Welcome” page. The device then waits for the user to replace the standard laptop keyboard with 11
to press a key or scan an item. If the user is not large buttons and a base plate, which is permanently
familiar with the device, brief instructions and key mounted to the cart and serves as a platform for the
descriptions are available when the “Down” arrow laptop computer and the laser scanner. The cover is
is pressed at the start-up screen. constructed from 1/16” sheet metal. Two side
brackets mounted to the cover secure the laptop to
When a shopper holds a product up the scanner, the the base, using small pad-locks. The cover contains
UPC code is loaded into the program. Because the cut-outs for the scanner plug and the buttons from a
scanner automatically concatenates the ASCII code large button telephone, to which custom labels are
for the “Enter” button at the end of the UPC attached to designate the user functions (see Figure
number, the program can read a barcode of any 7.10). These buttons provide a mechanical link to
length. Once the program recognizes the “Enter” selected buttons on the laptop keyboard.
code, it reads the data file that corresponds to the
UPC variable points, making all the information The total cost of this project was approximately
about that product available to the shopper. The $400.00, excluding the laptop computer.
program automatically displays the product name
and price in the first screen, which appears
immediately upon scanning the product.
L a p to p
L a rg e K e y s
L a ser S ca n n er
C over
B a se P la te
S ca n n e r S ta n d
L o ck in g L o o p
N o tch e d H o le
INTRODUCTION
The goals of the Pointer Trainer are to improve head
coordination in children with brain injuries, and to
help them learn to communicate using a laser
pointer. Hospital rehabilitation therapists will use
the device.
switch that selects the desired activation time. The speaker. The entire circuit draws 21mA at resting
position of the switch determines which output state and 50mA during an audio feedback response.
triggers the record/playback circuit.
On the rear of the target box are momentary
The record/playback circuit uses an ISD1520 chip, switches to operate the record and playback
which allows the therapist to record a message up to functions, a 10kΩ potentiometer for volume control,
20 seconds long. An LED illuminates to indicate and sliding switches for power and to select the
recording. A condenser microphone is used to desired activation time.
record the audio message. The ISD1520 drives a
LM386 audio amplifier to provide output to the The cost of the project was about $200.
+6V
2 6 220u
10k
0.1u 5
10k LM386 8
Sp
3 4 0.1u
10k
0.1u
10
+6V
19 27
18
14
100k 0.1u
1
+6V 1k
16
2
rec ISD1520
17
9k 0 15 10k 220u
3 12 0.1u
6 rec
LED
10
10k play
2 28
3
555 Timer 1k
10k
26 13 mic
26.6k
7 470k 4.7u 0.1u
1
10u
+6V
+6V +6V
120
1k
150 8 10k 16
33 8
2 4.7k 5 15 6
5 2
7 6
10
LM311 LM311
7
13 7 delay select
3 2N2222
4 10k 3 4
1 CD4017B
1 14
140k
100
Laser 10k 8
22u
510
Photoresistor
INTRODUCTION
The objective of this project was to build a timer that
is visually and aurally enticing to children with
brain injuries. The child friendly timer shows the
passage of a specified period of time and helps
children learn that they must complete tasks, such as
eating, at specific times. The timer is portable and
aesthetically consistent with the toys of young
children. The timer countdown time can be set in
increments from one to 30 minutes. At the end of
the countdown, the timer creates visual and
auditory stimulation to signal that time has expired.
SUMMARY OF IMPACT
Children with brain injuries are often unable to
focus on a specific task, which can make them
unable to perform essential daily activities. The
Child Friendly Timer teaches how to focus on daily
tasks for an appropriate amount of time by
assigning significance to time. The climbing fireman
is interesting to children, but not so interesting that
it distracts them from the task at hand. The timer is
large enough to facilitate the visualization of passing
time.
TECHNICAL DESCRIPTION
The child friendly timer is developed from a
Figure 7.13. Child Friendly Timer.
commercial toy in which a fireman climbs a 4-ft.
ladder. The fireman climbs up a ladder as the timer
counts down from the initial starting point. As the • To reset the timer value,
clock runs out, the climber reaches the top of the
ladder, and then returns to the base of the toy. • To reset the time increments,
When the fireman reaches the top, a music and light • To start the timer,
show clearly signals that the allotted time has
expired and that the child will have to finish the • To pause or stop the timer, and
activity. The timer is controlled by an electronic • To trigger an emergency finale and reset
system including a BASIC stamp microprocessor the timer to zero.
and several other components (see Figure 7.13).
An LCD display, which is mounted to the surface of
Five interface buttons provide inputs to the timer. the device, shows the time remaining in the
Each has a specific function: countdown process once the timer has been started.
Chapter 7: Duke University 71
The microprocessor controls the operation of the reed relay to trigger a melodic generator circuit that
Child Friendly Timer. Initially, the user sets the plays “Old MacDonald.” The melodic generator
clock to the desired duration for the therapy session. circuit is connected to a speaker and audio amplifier
Based on this assigned time, the microprocessor housed within the toy case. A third relay is
calculates the number and duration of steps that the actuated at the end of the therapy session to control
fireman will use to climb the ladder so that the top is a light show consisting of forty LEDs, of which 20
reached just as time runs out. With each step, the flash in a random sequence. Two AA batteries
microprocessor controls a reed relay switch that power the climber, while the microprocessor and
connects power to the motor inside the fireman associated circuitry use four C batteries.
climber for a specific duration. Once the climber
reaches the top, the microprocessor switches another The final cost of the project was approximately $400.
+5V
Reed
Relay Melody
IC
HT
310
10uF
250uF
+5V
10k
Pot LM386
Audio Amp 10 Ohm
+5V
0.05uF
Reed
40
Relay
20 Ohm
+5V LEDs
Reed
Relay Fireman
Climber
Leads
Principal Investigator:
Gary M. McFadyen (601) 325-1028
gmfadyen@catc.msstate.edu
73
74 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
The talking calculator was designed as an
economical alternative to commercially available
calculators that incorporate voice output features.
To make this option as affordable as possible, BS2 ISD
available technology was modified to include voice
output capabilities. The linking capabilities of many
current scientific calculators allow programs and
other information to be transferred from calculator
to calculator and from device to calculator. By Figure 8.1. Low-Cost Scientific Calculator with Voice
having a user interface that prompts the user for a Output.
mathematical expression, the link port of a CASIO tone screen of current calculators. The major design
cfx-9586G is then utilized to send that information to requirements considered were:
a BASIC Stamp II microprocessor. The
microprocessor sorts and transfers the data to an ISD The system had to be portable, to allow use in a
1000A voice chip that plays the information classroom setting;
corresponding to the mathematical expression.
Headphones could be connected to the output of the It needed to be reasonable in terms of time and effort
voice chip to produce the final audio output. to implement; and
corresponding pre-recorded data location on the ISD The goal of portability was met with the circuit
1000A voice chip. confined to two circuit boards and their power
supplies.
During experimentation, the basic transmission of
data from the calculator to the microprocessor was The design system cost approximately $81, and the
accomplished, resulting in an appropriate audio CASIO calculator cost an additional $75. The total
output for numerics. system cost is $156.
VCC
A0
A1 VCCD
A2 VCCA
A3
A4 ISD
A5
A6 Chip
A7 1000A VSSD
SOUT VSSA
SIN VSS
ATN RES CE
VSS VDD PD
BS2 P/R
EOM SP+
P0
Chip SP-
P15 AUX IN
P1 P14 ANA IN
P2 Speaker
P13 ANA OUT
P3 P12 MIC REF
P4 P11 XCLK MIC
P5 P10 AGC
P6 P9
P7 P8
TI-83 Input
TECHNICAL DESCRIPTION This layout of buttons also provides for short stroke
This keyboard was designed for input from the right distances, allowing for more comfortable usage.
hand, but the device could be easily re-wired to This comfort will allow the user to type more
facilitate left-handed input. The following were the quickly and efficiently. Instron compression tests
main objectives for the development of this device: were performed to determine how much force is
required to depress each button. An average of .86
• It had to create enough chords for one hand pounds was measured. The desired force measured
to produce all the characters of the Braille on an existing two-handed keyboard was .36
language; pounds. Using these results, the strips of ABS under
each button could be re-sized to decrease the
• It had to have a logical chord set; resistance force of the buttons. This decreased
resistance force would be desired to increase ease of
• It had to enable the user to comfortably use.
make keystrokes; and
Many available devices are very proficient in
• It had to be wired to a display device to handling two-handed Braille input, and the primary
show the Braille characters as they are input. fault in the one-handed mode of these devices is the
layout of the keys. As a result, the main focus of this
Chapter 8: Mississippi State University 77
design was the development of arrangement of keys for a user who is blind, but its purpose in this project
that will facilitate the one-handed input of Braille. is to validate the keyboard’s arrangement of keys.
The Braille characters that are input into this device This keyboard could then be used to interface with
are shown on a display containing seven light other devices, such as a personal computer, to
emitting diodes (LEDs). Six of these LEDs are facilitate one handed Braille input, therefore
positioned to represent a standard Braille cell, and expanding the capabilities of these devices. Figure
the seventh represents the space character. When 8.3 shows this keyboard, with a combination of
any combination of these LEDs is lit, they represent buttons depressed, and the corresponding LEDs
the combination of raised dots in a particular Braille activated.
character. Obviously, the LED display is not useful
SUMMARY OF IMPACT The hand levers are made of 1-inch aluminum pipe
Due to the growing popularity of extreme sports, an and are 34 inches long. The pivot point is 22 inches
increasing number of active people may suffer from from the top of the hand lever, and consists of an L-
spinal cord injuries. People with paraplegia do not shaped joint, the hand lever, and a 3/8-inch
want to be limited by the design of their chairs. aluminum bearing casing. The cylinder rod is
Since many of these individuals were physically welded to the inner corner of the L-shaped joint.
active prior to their injury, many desire to continue The casing is welded to the outer side of the L-
their active lifestyle even though they now use a shaped joint so that the middle of the casing lines up
wheelchair. Since many of the off-road wheelchairs with the center of the cylinder. These casings are
currently available do not satisfy the recreational used so that when the hand lever is moved, the
desires of individuals who use them, a great need bearings allow the lever to move in a more fluid
exists for improvements in off-road wheelchairs. manner. These hand levers are attached to 34-inch
lever arms constructed of 1-inch aluminum pipe.
TECHNICAL DESCRIPTION Originally, two aluminum plates were welded to
The final design is composed of the following parts: one end of the drive lever arm in order to form a
fork, which would hold the freewheeling sprocket in
1. A rear axle, place. This caused problems for installing and
removing the chain; as a result, one side of the fork
2. Hand levers and drive lever arms, was cut off, and attached the sprocket only to one
plate.
3. A frame,
Chapter 8: Mississippi State University 79
INTRODUCTION
An automated guidance system has been designed
for use with a battery-powered wheelchair
maneuvering in a known environment. It integrates
with the Arrow Mark III Micro Computer Controls
by Invacare via the attendant port of the
Environmental Control Unit. The device consists of
a wire pathway laid on the floor, infrared emitter
modules at every reference point, and the input box
and sensory circuits mounted on the wheelchair.
Once the user maneuvers the wheelchair to one of
the starting points located in every room, he or she Figure. 8.5. Automated Guidance System for a Power
inputs the room to which he or she wishes to go. Wheelchair.
The guidance system then takes control of the
wheelchair, carrying the user to the desired room. • Work with the electronics of the Arrow
The unit is easily mounted on the wheelchair, and Mark III Micro Computer Controls by
requires no permanent changes to the wheelchair. Invacare;
Each cable-drum potentiometer is connected, Each component of the system was tested and
through a pulley, to the piston of one cylinder. The calibrated. Dynamics of the system were tested
pulley allows the potentiometer to operate over the using three individuals: a person without paralysis,
full stroke of the cylinder. Pulley placement dictates who served as the control, and two people with
that the potentiometer cable is displaced half as paralysis whose training required a medium to low
much as the cylinder piston. level of therapist involvement.
The air reservoir minimizes pressure change in the Using two independent cylinders to unload patient
cylinder during and after a force was applied. The weight during treadmill-gait training is a new
reservoir increases the volume of the system such concept. This concept, along with the addition of
that any volume change in the cylinder is negligible load cells and potentiometers, will enable
compared to the volume change in the system. researchers to collect objective data on the
biomechanics of paraplegic gaits.
84 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
spacer. The cylinder is positioned 14 inches from powered by an air supply. When limit switch #1,
the edge of the track where the footplate rests at a which is mounted at the bottom of the track, is
60Ε angle to allow it to reach its maximum stroke closed and in direct contact with the relay, air is
length. Two 12-inch all-purpose threads with a 3/8- supplied through a ¼ inch diameter inlet of the
inch diameter hold the cylinder at this 60Ε angle. A cylinder. This causes the cylinder to stroke until it
¼- inch pulley cable attaches to the front of the reaches limit switch #2, which is mounted near the
footplate and to the top of the cylinder to allow the middle of the track. Once the footplate reaches limit
footplate to pull the cylinder as it travels up the switch #2, the 4 way solenoid valve reverses the
track. The bungee cord rolls over the pulley and airflow causing a discharge at limit switch #2 and
attaches to the back of the skate to allow the suction at limit switch #1. This suction allows the
footplate to return to the rest position. cylinder to return to its rest position, causing the
foot plate to travel down the track or flex ones leg.
The components controlling the power are a four-
way solenoid valve, an industrial relay, and two The final cost of the total knee rehabilitation device
limit switches. A simple parallel circuit was is approximately $1,721.00 including parts and
designed and implemented into the device to allow labor.
an outside power source to control the footplate.
The cylinder, which controls the footplate, is
INTRODUCTION
A 22-year-old university student is ventilator
dependent and has quadriplegia. Although this
student requires constant nurse supervision, he
strives to live a normal life. He, however, has never
been able to enjoy the terrace of the university
baseball stadium, where fans bring trailers, trucks,
cars, and other vehicles to watch the game. A
specific lot in the outfield terrace was given to the
student. The lot is on the second row of the left field
section and requires him to be elevated
approximately 8 feet. A lift is needed as well as a
structural design that will allow friends and family
to enjoy the game with him.
SUMMARY OF IMPACT
The purpose of this project was to design a lift and
surrounding structure that will allow a student to Figure 8.8. Structure and Lift.
watch a baseball game in the outfield terrace of the
baseball stadium. This project will give the student Two 12-volt batteries in series power the winch.
an opportunity to watch a sport that he enjoys as These batteries can be recharged by two solar
well as socialize with his friends and family. It will panels. This configuration enables the lift to be free
help him to lead a more normal college life. from an outside power source, which is integral, due
to the distance of the trailer from an electrical outlet.
TECHNICAL DESCRIPTION The solar panels are estimated to recharge the
Since the final design will be located in the outfield batteries after one operation up and down in just
terrace, the design must be mounted on a trailer that over one day.
can be transported to and from the field each season.
Although the winch is manufactured with an
The student rides a 10-foot ramp onto the trailer,
automatic brake, design plans were made for a
which is approximately 1.5 feet off the ground. Next,
manual brake in the unexpected case that some
the student transfers onto a 3x5 foot steel platform.
component of the design would fail. The manual
The platform has wheels on each of the four sides
brake is constructed of a metal shaft attached under
that are placed in channels and used as tracts to
the platform. As the platform travels up the shaft, it
guide the platform as it rises. A winch raises the
is dragged along a series of teeth. As the platform is
platform. Cables from the winch that are attached to
lowered, the shaft must be lifted manually. If
the platform travel through pulleys. The cables from
anything suddenly happens, the brake can be
the winch are in a double line configuration to
released, and the platform is blocked from moving
reduce the load on the winch. Once at the top of the
by the teeth.
lift, the platform is secured, and the student has
access to the top tier of the structure. The structure of the lounge is made of angle iron.
Ergonomic factors were taken into account when
Chapter 8: Mississippi State University 87
designing the structure. There is room on the lounge The estimated cost of this project is $2000, including
for ten people to sit comfortably. Figures 8.9 and the trailer.
8.10 show the lounge during the construction phase.
The seat complex is composed of two identical seat Figure 8.11. Kenaf Composite Sports Wheelchair.
halves joined together by two seat-strut members.
The distance between the two seat halves is 15
inches. Each seat half is made of three members. composite cylinders. These housings were press-
The bottom member, approximately 12.9 inches fitted onto bearings that articulate with the caster
long, is joined directly to the catenary arch piece via wheel hardware. The housing-bearing assemblies
fiberglass and epoxy. Attached to this trans-arch were then press fitted inside the two composite
member are the two members on which the kenaf- cylinders. These cylinders were then joined in
cotton fabric seats are suspended. The bottom seat between the respective wheel members using
member is perpendicular to the horizontal. All three fiberglass and epoxy.
of these members attach via fiberglass to an outside
Solid wooden dowels (OD = 1 inch, approximately 4
seat panel. Struts running from panel to panel join
inches long) were used as guides during
the two seat halves. These 18.2-inch struts each resist
construction to ensure that the structural members
the compressive load that results from the user
were fixed together at the appropriate angle. Two
sitting on the fabric suspended between the two seat
dowels were fixed together at the specified angle
halves.
using wood glue, and were then epoxied into one of
Attached to this central axle-seat complex are two the two members to be joined. The 1-inch ID of each
members that connect to the front caster wheel, and of the cylinders ensures member a snug fit and
two members that connect to the back caster wheel. proper alignment after the second member was slid
Both the front and back wheel members attach to the over the dowel during construction. These dowels
axle-seat complex at the terminal ends of the trans- are not intended to add strength, and added a
arch members near the base of the seat. These joints negligible weight to the frame. For additional
are reinforced with fiberglass. The front wheel strength, kenaf composite gussets were added to
members are each 21 inches long, slope downward most joints. The gussets are cut from kenaf
at a 25-degree angle to the horizontal, and slope composite flat stock (approx. 0.1 inch thick) and
inward, meeting at the center of the chair to form a fixed to the joints using fiberglass and epoxy. These
50-degree angle. gussets are fixed in the direction of stress to be in
either tension or compression as the joint was
The back wheel members are shorter and longer and loaded.
slope inward. All four wheels contact the ground
during use, meeting to form a 96-degree angle. The final cost of the chair is approximately $844.00.
INTRODUCTION
A system to open and close a residential door by
remote control has been designed and built to assist
people who use wheelchairs. The door opening
system consists of a 12 volt, DC motor, a linear
actuator, an AC-to-DC converter, and a remote
control system. The door opening system uses a
signal sent by a wireless remote control to open and
close the door. The system not only opens and
closes the door, but also latches the door using the
same remote control unit. A linear actuator is as a
door latch and operates with the remote control.
SUMMARY OF IMPACT
To someone living in a wheelchair, a simple task of
such as opening and closing a door can be tedious
and awkward. The person has to wheel up to the
door or be wheeled up to the door, turn the handle,
and push or pull the door open while maneuvering
the wheelchair through the doorway. These tasks
can become tiring and frustrating to someone in a
wheelchair who is just trying to enter or exit their
house. With the remote controlled door, getting in
and out of the house is no longer an inconvenience.
The unit can be installed in a few hours with minor
work done to the existing door structure. The
remote control door unit was designed with people
in wheelchairs in mind, but it can be used by anyone
needing or wanting their doors opened by a remote Figure 8.12. Remote Controlled Door.
control.
have enough torque to easily move the door;
and
TECHNICAL DESCRIPTION
The remote control door unit is designed to be used • The latch used needed to be installed inside
on a residential door. Main design requirements of the walls.
the remote control unit were:
The motor used to open and close the door is a 12-
• The remote unit itself had to be installed volt, DC, reversible motor. An AC-to-DC converter
inside the walls; that can be plugged into a wall powers the motor.
The shaft of the motor is attached to an arm that
• The motor used to open and close the door folds in the middle. The arm also has an adjustable
needed to be as small as possible but still length to allow for maximum torque. Using the
Chapter 8: Mississippi State University 91
folding arm, the motor can open and close any door remote control. The receiver is connected to the
as needed. The height of the motor including the relays, and the relays are connected to the door. By
shaft is no greater than eight inches and the width is holding one button down on the remote control, the
more than four inches in the widest part. The motor door will open until the button is released. Holding
can be mounted on the wall directly above the door. the same button down again can close the door.
Pressing down two buttons at once operates the
The latch is a linear actuator similar to one found in actuator. Pressing the other two buttons reverses
a car door that operates power locks. The latch is the operation of the actuator.
being used as a dead bolt to add extra security to the
door. The linear actuator is no longer than six The remote control was tested thoroughly and
inches and three inches wide. The actuator is four found to be fully operational. The motor has
inches high at its highest point. These small enough power to open and close a residential door
dimensions make for an easy installment behind a but not so much as to crush or harm anyone behind
wall. The actuator is powered using a 12-volt, DC the door. The door can be stopped from opening by
source, the same as the motor. The shaft of the pressing against the door. This will help prevent
actuator extends out one and a half inches into the accidents from happening in case anyone or
door to help make sure the door will not be opened anything is ever behind the door when someone
without use of the remote control. The shaft of the else engages the system. With the entire unit being
actuator operates in and out with the remote control powered using 12-volts, DC, the unit may be backed
unit. up with a small battery in case of power failure.
The overall cost of the CMD-8000, the motor, the
The remote control unit is a CMD-8000 from Dakota AC-to-DC converter, and the linear actuator is
Digital. It is designed to be installed on vehicles to approximately $300.
make the power options on cars remote controllable.
The CMD-8000 is powered by a 12-volt, DC source.
This is the same source being used on the motor and
the actuator. The CMD-8000 comes with a
receiver/controller, two relays, and a key chain
SUMMARY OF IMPACT The Guardian 2000 has three parts: the transmitter,
This client is unable to hear an approaching forklift the receiver, and the vibrating pager.
due to his auditory impairment. As a result, this
employee is subject to an unsafe working The infrared transmitter consists of 12-volt battery
environment since he is unable to hear standard indicator, 555-timer chip, resistors, capacitors, and
warning signs such as a horn and backup alarm. LED. The transmitter is a 555 oscillator with a
This system notifies the employee of the frequency of approximately 38000 Hertz. The
approaching forklift by means of a vibrating pager. frequency insures that the receiver will not receiver
The Guardian 2000 was designed for a particular interference from changing environmental light
client with a specific need, but could be beneficial to conditions, for example the 50 Hertz flickering light
many other clients with similar needs. that is given off by a fluorescent light. The 555
oscillator output is taken to an infrared emitting
TECHNICAL DESCRIPTION diode that emits infrared pulses.
The design requirements of the Guardian 2000 are The active indicator indicates that the receiver is
described below. detecting infrared pulses from the transmitter. Once
an approaching forklift or other object breaks the
Safety: The client will be relying on this system to
beam, or the transmitter is no longer operational, the
detect and warn him of an approaching forklift.
active indicator will cease to operate. This will cause
Thus, safety is the primary objective.
the receiver to activate the belt-worn vibrating
Monitoring System: The monitoring system pager.
consists of an infrared transmitting device and an
The final cost of the Guardian 2000 was estimated to
infrared receiving sensor.
be $300 per unit.
Chapter 8: Mississippi State University 93
Figure 8.14. Forklift Detecting System for People with Hearing Impairments.
94 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
CHAPTER 9
NORTH CAROLINA STATE UNIVERSITY
College of Engineering
College of Agriculture and Life Sciences
Biological and Agricultural Engineering Department
D. S. Weaver Laboratories
Raleigh, North Carolina 27695-7625
Principal Investigators:
Susan M. Blanchard (919) 515-6726
Roger P. Rohrbach (919) 525-6763
95
96 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A simple vertical adjustment in the standard
computer chair can raise the user to the desired
height and the proper posture associated with it. A
person in a wheelchair, however, often cannot get
into a proper position because the height of his or
her seat cannot be adjusted, and the armrests would
hit the side of the desk if the chair were adjusted to
the proper height. Some people who use
wheelchairs thus use the computer from an
awkward position, which could trigger a number of
problems. The common solution to this problem is
to attach a tray to the wheelchair and to place a
laptop on it. Problems with this approach are a lack
Figure 9.1. Adaptive Laptop Case and Mount for a
of work surface and inadequate stabilization of the
Wheelchair.
laptop. Also, the tray mechanism may protrude
from the wheelchair, which decreases mobility and
is also a safety hazard. This project was designed
SUMMARY OF IMPACT
Overall, the only specification not met was the
with a particular client and a particular set of
ability to dismount while the laptop is still on the
wheelchairs in mind. Based on the client’s
work surface, but this was because of clearance
wheelchair and his project goals, the adaptive laptop
issues and client needs. The client can now use a
mount and case were developed. The three main
computer without worrying about stability,
goals were to:
clearance, or injuries due to improper posture.
• To securely hold the laptop in place,
TECHNICIAL DESCRIPTION
• To provide an extra work surface space, The project has three distinct parts:
and
• To not reduce range of motion or clearance. • The laptop case and tray,
To securely hold the laptop and to provide an extra • The attachment, and
work surface, an existing laptop case was modified. • The mount.
To prevent hindering movement or clearance, an
adjustable mount was devised that attaches under For aesthetic purposes, an existing laptop case was
the seat with the main support bar rising vertically purchased as the external case and the internal shell
between the user’s legs. For dismount, the design is and tray were designed. The dimensions of the Case
such that the user can dismantle the main bar and Logic basic laptop carrying case are 11 x 16 x 3
laptop case by simply rotating two handles. inches. Allowing for the rounded corners, an
interior shell of 0.25 inch thick Plexiglas was
designed with dimensions of 10.5 x 15 x 2.5 inches.
A 0.25-inch thick Plexiglas tray (10.5 x 10 inches) is
Chapter 9: North Carolina State University 97
hinged on top of the right side of the shell as a work around the aluminum rod. Two aluminum rods
surface for the right-handed client (Figure 9.2). A extend from both sides from the main cross and
gap is left in the bottom surface of the shell so it can attach to another aluminum block. The aluminum
be hidden under the existing fabric of the case so block is 1 x 2 x 2 inches and has a ½ inch diameter
that no part of the shell will show. hemisphere cut. It is attached to an identical block
such that the hemispheres meet to form a 1-inch
The attachment site is located on the outside of the diameter hole through the combined 2 x 2 x 2 inches
bottom piece of Plexiglas and is made of two L- block. A pair of nuts and bolts attaches the blocks.
shaped, 0.25-inch thick Plexiglas wedges. A The wheelchair has 1-inch bars as the attachments
threaded hole is also provided between the two that run under the seat and through the 1-inch hole
wedges for locking purposes. The horizontal between the two blocks.
portions of the L-shaped wedges slide into grooves
on the solid aluminum block that is attached to the Analysis of the design showed that the mount is able
mount. A hole in the aluminum block lines up with to withstand 100 pounds of force with maximum
the hole in the bottom of the shell for locking deflection in magnitudes of micro-inches and
purposes. This is achieved through the use of a maximum stresses in kPSI. These are all well within
threaded key. the limits of the materials. The Plexiglas case
deformed less than 1/10 of an inch with the same
The mount is made of 7/8-inch solid aluminum rods load and had maximum stress in kPSI, which is also
that telescope from 1/8 inch thick, 1-inch stainless within the limits of the material. No permanent
steel tubing. The pipes are fastened to the tubes by deformations were caused. Overall the complete
collars and screws. The attachment is a fixed solid mechanism, when installed, will be rated with a 50-
aluminum rod that descends 18 inches (level with pound limit and a safety factor well above 2.
armrest), turns 90 degrees, and then extends 15
inches under the wheelchair seat. The top surface of The total cost of the project is $345.
the horizontally extending portion is flattened for
the screw from the collar. A 6 x 6 inch cross of the
7/8-inch inside diameter stainless steel tubing sits
Attachment Sites
Mount
INTRODUCTION
An advancement chair was designed for children
with developmental muscular disabilities. The chair
was needed to teach a group of children to sit
properly. It was designed to resemble a standard
chair, and to have adjustable as well as removable
components. The chair’s components can be
adjusted according to seat height, seat depth, seat
back height, and armrest height. The armrests can
also be removed from the chair. The chair has
supportive pelvic and trunk straps that can be
adjusted or removed as well. Threaded knobs along
with slots or holes allow for ranges of adjustments to
be made.
SUMMARY OF IMPACT
For children with muscular disabilities, actions as
simple as sitting up properly can be very difficult.
Physical therapists work with such children on a
daily basis to further develop their motor skills so
that they may be able to perform actions, such as
sitting in a chair, with little or no assistance. The
methods that the physical therapists use to help
these children are often inhibited because of the
design of the chairs they are using. The current
chairs, which resemble multifunctional wheelchairs,
prevent the therapists from accessing the children
Figure 9.3. The Advancement Chair.
from the sides of the chair. The new design will
allow the therapists to use the chair for varied sizes
TECHNICAL DESCRIPTION
of children and to access the children from the sides
The advancement chair was designed for a
of the chair. The design will also allow the
particular group of children; however, due to the
therapists to remove many of the chair’s
range of adjustability of its features, many children
components, such as the armrests and restraining
will be able to benefit from it in the future. The
belts, as the children advance through their therapy.
physical therapists requested a chair that will:
A physical therapist using this chair stated that the
“children are obviously pleased to have a chair that • Be used to teach children with little muscle
actually fits.” control how to sit properly,
Chapter 9: North Carolina State University 99
• Allow the therapists to access the children that the armrest can be adjusted to the desired
through the sides of the chair, height. In the front armrest supports, wood screws
connect through the slots to the outside rail.
• Resemble a standard chair, and
Washers are located between the head of the wood
• Have adjustable and removable components screw and the top surface of the armrest support,
in order to benefit a larger population. and also under the armrest support above the
outside rail. The wood screws remain tightened and
This chair is primarily made out of oak, although the
act as a guide mechanism. The armrest is adjusted
back supports are made out of 9/16-inch-thick steel.
solely with the threaded knob. The wood screw,
The inner and outer rails are ¾ inch thick. The posts
however, can be removed when the armrest must be
are 2 x 2 inches and are 7 1/2 inch long. The seat
detached from the chair.
width is 13 inches, the seat length is 12 inches and
the thickness is 1 inch. The seat has a distinct saddle There are two adjustable and removable positioning
cut to provide for maximum comfort of the buttocks. nylon belts attached to the chair. The thoracic belt
The armrests are 9 inches long, 2 inches wide and ¾ consists of a padded thoracic support with two
inch thick, and the armrest supports are 9(1/4) adjustable straps to support the upper portion of the
inches long, 1 inch wide and 1 inch thick. The seat, trunk, in addition to a belt that has two points of
the inner and outer rails, the front and back rails and attachment on the bottom of the padded support.
the legs are assembled together using wooden The adjustable straps attach to the top of the
dowels. backrest with two wood screws, each with washers
between the wood surface and the head of the
A steel plate was welded to the bottom end of the
screws. The lower belts on the padded support
two steel back supports to connect them. This steel
attach in two places on the support, wrap around
plate has three parallel slots that enable seat depth
the child’s body and fasten behind the chair. The
adjustments to be made through the use of a
pelvic positioning belt is attached to the rear top
threaded knob that is inserted through the middle
corners of the seat above the back supports with
slot and into a t-nut. This allows for compression to
wood screws. The pelvic belt, similar to a standard
be made between the plate and the underside of the
seatbelt, fastens around the child’s waist. These
chair seat when the knob is tightened. The two
belts are used to hold the child in a proper sitting
outer slots each have wood screws that are used as
position while the physical therapists work with
guide pins. These will help to prevent any
them. As the child progresses and can support
undesirable movements or wobbling of the chair
him/herself, these belts may be removed.
back supports. The seat depth can adjust from a
range of approximately 9 to 12 inches. The advancement chair contains two anti-tip
brackets behind the two back legs. These brackets
The seat height adjustment is made using a threaded
are safety devices that will prevent the chair from
knob similar to the knob for the seat depth
tipping over. The chair also has two stretchers
adjustment. Four vertical holes are cut out of each
connecting the two front posts together and the two
inner side rail to allow a range of seat heights from
back posts together. These stretchers add to the
8.5 to 11.5 inches. The knobs on the left and right
stability of the base of the chair.
sides of the chair are placed in one of the holes
corresponding to the desired seat height and are The wood components of the advancement chair
then tightened for compression between the inner were manufactured in the furniture manufacturing
and outer rails. This is done to prevent slipping. facility at North Carolina State University. The steel
The side rails also contain guide pins that provide a components of the chair were manufactured in the
smooth gliding adjustment of the seat. shop of the Biological and Agricultural Engineering
Department.
The armrest adjustments are also made using a
threaded knob. All armrest supports contain a slot The approximate cost of the wood materials for the
allowing an adjustable armrest height of 5 to 8 advancement chair is estimated to be $75 to $100.
inches. The knobs pass through the slots in the rear The hardware and steel components cost $145.
armrest supports and are tightened securely into a t-
nut that is positioned on the inside of the outside
rail. These knobs can be loosened and tightened so
100 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A standard drum set includes two pedals for
activating the bass drum and hi-hat cymbals. An
individual with paraplegia has little or no use of the
lower half of the body and cannot play this
instrument effectively. The goal of this project is to
develop adaptations to the drum set to allow the
client to play the bass drum and hi-hat pedals.
Although the drummer could use an existing
electronic drum machine to produce similar sounds,
he wants to play a standard drum set.
SUMMARY OF IMPACT
The client had dreams of becoming a musician when
a tragic roofing accident left him paralyzed from the
waist down. He says that he misses playing drums
more than anything else, even more than walking.
This project allows him to play his drum set and
enjoy the healing therapy of music once again.
Although this project is designed for a specific
person, it could be adapted to any drum set with a
few dimensional changes. Other drummers with
paraplegia or able-bodied drummers who want to
use other body parts to play more instruments could
benefit from this design.
A mechanical device based on a sheathed cable is the beater. The forces required to act on the beater
designed to operate the bass drum pedal. were measured with a force gauge at 0.5 cm
Aluminum clamps secure the cable’s sheath, intervals along the entire trajectory. Then the forces
allowing the cable to move freely through the acting on the sheathed cable were calculated for the
sheath. A vertical force is required to activate the same displacement. The resulting forces were very
bass drum beater. Since the beater sits so close to close, indicating that the drummer should be able to
the floor, the cable would have to be sharply bent to “feel” and precisely control the impact forces of the
provide the vertical force necessary to activate the beater on the bass drum. The hi-hat is adapted
beater. Therefore, the L-shaped bell crank is using a drop-clutch, a device available on the
necessary to convert horizontal force to vertical market. The device is activated by hitting a lever
force. Horizontal force provided by the drummer's with the drumstick, allowing for alternation
elbow activation of the sheathed cable is translated between the open and closed hi-hat positions. Both
to a vertical force on the beater by the bell crank. devices met design specifications.
The spring-loaded beater returns the device to its
resting position after activation. The total cost of the project is approximately $281.
The foot supports, made of Aquaplast-T, are the platform. The foot supports help to keep the
attached to the newly designed platform. The child’s foot in place.
child’s heels are traced on the top two platforms to
guide placement of the supports. They are attached The center purchased the Dynamic Stander. The
to the platforms by flathead screws. Since the foot approximate cost of the materials used for the
supports cannot be removed, the two blocks with modifications is $268.
these supports will be the permanent top blocks of
• The tricycle be safe. The total cost for the parts and labor necessary to
complete this project was $300.
Chapter 9: North Carolina State University 105
One of the design objectives for this project was that for this project, including paint, was $53, much less
it cost less than comparable items on the market, than similar commercially available items.
which cost $500 or more. The total cost of the parts
INTRODUCTION
A voice activated toy car has been built for a child
with developmental disabilities. The client will be
able to use voice commands to direct the toy as he
pleases, which will also tempt him to speak. The car
was also built so that the voice commands could be
changeable at any given point in time. To achieve
these goals, the controller of a toy car was modified
so that its impulses for movement came from a voice
board rather than from mechanical movement of
buttons.
SUMMARY OF IMPACT Figure 9.10. Voice Activated Toy Car and Controller.
The client has autism and Down Syndrome.
Because these disorders are often associated with
language delays and impairments, it is important The toy car has two motors, each connected to one
that communication skills be taught to the client. An back wheel. The transmitter remote board contains
important method of psychological conditioning is four inputs. The left two inputs control the front
to reward behavior that is warranted and to provide and back movements of the left motor while the
no reward for unacceptable behavior. In this client’s other two inputs control the right motor. The
case, the behavioral goal to meet is to speak, and the controller inputs include a wire connected to 5 V
reward for this is the movement of the toy car in and a detached leaf that is connected to ground. In
response to that spoken command. Another the original controller, the pressed button would
important feature of the car is the ability to change compress the leaf to touch the wire and complete the
the types of spoken commands that can be used. circuit, thereby signaling the respective motor to
Because the user trains each command, it would be move. In the modified controller, the 5 V wire is
the user’s preference as to what word is chosen. connected to the output pins of the microcontroller.
This would allow the client’s caretakers to change
The output of the microcontroller was programmed
the commands to something new as soon as he
to output 5 V or to be set to ground. If the output
masters the old commands. Ideally, this will help
pin were set to 5 V (HIGH), then it would cancel out
the client learn to speak new words.
the 5 V of the wire and produce no movement. If
the output pin were set to ground (LOW), then the
TECHNICAL DESCRIPTION circuit would be complete and movement would
The circuit of the controller is made up of three occur. The basic stamp microcontroller is
boards: programmed using a serial port connection with the
computer in order to send impulses by setting
• The transmitter remote board of the Tyco
specific output pins to LOW depending on the 4 bit
toy car,
data received from the voice board.
• The basic stamp microcontroller, and
The voice board works by storing voice patterns in
• The HM2007 voice recognition board. predefined slots associated with a specific number.
Chapter 9: North Carolina State University 111
When the user presses the number five on the function LEFT which would set the pin connected to
keypad, then the TRN button, and then speaks the the right wheel forward to LOW and create a loop of
command in the microphone, the voice patterns are LOW and HIGH for the pin connected to the left
stored in slot five of the RAM. When the user is forward wheel. This would move the right wheel
operating the car and speaks the same command, faster than the left wheel in the car and thus turn the
the chip matches the voice pattern with the existing car to the left. In order to spin the car, the program
voice pattern in the RAM and outputs the binary has to set the right wheel forward and the left wheel
form of the slot number. As previously stated, the 4- backward, which pivots the car on its axis.
bit output of the slot number goes to the inputs of
the microcontroller, where it is interpreted. To Analysis of the car was done to test command
understand how the program works, it is important recognition. The results showed that recognition
to follow an example. Suppose that a command depended on the type of commands used. Good
“left” was given which matched with slot 6 of the commands were recognized at higher percentages
voice board. The 4-bit form of the output would be than bad commands. Commands that have more
0110, which would be sent to the microcontroller. than two syllables and do not contain part of other
The microcontroller program would then detect that commands (such as ‘ward’ in forward and
the states of its input pins are LOW, HIGH, HIGH, backward) are considered good commands.
and LOW. The program would then run the
The total cost for the project was $422.
X 2 S W IT C H
KEYBOARD
LED LED
IN2
IN 1 TYCO R/C
T R A N S M IT T E R
SPEECH + BOARD
GND
BO ARD M IC
V+
D0
D2
D3
D1
-
GND
V+
P7
P0
P1
P2
P3
P4
P5
P6
M IC
TX
RX GND
A TN RES
GND +5
P0 P 15
P1 P 14
P2 P 13
P3 P 12
P4 P 11
P5 P 10
P6 P9
P7 P8
B A S IC S T A M P II
M IC R O C O N T R O L L E R
X 1 S W IT C H
+ 9V -
Principal Investigators:
Daniel L. Ewert (701) 231-8049
ewert@plains.nodak.edu
Jacob S. Glower (701) 231-8068
glower@badlands.nodak.edu
Val Tareski (701)-231-7615
tareski@plains.nodak.edu
113
114 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION buttons. There are two buttons that enable the SLP
For those that are deaf or hard of hearing, learning to record a target sound. A client can then use the
to speak can seem virtually impossible. It is one of lower window over and over again in an attempt to
the few cases where, until recent advances in mimic the target spectra.
technology, the person trying to talk had limited
Once the record button has been pressed, the sound
feedback on sound production or correctness.
from the microphone/sound card is copied into an
Similarly, it is very difficult for speech-language
array. A fast Fourier transform converts the sound
pathologists (SLPs) to teach people with hearing
array into a spectrum. This spectrum is then filtered
impairments how to pronounce words. While
to optimize the display. A threshold function was
people with hearing impairment have difficulty
found to be the best filter for keeping the display
hearing themselves and others, most can see. The
simple and meaningful. Once filtered, the data are
student designers’ intent was to build a device that
plotted in the appropriate window of the PC.
displays the spectra of a user's voice along with that
of the SLP. If the two spectra look alike, they sound Initial experiments with this program showed that it
alike. was very good at displaying vowel sounds. Each
harmonic is clearly observable. Consonants,
SUMMARY OF IMPACT however, appear as a very brief blip on the display.
Several devices on the market are able to display the Consequently, all consonants with the same manner
spectra of the operator. Most of these devices are of production are displayed almost identically.
expensive, (on the order of $10,000 or more) and are
difficult to operate. In this project, public domain Upon receiving this device, a second use was
software that is easy to use, free (running on any PC suggested by the SLP. People who talk a great deal
with a VGA monitor and a sound card, and able to tend to become hoarse if they speak with a
be upgraded by anyone who has the ambition to fundamental frequency that is too low. By seeing the
improve the public domain Microsoft C++ code) spectra of their voice, this display can be used to
was developed. Once perfected, this program display their current and their ideal pitches.
should enable any SLP with access to the internet to
use a PC as a tool for helping people with speech The total cost of this project was $1,260, which
and/or hearing difficulties. includes the C compiler and a portable PC for the
SLP. The program size is 117k of compiled code that
TECHNICAL DESCRIPTION runs on any PC with Windows 3.1/95, has a sound
card, and a VGA monitor. This program can be
Program operates as follows. The main program
found at
checks if the thread is hung (i.e. the program has
crashed). If so, it terminates the program. If not, it http://www.ece.ndsu.nodak.edu/~glower/design/
waits for the operator to push one of the record index.html, listed under Project 102: Voice Spectra.
Chapter 10: North Dakota State University 115
Figure 10.1. The Voice Spectra Program Display, with a Target Spectrum Shown on Top and the Operator’s
Spectrum Shown in The Lower Window.
116 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
+5 +5
3k
+9
9.15k 5-30k 5k
3
100k
+ + +
10k
2 4
Figure 10.3: Device Used to Display the Volume of the Speaker's Voice.
118 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
PERSONAL LOCATOR
Client: Human Communications Associates, Fargo, ND
Designers: Travis Benz, Dana Jenson, Brian Smith
Faculty Supervisor: Floyd Patterson
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105
Rcvr
+5 +5
+5 +5 +5 +5
68k 2 68k
3 5
7 7
2 4,8 100k 4 100k
Set Q 4,8
1 3 555 1 3 555 Ramsey
TMH1 RMV1 Clr
XMIT
4 1 2,6 4 1 2,6
6 5 6 5
10nF 22nF 22nF
5
51
Figure 10.5: Circuitry for the Door Transmitter and Patient Receiver.
120 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
VOICE DELAY
Client: REM Rehabilitation Associates, Fargo, ND
Designers: Josh Christenson, Jody Forland
Faculty Supervisor: Floyd Patterson
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 5810
Display
Headphones
32 Ohm
300mW
Microphone
40 - 200 mV
Delay Select Volume Select
TECHNICAL DESCRIPTION
The design of the Calculator for the People with
Visual Impairments can be broken down into three
sections: the keypads, processor and display. The
keypads are made with individual button arrays
(typically 4x1) with clear covers that can be labeled
with a piece of paper underneath. This allowed the
designers to make laser-printouts of the requested
Chapter 10: North Dakota State University 123
In the lab, the student designers learned that some computer, and checking to make sure the system
of the products used did not meet their advertised worked. Ultimately, the client was left with a way to
specifications such as the X-cam Anywhere ability to talk to people at any of four doors. The main
produce stereo sound. This was frustrating since the problem encountered was finding that not all laptop
student designers were relying on these products. computers are compatible with all software. For
The X-10 modules did not have as much range as some reason, the video card used worked well
advertised so arrangements would have to be made several of the laptops tested prior to installation, but
for them to be within working range when the the video capture locked up the client’s computer. A
system is fully operational. In the end, all quick fix to this problem was to install a separate
components were functional at an acceptable level. video monitor rather than place it on his computer.
Follow- up work will address using the new
The biggest concern for the designers was making software on his laptop computer.
sure that all components were compatible. Four
days were spent installing this device in the home of The overall cost of this project was approximately
the client, updating the software on his laptop $5,000.
Each Door
Customer's Room
Camera
PCMIA
Xmit Rcvr PC
Card
Motion
Sensor
Intercom Intercom
Principal Investigators:
Mansour Tahernezhadi (815)-753-8568
Xuan Kong (815)-753-9942
127
128 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A hand-held wireless remote controlled thermostat
system was designed for the control of residential
heating and air-conditioning (HVAC). Any person
who can operate a telephone will be able to use the
hand-held controller, which, for prototype purposes,
is fashioned from a telephone handset with push-
button and sliding switch controls. With this remote
control, individuals with limited mobility are able to
have complete HVAC control at their fingertips. The
device is also configurable to remotely control
multiple household appliances. The design project
consists of a base unit, which is connected to the
selected household appliances, as well as a hand-
held unit that communicates and instructs the base-
Figure 11.1. Wireless Remote Control Device (Base
unit to perform a desired function on a selected and Handheld Units).
device. The base unit can also relay the status of a
selected device to the handheld unit on demand.
The actual temperature and the setting temperature
have a range from 00 to 99 °C. The device interfaces
SUMMARY OF IMPACT locally with the user via three push-button switches
People with limited mobility require control over
and two four-position slider switches with the
their home environment. If the temperature setting
following functions:
in a person's home is too hot or too cold for comfort,
the wireless home's HVAC (heating/air
conditioning system) control can be set to make the
temperature more comfortable. However, for a Push button 1 Device Circuit/Microcontroller
person with limited mobility, getting to the HVAC Reset
control module to adjust the setting could be
difficult or impossible. Push button 2 Increment Temperature Setting
This wireless design can be configured to turn on Push button 3 Decrement Temperature Setting
and off other household appliances, enabling
individuals with limited mobility to control Slider switch 1 Function Selector Switch
wirelessly multiple numbers of household (Heater/OFF/FanON/Cooler)
appliances. The availability of the portable wireless
device also provides the caretaker with a higher Slider switch 2 Remote/Local ON/OFF Switch
degree of effectiveness and flexibility, which in turn (RemoteON/OFF/OFF/LocalON)
leads to a reduced healthcare cost for the patient.
RemoteON is clear red, Heater will be red when the selection) of the transistor switches to drive the
Heater is ON, OFF/Standby will be amber, FanON common anode LED displays as well as the binary
will be green, and Cooler will be white green when coded decimal required for the appropriate switch
the Cooler is ON. The device will determine actual when on. Because the 74LS138 provides a LO (sink)
temperature via interface with a DS1620 Digital output, the 74LS240 acts as an inverting driver to
Thermometer and Thermostat integrated circuit provide a positive voltage to the NPN transistors.
mounted on the exterior of the TCM (Thermostat Figure 11.3 shows the various subcircuits of the
Control Module) casing. With Heater selected, the input switches, LEDs, and outputs to the Relay box.
TCM will turn on the heater when the actual The truth tables are diagrammed for the various
temperature is below the set temperature and switch settings and output logic.
remain in OFF/Standby otherwise. With Cooler
selected, the TCM will turn on the Cooler when the Section 1 is the Reset Switch (push-button grounds
actual temperature is above the set temperature and pin 1) with a 68Ω resistor between the switch and
remain in OFF/Standby otherwise. With FanON ground to prevent potential latch-up problems
selected, the TCM will turn on the Fan regardless of associated with excessive current. Section 2 is the
temperature setting. With OFF/Standby selected, Increment/Decrement Switches with the same basic
the TCM remains in OFF/Standby regardless of circuitry as the Reset Switch. Section 3 is the
temperature setting. Function Selector Switch with the appropriate pull-
up resistors and ground for various logic
The device interfaces with the HVAC components combinations. Section 4 is the Local/Remote
via the Relay/Demo box, which uses the micro- ON/OFF Switch with the appropriate configuration
controller output to solid-state relays to turn on the for its logic outputs to the PIC. Also included are
Heater, Fan, or Cooler. It is powered by a Regulated the Local/Remote Indicator LEDs, which are a
5VDC 500mA, 120V 60Hz AC adapter. function of the switch position. Note that both the
Function Selector and the Local/Remote ON/OFF
The device has three 240V25A solid-state relays with Switches are four-position switches that change two
5V TTL control to switch on three standard poles at once. Section 5 details the Status LEDs and
125V/15A receptacles that power the heater, fan, the output to the Relay box. Figure 11.4 shows the
and cooler. Each relay employs a heat sink, and an PIC Clock/Temperature Support Circuits as well as
8-watt 120VAC internal fan circulates cooling air the Relay Box Circuit.
into and out of the box.
The PIC was programmed using the PIC Start Plus
There is a 125V15A power switch on the front of the programmer and associated MPLAB Integrated
box to energize the entire system. A fourth Development Environment (IDE). The DS1620 uses a
receptacle used to power the TCM AC adapter is on simple three-wire interface to communicate 9-bit
whenever the power switch is on. Total current at temperature readings of the temperature of the
125VAC 60Hz is specified not to exceed 15A as device. The device must be initialized and
limited by the lowest rated internal components. controlled via this three-wire interface. While the
The actual size of the casing is 5"h×2.75"w×2.25"d Reset and Clock pins of the device can be interfaced
including switch, LED, and DS1620 protrusions. easily with the PIC, the DS1620 sends and receives
data via the third wire of the interface. The PIC's
The TCM case has two holes drilled on the rear for Serial Peripheral Interface (SPI) protocol requires
mounting screws. The microcontroller used to two separate data lines: one to send and one to
control all the processes of the TCM is the 8-bit receive. The second issue involves the data
Microchip PIC16C63/JW EPROM. The Peripheral transfer itself. The SPI interface protocol is limited
Interface Controller (PIC) 16C63/JW is a 28-pin DIP to an 8-bit word data transfer with MSB first. The
microcontroller with 22 I/O pins, 4K EPROM, and DS1620 sends 9-bit temperature reading, LSB first.
192 bytes of RAM. All internal component The final issue is that the Reset must be high from
connections are all based on the I/O pins of the PIC. the beginning of a transfer to the end of the last (9th)
bit when reading the temperature value.
Figure 11.2 shows the seven-segment LED Display
circuitry. The theory behind this design is detailed
in the Display Strobe Sequence Truth Table.
Basically, the PIC controls selection (or non-
130 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
The Handheld Unit Wired Remote LEDs matching those on the TCM. The following
Control status lights will match the TCM status lights:
The handheld unit (HHU) displays ACTUAL Heater will be red when the Heater is ON, an
TEMPERATURE with a green, 2-digit, 7-segment OFF/Standby condition will be amber, FanON will
LED and SET TEMPERATURE with a red, 2-digit, 7- be green, and Cooler will be clear green when the
segment LED. The device interfaces locally with the Cooler is ON. There will be no LocalON or
user via a 12-button keypad, one 4-position slider RemoteON LEDs as the HHU display will be blank
switch, and 2 push-button switches with the when the TCM is on LocalON control or OFF and
functions described below. fully functioning when the TCM is on RemoteON
control.
12-button keypad: Temperature Reset, Numerical
Setting, and Transmitting The TCM/HHU RF Transceiver uses two RF Micro
Devices monolithic integrated circuits for
Slider-switch 1: Function Selector Switch transmission and reception of serial digital data
(Heater/OFF/FanON/Cooler) communications between the TCM and the HHU.
The RF9901 (FSK transmitter) and the RF9902 (FSK
Push-button 1: TCM Device Circuit/Microcontroller receiver) are designed to work together as a two-
Reset chip set to provide all the functions necessary to
implement a binary FSK transceiver in the 915 MHz
Push-button 2: HHU Device Circuit/Microcontroller frequency range.
Reset
The final cost of the project is approximately $200.
Power is supplied via a 9VDC Alkaline battery and
switched on via a lever switch that is held open
(OFF) when the HHU is set face down on a flat
surface and held closed (ON) when handled by the
user.
+5V
M1 U3 U2
22 1A0
23 2A1 Q4
24 3A2
+5V
1 17 R4 Q2N2222
25 R25 15 Q3 2.2k
26 2.2k 4 3 13
27 5 4 11
28 6 1 R3 Q2N2222
Q2 2.2k
PIC16C63 74LS138 74LS240
R2 Q2N2222
2.2k
+5V Q1
0
2.2k R1 Q2N2222
2.2k
U1
4 B1/RB0 R5-R11 14 13 14 13
5 RB1 O1 13 16 11 16 11
3 LT O2 12 15 10 15 10
11 3 8 3 8
O3
7 INA O4 10 2 6 2 6
1 INB O5 9 1 5 1 5
2 INC O6 15 18 12 18 12
6 IND O7 14 17 7 17 7
220
74LS47
GreenLED10 GreenLED1 RedLED10 RedLED1
+5V 1 1 2 1 2
10k
S4 S5 3
R20
2 10k
R22
2
M1 68 R18
PIC PIN 12 PIC PIN 13 10k
1 2
1
3
PIC PIN 2
1
RA0
S7
RA1
PIC PIN 3
2
20
2
21
RA2 4 ON/OFF SW ITCH
1
R22 RA3 LOCAL D1 (Local/Remote)
68 INDICATOR green
Fan ON
OFF
Cooler
Heater
PIC16C63 R23 R15
10k 330 0
0
1
PIC PIN 21
+5V
S7 FUNCTION
(Main Power
PIC PIN 20 RA1 RA0
2
Supply Input) TRUTH TABLE
D2 Heater LO LO
red OFF LO HI
1
Fan ON HI HI
R16 Cooler HI LO
OFF
OFF
ON-Remote
ON-Local
330
CI
0.1uF
ON/OFF P20
Local/Remote Switch VDD P21
ON-Remote +5V HI
OFF OPEN GND
OFF OPEN GND
ON-Local +5V HI
5
D3 D4 D5 D6
red amber green white
PIC PIN 5
Figure 11.3. TCM Input Switches, LEDs, and Output to Relay/Demo Box.
Chapter 11: Northern Illinois University 133
M1 U5
9 1 1 9
--W rite R ea d --
32.768 kHz
6 2 8
10
5
R 30
2.2 k
8V SS 4
C2 C3 U6
3 3p F 33pF R e ad -- --W rite
19V SS 2 9 1 DQ
P IC 1 6 C 6 3 7 4 L S 24 1
CLK
0
RST
S tatu s P IC C o n tro l
W rite R e ad HI LO N /A D ata O U T
R ead W rite HI HI D ata IN N /A
Direction
Clock
Reset
+5V
S O L ID S T A T E R E L A Y S
U4 S1
Q0 H EATER
S b rea k
Q2
Q3
PLU G
S2
COOLER
S b rea k
7 4 L S 14 5 S3 FA N
S b rea k
IN T E R N A L
RELA Y
C O O L IN G
FA N
1 2
TCM
+5V D C
12 0 V A C A DA PTER
60 H z
Principal Investigators:
Allen Zelman (518) 276-6548
136 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
This project consists of an electric motor driven
rocking platform for a Tumble Form® chair. The
Tumble Form® chair provides a comfortable seat
with straps to secure a child with poor trunk control.
The rocking motion of the platform serves as an
incentive for the child's accomplishment or good
behavior. The top of the apparatus is a platform to
securely hold the chair. This platform rocks by
rolling back and forth on a set of wheels, along an
arched bottom base. The rocking platform is driven
by a motor and pulley system. An ability switch
allows the user to activate or deactivate the rocking Figure 12.1 Base showing driver which fits in the
motion of the platform. groove at the bottom of the platform.
SUMMARY OF IMPACT convex panels, so the panels are 18½" apart. A flat
Children who are physically challenged, especially base, 2' X 18½" X 3", is attached to the four sides,
those with spastic or hypertensive disorders, enjoy forming a rectangular box. This box is flipped over
the soothing motion of a rocking chair. This to form the top surface for the Tumble Form® chair
chair/platform combination holds the child securely to rest. The flat base is attached to the side panels
while permitting the child to initiate or terminate the ¾" below the edges to produce a retaining lip which
rocking motion. Independent control by the child could securely hold the edge of the platform. Four
seems especially important for non-vocal clients. large coaster wheels are attached to the bottom
The rocking motion provides a sensory experience surface of the flat base at the corners. The top
that soothes taut, aching muscles, improves platform fits securely over the bottom platform. The
awareness of body position and may contribute to wheels under the top base glide along the respective
developing a better sense of balance. concave arc of the bottom platform and produce the
rocking motion. Two strips of wood are inserted
TECHNICAL DESCRIPTION onto the underside of the base, within the box.
The base of the rocking platform is constructed from These strips are centered on the base at a 1.5" offset
a sheet of medium density fiberboard (MDF), 4' X 8' from each other. L-shaped brackets are placed along
X ¾". This material is strong, easy to machine and the inside edges for added strength.
inexpensive. Two arcs are cut, each having a radius
of 36". The concave side panel is shortened to a The bottom platform is a rectangular box that
length of 8¼" from the center of the arc. The convex houses the electrical and mechanical components,
panel is shortened to a length of 4¼" from the center which drive the platform. This structure has
of the arc to the straight edge. concave side panels previously described. The front
and back panels, 9½" X 17" X ¾", are attached to the
The top platform is constructed by attaching two arced side panels. The base of the platform, 17" X
sheets, 3" X 20" X 3/4", of pinewood between the 36" X ¾", is added to the four sides to form the box.
Chapter 12: Rensselaer Polytechnic Institute 137
Power for the oscillating platform is derived from an underneath. The belt is attached around the wheel
AC motor turning two circular pulleys with a drive and held slightly taut by another pulley near the
belt. One pulley, with a large wheel, is placed in the back corner of the base. This smaller pulley is
center of the bottom platform. A rod, fastened with attached to the motor.
a flange, protrudes from the large wheel 6" from the
center. When the top-oscillating platform is placed A 154 RPM AC motor, Dayton, Model Number
over the bottom stationary base, the rod will be 4Z613, drives the pulley and belt. The motor has an
positioned between the two strips of wood on the input motor horsepower of 1/25 at 60 Hz. A 5 MFD,
underside of the top base. As the wheel turns, the 370 V GE motor run capacitor is used in parallel
pin rotates to supply a linear force to the strips of with the motor. The motor is bolted to the inside
wood. The path of the top is restricted to a linear back panel of the bottom platform. A 2" OD sheave
back and forth motion, which follows the path of the is attached to the motor. Using a 58" long Browning
arc; thus, the circular motion of the motor is FHP belt, previously mentioned, the platform cycles
transformed to the rocking motion of the platform. at roughly 20 RPM. The platform is designed to
The circular wheel pulley is made from MDF with a support a weight of 65 pounds. The motor is wired
diameter of 13 5/8". The wheel is routed along the to a standard two-prong power cord. This cord is
side to form a groove for the ½" x 58" FHP belt that plugged into an AbleNet Power Link. This adapter
delivers power to the device. This wheel is placed in is connected to an ability switch allowing the child
the center of the bottom base. to control the on and off power switch of the
platform.
To allow the wheel to smoothly and freely rotate, a
12" diameter Lazy Susan ball bearing is attached COST: One unit costs approximately $300.
Figure 12.2 Top View of Platform Showing Slot and Curved Bottom.
138 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
Individuals with quadriplegia generally must use
wires to connect the switches on the wheelchair to
the toys and assistive devices they wish to operate.
These wires present both a danger while walking
near the client and a possible electrical hazard to
clients and attendants. The cordless switch allows
elimination of the wires by using Electromagnetic
Waves (EMW) to communicate between the
switches operated by the client and the toy or
assistive device. EMW can be as safe as radio waves.
connected to pin 3 and one is connected to Vcc. The series. Pins 2, 7, and 11 are connected to the
entire assembly is mounted on a resin soldering negative terminal of the same 3 AA batteries. An
board and secured by lead-free solder. The antenna of the same type as the transmitter is
transmitter is then placed within a 4-inch diameter, connected to pin 3 (DATA IN). The center lead of a
Jellybean, Ability Switch supplied by AbleNet. 2N3904 transistor is connected to pin 14. The left
lead of the transistor is connected to GND. The right
The AM receiver captures the coded data from the lead of the transistor is connected to one terminal of
418 MHz AM transmitter. These modules show very the coil in the 5V 500-ohm reed relay. The other
high frequency stability over a wide operating terminal of the reed relay coil is connected to Vcc.
temperature even when subject to mechanical The original 1/8th inch plug cut from the ability
vibration or manual handling. The RF supply switch is connected across the other two terminals of
voltage (RF + Vcc) is 4.5 to 5.5 volts; the AF supply the reed relay. The entire assembly is mounted on a
voltage (AF + Vcc) is 4.5 to 5.5 volts; and the resin soldering board and secured by lead-free
working frequency is 250 to 450 MHz. The receiver solder. It is placed within a standard component
is purchased from Convergent Technology. Pins 1, box made by Radio Shack.
10, 12, and 15 are all connected to the positive
terminal of 3 AA batteries, which are connected in Each cordless switch cost approximately $77.40
antenna CIR3
Receiver
CIT3
10
11
12
13
14
15
1
2
3
4
5
6
7
8
9
transmitter
1 4
9V 2 3
Battery
2N3904
transistor
1
0
ability switch 3 AA
batteries 5V 500 ohm
reed relay
1N914
diode
device to be
+V GND
controlled
solar panel
LEG WARMING APPARATUS The client asked that the battery be removable for
The heating unit of the leg warming apparatus the warmer months. A battery mount is machined
consists of a DC 12-volt hair dryer (Prime Products from Lexan and is held in place with two 1"
#12-0310) mounted under the seat of the wheelchair webbing straps and 1" Fastex fasteners. The battery
and adapted to have a remote on-off switch mount is bolted to the back of the wheelchair, using
mounted for easy access by the client. The power pre-existing attachment holes. The battery is a
source for the dryer is a 33-Ah 12-volt sealed lead sealed, deep-cycle, lead-acid type. To finish
acid battery (Panasonic LC-LA1233P with a pressure encapsulating the battery, a terminal bar is
type contact terminal). The heating unit has an machined from Lexan. This bar slides down over
electrical supply independent of the batteries that the terminals and is held in place with Nylon
drive the wheelchair, to prevent the wheelchair screws that go through the pre-existing holes in each
batteries from becoming drained and thus stalling battery terminal and then screw into the tapped hole
the client somewhere in cold weather. A mishap in the back of the Lexan bar. This cage also
from stalling the wheelchair in severe weather could secures the wiring against the terminals. On one end
be very dangerous to the client. of the terminal bar is the pigtail with the connection
for charging the battery. On the other is the
A simple toggle switch is wired into the power cord connection for the hair dryer. A battery charger is
of the hair dryer and mounted to the arm of the modified with a compatible connector for charging
wheelchair; a mounting bracket is manufactured. To the battery.
mount the hair dryer under the wheel chair, a
mounting block is made from Lexan and a Vest
mounting bracket from aluminum plate. The The ThermalWear™ half vest is not modified.
mounting block consists of two U- shaped pieces However, due to the client’s diminished arm
that clamp over the head of the dryer and hold it in strength, an adaptation is needed to enable the client
place. The aluminum plate is bent to hold the dryer to plug the vest in for warming both at home and at
and mounting block in the proper orientation to the office. A pigtail is wired with a connector
blow on the back of the client’s legs. This assembly compatible with the home and office battery
is bolted together, and bolted to the underside of the chargers. Cost: The approximate cost is $500.00.
seat using pre-existing attachment holes.
Figure 12.10 Clockwise From Top Left: Wheelchair Battery, Home and Office Battery Chargers, Thermalwear™ Half
Vest, Leg Strap, and Poncho.
146 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A common toy for children is a remote control car. up
However, the standard controller for a remote nails screws
control car requires fine motor skills since triggers or
switches are used for acceleration and steering. The
required precision prohibits some children with base
physical challenges from playing with such devices. left right
This project entails designing and building a joystick
interface that is connected to either of two remote screws
controlled electric toy cars. Thus, children capable of down
controlling the joystick of an electric wheelchair can
play with these commercially available remote
controlled toy cars. Figure 12.15. Schematic of Interface between
controller potentiometer and the joystick.
SUMMARY OF IMPACT
The joystick controller is designed to interface with a ground, the car accelerates to a fixed speed. The
standard remote control. Use of the joystick has schematic demonstrates how the controller
simplified the control mechanism, making it easier potentiometer interfaces with the joystick.
for physically challenged individuals to play with
these toys. The squeals of delight indicate that For the Airtronics controller, 6-inch hookup wires
mentally and physically challenged children seem to are soldered to each of the two terminals and one
enjoy having this new technology available to them. ground for each of the two potentiometers, resulting
in a total of six solder connections in the controller.
TECHNICAL DESCRIPTION These soldered wires are led to the plastic edge of
Two different remote control cars are used: an the controller. Then a standard connector that
indoor model and an outdoor model. The outdoor connects to a computer joystick is fitted into the
model is a Team Associated RC10 (Costa Mesa, CA) housing of the controller, and the six wires (three
car with an XL2P (Airtronics, Anaheim, CA) pistol from each potentiometer) are inserted into the
grip controller. The Airtronics controller consists of pinholes of the connector. After these wires are
two three-terminal potentiometers: one to control inserted, the case of the controller is closed, exposing
the steering and one to control the acceleration. The only the connector that would allow a joystick
center terminal is ground. For the steering interface.
potentiometer, a wire connection between one
terminal and ground causes the car to turn in one The joystick is modified by inserting four metal
direction. A connection between ground and the screws horizontally into the base of the joystick at
opposite terminal causes the car to turn in the right angles to each other. Four pins are inserted
opposite direction. A similar response occurs when vertically into the housing of the joystick so that
such connections are made for the potentiometer moving the joystick in one direction makes contact
that controls acceleration. For example, when a between the pin in the housing and the screw in the
connection is made between a specific terminal and base of the joystick’s shaft. Releasing the joystick so
Chapter 12: Rensselaer Polytechnic Institute 149
+12V
Down
6 4
8 1
M
5 3 2
Up
NO
Single
Relay
COM
+12V
Relay
10k 10k
1 8 0.01uF
R1
2 7
555
0.1uF
Timer
3 6
470 Valve
4 5
Push
Button
0.1uF C1 5.7k
Principal Investigator:
Joseph C. Mollendorf (716) 645-2593
molendrf@buffalo.edu
155
156 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
SUMMARY OF IMPACT
The two-part coupling device is designed for use
with a standard folding wheelchair, thus not
sacrificing the portability of the wheelchair or the
Figure 13.1. Luggage Tote Attached to Standard Wheelchair Using the Coupler.
Chapter 13: State University of New York at Buffalo 157
INTRODUCTION
This device was developed to enable a person with
weak or ataxic upper extremities to read a favorite
novel or magazine or to contemplate a crossword
puzzle. In addition, it provides an inclined surface
for writing as well as the opportunity to read in a
more ergonomically correct position. The need for
improvement came from the limited number of
existing reading devices, which are too heavy and
cumbersome. The suggestion for this device
originated from a person with multiple sclerosis
who is currently losing arm strength.
TECHNICAL DESCRIPTION
The polycarbonate desktop and the clamps used to
attach the desktop, both purchased from DIESTCO,
are the principle components of the design. The
incline adjustment feature, not found on the
Figure 13.4. Dismounted Bookholder.
researched bookholders, consists of the ratcheting
mechanism found on a chaise lounge chair. The
hooks that attach the ratcheting mechanism to the
SUMMARY OF IMPACT desktop are made of austenitized stainless for
strength. The hooks’ shape allows for easy attaching
This device attaches to the backrest of some
and detaching of the bookholder. Velcro tabs secure
wheelchairs while moving from place to place. The
the hooks to the acrylic reading surface when the
components of this device, when combined, were
device is not being used. Without the Velcro, the
chosen to accommodate persons with weak upper
ratcheting mechanism would move, causing
extremities. The incline adjustment feature
difficulty when storing and picking up the device.
accommodates impaired vision as well as
differences in the elbow’s range of motion when
Chapter 13: State University of New York at Buffalo 159
Rubber dipping on the hooks prevents scratching of uneven reading/writing surface. Colored contact
the polycarbonate desktop. The black rubber dip paper was added to the bookholder’s surface.
also serves to improve the aesthetics of the device.
The total cost of the project was approximately $210.
The bookholder’s weight and bulkiness was
minimized by using a 1/4” piece of acrylic with a
1/4” lip to prevent a book or piece of paper from
sliding. A thin U-shaped pipe keeps the two
ratcheting mechanisms synchronized to prevent an
INTRODUCTION straps that securely loop around the side of the seat
A device was designed to attach a typical child’s and the chains of the swing with safety locks. On
bicycle seat to a playground swing to enable the bottom of the aluminum plate there are two
children with physical disabilities to swing. The straps that attach using snap locks.
bicycle seat provides the support needed for
The bicycle seat has three screws that hang from the
maintaining a sitting position while on the swing for
bottom of the seat to attach the seat to the bicycle.
children without the necessary postural support.
These same screws, along with three wing nuts, are
This swing attachment would also represent an
used to attach the bottom plate, which is also made
excellent choice for young toddlers without
of 1/8 inch aluminum. The front of the plate has a
disabilities.
slot for a strap that hangs down to loop around the
Keeping the seat fully universal, making the swing seat and attach to the straps that hang from
attachments simple and easy to put on and remove, the back plate.
and ensuring the safety of the child were the main
While these straps hold the swing to the seat
goals of this project.
independently and prevent the bicycle seat from
slipping on the swing seat, if the straps failed for
SUMMARY OF IMPACT any reason the device must still catch the seat if
This project promotes accessible playground slippage occurs. Therefore, the back end of the
recreation for children with physical disabilities. bottom plate is bent down toward the front at a 60o
angle. This design still allows easy placement of the
TECHNICAL DESCRIPTION bicycle seat on the swing while maintaining this
It was necessary that the design be simple, allowing safety feature.
for easy attachment and removal to the swing and
seat. The total cost of the project was approximately $62.
INTRODUCTION
Some wheelchairs can not negotiate rough terrain
due to narrow wheels. For example, in the sand,
one-inch wide wheels will dig in instead of
propelling the wheelchair. Many wheelchairs have
similar problems traveling over rocky terrains,
snow, ice, and mud. Therefore, most wheelchairs are
limited to asphalt surfaces.
SUMMARY OF IMPACT
The goal of this project was to develop an “All
Terrain Vehicle Accessory for Wheelchairs”(Figure
13.10). This design will best suit electric wheelchairs
due to the power needed to operate the device. The
two main design criteria were to increase the contact
area between the wheel and the ground and increase
the traction characteristics of the wheel. In addition,
this device must ensure easy operation, taking in to
account the physical limitations of many wheelchair
users.
TECHNICAL DESCRIPTION
This design was built around a manual wheelchair
due to the high cost of electric wheelchairs, usually
exceeding $2000 per unit.
The wheelchair sits atop the platform with each of Figure 13.10. All-Terrain Vehicle Accessory for
the two wheelchair drive-wheels turning in place via Wheelchairs.
a pair of rollers under each drive-wheel (Figure
13.11). These drive-wheels will engage the clamp- wheelchair’s motor is transmitted to the sprocket-
assembly that consists of the drive-wheel fitting, chain assembly, then to the platform-wheels, thus
shaft, and sprocket (Figure 13.11). Each platform- propelling the device.
wheel is connected to a shaft and a sprocket.
Therefore, each side of the device consists of two The tires used were 3.5 inches wide and 10 inches
platform-wheels with sprockets and the clamp- tall—satisfying the design goal of increased contact
assembly. These three sprockets are connected with area between the tires and ground. Also, these tires
a chain—forming the triangular sprocket-chain possess a tread pattern similar to ATV tires—
assembly (Figure 13.12). Each side is independent of addressing the design goal of increased traction.
the other, which enables steering.
The disadvantages and improvement methods are
To propel the device, the user operates the as follows:
wheelchair normally, except that the power from the
Chapter 13: State University of New York at Buffalo 165
INTRODUCTION
Although there many wheelchairs have a reclining
feature, transport chairs lack this feature. Usually,
they are the most inexpensive of the transport
devices. Therefore, such amenities were never
implemented. Many nursing homes and hospitals
that use transport chairs often purchase the most
economical, yet very uncomfortable, chairs. The
lack of transport chairs without reclining features
coupled with the discomfort of patients without
good postural support provided the impetus this
project’s conception.
SUMMARY OF IMPACT
The goal was to develop a transport chair that is
safe, reliable, and able to provide adequate comfort
for patients. Nursing homes and hospitals would
show interest in this idea since the product evolved
from an existing chair. The design is practical,
taking little time to implement on any transport
chair. This design provides comfort and simplicity
for patients at a reasonable price.
TECHNICAL DESCRIPTION
The design consists of a simple “pin and pivot”
assembly. At the back of the chair there is a pivoting
point that allows the patients to recline. This Figure 13.13. Adjustable Transport Chair.
pivoting point has a screw consisting of a ½” nut
and bolt. At the front of the chair there is a pin The design provides suspension for the wheelchair
assembly that allows patients to choose the angles at to move independently of the original frame. To
which they want to recline. The pin assembly enhance the chair’s stability the pivoting point, a
consists of a 3” x 2.5” x ½ “ steel pate with a number housing was made for the steel plate. At the steel
of holes; a 7/8” diameter L-shaped beam that plate’s base a ledge holds the chair if the patient
connects to the pivot on the back, and another hole does not wish to recline (See figures for details). The
for the pin at the front. This frame’s dimensions are total cost for the project was approximately $579.
15” in the back and 16 ½” at the base.
Chapter 13: State University of New York at Buffalo 167
INTRODUCTION
This Project was specifically designed to act as a
“spotter” to assist a weight lifter who has paraplegia
with a set of bench presses. A bench press is
performed while laying face up on a flat bench and
pushing a weighted barbell straight up and then
down using both arms. A full set may include
several of these repetitions. Good form includes
lowering the bar to about an inch above the chest
before pressing the bar back up. When alone, a
person may need a little assistance to finish the set.
When help is not there, the person may not have the
stamina to finish the last repetition, leaving the bar
on the person’s chest, resulting in possible injury,
especially for a person with physical disabilities.
This device entails lowering or lifting of the support
brackets so the counter weights will lift just as the
bar touches the person’s chest. The system engages
when the bar comes in contact with the chest. The
system adjusts to the user’s body size.
SUMMARY OF IMPACT
This device was designed with the intention that a
person could work out alone and still depend on a
spotter for those important last repetitions, resulting
in a more efficient workout. This system doesn’t lift
the weight off of the lifter’s chest, but gives the
Figure 13.15. Bench, Barbell and Free Weight
assistance he or she may need to finish the set. The Bench Spotter.
device will eliminate short-changing of a set by
allowing the one more repetition a lifter may need to center of the heavy counterweights. A cable is
improve his or her strength and upper physique. attached from the machine to the center of the
Not only will this device work for people with barbell, which runs through two pulleys and
disabilities exercising alone, but also able-bodies connects to a small cylindrical weight that runs
people who want to work out alone. inside the same hollow tube, below the weights.
Since the small counterweight has two pegs on the
TECHNICAL DESCRIPTION bottom, the tube must have slots on both sides. The
The counterweights used will take 50 pounds off the hollow tube will act as a guide for the small
total load being pressed, which is adequate, and will counterweight and a track for the heavy
travel down a hollow tube that runs through the counterweights.
Chapter 13: State University of New York at Buffalo 169
INTRODUCTION
The objective of this project was to design and build
a device to allow children with physical disabilities
to use a slide. The complete design consists of three
components: a bicycle seat, a catch-net and an
attachment clamp. Using a bicycle seat allows for
more applications of the components because adults
can transport the child to the playground using the
same piece of equipment.
SUMMARY OF IMPACT
With the Handy Slide Attachment, children will
have access to playground slides and receive
stimulation for growth and development. Figure 13.17. Finished Design on Slide.
Furthermore, the device requires adult operation,
providing the child with adult attention.
TECHNICAL DESCRIPTION
The design consists of three elements: a bicycle seat,
a clamping device, and a catch-net apparatus. The
components are easy to transport and
uncomplicated to use. The safety catch-net with the
clamp is only necessary to use if the slide ends
above the ground level.
9. Double check that the harness and helmet Seat / Qty. (1)
on the child is fastened and all limbs are
inside seat. Threaded Seat Security
Knob / Qty. (3)
10. Pull the seat up the slide as far as desired
and release. The net will prevent the seat
from falling off the edge of the slide.
11. Upon completion, remove the clamp by
pressing in the handle and pulling away
from the slide.
12. Reattach the equipment to the bicycle, then
remove the child and seat from the bottom
of the slide and attach to the bicycle again.
The device is recommended for use on plastic slides
and restricted to single straight slides. Able-bodied Figure 13.19. Schematic of Bicycle Seat.
children can use the slide device as well.
The bicycle seat attaches to an adult bicycle. The rods, where as the cords along the short portion of
weight of the child should not exceed 40 lbs. The the net are inserted into the metal rods. This
seat provides good neck stability, leg support, and a assembly provides a stiff structure able to catch the
5-point harness for safety. Furthermore, the seat’s seat. The cords provide elasticity to dampen the
width is the same as most standard plastic slides. impact when the seat hits the net.
The seat’s stability helps avoid tipping over the
slide’s side, even with movement of the child. If the The clamp is designed to have one-handed
child cannot control his or her arm motion, mittens operation for speedy tightening. To tighten the
with Velcro wristbands should be attached around clamp, one squeezes the clamp’s pistol grip handle.
the seat handlebar. Because the clamp cannot be over-tightened, the risk
of marring the slide is eliminated. The clamp
The safety catch-net consists of two solid aluminum unlocks by merely applying pressure to the trigger.
rods, each 23 inches in length, with metal plates The clamp, made of a resin material, possesses good
welded to the bottom of the rods. In addition, the durability and low weight. For easier assembly the
rods have holes drilled axially at each end, large rubber work pads are removed from the clamp and
enough to insert bungee cords. The net measures riveted to the metal plates.
18” X 24” and constructed of a thick mesh material.
Bungee cords are sewn along the perimeter of the The total cost of the project was approximately $124.
net, inside the seam. The cords along the wider
length of the net are wrapped around the aluminum
172 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
TECHNICAL DESCRIPTION
The Door Opener is built with steel; lighter material
such as carbon fiber or aluminum is recommended.
Figure 13.21. The Hook, Body, and Clamp Comprise the Door Opener.
174 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
BATHTUB CHAIR
Student Designer: Thomas A. McCabe
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400
INTRODUCTION
Many persons with physical disabilities lack
sufficient ability to safely maneuver themselves into
and out of the bathtub. Other persons, too,
sometimes slip while in the tub, causing serious
injury. A device was designed for installation on an
existing tub to assist a person in moving into and
out of the tub.
SUMMARY OF IMPACT
This provides a reasonable alternative to people in
need of assistance in entering and exiting the
bathtub.
TECHNICAL DESCRIPTION
The design involves three distinct parts. The first
part includes the mechanical assembly of the
reductors, motor, shaft, and chair. The second
consists of an electronic control circuit to maneuver
the chair. The third is a housing that safely contains Figure 13.23. Inside the Housing.
the moving parts and electronics. a normal wall outlet was chosen. Because the motor
rates at 1800rpm, a reducing unit increases the
The first step in the mechanical configuration was to
torque and decreases the rpm. Several commercial
select a motor capable of providing the horsepower
units were examined; however, the reduction ratios
required to lift a person. After examining several
and costs were not acceptable. Therefore, an
design possibilities, a GE instant reversible motor
original reducing unit was built.
rated at ½ Hp was selected to provide the back and
forth motion. Also, to limit the electronics needed, The unit requires two steps to obtain the required
an AC powered motor rated at an reduction ratio of 800. Two worm gear
amperage/voltage consistent with that provided in combinations, one at a reduction of 40 (small gear)
Chapter 13: State University of New York at Buffalo 175
and one at 20 (large gear) accomplish the task. until hitting the other limit switch. The limit
Considerable care was taken in the machining of the switches, attached to the structure by clamps, allow
worm gear mounts to obtain precise distances. for easy chair-arc adjustment for differing tub
Pillow blocks hold the shafts in place and support geometries. A fuse added to the power line from the
the forces applied by the gears. The first reduction, switch to the plug protects the user from an
the 40 ratio, attaches to an extension of the motor electrical hazard in case water leaks into the control
output shaft. At the end of the 40 reduction the unit.
output turns 90 degrees and enters the 20 reduction.
The 20 reduction turns the output 90 degrees back in The housing was built to hold the mechanism on the
the original direction. Also, the gear attaches tub wall as well as protect the user from mechanical
directly to the main shaft, which rotates the chair. and electrical hazards. The two basic components
With this arrangement the motor will spin at 1800 include a sheet metal box and a plastic control box.
rpm when turned on, but by the time the output The sheet metal box totally encloses the motor and
reaches the chair the rpm is reduced to 2 with a gears, allowing only the shaft and chair to protrude.
considerable increase in torque. Also, holes for the power cord, control cord, and
fuse were made.
The control system for this device consists of a
switch causing the chair to rotate in either direction The box, sealed with silicone gel, attaches to the
and two stops at each end of the arc. The worm base-plate by brackets. On the bottom of the base-
gears eliminate the need for a mechanical stop. The plate two “hugging” plates (not pictured) are
nature of the gears allows only the motor to turn attached. These plates attach directly to the chair
them. Whenever power to the motor is shut off, the shaft supports to allow for more stability. The
chair will stop immediately, even in the middle of its control box attaches to the housing by a 4-foot-long
arc. The chair will not fall if power suddenly ceases. waterproof cord. The cord is attached and sealed to
With this consideration in mind, only two circuits the control box, which contains the control switch.
are required; one for rotation clockwise and one for The control is left free so that the user can operate
counterclockwise. The two circuits activate through the chair easily from all positions. Prolonged
a three-way switch where the middle position is off. contact with the water is not recommended for the
In addition, two limit switches positioned at the control case. However, the control case is
second gear shut off the circuit at the desired waterproof and should not present a hazard.
location, causing the chair to stop. By activating the
switch in the opposite direction the chair will return The total cost for the project was approximately
$1110.
176 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A device was designed for storage of personal
belongings and provision of a desktop on a walker.
This accessory is designed for easy operation and
low cost.
SUMMARY OF IMPACT
A need exists for walker attachments that will
permit walker users to have more freedom and
independence. An attachment that allows for
storage and provides a desktop will facilitate these
needs. Walker users have utilized such devices as
fanny packs, pouches and purses, which have not
been designed specifically for this application.
TECHNICAL DESCRIPTION
The storage/desktop unit consists of three main
parts: the locking box, the linkage and the
support/clamping unit. The box has inside
dimensions of 15” X 11½” X 1½” for storage of
personal belongings. The box has an attachment to
allow the box to lock into a forward angle of
approximately 2 to 5 degrees along with a slight lip Figure 13.24. Deployed Storage Table.
around the entire top. This ergonomic design lends
itself to ease in reading, writing and discourages screws. The units have 70o slots in which the linkage
objects from rolling off the distal edge. fits, with wing screws to secure the linkage in place.
The linkage consists of a ground, the The criteria for a successful design were: low
support/clamping units, a slider and links. The weight, unobtrusiveness, ease of use, and a locking
storage/desktop unit uses the linkage to move from box. The storage/desktop unit required low weight
a vertical to horizontal position so the walker user so the walker would not tip over when in static
can walk without impeded motion. loading or dynamic motion. Consequently, the
components were mostly made of plastic to ensure
The support/clamping units are high-density the low weight. After testing, the lightweight design
polyethylene blocks formed to fit around the legs of withstood 10 pounds of static loading without
the walker. They are held in place with sunken cap tipping the walker.
Chapter 13: State University of New York at Buffalo 177
To move the storage/desktop unit from the vertical The box/desktop had to lock or the contents would
to horizontal position, and vice versa, the unit had to come out when tipped to the vertical position,
be unobtrusive to the frame of the walker. spilling the contents. A spill would require the user
Therefore, to not interfere with the frame, the to bend down to get items. However, since the user
linkage sits at an angle of approximately 70o. already requires a walker for support, bending
down poses an additional and unnecessary safety
The design needed easy attaching/detaching so the concern.
storage/desktop unit would not get damaged while
in transporter storage. The unit also required easy Total cost of this project was approximately $110.
removal because the existing models are time
consuming when attaching/detaching. This ease-of-
use requirement was essential because users often
have other motor and strength challenges.
INTRODUCTION
The objective of this project was to design a device
to alert deaf individuals to the presence of audible
warnings. In most emergency situations, especially
ones in which time is critical, audible warnings alert
a person to the presence of the emergency.
Examples are: the honking of car horns, people
shouting, gunshots, and train whistles. In case of
fire, a person who is deaf can fail to hear the alarm;
unless he or she is in the presence of people who
hear the alarm, the person may not know about the
fire until too late.
The device drew 3V, supplied by two AAA batteries back of the box has a pager clip attached to mount
connected in series. the device to the user’s belt.
The motor, a small (6mm diam. X 14.4mm) pager The user should wear the lapel microphone on the
motor, is coupled in parallel with a diode to prevent back of his or her collar to prevent his or her own
back current and connected in series with a resistor speech from setting off the device. The proximity of
that cuts the 3V input voltage to an approximate the microphone to the mouth when worn in the
1.5V level. front significantly magnifies the apparent amplitude
of the wearer’s own speech.
The circuit was assembled using wire wrap sockets
and pins, which were then clipped in length in order The total cost of the project was approximately $125.
to fit in the box. The box, a standard Radio Shack
project box, has two drilled holes, one for the
microphone jack and the other for the switch. The
INTRODUCTION
This project assists persons who need to use oxygen
on a daily basis. For many people oxygen use
requires them to carry heavy oxygen tanks wherever
they go, usually using a cart that they pull. The
heavy tanks make mobility difficult. This backpack
design incorporates two lightweight oxygen tanks
that a person can carry on his or her back for greater
mobility. The backpack adjusts to fit most people.
SUMMARY OF IMPACT
This device will enable oxygen users to remain
active and have both hands free while they go about
their daily activities. The lightweight design will
not inhibit the users from being active.
The backpack is designed to carry the oxygen tanks. The oxygen tanks’ slim design enabled fitting of two
The slim, tight fitting design transfers the weight of at once, resulting in longer usage time. Each tank
the oxygen tanks to five points on the carrier's body, weighs 6.5 pounds and measures 3 7/16 inches in
distributing the weight and providing more comfort. diameter and 17 inches in height. Each tank
The backpack, constructed from heavy canvas for provides 1 1/2 hours of oxygen at a rate of 2 liters
increased durability, has a back panel reinforced per minute. The regulators control the oxygen flow
with flexible plastic and padded for comfort. The to the 2 liters per minute, the standard rate for
flexible plastic aids in the distribution of the weight, oxygen users.
adding to comfort. The weight is distributed to the
shoulders, the hips, and across the chest. The two The total cost of the project was approximately
shoulder straps have padding. The adjustable $1548.
buckle across the chest serves as one of the pressure
distribution points. The waist strap is oversized to
carry a majority of the weight. This design positions
Chapter 13: State University of New York at Buffalo 183
AN ORIENTATION SENSING
FLATWARE COMPANION
Student Designer: Daniel Spencer
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260
INTRODUCTION blind person who has lost the sense of touch in his
The orientation sensing flatware companion device or her hands to eat without assistance.
assists those who could not easily control eating
The flatware companion device works with all
utensils through normal feedback, such as sight and
flatware, thus requiring some adjustment and
touch. Instead, an audio signal provides the
calibration. This adjustment requires the assistance
feedback.
of someone more dexterous than the intended users.
The flatware companion works with ordinary Also, the device requires a learning period for the
flatware, fitting to any spoon or fork, thereby user. The operator must learn the specific audio
allowing the user the option to use flatware already feedback associated with a particular direction of
owned. With the flatware in place, the companion tilt.
device provides a large easy-to-grip handle and a
buzz when the device tilts too far in any one
direction. The device uses eight original tones, one
for each general direction of tilt. Once the operator
learns which tone is associated with which direction,
the operator dynamically adjusts the spoon
orientation by responding to the audio feedback.
SUMMARY OF IMPACT
The flatware companion device helps individuals
not able to feed themselves to become more
independent. For example, the device may help a
12V
180k 180k
3.9k 3.9k
NPN NPN
2N3904 2N3904
buzzer buzzer
560 560
INTRODUCTION
The objective of this project was to provide a
wheelchair user protection in adverse weather
conditions. The design was to be a universal design
easily adaptable to a multitude of wheelchair
designs. Also, the wheelchair must close with the
canopy attached. The user may have limited
functionality in operating the canopy, mandating
simple two-step deployment and storage.
SUMMARY OF IMPACT
No known devices provide the same versatility and
ease of use as the Protective Canopy. Other
marketed models require extensive assembly that
often cannot be performed by the user. Figure 13.33. Detached Unit.
Principal Investigator:
William A. Hyman (409) 845-5593
w-hyman@tamu.edu
191
192 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A cam lock release mechanism for the foot rests of a
wheelchair was designed for patients at a healthcare
facility. The release mechanism is controlled by
battery powered pull-type solenoids. The patient
can operate this device through a momentary push
button switch placed on the wheelchair's armrest.
Once the solenoids are engaged, an actuating hook
pulled by the solenoid causes both leg rests to be
released. The wheelchair cam lock release Figure 14.1. Side of Cam Lock Release Mechanism
mechanism was specifically created for use with the with Cover Removed.
wheelchairs in use at one facility, but can be easily
modified for use with other models. independence. The design could also have
applications in other settings.
SUMMARY OF IMPACT
Many elderly patients and other wheelchair users
TECHNICAL DESCRIPTION
lack the agility to bend forward enough to rotate the The wheelchair leg rest lock release was designed
foot pedals and/or leg supports of their wheelchairs for patients with limited mobility, dexterity, strength
from the support to the vertical position, and/or to and coordination, but who can exit their wheelchairs
release the leg rests entirely and swing them to the and walk by themselves at least some of the time.
side and out of the way. They may also lack the The main requirements of the design were that it:
hand strength and dexterity to move the foot pedals
• Be easy to use,
or operate the leg rest catches, even if they can reach
them. Despite these limitations, in the nursing home • Be useable with a minimum of physical
setting these patients are often strong and agile effort,
enough to get up from their wheelchairs and walk
• Be easily accessible,
around independently at least part of the time. Still,
prior to standing they may require assistance to • Not interfere with the normal operation of
safely exit a wheelchair, setting the brakes and the wheelchair, and
moving the foot pedals or leg rests out of the way so
• Be safe to use.
that they can place their feet directly on the floor.
Achieving firm footing is a proven safety issue in For the wheelchairs available for this project, each
that attempting to step over or to the side of the wheelchair leg consists of three components: leg
extended leg rests or foot pedals is directly frames (which attach to the main chair assembly via
associated with falls. The implementation of an hinges located on the front wheel posts of the
easy-to-use lock releasing mechanism may improve wheelchair), leg rest pads (which are attached to the
the safety and independence the residents at long- leg frame via swivel-lock) and foot pedals (which
term care facilities by increasing safety and are attached to the bottom of the leg frame on a
moveable pivot). Each leg frame can be moved on its
Chapter 14: Texas A& M University 193
To keep the brass actuating levers in place, and to Initial testing involved having a student sit in the
facilitate smooth linear movement of the actuating chair and release the locks by pressing a button
mechanism, plastic sleeves were fitted over the mounted on the armrest. Consistent performance
core/rod interface. A second, 1/4 " hole was drilled was achieved.
in the opposite end of the project box to allow for the
wires going to the solenoid. A ½ " steel rod, Total cost for the cam lock release mechanism was
spanning the width of the wheelchair was attached approximately $88.00.
194 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A brake for a portable bedside table was designed for
the residents of a long-term care facility. The brake
consists of a hand locking mechanism connected to a
floor stop through a standard bicycle cable.
SUMMARY OF IMPACT
Many residents at a long-term care facility lack the
strength and mobility to move common objects. In
addition they are often in wheelchairs or beds for
extended periods. Despite these physical limitations,
they are alert and able to do engage in diverse
activities. While in bed, the adjustable bedside tables
provide a surface for the patient to eat, read, use a
laptop computer, and perform other common tasks.
However, due to the limited mobility and dexterity Figure 14.3. Table with Locking Mechanism.
of many patients, there is a tendency for the table to
roll away during use. The patient then must move The braking mechanism has two primary
the table back to the position where he or she feels components, the locking handle and the cantilever
comfortable, if possible. The braking mechanism brake stop. The locking handle is a standard stroller
provided allows for the table to be friction locked to brake handle that can be found at bicycle shops. The
the floor, and released as desired, by the user or, if cable can also be purchased at such shops. Built in to
necessary, by an attendant. The same mechanism the handle is a 1" round clamp used to affix the
can be used in many different applications. Thus handle to a 1" diameter steel pipe that was mounted
the table brake provides a simple solution to an under the table with 1" U-straps and wood screws.
everyday problem. It not only facilitates the use of The handle was mounted in such a way that it did
the over-bed table for many activities, but empowers not interfere with the height adjuster of the table nor
some users for greater independence of activity. The with the surface.
first device is currently under evaluation at the
facility. The cantilever brake stop was machined from a 1/16
" thick piece of steel. This piece was cut to be used
TECHNICAL DESCRIPTION on a 1" diameter squared post approximately 2"
The main design requirements of the brake were: 1) above the ground. A 2 1/16" by 1 ¾" by 1" rubber
it had to be able to work at all heights of the stopper was attached to one end with two 1" screws.
adjustable table; 2) it had to be a simple design so A spring was mounted to the other end and held in
that it could be reasonable reproduced and used on place by the steel bicycle cable. A hole was drilled in
other tables; 3) the brake had to lock and unlock the square post to fasten the cantilever bracket. An
with minimal requirements for strength and axle was created with a 5/16 " by 1" roll pin and
dexterity; 4) it had to be safe to use; 5) it had to be placed in the drilled hole. A 10-24 x 3" bolt was used
mounted to the table top out of the way of the height to mount the cantilever bracket to the table.
adjustment mechanism; 6) it could not interfere with
the natural rolling motion of the wheels.
Chapter 14: Texas A& M University 195
Standard steel bicycle cable was used to connect the All designers performed tests for ease and
locking handle and the brake stop. The cable was consistency of use. Light hand force was sufficient to
connected to the brake stop by threading the cable operate the handle that engaged the brake. Tension
through the handle and the tension adjuster on the can be adjusted on the handle so that the brake can
handle. The cable was then threaded thought a hole be used on a variety of floors.
in the square post and mounted to the brake stop
through the center of the spring. It was then looped The final cost of the braking mechanism was
through the cantilever bracket and fastened with a approximately $40.00.
steel wire stop.
196 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A walking assist device was designed for a
rehabilitation facility. This device functions as a
stroller for a paralyzed, weak, or amputated leg. The
design allows for variations between patients and
therapists by adjusting the height, seat angle and
handlebar angle of the device. (Figure 14.4)
SUMMARY OF IMPACT
For stroke patients with a weak or paralyzed leg,
and for patients who have had one leg amputated,
physical therapy may involve an ambulatory
therapy technique that requires three therapists to
control and assist the patient. One stands in front of
the patient and his or her walker with a hand on the Figure 14.4. Walking Assist Device
patient's shoulder to ensure balance, one follows
behind with the wheelchair should the patient have
to sit down suddenly, and one crouches beside the TECHNICAL DESCRIPTION
patient with a hand behind the impaired leg to Criteria for the design included:
initiate and control its motion. The walking assist
device eliminates the need for this third therapist. • Limiting the interference of the device with the
Motion of the dysfunctional leg is controlled by the patient's other (functional) leg and the walker,
therapist in front of the walker via the handlebar on
the new walking assist device. • Limiting the amount of stress on the joints of the
dysfunctional leg,
The device can be adjusted for use by patients with • Allowing the therapist to maintain control of the
hip or other injuries by preventing them from motion of the dysfunctional leg,
putting weight on the involved leg. Adjusting the
height of the device prevents the patient from • Ensuring ease of use by both the therapist and
placing his or her foot on the ground, thereby the patient,
providing for ambulatory therapy in non-weight-
• Ensuring comfort, and
bearing applications. The ability to adjust the height
of the device also allows it to be used in applications • Ensuring safety and efficacy of the device.
with amputees by preventing a patient from
The device consists of a custom-made stainless steel
attempting to put weight on their absent limb. In
tripod that supports the dysfunctional leg. The seat
addition to reducing staff requirements, this device
is made of a vinyl cushion attached to a stiff piece of
is believed to provide better and safer support, and
vinyl covered cardboard. Two adjustable belts are
to improve the degree to which the patient and
attached between these components. The completed
therapists are in control of the situation.
support (seat) is attached to a metal plate by screws.
The metal backed seat is welded to the surfaces of
two 3/4" stainless steel two-piece clamp-on collars.
Chapter 14: Texas A& M University 197
These two collars are centered on a section of 3/4" another 3/4' piece of tubing is welded horizontally
stainless steel tubing that forms the cross bar under to the 7/8" rear support and the front piece above
the seat. The manipulation of these two collars the junction of the two front supports in order to
controls the angle of the seat. One end of the cross provide greater strength, stiffness and stability to
bar has a slit cut a short distance along the length of the tripod.
the pipe. Into this end of the cross bar a bent piece of
5/8" tubing is inserted to form the handle bar. The Testing of this device involved weight-bearing and
angle of the handlebar is controlled by tightening a non-weight-bearing applications. Members
third stainless steel two-piece clamp-on collar substituting as therapists were able to effectively
around the slit end of the crossbar where the control the motion of the dysfunctional leg. Use of
handlebar is inserted. At the center of the cross bar the device demonstrated a high level of comfort for
is welded a 5/8" stainless steel rod approximately the "patients" as well as the efficacy of the device
1.5 feet in length. This rod telescopes into a 7/8" between users. Initial evaluation of the device by the
stainless steel pipe approximately 2 feet in length. therapists is ongoing. However, several
The pipe utilizes a lengthwise slit and a stainless recommendations for changes to the prototype have
steel 7/8" two piece clamp-on collar to adjust and already been identified. First, the prototype weighs
secure the overall height of the device. To the end of more than what was originally specified. The final
the 7/8" piece is attached a rubber stopper; this rear product should ideally be made out of lighter,
leg provides the main support and prevents the strong framing such as that found on bicycles, if this
device from traveling or tipping backwards. The can be done with reasonable cost. Second, the use of
front piece of the device is welded to the 7/8" the two-piece clamp on collar requires the use of a
support, slightly below the clamp-on collar. The wrench to release and tighten the collar. This is
front piece begins as a solid piece that, a few inches inelegant and hard to manipulate. Should this
down from the weld, splits to form the front two device go beyond this prototype stage, different
legs of the tripod. The legs angle out until, by the mechanisms for controlling the telescoping of the
time they reach the floor, they are eight inches apart. device, the angle of the handlebars and the seat
Each of the two legs ends with a 2" diameter wheel. angle should be investigated and improved.
These wheels are not on a pivot and, therefore, only
allow easy movement in a forward or backward The total cost of the device was $373, including $270
direction. Approximately midway down the device, for machining and welding.
198 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
A user-operated, mechanism to temporarily release
the anti-tip bars at the back of a wheelchair was
designed and implemented. The device consists of
modified anti-tip bars that now have a hinge
mechanism secured by a mechanical catch. In the
latched position the hinge is sufficiently strong to
perform the anti-tip function. When the release
mechanism is activated the hinge is allowed to move
freely; once the anti-tip bar encounters an
impediment that pushes the anti-tip bar up, the bar
is then released. When the impediment is removed,
because the wheelchair has passed over it, the spring
load on the anti-tip bar hinge returns to bar to its
normal position, where it self latches. Figure 14.5. Overview of Mechanical Anti-Tip
Bar Release Mechanism.
SUMMARY OF IMPACT
Anti-tip bars perform the useful function of The principle of this design is for the user to be able
preventing a wheelchair from tipping over to temporarily release the anti-tip bars when an
backwards. However these bars can interfere with obstacle is encountered, with the anti-tip bars
desired tipping, such as when climbing a curb with automatically resetting when the obstacle has been
assistance. They can also catch on obstacles in the overcome. The prototype design is being reviewed
path, such as high door thresholds. An unfortunate by users and facility personnel for concept and
consequence of these undesirable anti-tip bar functionality. The current model would most likely
functions is that users and or their attendants may have to be made more rugged and durable, and the
render the anti-tip bars ineffective by removing self re-latching improved. In this regard a second
them entirely, or by simply rotating the bars into a version has already been designed (see next report).
wheel up rather than the normal wheel down
position. While such action may be intended as a
temporary measure, it relies on the user or attendant
TECHNICAL DESCRIPTION
The specifications for this design were that the
to re-set the bars into the correct position after the
modified anti-tip bar:
reason for disabling them has been resolved. This
user disabling could be addressed by fixing the anti- • Be at least as strong as the usual tube-in-tube
tip bars in the down position, but this would not design when the new mechanism was in the
allow for them to be disabled when necessary, and latched position,
trying to overcome obstacles with them in the down
position may create further hazards. • When activated, be released for passive travel
over an obstacle,
Chapter 14: Texas A& M University 199
• Automatically reset after passing an obstacle, and One modification necessary in this design is the
addition of a guide to prevent the latch from
• Be easy to operate without interfering with any
returning to the locked position (parallel to the
other function of the wheelchair.
horizontal bar), without the anti-tip portion having
An additional feature could be an audible alarm returned. The latch could then interfere with the
during the period when the anti-tip mechanism is in automatic re-setting of the mechanism, leaving it
the released position. unlatched. The needed guide would hold the
locking latch out until the anti-tip bar returns to the
For this prototype the standard anti-tip bars, which neutral position. In the absence of automatic re-
have tube-in-tube mating, were modified to be setting, the user could again work the lever to open
attached by a top-mounted hinge and secured by a the latch and allow the system to re-set. This would
side latch made from a hinge. When latched, the be undesirable from a safety standpoint, although
combination of the latching mechanism and the top the addition of an audible warning could address
hinge must be sufficiently stiff and strong to provide this shortcoming.
the required anti-tip function. A cable system is
employed to provide inward force simultaneously Another alternative considered, but not yet
on each side latch so that both anti-tip mechanisms implemented, would be to have a spring-loaded
are opened with a single lever located near one barrel catch on the underside of the anti-tip bar and
armrest. When the side latches are pulled toward the horizontal tube, with the hinge on top as
the center of the chair by the cable, the top hinge can currently configured. The release mechanism would
operate freely. The side latch is held in the open work the same way as in the current design, but on
position (Figure 14.6) until the anti-tip bar returns to return the extended barrel latch would be pressed in
the normal position after having been lifted by the and reset by the returning anti-tip bar, given an
obstacle. When the anti-tip bar returns to the neutral appropriate combination of return force and barrel
position a spring pulls the latch back into the locked latch internal spring. The user could operate the
position. system again to achieve latching.
INTRODUCTION
A user operated, electro-mechanical mechanism to
temporarily release the anti-tip bars at the back of a
wheelchair was designed and implemented. The
device consists of modified anti-tip bars that now
each have a hinge mechanism secured by a
commercial electric door catch release. The electric
latch was modified so that it could also be operated
mechanically via a cable. In the latched position the
hinge/latch combination is sufficiently strong to
perform the anti-tip function. When the release
mechanism is activated either electrically or
mechanically, the hinge is allowed to move freely so
that the environmental impediment that the anti-tip Figure 14.7. Overview of Electro-Mechanical Anti-
bar encounters pushes the anti-tip bar up, allowing Tip Bar Release Mechanism.
the desired release. After the wheelchair has passed
over the impediment, the spring load on the anti-tip
bar hinge returns the bar to its normal position, latched position, be released when activated, for
where the mechanism self latches. An audible passive travel over an obstacle,
warning is provided during the unlatched state to • Automatically reset when an obstacle is passed,
remind the user to check for successful re-latching.
• Be easy to operate by lever or pushbutton
SUMMARY OF IMPACT without interfering with any other function of
the wheelchair, and
Anti-tip bars perform the useful function of
preventing a wheelchair from tipping over • Have an alarm that sounds when the anti-tip
backwards. However these bars can interfere with mechanism is in the released position.
desired tipping, such as to climb a curb with
For this prototype the standard anti-tip bars, which
assistance, or they can catch on obstacles in the path
have tube-in-tube mating, were modified to be
such as high door thresholds. Consequences of
attached by a top mounted hinge and secured on the
undesirable anti-tip bar functions are discussed in
inner side by a commercial electric door latch
the previous report. This prototype design is being
(Figure 14.8). When latched, the combination of the
reviewed by users and facility personnel for concept
latching mechanism and the hinge must be
and functionality.
sufficiently stiff and strong to provide the required
anti-tip function.
TECHNICAL DESCRIPTION
The specifications for this design were that the Two modes of operation were provided: electric
modified anti-tip bars: (pushbutton) and manual (lever). In the electric
mode the latch is operated using a single pole, single
• Be at least as strong as the usual tube-in-tube throw momentary switch powered by 6 volts
design when the new mechanism us in the obtained from two D cells. The two latches are wired
in series to limit the voltage drop across each coil
Chapter 14: Texas A& M University 201
and increase the current. This system could be allowed to return to its normal position. When the
separately powered on a manual wheelchair, or spring-loaded anti-tip bar returns, it automatically
operated from the battery on a power chair with self latches, much as a door does when it returns to
appropriate voltage adjustment. When activated, the the closed position.
electric current energizes an internal electromagnet
that pulls the catch mechanism to the open position. The combination of a sufficient spring load and the
For manual operation the electric latch was modified sensitivity of the latch assures reliable re-setting. In
to allow a cable to release the internal latch that is the absence of automatic re-setting, the user could
normally operated by the electromagnet. This again work the lever or pushbutton to open the latch
modification was accomplished without disabling and allow the system to re-set with the latch
the electromagnetic function, so the current unit can retracted. This would be undesirable from a safety
be operated by either electric or manual control. standpoint, although the addition of an audible
warning addresses this shortcoming.
For manual operation, a bicycle cable was mated to a
single-user operating lever. When the latch is Advantages of the current design over the previous
operated, the split cable, or the dual electric input, one are that the same unit can be operated manually
opens both catches and the anti-tip bars become free or electrically, and basing the design on a
to rotate upward as the wheelchair passes over an commercial latch provides a high quality component
obstacle. When the bar is up, the latch can be at low cost.
Principal Investigator:
Alan W. Eberhardt (205) 934-8464
aeberhar@eng.uab.edu
203
204 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Figure 15.1. Assembled Swing Set, Shown with Hammock Seat Attached.
206 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
THE POWER-ENHANCED
ENTERTAINMENT TABLE
Students: Michael Dennis, Donald Talley, Benjamin Teague
Client Coordinators: Dr. Gary Edwards, United Cerebral Palsy of Birmingham
Supervising Professors: Drs. Alan Eberhardt, Raymond Thompson1, B.J. Stephens1, Laura Vogtle2
Department of Biomedical Engineering
1Department of Materials and Mechanical Engineering
2Division of Occupational Therapy
by the clients, yet flexible enough to be easily located 2 in. below the table surface. Once the beam
adjustable to different heights. is broken the actuators stop lowering.
A sensor system was added to prevent the table The total cost of the device was $1,538.
from lowering down onto the legs of the client. The
Sick Optic VS/VE18/DC through-beam
photoelectric sensor is positioned by a bracket
The table lift mechanism consists of two AC linear Velcro patch to secure the keyboard in the housing
actuators with a tubing guidance system housed in made from A36 steel plate. A third linear actuator is
C-channel sections. The 18” stroke linear actuators connected to the keyboard housing and flat bar via
are centered and secured via pin attachments inside pin attachments such that, when retracted, the
the 6” A36 steel C-channel bolted below the table. keyboard would begin in the flat position (180°),
ASTM A500 steel square tubing guidance system while the fully extended length would pivot the
under the table consists of four telescoping sections keyboard to a maximum angle of 80°. The keyboard
of tubing under the four corners of the table. The housing pivots about its center axis. Jellybean
A36 C-channel and angle were selected to meet buttons control the table height and keyboard pivot
ASME Specification SA-36. adjustments, attached to the tabletop via Locline
flexible neck rods.
The tubing is welded (AWS Specification E7018) to
the inside of the C-channels that also house the The monitor slide/support mechanism consists of
linear actuators. Each telescoping section consists of two 2 x 4-in. pieces of pine, bolted to the tabletop
2 square tubes, one smaller tube with a 2 1/2” OD with two additional pieces offset at a 2-in. height
and one larger tube with a 3” ID. These telescoping and connected to the support pieces using 20” heavy
tubes are greased to ensure smooth sliding during duty full extension zinc-plated carbon steel slides.
table lifting. The actuators and guidance system are These slides are rated to carry 115 lb./slide at the
concealed inside two telescoping wood panels, one fully retracted and fully extended positions. The
of which was stationary while the outer panel oak wood platform for the monitor is bolted to the
extends as the table was raised. These panels are top 2 x 4-in. pine support beams. The extension
guided using ball bearing drawer slides between slides allow the monitor to move up to 12” past the
them. tabletop, flush with the keyboard edge. The device
is illustrated in Figure 15.4.
The keyboard pivot consists of a universally sized
keyboard housing to hold the keyboard with a The total cost was $1,463.
Figure 15.4. Close-Up View of Adjustable Computer Table, Showing Adjustable, Inclined Keyboard Tray, Sliding Monitor
Stand and Jellybean Control Buttons.
212 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
CHAPTER 16
UNIVERSITY OF CONNECTICUT
Biomedical Engineering
260 Glenbrook Road
Storrs, CT 06269-2157
Principal Investigators:
John D. Enderle (860) 486-5521
jenderle@bme.uconn.edu
213
214 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
SPEAK-N-SEE
Designer: Timothy D. Michaud
Client Coordinator: Paul Ford
Supervising Professor: Dr. John Enderle
Electrical and Systems Engineering
University of Connecticut
Storrs, CT 06269
INTRODUCTION
Speak-n-See was designed to enable an individual to
view effortlessly indoor and outdoor areas of an
apartment from any location within the apartment,
mainly for reasons of security. The Speak-n-See
device is a complete, portable, wireless video-
surveillance system. It consists of three
inconspicuously mounted video cameras and a
wireless Display/Control Unit. The video signals
from the cameras are received and displayed on the
Display/Control Unit, which is compact and
portable. Through the use of speech recognition
hardware, the individual controls all modes of the
device -- on/off, color, brightness, tint, and contrast Figure 16.1. Speak N’ See
of the display, as well as camera selection.
Voice recognition capability is provided by
SUMMARY OF IMPACT Sensory’s Voice Direct TM Speech Recognition Kit.
The Speak-n-See was designed with respect to the Voice Direct is a speaker-dependent speech
capabilities of the end user, who in this case is recognition module. Each time one of the words is
paralyzed from the neck down. Because she is recognized, a corresponding output pin on the
currently confined, a device is required for her to be module is toggled high for one second. Digital logic
aware of her surroundings, for instance, a person at is employed to interface Voice Direct with the
the door at the door or something transpiring display functions (power, contrast, brightness, tint,
outside her house. The Speak-n-See, through use of and color) and the video receiver functions (channel
its cameras and display unit, allows the user to view selection and power).
her front and back yards as well as the front door
without having to call for outside help. The Speak– The user must train Voice Direct to recognize the
n-See is voice actuated to accommodate user desired commands. During this training process,
requirements, and is portable so that it may be used speaker-dependent speech templates are created and
anywhere. Speak-n-See will enhance the security then stored for comparison during the recognition
and independence of the client. It may be useful for process. Training consists of speaking a word and
any security conscious person. then repeating it for confirmation. Pressing the
TRAIN switch initiates training and the user speaks
TECHNICAL DESCRIPTION each word in response to an audio prompt.
The indoor, user-interactive Display/Control Unit
Recognition is initiated when the RECOG button is
contains a color 4-in. LCD display and all other
pressed. A prompt is spoken and the Voice Direct
necessary hardware: video receiver, voice
listens to the word spoken. If the spoken word
recognition hardware, microphone, speaker, and
matches a stored template, then the appropriate
rechargeable battery. The unit is packaged in a
action is taken.
durable, compact, plastic enclosure. See Fig. 16.2 for
a front view of the Display/Control Unit.
Chapter 16: University of Connecticut 215
Circuitry is employed to automatically “press” the Power is supplied to the unit by either an AC-to-DC,
RECOG button approximately once every seven 12-VDC, 1500-mA power supply, or by a 12-V sealed
seconds (the fastest rate allowed) after the RECOG Lead-Acid rechargeable battery. The battery is
button is physically pressed once. In addition, externally connected to the unit and is easily
circuitry is used to enable the speaker for removed.
approximately two minutes after the TRAIN button
is depressed, allowing the user to hear the needed A battery charger circuit, centered on Linear
prompts during training. The speaker is disabled Technology Corporation’s LT1512 Battery Charger
otherwise. The idea is to eliminate the audible chip, was constructed and is set internal to the
prompt the Voice Direct produces each time the Display/Control Unit. Use of this battery charger
RECOG button is pressed. Instead an LED is used to allows several types of rechargeable batteries --
inform the user when it is acceptable to speak a NiCd, NiMH, Lead-Acid, or Lithium -- to be used.
command during recognition. The charger circuit allows for operation of the
system and battery charging simultaneously if the
An omnidirectional clip-on microphone is used to AC-to-DC power supply is used.
provide the interface between the user and the
Display/Control Unit). The three-position mechanical switch located on the
front of the unit is used to switch between battery
The display is a color 4-in. Sharp LCD display with power or unit off or AC-to-DC adapter/battery
viewing area of 80.7 mm x 60.6 mm. Four charge.
mechanical potentiometers (for contrast, color,
brightness, and tint control) are replaced with Xicor The Display/Control Unit has RCA connectors
digital potentiometers. A Crydom solid-state relay is located at the back for video and audio (left and
utilized to control the power supplied to the display. right) outputs that will allow, for example,
The relay and potentiometers are interfaced with the connection of the unit to a VCR.
Voice Direct hardware via digital logic.
All circuitry, the LCD display, switches, etc., are
A MATCO Inc. 8-channel-selectable, 2.4-GHz FM, mounted in a clear, high-impact, ABS polycarbonate
wireless video receiver is employed in this device. enclosure. The dimensions of the Display/Control
Digital logic is utilized to interface the receiver to the Unit with battery are 24.8 cm x 11.0 cm x 14.5 cm.
Voice Direct hardware, allowing the user to select
the receiver frequency and thus the desired camera. There are three camera/transmitter pairs. One
(Each of the three camera transmitters are set to camera is mounted in an indoor room of the client’s
different frequencies.) The receiver power is home and the other two are mounted in outdoor
controlled in the same manner as the display power. areas. The video transmitters are all mounted
Speaker
LCD Display
Battery
Battery
ON RECOG TRAIN RESET
AC Adapter/Battery Charge Microphone Jack
Display/Control Unit
(Display, Speech Recognition Hardware, Video Receiver
Voice Commands
Client
Camera
(Motion Activated)
RF Video Transmitter
(Motion Activated)
TECHNICAL DESCRIPTION:
The heart of the Automatic Page Turner is the Z-
World Little G (BL 1600) and two Z-World XP 8800
motor control boards. The operating language for
these components is Dynamic C.
Chapter 16: University of Connecticut 219
INTRODUCTION
The Computerized Environmental Remote Control
Unit (CERC) is designed to help a child with
cerebral palsy control appliances such as TV, VCR,
and cable. Since the child is not able to speak and
cannot completely control her hands and arms, she
communicates by typing on a laptop computer,
using a special head-switch device. The CERC
provides a simple control panel to interface with the
user, so that she can simply type in a letter or click
once to issue a command.
TECHNICAL DESCRIPTION
The CERC has two major parts: software and
hardware. The hardware has two sub-components:
a transmitter unit and a receiver and remote control
unit. The transmitter is connected with the serial
port of the computer. The receiver receives the
signal, processes it, and then sends the proper
commands to a universal remote control IC unit. An Figure 16.7. TV Interface.
impedance matcher circuit is used between the
Chapter 16: University of Connecticut 221
CERC is shown in Figure 16.9. Each PP4001 has 4 sources, which means that it can
control up to 4 devices at the same time. An
The software is the interface between the user and infrared configuration dialog box, shown in Figure
the hardware. The software interprets the user
input and transmits the proper signal to the serial
port. The software was written using Microsoft
Visual C++ 6.0 and Microsoft Foundation Class. It is
a 32-bit windows program. The user can interface
with the program by either mouse clicking or
keyboard input. The program requires one available
serial port.
Serial Communication
Software Serial RF
Interface Port Transmitter
Parallel Communication
RF PIC16C74A
PP4001
Remote
Reeiver MCU
Control
Unit IF Signal
IF Impedance
Transmitter Matcher
SUMMARY OF IMPACT
The client for whom the Learning Aide is designed
is an autistic child who is generally not attentive to
his teachers. When a teacher speaks, the client Figure 16.10. Learning Aide.
repeatedly plugs his ears, especially when verbal Voice recording and playback is accomplished using
communication is trying to be established. a device supplied by Information Storage Devices
However, the client has a fascination for computers (ISD). This device is part of the Chip-corder series
and will pay attention to anything presented on or and uses non-volatile memory to store analog
by a computer. The Learning Aide allows the speech in digitized form. The use of non-volatile
client’s teachers, and others, the ability to memory decreases the need for battery back up. It
communicate with him via the computer interface. also has capability to amplify and operate a 16-ohm
speaker directly.
TECHNICAL DESCRIPTION
The Learning Aide has three major components. The Learning Aide incorporates the latest
They are the Main Processing Unit, the Remote technology in wireless RF communication for analog
Communications Module, and the power supply. speech signal communications. This device used is
Please refer to Figure 16.10 at right for a photograph the High Performance (HP) series II module from
of the Learning Aide. Linx. These modules are easy to incorporate into a
design due to their minimal need for external
The main component of the Main Processing Unit components, with the exception of an antenna.
(MPU) is a Little G (Z-World BL1600)
microcontroller. The Little G interprets what the The Remote Communications Module (RCM) is a
user wants to accomplish by a pushbutton interface small handheld device that facilitates
and then operates the appropriate outputs for that communication to the client or the computer.
desired function. Components in the MPU are Within the RCM resides the transmit side of the
powered by the Little G microcontroller that in turn aforementioned Linx Technologies RF unit as well as
is powered by a transformer and rectifier that a microphone and power supply.
Chapter 16: University of Connecticut 223
To operate, the Learning Aide is switched on by The cost for parts and material was approximately
flipping the power lever located on the MPU to the $300.
ON position. The caregiver or instructor places the
microphone switch on the MPU either in the left
position (for wireless microphone in the Remote
Communications Module) or in the right position
for the microphone mounted in the MPU. The user
now activates the computer that the device is
attached to and loads the Voice Recognition
program through standard Windows GUI
methodology.
TAP-TAP INTERCOM
Designer: April Hiscox
Client Coordinator: Dr. Brooke Hallowell, Ohio University
Supervising Professor: John D. Enderle
Department of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157
INTRODUCTION
The Tap-Tap Intercom enables a physically
handicapped person to perform everyday tasks
without help or supervision. The tap-tap intercom
unit creates a method of communicating between
two separate buildings: the client’s day home and
his parents’ main house. Previous to this design,
communication was only available through a
computer, which requires direct supervision of the
client.
decoded. A 555 timer is used to lengthen the output and 16.14 show the transmitting and receiving
pulse of the receiving circuitry to ensure that the call circuitry for the intercom.
for help is heard and not forgotten about. The
person on the receiving end must acknowledge the The design used in this device is highly reliable and
signal before the buzzing will stop. Figures 16.13 simplistic enough to keep the project cost and
complexity to a minimum.
1 8
gnd gnd
2 7
Data In Vcc
3 6
gnd gnd
4 5
Adj/gnd RF out
1 18
AD11 VDD
Input 2 17
AD12 A9
3 16
AD14 A8
4 15
AD15 A7
5 14
DOUT A6
6 13
TE A5
7 12
OSC2 A4
+
8 11
DC OSC1 A3
- 9 10
VSS VDD
Vcc
1 10
RF In Vcc
2 9
NC NC
3 8
gnd gnd
4 7
NC NC
5 6
Data Out Vcc
Buzzer
Board 1
D11 VDD
18
2 17
D12 A9
3 16
D14 A8
4 15
D15 A7
5 14
VT A6
6 13
DIN A3
7 12
OSC2 A2
8 11
OSC1 A1
9 10
VSS A0
INTRODUCTION
The Tap-Tap Environmental Control Unit (ECU)
provides reliable control of a TV, VCR, Stereo
system and bedroom lights through remote infrared
and RF technology. The device is built specifically
for a client who has cerebral palsy (CP) and desires
independence while listening to music or watching
television. His activities are limited to those
requiring little to no movement. The control over
the devices in his bedroom is achieved through
capacitive touch plates, which require only a light
contact with human skin to activate their functions.
The tap-tap intercom takes advantage of the existing
technology of universal remote controls by Figure 16.15. Tap-Tap ECU.
integrating a commercial remote into the touch plate
The second main part of this design involves the
interface. The touch plate interface has large
methods used to interface these touch plates to a
switches requiring little pressure or muscle control
commercial universal remote control. The Home
to accommodate the client’s weakness and lack of
Theater Master SL-9000 from Universal Remote
motor control.
Control, Inc. was chosen based on its learning
function, which will allow for future upgrades. This
SUMMARY OF IMPACT device requires a short circuit to activate the
Having CP has drastically affected the personal switches. The voltage output of the touch plates is
freedom of the client. Choosing one’s own bedtime transformed into this short circuit via reed relays
is something most people do everyday without and current limiting transistors. This is then
thinking about it. Being able to accurately control attached directly to the commercial remote through
the volume and channel on a TV, although an 30-gauge wire, which was soldered to small vias
insignificant task for most, is a great luxury for present on the remote.
others. The Tap-Tap ECU helps to provide that
luxury to those who do not have it. This design is functional, although it does not seem
to be as reliable as hoped. The touch plates are very
TECHNICAL DESCRIPTION sensitive to stray signals, and sometimes show
There are two main technical aspects of the Tap-Tap dependence on body temperature. Despite those
ECU. The first is the design of the touch plates to problems, they are fairly reliable. The major flaw in
create an easy to use interface for those with this design comes in with the reed relays. These
muscular problems. The touch plate design is based relays have a longer switching time than some other
on a timed output of a standard 555 timer. The available devices, meaning that on occasion a
continuously running oscillator will create an output channel or volume level will be skipped on the
pulse when a change in capacitance is sensed. The television. The idea addressed by this project is a
contact of human skin with the metal touch plate large improvement in the client’s quality of life.
creates an additional capacitance in the circuit, However, the prototype needs a few adjustments to
prompting an output voltage. This circuit is shown become a desirable product.
in Figure 16.16.
Chapter 16: University of Connecticut 229
1 8
A1 B4
Touch Plate 2 7
A2 B3
3 6
A3 B2
4 5
A4 B1
PAINTING “EASELY”
Designer: Brian Bemis
Supervising Professor: Dr. John D. Enderle
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT. 06269-2157
INTODUCTION
The purpose of this project was to design a
motorized easel for a painter with post-polio. Since
his condition restricts his range of arm movement,
he is constrained to paint only small pictures,
limiting his artistic talent. He desired a device that
would allow him to paint more easily and on much
larger canvases.
SUMMARY OF IMPACT
The motorized easel grants the artist the ability to
paint large works of art. This easel has the ability to
move up and down, tilt back and forth, and adjust to
the size of the canvas. It can be controlled using
either a remote control or the main control box, both
of which could be easily operated by the artist. With
this system, the artist is able to move the canvas to
his desired location so that he may properly reach
certain areas that he would not normally be able to
cover with his brush.
TECHNICAL DESCRIPTION
The easel was designed to provide all of the desired
functions to the artist, such as the ability to move the
canvas up and down, tilt it back and forth, and
clamp down to the size of the canvas. To provide
these motions, a sturdy frame was designed with a
steady motion control in mind. The frame was
mainly comprised of lightweight aluminum angle
iron and square tubing to establish a solid base.
Stainless steel tubing was used as linear slides with
pillow blocks riding on top to stabilize the
movements. The easel itself can hold up to a 3 1/2 '
tall canvas with almost any size width.
High power relays were used to control the once the toggle switch is returned to the center
activation and direction of each of the motors. A position.
single-pole double-throw relay activates the motor,
while a double-pole double throw relay controls the Final tests were made on the device and proved to
direction of the motor. A microcontroller/logic provide a steady motion in all directions. The ease of
circuit activates these relays. This circuit receives use and reliability will allow any artist to move a
and deciphers signals from the remote control canvas to the desired position.
receiver and main control box and then determines
what action the painter desires. The remote control The final cost of this project was approximately
and main control box interfaces uses normal 3- $2000, including all of the mechanical materials,
position toggle switches for each of the motors. The three actuators, the power supply, and all of the
motors run as long as the toggle switch is in either remaining electronic components (including remote
the up or down positions and turns off immediately control circuitry, relays, and a microcontroller).
E-GRIP
Designer: Sonia Sanchez
Client Coordinator: Dr. Brooke Hallowell
Supervising Professor: Dr. John D. Enderle
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157
INTRODUCTION
The E-GRIP grasping device enables the wearer,
who has limited manual strength and dexterity, to
grip implements with handles. These implements
include golf clubs, brooms, rakes, and shovels. The
device is voice-controlled for hands-free operation.
The gripping element consists of two small linear
actuators that pull nylon line woven through the
fingers of a glove. These provide the ability to
tightly grasp objects when there is not enough
physical power in the hand to achieve this alone.
The development is unique because it does not
require manual strength. The components are small
and light. These components work together in the
same way that a muscle does, but outside of the
hand. Since the design is similar to the normal Figure 16.19. E-GRIP.
functions of the hand, wrist, and forearm, the device
provides natural movement and strength. client’s hand without being cumbersome. Also, the
client can put this device on by himself. The
This device is designed to aid a post-stroke patient materials used are light, and actually draw sweat
has reduced strength in his limbs. He complains away from the body.
that the previous device made for him, which is
similar to those devices available commercially, is SUMMARY OF IMPACT
cumbersome, hard for him to put on himself, and it The device was designed for a particular client, but
makes him sweat. This device resembles a neoprene can be adapted for use by any other person with a
ace bandage using Velcro straps to wrap around the loss of grip strength.
wrist. A cylindrical handle can fit into the palm of
the hand and a ring or a set of rings is used to TECHNICAL DESCRIPTION
stabilize the handle. Most of the devices on the The E-GRIP is a five-digit exoskeleton glove that
market are wrist splints, gripping surface tape, conforms to the hand, easily facilitating a full range
prosthetic devices, or the same type of support that of motion from the fingers to the wrist. A 9V DC
the client already has, but does not use. These power supply is used to provide power to each
devices do not give strength to the hand or the element in the system. A microcontroller controls all
power to grip objects tightly. Therefore, they are not device components. A glove is used as the main
addressing this client’s need. shell of the device. Woven into the fibers of the
glove are nylon wires that are pulled by small linear
The only devices that are electrical in nature are actuator motors to provide the grip and ungrip
prosthetics that are powered by the body itself, motions. The E-GRIP grasping device has four
which is not an option in this case. The E-GRIP major components: Voice Recognition Module,
device is small and light so it can easily fit on the Control Module, Driver Module, and Grip Module.
Chapter 16: University of Connecticut 233
Power (Battery)
hand. Microcontroller
INTRODUCTION
The Roaming Diagnostic Station (RDS) enables
laboratory diagnostic equipment to be transported
easily. It consists of two carts, one of which is
motorized and operated by remote control; the other
is towed. Equipment inside the cases may be used
without set-up or disassembly. The client tests,
diagnoses, and treats patients with various
neurogenic communication disorders, such as those
resulting from stroke or other head trauma, which
prevent a person from responding to stimuli,
particularly verbal, in a normal fashion. Equipment
for tracking eye movements is required for the
testing. The number of patients the client may assess
and treat has been limited to individuals who are
able to travel to the client’s laboratory because the
tracking equipment was too cumbersome to
Figure 16.21. Cart A.
transport. For more patients to receive testing and
treatment, the client must be able to transport the printer. The second system, housed in Cart B, is the
equipment to any location. However, due to the size ISCAN system, composed of a computer, Sony eye
and quantity of equipment, the client must be able to and scene monitors, eye illumination control, black
transport it without having to move, connect and and gray box adjusters, eye camera and lens unit.
disconnect the individual components at each The systems, inside their separate cases, are set up
location. Currently, there are no commercially side-by-side to allow both the patient and clinician
available solutions that fit the client’s requirements. access to their respective equipment simultaneously.
Although there are mobile racks on the market, The RDS fits through a standard doorway. To meet
these are either too small to fit the client’s needs or the requirements for diagnostic testing, the height
would not be able to be moved easily, as they are requirement for the computer monitors and
not motorized. keyboards for both the ISCAN and Stimulus
Presentation systems is approximately 29” from the
SUMMARY OF IMPACT floor. In Cart A, there is space for the monitor to be
This project has improved the quality of life of raised an additional foot to allow eye illumination
persons with disabilities by allowing the client to equipment to be placed in front of the patient.
test and treat a greater number of individuals with
neurogenic communication disorders. A. Carts
The carts are constructed of steel frames with
TECHNICAL DESCRIPTION Plexiglas sides. Steel shelving inside the cases holds
The equipment housed in the carts consists of two the equipment. The exceptions to this are the
complete computer systems, plus peripheral drawers that hold the keyboard and mouse for each
monitoring and measurement equipment. The first computer system. Runners on either side of each
system, housed in Cart A, is the Stimulus drawer allow them to slide out as needed. The same
Presentation System, which is composed of a material used to build the frames for the cases is
computer, microphone, camera, scan converter and used to create compartments for each piece of
Chapter 16: University of Connecticut 235
MONITOR LIFT
Designer: Thomas Nowik
Client Coordinator: Dr. Brooke Hallowell
Supervising Professor: Dr. John D. Enderle
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157
INTRODUCTION:
The Client is in need of a device to lift an 80-pound
21-inch Gateway computer monitor up 12 inches in
order to place a 10-inch tall camera in front of it.
The camera is required to present diagnostic
materials to patients with neurogenic
communication disorders. The patients will sit in a
chair in front of the computer monitor and a camera
will be placed in front of the computer monitor
where the keyboard would be. The patient will be
looking at the computer screen while the camera is
watching the patient’s visual response to what is
seen on the screen. Employees still have to use this
computer when the testing is done. Since they have
to look up to see the monitor, it can cause them to
strain their necks. Since this is a strenuous and
tedious process, the computer monitor is left on a
frame that has it permanently raised up 12 inches.
Once the test is finished and the patient has left, the
camera will be removed and the computer monitor
will be lowered back to its starting surface.
The monitor lift is raised and lowered 12 inches by Figure 16.23. Monitor Lift inside the Roaming
the use of a toggle switch on the side of the Roaming Diagnostic Station.
Diagnostic Station and remote control. To raise the
monitor, the client presses the raise button on the SUMMARY OF IMPACT:
remote control or switches the toggle switch. When This project will help clinicians and researchers use
the test is over and the camera is removed, the client diagnostic equipment more easily and efficiently.
then presses the lower button on the remote control What was a tedious and difficult process that took a
or switches the toggle switch to lower the monitor few minutes is now an easy process that takes about
back to the starting surface. 4 seconds. No more time is wasted lifting the
monitor by hand, and the diagnostic work is now
The approach taken was to build a sturdy metal more enjoyable.
frame with a linear actuator as the motor. Relays
were used to control the motor; a remote control and This lift is useful in that it takes minimal effort to
a toggle switch control the relays that control the raise and lower the lift. The design is simple and
motor. The Monitor Lift is designed of a sturdy should last a long time with proper care.
metal frame. The legs function with scissor-like
movements via a linear actuator that pulls the legs TECHNICAL DESCRIPTION:
together or pushes them apart. The frame material The Monitor Lift consists of three parts: The frame
is mostly aluminum with some steel. It was built to and motor, remote control, and manual controls.
be easy to use and sturdy enough to hold up to 115 The frame was built primarily of aluminum and
pounds.
Chapter 16: University of Connecticut 237
some steel. The top, bottom, and legs of the frame Thomson Saginaw Performance Pak Actuator. It has
are aluminum, and the crossbars and wheels are a 4-inch stroke and runs on 12 volts and up to 22
steel. A sketch of the frame is shown in Figure 16.24. amps.
The motor is controlled by Magnacraft relays. These The design is simple. It uses a scissor-like motion to
relays control when the motor is turned on or off raise and lower the lift. It is practical and easy to
and the direction of the motor. The remote control construct. Aluminum was used to build most of the
has two buttons for the Monitor Lift, one to raise the frame because it is lighter and easier to use then
lift and one to lower it. The manual switch is a steel. The relay controls were used because they,
three-position toggle switch with a neutral position too, were easy to use and can handle more power
in the middle. When the switch is switched to the then an H-bridge circuit.
up position, the lift raises, when the switch is
switched down, the lift moves down. The motor is a The total cost of the Monitor lift was $776. .
Front View
Wheels
Motor
Legs
INTRODUCTION
The inspiration of iRemote, a remote environment
control system, is based upon the need to provide a
client with an indoor environment requiring little
movement on her part. The system entails the use of
radio frequency technology to control the lights,
lamps, thermostat, and the locking, unlocking and
opening of her front door. The client has reflex
sympathetic dystrophy syndrome, which involves
intense pain. iRemote will make many of the daily
movements within her apartment setting
unnecessary. The iRemote includes a digital
thermometer, allowing the client to manage the
temperature effectively. In addition, due the use of
radio frequency technology, the client will not need
a line of sight with any of the controllable devices.
SUMMARY OF IMPACT
The wireless remote environment control system
reduces the need for the client to travel in her
wheelchair from place to place within her
apartment. The system may be attached to her wheel
chair, but is detachable for operation anywhere
within the apartment. The system essentially
controls all the lights in the client’s apartment, as
well as her thermostat. In addition, locking and Figure 16.25. iRemote.
unlocking commands are sent from the remote to an The remote control circuit entails components from
existing door control system (Soni-Key). The system a system that has basic radio frequency transmitting
has multiple security codes to prevent interference and receiving capabilities. Parts of this device were
from other devices, and addresses most security used to ensure the transmitting of the signal to the
issues pertaining to secured door locks. respected control devices is secured, constant, and
efficient. A Powerhouse Wireless Remote Control
TECHNICAL DESCRIPTION System was modified with a control circuit that
The complete system is managed from a small sends an activate signal to the Soni-Key device. This
remote device with large buttons with a user includes a Linx transmitter and receiver surface
friendly layout. The remote is powered by a mount chipset. A pushbutton device included on
rechargeable battery. The client’s activity within her the generic remote sends the control data. This
home environment will be greatly reduced, and she signal is received by another Linx module, which
may find new levels of comfort after the system is decodes the signal and activates the door locking
implemented. mechanism. Consultation with the Soni-Key
Chapter 16: University of Connecticut 239
production team in deciding the approach to this temperature than it is. By activating this, the client
transfer of signals was necessary. is able to turn the thermostat on and off at her
discretion without having to move from her current
The use of a remote thermostat controller that is position. The remote is compatible with the existing
compatible with current home thermostats is thermostat system.
implemented in iRemote. The device receives a
signal from the remote control and the thermostat
records the input as though it is at a higher
Thermostat/
LCD Displays Status
Thermometer
iRemote Door
Control Control
INTRODUCTION
The SONI-KEY Voice Controlled Door Lock is a
door entry system that allows the user to lock,
unlock, open, and close the door on which the
device is installed, using only voice commands and
the touch of a finger to a sensor. The device was
designed for a client who has Reflex Sympathetic
Dystrophy (RSD), and uses a wheelchair. One
symptom of RSD is hypersensitivity, which can
make affected parts of the body difficult to use. This
device will virtually eliminate any physical
manipulation and interaction required in using a
door. Current door control systems are in existence,
but they are usually part of a complete computer-
based home environment control package, which
Figure 16.27. SONI-KEY Voice Controlled Door Lock.
costs, on average, over $4000. The device discussed
here is specialized for door control, and costs less
than other solutions. relay. The relay switches between the power supply
and the battery in the case of a power outage. There
is a large capacitor to stabilize the voltage during the
SUMMARY OF IMPACT
switching time of the relay. There is a 5V regulator,
The client uses a wheelchair. Prior to having this
so that the board can provide 5V and 12V outputs.
device, she had difficulty unlocking a door, turning
the doorknob, and pushing open the door. With this The microcontroller board has a ceramic resonator
device, for most operations, the user does not need and decoupling capacitors, some pull-up resistors
to touch anything or even get very close to the door. for certain inputs, and two dual 5-input NOR chips
To unlock the door from the outside, the user must to combine inputs from different devices. All inputs
simply touch the fingerprint scanner. from the input devices go to this board, and the
microcontroller outputs go to the output driver
TECHNICAL DESCRIPTION board.
The realization of this door entry system involves
the integration of the three output devices (the The output driver board consists mostly of
remote control door lock, the electric door strike, transistors and relays to drive the output devices.
and the door opener) with the input devices (voice The remote control to the door lock requires short
recognition, sound detectors, and the fingerprint circuits across two pairs of terminals, which would
scanner) and the control logic to control the devices. normally be produced by pressing a button on the
The power supply for the system is an remote. The short circuits are provided by relays.
uninterruptible power supply with 12V and 5V Similarly, activating the fingerprint scanner requires
outputs. a short circuit to replace pressing a button, also
provided by a relay. The door opener and the voice
The power distribution board receives inputs from recognition also require short circuits between
the 12V power supply, the 12V 20Ah sealed lead certain terminals to control them.
acid battery, and 120 VAC line power to switch a
Chapter 16: University of Connecticut 241
Principal Investigators:
Donn A. Clark, (978) 934-3341
Donn_Clark@uml.edu
Jason Bellorado (978) 685-8066
Gray Nigg (978) 828-7188
243
244 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
An environmental control system (ECS) for a
residential house was developed. It enables a
person to control any house appliance by voice and
therefore is especially important for people with
limited physical ability.
pattern through the parallel port. Since Visual Basic The decoding circuit decodes the four-bit signal and
doesn’t have input/output capabilities, a 32-bit outputs all high except for one output. This output
input/output dynamic link library that gives Visual that remains low is thus the decoded output that
Basic the ability to write and read from the parallel represents that specific voice command given by the
port was copied in the working directory. An user. All 16 outputs are then inverted using a
embedded program that includes subroutines for 74LS04 inverter to turn that decodes output to a high
each different command was then written. Each of “1” state and switches the rest to a low state. This
these subroutines, as in the “TV-ON” case, outputs coded or high output is then interfaced with its
or writes a distinct 4-bit binary bit pattern to the designated relay circuit.
parallel port and at the same time displays the
command implemented on the screen. The 4-bit The relay circuit is then interfaced with either the X-
output is then sent through an opto-isolating circuit, 10 ECS remote control or the universal remote
which protects the parallel port from being damaged control, depending on what it is controlling, thus
by a sudden voltage spike in the relay circuit. serving as a switch. The two outputs of each relay
are hardwired into the remote so that, when a
When a signal high or “1” is received at the anode of decoded signal turns on a specific relay, the switch
the light emitting diode (LED) its corresponding inside the relay gets thrown, completing the circuit
transistor turns on and lets the signal through. in the remote control. If the transmitting remote
Similarly, for an input of low or “0”, the control is the X-10 remote control, the transmitted
corresponding output transistor outputs a low, thus signal is received by a transceiver. The transceiver
letting the signal through. Therefore a four-input then sends a pulsating AC signal over the house AC
opto-isolating circuit was used to isolate the external power line to the appropriate appliance module.
circuit from the PC without changing the signal
output from the parallel port.
INTRODUCTION
The Voice Activated Environmental Control System
(ECS) was designed to provide a control of common
household appliances by a person with paraplegia.
This system (Figure 17.3) gives a person the ability
to control multiple televisions, numerous lights, a
telephone, an automatic door, and various other
appliances.
SUMMARY OF IMPACT
Upon completion, the system was installed and
tested in the client’s apartment. The client, who has
limited upper extremity movement, is uses an
electric wheelchair. The system enables him to keep
himself entertained and safe when he is left alone Figure 17.3. Voice Activated ECS User Interface.
and unattended, often for as long as eight hours a
day. Prior to the installation of the system, the client
would often be left stranded in the dark while The Visual Basic program was written to handle the
watching a single television channel. When this voice commands and send the appropriate bit
became tiresome, he would toggle the power of his pattern out the parallel port. For telephone control,
radio with a mouth stick to listen to talk radio. Now the Visual Basic program was written to interface
that the system is installed, he can scan through the with Thought Communication’s FaxTalk
channels of either of his televisions at the Communicator to allow both the initiation of
appropriate sound level. He can also adjust the outgoing phone calls as well as receiving of
lighting to meet his needs. Use of the telephone and incoming phone calls through the use of Diamond’s
the automatic door not only ensure safety and SupraExpress 56K Speakerphone Modem.
independence, but also a sense of freedom to
The controller circuit, shown in Figure 17.4, is
communicate with others from outside his
connected through the personal computer’s parallel
apartment.
port. To protect the parallel port from unwanted
signals, an octal three-state buffer (74HC244) was
TECHNICAL DESCRIPTION used. The outputs of the buffer were then connected
Voice commands presented through a wireless to a decoder. The 5-32 decoder was constructed by
microphone (Sony WCS-999), which is connected to combining two 4-16 (74HC154) decoders. By using a
the sound card of a personal computer. Microsoft’s decoder, a binary number input can be used to
Speech Application Programming Interface (SAPI) assert just one of the 32 outputs. The outputs of the
4.0 analyzes the data received by the sound card. decoder were then connected to an array of single-
Microsoft’s SAPI parses incoming voice data and throw, single-pole electrical relays (HE3600). These
creates tokens that control events in a Visual Basic relays contain two control pins and two contact pins.
application. This application has a Windows-style A 5-volt signal was connected to one of the two
interface (Figure 17.3) that allows the user to control pins while the other control signal was
navigate through menus using voice commands. connected to the appropriate output of the decoder.
Chapter 17: University of Massachusetts Lowell 247
INTRODUCTION
An audible bar code scanner was designed to
identify prescription medications for individuals
with visual impairments. A customized message is
played back each time a bar code on a prescription
bottle is scanned. The design allows for seven 12.8-
second messages to be stored. It can be configured
for other message lengths or quantities depending
on a client’s needs. When the device is given to the
user it is set up to only playback messages. The
client can put any information he or she wants in the
message, for example, the name of the medication,
dosage, time of day to be taken, and any
precautions.
SUMMARY OF IMPACT
The device will be used by an elderly man with
visual impairment, who cannot see well enough to
read his prescription labels. He wants to be able to
play a message corresponding to his prescriptions to Figure 17.5. Audible Bar Code Scanner.
tell the name and proper dosage. Having the
audible bar code scanner will reassure the client that indicating when the decoder IC has successfully
he is taking the proper dosage read the bar code.
The only comparable commercial device found costs The functioning of the different stages of this design
approximately $2,000. The current device can be can best be explained by following the flow of data
made for less than a quarter of that price, which may from the input to the output of the system. Once the
enable a much larger population to have access to user scans the bar code using the wand scanner, the
this type of device. circuitry inside the scanner outputs TTL-compatible
voltage levels corresponding to the bars and spaces.
TECHNICAL DESCRIPTION This digital signal is input to the bar code decode IC
The dimensions of the plastic enclosure of the device where it is converted to the ASCII equivalent binary
are approximately 6” x 9” x 3”. The power is numbers. The parallel outputs of the decode IC are
supplied by an AC adapter. The scanner used is a used to access the data. The design uses the three
low current digital bar code wand scanner. The only lowest order bits of the ASCII number since there
controls for the user are a power switch and a are seven different messages to play back. To
volume control. There are two LEDs: one for output the bits to shift registers, the write strobe,
showing that the power is on and the other for which the decode IC asserts when it outputs the
data to the external RAM chip, is used as the clock
Chapter 17: University of Massachusetts Lowell 249
signal for the six shift registers, two in series for each completes a successful bar code read it outputs a
parallel output, to which the bits will be sent. series of low pulses to sound a beeper. This beeper
output is connected to the chip enable input of the
The different messages on the voice chip are selected voice chip, so that when a bar code is scanned, the
by applying different logic levels to the address address inputs are set to the right levels by the
input lines of the corresponding chip. By knowing process described earlier, then playback is initiated
where the bits for each number are in the shift by the beeper signal.
registers, the proper parallel output from each pair
of shift registers can be connected to the The cost of materials was approximately $300, most
corresponding address input on the voice chip. To of which was for purchasing the scanner.
start playback of the message, a low pulse must be
applied to the chip enable input of the voice chip.
Conveniently, when the bar code decode IC
250 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
The Voice-Activated Bed Control System was
designed to help people who cannot use their hands
to operate an electric bed. This device is attached to
the bed near a patient’s head. To operate the bed, the
patient simply speaks a simple command, such as
“head up” to raise the head and the shoulders. The
device is trained by the users for voice recognition. It
can not recognize words that sound alike, such as
”head up”, “set up”, and “get up”. To train the
device, users must use distinct commands. The
device can be improved for general environmental
control. Figure 17.6. Voice Recognition Device.
SUMMARY OF IMPACT
Users can command the device to raise or lower
their heads, shoulders, backs, and legs. The degree
of elevation is flexible. The user can stop it at postion
he or she desires. This enables patients to feel more
comfortable, and provides greater independence
and mobility.
TECHNICAL DESCRIPTION
The voice recognition circuit (HM2007) receives a
voice command via the microphone. It compares the
incoming command with commands stored in
memory. If they are match, it outputs 8-bit signals. Figure 17.7. Voice-Activated Bed Control System.
However, only 4 bits are used for this device. The
decimal converter (4028 BPC) receives 4-bit signals speaker-dependent or speaker-independent. Speaker
and converts them to 10-decimal signals. Only five dependence has the highest recognition accuracy.
of them are used for five commands. The flip-flops Speaker independence enables the system to
(74HC74N) receive five input signals and keep them recognize the voice of more than one user. The
always high, even when extraneous noise occurs. system is set up to respond to five commands: to
The relay serves as a switch. It closes the bed switch raise the head and shoulder, lower the head and
when it receives a signal. When the switch is closed, shoulder down, raise the knee, lower the knee, and
the motor runs to operate the bed. stop at the current position. The cost of the parts is
about $250.
To use the device, the user must train it. The speech
recognition system can recognize the voice as
Chapter 17: University of Massachusetts Lowell 251
Microphone
Flip-Flop Relays
74HC74N 5V DC
INTRODUCTION
The environment controller is an application
program designed to enable control of electronic
appliances through a computer interfaced with an
external device that uses forehead muscle
movement. This project was primarily a research-
oriented endeavor to demonstrate that such a
system could be achieved. The Windows-executable
program should be able to turn on lights, TV, radio
or any other electronic device plugged into an AC
outlet. The appliances would be triggered on or off
with X10 transmitter and receiver modules. Upon
completion of the project, a potential client will be Figure 17.9. Environmental Controller.
trained to use the system, and ultimately control his
or her home appliances via a headband attached to device and software trainer program were designed,
the computer. developed and produced by Dr. Andrew Junker of
Brain Actuated technologies. The cyber-link server is
SUMMARY OF IMPACT a DOS program developed to train users and adjust
The design criteria for the project to enable simple personal settings.
operation through an automated application
interface. This was successfully achieved. The The cyber-link has a C.A.T interface that is a
application interface directly scans the buttons that windows .exe program programmed to control
will be programmed to send X10 signals commands third-party applications. The cyber-link
on form load. Thus the user will never have to environmental controller (CEC) was therefore
navigate the interface, but simply lift his or hers integrated with the cyber-server to control CEC
eyebrow to send an ON/OFF command to a specific through the headband sensors. The C.A.T was also
appliance. implemented to start using a short-cut key (CLT-alt-
z) to start it. The C.A.T was further automated to
perform automatic scanning. A command button in
TECHNICAL DESCRIPTION the application section of the interface was
The cyber-link mind-mouse is the first of its kind
programmed to issue a command to initiate the
that uses forehead muscle movement along with
CEC. Automated scanning allows for hands-free
brain states to send mouse commands to the
control of appliances.
computer. The cyber-link consists of a hardware
device along with a headband with three sensory The total cost of the project was approximately
electrodes strapped to the forehead. The hardware $1000.
Chapter 17: University of Massachusetts Lowell 253
Computer
Application X-10
CONTROLLER RF
Word Processor INTERFACE (0N/OFF)
Spreadsheet
VOICE-ACTIVATED PHONE
Designer: Matthew Ciampaglia
Client: Chris Shanahan
Supervising Professors: Donn Clark and Alan Rux
Department of Electrical and Computer Engineering
University of Massachusetts Lowell
Lowell, MA
INTRODUCTION
A voice-activated phone was designed for an adult
who has limited use of his arms and hands. Via
voice commands, this phone can place and receive
calls as well as navigate through voice mail systems.
The device makes it possible for a person lacking
manual dexterity to use a phone because button
pushing is replaced by speaking.
SUMMARY OF IMPACT
The client has a clerical job in a university
maintenance department. He uses a wheelchair and
has limited use of his arms and hands. The Voice
Activated Phone enables him to place and receive
phone calls in a way that is easier for him. He now
uses the voice-activated phone to dispatch work Figure 17.14. Voice-Activated Phone.
crews so they can attend to the university’s The phone’s user does not need to understand the
maintenance needs. ASIS or the kit’s processing algorithms. All the user
has to do is turn the device on and place the kit into
TECHNICAL DESCRIPTION training mode. Next, the user speaks a word into a
The voice-activated phone consists of three separate microphone and assigns it a number. Then, when
entities: a voice recognition system, a telephone, and the kit is put into recognition mode, it will recognize
logic circuitry to connect them. a trained word when one is spoken into the
microphone. It will then respond by displaying the
The heart of the voice-activated telephone is a number that the word was assigned in the training
HM2007 voice recognition kit, a hardware-based kit mode. It is this numerical output that passes
that can be trained to recognize and respond to through the logic circuitry and acts as a key press on
spoken words. The kit uses an Application Specific the phone’s keypad.
Integrated Circuit (ASIC) that utilizes digital signal
processing techniques to characterize and identify The second major component in design is the logic
spoken words. These processed words are stored in circuitry, which consists of a few commonly
a memory chip. The ASIC and the memory chip available integrated circuits and a Programmable
work in concert to compare spoken words with Array Logic (PAL). The commonly available
stored words. The ASIC uses the memory to integrated circuits include decoders, buffers and
implement a matching algorithm that determines opto-isolators. These parts are used to route the
whether or not the spoken word is the same as any voice recognition kit’s numerical output to the
of the stored words. Upon finding a match lack of a appropriate opto-isolator, which electrically
match the ASIC produces a response. It is this performs a key press. The kit will not recognize a
response that is monitored and used to dial a phone word if there is excessive background noise or if a
number. word did not get properly trained. So that the
phone will not respond to one of these errors, the
PAL detects these errors and shuts off the logic
Chapter 17: University of Massachusetts Lowell 257
system’s output buffers before n erroneous signal leads are connected, simulating the press of a
can be sent to the phone. button.
Opto-isolators are used in the voice-activated The third major component of the voice-activated
phone’s logic circuitry. Opto-isolators are a type of phone is the phone itself. The phone used is one of
optical switch. When they are turned on, they the standard-issue university phones, compatible
connect two leads. Since opto-isolators can be used with the university’s existing telecommunication
connect two leads the same way that pressing a network. The phone has a keypad and a set of four
button connects two leads, opto-isolators can be memory buttons. All of these buttons were
used to simulate the pressing of buttons on a phone interfaced to the logic circuitry and could be
keypads. To successfully simulate a button being activated using voice commands.
pressed, the leads on the phone that are connected
when a button is pressed were extended from the The cost of the material used to make this device
phone’s internal circuitry and fed into the opto- was approximately $230. Much of the cost is due to
isolators. When the opto-isolators are turned on, the the voice activation kit, which costs $140.
258 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
Once a person with quadriplegia is positioned in his
or her bed for the night, he or she must summon a
caregiver if there is a need to adjust positioning. A
semi-mobile universal voice recognition control for a
common hospital bed was designed for use by
people with physical disabilities. Most individuals
with restricted motor skills can utilize this type of
control.
0
C1
The second element of this device is an audio 0.1uF Co
amplifier. This amplifier was required to allow the 1/2 LM358
microphone to be placed a comfortable distance C in
RG RL
6.2k 10k
from the user’s head so there would be no R3
R4
obstruction of view. This circuit, shown in Figure V in 1M
100k
17.6, was implemented using an Lm 358 op-amp. V+
R1
C2 R5 AV = 1 +
This circuit was chosen so that a 5v source could be 10uF 100k R2
used and the output would have a positive offset of A V = 11 (As shown
1.5v so the lower portion of the voice wave would
not be truncated, which would effect the accuracy of Figure 17.16. Microphone Amplifier Circuit
voice recognition.
The next element, module three of the circuit, is the activation scheme would be, “System”, followed by,
most important, and the component most of the “Enable”. This activation is implemented using two
design was framed around, the HM2007 voice 74174D flip-flops in series with the clear of the first
recognition chip. The chip, along with its circuitry, being activated by any command other than
can be programmed easily to a specific user. The “Enable”. This activation command sequence helps
unit stores a voice signal in memory with a BCD aid in the requirement of no random activation of
number location associated with it. When the circuit the device. Finally, the logic circuit controls the six
recognizes a command the BCD number of that relays that enable the six movements possible with a
command location is sent to a decoder. However, if hospital bed (i.e., shoulders up/down, legs
there was an error in the recognition, one of three up/down, and bed up/down). The control of the
preprogrammed error codes is output to the bed follows two-word activation followed by
decoder. This is the signal that is input into the next “Shoulders”, “Higher”, or “Stop”. There is an option
stage, the fourth of the design, the logic circuit. of saying, “Lower”, so that the shoulders will lower;
or the user may simply start another command
The logic circuit decodes the HM2007 signal, which sequence for a different section of the bed. When
is taken care of by two 74154 decoder chips (one maneuvering the bed, the command “Deactivate”
each for the most and least significant bits). It also puts the unit in a rest mode until the activation
controls the display via the corresponding gates, sequence is recognized.
which enable various commands that are actually
displayed on the status display. The logic circuit has The voice recognition chip has proven to be only
been designed to act as a state machine made up of approximately 85% accurate. Therefore, it is
the most commonly used ICs and D-type flip-flops important that the logic circuit be able to save states
and is able to store the previous state or command if so as to not make the command sequence repetitive
there is an error in the recognition circuitry in the and troublesome.
middle of a command sequence. The logic circuit
The cost of this project was approximately $300. This
has a double activation command, which requires
price could be reduced considerably if multiple units
that there are two commands to be spoken in
were fabricated.
succession to activate the system. A typical
260 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
DIGITAL ODOMETER
Designer: Aziz L'Bahy.
Supervising Professor: Don Clark.
Electrical Engineering department
University of Massachusetts Lowell
Lowell, MA 01854-9914
the nurse turns on the ‘clear’ switch and the client error messages. The error messages also show what
uses the tongue switches to clear all measurements. switches are currently on.
three interrupt service routines. As soon as a subroutine. The program then determines which
hardware interrupt occurs, the program does a switch was activated and what appropriate
software debounce by jumping to a ‘delay’ subroutines to execute.
Principal Investigator:
Richard Goldberg (919) 966-5768
rlg@bme.unc.edu
263
264 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
This device was designed for students who have
difficulty developing handwriting skills. A number
of children have difficulty forming letters of uniform
height that touch the top and bottom lines on lined
paper without crossing them. This includes
students both with and without a diagnosed
disability. As a result, teachers and therapists in
elementary schools devote a significant amount of
time and energy to help children develop their eye-
hand coordination for improved handwriting.
SUMMARY OF IMPACT Figure 18.1. Interface Box (Left) with LCD display,
This device helps children develop handwriting Programmable Menu Switches, and LCD stimuli.
skills more independently. It presents students with
positive and/or negative stimuli that encourage
them to use accurately the lines on the page. They and allows the teacher or therapist to change the
can receive additional reward stimuli if they device configuration. The box is connected to the
consistently perform well. The teacher or therapist tablet by a standard computer serial cable.
can configure different combinations of visual and
audible stimulation, including: illuminating a smiley The Wacom graphics tablet has a slightly larger
face, playing music, playing a recorded message writing area than an 8 ½ x 11-inch piece of paper.
(which cab be re-recorded anytime), sounding a The teacher or therapist places a standard piece of
buzzer, and flashing a message on the LCD display. writing paper on the pad and calibrates the device
Student may develop better eye-hand coordination by touching the pen to the top and bottom of the
by repeating handwriting exercises independently first and last writing spaces on the page. This is
using this device. As a result, their teachers and done on both the left and right side of the page.
therapists can be free to do other tasks. From this information, the device determines the
orientation of the paper on the tablet, and the
TECHNICAL DESCRIPTION locations of the legal and illegal writing spaces, as
The device consists of two units: the tablet and an shown in Figure 18.2. While the student is writing
interface box, as shown in Figure 18.1. The tablet is in a writing space the positive feedback is active,
a Wacom 9 x 12 graphics tablet. It comes with a while in the non-writing spaces, the negative
wireless ballpoint pen that does not contain a feedback is active. The ratio of cumulative time
battery and has the look and feel of a standard spent in the non-writing spaces to that spent in the
ballpoint pen. The interface box acquires and writing spaces is used to determine if the reward can
analyzes the data from the tablet, presents the visual be activated.
and audible stimulation for feedback to the student,
Chapter 18: University of North Carolina at Chapel Hill 265
The teacher then sets up the visual and audible pressure that the user is applying to the tip of the
stimuli will be used for positive and negative pen, and the tilt angle of the pen. Currently, only
feedback to the student. This is done through a the pen location and pressure information is used.
menu-driven system in which the different options A BasicX microcontroller collects this data
are presented on an LCD display, and the user continuously and determines whether the user is
chooses the desired option by pressing one of four currently writing properly between the lines (the
switches. This versatility accommodates the BasicX is similar to the Basic Stamp but more
preferences of different students. For example, one powerful). This information is then sent to a second
student likes the sound of the buzzer, so it is BasicX microcontroller, which activates the
programmed to be a positive stimulus. However, appropriate positive or negative feedback.
other students do not like the sound of the buzzer,
so the teacher reprograms the device to make the With the versatility of this device and the power of
buzzer a negative stimulus. microcontrollers, other features may be added in the
future to provide more sophisticated evaluation of
Once the system is set up, it starts analyzing the the student’s handwriting.
student’s handwriting and presenting feedback. At
any time, the teacher or therapist can press the The interface box prototype costs approximately
“reward” button on the interface box, and if the $200. The Wacom graphics tablet and inking pen
student has been performing consistently well, he or retails for $540, although it was obtained from the
she receives an extra reward stimulus. company at a significant discount for this project.
writing space
non-writing space
writing space
non-writing space
INTRODUCTION
Remote control Robotic motion,
Visual tracking devices help stimulate and exercise keypad lights, sound
the visual system. Currently, teachers and
therapists engage students with tracking problems
in exercises by manually moving light sources across
the student’s field of view. Basic Stamp Basic Stamp
encoding decoding
SUMMARY OF IMPACT
This device is designed to improve the visual
tracking of students with disabilities. It encourages
them to track an object throughout their field of Transmitter Receiver
vision by providing visual stimuli (blinking lights)
and auditory stimuli (music or recorded messages). Figure 18.3. Block Diagram of Tracking Device.
The therapist uses a remote control to move the
stimuli through the student’s field of vision, and to
turn the stimuli on and off.
the central stimuli used to attract their attention.
This device has several improvements over current For others, the songs are used to reward the
tracking techniques. Since the therapist controls the students after successfully tracking an object.
device remotely, positioned behind the student, the
The cards are removable, and the bright pictures are
student can focus on the stimuli in front without
attached with Velcro for variety. Two stationary
being distracted. In addition, auditory stimuli
arms can also be attached so that multiple cards are
supplement the visual stimuli to help engage the
visible. This allows the teacher or therapist to have
student’s visual tracking abilities.
the student choose among cards.
267
268 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
TECHNICAL DESCRIPTION The current limitations of the device are that only up
The Hearing Loss Simulator consists of five primary to seven data points may be entered from an
components: a microphone, a PC, a sound card, a audiogram and that audio must be recorded and
software program, and a speaker system. modified before being played back. One major
possible enhancement might be to allow the audio to
The audiologist must first enter data from the child’s be modified and played as it is being sampled, thus
audiogram into the simulator. A polynomial allowing for a real-time system. As it stands, the
function is matched to the data points, then used to Hearing Loss Simulator appears that it could prove
apply the appropriate attenuation at selected to be very beneficial in communicating the level of
frequencies to the recorded audio signal. The PC hearing loss in a child to a parent. The total cost of
receives input from the microphone via the sound this project was $505.
Chapter 18: University of North Carolina at Chapel Hill 269
A /D
M ic ro p h o n e
PC D /A
In p u t fro m A u d io g ra m
H eadphones
269
270 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION:
An infant patting device was developed to simulate
a hand patting motion during bottle-feeding in a
neonatal intensive care unit (NICU). A hand patting
motion calms the baby to facilitate bottle-feeding. It
may also decrease the probability of food aspiration
into the lungs during feeding. This device provides
an easy, safe way to comfort patients in the NICU,
while providing relief to their caregivers.
SUMMARY OF IMPACT:
Some NICU infants require two nurses to feed them:
one to hold the infant and the bottle, and another to
pat the infant’s back. This device performs the
patting task, allowing a single nurse to manage all
feeding tasks in a safe and timely manner. The
patting, used independently of feeding, may allow Figure 18.7. Infant Patting Device.
the infant to remain calmer during a stay in the
NICU. Currently the device is waiting for clinical
approval.
Pressure Frequenc
TECHNICAL DESCRIPTION: Adjust y Adjust
Knob Knob
The system works by providing puffs of compressed
air to an inflatable bladder that is held up to the
infant. Compressed air sources are available
Air Bladder
throughout the NICU. An air input hose connects
this air source to the system. A timer circuit turns a
solenoid valve on and off to provide puffs of air.
These puffs flow along the air output hose (25 ft.
long, ½” inner diameter) to the inflatable bladder
that provides the patting motion. The bladder can be
suspended in foam padding or placed directly on Output
the infant. An escape hose attaches to the bladder to
direct the airflow out of the bladder and away from Pressure Gauges
the baby.
The system is encased in an aluminum project box Figure 18.8. System Block Diagram.
(12” x 12” x 8”) equipped with wheels to facilitate
movement. A power switch and large knobs allow
the user to control the air pressure and patting rate. diameter tubing, large enough so that it does not
A commercial 24V wall transformer provides restrict air flow, is used.
electrical power. Throughout the system, ½”
Chapter 18: University of North Carolina at Chapel Hill 271
The puffs of air are provided by a pressure When the valve is open, the puff of air from the
regulator, timer circuit, and solenoid valve. Since solenoid causes the bladder to expand. The air
the compressed air source has a pressure of 60-85 leaves the bladder passively through an open tube.
pounds per square inch (psi), a regulator is The tubing is 25 ft long to enable the nurses to freely
necessary to lower the pressure. The user can adjust move with the device, and to ensure that the air
the regulator output pressure to the range of 2 to 60 released from the bladder flows away from the
psi. A solenoid valve opens and closes to provide infant.
puffs of air to the inflatable bladder. The solenoid
has a large 5/8” aperture to maximize the flow of Safety was the most important feature to address.
air, and runs off a standard 24V plug in power The system needed to be safe for use with infants,
supply. To switch the solenoid on and off, a 556 and easy to clean and sterilize. The metal box
timer circuit is used. This timer uses a 5V power provides an effective casing for the electrical
supply, which is provided using a 24VDC to 5VDC equipment, and effectively separates the infant and
voltage regulator. The frequency at which the timer the caregiver from the electrical circuits. Neoprene
operates is controlled by a potentiometer, which can was chosen for the bladder to avoid any possible
be adjusted using the frequency knob on the box. side effects from latex allergies.
The patting motion is provided using a custom Aesthetic concerns were addressed by decorating
neoprene bladder. The bladder is circular, with a 3 the plain aluminum box with child friendly,
½” diameter, and has connections for an air supply decorative Sesame Street stickers.
hose and air escape hose.
The total cost of this project was $667.
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272 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
Commercial Power Wheels vehicles cannot be easily
controlled by children with poor muscle control.
This project involved the modification of a Barbie
Jeep for use by an 8-year-old girl with cerebral palsy.
A joystick control and supportive seat were added
to facilitate use and promote independence.
SUMMARY OF IMPACT:
The modified Barbie Jeep will allow the client to
gain experience for future operation of joystick-
controlled wheelchairs and provides client increased
independence. The modifications allow the client to
practice her fine motor control skills and visual-
spatial skills, and encourage active play and outdoor
activity. The joystick controls allow
forward/reverse motion, with future additions to
include left/right control. The modified seat
provides leg and torso support and a seat belt to
ensure child safety.
Figure 18.10. Modified Barbie Jeep with Supportive
TECHNICAL DESCRIPTION: Seat and Joystick Control.
Analog based circuitry was chosen to provide a The maximum speed of the modified car is slightly
comparable driving experience when operating the less than before the alterations. The speed is
car. The original 12-volt battery that comes with the distributed evenly over the range of the joystick, and
car is maintained to operate the original propulsion seems to be a safe velocity for both forward and
motors, which require high currents. Two 9V reverse movement. The proportionality of the
batteries are used to power the joysticks and circuit control will eliminate any jerky motions from the
components in the modified design. The batteries motors and provide for a smoother ride and
are located under the hood and have a power switch acceleration.
to turn the system on and off to preserve the
batteries. The main limitation of the car is that the joystick
does not control the left/right motion of the car.
The joystick outputs a speed signal corresponding to Because of the inability of the client to use the
the position of the lever. The signal range of the manual steering wheel, a parent or therapist must
joystick is +2.6V to –3.0V as it moves along the y- control the steering.
axis. A comparator checks whether the signal is
positive (forward motion) or negative (reverse The seat of the car is specifically designed to provide
motion), then relays number one and two are torso support and hip support. A 6” semicircle used
triggered to set the selected direction of motion for to separate the client’s knees and an armrest is
the motors. positioned on the left side to enable better joystick
control. 1/8’ plywood is used as a base and back,
Chapter 18: University of North Carolina at Chapel Hill 273
Figure 18.11. Wheel Propulsion Circuitry Located Under the Vehicle Seat.
273
274 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
CHAPTER 19
WAYNE STATE UNIVERSITY
College of Engineering
Department of Electrical & Computer Engineering
5050 Anthony Wayne Drive
Detroit, MI 48202
Principal Investigator:
Robert F. Erlandson, Ph.D., (313) 577-3900
rerlands@ece.eng.wayne.edu
275
276 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
The following description contains details about adaptation gives each student the opportunity to
four student design projects completed at a school in participate fully in daily activities, thereby
the 1999-2000 academic year. The projects described enhancing their educational experiences. The
are a redesign of a vocational classroom and three effective use of space and strategic placement of
process improvement projects. Two address a activity workstations increases efficiency and
recycling process and one revises the process eliminates safety hazards caused by unnecessary
involved in creating cement stepping stones. The traffic and congestion of materials and devices.
process improvement projects also include design of
devices related to these processes. Establishing a more controlled flow of students and
materials not only addresses safety issues, but also
INTRODUCTION reduces unnecessary student traffic and the
This project is a multi-semester effort to improve the associated opportunities to engage in disruptive
educational effectiveness of activities conducted in classroom behavior. Such workplace organization is
an old shop classroom converted for use as a special a critical component in maintaining a consistent,
education classroom at. Improvements will enable supportive, predictable, non-disruptive classroom
students to function more independently, make the environment so necessary when dealing with
room safer and more accessible, and allow staff to students who have learning disabilities, emotional
engage in less non-value-added activity. impairments or other cognitive disabilities. The
creation of standardized work procedures for the
Activities within the multi-purpose vocational various activities being conducted in the room also
classroom include pre-vocational training, recycling, facilitates the creation of the desired environment.
arts and crafts, and the making of items ranging
from dog collars to garden stepping stones. Due to All of the devices designed as part of the overall
the variety of activities and the range of abilities of project are based upon an analysis of the activities
the students, it is imperative that the facility be not and needs of the center’s students and enhance the
only safe and accessible, but also adaptable to the independence and participation of the students in
current needs of the students and future students vocational activities. In addition, changes in the
and activities. The project involves the planning and work processes, in many cases, eliminate the need
actual redesign of the vocational classroom and for teacher approval or intervention and thus allow
improvements to the processes involved in the the teacher to more efficiently work with the
vocational activities of recycling, including a can students. These changes impact the education of the
crushing operation, making stepping stones, and students and assist the students in gaining practical
overall classroom organization and utilization skills, increasing their ability to fully participate.
procedures.
As a result of increasing student independence and
creating an environment that supports competent,
SUMMARY OF IMPACT safe participation by the students, staff time and
The redesign of the previously existing layout of the energy can be redirected. Instead of dealing with
classroom makes it both accessible and more disciplinary issues, or constantly answering
efficient. By increasing width of aisles, replacing old questions and providing instructions, or moving
tables with adjustable height tables and moving the and positioning supplies and materials for the
location of various activity stations, the designers students, staff members can spend more time on the
made the classroom adaptable to the needs of all education and training of universal work skills such
students, including those who use wheelchairs. This as communication, social and behavioral skills.
Chapter 19: Wayne State University 277
Staff members continued the cleaning process. A board was created and implemented. Where
new wheelchair accessible sink was delivered and feasible, icons were incorporated into the job or
the room was painted. Additionally, staff activity process to identify tools, materials and
established a workplace organization strategy based supplies. Figure 19.1 is an image of the vocational
on the redesign proposals. Each job was color coded: classroom before the redesign. Figure 19.2 shows
purple for recycling, yellow for stepping stones, and the redesign of the classroom with the wheelchair
red for pre-vocational. A student job assignment accessible sink in the foreground.
Chapter 19: Wayne State University 279
Figure 19.2. Redesigned Vocational Classroom. Figure 19.3. Recycling Cart and Removable Bins.
Improvement of Recycling Process and The glass and plastic materials can be placed
Design of Related Devices directly into the collection container in the storage
area. The paper material bin on the Creform cart is
Designers: Osman Akyalcin, Rebecca
removed and taken to the paper processing area.
Angott, Charlotte Pringle The bin containing the cans is taken to the can
Supervising Professors: Dr. Robert crushing area. Since cans must be washed before
Erlandson, Dr. Gary Wasserman crushing, a recycling work area is now designated
near the new, wheelchair-accessible sink.
Staff members selected the recycling job as the first The material must be stored until trash pick-up days
activity to be integrated into the new classroom. As and then moved outside to the pick-up area;
part of the recycling job, students gather paper, therefore old shelving units were removed and new
glass, plastic and metal cans from the school’s flexible storage units provided. In addition, a paper
classrooms. Previously, the material was collected shredding work area was designed and functional
in a large cart and then separated and processed. specifications for a switch-operated can crushing
The glass material and paper products were placed system developed. The can crushing system is an
into special, separate containers for disposal. The additional student design project described below.
paper products were shredded if feasible and then
placed into a special paper receptacle for disposal The recycling work area is color-coded purple.
while the metal cans were manually crushed. The Figure 19.2 shows the room redesign with the
four collection containers were then taken outside to recycling bins are in the top right corner. Figure 19.3
a pick-up area on scheduled pick-up days. depicts the Creform recycling cart and removable
recycling bins.
A process flow analysis of the recycling job was
conducted to verify the process flow analysis
conducted for the facilities planning phase. Based on
this analysis the process was modified. A Creform
pick-up cart containing four removable bins, each
bin for a specific product (glass, plastic, paper or
cans) was designed and fabricated. Creform is a pipe
and joint technology for constructing agile devices.
Students now pick up and sort the material at the
same time. This is safer and requires less handling
of glass, plastic and metal materials.
280 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Recycling Process Improvement Device: sizes ranging from small, fruit-snack size to large 7”
Can Crusher Design and Fabrication and 9” diameter cans. The crusher must be reliable
and able to crush approximately 10 cans each day.
Designers: Brandon Cooksey, Allison
This limitation reflects the current manual process
Lardie, Darren Van Houzen, Jarret Zablocki and if productivity could increase there is the
Supervising Professors: Dr. Robert possibility of providing can crushing services for
Erlandson, Dr. Evgeny Rivin other schools in the school district.
cylinder advances to crush the can. When the can is sensor must be activated before the student-
crushed the cylinder retreats and the lid can be operated switch can start the crushing process.
opened and the crushed can removed. The position Furthermore, the lid must be fully closed or it will
of the lid, user switch and device placement on the physically prevent the crushing cylinder from
Creform cart allows ergonomically sound human advancing. Figure 19.5 is an image of the can crusher
operating procedures, which are also accessible to on the cart.
students in wheelchairs.
In keeping with the overall facility plan, the can
Safety is a major concern. The device has a number crushing system is mounted on a mobile Creform
of built-in safety features. The first feature prevents cart. The air compressor is also mounted on wheels.
the lid from being physically opened when the This allows both units to be moved to a secure
crushing cylinder is advancing. The second safety storage area for safe out-of-the-way storage. The
feature is a pneumatic/electronic control system cart also has space for storage of the tools necessary
designed to force the crushing cylinder into an open for the can crushing operations. This follows
position if there is a valve or power failure. The through with the “kitting” strategy employed
third safety feature prevents the crushing cylinder throughout the classroom.
from advancing when the lid is open for insertion of
cans, as the open lid is constructed to physically The final cost of the can crusher system is $1,303.74.
block the cylinder. Finally, when the lid closes it This includes the crushing device, the Creform Cart
activates a door closure sensor. This door closure and the air compressor.
282 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
In addition, the portable workstation provides a material handling/wheelbarrow cart have locking
stable yet movable surface, facilitating emptying of wheels to increase stability.
the cart into the stepping stones molds on the
workstation table. Both the workstation and the
INTRODUCTION
MT = K 1 + K 2 log(2D/A)
Fitts’ Law is one of many scientific laws that
influences accessible design strategies. Current Target Size = A Target Size = A
federal legislation mandates the use of accessible
design in a variety of services and products, yet a
large number of university faculty and students are
generally not aware of these legal mandates. The
Fitts’ Law Game System is designed to raise student
Target Distance = D
and faculty awareness of accessible design
principles in general and Fitts’ Law in particular. Figure 19.11. Components of Fitt’s Law.
SUMMARY OF IMPACT
In addition to raising awareness of accessible design
issues, the system serves two other purposes in and K2. It has the following basic form shown in
illustrating Fitts' Law as well. First, teachers and Figure 19.11.
therapists use a variety of augmentative
communication devices for their special education There have been many refinements and applications
students and clients. These devices typically use a of this basic equation. Part of the appeal of the
series of overlays that the users touch to produce a equation is that it is intuitive for those who
message or computer action if the device is used as understand the mathematics. The further one
an alternative keyboard. The overlay design is a moves (D), the longer it takes. The bigger the target,
specific example of the application of Fitts’ Law, and the shorter the target acquisition time (MT). The
hence overlay designers need also to be aware of the non-linear, logarithmic equation is typical of models
implications of Fitts’ Law on the design of their describing human performance.
overlay products. Second, the mathematical
expression of Fitts’ Law was developed using the Examples of Fitts’ Law can be found in pushbutton
general population as experimental subjects. The TV and VCR remote controllers where the size and
Fitts’ Law Game System will allow data collection placement of the pushbuttons make operation more
for a variety of users. This will enable data to be or less difficult. Other examples include the controls
gathered for individuals with disabilities in order to on car radios and light switches. Processes such as
test the validity of Fitts’ Law for diverse user placing groceries into a shopping bag, inserting an
populations. ATM card into the receiving slot, and pulling a car
into the garage all exhibit principles of Fitts' Law.
TECHNICAL DESCRIPTION
A universal example of Fitts’ Law is a computer’s
Fitts' Law basically states that the bigger the target,
cursor control via a mouse or other input device.
the easier it is to hit. The law can be described by an
Because this is such a fundamental task the Fitts’
equation that specifies the relationship between
Law Game System is built around cursor control on
movement time (MT), movement distance (D), target
a computer monitor. The player can select one of six
size (A) and various characteristics of the person,
levels of difficulty. The lower the difficulty, the
method and task modeled by two parameters, K1
larger the target area. The higher the level of
Chapter 19: Wayne State University 287
Principal Investigators:
Chandler A. Phillips (937) 775-5044
chandler.phillips@wright.edu
291
292 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
An interviewing table and chair to accommodate an
individual with dwarfism was designed to be used
by the client who was born with diastrophic
dysplasia (DTD). DTD is a well-characterized,
recessively inherited form of osteochondrodysplasia,
which is a family of genetic diseases affecting the
skeletal system. Some of the more common
orthopedic characteristic anomalies of DTD are a
shortened, disproportionate stature, or dwarfism,
and a progressive curvature of the spine (scoliosis).
Most individuals with DTD also have short, broad
fingers with the presence of symphalangism, which
is when the small bones in the hand fuse together at
the interphalangeal joints causing reduced Figure 20.1. Client Using Interviewing Table and Chair.
functional grip and limited hand motion. The bones
of the pelvis and tailbone are also deformed as well
client, and most of the desired modifications of the
as the head of the humerous and femur, causing the
design team. The desk is scaled to the proportions of
joints in these locations to become easily dislocated.
the client’s office, which was small. It contains
All of the aforementioned problems combine to additional retractable work surfaces. The desktop is
create accessibility and range of motion issues for larger than the previous desktop, so that the client
the client. With this in mind the design focus is may display all test materials for the student she is
based on accommodating the client’s stature and testing. To accommodate students with disabilities,
range of motion as well as her specific occupational the desk is wheelchair accessible (with no
duties. Because the client holds a position where she baseboards to prevent a student in a wheelchair
is required to administer both oral and written from sitting closer to the desk and client). Also, the
examinations to students in an interview setting, the desk is portable and easily moved from place to
design also accommodates the students whom she place.
may be testing, many of whom are individuals with
The specifications for the chair focus on modifying
wheelchairs.
the seat, back, and armrests to fit the client's
The client’s previous workstation consisted of a proportions. It can raise and lower automatically
modified general-purpose computer desk and chair from an accessible seating height for the client to a
set that supplemented some of her disabilities. height where her elbows can rest comfortably on the
Based on the client’s implied and expressed needs, a desktop. The chair swivels so that the client does not
list of specifications for the design and modification have to get out of her seat each time she needs to
of the desk and chair was produced. The final obtain items to the side or behind her. The chair also
products meet all of the requirements given by the has an integrated, retractable footrest so the client
Chapter 20: Wright State University 293
has a place to put her feet when the chair is in the wear of the bearings resulting from increased
raised position. Like the desk, the chair is also friction
portable.
SUMMARY OF IMPACT
The client is very pleased with the final products.
They improve her efficiency at work, and thus
improve her quality of life. The modifications also
improve the accessibility of students in wheelchairs
to the work surfaces of the desk.
TECHNICAL DESCRIPTION
The chair is a modified office chair. It employs a
lifting mechanism that uses a linear actuator to
move the chair up and down. Slide rails sustain the
non-vertical loads applied so that strictly vertical
loads are applied to the actuator. A turntable Figure 20.2. Turntable Bearing
bearing allows the chair to swivel. A rocker switch is
toggled to move the unit up and down. A bar on the
right side of the chair enables the client to move the
footrest. The lifting component of the chair design is
evaluated for its ability to prevent failure. The safety
factor is determined by dividing the load capacity of
the lifting system by the actual applied load. The
load capacity is 500 lbs. The actual load applied
encompasses both the portion of the chair's weight
supported by the actuator as well as the client's
weight. The combination of these two yields a 110
lbs applied load. Thus, the safety factor for this chair
is approximately 4.5. This value significantly
ensures that the lifting system will not fail under the
conditions for which it was designed.
of 18 inches between its two central points of with such features as a tension control knob, seat
attachment, the rails can therefore sustain a moment depth adjustment, lower lumbar support, and
of 1220 N-m. The turntable bearing has a load swivel function, combine to generate a final product
capacity of 750 lbs. The manufacturer recommends that surpasses the client's requests.
that this load be distributed within a diameter of 35
inches. The chair design does so in a diameter of 24 The desk is constructed primarily of particle board
inches. The chair's range of motion is 11 inches. At wood, finished with mahogany sheet laminate. The
its lowest point, the top of the seat cushion is at a desktop is steel-cased, with steel case end panels.
height of 11 inches as well. When raised to its The desk has two slide-out work surfaces, which use
maximum height, the chair enables the client to variable drawer slide rails. The collapsible leaf is
work at desktop heights up to 30 inches. The attached to the unit using folding leaf hinges, and a
transition time between these two heights is locking mechanism to keep the leaf in place when it
approximately 10 seconds. is in the up position. The entire unit is proportioned
to meet the client’s physical requirements and the
The footrest of the chair is designed to be retractable. size of her office.
This is controlled by the user with an accessible level
on her right hand side. These components, along The combined cost of the desk and chair is $1218.
INTRODUCTION
The Sensory Feedback Stimulus Response Board and
Vibration Board were developed to provide sensory
feedback for students with multiple disabilities who
exhibit the cognitive ability of children three to six
months old. This design provides tactile, auditory,
vibratory, visual, and olfactory sensory stimulation.
Wheels and straps have been added to make both
units easy to roll and comfortable to handle.
SUMMARY OF IMPACT
The products were reviewed by six students. They
students exhibit excitement when interacting with
both units. In general, the occupational therapists
are also pleased with the final design. The
therapists, however, gave the following
Figure 20.6. Student Using Vibratory Board.
recommendations: the sensory board should have
bigger or brighter lights, and the weight of both the
sensory and vibration board should be lessened, as
they are heavy and hard to roll.
TECHNICAL DESCRIPTION
The vibratory board is constructed of plywood, and
is stained with two coats of Minwax Wood Finish
and Minwax Fast Drying Polyurethane. The two
vinyl-covered areas allow the child to lie
comfortably on the unit. The smaller area is
designed as a pillow. The larger area provides the
vibration stimulus with two 12-volt unbalanced
vibration motors spaced equally apart, two layers of Figure 20.7. Student Using Sensory Board.
foam on top and under the motors, plywood on the
bottom, and foam stuffing on the top. The motors A mechanical shut-off spring timer is included
are glued to the foam. Vinyl is wrapped around the because it is efficient for the occupational therapists
areas and stapled to the bottom of the plywood. The to use. The timer includes a knob, time dial plate,
pillow is made the same way, excluding the motors. timing region, and a standard junction box. The
Two supports (2' L* 2' W) are situated under the motors vibrate when the timer is set from 1 to 15
plywood piece of the pillow and four under the minutes. Only the larger vinyl covered area will
vibration area. To protect the child from edges and provide vibration. Once the timer reaches zero
hardness of wood, foam pad vinyl covering can be minutes, the vibrations cease. The timer can be
attached via Velcro and can be detached if needed. heard so that the therapists know when the unit is
Chapter 20: Wright State University 297
on. The power supply used in this device is a 120- constrains the aroma source to ensure that the aroma
volt AC to DC converter, which can handle from 800 can be detected only when the button is pressed.
to 1500 milli-Ampere. Other features include a
handle and 4 wheels for moving the board. The combined cost of both units is $643.
12V
+V
5V
+V
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CP QN
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555 1.4M
Gnd Vcc
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Out Thr
Rst Ctl 14.4k
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4017
Q5-9
Q9
Q8
Q7
Q6
555 Q5
Gnd Vcc 130k CP1 Q4
Trg Dis CP0 Q3
Out Thr Q2
Rst Ctl MR Q1
500k Q0
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4017
Q5-9
Q9
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Q7
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Gnd Vcc 130k CP1 Q4
Trg Dis CP0 Q3
Out Thr Q2
Rst Ctl MR Q1
500k Q0
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.1uF 3.9k
1k
INTRODUCTION Two drills that are favored for use with the drill bit
The Hand Tool System for Tying Cardboard Bales is are the Makita 18-V cordless driver-drill kit and the
a specialized drill bit that is used to twist the ends of Panasonic Predator cordless drill. These drills are
the baling wire together. The bit attaches to a ideal for use with the drill bit because both drills are
cordless power hand drill. lightweight, have adjustable torque and speed
settings, are well-balanced in the hand, and have
The new hand tool system eliminates the powerful, quick-charging batteries. The Makita
shortcomings of the original hand method by model features a high-performance Makita motor
continuously twisting the wires until they are and a powerful 18-V battery with 25% longer run-
secure. The hand tool system helps to eliminate the time than competitive brands. The total controlled
need for strong upper body strength, so it is trigger enables precise variable speed control.
operable by workers with disabilities. Model 6343DWAE is well balanced for easy
handling. The two-speed (0-450 rpm or 0-1400 rpm)
SUMMARY OF IMPACT gear selection slide switch is conventionally located
The Hand Tool System improves the process of on the top, and the forward/reverse button can be
tying cardboard bales together. It securely ties the operated from both sides of the tool. Other features
wires, requires minimal upper body strength to include industrial metal gear housing, 18 torque
operate, and is safe to use. Results of a questionnaire settings, and an industrial ½” keyless chuck. The
for users that have tried the system indicate that 5.5-pound drill is 10.125” long.
they consider the system safe and easy to operate,
The total cost of the system using this drill is $416.
and that it accomplishes the task of securely tying
the baling wires. However, the system is not as The Panasonic Predator compact drill and driver kit
efficient as originally envisioned in the design features a high torque of 174 inch pounds,
stages. Overall, the system is useful, but it may be maximum torque at all speeds and variable speed
improved. control. This reversible tool has a 22-stage clutch, a
3/8” heavy-duty keyless chuck, an electric break,
TECHNICAL DESCRIPTION and a two-speed gearbox. Speed at no load is 180-
The drill bit is constructed of a block of aluminum, a 1300/50-350 rpm. Clutch torque is approximately
bolt, two washers, and a nut. The aluminum block 4.3-39 inch pounds (1.7 inch pound per stage for 21
has dimensions of 15mm x 35mm x 15mm. There are stages). Battery charging time is 20 minutes. The
three holes in the block: one hole for the shaft of the Predator is 8.7” x 8.5” x 2.3”, and weighs 3.8 pounds
bolt and two holes that will hold the ends of the including batteries.
baling wires when using the bit. The holes for the
baling wires are 2mm in diameter and spaced 25mm The total cost of the system using this drill is $482.
apart. The shaft of the bolt is 15mm long, and 5mm
wide. The hole for the bolt is seated off-center
between the two holes for the baling wires.
Chapter 20: Wright State University 303
Figure 20.13. Top: Left and Side Views of Drill Bit; Bottom: Left and Side Views of Drill.
304 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
The Wheelchair Activated Game with Lights and
Sound helps teach individuals with disabilities such
concepts as cause and effect, following directions,
coordination, identification of symbols, and
meanings of words. The device incorporates the use
of six sensor pads linked to a central processing
station that allows the user to select specific target
pads. A number, object, or color that is placed
within it can identify the target pads. The user must
be able to reach the specified target and, upon
completion, that person receives a reward of sound
and lights.
These are used to output the reward of sound when relays. The BSII has 16 I/O pins: five are used as
the correct target pad has been reached. outputs and six are used as inputs.
The outer casing of the main console has a power The central I/O board routes all of the inputs and
indicator light located on the top left corner. The outputs to the microprocessor. It also provides
strobe light (reward of lights) and switch for the power input for all circuitry. The two voltage
strobe are located on the top center of the casing, regulators (5V and 12V) are located on the top of the
and the audio device is located on the right-hand board. The power comes into these regulators from
side of the rear casing. The power indicator light the 120VAC/12VDC transformer. The 12V regulator
should always be on if the main control console is feeds current to the 7-segment display and the 5V
being supplied power via the 12-volt adapter. Also regulator provides current to the Basic Stamp II, the
located on the rear of the case is a power jack where relay board (through two voltage reducing diodes),
the 12-volt adapter is connected to the console. An the rotary switch, "GO" button, and the strobe light
audio signal plug where the audio device is relay. There is also an unregulated 12V going to the
connected to the console is in the rear, along with an strobe light, speakers, and tape player relay.
audio power plug that supplies power to the audio
device, and a jack for the "GO" button extension. The rotary switch and the “GO” button work on the
Located on the right-hand side of the outer casing principle that the Stamp II normally reads a high
are the audio controls for power, volume, and tone. (5V). When the rotary switch is changed or the "GO"
button is pressed, then the Stamp II pins read a low
Housed inside of the main control console are five (~0V). This is accomplished by shorting the pin-
circuit boards: the audio control circuit board, the connected side of the switch to ground, thus
receiver, the BSII microprocessor, the display driver, yielding a low. The "GO" button reads 1 pin (pin0),
and the central I/O board. The audio control circuit and the rotary switch reads 4 pins (pins8-11). The
board contains the controls for speaker volume, Stamp II then encodes the 4028 and the 4051 through
tone, and power and the amplifier to boost the audio pins 4-6, which enables the 7-segment display and
signal. This circuit board was manufactured by the receiver. It then waits for the receiver to signal
Kinyo®, and was included with the speaker receipt of transmission from the target pads. The
package. Stamp II reads this through pin 15 via a 2N2222
transistor. Next, the Stamp II triggers the strobe light
The microprocessor-encoded receiver detects the and the audio source via 2N222 transistors coupled
signal coming from the transmitters located within to relays. All connections are made through SIP
the correct target pads. It then relays signal connectors to facilitate easy dismantling of the main
procurement to the microprocessor via a NPN control console.
transistor. The BSII microprocessor is the brains of
the system. It encodes the receiver and display, The total cost of the Wheelchair Activated Game
receives inputs from the receiver, rotary switch, and with Lights and Sound is $1204.
"GO" button, and outputs to the strobe and audio
Figure 20.15. Main Control Console. Figure 20.16.Top View of One Target Pad
306 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
INTRODUCTION
The Hands-Free Computer Interface System
addresses the problem of computer input for
individuals with upper extremity disabilities. The
design utilizes head motion to replace hand-
operated mouse input.
SUMMARY OF IMPACT
The system proved very reliable, and provides an
alternate form of clicking in case of muscle fatigue.
The user simply touches anywhere on the screen,
and the electrons being projected onto the screen
complete a circuit since the user shares a common
ground with the computer. The high amplification
of the head signal processor (HSP) (50,000) increases
this signal sufficiently to actuate a click. The rise Figure 20.17. User with the Hands-Free Computer
time is less than 10 ms since the timer has a period of Interface System.
10 ms and actuations faster than this were observed
when the system was crashing. The final signal
amplitude was within 5% of the projected amplitude tilt are greater than 5 degrees to avoid normal
(5 V). The signal to noise ratio (SNR) is 25. The EMG unintentional head motion. The switches are
signal is filtered by ECG components in the same adjustable in their position for this purpose. The
band by amplitude. The SNR is low due to the low circuit is designed so that the signal to move is
amplitude of the original signal (0.1 mV). There is no continuous as long as the head is titled and the
command overlap between antagonistic motion pointer maintains its position when the head is
signals, which is an improvement over Mindtel's returned upright.
own tilt switch, which has a high steady state error
The signals are sent to the computer via the RS232
due to constant opposing signals.
serial communication COM. This is accomplished by
All design requirements were met; however, it is the use of the TNG3B interface box, built by Mindtel,
preferable that the entire system be wireless. User that digitizes the signals. The signal from the TNG3B
feedback included the statement that "The head is then exploited within the computer using an
band was nice and not intrusive." object-oriented programming environment called
Neattools developed by The Center for Really Neat
TECHNICAL DESCRIPTION Research (CRNR). Clicking is accomplished by
sensing EMG voltage from the frontalis muscle
The motion apparatus receives only mechanical
using a Cyberlink headband. This signal is
input from head tilt, and is therefore independent of
processed using circuitry, and then applied in a
the monitor or any other external motion detection
driver program written in Neattools. The EMG
system. The head position is sensed by mercury
signal is one that is not commonly occurring
switches attached around the head. The switches
unintentionally, such as eyelid blinking or yawning.
sense rotation about the y-axis up and down (pitch)
A modified Cyberlink headband containing dry
and tilt about the x-axis left and right. The angles of
Chapter 20: Wright State University 307
electrodes in the desired arrangement is the base for remove common-mode noise such as 60 Hz ambient
the design. Attached by Velcro to the headband are power-line capacitance. The signal is then further
four mercury tilt switches with adjustable tilt angles processed using a second-order active band pass
to move the mouse pointer on the screen. All the filter to remove all unwanted signals. Once the EMG
data are sent through a 15-pin din cable to the head band is captured, the negative nature of the signal
signal processor (HSP). To move the mouse pointer, requires it to be rectified. The processed signal is
head tilt in four directions is sensed by the mercury amplified to obtain the ideal voltage for NeatTools
switches mounted on the head. +5 volts are fed to to utilize (2 - 5 volts). This signal is then fed into the
the switch from the computer. The switches are TNG3B to be digitized for the RS232 serial
normally open. As the head is titled, the switches connection. Once the signal reaches the software,
close, returning a voltage across a resistor, thus and EMG contraction is pseudo-integrated, and a
producing a digital high signal. This digital high combination of high amplitude and contraction time
signal opens a gate and allows a pulse train from a produces a click.
timer to go to a one-pixel per pulse mouse
controller. Opposing switches (e.g. left and right) do Due to the fact that the user shares the same ground
the same with the addition of multiplying the with the computer, and the amplifier feeding the
number of pulses by –1. signal from the user into the computer has a gain of
50,000, the electrons being projected onto the
Clicking is accomplished by sensing the contraction computer screen can create a current back into the
of the occipito-frontalis muscle using 3 dry computer sufficient to create a click simply by
permanent surface electrodes mounted to the part of touching the screen. This can serve as an alternate
the band that contacts the forehead. Since different clicking method since many people with
individuals have different amplitudes of their quadriplegia have some arm motion. It is completely
occipito-frontalis EMG signal, there is a need for a safe since the current is insufficient to cause a micro
self-adjusting gain. This was accomplished via a or macro shock.
control feedback loop. The resulting signal is then
processed using an instrumentation amplifier to The total cost for the design is $470.
R9 6.3k
R8 47k V3 R11 1k
A3
A4 D1
V1
A2
R3 1 C1 C2
white 0.1uF 0.1uF R14 270k
UA741
A5
V5 input to
R2 R3 R13 2.7k
TNG3B
10.6k 10.6k UA741
INTRODUCTION
The Electronic Board Game for Children with
Limited Mobility is designed as an electronic game
board with automatic functions for children with
limited mobility due to physical disabilities. Three
main functions of the game are automated. The
marker pieces, which originally need to be moved
by hand, are replaced by fixed LEDs that light in
sequence to simulate the moving piece. The
mechanical spinner of the board game, which
generates a random number from 1 through 6, was
automated so that it spins (using a DC motor) when
activated by the player switch. Special digital
circuits were incorporated to detect the number Figure 20.19. Three Children Playing the Electronic
given by the mechanical spinner after it stops. Board Game.
Through this detection capability, the game "knows"
the number that the player obtains from the spinner
and limits the spaces the player can move on the movement will not be able to play the game without
game board to the number he or she obtained. When assistance.
the player reaches the correct space, the game
switches automatically to the next player, and TECHNICAL DESCRIPTION
continues until a player wins. All the functions of A simple DC motor is used to rotate the pointer on
the game are fully automated, and any role by the the spinner unit. Six IR emitter-detectors (IRED) are
player is limited to using a simple push button to used for detecting the position of the pointer after it
spin and move on the game board. The design is has stopped spinning. The IREDs are arranged in a
based on the specifications given by the instructor, a circular fashion 60° apart to allow the detection of
preschool teacher. The concept for the design was to six positions. The advantage of using these IREDs is
automate all functions of a normal board game so that one of them can be made open (the current
that they can all be activated using a single switch pointer location) and the rest kept closed at any
for the player. given time. This is accomplished using a simple,
circular disk that attaches to the motor shaft and
SUMMARY OF IMPACT rotates with it. From this disk, a 60° sector was cut
The game benefits everyone in a class since all user out to make the IRED that corresponds to the
types can play it. location of this sector to become open. Subsequently,
the 6 IREDs were connected to a special circuit that
Although the button was designed for all would convert the position of the pointer (i.e. the
capabilities, minimal player arm and hand IRED that is open) into a binary number suitable for
movement manipulation are still required. Therefore the microprocessor. Through this method, a
a player with no or extremely minimal arm or hand detection of the position of the mechanical spinner is
possible. The DC motor attached to the spinner
Chapter 20: Wright State University 309
INTRODUCTION
The Visual Tracking Device is designed to help
children develop their visual focusing abilities and
their ocular muscle control. The focal point of the
device is a ball that rolls down a series of ramps,
creating a left-to-right motion. It is the left-to-right
motion of the ocular muscles that is needed as a
precursor to essential skills such as reading. Light
stimulus is incorporated into the design to hold the
users’ attention. The stimulus is triggered when the
ball rolls down the ramp over a reflective optical
sensor. The ball is then returned to the top ramp by
a fan-driven transport mechanism when the
operator touches a switch. The main users of the Figure 20.22. Visual Tracking Device.
Visual Tracking Device are children with low
cognitive skill levels (between two and three years). switch is used by the student or teacher to operate
It is hoped that some day these children may the transport system. The third switch allows for the
develop the capability to read. Autistic children also use of the lights. Having multiple switches allows
may benefit from using this device by increasing for more versatile use. The options are lights only,
their focusing abilities, by being motivated to relate air transport only, and transport/lights. A jack is
to their tangible surroundings. installed so that if the child pulls on the power cord
it will detach itself from the jack. This is to prevent
SUMMARY OF IMPACT the device from being pulled off the table, and thus
The design of the device satisfies the needs of the endangering users. Another safety feature is the
client. The users follow the progress of the ball bottom-heavy design. This helps provide stability
intently, and are pleased when the ball returns to the and makes it difficult to topple the unit.
top of the device via the air lift system. The principal
Figure 20.23 shows the main circuit diagram for the
of the client school suggested that the LEDs be of
light sensors. The oscillator serves to set the
larger size and greater quantity. She also suggested
frequency of the internal LED of the sensor. The set
that the device be made smaller. Still, the final size
frequency is 2000 Hz. The optical sensor sends out a
satisfied the specific needs of the user. The final
beam of light and the reflection of light (at that
product is reliable, entertaining, and guides ocular
particular frequency and wavelength) triggers the
muscle and attention exercises.
sensor. The yellow ball serves to reflect that light.
The high pass filter hinders frequencies less than
TECHNICAL DESCRIPTION 2000 Hz from sending their signal on to the next
The base of thee case is composed of basswood,
element. Having such a filter prevents unwanted
while the ramps and inside walls are composed of
light from triggering the LED at the end of the
balsa wood. The transport system is made of Shop-
circuit. The Full-Wave Bridge Rectifier causes the
Vac tubing and a fan with a motor from an ordinary
negative side of the sinusoidal AC signal to become
blow dryer. The device has three different switches.
positive. The 0.01uF capacitor serves as an
The first is a switch that the teacher/therapist uses
integrator. In this sense, it flattens out the AC signal
to turn on the lights. The red and yellow detachable
Chapter 20: Wright State University 311
to look more like a DC signal. This DC-like signal is comes through it sets a high at the output leading to
needed to trigger the light. The comparator controls the LED at the end.
when the LED comes on. When an input voltage
The cost for the whole unit is $790.
Oscillator
1.5M 8V +V
100k
555
Gnd Vcc
Trg Dis
Out Thr
0.25nF Rst Ctl
, viii, 5, 12, 20, 58, 66, 67, 77, 80, 92, 96, 110, 124, 125, 148,
5 188, 220, 221, 222, 223, 224, 226, 228, 230, 232, 234, 235,
555, 68, 92, 118, 227, 228 236, 238, 240, 291
555 Timer, 68, 118, 227, 228 Control, 15, 20, 59, 64, 68, 69, 71, 80, 81, 83, 85, 90, 91, 98,
100, 101, 102, 109, 110, 120, 124, 128, 129, 130, 136, 137,
140, 148, 150, 171, 174, 175, 182, 184, 185, 214, 215, 216,
A 218, 220, 221, 224, 226, 228, 230, 231, 232, 233, 234, 235,
Alarm, 92, 118, 180 236, 237, 238, 240, 241
Amplifier, 15, 69, 71, 120, 180 Controller, 58, 91, 109, 110, 128, 129, 148, 149, 239
Antenna, 118, 142, 143, 222
Armrests, 58, 96, 98, 99 D
Arthritis, 160
Audio, 66, 67, 68, 69, 71, 74, 75, 124, 184, 185, 188, 214, 215, Database, 3, 12, 67
216 Deaf, 114, 180
Autistic, 222 Decoder, 226
Desk, 58, 59, 60, 61, 96, 188
Diode, 68, 92, 180, 181
B Door Opener, 172, 240
Backpack, 182 Driving, 144, 160
Battery, 59, 80, 81, 91, 92, 116, 122, 130, 140, 142, 145, 214, Drum Set, 100
215, 216, 222, 226, 233, 235, 238, 240
Bed, 108, 109 E
Belts, 98, 99, 104
Bicycle, 79, 162, 170, 171, 179 Encoder, 226
Blind, 1, 9, 77, 141, 160, 184 EPROM, 129
Board, 1, 2, 11, 19, 21, 22, 24, 25, 110, 120, 143, 218, 240
Brace, 65 F
Button, 55, 67, 76, 81, 91, 110, 111, 114, 122, 128, 129, 130,
140, 141, 142, 150, 214, 215, 216, 223, 224, 226, 236, 240 Feed, 184
Feedback, 3, 7, 10, 11, 14, 15, 66, 69, 81, 114, 116, 120, 166,
184, 221
C Fiberglass, 88, 89, 108, 109
CAD, 11 Foot, 64, 84, 85, 86, 100, 103, 104, 124, 175, 234
Calculator, 74, 75, 122
Camera, 124, 188, 214, 215, 216, 234, 236 G
Car, 91, 110, 111, 148, 149, 180
Cart, 66, 67, 151, 182, 234, 235 Gait Training, 82, 83
Cause-Effect, 3 Gear, 62, 140, 150, 151, 165, 174, 175, 235
Cerebral Palsy, 104, 220, 224, 226, 228 Glove, 232, 233
Chair, 54, 56, 58, 59, 60, 78, 88, 89, 96, 98, 99, 104, 136, 145,
158, 166, 174, 175, 186, 218, 236, 238
Chassis, 5
H
Child, 55, 70, 71, 99, 102, 103, 106, 110, 136, 137, 150, 162, Head Switch, 218
170, 171, 220, 222 Hysteresis, 68
Children, xi, 1, 55, 58, 68, 70, 98, 99, 102, 104, 106, 136, 142,
148, 150, 162, 170, 171
Clutch, 101 I
Communication, xi, 12, 13, 14, 15, 17, 19, 20, 68, 110, 221, 222, Incentive, 21, 136
226, 234, 235, 236 Infrared, 1, 80, 81, 92, 220, 221, 228, 235
Comparator, 68 Intercom, 124, 226, 227, 228
Inverter, 180
313
314 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
O
T
Orthosis, 18
Oscillator, 92, 228 Table, 62, 63, 106, 129, 151
Telephone, 1, 12, 67, 124, 128
Thermometer, 129, 238
P Timer, 70, 71, 92, 140
Page Turner, 218 Toy, 55, 62, 70, 71, 110, 142, 148, 150
Paraplegic, 83 Toys, 62, 70, 142, 148
PC Board, 17 Train, 180, 214, 216, 235
Photography, 10 Trainer, 68
Plexiglas, 56, 63, 96, 97, 234 Transmission, 56, 74, 75, 130, 226, 235
Plywood, 106 Transmitter, 92, 110, 118, 124, 130, 142, 143, 215, 216, 220,
Polyethylene, 84, 144, 176 226, 235, 238
Posture, 96 Transportation, 64, 80, 144
Potentiometers, 82, 83, 148, 149, 215 Tray, 96, 106, 140, 141
Power Supply, 11, 84, 124, 180, 215, 216, 218, 222, 231, 232, Tricycle, 104
235, 240 Tub, 174, 175
Pulley, 79, 82, 83, 84, 136, 137
Puzzle, 158 V
PVC, 140, 150
Velcro, 62, 63, 102, 104, 144, 158, 171, 232, 235
Visual Impairment, 66, 74, 76, 122
R Voltage Regulator, 233
Radio, 142, 143, 181, 226, 235, 238
Radio Shack, 143, 181 W
RAM, 111, 129
Reading, 58, 66, 129, 158, 159, 176, 218 Walker, 176, 177
Receiver, 1, 15, 91, 92, 118, 124, 130, 142, 143, 214, 215, 216, Wheel, 55, 56, 78, 79, 88, 89, 90, 110, 111, 137, 145, 164, 179,
220, 221, 226, 231, 235, 238 235, 238
Recreation, 162 Wheelchair, 18, 56, 58, 59, 78, 80, 81, 88, 90, 96, 97, 102, 140,
Reed Relays, 228 141, 142, 144, 145, 148, 156, 157, 164, 165, 166, 172, 178,
Regulator, 82, 182, 240 179, 186, 220, 235, 238, 240