NSF 95 Book, Forward and Chapter 1 - University of Connecticutnsf-pad.bme.uconn.edu/1995/table_of_contents__forward_chapter_1.pdf · n i ‘ational sciencefoundation 1995 engineering

N

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‘ATIONAL SCIENCE FOUNDATION1995

ENGINEERING SENIOR DESIGN‘ROJECTS TO AID THE DISABLED

Edited ByJohn D. Enderle

NATIONAL SCIENCEFOUNDATION

1995ENGINEERING SENIOR DESIGN

PROJECTS TO AID THEDISABLED

Edited By

John D. Enderle

Creative Learning Press, Inc.

P.O. Box 320Mansfield Center, Connecticut 06250

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PUBLICATION POLICY

Enderle, John DenisNational Science Foundation 1995 Engineering Senior DesignProjects To Aid The DisabledIncludes indexISBN O-936386-74-6

Copyright 0 1998 by Creative Learning Press, Inc.P.O. Box 320Mansfield Center, Connecticut 06250

All Rights Reserved. These papers may be freely reproduced and dis-tributed as long as the source is credited.

Printed in the United States of America

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CONTENTS

CONTRIBUTING AUTHORS ...Vlll

FOREWORD X

CHAPTER 1 INTRODUCTION ...................................................................................................... 1

CHAPTER 2 ARIZONA STATE UNIVERSITY .......................................................................... 11

Wheelchair Suspension System: A Rear Suspension System For A Powered Wheelchair ..................... .12

Writing/Gripping Aid For A Child With A Sensory Perception Disorder.. ............................................... 16

Air Assisted Continuous Passive Range Of Motion Device .......................................................................... 18

An Easy To Open and Child Resistant Medicine Bottle ................................................................................ .20

Design Of An Alarm Signaling/Telephoning System For A Quadriplegic Patient ................................. .22

Pill Access Control Mechanism For Arthritics.. ............................................................................................... .24

CHAPTER 3 BINGHAMTON UNIVERSITY .............................................................................. 27

Swing-Aid: An Articulated Frame For Moving Between A Wheelchair And A Car ............................... .28

Wheel Chair Simulator ......................................................................................................................................... 32

Modified Mountain Bike For Cerebral Palsy Child ......................................................................................... 34

An Arm Support/Restraint For Clients With Parkinson’s Disease .............................................................. 36

A Restaurant Chair For A Child With Cerebral Palsy .................................................................................... 38

Controlled-Sequence Coffee Percolator.. ...........................................................................................................40

Universal Computer Evaluation Stand (UCES) ............................................................................................... 42

Stacking Block Adjustable Chair Support .........................................................................................................44

Steerable Walker for A Young Child .................................................................................................................. 46

A Hand-Operated Swing For A Child With Cerebral Palsy .......................................................................... 48

Toy Holder for Wheel Chair ................................................................................................................................ 50

CHAPTER 4 LOMA LINDA UNIVERSITY SCHOOL OF MEDICINE ............................... 53

. . .111

Jaw Motion Measuring System ........................................................................................................................... 54

A Single Channel Remote Control Toggle Switch System ............................................................................. 56

CHAPTER 5 MANHATTAN COLLEGE....................................................................................... 59

Waterworks II: A Powered Watering Device For Gardeners With Limited Hand Control.. ...................60

Waterworks III: A Plant Watering Device For Gardeners In Need Of Voice Activation And Control . . 62

The Helping Hand: Plant Holder For Gardeners With The Use Of Only One Hand .............................. .64

The Able Table: Custom Desk For A Paraplegic ............................................................................................. .66

Adjustable Computer Workstation .................................................................................................................... 68

GE0 Puzzle: Wall-Mounted Puzzle To Train Color And Shape Comparison.. ........................................ .70

Sittin’ EZ: Adjustable Work Surface For Lazy Boy Chair.. ............................................................................ .72

Complete Comfort: Adjustable Work Surface Supplement To Lazy Boy Chair ....................................... .74

Adapted Easels: Adjustable Easels For Artists With Limited Hand Movements ..................................... .76

Wheelchair Arm Lifter.. ........................................................................................................................................ 78

Mr. Shifter: Soil Transfer Device For Gardeners With Limited Hand Control.. ........................................ .80

CHAPTER 6 MISSISSIPPI STATE UNIVERSITY ..................................................................... 83

T&Modal Caster System.. .................................................................................................................................... 84

Canopy for Wheelchair ......................................................................................................................................... 86

A Tilting Wheelchair Desk for Paraplegic Persons .......................................................................................... 88

Stationary Exercise Device For Manual Wheelchair Users ........................................................................... .90

An Elevated Rest Platform for Cerebral Palsy Children ................................................................................. 92

CHAPTER 7 NORTH DAKOTA STATE UNIVERSITY........................................................... 95

Special Needs Communication Board ............................................................................................................... 96

Remote Control Door Unlock.. ............................................................................................................................ 98

Remote Control Digital Thermostat ................................................................................................................... 100

Remote Handicapped Door Opener................................................................................................................... 102

CHAPTER 8 STATE UNIVERSITY OF NEW YORK AT BUFFALO ..................................... 105

A Semi-Automated Function Device: Can Pull-Tab Opener.. ....................................................................... 106

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Standing Assist Device: A Pneumatic Mechanism To Help People Move From A Sitting To AStanding Position, And Vice Versa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Moveable Car Seat for the Disabled: A Device to Facilitate Car Entry/Exit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Saxophone Adapter: An Instrument for Musicians with Right Hand Immobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Easy On-Off Wheelchair Desk: A Device which Provides Convenient Work Surface to IndividualsConfined to a Wheelchair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............. 114

An Assistive Grabber: A Detachable Device Allowing Wheelchair Bound Individuals To GrabObjects Of Varying Sizes, Geometries And Orientations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116

An Energy-Absorbing/Return Crutch A Unit to Minimiz e Shock to the Underarm Caused by theUse of Walking Crutches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. 118

Detachable Weather-Resistant Wheelchair Canopy: A Device to Protect Wheelchair BoundIndividuals from Adverse Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Assistive Ski Fixture: A Device To Help Physically Challenged Individuals To Ski With GreaterEase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................................................122

Bed Shaker Triggered By A Smoke Detector: A Smoke Detector To Be Used By Hearing ImpairedPersons During Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................124

Universal Television Remote Controlled Channel Changer Operated By An External Switch: AnOversized Button Used To Complete The Circuit For “Channel Up” Of A Television RemoteControl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................126

Semi-Universal Bike Mounted Assistive U&Leg Support With Adaptive Spring Loaded Pedal: ABrace To Support A Rigid Leg, And A Modified Pedal To Allow One-Legged Operation Of ABicycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Mowing Deck Attachment For A Golf Cart: For Those Who Can’t Use A Riding Lawnmower . . . . . . . . . . . . 130

A Tactile Interface Computer Monitor: A Device To Enable Blind People To Interpret ComputerMonitor Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...........................132

CHAPTER 9 TEXAS A&M UNIVERSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

See ‘N Say: The See ‘N Say “Pro Turbo 3000” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Wheelchair Trainer: A Device for Teaching Manual Wheelchair Propulsion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Memory Aid: An Easily Programmed And Portable Memory Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

A Joy Stick Operated TV Remote Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Sip and Puff TV Remote: A Sip and Puff Television Remote ........................................................................ 146

Long Life Shadow Switch: An Ultra-low Power Consumption Shadow Switch.. .................................... .148

Etch-A-Sketch: A Joy Stick Controlled Motorized Etch-A-Sketch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

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Reciprocating Crawler: A Reciprocating Crawler for Limb Coordination Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

CHAPTER 10UNIVERSITY OF DELAWARE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Friendly Water Cooler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................. 156

The Stealth Walker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................... 158

Mechanical Resistance Arm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 160

Advanced Fiber Composite Hip Prosthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Portable Hand Controls: Automobile Brake and Gas Controls for Paraplegics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

CHAPTER 11UNIVERSITY OF FLORIDA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

One-Arm Wheelchair Control System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

RETRACTABLE FOOT SUPPORTS FOR A SHOWER CHAIR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Battery Powered Door Opening Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

CHAPTER 12UNIVERSITY OF HAWAI’I AT MANOA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Paralympic Prone Row Bench . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 176

Paralympic Throwing Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ 178

CHAPTER 13UNIVERSITY OF SOUTH ALABAMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Design And Construction Of A Hot Food Transporter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Pool Lift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................... .......... ........ 184

Hand-Powered Tricycle For A Seven Year Old Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Wheelchair Restraint For School Busses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Center Of Gravity Measurement Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190

Hand-Powered Gasket Cutter For Goodwill Industries, Zinc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Seesaw For The Disabled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. 194

Wheelchair Height Modification: Design To Lower Overall Height Of Client In A Wheelchair ForDriving An Unmodified Van . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 196

Design Of A Constant Height Table For Loading Wood Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

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Automated Gasket Cutter For Goodwill Industries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Roll Handling System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ .. 202

Video Enhanced Balance Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

CHAPTER 14UNIVERSITY OF TENNESSEE AT CHATTANOOGA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Rower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...............................................208

Liberator Mount . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................. 210

Walker.. .................................................................................................................................................................... 212

Adjustable Table .................................................................................................................................................... 214

CHAPTER 15UNIVERSITY OF TOLEDO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Pressure Relief Seating Apparatus For Quadriplegics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Lift Assist Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... 222

Transfer Blocks With Forearm Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Dental Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ............ 226

Doorstep Elevator Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 228

CHAPTER 16UTAH STATE UNIVERSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

A Joy-Stick Controller Kit For Power-wheels And Similar Cars ................................................................... .232

Independent Rider.. ............................................................................................................................................... 234

TALK&E An Augmentative Communications Device ............................................................................... 236

Prone Scooter Board: A Device to Promote Sensory Function ...................................................................... 238

Glider Rocker Kit: Designed To Convert Glider Rocker To An Electric-Powered Automatic Rocker.. .240

Hydraulically Actuated Wheelchair-To-Car Transfer Device ...................................................................... .242

Automatic Rocker .................................................................................................................................................. 244

Ulcer Prevention j4h&hair Pad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

CHAPTER 17WAYNE STATE UNIVERSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

vii

Paper Recycling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................. 250

Recumbent Cycling Wheelchair .......................................................................................................................... 252

T&Fold Mailing Preparation Device .................................................................................................................254

Event Reminder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................. 256

Aluminum Tin Crushing Device For Children With Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Wheelchair Anti-Tipping Mechanism................................................................................................................260

CHAPTER 18WESTERN WASHINGTON UNIVERSITY......................................................... 263

Robotic Manufacture and Design of AUGIE Communication Devices.. .................................................... .264

Composite Lap Trays -Design and Manufacture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Intellifector - Intelligent End Effector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

Portable Muscle Strength Measurement System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

AVCD -Audio Visual Communication Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Foot Operated Computer Mouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Pneumatic Umbrella for Wheel Chairs .............................................................................................................. 280

Incredible Reading Machine Assembly: IRMA I and IRMA II.. ................................................................... .282

Pneumatic Interior Automatic Door Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

New Sip and Puff Switch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. 286

CHAPTER 19WORCESTER POLYTECHNIC INSTITUTE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

Easy Mounting Aerobic Roller System: An Independent Wheelchair Roller.. .......................................... .290

Design of a Shock Absorbing: Bumper System for Power Wheelchairs.. ................................................... .292

CHAPTER 20WRIGHT STATE UNIVERSITY............................................................................. 295

The Raider Talker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... 296

Multi-Adjustable Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Touch Plate Activated Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... 302

Environmental Control System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 304

. . .Vlll

Actively Controlled Prosthetic Ankle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Adjustable Mat Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................... 308

CHAPTER 21INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 311

ix

CONTRIBUTING AUTHORSRobert Allen, Department of Mechanical Engineering,University of Delaware, Newark, DE 19716

Holly K. AuZt, Mechanical Engineering, WorchesterPolytechnic Institute, 100 Institute Road, Worchester,MA 01609

Richard Culver, Mechanical & Industrial Engineering,The Watson School, SUNY Binghamton, Binghamton,NY 13902-6000

John Enderle, Electrical & Systems Engineering, Uni-versity of Connecticut, Storm, CT 06269

Daniel Ewert, Electrical Engineering, North DakotaState University, Fargo, ND 58106

Marvin G. FfieZd, Mechanical & Aerospace Engineer-ing, Utah State University, Logan, Utah 84322-4130

Bertrum N. Ezenwu, Department of Mechanical Engi-neering, School of Medicine, Department of PhysicalMedicine and Rehabilitation, Wayne State University261 Mack Blvd Detroit MI 48201

Jerome A. Gilbert, Agricultural and Biological Engi-neering, Mississippi State University, MississippiState, Mississippi 39762-5465

Daniel W. Huines, Dept. of Mechanical Engineering,Manhattan College, 4513 Manhattan College Park-way, Bronx, NY 10471

Mokumed Sumir Hefiy, Department of Mechanical En-gineering, University Of Toledo, Toledo, Ohio, 43606

Robert Hi&o, Engineering Science, University of Flor-ida, Gainesville, FL 32611

AZZen H. Hofman, Mechanical Engineering, Wor-Chester Polytechnic Institute, 100 Institute Road, Wor-Chester, MA 01609

WiZZium Hymun, Bioengineering Program, Texas A&MUniversity, College Station, TX 77843

Richard K. hey, Department of Mechanical Engineer-ing, University Of Toledo, Toledo, Ohio, 43606

Kathleen L. Kitto, Department of Engineering Technol-ogy, Western Washington University, Bellingham,Washington 98225

Ronald H. Knapp, Department of Mechanical En&-neering, University of Hawai’i at Manoa, 2540 DoleStreet, Honolulu, Hawai’i 96822

Daniel Krause, Electrical Engineering, North DakotaState University, Fargo, ND 58106

Edward H. McMukon, School of Engineering, Univer-sity of Tennessee at Chattanooga, Chattanooga, TN37403

GeruZd Miller, Bioengineering Program, Texas A&MUniversity, College Station, TX 77843

Joseph C. MoZZendoolf, Mechanical and Aerospace Engi-neering, State University of New York at Buffalo, Buf-falo, NY 14260

Mekrdud G. Nejkud, Department of Mechanical Engi-neering, University of Hawai’i at Manoa, 2540 DoleStreet, Honolulu, Hawai’i 96822

Chandler Phillips, Biomedical and Human Factors En-gineering, Wright State University, Dayton, OH45435

Jonathan W. Pote, Agricultural and Biological Engi-neering, Mississippi State University, MississippiState, Mississippi 39762-5465

CeciZ Rumuge, Mechanical Engineering, University ofSouth Alabama, Mobile, AL 36688

Frank Redd, Mechanical & Aerospace Engineering,Utah State University, Logan, Utah 84322-4130

Subrutu Suku, Department of Orthopaedic Surgery,Loma Linda University School of Medicine, 11234Anderson, Loma Linda, California 92354

Gary Yumugucki, Chemical, Bio, & Materials Engi-neering, Arizona State University, Tempe, AZ 85287-6006

X

FOREWORDWelcome to the seventh annual issue of the NationalScience Foundation Engineering Senior Design Eroj-ects to Aid the Disabled. Started in 1988, the NationalScience Foundation (NSF) began a program to pro-vide funds for student engineers at universitiesthroughout the United States to construct custom de-signed devices and software for disabled individuals.Through the Bioengineering and Research to Aid theDisabled (BRAD) program of the Emerging Engi-neering Technologies Division of NSFl, funds wereawarded competitively to sixteen universities to payfor supplies, equipment and fabrication costs for thedesign projects. A book entitled, NSF 2989 Engineer-ing Senior Design Projects to Aid the Disabled was pub-lished in 1989, reporting on the projects that werefunded during the first year of this effort.

The BRAD program of the Emerging EngineeringTechnologies Division of NSF increased the numberof universities funded to twenty-two in 1989. Fol-lowing completion of the design projects funded un-der this initiative during the academic year 1989-90, asecond book was published in 1990 describing theseprojects, entitled, NSF 1990 Engineering Senior DesignProjects to Aid the Disabled.

In 1991, NDSU Press published a third issue of theNSF 1991 Engineering Senior Design Projects to Aid theDisabled. This book described the almost 150 projectscarried out by students at twenty universities acrossthe United States during the academic year 1990-91.

NDSU Press published the fourth issue of the NSF1992 Engineering Senior Design Projects to Aid the Dis-abled in 1993. This book described the almost 150projects carried out by students at twenty-one univer-sities across the United States during the academicyear 1991-92.

1 In January of 1994, the Directorate for Engineering(ENG) was restructured. This program is now in theDivision of Bioengineering and Environmental Sys-tems, Biomedical Engineering & Research AidingPersons with Disabilities Program.

NDSU Press published the fifth issue of the NSF 1993Engineering Senior Design Projects to Aid the Disabled in1994. This book described ninety-one projects carriedout by students at twenty-one universities across theUnited States during the academic year 1992-93.

Creative Learning Press Inc. published the sixth issueof the NSF 1994 Engineering Senior Design Projects toAid the Disabled in 1997. This book described ninety-four projects carried out by students at nineteen uni-versities across the United States during the academicyear 1993-94.

This manuscript, funded by the NSF, describes anddocuments the NSF supported senior design projectsduring the seventh year of this effort during the aca-demic year 1994-95.

As before, the purpose of this manuscript is to reporton the engineering senior design projects developedand implemented through participating schools inthis NSF program. Each chapter describes the activityat a single university and, except for the introduction,was written by the principal investigator(s) at thatuniversity, and revised by the editor of this publica-tion. Individuals wishing more information on a par-ticular design should contact the designated super-vising principal investigator. Additionally, an index isprovided so that projects may be easily identified bytopic.

It is hoped that this manuscript will enhance theoverall quality of future senior design projects di-rected toward the disabled by providing examples ofprevious projects, and by motivating other uni-versities to participate because of the potential bene-fits to the student, school, and community. Moreover,the new technologies used in these projects will pro-vide examples in a broad range of applications fornew engineers. The ultimate goal of both this publi-cation and all the projects that were built under thisinitiative is to assist disabled individuals in reachingtoward their maximum potential for enjoyable andproductive life.

It should be evident from reviewing this manuscriptthat this NSF program has brought together indi-

xii

viduals with widely varied backgrounds. Throughthe richness of these interests, a wide variety of proj-ects were completed, and are in use. A number of dif-ferent technologies were incorporated in the designprojects, to maximize the impact of the device on theindividual.

For the most part, a two-page project description for-mat is used in this text. Each project is described witha nontechnical description, followed by a summary ofimpact that illustrates the effect of the project on thedisabled person’s life. A detailed technical descrip-tion then follows. Photographs of the devices andother important components are incorporatedthroughout the manuscript. Some of the projects aredescribed with a much more extensive descriptioncovering many pages; these projects are typically thefirst or last project in the chapter.

It should be noted that none of the faculty received fi-nancial remuneration supervising the building of de-vices or writing software for the disabled in this pro-gram. Each participating university typically hasmade a five-year commitment to the program.

Sincere thanks are extended to Dr. Allen Zelman, aformer Program Director of the NSF BRAD program,for being the prime mover behind this initiative. Ad-ditionally, thanks are extended to Drs. Peter G. Ka-tona and Karen M. Mudry, former NSF Program Di-rectors of the Biomedical Engineering and Research toAid Persons with Disabilities Programs, who havecontinued to support and expand the program.

I wish to acknowledge and thank Ms. Shari Valentafor the cover illustration and the artwork throughoutthe book, drawn from her observations at the Chil-dren’s Hospital Accessibility Resource Center in Den-ver, Colorado. I also wish to acknowledge and thankWilliam Pruehsner and Sara Wieczorek for drawingthe technical illustrations used throughout the book.

The information in this publication is not restricted inany way. Individuals are encouraged to use the proj-ect descriptions in the creation of future design proj-

ects for the disabled. The NSF and the editor make norepresentations or warranties of any kind with respectto these senior design projects, and specifically dis-claim any liability for any incidental or consequentialdamages arising from the use of this publication.The projects presented here have been implementedin the seventh year of this initiative; they have a widerange of depth and usefulness. Faculty members us-ing the book as a guide should exercise good judg-ment when advising students.

Readers familiar with previous editions of this bookwill note that I have moved from North Dakota StateUniversity to the University of Connecticut. Withthat move, the publication has also moved fromNDSU Press to Creative Learning Press Inc. in 1997.During 1994, I also served as NSF Program Directorfor the Biomedical Engineering & Research AidingPersons with Disabilities Program while on a leave-of-absence from NDSU.

The editor welcomes any suggestions as to how thisreview may be made more useful for subsequentyearly issues. Previous editions of this book areavailable for viewing at the WEB Site for this project:

http: / /nsf-pad.bme.uconn.edu/

John D. Enderle, EditorDepartment of Electrical & Systems Engineering260 Glenbrook Road, U-157University of ConnecticutStorm, Connecticut 06269-2157

Voice: (860) 486-5521FAX: (860) 486-2447E-mail: [email protected]

April 1998

. . .x111

NATIONAL SCIENCEFOUNDATION

1995ENGINEERING SENIOR DESIGN

PROJECTS TO AID THEDISABLED

CHAPTER 1INTRODUCTION

Devices and software to aid persons with disabilitiesoften need custom modification, are prohibitively ex-pensive, or nonexistent. Much of the disabled com-munity does not have access to custom modificationof available devices and other benefits of currenttechnology. Moreover, when available, engineeringand support salaries make the cost of any custommodifications beyond the reach of the disabled.

It has been reported that over 35 million people in theUnited States have disabling conditions. More than 9million Americans have significant mental or physicalconditions that prevent them from being able to carryout the major activity of their age group (that is, play,attend school, work, or maintain a household). Thesenumbers are rapidly increasing due to advances inmedicine that extend life expectancy. Today, the av-erage American spends approximately 12 years oftheir life as a person with disabilities. Besides theenormous suffering experienced by the disabledcommunity, disability imposes an enormous cost tothe nation, totaling 6.5% of the gross national product(greater than $170 billion).

Aside from the economic cost to the United States dueto disabilities, there is the vitally important conse-quence of the disability to the individual. EveryAmerican has either a disability or an indirect contactwith a disabled person (that is, a family member orclose friend). Disability ranks as America’s greatesthealth problem in terms of the number of individualsaffected and the economic impact.

In 1988, the National Science Foundation (NSF) pro-vided a mechanism, through the Bioengineering andResearch to Aid the Disabled program of the Emerg-ing Engineering Technologies Division of NSF,whereby student engineers at universities throughoutthe United States designed and built devices for per-sons with disabilities. This NSF program has en-hanced the educational opportunities for students

and improved the quality of life for disabled indi-viduals. Students and university faculty provided,through their normal Accreditation Board for Engi-neering and Technology (ABET) accredited senior de-sign class, engineering time to design and build thedevice or software, and the NSF provided funds,competitively awarded to universities for supplies,equipment and fabrication costs for the design proj-ects.

This book describes the NSF supported senior designprojects during the seventh year of this effort duringthe academic year 1994-95. The introduction providessome background material on this book, elements ofdesign, and illustrative engineering design experi-ences at two universities that participated in this ef-fort.

After the introduction, nineteen chapters follow, witheach chapter devoted to one participating school. Thechapters begin by completely identifying the schooland the principal investigator(s). Following thechapter introduction for the school, each senior de-sign project description is written using the followingformat. On page one, the individuals involved withthe project are identified, including the student(s), theprofessor(s) who supervised the project, and themany professionals involved in the daily lives andeducation of the disabled individual. A brief non-technical description of the project follows with asummary of the impact on how the project has im-proved the quality of life of the disabled person. Aphotograph of the device or the device modification isusually included. Following this, a technical descrip-tion of the device or device modification is given,with parts specified only if they are of such a specialnature that the project could not be fabricated withoutknowing the exact identity of the part. An approxi-mate cost of the project is provided, excluding per-sonnel costs.

2 NSF 1995 Engineering Senior Design Projects to Aid the Disabled

Most projects are described in two pages. However,the first or last project in each chapter is usually sig-nificantly longer and contains more analytic content.Individuals wishing more information on a particulardesign should contact the designated supervisingprincipal investigator.

The purpose of this publication is twofold. One obvi-ous purpose is to serve as a reference or handbook forfuture senior design projects. Students are exposed tothis unique body of applied information on currenttechnology in this and previous editions of this book.This provides an even broader education typicallyexperienced in an undergraduate curriculum, espe-cially in the area of rehabilitation design. Many tech-nological advances originate from work in the space,defense, entertainment and communications industry.Few of these advances have been applied to the reha-bilitation field, making the contributions of this NSFProgram all the more important.

Secondly, it is hoped that this publication serves tomotivate both students and graduate engineers andothers to work more actively in rehabilitation, leadingto an increased technology and knowledge base to ef-fectively address the needs of persons with dis-abilities. In the past, students were typically involvedin design projects that enabled students to improvethe quality of their life, for instance, by designing andconstructing a stereo receiver. Under this NSF pro-gram, engineering students at participating uni-versities are involved with designs that result in anoriginal device or a custom modification of a devicethat improves the quality of life for a person with dis-abilities. The engineering design students are pro-vided an opportunity for practical and creative prob-lem solving to address a well-defined need, and thedisabled person receives the product of that process.There is no financial cost incurred by disabled per-sons participating in this NSF program; upon com-pletion, the finished project becomes the property ofthe individual for whom it was designed.

Under faculty supervision, students developed spe-cific projects, through their senior design classes, toaddress the identified needs of particular disabled in-dividuals. Local school districts and hospitals par-ticipated in the effort by referring interested indi-viduals to the program. A single student or a team ofstudents specifically designs each project for a dis-abled individual or a group of disabled individualswith a similar need.

The emphasis of the program is to:

l Provide disabled children and adults, student-engineered devices or software to improvetheir quality of life and provide greater forself-sufficiency.

l Enhance the education of student engineers bydesigning and building a device or softwarethat meets a real need.

l Allow the university an opportunity forunique service to the local community.

Some of the projects described here are custom modi-fications of existing devices, modifications that wouldbe prohibitively expensive to the disabled individualwere it not for the student engineer and this NSF pro-gram. Other projects are unique one-of-a kind de-vices wholly designed and constructed by the studentfor the disabled individual.

Some projects built in years past include a laser-pointing device for people who cannot use theirhands, a speech aid, a behavior modification device, ahands-free automatic answering and hang-up tele-phone system, and an infrared beacon to help theblind move around a room. The students participat-ing in this project have been singularly rewardedthrough their activity with the disabled, and justlyhave experienced a unique sense of purpose andpride in their accomplishment.

Engineering DesignAs part of the accreditation process for university en-gineering programs, students are required to com-plete a minimum number of design credits in theircourse of study, typically at the senior level. Manycall this the capstone course. Engineering design is acourse or series of courses that bring together con-cepts and principles that students learn in their fieldof studyit involves the integration and extension ofmaterial learned in their major toward a specific proj-ect. Most often, the student is exposed to system-wide analysis, critique and evaluation for the firsttime. Design is an iterative, decision making processin which the student optimally applies previouslylearned material to meet a stated objective.

There are two approaches to teaching engineering de-sign, the traditional or discipline-dependent ap-proach, and the holistic approach. The traditional

Chapter 1: Introduction 3

approach involves reducing a system or problem intoseparate discipline-defined components. This ap-proach minimizes the essential nature of the systemas a holistic or complete unit, and often neglects theinteractions that take place between the components.The traditional approach usually involves a sequen-tial, iterative approach to the system or problem, andemphasizes simple cause-effect relationship.

Another approach to engineering design adheres totreating the problem from a holistic viewpoint. Thisapproach is much easier today with the availability ofpowerful computers and engineering software pack-ages, and the use of systems theory that addressesinterrelationships within the system. Rather thanpartitioning a project based on discipline-definedcomponents, the holistic view partitions the projectaccording to the emergent properties of the problem.

Design is not a course substitute for the deficienciesthat exist in a department’s curriculum. It is an ap-proach to problem solving for large-scale, open-ended, complex and sometimes ill-defined systems.The emphasis of design is not on learning new mate-rial. Typically, there are no required textbooks for thedesign course, and only a minimal number of lecturesare presented to the student. Design is best describedas an individual study course where the student:

l Selects the device or system to design

0 Writes specifications

l Creates a paper design

l Analyzes the paper design

l Constructs the device

l Evaluates the device

l Documents the design project

Project SelectionIn a typical NSF design project for a person with dis-abilities, the student meets with the client (a disabledperson and/or their client coordinator) to assess theneeds of the disabled person and to help identify auseful project. Often, the student meets with manyclients before finding a project of interest that suitstheir background.

A team of students carries out many projects. Theteam approach is similar to that of an individual stu-dent. One or more members of the team meet withone or more clients before selecting a project. Afterproject selection, the project is partitioned by the teaminto logical parts, and each student is assigned one ofthese parts. Usually, a team leader is elected by theteam to ensure that project goals and schedules aresatisfied.

After selecting a project, the student then writes abrief description of the project for approval by thefaculty supervisor. Since feedback at this stage of theprocess is vitally important for a successful project,students usually meet with the client once again toreview the project description.

Project selection is highly variable depending on theuniversity, and the local health care facilities. Someuniversities make use of existing technology to de-velop projects to aid the disabled by accessing data-bases such as ABLEDATA. ABLEDATA includes in-formation on types of assistive technology, consumerguides, manufacturer directories, commercially avail-able devices, and one-of-a-kind customized devices.In total, this database has over 23,000 products from2,600 manufactures and is available from:

http:/ /www.abledata.com

(800) 20;7-0216

SpecificationsOne of the most important parts of the design processis determining the requirements that the design proj-ect must fulfill. These requirements are called specifi-cations. There are many different types of specifica-tions, including specifications for hardware and soft-ware.

Prior to the design of a project, a statement as to howthe device will function is required based on opera-tional specifications. These specifications determinethe problem to be solved. The operational specifica-tions completely describe and define the project.Specifications are defined such that any competentengineer is able to design a device that will perform agiven function. If several engineers design a devicefrom the same specifications, all of the designs wouldperform within the given tolerances and satisfy therequirements; however, each design would be differ-ent. Specifications determine the device to be built,


but do not provide any information about how thedevice is built. No manufacturer’s name or compo-nents are stated in specifications. For example, speci-fications do not list electronic components or even amicroprocessor since use of these components impliesthat a design choice has been made.

If the design project involves modifying an existingdevice, the device should be fully described in asmuch detail as possible in the specifications. In thiscase, it is desired to describe the device by discussingspecific components, such as the microprocessor,LEDs, and electronic components. This level of detailin describing the existing device is appropriate be-cause it defines the environment to which the designproject must interface. However, the specificationsfor the modification should not provide any informa-tion about how the device is to be built.

Specifications are usually written in a report thatqualitatively describes the project as completely aspossible, and how the project will improve the life ofthe disabled person. It is also important to providemotivation for carrying out the project in the speci-fications. The following issues are also addressed inthe specifications:

l What will the finished device do?

l What is unusual about the device?

Specifications also include a technical description ofthe device, and contain, usually in tabular format, allof the facts and figures needed to complete the designproject. The following are examples of importantitems included in technical specifications.

Electrical Parametersinterfacesvoltagesimpedancesgainspower outputpower inputrangescurrent capabilitiesharmonic distortionstabilityaccuracyprecisionpower consumption

Mechanicalsizeweightdurabilityaccuracyprecisionvibration

Environmentallocationtemperature rangemoisturedust

Paper Design and AnalysisThe next phase of the design is the generation of pos-sible solutions to the problem based on the specifica-tions, and selecting the optimal solution. This in-volves creating a paper design for each of the solu-tions and evaluating performance based on the speci-fications. Since design projects are open-ended, manysolutions exist, solutions that often require a multidis-ciplinary system or holistic approach for a successfuland useful project. This stage of the design process istypically the most challenging because of the creativeaspect to generating problem solutions.

The specifications previously described are the cri-teria for selecting the best design solution. In manyprojects, some specifications are more important thanothers and trade-offs between specifications may benecessary. In fact, it may be impossible to design aproject that satisfies all of the design specifications.Specifications that involve some degree of flexibilityare helpful in reducing the overall complexity, costand effort in carrying out the project. Some specifica-tions are absolute and cannot be relaxed whatsoever.

Most projects are designed in a top-down approachsimilar to the approach of writing computer softwareby first starting with a flow chart. After the flow chartor block diagram is complete, the next step involvesproviding additional details to each block in the flow-chart. This continues until sufficient detail exists todetermine whether the design meets the specificationsafter evaluation.

To select the optimal design, it is necessary to analyzeand evaluate the possible solutions. For ease inanalysis, it is usually easiest to use computer soft-ware. For example, PSpice, a circuit analysis pro-gram, easily analyzes circuit analysis problems.Other situations require a potential design project


solution be partially constructed or breadboarded foranalysis and evaluation. After analysis of all possibleSO~U~~OIX, the optimal design selected is the one thatmeets the specifications most closely.

Construction and Evaluation of the DeviceAfter selecting the optimal design, the student thenconstructs the device. The best method of con&-~-tion is to build the device module by module. Bybuilding the project in this fashion, the student is ableto test each module for correct operation before add-ing it to the complete device, composed of previouslytested modules. It is far easier to eliminate problemsmodule by module than to build the entire project,and then attempt to eliminate problems.

Design projects should be analyzed and constructedwith safety as one of the highest priorities. Clearly,the design project that fails, should fail in a safe man-ner, a fail-safe mode, without any dramatic and harm-ful outcomes to the client or those around them. Anexample of a fail-safe mode of operation for an elec-tical device involves grounding the chassis, and us-ing appropriate fuses; thus if ever a 120-V line voltageshort circuit to the chassis should develop, a fusewould blow and no harm to the client would occur.Devices should also be protected against runawayconditions during the operation of the device, andalso during periods of rest. Failure of any criticalcomponents in a device should result in the completeshut down of the device.

After the project has undergone laboratory testing, itis then tested in the field with the client. After thefield test, modifications are made to the project, andthen the project is given to the disabled person. Ide-ally, the design project in use by the disabled personshould be periodically evaluated for performance andusefulness after the project. Evaluation typically oc-curs, however, when the device no longer performsadequately for the disabled person, and is returned tothe university for repair or modification. If the repairor modification is simple, a university technician willhandle the problem. If the repair or modification ismore extensive, another design student is assigned tothe project to handle the problem as part of their de-sign course requirements.

DocumentationThroughout the design process, the student is re-quired to document the optimal or best solution to theproblem through a series of required written assign-

ments. For the final report, documenting the designproject involves integrating each of the required re-ports into a single final document. While this shouldbe a simple exercise, it is usually a most vexing anddifficult endeavor. Many times during the finalstages of the project, some specifications are changed,or extensive modifications to the ideal paper designare necessary.

Most universities also require the final report be pro-fessionally prepared using desktop publishing soft-ware. This requires that all circuit diagrams and me-chanical drawings be professionally drawn. Illustra-tions are usually drawn with computer software, suchas OrCAD or Autocad.

The two-page reports within this publication are notrepresentative of the final reports submitted for de-sign course credit, and in fact, are a summary of thefinal report. A typical final report for a design projectis approximately 30 pages in length, and includes ex-tensive analysis supporting the operation of the de-sign project. Usually, photographs of the device arenot included in the final report since mechanical andelectrical diagrams are more useful to the engineer todocument the device.

The next two sections illustrate two different ap-proaches to the design course experience. At TexasA&M University, the students work on many smalldesign projects during the two-semester senior designcourse sequence. At North Dakota State University,students work on a single project during the two-semester senior design course sequence.

Texas A&M University EngineeringDesign ExperiencesThe objective of the NSF program at Texas A&MUniversity is to provide senior bioengineering stu-dents an experience in the design and development ofrehabilitation devices and equipment to meet explicitclient needs identified at several off campus rehabili-tation and education facilities. Texas A&M has par-ticipated in the NSF program for five years. The stu-dents meet with therapists and/or special educationteachers for problem definition under the supervisionof the faculty. The type of design experience offeredin this program provides very significant “realworld” design experiences, emphasizing completionof a finished product. Moreover, the program bringsneeded technical expertise to the not-for-profit reha-


bilitation service providers that would otherwise notbe available to them. Additional benefits to the par-ticipating students involve their development of anappreciation of the problems of disabled persons,motivation toward rehabilitation engineering as a ca-reer path, and recognition of the need for more long-term research to address the problems for which to-day’s designs are only an incomplete solution.

The engineering design experience in the bioengi-neering program at Texas A&M University involves atwo-course capstone design sequence, BIEN 441 and442. BIEN 441 is offered during the Fall and Summersemesters, and BIEN 442 is offered during the Springsemester. The inclusion of the summer term allows afull year of ongoing design activities. Students areallowed to select a rehabilitation design project, oranother general bioengineering design project.

The faculty at Texas A&M University involved withthe rehabilitation design course (Drs. William Hymanand Gerald Miller) have worked in collaboration withthe local school districts, community rehabilitationcenters, residential units of the Texas Department ofMental Health and Mental Retardation (MHMR),community outreach programs of Texas MHMR, andindividual clients of the Texas Rehabilitation Com-mission and Texas Commission for the Blind.

Appropriate design projects are identified in groupmeetings between the staff of the collaboratingagency, the faculty, and the participating under-graduate students enrolled in the design class. In ad-dition, one student is employed in the design labora-tory during the summer to provide logistical support,as well as pursue his or her own project. Each stu-dent is required to participate in the project definitionsession, which adds to the overall design experience.The meetings take place at the beginning of each se-mester, and periodically thereafter as projects arecompleted and new ones identified.

Faculty feel the needs expressed by the collaboratingagencies often result in projects of varying complexityand corresponding time to completion. To meet thebroad spectrum of needs, simpler projects are ac-commodated by requiring their rapid completion, atwhich point the students move on to another project.More difficult projects involve one or more semesters,or even a year’s effort; these projects are the ones thattypically require more substantial quantitative andrelated engineering analysis. Projects are carried outby individual students or a team of two.

Following the project definition, the students proceedthrough the formal design process of brain storming,clarification of specifications, preliminary design, re-view with the collaborating agency, design executionand safety analysis, documentation, prerelease designreview, and delivery and implementation in the field.The execution phase of the design includes identify-ing and purchasing necessary components and mate-rials, arranging for any fabrication services that maybe necessary, and obtaining photography for theirproject reports. Throughout each phase of the project,the faculty supervises the work, as well as the teach-ing assistants assigned to the rehabilitation engineer-ing laboratory. These teaching assistants are paidwith university funds. The students also have con-tinued access to the agency staffs for clarification orrevision of project definitions, and review of prelimi-nary designs. The latter is an important aspect ofmeeting real needs with useful devices. In addition toindividual and team progress, the rehabilitation engi-neering group meets as a group to discuss designideas and project progress, and to plan further visitsto the agencies.

One challenging aspect of having students respon-sible for projects that are eagerly anticipated by theintended recipient is the sometimes variable qualityof student work, and the inappropriateness of send-ing inadequate projects into the field. This potentialproblem is resolved at Texas A&M University in theirprogram by continuous project review, and the re-quirement that the project be revised and reworkeduntil it meets approval by the faculty.

At the end of each academic year, the faculty and thepersonnel from each collaborating agency assesswhich types of projects met with the greatest successin achieving useful delivered devices. This reviewhas provided an ongoing guidance in the selection offuture projects. The faculty also maintains continu-ous contact with agency personnel with respect toongoing projects, and past projects that require repairor modification. In some instances, repairs are as-signed as short-term projects to currently participat-ing students. This provides an excellent lesson in theimportance of adequate documentation.

Feedback from participating students is gathered eachsemester using the Texas A&M University studentoppinionaire form as well as personal discussion.The objective of the reviews has been to obtain thestudent’s assessment of the educational value of therehabilitation design program, the adequacy of the re-


sources and supervision, and any suggestions for im-proving the process.

North Dakota State UniversityEngineering Design ExperienceNorth Dakota State University (NDSU) has partici-pated in this program for five years. All senior elec-trical engineering students at NDSU are required tocomplete a two-semester senior design project as partof their study. These students are partitioned intofaculty supervised teams of four-to-six students. Eachteam designs and builds a device for a particular dis-abled individual within eastern North Dakota orwestern Minnesota.

During the early stages of NDSU’s participation inprojects to aid the disabled, a major effort was un-dertaken to develop a complete and workable inter-face between the NDSU electrical engineering de-partment and the disabled community to identifypossible projects to aid the disabled. These organi-zations are the Fargo Public School System, NDSUStudent Services and the Anne Carlson School.Mechanisms are in place so that NDSU students visitdisabled individuals or their supervisors, to identifypossible design projects at one of the cooperating or-ganizations. All of the senior design students visitone of these organizations at least once. After the sitevisit, the students write a report on at least one po-tential design project, and each team selects a projectto aid a disabled individual.

The process of a design project is implemented in twoparts. During the first semester of the senior year,each team writes a report describing the project to aida disabled individual. Each report consists of an in-troduction to the project establishing the need for theproject. The body of the report describes the device; acomplete and detailed engineering analysis is m-eluded to establish that the device has the potential towork. Almost all of the NDSU projects involve anelectronic circuit. Typically, devices that involve anelectrical circuit are analyzed using PSpice, or anothersoftware analysis program. Extensive testing is tm-dertaken on subsystem components using bread-board circuit layouts to ensure a reasonable degree ofsuccess before writing the report. Circuits are drawnfor the report using OrCAD, a CAD program. TheOrCAD drawings are also used in the second phaseof design, which allows the students to bring a circuit

from the schematic to a printed circuit board withrelative ease.

During the second semester of the senior year, eachteam builds the device to aid the disabled individual.This first involves breadboarding the entire circuit toestablish the viability of the design. After verification,the students build a printed circuit board(s) usingOrCAD, and then finish the construction of the proj-ect using the fabrication facility in the electrical engi-neering department. The device is then fully tested,and after approval by the senior design faculty advi-sor, the device is given to the disabled individual.Each of the student design teams receives feedbackthroughout the year from the disabled individual (ortheir client coordinator) to ensure that the designmeets its intended goal.

Each of the design teams provides an oral presenta-tion during regularly held seminars in the depart-ment. In the past, local TV stations have filmed thedemonstration of the senior design projects, andbroadcast the tape on their news show. This mediaexposure usually results in viewers contacting theelectrical engineering department with requests forprojects to improve the life of another disabled indi-vidual, further expanding the impact of the program.

Design facilities are provided in three separate labo-ratories for analysis, prototyping, testing, printed cir-cu i t board layout , f abr i ca t ion , and redes -ign/development. The first laboratory is a room forthe teams to meet during the initial stages of the de-sign. Data books and other resources are available inthis room.

There are also twelve workstations available forteams to test their design, and verify that the designparameters have been meet. These workstations con-sist of a power supply, waveform generator, oscillo-scope, breadboard, and a collection of hand tools.

The second laboratory contains Intel computers foranalysis, desktop publishing and microprocessortesting. The computers all have analysis, CAD anddesktop publishing capabilities so that students mayeasily bring their design projects from the idea to im-plementation stage. Analysis software supported in-cludes Microsoft EXCEL and Lotus 123 spreadsheets,PSpice, MATLAB, MATHCAD, and VisSim. Desktoppublishing supported includes Microsoft Word forWindows, Aldus Pagemaker, and technical illustra-


tion software via Autocad and &CAD. A scannerwith image enhancement software and a high-resolution printer are also available in the laboratory.

The third laboratory is used by the teams for fabri-cation. Six workstations exist for breadboard testing,soldering, and finish work involving printed circuitboards. Sufficient countertop space exists so thatteams may leave their projects in a secure location forease in work.

The electrical engineering department maintains arelatively complete inventory of electronic compo-nents necessary for these design projects, and whennot in stock, has the ability to order parts with mini-mal delay. The department also has a teaching assis-tant assigned to this course on a year round basis, andan electronics technician available for help in theanalysis and construction of the design project.

There were many projects constructed at NDSU (andprobably at many other universities) that proved to beunusable (and sometimes unsafe) for the intendeddisabled individual, despite the best efforts of thestudent teams under the supervision of the facultyadvisors. These projects are undocumented to protectthe innocent and are best forgotten.

Other Engineering DesignExperiencesExperiences at other universities participating in thisNSF program combine many of the design program

elements that are presented for Texas A&M Uni-versity and North Dakota State University. In addi-tion to the design process elements already described,the State University of New York at Buffalo under thedirection of Dr. Joseph Mollendorf, requires that eachstudent go through the preliminary stages of a patentapplication. Naturally, those projects worthy of apatent application are actually submitted. Thus far, apatent was issued for a “Four-Limb Exercising At-tachment for Wheelchairs” and another patent hasbeen allowed for a “Cervical Orthosis.”

Each of these university programs are unique and of-fer their own way of implementing student designedand constructed projects to aid persons with disabili-ties. Other universities participating in this programhave many of the elements of design described in thischapter, brought together in their own unique man-ner.

The senior design projects constructed by these stu-dents have proved beneficial to the student, the dis-abled individual, the community, and the university.The impact of these grants on the student is felt notonly during the time of project construction and af-terwards in the project’s use by the disabled individ-ual, but also in the involvement of these students intocommunity-minded service.


I10 NSF 1995 Engineering Senior Design Projects to Aid the Disabled