NATIONAL SCIENCE FOUNDATION

1999
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES

Edited By
John D. Enderle
Brooke Hallowell
NATIONAL SCIENCE FOUNDATION
1999
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES

Edited By
John D. Enderle
Brooke Hallowell

Creative Learning Press, Inc.

P.O. Box 320
Mansfield Center, Connecticut 06250

i
 PUBLICATION POLICY

Enderle, John Denis

National Science Foundation 1999 Engineering Senior Design
Projects To Aid Persons With Disabilities / John D.
Enderle, Brooke Hallowell
Includes index
ISBN 0-936386-88-6

Copyright  2001 by Creative Learning Press, Inc.

P.O. Box 320
Mansfield Center, Connecticut 06250

All Rights Reserved. These papers may be freely reproduced and

distributed as long as the source is credited.

Printed in the United States of America

ii
 CONTENTS
CONTRIBUTING AUTHORS .............................................................................................................................. VII
FOREWORD.............................................................................................................................................................IX
CHAPTER 1 INTRODUCTION........................................................................................................................... 1
CHAPTER 2 BEST PRACTICES IN SENIOR DESIGN................................................................................... 7
CHAPTER 3 ”MEANINGFUL” EDUCATIONAL OUTCOMES ASSESSMENT TO IMPROVE DESIGN
PROJECTS TO AID PERSONS WITH DISABILITIES ..................................................................................... 19
CHAPTER 4 AN INVITATION TO COLLABORATE IN USING ASSESSMENT TO IMPROVE
DESIGN PROJECTS ............................................................................................................................................... 23
CHAPTER 5 ARIZONA STATE UNIVERSITY.............................................................................................. 27
RANGE OF MOTION EXERCISE MACHINE FOR AN INDIVIDUAL WITH PARAPLEGIA ......................... 28
DESIGN OF A FLY-FISHING SPLINT................................................................................................................. 30
ORTHOTIC TO ELIMINATE THE LOAD ON A CLARINET PLAYER’S RIGHT THUMB ............................. 32
THE WEIGHTLESS ARM DEVICE...................................................................................................................... 34
FIXED VOLUME SIP STRAW FOR PATIENTS WITH PARKINSON'S DISEASE ........................................... 36
THE COMPACT DISC HANDLING DEVICE...................................................................................................... 38
TRANSPARENT TABLE FOR A WHEELCHAIR ............................................................................................... 40
WHEELCHAIR DESIGN USING MATERIALS AVAILABLE IN THE THIRD WORLD ................................. 42
MECHANICAL GUITAR FRETTER FOR MUSICIANS WITH LIMITED FINGER DEXTERITY................... 44
CHAPTER 6 BINGHAMTON UNIVERSITY .................................................................................................. 47
ADJUSTABLE COMPUTER TABLE TO ALLOW EASIER ACCESS TO A COMPUTER AREA FOR PEOPLE
WITH CEREBRAL PALSY ................................................................................................................................... 48
MODIFIED HANGING SCALE FOR A PERSON WITH SIGHT IMPAIRMENT............................................... 49
NAPKIN FOLDING DEVICE................................................................................................................................ 50
WHEELED CANE FOR A CHILD WITH A VISUAL IMPAIRMENT ................................................................ 51
PUSH-PULL SLED FOR A CHILD WITH CEREBRAL PALSY ......................................................................... 52
COMPUTER/TELEPHONE HEADSET FOR A VISUALLY IMPAIRED OPERATOR ..................................... 54
SLIP-PROOF STAIRS FOR BATHTUB................................................................................................................ 55
KITCHEN STEPS TO AID IN REACHING OBJECTS ......................................................................................... 56
TELESCOPING REACHER: A DEVICE TO ALLOW A WHEELCHAIR USER TO PICK UP OBJECTS FROM
THE FLOOR........................................................................................................................................................... 57
ROLLING WALKER FOR A DYNAVOX-TALKER ........................................................................................... 58
WALL RAILINGS AND PARALLEL BARS TO FACILITATE WALKING FOR A CHILD WITH CEREBRAL
PALSY.................................................................................................................................................................... 59
POWER MOBILITY FOR A CHILD ..................................................................................................................... 60
BALANCE BEAM TO INCREASE HAND-EYE COORDINATION AND MOTOR SKILLS............................ 61
BALANCE BEAM TO INCREASE HAND-EYE COORDINATION AND MOTOR SKILLS............................ 62
WATER WALKER TO ASSIST PEOPLE WITH CEREBRAL PALSY TO MOVE INDEPENDENTLY IN A
THERAPY POOL................................................................................................................................................... 63
TRICYCLE PEDALS AND STEERING ARM ...................................................................................................... 64
CRAWLER: A MOBILITY DEVICE FOR A CHILD WITH CEREBRAL PALSY.............................................. 65
GARDENING CART FOR A WOMAN WITH SPINA BIFIDA AND SCOLIOSIS............................................. 66
HEIGHT-ADJUSTABLE TILT TABLE FOR CHILDREN WITH CEREBRAL PALSY..................................... 67
ALTERNATING LIGHT PANEL TO INCREASE HAND-EYE COORDINATION FOR PEOPLE WITH FINE
MOTOR IMPAIRMENTS...................................................................................................................................... 68
ALL-PURPOSE MOVABLE CART TO AID IN THE TRANSPORT OF HOUSEHOLD ITEMS ....................... 69
ADJUSTABLE PHYSICAL THERAPY BENCH FOR CHILDREN WITH CEREBRAL PALSY ...................... 70

iii
 REMOTE BUTTON SWITCH FOR TOY.............................................................................................................. 71
ADULT-SIZED TRICYCLE FOR A PERSON ...................................................................................................... 72
WITH CEREBRAL PALSY ................................................................................................................................... 72
CHAPTER 7 DUKE UNIVERSITY ................................................................................................................... 75
ADAPTED BUMBLEBALLS FOR PLAY THERAPY ......................................................................................... 76
PORTABLE STIMULATION AND ASSESSMENT TOOL ................................................................................. 79
PORTABLE STIMULATION AND ASSESSMENT TOOL ................................................................................. 80
REMOTE CONTROLLED TALKING SPINNER ................................................................................................. 82
HAMMERED BASS .............................................................................................................................................. 84
ASSISTIVE COMMUNICATION DEVICE.......................................................................................................... 86
CHAPTER 8 MILWAUKEE SCHOOL OF ENGINEERING ........................................................................ 89
MOTORIZED VEHICLE MODIFIED FOR CHILDREN WITH PHYSICAL IMPAIRMENTS .......................... 90
A FISHING ROD AND REEL OPERATED BY ONE HAND............................................................................... 92
CHAPTER 9 NEW JERSEY INSTITUTE OF TECHNOLOGY.................................................................... 95
TALK BY NUMBERS............................................................................................................................................ 96
VOICE ACTIVATED WHEELCHAIR CONTROLLER....................................................................................... 97
ELECTROCARDIOGRAM ................................................................................................................................... 98
DATA ACQUISITION SYSTEM........................................................................................................................... 98
CHAPTER 10 NORTH CAROLINA STATE UNIVERSITY........................................................................ 99
FLOTATION DEVICE FOR A CHILD WITH CEREBRAL PALSY.................................................................. 100
GO-CART FOR AN ABLE-BODIED DRIVER AND A PASSENGER WITH A PHYSICAL DISABILITY .... 102
HOIST TO FACILITATE INDEPENDENT TRANSFER FROM WHEELCHAIR TO BED.............................. 104
BICYCLE TRAILER FOR A CHILD WITH DISABILITIES ............................................................................. 106
CHAPTER 11 NORTH DAKOTA STATE UNIVERSITY.......................................................................... 109
CONDITIONING TOOL FOR PERSONS WITH NERVOUS DISORDERS...................................................... 110
MOISTURE DETECTOR..................................................................................................................................... 116
FORCE SENSOR FOR AN INDIVIDUAL WITH A PROSTHETIC LEG .......................................................... 118
CAMERA FOR PERSONS WITH VISUAL IMPAIRMENTS ............................................................................ 120
ULTRASONIC CANE.......................................................................................................................................... 122
EMG TELEMETRY ............................................................................................................................................. 124
CHAPTER 12 NORTHERN ILLINOIS UNIVERSITY............................................................................... 127
WIRELESS COMMUNICATION DEVICE ........................................................................................................ 128
WIRELESS SMOKE ALARM DETECTOR FOR PERSONS WITH HEARING IMPAIRMENT ..................... 130
CHAPTER 13 RENSSELAER POLYTECHNIC INSTITUTE ................................................................... 133
MANUAL OR POWER-ASSIST COMPUTER KEY STRIKER FOR PERSONS WITH QUADRIPLEGIA..... 134
ASSISTIVE DEVICE FOR MAINTAINING ATTENTION OF COGNTIVELY AND HEARING IMPAIRED
CHILDREN .......................................................................................................................................................... 138
RACETRACK WITH RAILS, MULTIPLE PATHS AND REMOTE CONTROLLED CARS FOR CHILDREN IN
WHEELCHAIRS .................................................................................................................................................. 140
A PORTABLE SCALE FOR AMBULATORY, OBESE PATIENTS WHO MUST REMAIN AT HOME......... 142
ARM SUPPORT AND GUIDE TO FACILITATE USE OF AN ELECTRIC MIXER......................................... 144
A SCALE FOR WEIGHING A CLIENT WHILE IN THE WHEELCHAIR ........................................................ 146
CHAPTER 14 STATE UNIVERSITY OF NEW YORK AT BUFFALO ................................................... 151
UNIVERSAL PORTABLE DOORKNOB AID FOR PEOPLE WITH HAND, WRIST OR ARM PROBLEMS 152
HEAD RESTRAINT TO PREVENT HEAD EXTENSION FOR A PERSON WEARING ................................. 154
A BACK BRACE.................................................................................................................................................. 154
SAFETY SHUT-OFF FOR ELECTRICAL .......................................................................................................... 156
STOVE ELEMENTS ............................................................................................................................................ 156

iv
 BOTTLE TOP OPENER/CLOSER FOR TWO-LITER BEVERAGE CONTAINERS........................................ 158
SOCK GENIE FOR PUTTTING ON AND .......................................................................................................... 160
TAKING OFF SOCKS.......................................................................................................................................... 160
PORTABLE LIFT DOLLY TO FACILITATE..................................................................................................... 162
LIFTING OF HEAVY OBJECTS......................................................................................................................... 162
ADD-ON DEVICE FOR BETTER WHEELCHAIR PROPULSION ERGONOMICS........................................ 164
WIDTH-ADJUSTABLE LENS HOLDER TO FACILITATE A SLIT-LAMP EYE EXAMINATION FOR
OPTOMETRISTS................................................................................................................................................. 166
UNIVERSAL ADD-ON FOLDABLE BED ......................................................................................................... 168
SAFETY WALLS................................................................................................................................................. 168
WIDTH-ADJUSTABLE WHEELCHAIR DESIGN FEATURE TO FACILITATE PASSAGE THROUGH
NARROW AREAS............................................................................................................................................... 170
VARIABLE TERRAIN SIMULATOR ................................................................................................................ 172
FOR GAIT TRAINING ........................................................................................................................................ 172
HEIGHT-ADJUSTABLE GLASS RETRIEVAL CHUTE TO PREVENT BREAKAGE OF GLASSES IN
TRANSITION FROM A KITCHEN CABINET................................................................................................... 176
ASSISTIVE JAR OPENER .................................................................................................................................. 178
CHAPTER 15 TEXAS A&M UNIVERSITY................................................................................................. 181
ORTHOTIC CONTACT FORCE MONITOR...................................................................................................... 182
PEDIATRIC TREADMILL .................................................................................................................................. 184
YES/NO COMMUNICATOR .............................................................................................................................. 186
PORTABLE PARALLEL BARS REVISITED .................................................................................................... 188
VESTIBULAR BALANCE CHAIR ..................................................................................................................... 190
FINE MOTOR TESTING KIT FOR HOME-BASED THERAPY WITH CHILDREN ....................................... 192
MECHANICAL REFRIGERATOR OPENER..................................................................................................... 194
CLASSROOM DESK FOR A CHILD IN A WHEELCHAIR .............................................................................. 196
CHAPTER 16 UNIVERSITY OF ALABAMA AT BIRMINGHAM .......................................................... 199
CHILD STANDER ............................................................................................................................................... 200
MODIFIED PAPER DRILLING MACHINE ....................................................................................................... 202
THE ELMOBILE: A POWER-CHAIR USE ASSESSMENT VEHICLE ............................................................ 204
CHAPTER 17 UNIVERSITY OF CONNECTICUT .................................................................................... 207
TELE-TALK: A COMMUNICATION DEVICE FOR PERSONS WITH HEARING IMPAIRMENT............ 208
REMOTE DOOR LOCK CONTROLLER ........................................................................................................... 214
REMOTE ENVIRONMENTAL CONTROLLER................................................................................................ 216
VOICE THERMOSTAT REMOTE CONTROL .................................................................................................. 217
VOICE THERMOSTAT REMOTE CONTROL .................................................................................................. 218
HAND AND FOOT DRIVEN TRICYCLE WITH UNIQUE ROWING DESIGN............................................... 220
A COMMUNICATION DEVICE WITH SEQUENTIAL LIGHTING ................................................................ 222
ASSISTED MUSICAL/LEARNING DEVICE (AMLD) ..................................................................................... 224
ELECTROLOCK: A VANDAL-PROOF, 12-BUTTON PROGRAMMABLE KEYPAD TO CONTROL AN
APARTMENT DOOR .......................................................................................................................................... 226
HAND-HELD ELECTRONIC MAGNIFYING CAMERA FOR PATIENTS WITH VISION PROBLEMS ...... 228
VOXEBOOK AUGMENTATIVE COMMUNICATION SYSTEM.................................................................... 230
DIGITAL HEARING AID.................................................................................................................................... 232
TALK AID ............................................................................................................................................................ 234
TOY TRAIN SPOTTING SYSTEM..................................................................................................................... 236
TEACHING PIANO ............................................................................................................................................. 238
EDUCATION STATION WITH REMOTE COMMUNICATION DEVICE ...................................................... 240
WATER TEMPERATURE CONTROL SYSTEM............................................................................................... 242
REMOTE CONTROL INTERFACE TO A .......................................................................................................... 244
DIGITAL THERMOSTAT................................................................................................................................... 244
MOTORIZED MOBILITY DEVICE ................................................................................................................... 246

v
CHAPTER 18 UNIVERSITY OF MASSACHUSETTS LOWELL ............................................................ 249
INFRARED DEVICE CONTROL........................................................................................................................ 250
SPEECH RECOGNITION FOR ........................................................................................................................... 252
COMPUTER ACCESSIBILITY........................................................................................................................... 252
BLENDER CONTROLLER ................................................................................................................................. 254
THE DIGITAL VOICE BOX................................................................................................................................ 256
ENVIRONMENTAL CONTROL SYSTEM ........................................................................................................ 258
PAUSE & PLAY VIDEO BOX ............................................................................................................................ 260
HOME ENVIRONMENT CONTROL SYSTEM................................................................................................. 262
IN-HOUSE PAGING SYSTEM FOR INDIVIDUALS WITH HEARING IMPAIRMENT................................. 264
ACCESSIBLE RADIO ......................................................................................................................................... 266
REMOTE HOME CONTROL KIT....................................................................................................................... 268
TALKING BOX.................................................................................................................................................... 270
VOICE COMMAND RESPONSE REPLY .......................................................................................................... 272
DIGITAL RECORDING ODOMETER................................................................................................................ 274
SINGLE MESSAGE RECORD/PLAYBACK BOX ............................................................................................ 276
CHAPTER 19 UTAH STATE UNIVERSITY ............................................................................................... 279
KNEE REHABILITATOR ................................................................................................................................... 280
WHEELCHAIR-BASED DYNAMIC SEATING SYSTEM RESEARCH PLATFORM .................................... 282
CHAPTER 20 WAYNE STATE UNIVERSITY ........................................................................................... 285
ADAPTED ASSESSMENT OF WORK INTEREST ........................................................................................... 286
ADAPTED MANUAL RIBBON CUTTER.......................................................................................................... 288
INVENTORY CONTROL SYSTEM ................................................................................................................... 290
AUTOMATED PAGE-TURNER......................................................................................................................... 292
MULTIMEDIA ASSESSMENT TOOL FOR CHILDREN WITH DISABILITIES (MAT) ................................ 294
PAPER SHREDDING WORKSTATION ............................................................................................................ 296
PARTS DISPENSING AND COUNTING SYSTEM........................................................................................... 298
RF TECHNOLOGY FOR MANIPULATIVE PLAY ........................................................................................... 300
SWITCH OPERATED RIBBON CUTTER.......................................................................................................... 302
DESIGN OF A MULTI-FREQUENCY VIBRATING SYSTEM FOR A STROKE PATIENT ........................... 304
WALKER DESIGN MODIFICATION FOR A CHILD WITH CEREBRAL PALSY ......................................... 306
WRITING ARM FOR A CHILD .......................................................................................................................... 308
WITH CEREBRAL PALSY ................................................................................................................................. 308
COMMUNICATION DEVICE MOUNT ............................................................................................................. 310
MOUNTING AND AUTOMATED CONTROL FOR A DIGIVOX ARM .......................................................... 312
VERSATILE JOYSTICK MOUNT...................................................................................................................... 314
ADAPTIVE FOOD PREPARATION DEVICES ................................................................................................. 316
CHAPTER 21 WRIGHT STATE UNIVERSITY.......................................................................................... 323
LEARNING AUDIO DEVICE ............................................................................................................................. 324
WHEELCHAIR ADAPTED BARCODE SCANNER SYSTEM ......................................................................... 328
ERGONOMIC ANALYSIS OF THE BLOOD MANUFACTURING PROCESS ............................................... 330
PHYSIOLOGICAL ACTIVITY MONITOR........................................................................................................ 332
PEDESTRIAN KNEE LEGFORM ....................................................................................................................... 334
ADJUSTABLE WHEELCHAIR TRAY............................................................................................................... 336
AUTOMATIC CAN OPENER ............................................................................................................................. 338
VISUAL TRACKING DEVICE ........................................................................................................................... 340
ERGONOMIC ANALYSIS OF LUG/SHAFT ASSEMBLY PROCESS ............................................................. 342
CHAPTER 22 INDEX...................................................................................................................................... 345

vi
 CONTRIBUTING AUTHORS
Susan M. Blanchard, Biological and Agricultural
Engineering Department, North Carolina State
University, Raleigh, North Carolina 27695-7625
Laurence N. Bohs, Department of Biomedical
Engineering, Duke University, Durham, North
Carolina 27708-0281
Donn A. Clark, Assistive Technology Program,
University Of Massachusetts Lowell, Lowell, MA
01854
Richard Culver, Mechanical Engineering, The Watson
School, SUNY Binghamton, Binghamton, NY 13902-
6000
Alan W. Eberhardt, University Of Alabama At
Birmingham, Department of Materials and
Mechanical Engineering, BEC 254, 1150 10th Ave. S.,
Birmingham, Alabama, 35294-4461
John Enderle, Biomedical Engineering, University of
Connecticut, Storrs, CT 06269-2157
Robert F. Erlandson, Electrical & Computer
Engineering, Wayne State University, Detroit MI
48202
Daniel L. Ewert, Department of Electrical
Engineering, North Dakota State University, Fargo,
North Dakota 58105
Bertram N. Ezenwa, Department of Mechanical
Engineering, School of Medicine, Department of
Physical Medicine and Rehabilitation, Wayne State
University, Detroit MI 48201
Larry Fennigkoh, Biomedical Engineering, Milwaukee
School of Engineering, Milwaukee, WI 53202
Marvin G. Fifield, Center for Persons with
Disabilities, Utah State University, Logan, Utah
84322-4130
Jacob S. Glower, Department of Electrical
Engineering, North Dakota State University, Fargo,
North Dakota 58105
vii
Brooke Hallowell, School of Hearing, Speech and
Language Sciences, W321 Grover Center, Ohio
University, Athens, OH 45701
Jiping He, Chemical, Bio, & Materials Engineering,
Arizona State University, Tempe, AZ 85287-6006
William Hyman, Bioengineering Program, Texas
A&M University, College Station, TX 77843
Xuan Kong, Department of Electrical Engineering,
Northern Illinois University, DeKalb, IL 60115
Subha K. Kumpaty, Mechanical Engineering,
Milwaukee School of Engineering, Milwaukee, WI
53202
Joseph C. Mollendorf, Mechanical and Aerospace
Engineering, State University of New York at
Buffalo, Buffalo, NY 14260
Chandler Phillips, Biomedical and Human Factors
Engineering, Wright State University, Dayton, OH
45435
Frank Redd, Mechanical & Aerospace Engineering,
Utah State University, Logan, Utah 84322-4130
Stanley S. Reisman, Department of Electrical and
Computer Engineering, New Jersey Institute Of
Technology, Newark, New Jersey 07102
David B. Reynolds, Biomedical and Human Factors
Engineering, Wright State University, Dayton, OH
45435
Roger P. Rohrbach, Biological and Agricultural
Engineering Department, North Carolina State
University, Raleigh, North Carolina 27695-7625
Mansour Tahernezhadi, Department of Electrical
Engineering, Northern Illinois University, DeKalb,
IL 60115
Val Tareski, Department of Electrical Engineering,
North Dakota State University, Fargo, North Dakota
58105
Gary Yamaguchi, Chemical, Bio, & Materials Allen Zelman, Biomedical Engineering, Rensselaer
Engineering, Arizona State University, Tempe, AZ Polytechnic Institute, Troy, NY 12180-3590
85287-6006

viii
 FOREWORD
Welcome to the eleventh annual issue of the
National Science Foundation Engineering Senior
Design Projects to Aid Persons with Disabilities. In
1988, the National Science Foundation (NSF) began a
program to provide funds for student engineers at
universities throughout the United States to
construct custom designed devices and software for
individuals with disabilities. Through the
Bioengineering and Research to Aid the Disabled
(BRAD) program of the Emerging Engineering
Technologies Division of NSF1, funds were awarded
competitively to 16 universities to pay for supplies,
equipment and fabrication costs for the design
projects. A book entitled, NSF 1989 Engineering
Senior Design Projects to Aid the Disabled was
published in 1989, reporting on the projects that
were funded during the first year of this effort.
In 1989, the BRAD program of the Emerging
Engineering Technologies Division of NSF increased
the number of universities funded to 22. Following
completion of the 1989-1990 design projects, a
second book was published, describing these
projects, entitled, NSF 1990 Engineering Senior Design
Projects to Aid the Disabled.
North Dakota State University (NDSU) Press
published the following three issues. In NSF 1991
Engineering Senior Design Projects to Aid the Disabled
almost 150 projects by students at 20 universities
across the United States during the academic year
1990-91 were described. NSF 1992 Engineering Senior
Design Projects to Aid the Disabled presented the
almost 150 projects carried out by students at 21
universities across the United States during the
1991-92 academic year. The fifth issue described 91
projects carried out by students at 21 universities
across the United States during the 1992-93
academic year.
1 In January of 1994, the Directorate for Engineering
(ENG) was restructured. This program is now in the
Division of Bioengineering and Environmental
Systems, Biomedical Engineering & Research Aiding
Persons with Disabilities Program.
ix
Creative Learning Press, Inc. has published the
succeeding volumes. NSF 1994 Engineering Senior
Design Projects to Aid the Disabled, published in 1997,
described 94 projects carried out by students at 19
universities across the United States during the
academic 1993-94 year.
NSF 1995 Engineering Senior Design Projects to Aid the
Disabled, published in 1998, described 124 projects
carried out by students at 19 universities during the
1994-95 academic year.
NSF 1996 Engineering Senior Design Projects to Aid
Persons with Disabilities, published in 1999, presented
93 projects carried out by students at 12 universities
during the 1995-96 academic year.
The ninth issue, NSF 1997 Engineering Senior Design
Projects to Aid Persons with Disabilities, published in
2000, included 124 projects carried out by students
at 19 universities during the 1996-97 academic year.
NSF 1998 Engineering Senior Design Projects to Aid
Persons with Disabilities, published in 2000, presented
118 projects carried out by students at 17 universities
during the 1997-98 academic year.
This book, funded by the NSF, describes and
documents the NSF-supported senior design
projects during the eleventh year of this effort, 1998-
99. Each chapter, except for the first four, describes
activity at a single university, and was written by
the principal investigator(s) at that university, and
revised by the editors of this publication.
Individuals wishing more information on a
particular design should contact the designated
supervising principal investigator. An index is
provided so that projects may be easily identified by
topic. A new chapter has been added in this edition
on “Best Practices in Senior Design”.
It is hoped that this book will enhance the overall
quality of future senior design projects directed
toward persons with disabilities by providing
examples of previous projects, and by motivating
faculty at other universities to participate because of
the potential benefits to students, schools, and
communities. Moreover, the new technologies used
in these projects will provide examples in a broad
range of applications for new engineers. The
ultimate goal of both this publication and all the
projects that were built under this initiative is to
assist individuals with disabilities in reaching their
maximum potential for enjoyable and productive
lives.
This NSF program has brought together individuals
with widely varied backgrounds. Through the
richness of their interests, a wide variety of projects
were completed and are in use. A number of
different technologies were incorporated in the
design projects to maximize the impact of each
device on the individual for whom it was
developed. A two-page project description format is
generally used in this text. Each project is
introduced with a nontechnical description,
followed by a summary of impact that illustrates the
effect of the project on an individual's life. A
detailed technical description then follows.
Photographs of the devices and other important
components are incorporated throughout the
manuscript.
Sincere thanks are extended to Dr. Allen Zelman, a
former Program Director of the NSF BRAD
program, for being the prime enthusiast behind this
initiative. Additionally, thanks are extended to Drs.
Peter G. Katona, Karen M. Mudry, Fred Bowman
and Gil Devey, former and current NSF Program
Directors of the Biomedical Engineering and
Research to Aid Persons with Disabilities Programs,
who have continued to support and expand the
program.
We acknowledge and thank Ms. Shari Valenta for
the cover illustration and the artwork throughout
the book, drawn from her observations at the
Children's Hospital Accessibility Resource Center in
Denver, Colorado. We also acknowledge and thank
Mr. William Pruehsner for technical illustrations and
Ms. Kerry Krall for editorial assistance.
The information in this publication is not restricted
in any way. Individuals are encouraged to use the
project descriptions in the creation of future design
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
this publication. Faculty members using the book as
x
a guide should exercise good judgment when
advising students.
Readers familiar with previous editions of this book
will note that John Enderle moved from North
Dakota State University to the University of
Connecticut in 1995. With that move, annual
publications also moved from NDSU Press to
Creative Learning Press Inc. in 1997. During 1994,
Enderle also served as NSF Program Director for the
Biomedical Engineering & Research Aiding Persons
with Disabilities Program while on a leave of
absence from NDSU.
Brooke Hallowell is Associate Dean for Research
and Sponsored Programs in the College of Health
and Human Services a faculty member in the School
of Hearing and Speech Sciences at Ohio University.
Hallowell's primary area of expertise is in
neurogenic communication disorders. She has a
long history of collaboration with colleagues in
biomedical engineering, in research, curriculum
development, teaching, and assessment.
The editors welcome any suggestions as to how this
review may be made more useful for subsequent
yearly issues. Previous editions of this book are
available for viewing at the WEB Site for this project:
http://nsf-pad.bme.uconn.edu/.
John D. Enderle, Ph.D., Editor
Department of Electrical & Systems Engineering
260 Glenbrook Road, U-157
University of Connecticut
Storrs, Connecticut 06269-2157
Voice: (860) 486-5521
FAX: (860) 486-2447
E-mail: jenderle@bme.uconn.edu
Brooke Hallowell, Ph.D., Editor
School of Hearing, Speech and Language Sciences
W321 Grover Center
Ohio University
Athens, OH 45701
Voice: (740) 593-1356
FAX: (740) 593-0287
E-mail: hallowel@ohio.edu
December 2001
NATIONAL SCIENCE FOUNDATION
1999
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
often need custom modification, are prohibitively
expensive, or nonexistent. Many persons with
disabilities do not have access to custom
modification of available devices and other benefits
of current technology. Moreover, when available,
engineering and support salaries often make the cost
of custom modifications beyond the reach of the
persons who need them.
In 1988, the National Science Foundation (NSF),
through its Emerging Engineering Technologies
Division, initiated a program to support student
engineers at universities throughout the United
States designing and building devices for persons
with disabilities. Since its inception, this NSF
program (originally called Bioengineering and
Research to Aid the Disabled) has enhanced
educational opportunities for students and
improved the quality of life for individuals with
disabilities. Students and university faculty provide,
through their Accreditation Board for Engineering
and Technology (ABET) accredited senior design
class, engineering time to design and build the
device or software. The NSF provides funds,
competitively awarded to universities for supplies,
equipment and fabrication costs for the design
projects.
Outside of the NSF program, students are typically
involved in design projects that incorporate
academic goals for solid curricular design
experiences, but that do not necessarily enrich the
quality of life for persons other than, perhaps, the
students themselves. For instance, students might
design and construct a stereo receiver, a robotic unit
that performs a household chore, or a model racecar.
Under this NSF program, engineering design
students are involved in projects that result in
original devices, or custom modifications of devices,
that improve the quality of life for persons with
disabilities. The students have opportunities for
1
practical and creative problem solving to address
well-defined needs, and persons with disabilities
receive the products of that process. There is no
financial cost incurred by the persons served in this
program. Upon completion, the finished project
becomes the property of the individual for whom it
was designed.
The emphases of the program are to:
• Provide children with disabilities and adults
student-engineered devices or software to
improve their quality of life and provide
greater self-sufficiency;
• Enhance the education of student engineers by
designing and building a device or software
that meets a real need; and
• Allow the university an opportunity for
unique service to the local community.
Local school districts and hospitals participate in the
effort by referring interested individuals to the
program. A single student or a team of students
specifically designs each project for an individual or
a group of individuals with a similar need.
Examples of projects completed in years past
include a laser-pointing device for people who
cannot use their hands, a speech aid, a behavior
modification device, a hands-free automatic
answering and hang-up telephone system, and an
infrared beacon to help a blind person move around
a room. The students participating in this project
have been singularly rewarded through their
activity with persons with disabilities, and justly
have experienced a unique sense of purpose and
pride in their accomplishment.
The Current Book
This book describes the NSF supported senior
design projects during the tenth year of this effort
during the academic year 1998-99. The purpose of
this publication is twofold. First, it is to serve as a
2 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
reference or handbook for future senior design
projects. Students are exposed to this unique body
of applied information on current technology in this
and previous editions of this book. This provides an
even broader education than typically experienced
in an undergraduate curriculum, especially in the
area of rehabilitation design. Many technological
advances originate from work in the space, defense,
entertainment and communications industry. Few
of these advances have been applied to the
rehabilitation field, making the contributions of this
NSF program all the more important.
Secondly, it is hoped that this publication will serve
to motivate students, graduate engineers and others
to work more actively in rehabilitation. This will
ideally lead to an increased technology and
knowledge base to effectively address the needs of
persons with disabilities.
This introduction provides background material on
the book and elements of design experiences. The
second chapter highlights specific aspects of some
exemplary practices in design projects to aid persons
with disabilities. The third and fourth chapters
address assessment of outcomes related to design
projects to aid persons with disabilities.
After the introduction, 17 chapters follow, with each
chapter devoted to one participating school. At the
start of each chapter, the school and the principal
investigator(s) are identified. Each project
description is written using the following format.
On the first page, the individuals involved with the
project are identified, including the student(s), the
professor(s) who supervised the project, and key
professionals involved in the daily lives of the
individual for whom the project has been
developed. A brief nontechnical description of the
project follows with a summary of how the project
has improved a person's quality of life. A relationship.
photograph of the device or the device modification
is usually included. Next, a technical description of
the device or device modification is given, with
parts specified only if they are of such a special
nature that the project could not otherwise be
fabricated. An approximate cost of the project is
provided, excluding personnel costs.
Most projects are described in two pages. However,
the first or last project in each chapter is usually
significantly longer and contains more analytic
content. Individuals wishing more information on a
particular design should contact the designated
supervising principal investigator.
Some of the projects described are custom
modifications of existing devices, modifications that
would be prohibitively expensive were it not for the
student engineers and this NSF program. Other
projects are unique one-of-a-kind devices wholly
designed and constructed by the student for an
individual with a disability.
Engineering Design
As part of the accreditation process for university
engineering programs, students are required to
complete a minimum number of design credits in
their course of study, typically at the senior level23
Many call this the capstone course. Engineering
design is a course or series of courses that brings
together concepts and principles that students learn
in their field of study. It involves the integration
and extension of material learned throughout an
academic program to achieve a specific design goal.
Most often, the student is exposed to system-wide
analysis, critique and evaluation. Design is an
iterative decision making process in which the
student optimally applies previously learned
material to meet a stated objective.
There are two basic approaches to teaching
engineering design, the traditional or discipline-
dependent approach, and the holistic approach. The
traditional approach involves reducing a system or
problem into separate discipline-defined
components. This approach minimizes the essential
nature of the system as a holistic or complete unit,
and often leads participants to neglect the
interactions that take place between the components.
The traditional approach usually involves a
sequential, iterative approach to the system or
problem, and emphasizes simple cause-effect
A more holistic approach to engineering design is
becoming increasingly feasible with the availability
2 Accrediting Board for Engineering and Technology
(1999). Accreditation Policy and Procedure Manual
Effective for Evaluations for the 2000-2001
Accreditation Cycle. ABET: Baltimore, MD.
3 Accrediting Board for Engineering and Technology
(2000). Criteria for Accrediting Engineering
Programs. ABET: Baltimore, MD.

of powerful computers and engineering software
packages, and the integration of systems theory,
which addresses interrelationships among system
components as well as human factors. Rather than
partitioning a project based on discipline-defined
components, designers partition the project
according to the emergent properties of the problem.
A design course provides opportunities for problem
solving relevant to large-scale, open-ended,
complex, and sometimes ill-defined systems. The
emphasis of design is not on learning new material.
Typically, there are no required textbooks for the
design course, and only a minimal number of
lectures are presented to the student. Design is best
described as an individual study course where the
student:
• Selects the device or system to design,
• Writes specifications,
• Creates a paper design,
• Analyzes the paper design,
• Constructs the device,
• Evaluates the device,
• Documents the design project, and
• Presents the project to a client.
Project Selection
In a typical NSF design project, the student meets
with the client (a person with a disability and/or a
client coordinator) to assess needs and to help
identify a useful project. Often, the student meets
with many clients before finding a project for which
his or her background is suitable.
After selecting a project, the student then writes a
brief description of the project for approval by the
faculty supervisor. Since feedback at this stage of
the process is vitally important for a successful
project, students usually meet with the client once
again to review the project description.
Teams of students often undertake projects. One or
more members of a team meet with one or more
clients before selecting a project. After project
selection, the project is partitioned by the team into
logical parts, and each student is assigned one of
Chapter 1: Introduction 3
these parts. Usually, a team leader is elected by the
team to ensure that project goals and schedules are
satisfied. A team of students generally carries out
multiple projects.
Project selection is highly variable depending on the
university, and the local health care facilities. Some
universities make use of existing technology to
develop projects to aid the disabled by accessing
databases such as ABLEDATA. ABLEDATA
includes information on types of assistive
technology, consumer guides, manufacturer
directories, commercially available devices, and one-
of-a-kind customized devices. In total, this
database has over 23,000 products from 2,600
manufacturers and is available from:
http://www.abledata.com
or
(800) 227-0216
More information about this NSF program is
available at:
http://nsf-pad.bme.uconn.edu
Specifications
One of the most important parts of the design
process is determining the specifications, or
requirements that the design project must fulfill.
There are many different types of hardware and
software specifications.
Prior to the design of a project, a statement as to
how the device will function is required.
Operational specifications are incorporated in
determining the problem to be solved.
Specifications are defined such that any competent
engineer is able to design a device that will perform
a given function. Specifications determine the
device to be built, but do not provide information
about how the device is built. If several engineers
design a device from the same specifications, all of
the designs would perform within the given
tolerances and satisfy the requirements; however,
each design would be different. No manufacturer's
name or components are stated in specifications.
For example, specifications do not list electronic
components or even a microprocessor since use of
these components implies that a design choice has
been made.
4 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

If the design project involves modifying an existing

device, the modification should be fully described in
as much detail as possible in the specifications. Mechanical Parameters
Specific components of the device, such as Size
microprocessors, LEDs, and electronic parts, should
Weight
be described. Descriptive detail is appropriate
because it defines the environment to which the Durability
design project must interface. However, the
specifications for the modification should not Accuracy
provide any information about how the device is to
be built. Precision

Specifications are usually written in a report that Vibration

qualitatively describes the project as completely as
possible, and how the project will improve the life of
an individual. It is also important to explain the
Environmental Parameters
motivation for carrying out the project. The
Location
following issues are addressed in the specifications:
Temperature range
• What will the finished device do?
Moisture
• What is unusual about the device?
Dust
Specifications include a technical description of the
device, and all of the facts and figures needed to
complete the design project. The following are
examples of important items included in technical Paper Design and Analysis
specifications. The next phase of the design is the generation of
possible solutions to the problem based on the
Electrical Parameters
specifications, and selection of the optimal solution.
Interfaces
This involves creating a paper design for each of the
Voltages solutions and evaluating performance based on the
specifications. Since design projects are open-ended,
Impedances many solutions exist, solutions that often require a
multidisciplinary system or holistic approach for a
Gains successful and useful product. This stage of the
design process is typically the most challenging
Power output because of the creative aspect to generating problem
solutions.
Power input
The specifications previously described are the
Ranges
criteria for selecting the best design solution. In
Current capabilities many projects, some specifications are more
important than others, and trade-offs between
Harmonic distortion specifications may be necessary. In fact, it may be
impossible to design a project that satisfies all of the
Stability design specifications. Specifications that involve
some degree of flexibility are helpful in reducing the
Accuracy overall complexity, cost and effort in carrying out
the project. Some specifications are absolute and
Precision
cannot be relaxed.
Power consumption

Most projects are designed in a top-down approach
similar to the approach of writing computer
software by first starting with a flow chart. After the
flow chart or block diagram is complete, the next
step involves providing additional details to each
block in the flow-chart. This continues until
sufficient detail exists to determine whether the
design meets the specifications after evaluation.
To select the optimal design, it is necessary to
analyze and evaluate the possible solutions. For
ease in analysis, it is usually easiest to use computer
software. For example, PSpice, a circuit analysis
program, easily analyzes circuit problems. Other
situations require that a potential design project
solution be partially constructed or breadboarded
for analysis and evaluation. After analysis of all
possible solutions, the optimal design selected is the
one that meets the specifications most closely.
Construction and Evaluation of the Device
After selecting the optimal design, the student then
constructs the device. The best method of
construction is to build the device module by
module. By building the project in this fashion, the
student is able to test each module for correct
operation before adding it to the complete device. It
is far easier to eliminate problems module by
module than to build the entire project, and then
attempt to eliminate problems.
Design projects should be analyzed and constructed
with safety as one of the highest priorities. Clearly,
the design project that fails should fail in a safe
manner, a fail-safe mode, without any dramatic and
harmful outcomes to the client or those nearby. An
example of a fail-safe mode of operation for an
electrical device involves grounding the chassis, and
using appropriate fuses; thus if ever a 120-V line
voltage short circuit to the chassis should develop, a
fuse would blow and no harm to the client would
occur. Devices should also be protected against
runaway conditions during the operation of the
device, and also during periods of rest. Failure of
any critical components in a device should result in
the complete shutdown of the device.
Chapter 1: Introduction 5
After the project has undergone laboratory testing, it
is then tested in the field with the client. After the
field test, modifications are made to the project, and
then the project is given to the client. Ideally, the
design project in use by the disabled person should
be periodically evaluated for performance and
usefulness after the project is complete. Evaluation
typically occurs, however, when the device no
longer performs adequately for the disabled person,
and is returned to the university for repair or
modification. If the repair or modification is simple,
a university technician will handle the problem. If
the repair or modification is more extensive, another
design student is assigned to the project to handle
the problem as part of his or her design course
requirements.
Documentation
Throughout the design process, the student is
required to document the optimal or best solution to
the problem through a series of required written
assignments. For the final report, documenting the
design project involves integrating each of the
required reports into a single final document. While
this should be a simple exercise, it is usually a most
vexing and difficult endeavor. Many times during
the final stages of the project, some specifications are
changed, or extensive modifications to the ideal
paper design are necessary.
Most universities also require that the final report be
professionally prepared using desktop publishing
software. This requires that all circuit diagrams and
mechanical drawings be professionally drawn.
Illustrations are usually drawn with computer
software, such as OrCAD or AutoCAD.
The two-page reports within this publication are not
representative of the final reports submitted for
design course credit, and in fact, are a summary of
the final report. A typical final report for a design
project is approximately 30 pages in length, and
includes extensive analysis supporting the operation
of the design project. Usually, photographs of the
device are not included in the final report since
mechanical and electrical diagrams are more useful
to the engineer to document the device.
6 NSF 1999 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
design course experience. For example, at Texas
A&M University, the students work on many small
design projects during the two-semester senior
design course sequence. At North Dakota State
University, students work on a single project during
the two-semester senior design course sequence. At
the University of Connecticut, students are involved
in distance learning and a WWW based approach.
Duke University
The Devices for the Disabled course is offered as an
elective to seniors and graduate students through
the Biomedical Engineering Department at Duke
University. The course has been supported since
September 1996 by a grant from the National Science
Foundation, and is offered each fall. The course size
is limited to 12 students and four to six projects to
provide a team atmosphere and to ensure quality
results.
The course involves design, construction and
delivery of a custom assistive technology device in
typically one semester. At the start of the semester,
students are given a list of descriptions for several
possible projects, which have been suggested by
persons with disabilities and health care workers in
the local community. Students individually rank
order the list, and for their top three selections
describe why they are interested and what skills
they possess that will help them be successful.
Projects are assigned to teams of one to three
students based on these interests and expected
project difficulty. Soon thereafter, students meet
with the project's supervisor and client. The
supervisor is a health care professional, typically an
occupational or physical therapist, who has worked
with the client. Student teams then formulate a plan
for the project, and present an oral and written
Project Proposal to define the problem and their
expected approach. In the written proposal, results
of a patent and product search for ideas related to
7
the student project are summarized and contrasted
with the project.
Each student keeps an individual laboratory
notebook for his or her project. Copies of recent
entries are turned in to the course instructor for a
weekly assessment of progress. During the
semester, students meet regularly with the
supervisor and/or client to insure that the project
will be safe and meet the needs of the client. Three
oral and written project reports are presented to
demonstrate progress, to provide experience with
engineering communications, and to allow a public
forum for students to receive feedback from other
students, supervisors, engineers, and health care
professionals.
Course lectures focused on basic principles of
engineering design, oral and written
communication, and ethics. In addition, guest
lectures cover topics such as an Overview of
Assistive Technology, Universal Design, Ergonomics
and Patent Issues. Field trips to a local assistive
technology lending library, and to an annual
Exposition of commercial assistive technology
companies, provide further exposure to the field.
Students present their projects in near-final form at a
public mock delivery two weeks before their final
delivery, which provides a last chance to respond to
external feedback. Final oral presentations include
project demonstrations. Each project's final written
report includes a quantitative analysis of the design,
as well as complete mechanical drawings and
schematics. At the end of the semester, students
deliver their completed project to the client, along
with a User's Manual that describes the operation,
features, and specifications for the device.
For projects requiring work beyond one semester,
students may continue working through the spring
semester on an independent study basis. A full-time
summer student provides service on projects
already delivered.
8 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
University of Mass-Lowell
The capstone design experience at University of
Mass-Lowell is divided into two three-credit
courses. These courses are taken in the last two
semesters of undergraduate studies and for the most
part involve the design of assistive technology
devices and systems. The program costs are
supported in part by a five-year grant from the
National Science Foundation. Additional funding
comes from corporate and individual donations to
the assistive technology program at University of
Mass-Lowell. Both courses are presented in each
semester of a traditional academic year. The
combined enrollment averages between 40 and 50
each semester.
The major objective of the first course is for each
student to define a major design to be accomplished
prior to graduation and hopefully within the
timeframe of the second course. The process for
choosing a design project begins immediately.
However, there are other activities that take place
concurrently with the search for a project. The most
significant of these is a team effort to generate a
business plan for securing venture capital or other
forms of financing to support corporate
development of a product orientated towards the
disadvantaged community. The instructor chooses a
number of students to serve as CEOs of their
company. The remaining students must present oral
and written resumes and submit to interviews.
The CEO of each company must then hire his/her
employees and the teams are thus formed. Each
team is expected to do the following.
• Determine a product, name the company, and
generate a market analysis.
• Determine the process for company name
registration, determine the patent process,
generate a cost analysis for an employee
benefit package, generate information on such
terms as FICA, FUTA, SS, 941, MC, IRA, SRA,
i9, and other terms relative to payroll
deductions and state and federal reporting
requirements.
• Students must meet with patent attorneys, real
estate agents, and members of the business
community, bankers and a venture capitalist.
• Students must fully understand the cost of
insurance and meet with insurance agents to
discuss health and life insurance for employees
and liability insurance costs for the company.
Students are required to explore OSHA
requirements relative to setting up
development laboratories. Students are
expected to generate much of the above-
required information using direct person-to-
person contact and the vast amount of
information on the www.
The teams are also required to understand the
elements of scheduling and must produce a Gant
chart indicating the tasks and allotted times to take
their product through development and make ready
for manufacture. Of course a cost analysis of the
process is an absolute requirement. Students must
understand the real cost of development with
overhead items clearly indicated.
Much of the subject material described above is
covered in daily classroom discussions and with
guest speakers. During the process of generating
the team business plan, each team is required to
present two oral reports to the class. The first is a
company report describing their company, assigned
tasks, their product, and rationale for choosing their
product.
The second is a final report that is essentially a
presentation of the company business plan.
Technical oral and written reports are essential
components of the first course. Two lectures are
presented on the techniques of oral presentations
and written reports are reviewed by the college
technical writing consultants. All oral presentation
must be made using PowerPoint or other advanced
creative tools.
Early in the course, potential capstone projects are
presented; students are required to review current
and past projects. In some semesters, potential
clients address the class. Representatives from
agencies have presented their desires and
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
the needs, and making a decision as to whether or
not they want the associated project. In some cases,
students interview and discuss as many as three or
four potential projects before finding one they feel

confident in accomplishing. If the project is too
complex for a single student, a team will be formed.
The decision to form a team is made by the
instructor only after in depth discussions with
potential team members. Individual responsibilities
must be identified as part of a team approach to a
design. Once a project has been chosen, the student
must begin the process of generating a written
technical proposal. This document must indicate
clearly answers to the following questions:
• What is the project and its technical
specifications?
• Why is the project necessary?
• What technical approach is going be used to
accomplish the project?
• How much time is necessary?
• How much will the project cost?
The final activity in this first course is the oral
presentation of the proposal.
The second course is concerned with the design of
the project chosen and presented in the first course.
In the process of accomplishing the design, students
must present a total of five written progress reports,
have outside contacts with a minimum of five
different persons, and generate at least three
publications or public presentations concerning their
project. Finally, they demonstrate their project to the
faculty, write a final comprehensive technical report,
and deliver the project to their client.
Texas A&M University Engineering
The objective of the NSF program at Texas A&M
University is to provide senior bioengineering
students an experience in the design and
development of rehabilitation devices and
equipment to meet explicit client needs identified at
several off-campus rehabilitation and education
facilities. Texas A&M has participated in the NSF
program for six years. The students meet with
therapists and/or special education teachers for
problem definition under faculty supervision. This
program provides significant "real world" design
experiences, emphasizing completion of a finished
product. Moreover, the program brings needed
technical expertise that would otherwise not be
available to not-for-profit rehabilitation service
providers. Additional benefits to the participating
Chapter 2: Best Practices in Senior Design 9
students include a heightened appreciation of the
problems of persons with disabilities, motivation
toward rehabilitation engineering as a career path,
and recognition of the need for more long-term
research to address the problems for which today's
designs are only an incomplete solution.
Texas A&M University's program involves a two-
course capstone design sequence, BIEN 441 and 442.
BIEN 441 is offered during the fall and summer
semesters, and BIEN 442 is offered during the spring
semester. The inclusion of the summer term allows
a full year of ongoing design activities. Students are
allowed to select a rehabilitation design project, or
another general bioengineering design project.
The faculty at Texas A&M University involved with
the rehabilitation design course have worked in
collaboration with the local school districts,
community rehabilitation centers, residential units
of the Texas Department of Mental Health and
Mental Retardation (MHMR), community outreach
programs of Texas MHMR, and individual clients of
the Texas Rehabilitation Commission and Texas
Commission for the Blind.
Appropriate design projects are identified in group
meetings between the staff of the collaborating
agency, the faculty, and the participating
undergraduate students enrolled in the design class.
In addition, one student is employed in the design
laboratory during the summer to provide logistical
support, as well as pursue his or her own project.
Each student is required to participate in the project
definition session, which adds to the overall design
experience. The meetings take place at the
beginning of each semester, and periodically
thereafter as projects are completed and new ones
identified.
The needs expressed by the collaborating agencies
often result in projects that vary in complexity and
required duration. To meet the broad spectrum of
needs, simpler projects are accommodated by
requiring rapid completion, at which 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 that typically
require more substantial quantitative and related
engineering analysis. Projects are carried out by
individual students or a team of two.
Following the project definition, the students
proceed through the formal design process of
10 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
brainstorming, clarification of specifications,
preliminary design, review with the collaborating
agency, design execution and safety analysis,
documentation, prerelease design review, and
delivery and implementation in the field. The
execution phase of the design includes identifying
and purchasing necessary components and
materials, arranging for any fabrication services that
may be necessary, and obtaining photography for
their project reports.
Throughout each phase of the project, the faculty
supervises the work, as well as the teaching
assistants assigned to the rehabilitation engineering
laboratory. These teaching assistants are paid with
university funds. The students also have continued
access to the agency staff for clarification or revision
of project definitions, and review of preliminary
designs. The latter is an important aspect of meeting
real needs with useful devices. In addition to
individual and team progress, the rehabilitation
engineering group meets as a group to discuss
design ideas and project progress, and to plan
further visits to the agencies.
One challenging aspect of having students be
responsible for projects that are eagerly anticipated
by the intended recipient is the variable quality of
student work, and the inappropriateness of sending
inadequate projects into the field. This potential
problem is resolved at Texas A&M University by
continuous project review, and by requiring that the
project be revised and reworked until it meets
faculty approval.
At the end of each academic year, the faculty and the
personnel from each collaborating agency assess
which types of projects met with the greatest success
in achieving useful delivered devices. This review
has provided ongoing guidance in the selection of
future projects. The faculty also maintains
continuous contact with agency personnel with
respect to ongoing and past projects that require
repair or modification. In some instances, repairs
are assigned as short-term projects to currently
participating students. This provides an excellent
lesson in the importance of adequate
documentation.
Feedback from participating students is gathered
each semester using the Texas A&M University
student "oppinionaire" form as well as personal
discussion. The objective of the reviews is to obtain
students' assessment of the educational value of the
rehabilitation design program, the adequacy of the
resources and supervision, and any suggestions for
improving the process.
North Dakota State University
North Dakota State University (NDSU) has
participated in this program for six years. All senior
electrical engineering students at NDSU are
required to complete a two-semester senior design
project as part of their study. These students are
partitioned into faculty-supervised teams of four to
six students. Each team designs and builds a device
for a particular disabled individual within eastern
North Dakota or western Minnesota.
During the early stages of NDSU's participation in
projects to aid the disabled, a major effort was
undertaken to develop a complete and workable
interface between the NDSU electrical engineering
department and the community of persons with
disabilities to identify potential projects. These
organizations are the Fargo Public School System,
NDSU Student Services and the Anne Carlson
School. NDSU students visit potential clients or
their supervisors to identify possible design projects
at one of the cooperating organizations. All of the
senior design students visit one of these
organizations at least once. After the site visit, the
students write a report on at least one potential
design project, and each team selects a project to aid
a particular individual.
The process of a design project is implemented in
two parts. During the first semester of the senior
year, each team writes a report describing the
project to aid an individual. Each report consists of
an introduction to the project establishing the need
for the project. The body of the report describes the
device; a complete and detailed engineering analysis
is included to establish that the device has the
potential to work. Almost all of the NDSU projects
involve an electronic circuit. Typically, devices that
involve an electrical circuit are analyzed using
PSpice, or another software analysis program.
Extensive testing is undertaken on subsystem
components using breadboard circuit layouts to
ensure a reasonable degree of success before writing
the report. Circuits are drawn for the report using
OrCAD, a CAD program. The OrCAD drawings are
also used in the second phase of design, which
allows the students to bring a circuit from the

schematic to a printed circuit board with relative
ease.
During the second semester of the senior year, each
team builds the device to aid an individual. This
first involves breadboarding the entire circuit to
establish the viability of the design. After
verification, the students build a printed circuit
board(s) using OrCAD, and then finish the
construction of the project using the fabrication
facility in the electrical engineering department. The
device is then fully tested, and after approval by the
senior design faculty advisor, the device is given to
the client. Each of the student design teams receives
feedback throughout the year from the client or
client coordinator to ensure that the design meets its
intended goal.
Each design team provides an oral presentation
during regularly held seminars in the department.
In the past, local TV stations have filmed the
demonstration of the senior design projects, and
broadcast the tape on their news show. This media
exposure usually results in viewers contacting the
electrical engineering department with requests for
projects to improve the life of another individual,
further expanding the impact of the program.
Design facilities are provided in three separate
laboratories for analysis, prototyping, testing,
printed circuit board layout, fabrication, and
redesign/development. The first laboratory is a
room for team meetings during the initial stages of
the design. Data books and other resources are
available in this room.
There are also 12 workstations available for teams to
test their designs, and verify that the design
parameters have been meet. These workstations
consist of a power supply, waveform generator,
oscilloscope, breadboard, and a collection of hand
tools.
The second laboratory contains Intel computers for
analysis, desktop publishing and microprocessor
testing. The computers all have analysis, CAD and
desktop publishing capabilities so that students may
easily bring their design projects from the idea to
implementation stage. Analysis software supported
includes Microsoft EXCEL and Lotus 123
spreadsheets, PSpice, MATLAB, MATHCAD, and
VisSim. Desktop publishing supported includes
Microsoft Word for Windows, Aldus PageMaker,
and technical illustration software via AutoCAD and
Chapter 2: Best Practices in Senior Design 11
OrCAD. A scanner with image enhancement
software and a high-resolution printer are also
available in the laboratory.
The third laboratory is used by the teams for
fabrication. Six workstations exist for breadboard
testing, soldering, and finish work involving printed
circuit boards. Sufficient countertop space exists so
that teams may leave their projects in a secure
location for ease in work.
The electrical engineering department maintains a
relatively complete inventory of electronic
components necessary for design projects, and when
not in stock, has the ability to order parts with
minimal delay. The department also has a teaching
assistant assigned to this course on a year round
basis, and an electronics technician available for help
in the analysis and construction of the design
project.
There were many projects constructed at NDSU (and
probably at many other universities) that proved to
be unsafe or otherwise unusable for the intended
individual, despite the best efforts of the student
teams under the supervision of the faculty advisors.
These projects are not officially documented.
University of Connecticut
In August 1998 the Department of Electrical &
Systems Engineering (ESE) at the University of
Connecticut (UConn), in collaboration with the
School of Hearing, Speech and Language Sciences at
Ohio University, received a five-year NSF grant for
senior design experiences to aid persons with
disabilities. This NSF project was a pronounced
change from previous design experiences at UConn
that involved industry sponsored projects carried
out by a team of student engineers.
In order to provide effective communication
between the sponsor and the student team, a WWW
based approach was implemented.4 Under the new
scenario, students worked individually on a project
and were divided into teams for weekly meetings.
The purpose of the team was to provide student
derived technical support at weekly meetings.
4 Enderle, J.D., Browne, A.F., and Hallowell, B.
(1998). A WEB Based Approach in Biomedical
Engineering Design Education. Biomedical Sciences
Instrumentation, 34, pp. 281-286.
12 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
Teams also formed throughout the semester based
on need to solve technical problems. After the
problem was solved the team dissolved and new
teams were formed.
Each year, 25 projects are carried out by the students
at UConn. Five of the 25 projects are completed
through collaboration with personnel at Ohio
University using varied means of communication
currently seen in industry, including video
conferencing, the WWW, telephone, e-mail, postal
mailings, and videotapes.
ESE senior design consists of two required courses,
Electrical Engineering (EE) Design I and II. EE
Design I is a two-credit hour course in which
students are introduced to a variety of subjects.
These include: working on teams, design process,
planning and scheduling (time-lines), technical
report writing, proposal writing, oral presentations,
ethics in design, safety, liability, impact of economic
constraints, environmental considerations,
manufacturing and marketing. Each student in EE
Design I:
• Selects a project to aid a disabled individual
after interviewing a person with disabilities;
• Drafts specifications;
• Prepares a project proposal;
• Selects an optimal solution and carries out a
feasibility study;
• Specifies components, conducts a cost analysis
and creates a time-line; and
• Creates a paper design with extensive
modeling and computer analysis.
EE Design II is a three-credit hour course following
Design I. This course requires students to implement
a design by completing a working model of the final
product. Prototype testing of the paper design
typically requires modification to meet
specifications. These modifications undergo proof
of design using commercial software programs
commonly used in industry. Each student in EE
Design II:
• Constructs and tests a prototype using
modular components as appropriate;
• Conducts system integration and testing;
• Assembles final product and field-tests the
device;
• Writes final project report;
• Presents an oral report using PowerPoint on
Senior Design Day; and
• Gives the device to the client after a waiver is
signed.
Course descriptions, student project homepages and
additional resources are located at
http://design.bme.uconn.edu/.
The first phase of the on-campus projects involves
creating a database of persons with disabilities and
then linking the student with a person with a
disability. The A.J. Pappanikou Center provided a
database with almost 60 contacts and a short
description of the disabilities in MS Access. The
involvement of the Center was essential for the
success of the program. The A.J. Pappanikou Center
is Connecticut's University Affiliated Program
(UAP) for disabilities studies. As such, relationships
have been established with the Connecticut
community of persons affected by disabilities,
including families, caregivers, advocacy and support
groups and, of course, persons with disabilities
themselves. The Center serves as the link between
the person in need of the device and the ESE Design
course staff. The Center has established ongoing
relationships with Connecticut's Regional
Educational Service Centers, the Birth to Three
Network, the Connecticut Tech Act Project, and the
Department of Mental Retardation. Through these
contacts, the Center facilitates the interaction
between the ESE students, the client coordinators
(professionals providing support services, such as
the speech-language pathologists, physical and
occupational therapists), the individuals with
disabilities (clients), and clients' families.
The next phase of the course involves students'
selection of projects. Using the on-campus database,
each student selects two clients to interview. The
student and a UConn staff member meet with the
client and/or client coordinator to identify a project
that would improve the quality of life for the client.
After the interview, the student writes a brief
description for each project. Almost all of the clients
interviewed have multiple projects. Project

descriptions include: contact information (client,
client coordinator, and student name) and a short
paragraph describing the problem. These reports
are collected, sorted by topic area, and put into a
Project Notebook. In the future, these projects will
be stored in a database accessible from the course
server for ease in communication.
Each student then selects a project from a client that
he/she has visited, or from the Project Notebook. If
the project selected was from the Project Notebook,
the student visits the client to further refine the
project. Because some projects do not involve a full
academic year to complete, some students work on
multiple projects. Students submit a project
statement that describes the problem, including a
statement of need, basic preliminary requirements,
basic limitations, other data accumulated, and
important unresolved questions.
Specific projects at Ohio University are established
via distance communication with the co-principal
investigator, who consults with a wide array of
service providers and potential clients in the Athens,
Ohio region.
The stages of specification, project proposal, paper
design and analysis, construction and evaluation,
and documentation are carried out as described
earlier in the overview of engineering design.
To facilitate working with sponsors, a WWW based
approach is used for reporting the progress on
projects. Students are responsible for creating their
own WWW sites that support both html and pdf
formats with the following elements:
• Introduction for layperson,
• Resume,
• Weekly reports,
• Project statement,
• Specifications,
• Proposal, and
• Final Report.
Team Work
Student learning styles differ among team members.
Gender, cultural factors, personality type,
intelligence, previous educational background,
Chapter 2: Best Practices in Senior Design 13
academic achievement, and previous experience in
teams may influence the strengths and weaknesses
that individuals bring to team membership.
Research pertaining to differences in cognitive style
characterized by field dependence versus
independence helps to shed light on individual
differences among team members and how those
differences may affect team interactions5,6. There is
strong empirical evidence in numerous disciplines
suggesting that students may benefit from explicit
training to compensate for or enhance the cognitive
style with which they enter an educational
experience, such as a senior design course.7,8,9
Research on effective teamwork suggests that key
variables that should be attended to for optimal
team performance include:
• Explicit sharing of the group’s purpose among
all team members,
• Concerted orientation to a common task,
• Positive rapport among team members,
• Responsiveness to change,
5 Tinajero, C., & Paramo, M.F., Field dependence-
independence and academic achievement: A re-
examination of their relationship. British Journal of
Educational Psychology, 67, 1997, 2: 199-212.
6 Witkin, H.A., & Goodenough, D.R., Cognitive
Styles: Essence and Origins. International Universities
Press, Inc., NY, 1981.
7 Deming, W. Out of the crisis: quality, productivity,
and competitive position. Cambridge, Massachusetts:
Cambridge University Press, 1986.
8 Katzenbach, J. & Smith, D. The wisdom of teams:
creating the high-performance organization. Boston,
Massachusetts: Harvard Business School Press, 1993.
9 Larson, C. & LaFasto, F. Teamwork: what must go
right, what can go wrong. Newbury Park, California:
SAGE Publications, 1989.
14 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
• Effective conflict management,
• Effective time management, and
• Reception and use of ongoing constructive
feedback.
According to the literature on cooperative learning
in academic contexts10,11, the two most essential
determiners for success in teamwork are positive
interdependence and individual accountability.
Positive interdependence, or effective synergy
among team members, leads to a final project or
design that is better than any of the individual team
members may have created alone. Individual
accountability, or an equal sharing of workload,
ensures that no team member is overburdened and
also that every team member has equal learning
opportunity and hands-on experience.
Because students are motivated to work and learn
according the way they expect to be assessed,
grading of specific teamwork skills of teams and of
individual students inspires teams’ and individuals’
investment in targeted learning outcomes associated
with teamwork. Teamwork assessment instruments
have been developed in numerous academic
disciplines and can be readily adapted for use in
engineering design projects.
Clearly targeting and assessing teamwork qualities
may help to alleviate conflicts among team
members. In general, most team members are
dedicated to the goals of the project and excel
beyond all expectations. When there is a breakdown
in team synergy, instructors may sometimes be
effective in facilitating conflict resolution.
10 Cottell, P.G. & Millis, B.J., Complex cooperative
learning structures for college and university
courses. In To improve the Academy: Resources for
students, faculty, and institutional development.
Stillwater, OK: New Forums Press, 1994.
11Jaques, D. Learning in groups, 2nd edition.
Guilford, Surrey, England: Society for Research into
Higher Education, 1991.
Timeline development by the team is usually vital to
success, eliminates most management issues, and
allows the instructor to monitor the activities by
student team members. For this to be a success,
activities for each week need to be documented for
each team member, with best success when there are
five to 10 activities per team member each week.
When each team member knows what specific steps
must be accomplished there is a greater chance of
success in completing the project.
History of Teams in Senior Design at
UConn
Projects Before the NSF Program
Before the NSF sponsored program, senior design
was sponsored by local industry. During these
years, all of the students were partitioned into four-
member teams whereby student names were
selected at random to choose a particular sponsored
project. The projects were complex. Team members
were challenged to achieve success. All of the
students met each week at a team meeting with the
instructor. During the first semester, lectures on
teaming and communication skills were given, as
well as team skills training. No time-lines were used
and general project goals were discussed throughout
the two semesters. A teaching assistant was used in
the course as an assistant coach to help the students
in whatever manner was necessary. In general,
multidisciplinary teams were not formed since the
student backgrounds were not the criteria used to
select team members.
Procrastination, a lack of enthusiasm and poor
planning were common themes among the students.
Most teams encountered significant difficulties in
completing projects on time. Conflict among team
members was more frequent than desired, and in
some extreme encounters, physical violence was
threatened during lab sessions. Many students
complained that the projects were far too difficult,
scheduling of team meetings was too challenging,
they did not have the proper background, they had
difficulty communicating ideas and plans among
team members, and they did not have enough time
with outside activities and courses. A peer
evaluation was used without success.
NSF Projects Year 1
During year one of the NSF senior design program,
students worked individually on a project and were
divided into teams for weekly meetings. The level

of project difficulty was higher than previous years.
The purpose of the team was to provide student-
derived technical support at weekly team meetings.
Students were also exposed to communication skills
training during the weekly team meetings, and
received feedback on their presentations. In
addition, timelines were used for the first time,
which resulted in greater harmony and success. The
course improved relative to previous years. Many
students continued working on their projects after
the semester ended.
Throughout the year, students also divided
themselves into dynamic teams apart from their
regular teams based on needs. For example,
students implementing a motor control project
gathered together to discuss various alternatives and
help each other. These same students would then
join other dynamic teams in which a different
technology need was evident. Dynamic teams were
formed and ended during the semester. Both the
regular team and dynamic teams were very
important in the success of the projects.
Overall, students were enthusiastic about the
working environment and the approach. Although
students seemed content with being concerned only
with their individual accomplishments, completing
a project according to specifications and on time,
this approach lacked the important and enriching
multidisciplinary team experience that is desired by
industry.
NSF Projects Year 2
During the second year of the NSF senior design
program, seven students worked in two- and three-
person team projects, and the remaining students in
the class worked in teams oriented around a client;
that is, a single client would have three students
working on individual projects, projects that
required integration in the same way a music system
required integration of speakers, a receiver, an
amplifier, CD player, etc. In general, when teams
were formed, the instructor would facilitate the
team’s multidisciplinary nature. Two teams
involved mechanical engineering students and
electrical engineering students. The others were
confined by the homogeneity of the remaining
students. All of the students met each week at a
team meeting with the same expectations as
Chapter 2: Best Practices in Senior Design 15
previously described, including oral and written
reports. Dynamic teaming occurred often
throughout the semester.
While the team interaction was a significantly
improved relative to previous semesters, the process
was not ideal. Senior Design is an extremely
challenging set of courses. Including additional skill
development with the expectation of success in a
demanding project does not always appear to be
reasonable. A far better approach would be to
introduce team skills much earlier in the curriculum,
even as early as the freshman year. Introducing
teamwork concepts and skills earlier and
throughout the curriculum would ensure that an
improved focus on the project itself during the
senior design experience.
Timelines
At the beginning of the second semester, the student
is required to update the timeline to conform to
typical project management routines wherein the
student focuses on concurrent activities and maps
areas where project downtimes can be minimized.
This updated timeline is posted on a student project
web page and a hard copy is also attached to the
student’s workbench that allows the course
professor or instructor to gage project progress. This
allows the instructor to determine over the “larger
picture” if the student is falling behind at a rate that
will delay completion of the project within the
required due dates.
Also during the second semester, the student is
required to report via the web on a weekly basis
project progress. Included in this report are sections
of their timeline that focus on the week just past and
on the week ahead. During these meetings the
instructor can discuss progress or the lack thereof,
but more importantly the instructor can take mental
note of how the student is proceeding on a week-by-
week basis.
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.
16 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

The relation of one task to another is the central part

of a timeline. The student lists tasks and assigns
durations to them. The student then “links” these
tasks together. Linking is done in the order of what
needs to happen first before something else can
happen. These links are known as dependencies.
An example of this is a construction project. The
foundation must be poured before you can start to
erect the walls. Once all dependencies are
determined, the end date of the project can be
determined. This line of linked dependencies is also
known as the critical path.

The critical path, the series of tasks in a project that

must be completed on time for the overall project to
stay on time, can be examined and revised to
advance the project completion date. If after linking
tasks the timeline does not result in the required or
desired completion date, it is recast. For example,
sequential activities may be arranged to run in
parallel, that is, concurrently to the critical path
whenever this is practicable. An example of this is
performing certain types of design work on sub-
assembly B while injection mold parts are being
manufactured for item A, which is in the critical
path. In the case of the Senior Design Lab, the
student would schedule report writing or
familiarization of certain software packages or
equipment concurrently with parts delivery or parts
construction. Parallel planning prevents downtime
– time is utilized to its fullest since work is always
underway. The project completion date is also
advanced when assigned durations of critical path
tasks are altered. An example of a timeline showing
concurrent tasks is shown in Figure 2.1.
It is the planning and mapping of concurrent tasks
that make the timeline a project-planning tool. In
the modern working world time is a most valuable
resource. With the timeline, by using time loading
(resource management) a project manager schedules
people and resources to operate at their most
efficient manner. For example, optimum time
loading keeps a machining center from being
overloaded one day and then having zero work the
next day. The timeline schedules “full time busy”
for people and equipment allowing for maximum
pay-off and efficiency. In the machining center
example, less than optimum time-loading would
delay any tasks that require usage of the center
Figure 2.1. Shown above is a section of a typical timeline.
The rectangular boxes represent certain tasks to be
completed. These singular tasks are grouped into larger
tasks, represented by thick black lines. The tasks are
numbered to correspond to a task list that is not shown.
The thin lines that descend from task to task are the links.
Notice that task 42 must be completed before task 43
can be started. Also, task 45 must be completed before
task 46 and 50 can be started. However, task 46 and 50
are concurrent, along with task 47, and can therefore be
completed at the same time. No link from task 47 shows
that it is out of the critical path.
because a greater number of tasks are assigned than
can be accomplished in the amount of time
scheduled. Tasks would slide, resulting in delayed
projects. The same idea of time loading is also
applied to personnel resources. Less than optimal
time loading could result in absurd schedules that
require employees to work excessive hours to
maintain project schedules.
A timeline also allows for updates in the project plan
should a task require more time than expected or if a
design methodology turns out to be unsatisfactory
with the result of new tasks being added. These
extra times or new tasks that outline the new design
track are logged into the timeline with the project
completion date being altered. From this
information, the project manager can either alter
durations of simpler tasks or make certain tasks
parallel to place the new completion date within
requirements.
The timeline also acts as a communication tool.
Team members or advisors can see how delays will
affect the completion date or other tasks in the

project. Project progress is also tracked with a
timeline. The project manager can see if the tasks
are completed on time or measure the delay if one is
present. Alterations to amount of resources or time
spent on tasks are implemented to bring the project
plan back on schedule. Alterations are also made by
removing certain tasks out of the critical path and
placing them into a parallel path, if practical.
One major advantage of successful project planning
using the timeline is the elimination of uncertainty.
A detailed timeline has all project tasks thought out
and listed. This minimizes the risk of missing an
important task. A thoughtfully linked timeline also
allows the manager to see what tasks must be
completed before its dependent task can start. If
schedule lag is noticed, more resources can be
placed on the higher tasks.
Method
Discussed below is a method in which a timeline can
be drawn. The Senior Design Lab utilizes Microsoft
Project for project planning. Aspects such as
assigning work times, work day durations, etc. are
determined at this time but are beyond the scope of
this chapter.
Tasks are first listed in major groups. Major
groupings are anything that is convenient to the
project. Major groups consist of the design and/or
manufacture of major components, design type (EE
or ME or programming), departmental tasks, or any
number of related tasks. After the major groups are
listed, they are broken down into sub-tasks. If the
major group is a certain type of component, say an
electro-mechanical device, then related electrical or
mechanical engineering tasks required to design or
build the item in the major group are listed as sub-
groups. In the sub-groups the singular tasks
themselves are delineated. All of the
aforementioned groups, sub-groups, and tasks are
listed on the left side of the timeline without regard
to start, completion, or duration times. It is in this
exercise where the project planner lists all of the
steps required to complete a project. This task list
should be detailed as highly as possible – higher
detail allowing the project manager to follow the
plan with greater ease.
The desired detail is determined by the
requirements of the project. Some projects require
week-by-week detail; other projects require that all
resource movements be planned. It is also useful to
Chapter 2: Best Practices in Senior Design 17
schedule design reviews and re-engineering time if a
design or component does not meet initial
specifications as set out at project inception. Testing
of designs or component parts should also be
scheduled.
The second step followed in timeline drawing is the
assignment of task duration. The project planner
assigns time duration to each task, usually in
increments of days or fractions thereof. If for
example, a task is the manufacture of a PC Board
(without soldering of components), the planner may
assign a half-day to that task. All durations are
assigned without regard to linking.
The next step is task linking. Here the planner
determines the order in which tasks must be
completed. Microsoft Project allows linking with
simple keyboard commands. The planner links all
tasks together, with a final completion date being
noted. It is in this step where the planner must
make certain decisions in order to schedule a
satisfactory completion date. Tasks may be altered
with respect to their duration or scheduled as
concurrent items. The critical path is also delineated
during the linking exercise. Once a satisfactory
completion date has been scheduled due to these
alterations, the planner can then publish his/her
timeline and proceed to follow their work plan.
Weekly Schedule
Weekly activities in EE Design I consist of lectures,
student presentations and a team meeting with the
instructor. Technical and non-technical issues that
impact the design project are discussed during team
meetings. Students also meet with
clients/coordinators at scheduled times to report on
progress.
Each student is expected to provide an oral progress
report on his or her activity at the weekly team
meeting with the instructor, and record weekly
progress in a bound notebook and on the WWW
site. Weekly report structure for the WWW includes:
project identity, work completed during the past
week, current work within the last day, future work,
status review and at least one graphic. The client
and/or client coordinator uses the WWW reports to
keep up with project so that they can provide input
on the progress. Weekly activities in EE Design II
include team meetings with the course instructor,
oral and written progress reports, and construction
of the project. As before, the WEB is used to report
18 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
project progress and communicate with the
sponsors. For the past two years, the student
projects have been presented at the annual
Northeast Biomedical Engineering Conference.
Other Engineering Design
Experiences
Experiences at other universities participating in this
NSF program combine many of the design program
elements presented here. Still, each university's
program is unique. In addition to the design
process elements already described, the State
University of New York at Buffalo under the
direction of Dr. Joseph Mollendorf, requires that
each student go through the preliminary stages of a
patent application. Naturally, projects worthy of a
patent application are actually submitted. Thus far,
a patent was issued for a "Four-Limb Exercising
Attachment for Wheelchairs" and another patent has
been allowed for a "Cervical Orthosis."
 CHAPTER 3
”MEANINGFUL” EDUCATIONAL
OUTCOMES ASSESSMENT TO IMPROVE
DESIGN PROJECTS TO AID PERSONS
WITH DISABILITIES
Brooke Hallowell
Of particular interest to persons interested in the
engineering education are the increasingly outcomes
focused standards of the Accrediting Board for
Engineering and Technology (ABET).12 This chapter
is offered as an introduction to the ways in which
improved foci on educational outcomes may lead to:
(a) improvements in the learning of engineering
students, especially those engaged in design projects
to aid persons with disabilities, and consequently,
(b) improved knowledge, design and technology to
benefit individuals in need.
Brief History
As part of a movement for greater accountability in
higher education, US colleges and universities are
experiencing an intensified focus on the assessment
of students' educational outcomes. The impetus for
outcomes assessment has come most recently from
accrediting agencies. All regional accrediting
agencies receive their authority by approval from
the Council for Higher Education Accreditation
(CHEA), which assumed this function from the
Council on Recognition of Postsecondary
Accreditation (CORPA) in 1996. The inclusion of
outcomes assessment standards as part of
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
12 Accrediting Board for Engineering and
Technology (2000). Criteria for Accrediting
Engineering Programs. ABET: Baltimore, MD.
19
thus is a requirement for all regional as well as
professional accreditation. Consequently,
candidates for accreditation are required to
demonstrate plans for assessing educational
outcomes, and evidence that assessment results have
led to improved of teaching and learning and,
ultimately, better preparation for entering the
professions. Accrediting bodies have thus revised
criteria standards for accreditation with greater
focus on the "output" that students can demonstrate
and less on the "input" they are said to receive.13
"Meaningful" Assessment Practices
Because much of the demand for outcomes
assessment effort is perceived, at the level of
instructors, as a bureaucratic chore thrust upon
them by administrators and requiring detailed and
time-consuming documentation, there is a tendency
for many faculty members to avoid exploration of
effective assessment practices. Likewise, many
directors of academic departments engage in
outcomes assessment primarily so that they may
submit assessment documentation to meet
bureaucratic requirements. Thus, there is a
tendency in many academic units to engage in
assessment practices that are not truly "meaningful".
13 Hallowell, B. & Lund, N. (1998). Fostering
program improvements through a focus on
educational outcomes. In Council of Graduate
Programs in Communication Sciences and
Disorders, Proceedings of the nineteenth annual
conference on graduate education, 32-56.
20 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
Although what constitutes an "ideal" outcomes
assessment program is largely dependent on the
particular program and institution in which that
program is to be implemented, there are at least
some generalities we might make about what
constitutes a "meaningful" program. For example:
An outcomes assessment program perceived
by faculty and administrators as an
imposition of bureaucratic control over what
they do, remote from any practical
implications... would not be considered
"meaningful." Meaningful programs, rather,
are designed to enhance our educational
missions in specific, practical, measurable
ways, with the goals of improving the
effectiveness of training and education in
our disciplines. They also involve all of a
program's faculty and students, not just
administrators or designated report writers.
Furthermore, the results of meaningful
assessment programs are actually used to
foster real modifications in a training
program.14
Outcomes Associated with
Engineering Design Projects
Despite the NSF's solid commitment to engineering
design project experiences, and widespread
enthusiasm about this experiential approach to
learning and service, there is a lack of documented
solid empirical support for the efficacy and validity
of design project experiences and the specific aspects
of implementing those experiences. Concerted
efforts to improve learning, assessment methods and
data collection concerning pedagogic efficacy of
engineering design project experiences will enhance
student learning while benefiting the community of
persons with disabilities.
Agreeing on Terms
There is great variability in the terminology used to
discuss educational outcomes. How we develop and
14 Hallowell, B. (1996). Innovative Models of
Curriculum/Instruction: Measuring Educational
Outcomes. In Council of Graduate Programs in
Communication Sciences and Disorders,
Proceedings of the Seventeenth Annual Conference
on Graduate Education, 37-44.
use assessments matters much more than our
agreement on the definitions of each of the terms we
might use to talk about assessment issues. Still, for
the sake of establishing common ground, a few key
terms are highlighted here.
Formative and Summative Outcomes
Formative outcomes indices are those that can be
used to shape the experiences and learning
opportunities of the very students who are being
assessed. Some examples are surveys of faculty
regarding current students' design involvement, on-
site supervisors' evaluations, computer
programming proficiency evaluations, and
classroom assessment techniques.15 The results of
such assessments may be used to characterize
program or instructor strengths and weaknesses, as
well as to foster changes in the experiences of those
very students who have been assessed.
Summative outcomes measures are those used to
characterize programs (or college divisions, or even
whole institutions) by using assessments intended to
capture information about the final products of our
programs. Examples are student exit surveys,
surveys of graduates inquiring about salaries,
employment, and job satisfaction, and surveys of
employers of our graduates.
The reason the distinction between these two types
of assessment is important is that, although
formative assessments tend to be the ones that most
interest our faculty and students and the ones that
drive their daily academic experiences, the outcomes
indices on which most administrators focus to
monitor institutional quality are those involving
summative outcomes. It is important that each of
academic unit strive for an appropriate mix of both
formative and summative assessments.
Cognitive/Affective/Performative Outcome
Distinctions
To stimulate our clear articulation of the specific
outcomes targeted within any program, it is helpful
to have a way to characterize different types of
outcomes. Although the exact terms vary from
context to context, targeted educational outcomes
are commonly characterized as belonging to one of
15 Angelo, T. A., & Cross, K. P. (1993). Classroom
assessment techniques: A handbook for college
teachers. San Francisco: Jossey-Bass.
 Chapter 3: Educational Outcomes Assessment: Improving Design Projects To Aid Persons With Disabilities 21
three domains: cognitive, affective, and
performative. Cognitive outcomes are those relating
to intellectual mastery, or mastery of knowledge in
specific topic areas. Most of our course-specific
objectives relating to a specific knowledge base fall
into this category. Performance outcomes are those
relating to a student's or graduate's accomplishment
of a behavioral task. Affective outcomes relate to
personal qualities and values that students ideally
gain from their experiences during a particular
educational and training program. Examples are
appreciation of various racial, ethnic, or linguistic
backgrounds of individuals, awareness of biasing
factors in the design process, and sensitivity to
ethical issues and potential conflicts of interest in
professional engineering contexts.
The distinction among these three domains of
targeted educational outcomes is helpful in
highlighting areas of learning that we often proclaim
to be important but that we do not assess very well.
Generally, we are better at assessing our targeted
outcomes in the cognitive area, for example, with in-
class tests and papers, than we are with assessing
the affective areas of multicultural sensitivity,
appreciation for collaborative teamwork, and ethics.
Often, our assessment of performative outcomes is
focused primarily on students' design experiences,
even though our academic programs often have
articulated learning goals in the performative
domain that might not apply only to design projects.
Faculty Motivation
A critical step in developing a meaningful
educational outcomes program is to address directly
pervasive issues of faculty motivation. Faculty
resistance is probably due in large part to the
perception that outcomes assessment involves the
use of educational and psychometric jargon to
describe program indices that are not relevant to the
everyday activities of faculty members and students.
By including faculty, and perhaps student
representatives, in discussions of what characterizes
a meaningful assessment scheme to match the
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.
Additional factors that might give faculty the
incentive to get involved in enriching assessment
practices include:
Consideration of outcomes assessment work as part
of annual merit reviews; provision of materials, such
as sample instruments; or resources, such as internet
sites; to simplify the assessment instrument design
process; demonstrate means by which certain
assessments, such as student exit or employer
surveys, may be used to [a] program's advantage in
negotiations with ... administration (for example, to
help justify funds for new equipment, facilities, or
salaries for faculty and supervisory positions); and
notice and reward curricular modifications and
explorations of innovative teaching methods
initiated by the faculty in response to program
assessments.14
With the recent enhanced focus of on educational
outcomes in accreditation standards of ABET, and
with all regional accrediting agencies in the Unites
States now requiring extensive outcomes assessment
plans for all academic units, it is increasingly
important that we share assessment ideas and
methods among academic programs. It is also
important that we ensure that our assessment efforts
are truly meaningful, relevant and useful to our
students and faculty.
The next chapter serves as an invitation to readers of
this book to join in collaborative efforts to improve
design experiences, student learning, and design
products through improved assessment practices.
Future annual publications on the NSF-sponsored
engineering design projects to aid persons with
disabilities will include input from students, faculty,
supervisors, and consumers on ways to enhance
associated educational outcomes in specific ways.
The editors of this book look forward to input from
the engineering education community for
dissemination of further information to that end.
22 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 4
AN INVITATION TO COLLABORATE IN
USING ASSESSMENT TO IMPROVE
DESIGN PROJECTS
Brooke Hallowell
In Chapter 3, we discussed educational outcomes
assessment, emphasizing ways in which clearer foci
on educational outcomes may lead to improvements
in the learning of engineering students, and,
consequently, improved knowledge, design and
technology to benefit individuals in need. We
described concerted efforts among accrediting
agencies, including the Accrediting Board for
Engineering and Technology (ABET), to improve the
accountability of educational institutions through
improved assessment practices. We discussed how a
"meaningful" emphasis on educational outcomes
helps overcome bureaucratic hurdles in academe,
and enhances our educational missions in specific,
practical, measurable ways by improving the
effectiveness of training and education. This chapter
serves as an invitation to readers to join in
collaborative efforts to enrich meaningful
educational outcomes assessment efforts associated
with NSF-sponsored design projects to aid persons
with disabilities.
A look at ABET's requirements for the engineering
design experiences in particular16 may give us
further direction in areas that are essential to assess
in order to monitor the value of engineering design
project experiences. For example, the following are
considered "fundamental elements" of the design
process: "the establishment of objectives and
criteria, synthesis, analysis, construction, testing,
and evaluation" (p. 11). Furthermore, according to
ABET, specific targeted outcomes associated with
engineering design projects should include:
development of student creativity, use of open-
16 Accrediting Board for Engineering and
Technology (2000). Criteria for Accrediting
Engineering Programs. ABET: Baltimore, MD.
23
ended problems, development and use of modern
design theory and methodology, formulation of
design problem statements and specifications,
consideration of alternative solutions, feasibility
considerations, production processes, concurrent
engineering design, and detailed system
descriptions. The accrediting board additionally
stipulates that it is essential to include a variety of
realistic constraints, such as economic factors, safety,
reliability, aesthetics, ethics, and social impact.
ABET's most recent, revised list of similar targeted
educational outcomes is presented in the Appendix.
We encourage educators, students and consumers to
consider the following questions:
• Are there outcomes, in addition to those
specified by ABET, that we target in our roles
as facilitators of design projects?
• Do the design projects of each of the students
in NSF-sponsored programs incorporate all of
these features? How may we best characterize
evidence that students engaged in Projects to
Aid Persons with Disabilities effectively attain
desired outcomes?
• Are there ways in which students'
performance within any of these areas might
be more validly assessed?
• How might improved formative assessment of
students throughout the design experience be
used to improve their learning in each of these
areas?
Readers interested in addressing such questions are
encouraged to send comments to the editors of this
book. We are particularly interested in
disseminating, through future publications, specific
24 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

assessment instruments that readers find effective in
evaluating targeted educational outcomes in NSF-
sponsored engineering design projects. Basic
terminology related to pertinent assessment issues is
presented in Chapter 3. Cognitive, performative,
and affective types of outcomes are reviewed briefly
here, along with lists of the types of assessments that
might be shared among those involved in
engineering design projects.
Cognitive outcomes are those relating to intellectual
mastery, or mastery of knowledge in specific topic
areas. Some examples of these measures are:
• Comprehensive exams,
• Items embedded in course exams,
• Pre-post tests to assess "value added",
• Design portfolios,
• Student self evaluation of learning during a
design experience,
• Alumni surveys, and
• Employer surveys.
Performative outcomes are those relating to a
student's or graduate's accomplishment of a
behavioral task. Some performance measures
include:
• Evaluation of graduates' overall design
experience,
• Mastery of design procedures or skills
expected for all graduates,
• Student evaluation of final designs, or of
design components,
• Surveys of faculty regarding student design
competence,
• Evaluation of collaborative learning and team-
based approaches,
• Evaluation of problem-based learning,
• Employer surveys, and
• Peer evaluation; e.g., of leadership or group
participation.
Affective outcomes relate to personal qualities and
values that students ideally gain from their
educational experiences. These may include:
• Student journal reviews,
• Supervisors' evaluation of students'
interactions with persons with disabilities,
• Evaluations of culturally-sensitive reports,
• Surveys of attitudes or satisfaction with design
experiences,
• Interviews with students, and
• Peers', supervisors', employers' evaluations.
We welcome contributions of relevant formative and
summative assessment instruments, reports on
assessment results, and descriptions of assessment
programs and pedagogical innovations that appear
to be effective in enhancing design projects to aid
persons with disabilities.
Please send queries or submissions for consideration
to:
Brooke Hallowell, Ph.D.
School of Hearing, Speech and Language Sciences
W321 Grover Center
Ohio University
Athens, OH 45701
E-mail: hallowel@ohio.edu

• Evaluation of writing samples,

• Evaluation of presentations,
 Chapter 4: An Invitation To Collaborate In Using Assessment To Improve Design Projects 25

APPENDIX: Desired educational outcomes as articulated in ABET's new

"Engineering Criteria 2000" (Criterion 3, Program Outcomes and Assessment)17

Engineering programs must demonstrate that their graduates have:

(a) An ability to apply knowledge of mathematics, science, and engineering

(b) An ability to design and conduct experiments, as well as to analyze and interpret data

(c) An ability to design a system, component, or process to meet desired needs

(d) An ability to function on multi-disciplinary teams

(e) An ability to identify, formulate, and solve engineering problems

(f) An understanding of professional and ethical responsibility

(g) An ability to communicate effectively

(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

(j) A knowledge of contemporary issues

(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

17Accrediting Board for Engineering and Technology (2000). Criteria for Accrediting Engineering Programs.
ABET: Baltimore, MD (p. 38-39).
26 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 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
Jiping He, Ph.D. (480) 965-0092
jiping.he@asu.edu

27
28 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

RANGE OF MOTION EXERCISE MACHINE FOR AN

INDIVIDUAL WITH PARAPLEGIA
Designers: Clarissa Williams, Daniel Russell, Chris Bryce
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION
The Range of Motion Exercise Machine has been
designed and customized to fit the needs of an
individual with T6-T7 paraplegia. The machine uses
a series of levers to rotate a crank. The operator uses
his own strength to move the levers back and forth.
This motion causes the crank to rotate the pedals to
which the client’s feet are strapped, enabling him to
exercise his legs. The operator is able to vary the
resistance by adjusting a throttle cable with a lever
attached to the seat. The seat rotates and locks to
allow the client to gain access with his wheelchair.
Figure 5.1. Range of Motion Exercise Machine.
There are very few exercise machines for individuals
with paraplegia that allow for an upper extremity
workout while at the same time passing the lower TECHNICAL DESCRIPTION
extremities through their range of motion. Many Design requirements were established through
people with paraplegia who exercise are required to client interview, discussions with experts in
use a number of separate machines for each portion rehabilitation, and research on exercise equipment
of their body that they wish to exercise. The average currently on the market. The main design
cost of similar machines is approximately $10,000. requirements are that the machine:
This amount is cost prohibitive for many clients who
desire a rehabilitation machine for individual use. • Be inexpensive,

SUMMARY OF IMPACT • Give a cardiovascular workout,

The client is a physically fit, independent individual
who has had paraplegia in the lower extremities for
eight years. Before the range of motion exercise
machine, he performed his workouts on two
separate exercise machines in a student recreational
center. His upper extremities were exercised on a
variable resistance machine that required a cranking
motion. His legs were exercised on a recumbent
stationary bicycle as he pushed his legs through the
range of motion of the pedals with his hands. With
the range of motion exercise machine presented in
this report, the client is able to exercise the upper
and lower extremities simultaneously. He is able to
achieve a cardiovascular workout while exercising
the muscles of his paralyzed limbs.
• Have a muscle toning effect on healthy and
paralyzed limbs,
• Allow the client to work independently,
• Allow the client to mount comfortably, and
• Be stable and safe.
The design of the range of motion exercise machine
is divided into four components: the frame, the seat,
the crank mechanism, and the friction mechanism.
The entire frame is made of mild steel with 1/8”
wall thickness welded to 3” square tubing. The base
of the frame is a tube that is 46” long with T-bars

Figure 5.2. Range of Motion Exercise Machine.
welded at both ends that are 30” in length. A post
that supports the cranking levers is welded directly
over the T joint at the front end of the frame. The
post is reinforced by a tube welded at a 45-degree
angle from the post to the middle beam of the frame.
The seating unit of the exercise machine is made of a
cushion and a frame. The bottom and back portions
of the seat are cushioned. The cushions are
composed of neoprene laminated to foam and are
backed by wood. Neoprene is used because of its
water resistant property. The cushions are covered
by durable, washable vinyl material. The vinyl
allows the client to slide across the surface of the
seat comfortably when mounting the exerciser.
The frame of the seat is supported by a 3” square
tubing post welded to a sleeve that slides
longitudinally along the base of the machine. The
sleeve slides to allow for adjustment of proximity to
the crank. The seat post acts as a sleeve for another
square tube that slides up and down to allow for
height adjustment. This smaller diameter square
tubing houses a round tube and bushings. The
bottom portion of the seat is attached to a cross-
made of 1/4” steel and is attached to the round tube.
The bushings allow the chair to rotate. A locking
mechanism is included that fixes the chair in the
proper positions for when the client is mounting and
operating the machine. These locking positions are
90 degrees apart. The chair also has hand bars on
the sides to aid the patient in positioning himself on
the seat. A sleeve that slides longitudinally along
the base of the main frame connects the crank and
friction mechanisms to each other. Having these
two mechanisms slide as one unit allows the client
to adjust the location of the crank to a comfortable
Chapter 5: Arizona State University 29
position. This unit is covered with a guard as a
safety precaution. The crank and bearings are
housed in a steel tube that is supported by steel
plates welded to the base sleeve. The crank is from a
bicycle and can be interchanged between several
sizes. The client places his feet on pedals attached to
the crank. Levers are attached to each pedal. Each
of these levers is connected to a series of two
additional levers. The client moves the upper levers
back and forth to rotate the crank, which exercises
the paralyzed lower extremities. The friction
mechanism is designed to allow the client to select
the amount of resistance when operating the levers
with his upper extremities. The main portion of the
friction mechanism is a flywheel with a 3/4” wide
nylon band wrapped around the circumference. The
axis of the flywheel rotates on a rear wheel bicycle
hub with a sprocket that drives in the forward
direction and idles in the reverse direction. A
bicycle chain passes over the sprocket on the hub
and a sprocket on the crank. Thus, when the client
moves the levers with his arm, the crank rotates,
which rotates the flywheel. Adjusting the tension on
the nylon band with a bicycle gearshift cable
controls the amount of resistance on the flywheel.
The handle of the gearshift cable is attached to the
seat.
Testing of the exercise machine was performed
during each phase of the design and fabrication
process. Tests were conducted by having the client
mount and operate the machine. Several design
modifications were made. The seat was originally
fixed in a static position with only height
adjustment. The client had difficulty transferring
himself safely from his wheelchair to the seat. The
decision was made to allow the seat to rotate by 90
degrees to make the machine more accessible to a
wheelchair. The seat covers were to be surfaced
with an elastic fabric, but, when the client tested the
seat, he was required to lift his entire body with his
arms to get seated properly. The elastic fabric was
replaced with vinyl, which allowed the patient to be
seated more comfortably.
Late in the fabrication process the machine
experienced gimbal lock when the crank arms and
the levers attached to the crank became aligned in
the plane horizontal to the ground. Lowering the
lever attachment point of the left side and raising the
lever attachment point on the right side solved the
locking. The final cost of materials to produce the
range of motion exercise machine is $800.
30 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

DESIGN OF A FLY-FISHING SPLINT

Designer: Patti Rucker
Client Coordinator: Sander Nassan, C.P.O., Prosthetic Orthotic Associates
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION
A fly fishing splint has been designed for a person
with disabilities. The patient is unable to cast or
correctly orient the fly rod without assistance due to
quadriplegia. The splint aligns, protects, and
improves function of the arm and wrist. The final
device is a custom made orthotic device, fabricated
specifically for the patient and designed to be used
with a custom designed rod.

SUMMARY OF IMPACT
Many people with quadriplegia or other motor
disorders lack the strength or ability to participate in
sports or hobbies. Fly-fishing is generally easier for
people with quadriplegia to participate in than
regular fishing because it demands less range of
motion; however, they may still require assistance.
The splint has the potential to improve the abilities
of people with quadriplegia who wish to participate
in fly-fishing. Pressure systems provide control by
both assisting and limiting motion. Most
importantly, the patient is able to put the device on
and take it off by himself as well as attach and
detach the rod by himself.

TECHNICAL DESCRIPTION
An orthotic has been fabricated specially for the
patient and designed to be used with a custom
designed rod; however, the device could be
beneficial and recreational for many others. The
main design requirements of the splint were that it:
• Support and orient the fly rod,
• Allow the casting motion without causing
injuries,
• Be lightweight,
• Distribute forces along the skin, preventing
damage to the skin,
• Be semi-rigid, and
Figure 5.3. Fly-Fishing Splint
• Be water and heat resistant.
• Have a quick-release safety feature
The splint is fabricated from Polypro, which has
strength, durability and the appropriate rigidity. It is
also heat and water-resistant. Once molded to fit the
patient, the splint is riveted, strapped, and bonded
to suit all device options. The splint is lined with
Aliplast, a closed cell foam with a history of proven
performance in applications such as this.
The palmer piece of the device helps to firmly attach
the device to the patient’s forearm and holds his

wrist straight providing strength and rigidity. The
1½” Velcro strap positioned below the wrist
provides additional support by keeping the device
secure on the arm. The cutout of Polypro at the
proximal end of the device serves to stabilize the
device, as does the additional 1½” Velcro strap also
at that point. The Velcro straps have D-rings to
enable the patient, who has limited digital dexterity,
to easily fasten them. Another notable aspect of the
straps is the direction that they wrap around the
device, which has been chosen specifically to
provide the most ergonomic wrapping motion.
The weight is kept low by removing the reel from
the rod, since the reel assemblage and the line make
up the majority of the weight of a fly rod and reel.
The reel is alternatively attached to the distal end of
the opposite forearm trough on the patient’s
wheelchair. The rod is made of graphite, a
lightweight material that is customarily used to
make fly rods. Also, now that there is no need to
manipulate any mechanical parts at the butt of the
rod, the rod has been directly attached to the device,
thus eliminating the handle and more weight.
Attaching and detaching the rod to the device is
simple with the use of the Ice Ross kit, normally
used by amputees when securing a prosthetic limb.
The kit contains a cam that allows the pin to be
Figure 5.4. Close up of the Fly-Fishing Splint
Chapter 5: Arizona State University 31
inserted; removing it required pressing a button. It
can be used easily with just one hand. The kit is
employed by attaching the receiver, the larger
plastic piece, to the splint with a custom designed
plate and screws and by attaching the pin, the
threaded cylindrical piece, to the end of the rod. A
transitional piece made of Delrin is used to connect
the pin to the back end of the rod. One end of the
transitional piece has been hollowed and threaded
so it can be screwed onto the pin while the other end
is conical so it can be inserted into the opening at the
rod’s end.
The use of the Ice Ross kit helps the device meet
many requirements and prevents movement of the
rod in one direction but still allows side-to-side
movement. It is important to secure the rod without
compromising the quick release allowed by the Ice
Ross, an important safety feature. This is done with
a tension clip, placed coincident with the patient’s
wrist.
The final cost of materials for the device is
approximately $110. The largest expense associated
with the fabrication was from the Ice Ross kit. This
cost could potentially be lowered by attempting to
create the kit from scratch with inexpensive parts.
32 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ORTHOTIC TO ELIMINATE THE LOAD ON A

CLARINET PLAYER’S RIGHT THUMB
Designer: Sherry Miller
Supervising Professors: Jiping He, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION
Many clarinetists experience tendonitis, arthritis,
and carpal tunnel syndrome, caused by non-
ergonomic thumb rests designed to support the
weight of the instrument while playing. A
modification of the instrument support mechanism
has been designed that allows the load of the
instrument to be supported without using the
affected joints. The device has been specifically
designed for a patient with chronic tendonitis in her
right thumb, wrist, and forearm as a result of a
dramatic increase in playing time when she began
her graduate studies. She has also been diagnosed
with carpal tunnel syndrome. A four-month hiatus
from playing the clarinet was ineffective in reducing
her pain.

The design is a rigid support device that displaces

the load of the instrument from the thumb to the soft
tissue on the anterior side of the forearm near the
elbow. Figure 5.5 shows the device being used by
the client. It is form fitted to the patient’s forearm
and strapped to the upper portion of the forearm.
Several devices have been invented to solve the
similar problem of supporting the weight of the
clarinet, but these devices often remove the natural
feeling of playing the clarinet and restrict musicians
from being able to fully express themselves. There
are currently no other orthotic devices on the market Figure 5.5 Client Using the Clarinet Support Orthotic.
like this one. herself while playing the clarinet. She is now able to
play the clarinet with comfort.
SUMMARY OF IMPACT
The client is currently using the clarinet support Although the goal of the orthotic is to allow those
orthotic effectively. Until the device was designed, already injured to play with some comfort, a device
she had been playing the clarinet with continuous of this nature may also be used to prevent injury
pain. She reports that the weight of the clarinet, from strain on the hand and wrist. Because the
which is displaced onto the outer muscles of her device is simple but effective, the same design can
arm, does not inhibit the muscles used for playing. be used to benefit clarinet musicians at all levels of
There was an initial adjustment period where she development. The esthetic qualities of the clarinet
felt somewhat mechanical in her ability to express support have potential for improvement in order to

appeal to a fine arts clientele. Slight modifications in
the design should be able to make the orthotic useful
to other affected musicians including oboists,
flautists, and saxophonists.
TECHNICAL DESCRIPTION
Design requirements for the clarinet support were
identified through interviews with the client and
literature searches. It was advantageous that the
designer had a musical background. The most
important design considerations were that the
device:
• Reduce the load on the tendons,
• Avoid the bones and muscles on the right
hand and the carpal tunnel area of the right
wrist,
• Be light,
• Not affect the acoustics or sound of the
instrument,
• Not fail under expected load, and
• Not detract from esthetics during
performance.
The final device is the product of several iterations,
each evaluated by the client. Because of the irritated
conditions of the client’s hand and wrist, a very
precise customized fit was required. The final
Figure 5.6. The Clarinet Support Orthotic.
Chapter 5: Arizona State University 33
product is relatively simple in design. The forearm-
bracing portion of the device was made by covering
a positive plaster mold of the client’s hand and
forearm with a layer of acrylic laminated woven
carbon fiber. After curing and cooling, the new
negative mold was cut off the plaster mold and
shaped to the desired form. Acrylic laminated
woven carbon fiber was selected because of its high
stiffness and durability characteristics. In the proper
shape, the forearm brace was lined with a layer of
orthotic foam to make the device more comfortable.
An aluminum strut extends from the forearm brace
to the clarinet connection point. It was connected to
the forearm brace using a Chicago screw. Finally, a
leather strap is riveted to the forearm brace for
adjusting the tightness of the fit on the forearm. The
clarinet support is attached to the clarinet at the
distal end of the aluminum strut by a stainless steel
pin. Figure 5.6 shows each of the components of the
orthotic.
Tests were performed on the clarinet support by
fitting the client with the device and watching her
play her clarinet. The apparatus was successful at
relieving stress from her hand and wrist. One slight
modification made during the testing session was to
place additional padding at pressure points between
the forearm brace and the forearm. The final cost of
materials for the clarinet support was approximately
$30, which included an allowance for additional
esthetic improvements.
34 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

THE WEIGHTLESS ARM DEVICE

Designer: Chris Bryce
Client Coordinator: Sander Nassan, C.P.O., Prosthetic Orthotic Associates
Supervising Professors: Dr. Jiping He and Dr. Gary T. Yamaguchi
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION
The Weightless Arm Device was designed for
individuals who experience pain and discomfort in
the shoulder and neck region while performing
activities that require the arms to be extended in
forward flexion or abduction for prolonged periods
of time. The device is anchored to the body, which
allows the patient to be mobile. Spring loaded lever
arms extend from plastic shoulder molds to upper
arm support cuffs. The lever arms rotate freely in
the transverse plane. They have approximately a 30-
degree range of motion in the longitudinal plane.
The device is designed to remove force from the
shoulder joint and distribute it to the torso. Figure 5.7. The Weightless Arm Device.

The device described in this report has been
specifically designed for an eighty-two-year-old
female with arthritis and fatigue in her shoulders.
The client cannot perform certain activities due to
pain in her shoulders. Figure 5.7 shows the client
using the Weightless Arm Device to relieve the
strain on her shoulders while washing a dish. Other
arm support systems do not allow her to accomplish
her desired activities. They are designed for
stationary activities, such as working at a computer
station, or only provide static support, rather than
providing support throughout the range of motion
of the upper arm.
SUMMARY OF IMPACT
The Weightless Arm Device enables the client to
perform household tasks with increased comfort.
While wearing the device she reported that it
removes much of the stress off her shoulders where
she gets sore. Additionally, the back support
system, which anchors the lever system, gives
supplementary support to her torso. The device
enables the client to carry out desired activities for
longer periods of time. With further refinement, a
wide range of uses for the Weightless Arm Device
might be used in many contexts, from working in
the kitchen to playing a musical instrument in a
marching band.
TECHNICAL DESCRIPTION
The Weightless Arm Device was designed according
to the body dimensions of the client. Design
requirements were identified through interviews
with the client and literature searches on similar
disabilities. The main design requirements for the
device were that it:
• Support the shoulder joint,
• Allow the client to be mobile on her feet,
• Relieve some of the lifting force required by
the client, and
• Be lightweight, and
• Be safe.
The technical description of the device can be
divided into three components consisting of the
body brace, the shoulder component, and the lever
system.
The body brace consists of a lower back support and
an upper body brace sewn together. The lower back
 Chapter 5: Arizona State University 35

support component has adjustable elastic straps for

securing the brace around the waste. 1 ½” Velcro
straps are sewn onto the shoulder straps of the
upper body support component to allow for
removal of the shoulder component.

A Polypro plastic shoulder mold was made from a

plaster cast of the client’s shoulder. A layer of
Aliplast foam padding was sealed to the inside of
the plastic mold. A 1 ½” strip of Velcro that matches
the Velcro on the shoulder straps was fastened to the
inside of the foam padding. A 1/8” x 1” steel bar
was formed and riveted to the outside of the plastic
mold. The head of a 3/8” bolt was welded to the
top of the metal bar. A 3/4” strap connects the
bilateral shoulder molds across the back. The strap
is adjustable with a releasing plastic buckle. The
shoulder molds attach to the waistline of the body
brace using 1” adjustable straps. The posterior view
of the client wearing the device in Figure 5.8 shows
the bracing and anchoring systems.

The lever system is seen in Figures 5.7 and 5.8. The

lever is made of 3/8” aluminum rod with an 11 ½”
length. The length from the axle to the distal end of
the lever is 10”. The length from the axle to the
proximal end is 1½”. The distal end of the lever
attaches to a Polypro plastic upper arm mold cuff by
two adjustable 1” Velcro straps. Like the shoulder
mold, the upper arm mold is lined with Aliplast
foam padding. The adjustable Velcro straps are Figure 5.8. Posterior View of the Weightless Arm
riveted to the lever and attached to the arm cuffs by Device.
buckles that are riveted to the plastic mold. The axle
for the lever is a 1/8” spring pin that is inserted Tests were performed by having a volunteer with
between two 1/4” steel rods of 1 ¼” length. The approximately the same body dimensions as the
steel rods are press-fitted into a steel roller bearing. client; wear the Weightless Arm Device for 30
The proximal end of the lever is support by a 3/4” minutes. The volunteer performed tasks such as
steel tension spring. The end loop of the spring fits eating and cleaning a counter while wearing the
into a groove on the end of the lever. The spring is device. It was concluded that the apparatus renders
held to the steel roller bearing base by inserting the its proper function. One modification made during
end of the lower spring loop into a hole drilled in the testing session was to place additional padding
the bottom of the base. A 150 lb tensile strength between the shoulder molds and the volunteer’s
polyethylene fiber is inserted into the middle of the body.
spring. This fiber is fastened to the lever and the
base to restrict the longitudinal range of motion to The cost for materials to produce the Weightless
approximately 30 degrees so that the spring is not Arm Device is $108.
deformed by overextension. The roller bearing base
is anchored to the shoulder component by a cap nut
fastened to the 3/8” bolt that is welded to the steel
bar.
36 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

FIXED VOLUME SIP STRAW FOR PATIENTS WITH

PARKINSON'S DISEASE
Designer: John Toth
Supervising Professors: Gary T. Yamaguchi, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION • Approximately the same size as a standard

A fixed volume sip straw has been designed for
patients with Parkinson's disease. Parkinson's
Disease is a slow, progressive, degenerative disorder
of the central nervous system. Primary symptoms of
this illness include bradykinesia, or slowness of
movement, and uncontrollable shaking, or tremors,
of the limbs, head, neck, face, and jaw. Due to their
tremors, patients with Parkinson's disease typically
cannot hold a cup without spilling, and
consequently must drink through a straw to avoid
spilling on themselves. Unfortunately, as a result of
their swallowing difficulties, many patients with
Parkinson's disease tend to aspirate when sucking in
fluids through a straw, causing fluids to enter the
lungs. The fixed volume straw is designed to reduce
the risk of aspiration.
SUMMARY OF IMPACT
Sue to unforeseen circumstances the design could
not be tested with the patient for whom it was
designed. However, tests with able-bodied persons
have shown that the sip straw does indeed deliver a
fixed volume of fluid, and forces the drinker to wait
until the upper ball settles completely before taking
the next sip. An individual without Parkinson’s
disease may be frustrated by the mandatory time lag
– about 5 to 10 seconds in the prototype device. This
time lag can be shortened by using a ball with a
higher density, or lengthened by using a lighter ball.
TECHNICAL DESCRIPTION
Figure 5.9 shows this apparatus. The straw contains
two small balls that act as valves to control the
volume of liquid in the straw chamber. The base of
the straw is easily removed to allow for cleaning.
Design requirements for the fixed volume sip straw
were that the device be:
drinking straw,
• Easily disassembled to facilitate cleaning,
• Free from complex electronics or the need
for batteries; and
• Safe.
The straw is machined from a 1" Delrin rod. The rod
has a hollowed sip volume of approximately 20 ml.
An acrylic ball with a 0.75" diameter moves up and
down the tube to control the volume. Another
acrylic ball with a 0.5" diameter is held in place by a
thin elastic band and acts as a check valve, not
allowing reverse flow of liquid out the bottom of the
straw.
Initially, both the volume control ball, which
regulates sipping, and the check valve ball, which
acts as a one-way valve, are at rest in the Delrin
chamber (Figure 5.9a). The upper, dark ball is the
volume control ball, and the lower light ball is the
check valve ball. Both are at the bottom of the tube
until the patient begins to suck on the end of the
straw. As the patient begins to draw fluid up
through the straw, the volume control ball gradually
moves upward with the fluid (Figure 5.9b).
Simultaneously, the check valve ball moves away
from the bottom of the tubing and allows fluid to
flow upward through the straw body. This ball is
halted by the presence of a thin elastic band, which
allows the ball to act as a one-way valve. When the
volume control ball reaches the top of the chamber,
it seals the opening and prevents the uptake of
additional fluid (Figure 5.9c). The check valve ball
returns to its initial position and hinders reverse
flow of the fluid remaining in the chamber. The
patient is then forced to release the suction. The
volume control ball gradually returns to its initial
position by falling through the fluid (about 5 to 10
seconds), allowing the patient time to swallow
 Chapter 5: Arizona State University 37

(Figure 5.9d). After the ball has returned to the The final cost for materials to produce the fixed
initial position, the device is ready to dispense volume straw is approximately $15.
another volume of fluid.

a b c d

Figure 5.9. Mechanism of the Fixed Volume Sip Straw.

38 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

THE COMPACT DISC HANDLING DEVICE

Designer: Patrick Botz
Supervising Professors: Jiping He, Ph.D. and Gary T. Yamaguchi, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION • Avoid requiring the fingers to twist,

The Compact Disc Handling Device is a device
designed to assist people who have limited finger
dexterity with the handling of standard compact
discs. The device is able to effectively lift a compact
disk from a flat surface or a compact disc case and
then release the disk into a compact disc player or
CD-ROM drive. The compact disc handling device
is a simple design that uses a pneumatic mechanism
to perform its function. The external features of the
device include a handle, a button, and a suction cup.
To lift a compact disc, the suction cup is placed on
the surface of the compact disc and the button is
pressed. Figure 5.10 shows device being used. To
free the compact disc, the button is released. There
are several versions of compact disc handlers
already on the market. Most of these devices are
complex and require a considerable amount of
finger dexterity. The purpose of the compact disc
handling device is to provide a very simple
alternative to those with limited finger dexterity.
SUMMARY OF IMPACT
Most users are able to handle compact discs with
great ease as they effortlessly transfer them from
their cases to the appropriate devices. However,
those with limited finger dexterity often find the
handling of compact discs very difficult. The thin
round discs are often damaged by being dropped or
scratched by the handler. The compact disc handler
described in this report enables individuals with
limited finger dexterity to handle compact discs
with relative ease. The device requires only a very
loose grip and a simple pressing action by the user.
The device is inexpensive to produce, making it
accessible to a wide range of users.
TECHNICAL DESCRIPTION
The design requirements for the compact disc
handling device were that the device:
• Minimize direct pressure on the fingers,
• Have a simple lift and release mechanism,
• Not scratch the compact disc, and
• Be durable.
The compact disc handling device has two main
parts, the handle and the pneumatic suction
mechanism. The handle is made of a 6” section of
3/4” diameter PVC tubing. A 6” length of 1/2”
diameter black foam tubing was stretched over the
PVC tubing to add a gripping surface for the user.
An end cap was glued to one end of the handle.
The pneumatic suction mechanism is contained in
the handle on the opposite end from the end cap.
The main component of the suction mechanism is
the compression chamber from a water squirt gun.
The trigger connected to the compression chamber is
removed so that the chamber fits into the PVC
handle. A knob that is used as a button for
compressing the chamber replaces the trigger. A
1/16” Teflon tube is attached at the hole of the
chamber. The Teflon tubing extends out of the
handle, through a Construx extension, and is glued
to the hole of the suction cup. The Construx
extension is hinged and attaches to the handle to
support the suction cup. When the button is
pressed, the hole to the Teflon tubing is sealed. If
the suction cup is pressed onto a compact disc while
the button is pressed, a vacuum is created and the
user can lift the compact disc. The compact disc is
freed by releasing the button, which unseals the hole
and negates the vacuum.
Tests were performed on the compact disc handling
device by having a volunteer operate the device
while following instructions given by the designer.
It was noted during the tests that the compact disc
handler performed better when the button was
depressed before attaching the suction cup to the
compact. One design modification that was made as
 Chapter 5: Arizona State University 39

a result of the test was to fix the Construx extension The cost for materials to construct the compact disc
at a more ergonomic angle for lifting compact discs. handling device was approximately $15.

Figure 5.10. Compact Disc Handling Device Being Used to Handle a CD.
40 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TRANSPARENT TABLE FOR A WHEELCHAIR

Designer: Malik Jalghum
Client Coordinator: Jim Hemauer, Disability Resources, ASU
Supervising Professors: Gary T. Yamaguchi, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION
A transparent table for a wheelchair was custom
designed for a client with quadriplegia. The client
suggested the need for a wheelchair table that he
could use while working in his office. The design is
a modification of existing wheelchair tables. Other
tables for wheelchairs are often too large and not
designed for office work. The present table design is
purposefully simple and robust. The tabletop is
made of a transparent plastic material. It is
supported by three rods that slide into sleeves
attached to the wheelchair. The table is made of
lightweight materials that allow for easy mechanical
height adjustment and removal of the table. The
table has proportions that are contained within the Figure 5.11. Transparent Wheelchair Table.
dimensions of the wheelchair to allow the user
greater maneuverability in the office environment. reducing irritation. The client’s quality of life has
The transparent top allows the client to see objects in been increased because of the custom design of the
his path. Figure 5.11 shows the table being used by wheelchair table. It is hoped that many others may
the client in his office. benefit by using the same design.

Ergonomic factors were a major consideration in the TECHNICAL DESCRIPTION

design of the table. The height of the table is
adjustable to fit under a desk to allow the user close
access to a computer keyboard or other desktop
items. The shape of the tabletop is customized to fit
the client's wheel chair. The right side of the
tabletop has been modified to allow space for the
joystick controller of the wheelchair. A radius has
been cut out of the proximal side of the tabletop that
permits the table to be located closer to the client
without compromising comfort.
The design requirements for the wheelchair table
were identified through interviews with the client
and investigation of the current state of the art in
wheelchair tables. The specific design requirements
for the table were that it:
• Not restrict the view of the client as he
maneuvers his chair,
• Be contained within the dimensions of the
wheelchair,

SUMMARY OF IMPACT • Allow the client to reach his desk,

The client is now able to carry items such as books
and a water bottle on the table rather than on his lap.
The design allows for greater maneuverability and
access in the office. The user has not been restricted
in his ability to perform his normal office duties.
The transparent top pleased the client as he noted
that it helped to reduce awareness of the table,
• Be strong enough to carry a reasonable load,
• Be easy to remove, and
• Be safe.
The wheelchair table is composed of a tabletop and
two supports. Figure 5.12 shows the shape of the

customized tabletop. The tabletop is made of 1/4”
Lexan. It was machined from a 12” x 23 1/4” sheet.
An arc with a radius of 20” was cut into the 23 1/4”
side beginning at 6 1/4” into the length of the side
(from the left side). The arc extends 4” into the sheet
at its apex. The side with the arc is the proximal
side. The arc is cut to provide room for the client to
move. A 2” x 8 1/8” box is cut out of the right side
beginning at 3 7/8” from the distal side. This cut
allows room for the joystick controller.
The tabletop is attached to the wheelchair using two
supports. Each support consists of a 1/2” diameter
aluminum rod, 9” in length, which acts as a leg.
These rods are each welded to a flat 1/4” x 1 1/4”
aluminum bar. The aluminum bar portion is
fastened to the Plexiglas tabletop using flathead
screws. The left support fits directly into a small
metal tube welded onto the wheelchair base. The
Figure 5.12. View of Tabletop Shape.
Chapter 5: Arizona State University 41
right support fits into an extension arm that is
attached to the right side of the wheelchair to
accommodate for the position of the joystick
controller. Each leg is tightened into place using
screw knobs. The supports are spray painted black
to match the color of the wheelchair.
Final tests on the table function were performed in
the client’s office. The client tested the
maneuverability of the wheelchair with the table
attached and noticed no restrictions. The table
height was adjusted so that the table cleared under
the client’s desk. The tabletop strength was tested
by loading books onto it. All tests were successful
and satisfactory to the client.
The final cost of materials for the customized
wheelchair table was approximately $90.
42 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WHEELCHAIR DESIGN USING MATERIALS

AVAILABLE IN THE THIRD WORLD
Designers: Chris Bryce, Daniel Russell
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION consulted in the initial design phases. The primary

A wheelchair has been designed to meet the
mobility needs of an elderly patient residing in
Mexico. The patient has weakness in the joints and
requires a mobility device that is durable and
requires minimal maintenance. The wheelchair
design possesses many standard features including
brakes, adjustable footrests, a comfortable seat, and
wheel-grips for controlling the wheel chair. The
wheelchair is designed to fold up to save space
when not being used. The chair is made of materials
that are readily available in a Third World country.
These materials can also be modified using basic
tools if required. The chair has an extended overall
length that provides improved stability to the chair,
particularly on steep slopes. The chair width allows
for easy negotiation indoors and through doorways.
SUMMARY OF IMPACT
The wheelchair allows the elderly patient to be more
mobile. She is able to maneuver the chair
independently over small distances. The chair is
easily handled by the patient’s caretakers when
traveling over long distances. The chair is
comfortable for the patient to sit in. When traveling
over rough terrain, the chair frame flexes so that the
shock is not transferred to the patient’s body. The
patient is able to slow the wheelchair effectively
with the brake. Because the chair is made of
materials that are readily available, the chair can be
modified if needed, rather than becoming obsolete.
It is hoped that the present design will be used as a
template for other wheelchairs in the community in
which it is used.
TECHNICAL DESCRIPTION
Design requirements for the wheelchair were
identified using existing descriptions of Ralf
Hotchiss’ Whirlwind Wheelchair design. A means of accurately adjusting the segment angles
graduate class in rehabilitation engineering was also
design requirements for the wheelchair were that it:
• Be low in cost,
• Be made of readily available bendable and
weldable materials,
• Require minimal maintenance,
• Be durable,
• Be safe and stable on uneven surfaces,
• Be maneuverable, and
• Be comfortable to the user(s).
The frame of the wheelchair was constructed of 1”
OD mild steel tubing with a wall thickness of 0.10”.
All joints were welded and ground smooth. Internal
reinforcement of the tubing was included for the
wheel bracket mounting holes by welding in
3/8”OD x 1/4”ID tubing through the frame.
Wheels chosen for this project were 1.5” x 26”
bicycle tires and wheels. These were chosen over
the conventional 24” diameter wheelchair wheels
primarily for the reason that standardized bicycle
tires and wheels are readily available in 26”
diameter and can be acquired at substantially less
cost. Large 8” diameter non-marring front wheels
provide an increased ability to roll over rougher
surfaces than conventional smaller diameter wheels.
Handgrips affixed to the wheels were constructed
from bending 1/2” electrical conduit into a rings
and welding them closed.
Brake arms were constructed from two segments
(7”and 10”) of 1/8” x 1” hot-roll steel used as lever
arms. A 1/2” diameter solid rod was pressed and
welded into a hole drilled through the center of the
lap joint created by the arm segments providing a
prior to welding. The two-segment lever arm

allowed for the forward positioning of the brake
pivot on the bottom frame rail to provide the desired
position and movement into the tire upon braking.
The angle of the upper longer segment was
established to be at 127 degrees from the lower
segment, allowing for a brake lever motion that
would move along the user's leg. This placed the
brake lever in an ergonomically comfortable
position without projecting above the plane of the
user's lap.
The wheelchair seat is made of a high-density nylon
canvas, secured with Velcro around 1/8’x 1/2”
aluminum bars attached to the underlying frame.
The foot rests consist of 7/8” OD tubing, internally
inserted into a frame extension providing a five
position adjustment of the foot rests length. The
folding footpads are constructed from .075” thick
sheet metal reinforced with 1/8”x 1/8” steel
trimmed from scrap angle iron and a 1/4” diameter
pivot pin.
Figure 5.13. Wheelchair Design Using Materials Available in the Third World
Chapter 5: Arizona State University 43
Testing of the wheelchair’s ergonomics was
performed throughout the design process in the
attempt to make the user’s comfort paramount.
Braking and maneuverability testing was performed
on a variety of slopes and uneven paving surfaces of
materials including but not limited to asphalt,
concrete, ceramic tile, compact dirt, and light gravel.
The final cost of materials to produce the wheelchair
is $250. Approximately $100 of this total was used
for painting the wheelchair with very high quality
auto paint. A comparable wheelchair of the same
design may be constructed for less than $100.
Special Note: Tires, wheels, inner tubes and puncture
resistant tire liners were graciously donated to this
project by R.E.I. (Recreation Equipment, Inc.) of
Tempe, Arizona.
44 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MECHANICAL GUITAR FRETTER FOR

MUSICIANS WITH LIMITED FINGER DEXTERITY
Designer: Amanda Wruble
Supervising Professors: Jiping He, Ph.D.
Bioengineering Program
Department of Chemical, Bio, & Materials Engineering
Arizona State University
Tempe, AZ 85287-6006

INTRODUCTION
A mechanical guitar fretter has been designed for
musicians with limited finger dexterity. Many
stringed instrument players have arthritis and other
hand and wrist conditions. The guitar fretter is a
device suitable for use with a wide range of existing
guitars that reduces the required extension and
compressive strain of the fingers necessary for
simple, chorded guitar performance. The device is
for individuals whose impairment is extensive
enough that individual finger mechanical advantage
is not possible.

Figure 5.14 shows the fretter being used by the

client. Aluminum bars are positioned to fret major Figure 5.14. Guitar Fretter in Use.
and minor chord patterns. The chords are selected
by tilting the hand. A guide is included to track the adjustment is required for the musician to use the
sides of the guitar and maintain proper alignment device most effectively.
with the guitar neck. Other stringed instrument
The fretter can easily be adapted to fit a wide range
assistive devices have been produced with similar
of guitars. The device is most useful for an
functions as the present guitar fretter. These devices
individual who is very familiar with musical guitar
are typically very bulky and detract from the natural
chords. A beginning guitar player will have
feeling of playing a guitar from the musician.
difficulty using the device. Recommendations for
improving the device include reducing the size of
SUMMARY OF IMPACT the bars to decrease the overall bulk and improving
The mechanical guitar-fretting device was designed the esthetic properties.
to meet the needs of a fifty-four-year-old musician
with osteoarthritis in the hand. The client plays in a
TECHNICAL DESCRIPTION
musical ensemble for his church. He experiences
Interviews with the client and other experienced
pain and fatigue in his finger joints after prolonged
guitar players were conducted to identify the needs
rehearsal. His discomfort is the result of extension
that the guitar fretter should meet. The main design
and compression of the fingers when fretting
requirements for the device were that it:
chords. The client evaluated several design
iterations of the guitar fretter. He indicates that the • Remove the strain on the effected fingers
final design meets his needs effectively. He is able when playing chords,
to use the fretter for practice sessions and will
eventually use the device during performances. The • Be completely portable,
finger strength required to fret chords is • Be durable,
significantly reduced. Naturally, a period of
• Easily attach to the guitar,
 Chapter 5: Arizona State University 45

• Fret a large number of common chords, The guitar fretter attaches to the hand by Velcro
straps that are fastened to the two end bars. A
• Accommodate both right- and left-handed
section of foam padding is placed over the
use, and
aluminum bars. The padding is cut to the
• Not alter the guitar’s sound. appropriate size of the musician’s hand and has
grooves cut for the bars to fit into. The ventral
The main components of the guitar fretter include
surface of the musician’s fingers rest on the foam
bars that depress the strings on the guitar, guides
padding, while the Velcro strap fastens across the
that maintain proper alignment with the guitar, and
dorsal side of the fingers. Tests were performed by
a comfortable hand strap. Figure 5.15 shows the
having the musician play his guitar while wearing
assembled device with the foam padding removed.
the fretter. The spacing of the bars was determined
The bars are made of 1/8” x ½” aluminum barstock.
to be very accurate. The spacing allowed for
They are strategically carved so that depression onto
movement of ten frets up the guitar neck. With
the guitar strings frets a specific chord. The surfaces
practice, the musician was able to use the guides to
of the bar that are in contact with the strings or the
gauge where the device needed to be placed, both
guitar are covered with rubber tubing. The rubber
horizontally and vertically, on the guitar’s neck.
tubing acts to protect the guitar from contact with
One problem that was found during testing sessions
the metal and to ensure that the natural sound of the
was that the grooves carved into the fretting bars
instrument is not altered. The device uses three bars
were too wide, which caused some errors in the
to fret a chord, thus, limiting the musician to chords
chords that were being played. Careful placement
made of three notes. Before the bars are carved, the
of the device was required to avoid fretting the
musician is consulted to determine the desired
wrong strings with the device. After several testing
chords. The fretter contains two sets of three bars.
and optimization sessions with the musician, the
Each bar set contains a different fretting pattern.
guitar fretter met his needs effectively. The cost for
The bars are held in place by two 6/32” all-thread
materials to produce the mechanical guitar fretter is
steel rods. The bars are held at their proper spacing
approximately $15.
with nuts tightened on both sides of each bar. The
two threaded rods are bent in the middle. This bend
allows the to musician change between the two sets
of fretting bars by tilting the wrist. The ends of each
threaded rod are bent to serve as guides for tracking
the side of the guitar.

Figure 5.15. Guitar Fretter with Foam Padding Removed.

46 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 6
BINGHAMTON UNIVERSITY
Thomas J. Watson School of Engineering and Applied Science
Department of Mechanical Engineering
P.O Box 6000
Binghamton, NY 13902-6000

Principal Investigator:
Richard S. Culver (607) 777-2880
rculver@binghamton.edu

47
48 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE COMPUTER TABLE TO ALLOW

EASIER ACCESS TO A COMPUTER AREA FOR
PEOPLE WITH CEREBRAL PALSY
Designers:: Brian Duncan, Clauvins Durace, Jeff Eluto, Sharif Fakhr
Client Coordinator: Donna Boisvert, Vestal School District
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A girl with cerebral palsy needed better access to a
computer work area in an elementary school. This
device was specifically designed for the client and
consists of a modified table with a section cut out.
The table sits on a PVC frame on three sides with
wheels attached to four adjustable legs. A Velcro
strap is attached around the cutout section. This
secures the client's seat to the table.

SUMMARY OF IMPACT
The table allows the client a more comfortable work
environment. The table is vertically adjustable, so
it will grow with the client. Since it has wheels, it
can also move with the client. The strap secures the Figure 6.1. Adjustable Computer Table.
client's seat to the table and prevents too much
mobility, thus keeping the client focused on the
computer in front of her. adjustable to a maximum height of 30" and can go as
low as 11". The cutout is 12" wide and the total
TECHNICAL DESCRIPTION length of the table is 22" while the total width is 23".
The frame of the cutout table is made out of PVC A locking Velcro strap is attached around the back
piping. The cutout tabletop is made out of half-inch of the table cutout.
plywood, which provides for a smooth surface and
easy accessibility. The PVC frame is attached to the The final cost of the Table is approximately $40.
tabletop by four hinges screwed into the tabletop.
The wheel on each of the two legs of the PVC frame
allows for the table to be easily moved. The table is
 Chapter 6: Binghamton University 49

MODIFIED HANGING SCALE FOR A PERSON

WITH SIGHT IMPAIRMENT
Designers: Ivy Wai Tse, Darwin L. Valdez, Charles Watson
Client Coordinator: Susan Ruff, Southern Tier Independent Center
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A man with legal blindness, who raises rabbits,
needed a scale to determine the weight of his
rabbits. The client uses weight measurements to
determine how healthy his rabbits are. The device is
a modified existing hanging scale. The
modifications include adding a bigger tare knob
onto the scale, a magnifying sheet, and a color code.
The new tare knob is a large bolt glued over the
preexisting knob. The bolt is large enough for the
client to grab. The magnifying sheet is attached to a
piece of Plexiglas, which is bolted to the scale frame,
providing distance between the scale and the frame.
There is also a color code added to the scale
odometer to allow the increments to be easily read.
The scale is attached to the client’s garage ceiling Figure 6.2. Hanging Scale Figure 6.3. Modified
Before Modification. Hanging Scale with
and hangs down at face level.
Magnifying Sheet and Wide
Scale Increments
SUMMARY OF IMPACT
The modified hanging scale allows the client to read
a weighing scale with greater ease. It eliminates the
need for him to use a magnifying glass and strain his magnifying sheet (Fresnel lens) is added to enlarge
back to read from the scale. It also allows the client the numerals for the user. It is supported by a
to easily adjust the tare knob when using different horizontal piece of Plexiglas, bolted to the scale
containers to weigh his rabbits. frame. This conveniently separates the magnifying
sheet from the scale. The transparent characteristic
TECHNICAL DESCRIPTION of the Plexiglas permits light between the sheet and
The device consists of modifications made to a the scale. To enhance the visibility of the increments
hanging weight scale purchased from the McCaster- on the scale face, alternating squares of black, red,
Carr Supply Company. The scale contains a dial and white were painted between the narrow
with a pointer and weight increments on an 8 1/2" increments to make their position more visible.
face. The tare knob is modified to contain a bigger
knob for adjusting to the larger size buckets. A large The final cost of the Modified Hanging Scale is $42.
bolt was glued to this knob that is large enough for
the user to identify and use with comfort. A
50 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

NAPKIN FOLDING DEVICE

Designers: Michael Frey, Jason Scher, Andrew Troicke
Client Coordinator: Susan Ruff, Southern Tier Independent Center
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A young man with Down's syndrome is employed
by a steak house. His job is to fold napkins around
silverware for customers to use. The device
constructed for the client is a rectangular wooden
block which has a semicircular section carved out
for the napkin and silverware. It also has a cube-
shaped cutout for storage of adhesive strips. In
operation, a napkin is placed over the semicircular
groove, and a knife, fork, soupspoon, and teaspoon
are placed on top of it. When the silverware is
pressed down into the groove, the napkin collapses
around it. The groove holds the silverware in place,
allowing the client to manipulate the napkin setting
with two hands. After the napkin is successfully
wrapped around the silverware, it is removed from
the groove. An adhesive strip from the cube cutout
is then placed over the groove. The wrapped
silverware is placed over the adhesive strip and Figure 6.4. Napkin Folding Device.
pressed into the groove. The adhesive strip then high. There is 1 1/8" wide, and a 1 1/2"deep
collapses around the napkin semicircular groove cut out of block, across the
width of the block. This groove is where the actual
SUMMARY OF IMPACT folding of napkin occurs. The storage unit for the
The napkin-folding device keeps the silverware adhesive strips is 2" X 2 1/4" X 2 1/2". In order to
properly stacked when the client wraps the napkin prevent the device from moving during its use, a
around it. This allows him to increase his speed and skid-pad is adhered to the bottom of the device.
efficiency. It enables the client to meet his quota
more quickly, which will enhance his possibilities The final cost of the Napkin Folding Device is
for promotion. approximately $5.00.

TECHNICAL DESCRIPTION
The device consists of a solid block of wood (pine) of
rectangular shape. It is 8" long, 3 1/4 " wide, and 3"
 Chapter 6: Binghamton University 51

WHEELED CANE FOR A CHILD WITH A VISUAL

IMPAIRMENT
Designers:: Markus Olvet, Liang-Che Wang, David Wu
Client Coordinator: G. G. Knight, BOCES
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A device similar to a cane is required for a child
with a visual impairment and autism. The device
created is a wheeled cane, made of PVC pipe. The
handle is a bar that extends from two points on the
base at a 55-degree angle. The base has two wheels
positioned in the middle of the left and right sides of
the base. The device is adjustable to grow with the
child.

SUMMARY OF IMPACT
The child using the wheeled cane had a similar
device, which he had outgrown. The new, wheeled
cane allows the child to easily traverse and interact
more with his environment. Since the device is
adjustable, it allows for the cane to grow with the
Figure 6.5. Wheeled Cane.
child and be utilized for many years.

TECHNICAL DESCRIPTION It will stand vertically on the front frame when not
in use.
The wheeled cane is constructed from PVC piping.
To determine the correct dimensions for the cane The final cost of the Wheeled Cane is $18.50
handle, the piping was bent to a 55-degree angle
using a heat gun. The telescoping PVC pipe
contains an inner tube of copper pipe. The wheeled
cane has stem castors with cushion rubber wheels to
absorb shock and minimize friction with the ground.
52 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PUSH-PULL SLED FOR A CHILD WITH CEREBRAL

PALSY
Designers: Richard Caminari, Charles Palian
Client Coordinator: Kathleen Hanson, Special Education Instructor
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University
Binghamton, NY 13902

INTRODUCTION
A special sled was constructed for a six-year-old girl
with cerebral palsy. The sled can be pulled with a
harness while snowshoeing or cross-country skiing.
It can also be pushed from behind. An oversized car
seat supports the client and provides a harness to
hold her in the sled. The seat is mounted on a
flexible frame so that the runners can absorb shock
and unevenness. A metal pan underneath the seat
serves as a footrest and deflector to keep snow from
flying up into the client’s face. The sled can be
disassembled for transportation.

Figure 6.7. Sled with Harness for Pulling.

TECHNICAL DESCRIPTION
The push-pull sled is based on short, child-sized
downhill skis. Four vertical steel posts, 1” in
diameter and 6” long, are attached to the skis as a
base for the suspension system. Foam rubber
donuts on the posts support a metal frame that is
attached to the car seat, which serves as the seat, and
support for the client. The metal frame is formed
out of 16-gauge sheet steel. PVC plastic tubing was
inserted in holes in the metal frame to provide a
guide for the steel posts.

The car seat was modified to fit the sled. The

Figure 6.6. Push-Pull Sled Showing the Snow
Deflector. bottom frame was removed and cut to allow the seat
to sit at a more reclined angle.
SUMMARY OF IMPACT
A 20-gauge sheet steel pan was formed to serve as a
The client is totally dependent upon others for
snow deflector and footrest. It is attached to the
mobility. When she was younger she could be
bottom of the car seat. (See Figure 6.8)
carried, but she is now too heavy for that. Her
mother asked for a sled so that she can go along The pushing handle is formed out of ½” ENT steel
when they venture out in a park during the winter. pipe. It is bent to provide a handle that will
The sled has made it possible for the client to join in accommodate people of different heights. The ends
many activities.
 Chapter 6: Binghamton University 53

of the pipe were flattened and drilled so that the pins. Similar bolts and cotter pins are used to attach
handle can be attached with one of the rear anchor the PVC pipes to the skis.
bolts for the frame with a wing nut (See Figure 6.8).
The push-pull sled cost approximately $120. A local
The pulling harness is made from a back support ski shop donated the skis.
used when lifting heavy loads. It is attached to two
PVC pipes with removable steel bolts and cotter

Figure 6.8. Detail of the Sled Suspension System and Handle Attachments.
54 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

COMPUTER/TELEPHONE HEADSET FOR A

VISUALLY IMPAIRED OPERATOR
Designers:: Gary Viola, Greg Rubinski
Client Coordinator: David Ayers, Southern Tier Independence Center
Supervising Professor: Richard Culver
Department of Mechanical Engineering
Binghamton University
Binghamton, NY 13902

INTRODUCTION
The client is a program officer at a center to promote
independence for persons with disabilities. He is
visually impaired. When using the telephone, the
client needs access to his sound-activated computer.
However, he does not want the sound from the
computer to bother the person talking to him on the
phone. The device created in this project allows him
to listen to the phone with one ear and the computer
with the other, while leaving his hands free to enter
Figure 6.10. Components of the Computer/Telephone
information on the keyboard. Headset.

computer no longer interferes with phone

conversations. This has allowed the client to
increase his efficiency in his job.

TECHNICAL DESCRIPTION
There are two components of the
computer/telephone headset:

• A phone receiver with amplifier and

Figure 6.9. Operator with Computer/Telephone
Headset.
SUMMARY OF IMPACT
Professionals, who are visually impaired, find it
difficult to take notes and check files when working
with another person over the phone. The computer
makes this possible, but the input signal to the
operator is auditory. The computer/headset allows
the client to listen to the phone with one ear while
listening to the computer with the other ear. The
• A speaker from a regular stereo headset.
A standard telephone headset provides a very weak
signal, thus an amplifier is needed to boost the
signal. The receiver also consists of a mouthpiece
and one earpiece. The speaker from the stereo
headset is connected to the computer audio output.
One set of wires runs to the amplifier and then to the
phone. Another coaxial cable runs to the computer.
The length of the cables was adjusted to fit
efficiently into the client’s workspace. By using both
earpieces on the stereo headset, the client can listen
to the computer with one ear while listening to the
phone with the other. He can also talk on the phone
at the same time.
The final cost for the device is $43.
 Chapter 6: Binghamton University 55

SLIP-PROOF STAIRS FOR BATHTUB

Designers: Mark Bruno, Kevin Chan, Seamus Cerretani
Client Coordinator: Judy Zeamer, High Risks Birth Clinic
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University
Binghamton, NY 13902

INTRODUCTION
A six year-old girl with autism requires a set of
portable stairs to assist her in entering the bathtub.
The stairs provided are made of furniture-grade
PVC pipe. The treads are PVC plate, with nonslip
treads. The stairs are built to fit in a conventional
bathtub while taking a minimum space in the
bathroom. There are three small steps on each side
and a large step on the top of the tub edge.

SUMMARY OF IMPACT
The client now weighs 45 pounds and is difficult to
lift into the bathtub. The stairs provide a means for
her mother to get her in and out of the tub with
reduced risk of slipping and falling.

TECHNICAL DESCRIPTION
The stairs, which are made of furniture-grade PVC
pipe, are designed so that they can be disassembled Figure 6.11. Slip-proof Bathtub Stairs.
when not in use. The handle can be removed and The treads are made from 3/16 “ thick PVC sheet.
the stairs separated into two pieces, which can The edges were sanded round to reduce the risk of
overlap. This reduces the space taken in the cuts and bruises. Slip-resistant tape is placed on the
bathroom when the stairs are not in use. The legs on treads to reduce the risk of slipping.
the stairs are adjusted with rubber bushings to
ensure even contact with the tub and the floor The cost of materials for the stairs is $23.
outside the tub. The steps have a rise of 4.5 “and
width of 6 “ to make it easy for the client to climb.
56 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

KITCHEN STEPS TO AID IN REACHING OBJECTS

Designers: Marta Nam, Patrick Sullivan, Philip Traversa
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A woman with dwarfism and scoliosis needs a
device that helps her to reach areas above the
kitchen sink. The device designed for the client is
modifications made to a "Three Stepladder". The
original stepladder is foldable and contains three
steps and a railing on both sides. The ladder was
modified for the client by decreasing the size of the
lower leg support by half, which lowered the angle
of the front leg support, and thus allowed the steps
to be closer together.

SUMMARY OF IMPACT
The modified stepladder is a device that allows the
client to easily reach areas above the kitchen sink. It
is easily foldable for storage and contains the
original railings to help the client reach the top step.

TECHNICAL DESCRIPTION
Starting with a "Three Stepladder" from Cosco,
modifications were made to fit the client's needs.
The rear leg support is cut in half so that the front
leg support is at a lower angle and the steps are
closer together. Longer aluminum support bars are
attached, two on each side. One of the aluminum
pieces moves while the other collapses. This was Figure 6.12. Modified Kitchen Stairs.
accomplished using a Nylon nut. The collapsible
The final cost of the Kitchen Steps, with
piece is made from two small pieces of aluminum. It
modification, is $40.
was attached together in the middle with a screw
casing.
 Chapter 6: Binghamton University 57

TELESCOPING REACHER: A DEVICE TO ALLOW A

WHEELCHAIR USER TO PICK UP OBJECTS FROM
THE FLOOR.
Designers: Gil Salomon, Thomas Volper, Yangen Wang
Client Coordinator: Colleen Griffith, Johnson City School District
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A telescoping reacher was designed for child who
uses a wheelchair and needs to be able to pick up
objects from the floor. The device had to be
lightweight and portable. Padded cubes are
attached to the second set of telescoping pipes to aid
in "grabbing" objects. To extend the tubes, the
buttons are pushed in and then moved along a
milled slot in the aluminum tube and extend the
tubes to the desired length.

SUMMARY OF IMPACT
The telescoping reacher allows the child in a
wheelchair to pick up objects from the floor on his
own. In the past, he had to ask others to help him
pick up dropped objects. Since the device is
portable, the child can pick up objects whenever and
wherever he desires.
TECHNICAL DESCRIPTION
The base of the telescoping reacher is constructed
Figure 6.14. Telescoping Reacher – Extended.
out of aluminum tubing. It is in an "X" shape and
has slots milled in each tube to allow length
adjustment. Bicycle handlebar grips are attached to
the base end of the tubes. The second set of
telescoping tubes is made of PVC pipe. They are
also activated using buttons. Two tubes were cut,
sandblasted, and milled to have slots run the length
of the pipe with holes for buttons. They were bent
and fastened together in a modified "X" shape.
Spring steel metal strips were cut and heat-treated to
add strength and permit flexibility. The metal strips
were then attached to the handles of the telescoping
reacher. This gives the telescoping reacher a spring
action that allows the two grabbers to latch onto an
object and return to their original position after the
handles are released. Telescoping tubes allow the
device to be adjustable. PVC grippers on the end
hold the item being lifted. Spring steel buttons,
which slide up or down in the slot, permit the user
to change the length.

Figure 6.13. Telescoping Reacher – Retracted. The final cost of the materials for the Telescoping
Reacher is approximately $20.
58 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ROLLING WALKER FOR A DYNAVOX-TALKER

Designers: Hee Jae Park, Wyatt Peterson, John Choi, Chris O’ Shaunessy
Client Coordinator: Paula Millard, BOCES
Supervising Professor: Professor Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A rolling walker device was constructed to enable
people with a Dynavox-talker, an augmentative
communication device, to move around without
having to carry the talker. The device has a PVC
frame. Wheels are attached to vertically adjustable
legs. The front legs extend from the middle of the
back legs and are bent at an angle for extra support.
There is a metal-wire basket, which is insulated by
plastic, atop the walker. This is where the Dynavox-
talker is placed. Handlebars extend toward the user
from the basket.

SUMMARY OF IMPACT
This rolling walker allows the clients to be mobile
with a Dynavox-Talker by placing it in the walker’s
basket. It eliminates the need to carry the weighty
communication device, thus enhancing mobility and
communication.

TECHNICAL DESCRIPTION
The walker is constructed from PVC pipe. The rear
legs attach to the base of the walker. They contain
telescoping pipe and spring-loaded push buttons,
thus making them vertically adjustable. The front Figure 6.15. Rolling Walker.
legs are attached to the middle of the rear legs. They
were bent to a 55-degree angle using a heat gun.
The final cost of the Rolling Walker for Dynavox-
The base contains a metal-wire basket, which has a
talker is approximately $35.
plastic covering. Pipe extends from the base to the
user. Bicycle handle grips are attached laterally.
 Chapter 6: Binghamton University 59

WALL RAILINGS AND PARALLEL BARS TO

FACILITATE WALKING FOR A CHILD WITH
CEREBRAL PALSY
Designers: Lynn Boldt, Justin Boles, Christine Britton
Client Coordinator:: Beth Parks - Independent Consultant
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A young client with cerebral palsy required a set of
parallel bars for walking practice and a set of
railings to assist her in walking down the hallway of
her home. The railings were designed to client attach
to the walls of the client’s hallway. They are
constructed of wood and attached to the walls by
brackets. There are separate rails in front of
doorways, making those rooms accessible when the
rails are not in use. The rails extend the length of the
hallway, and they are kept close to the walls and
around moldings of the doors to prevent accidents.

A set of parallel bars was constructed to allow the

client to practice her therapy at home. The parallel
bars consist of two sets of PVC pipe six feet in
length. The bars are vertically adjustable to account
for the client's growth.
Figure 6.16. Parallel Bars.
SUMMARY OF IMPACT
Having the railings in her home allows the client to The freestanding parallel bars are placed in the
walk down a hallway to her bedroom by herself. basement and consist of two sets each 6' in length.
The set of portable parallel bars, used in the They are constructed from PVC piping. Telescoping
basement of the client's home, allows her to practice pipe held in place by a spring push button allow for
her rehabilitation therapy on her own. adjustability from 30" to 55" and take into account
the client's growth. The base has three extended
pieces of PVC pipe with caps on the ends for added
TECHNICAL DESCRIPTION stability and support.
The railings are 30" in height. They are constructed
from wooden rods 1.5" in diameter. The railings are The final cost of the Rails on Walls is $62.
32" apart, conforming to the client’s arm span. They
are attached to the walls by brackets. The brackets
are positioned on the wall and the railings are laid
on top of them. The railings remain within the
moldings around the doors and the walls of the
hallway, thus avoiding possible accidents. There are
separate pieces of rails in front of doorways, so they
can be removed when the railings are not in use.
60 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

POWER MOBILITY FOR A CHILD

Designers: Michael Kunzman, David La, Kenneth Lapolla, and Michael Li
Client Coordinator: Reva Reid, Private Consultant
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A "Power Wheels" car, powered by two electric
motors, was modified for a three-year old boy with
hydrocephalus. He does not have the muscle tone
for independent mobility. Modifications include:

• A joystick-like steering control to minimize

the amount of force required for operation,
• A bucket seat with a five point seat belt for
support and safety, and
• Caster wheels to enable easy turning.
The steering mechanism is a joystick about the size
of a marker, permitting the client to grasp it with
ease and comfort. The seat is molded to his Figure 6.17. Modified Power Wheels Car.
specifications with a five-point seat belt to hold him
in place in case of sudden movements. Swiveling then attached to the car through a foam rubber
wheels, allowing the vehicle to freely turn left or spacer, using screws and nuts. Switches were added
right, nullify the role of the existing front wheels. to the bumper system. Whenever they are activated,
For the safety of the furniture and the client's forward motion is disabled. PVC 1/8" sheet is
younger brother, a front bumper with shut-off attached underneath the car by screws to protect the
switches is installed to stop the car before any electrical wiring.
serious damage can be done.
The front wheels were modified to enable the car to
SUMMARY OF IMPACT turn using only the rear wheels. Two 2" caster
Having the car allows the client to move around on wheels are added to the front of the car, hidden
his own and follow his brother in and out of the between the existing front wheels. This creates the
house, increasing his hand-eye coordination, effect of an unmodified toy car. The wheels are
increasing his independence, and providing a attached so that they actually lift the original front
recreational outlet. wheels off the ground. This allows the car to turn
freely on its new wheels, without affecting the
TECHNICAL DESCRIPTION original wheels. The car turns via one of the rear
The entire electrical system of the "Power Wheel" wheel drives A section of a truck tire inner tube is
was redesigned, starting with the steering wheel. stretched around each rear wheel to provide better
The steering wheel was removed. In its place is a traction on smooth surfaces.
joystick, which allows the car to move in any
The final cost of the Power Mobility Car was
direction. The joystick design consists of a series of
approximately $140.
six momentary push button switches (two for
forward motion and four for reverse and turning).
A front bumper made of 2 1/2' long and 1/4" thick
PVC sheet was molded with a heat gun to conform
to the shape of the existing body of the car. It was
 Chapter 6: Binghamton University 61

Figure 6.18. Front View Showing Castors.

Figure 6.19. Bottom View showing Wiring and Wheel Modifications.

62 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

BALANCE BEAM TO INCREASE HAND-EYE

COORDINATION AND MOTOR SKILLS
Designers: Paul Madak, Michael Maldari, Toby Mathew, Richard McNinch
Client Coordinator: Kari Shore, Handicapped Children's Association (HCA)
Supervising Professor: Professor Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A balance beam was designed for children, age three
through five, with a range of disabilities including
cerebral palsy, visual impairment, hearing
impairment, and gravitational insecurities.
Although designed for children, it can support the
weight of an adult. The device is constructed out of
wood and can be extended into an "S" shape by the
use of hinges, increasing the balance beam's
difficulty. It can fold up into a compact unit,
making the device portable.

SUMMARY OF IMPACT
The balance beam is in use by children with a
variety of disabilities. It is used for diagnostic
purposes, treatment planning, and in the Figure 6.20. Collapsible Balance Beam.
development of children's motor skills. The children
can also use the balance beam as a form of varnish is applied to make the balance bean
recreation. esthetically pleasing. When the balance beam is in
an "S" position, spaces exist at the corners. To fix
TECHNICAL DESCRIPTION this problem, wood blocks were made to be attached
The balance beam is constructed of wood, and it to the beam in the critical spaces using Velcro strips.
consists of three 3' sections fastened together with The device has a shoulder strap to increase
reinforced hinges and 2" wood screws that are portability.
drilled below the surface of the wood. The design
The final cost of the Balance Beam was
consists of a 2X4 on end sandwiched by a 1X4 on
approximately $15.
either side. For support, strips of 2X4 are spaced out
every eighteen inches along the beam's length. For
added safety, the surface of the wood is sanded and
 Chapter 6: Binghamton University 63

WATER WALKER TO ASSIST PEOPLE WITH

CEREBRAL PALSY TO MOVE INDEPENDENTLY IN
A THERAPY POOL
Designers: Elizabeth Ryff, Angshuman Saha, Abdul Sani, Jerry Vattamala
Client Coordinator: G. G. Knight, BOCES
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
Teenagers with cerebral palsy needed support when
exercising in a therapy pool. The water walker is
constructed of a PVC piping frame with double bars
on three sides. Handles are placed at the rear of the
device. This device does not float, and it has wheels
attached at the bottom. The walker contains a strap
attached to the frame to catch the user in case he or
she slips while using the device. Another strap is
attached along the bottom bars on either side, in
order to guide footwork. The water walker is
adjustable to take into account the various sizes of
the individuals who will use it.

SUMMARY OF IMPACT
The water walker allows individuals with cerebral
palsy to move independently when they are in a
therapy pool. The individuals are able to support
themselves in the water. It is adjustable to fit the
different heights of users. It also prevents the users
from having their legs cross or "scissor". The
addition of wheels allows for the teenagers to use
the walker to enter the pool as well as move around Figure 6.21. Water Walker.
in the pool with it. strap is fastened onto the piping to support the user.
Another strap is fastened along the top left and right
TECHNICAL DESCRIPTION bottom bars to guide the footwork of the user and
The water walker is constructed of PVC piping. For prevent his/her legs from scissoring. Holes are
added strength and support double bars are added drilled into the PVC tubes to allow air to escape
along the front, bottom, and the sides of the device. from the tubes and prevent the device from floating.
To accomplish adjustability, PVC pipe of smaller The walker also has rubber handles and wheels for
diameter was inserted, thus creating a telescoping mobility.
mechanism. Holes are drilled into both pipes and
the height is adjusted by spring-loaded push The final cost of the Water Walker is approximately
buttons. For added stability and weight, steel rods $60.
were sealed inside the bottom left and right bars. A
64 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TRICYCLE PEDALS AND STEERING ARM

Designers: Jonathan Klamkin, Justin Knapp, Korwyn Kolewe, Christopher Kulle
Client Coordinator: Laura Cline, Handicapped Children's Association (HCA)
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A tricycle was modified to assist children (age three
to five) with developmental delays in riding it. The
modifications consist of Velcro straps to secure the
child's feet to the pedals and a handlebar, for use by
an instructor, attached to the rear of the tricycle.
Users no longer have to be concerned with feet
slipping off the pedals. The straps fit a wide range
of foot sizes and can be used on divers types of
tricycles. The steel tubing handle enables the
instructor to control the direction of the tricycle from
behind.

SUMMARY OF IMPACT
The modifications made to the tricycle allow the
children to ride the tricycle and have fun, while
enabling the instructor to carefully monitor and stop
the children if desired.

TECHNICAL DESCRIPTION
The instructor handlebar is bent so that is held in
place by spring action. A bolt attached to the foot- Figure 6.22. Removable Steering Handle on
steps on the back of the tricycle anchors the two Tricycle.
ends of the handle. A copper tube pressed in place
under the seat quickly attaches the handle. The are attached using screws and are sanded to
handlebar is constructed out of 3/4" ENT electrical eliminate sharp edges and avoid injury.
conduit. All parts are sanded to ensure no sharp
edges will harm the operators. The final cost of the Tricycle Pedals and Steering
Arm is $12.
The pedal straps are made of Velcro attached to a
newly fabricated pedal. The new pedals and straps
 Chapter 6: Binghamton University 65

CRAWLER: A MOBILITY DEVICE FOR A CHILD

WITH CEREBRAL PALSY
Designers: Adam Christie, Joe Regina, Elder Romero, Tim Romanowski
Client Coordinator: Colleen Griffith, Johnson City School District
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A boy with cerebral palsy requires a mobility device
that supports his body, enables him to see straight
ahead, and maximizes the use of his legs. The
device constructed for the client is a crawler. The
device works by placing the client on the inclined
surface. The head straps are placed around the
client's head, so his head is constantly looking
straight ahead. He uses his arms and/or feet to
propel himself in any direction.

SUMMARY OF IMPACT
The crawler makes it possible for the client to move
about on his own. This device helps to:

• Prevent his knees from buckling out to the

sides,
• Support his head and arms,
• Allow him to see straight ahead, and
• Position him optimally to increase and
maximize his motor control.
TECHNICAL DESCRIPTION
Three-inch rubber wheel casters support the crawler.
The casters were screwed into the base, which is
made from ½ inch plywood, 20 inches wide and 31
inches long. Attached to the base is another ½ inch
plywood panel, inclined at a 15-degree angle and
supported at the high end by two blocks of wood.
The inclined piece is padded and covered with
Naughahyde. A generic bicycle seat is attached to
Figure 6.23. Crawler.
the base of the inclined panel of to prevent the user
from sliding. Also toward the rear, fins constructed
of plywood are attached to the base to prevent the
client from spreading his legs.
For the head support system, 1 in. PVC tubing is
attached to the wooden base. It extends over the top
of the crawler to form a yoke. Adjustable Velcro
straps hang from the yoke and can be attached to the
user's head to provide support.
The final cost of the Crawler is approximately $30.
66 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

GARDENING CART FOR A WOMAN WITH SPINA

BIFIDA AND SCOLIOSIS
Designers: Andrew Waye, David Ying, Dave Zhang
Client Coordinator: Dave Ayers, Southern Tier Independent Center
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A gardening cart was designed for woman with
spina bifida and scoliosis. It has a padded plywood
base and a Naughahyde cover. Wheels are attached
under the base. The wheels of the cart are wide so
that they will not sink into soft soil, and they are
large enough to move easily on grass. The front
castors are smaller in diameter than the rear wheels.
They can pivot 360 degrees. The rear wheels are
attached to an axle that is fixed to the base.

SUMMARY OF IMPACT
The cart allows the client to be mobile and low to the
ground while gardening. Bending of the back is
minimized to prevent back strain. Figure 6.24. Gardening Cart.

TECHNICAL DESCRIPTION
The front wheels of the cart are 1.25" wide and have
a diameter of 2.5". They pivot 360 degrees on an axis
slightly behind the wheel's axis of rotation, which
allows the cart to turn easily in any direction. They
are attached above the plane of the seat. The back
wheels remain on a fixed axle horizontal axle that is
clamped to the seat. The back wheels have a
diameter of 6" and a thickness of 1.5", with an inner
radius of 450". Both wheels are heavy duty and can
withstand 300 pounds of pressure. The seat of the
cart is a piece of modified plywood 1' X 7" X 2 3/4".
For comfort, a cushion is added to the base. The Figure 6.25. Gardening Cart – Front View.
base is 3" above the ground. For safety, all corners
of the base were sanded. The final weight of the cart The final cost of the Gardening Cart is
is approximately 15 pounds. approximately $40.
 Chapter 6: Binghamton University 67

HEIGHT-ADJUSTABLE TILT TABLE FOR

CHILDREN WITH CEREBRAL PALSY
Designers: Adam Juncosa, Brian Kern, Woo Lee, Jason Lei
Client Coordinator: Judy Zeamer, High Risk Birth Clinic
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A height adjustable tilt table was designed to create
a workspace for young children with cerebral palsy.
The table is constructed of a PVC frame. The legs
are vertically adjustable. Two legs on both sides of
the frame are attached, allowing one side of the
frame to be adjusted at a time. On top of the frame
sits a furniture-grade piece of wood that has a
smooth top. It has been varnished and has a trim of
white paint at the edges. Adjusting one side at a
time allows the table to tilt and gives the client better
workspace access for certain projects such as
drawing.

SUMMARY OF IMPACT
The table allows children to take part in various
activities including therapy, drawing, coloring, and
games. Because the table is adjustable, no child will Figure 6.26. Height Adjustable Tilt Table.
have trouble sitting at this table because of height or cemented together for added support. The tabletop
position restrictions. consists of high quality plywood. The edges are
sanded down for safety. The plywood is stained
TECHNICAL DESCRIPTION and has white paint around the edges to enhance
The height adjustable tile table consists of a PVC esthetics.
pipe frame and a wooden tabletop. All four legs of
the PVC pipe connected to the tabletop are The final cost of the Height-Adjustable Tilt Table is
telescoping; containing smaller diameter PVC tube approximately $50.
inside them with spring-loaded push buttons. There
are 5 increments in height on each of the 4 legs, 1/2"
apart. Except for the four adjustable legs, the pipe is
68 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ALTERNATING LIGHT PANEL TO INCREASE

HAND-EYE COORDINATION FOR PEOPLE WITH
FINE MOTOR IMPAIRMENTS
Designers: Nathan Bull, Richard Caminari, Thomas Carpenter, Eric Cheng
Client Coordinator: Inalou Davey, Rehabilitation Services Inc.
Supervising Professor: Professor Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A device was needed to improve the motor skills of
people of all ages with motor impairments. The
device rests in front of a person sitting or laying on
the floor. He/she finds an illuminated light. The
user then triggers a switch corresponding to that
light and another random light is illuminated. The
process continues as the user "chases” the light. The
panel consists of a painted design on the front with
LEDs of different colors and switches. The rear of
the device contains a removable panel, which allows
access to the internal circuitry.

SUMMARY OF IMPACT Figure 6.27. Alternating Light Panel.

The alternating light panel is a device that improves
the hand-eye skills of people with motor
impairments. The device also aids people with
cerebral palsy by exercising their arms.
TECHNICAL DESCRIPTION
The device consists of a case and electronics. The
case has rectangular PVC tubing frame 3' wide X 2'
high. Quarter inch thick wooden boards of the same
dimensions are attached to the tubing with screws,
one in the front and one in the back. Eight buttons
are mounted on the front panel. They are arranged
to form two diamond shapes, one on the right side
and the other on the left. The diamond shapes are
15" apart from each other, and they each contain
four buttons. A 1/4 inch plywood board is attached
the back panel by two hinges for support. A string
holds the board at the correct distance from the
panel. Rubber strips are attached to the bottom of
the panel.
The electronics consists of a 555 TIMER, A 74SL164
shift register, 9 7404 Hex Inverters, 7 7408 "AND"
gates, a 7432 "OR" gate, 8 normally open switches in
parallel, and 8 different colored LEDs. Also
contained in the electronics is a simple 4 C battery
pack, which attaches to the back of the front panel.
This keeps the voltage at 6 V DC (the operating level
of the chips). The circuits are wire-wrapped
together on a board, and since the panel is closed,
nothing affects the wire wraps.
The final cost of the Alternating Light Panel was
approximately $108.
 Chapter 6: Binghamton University 69

ALL-PURPOSE MOVABLE CART TO AID IN THE

TRANSPORT OF HOUSEHOLD ITEMS
Designers: Joji Varughese, Benjamin Vollmer, Gary Wong
Client Coordinator: David Ayers, Southern Tier Independent Center
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
An all-purpose movable cart was designed for a
woman with extensive nerve damage who has
difficulty with the transportation of household
items. The nerve damage has affected her legs,
arms, and back, making it very painful for her to lift
things. The cart consists of a PVC frame on three
sides, with wheels attached to the bottom of the four
legs. A plastic drying rack normally used to dry
dishes is attached to the frame at the top. It is deep
enough to hold any item the client desires to place in
it and is also removable. A metal cookie sheet tray is
placed atop the drying rack. It is also removable
and is flat. The cart is constructed in such a way so
that it supports a heavy load, but also supports the
weight of the client.

SUMMARY OF IMPACT
With the cart, the client can now move things
without having to carry them. In addition, the client
can now move things around while supporting her
weight since she could not carry objects while using
a walker.

TECHNICAL DESCRIPTION
The frame was constructed from 1 1/4 in. PVC
tubing. Thick walled tubing was used with external
joints connecting each of the individual tubes. Figure 6.28. All-Purpose Movable Cart.
Three- and four-way joints were used to connect the tray that is flat, therefore allowing for transportation
frame together, and two-way joints were used to of baked goods.
create a handle bar for the cart. All the joints are
bonded together using PVC cement. When fully The final cost of the All-Purpose Movable Cart is
assembled, the frame is 3' tall X 15 1/2" wide X 19 approximately $55.
3/8" deep. The drying rack is placed into the frame
to create a basket for carrying objects. It is
constructed from metal wiring with plastic
insulating the wiring. It is 17 3/8" long X 13 1/2"
wide X 7" deep. The tray is a generic cookie-sheet
70 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE PHYSICAL THERAPY BENCH FOR

CHILDREN WITH CEREBRAL PALSY
Designers: Charles Liem, Edward Lintz, Daniel Monopoli, and Oreon Montaque
Client Coordinators: Laura Cline, Handicapped Children's Association (HCA)
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
An adjustable bench was designed to aid in the
physical therapy of children with cerebral palsy. It is
designed for children to lie or sit on it, but it is also
capable of supporting the weight of an adult. The
bench is constructed of a PVC frame with vertically
adjustable legs. A plywood top is attached to the
frame and is fitted with foam padding and a
Naughahyde cover.

SUMMARY OF IMPACT
The adjustable physical therapy bench is a device
that allows a child or a small adult with cerebral
palsy to lie down or sit on it so that a physical
therapist may then massage the client’s muscles.
The table is adjustable so it will accommodate
children of all sizes, thus allowing the physical Figure 6.29. Adjustable Therapy Bench.
therapist better access to the client.
The smaller diameter pipe is placed inside the larger
TECHNICAL DESCRIPTION and is able to telescope to the desired size. Holes
The actual dimensions of the bench are 24" x 36". were drilled through both the external and internal
The tabletop is 30" X 42". It is constructed from pipe, and spring action push buttons were placed
1/2" plywood and is covered with 1" foam padding. inside the inner tubes, allowing adjustability. The
The foam extends over the edge of the plywood and PVC piping, except the telescoping legs, is cemented
sides for added comfort and to prevent injuries. The together for extra support. Caps are placed on the
padding is wrapped with Naughahyde and stapled base of the legs to prevent the bench from sliding.
into the plywood underneath.
The final cost of the Adjustable Therapy Bench is
The frame for the table legs was constructed from approximately $50.
PVC piping. In order to adjust height, the legs are
constructed with PVC piping of a different diameter.
 Chapter 6: Binghamton University 71

REMOTE BUTTON SWITCH FOR TOY

Designers: Andrew Oxford, Jayne Varghese, Crystal White
Client Coordinator: Mary O'Dell, BOCES-Appalachia
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A button switch was designed to allow a child with
cerebral palsy to activate remotely a toy doll. The
device is attached to the original toy and plugs into
a control box on a wheelchair where the switch is
set. The toy is a dog that plays music when either of
its two front paws is pushed. The toy was modified
by having flexible wires soldered to the circuit board
of the toy inside the battery box. The wires then
extend 3 feet from battery box, where they are
soldered to two separate power plugs, one for each
Figure 6.30. Toy Dog with Button Compressor on
paw. The power plugs then are plugged into a
Paw.
control box mounted on the wheelchair. The client
pushes a button on the control box, causing the toy
music. Flexible wires are soldered to the board at
dog to play music. When not in use, the wires with
this position. The wire extends from the battery-box
plugs can be wound up and placed inside the
and is soldered again to two coaxial power plugs.
battery-box pouch on the dog.
Each power plug is used to trigger the music
corresponding to a specific manual button. The
SUMMARY OF IMPACT plugs are then attached to a control box, which is
The button switch allows the user to push a button attached to the wheelchair, where a button will
on his wheelchair to activate the toy. There is no allow the dog to play music. When not in use, the
need to for a manual button, yet the manual wires can be wrapped up and placed inside the
function is still operable for use by other children battery box avoiding injury with other children who
who may play with this doll. may trip over or misuse the wires.

TECHNICAL DESCRIPTION The final cost of the remote button switch for a toy is
The switch attaches to the circuit board inside the approximately $10.
battery-box, where the manual buttons trigger

Figure 6.31. Control box with Switch.

72 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADULT-SIZED TRICYCLE FOR A PERSON

WITH CEREBRAL PALSY
Designers: Matthew Dresser, Jonathan Ellis, Jeffrey Erlbaum
Client Coordinator: Judy Zeamer, High Risk Birth Clinic
Supervising Professor: Richard S. Culver
Department of Mechanical Engineering
Binghamton University, SUNY
Binghamton, NY 13902-6007

INTRODUCTION
A "Joy Rider Jr.", a commercial adult tricycle, was
modified for a girl who has cerebral palsy. The
modifications included attaching foot straps and toe
and heel clips to the pedals. They help to stabilize
her feet to the pedals. The client has very little use
of her right arm; in order to compensate for this fact,
a circular steering wheel with an extension post of
electrical conduit was designed and attached to the
tricycle. It replaces the existing handlebars on the
tricycle.

SUMMARY OF IMPACT
The modifications made to the "Joy Rider Jr." allow
the client to ride it. The new device replaces an
existing tricycle that the client had outgrown.
TECHNICAL DESCRIPTION
The handlebars for the "Joy Rider Jr." were modified
to make the steering easier for the client. The new
handlebars are constructed in two pieces from a ¾”
Figure 6.33. Modified Handlebar.
electrical conduit. Each piece is bent 120 degrees. A
small piece of ¾” lead pipe is inserted into the two
pieces, and the handlebars as a whole are brazened
together and painted with an oil base paint and a
primer for galvanized metal. The existing pedals
were removed from the tricycle and new ones were
attached. The new pedals consist of a heel-cup that
encases the existing pedal. Brackets are then
attached to the back of the heel-cup and Nylon
strapping is threaded through as the attachment
device. The heel-cup was constructed of 1/16”
aluminum.

The final cost of the adult-sized tricycle is

approximately $475.

Figure 6.32. Joyrider Adult Tricycle.

 Chapter 6: Binghamton University 73

Figure 6.34. Modified Pedal.

74 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 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) 613-5155
lnb@egr.duke.edu

75
76 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADAPTED BUMBLEBALLS FOR PLAY THERAPY

Designers: Thomas Pawlowski, Sam Cho
Supervisor: Lenore Champion
Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, North Carolina 27708

INTRODUCTION
Children with neurological disorders often have
limited motor skills. Playing with objects that
stimulate the senses helps facilitate their recovery
and enables them to learn about cause and effect
relationships. The objective of this project was to
modify a commercial toy, Bumbleballs, for children
with brain injuries. This was achieved by replacing
the small activation switch on the original toy with
several different activation methods, including:

• A large touch switch,

• A voice sensor,
• A photo sensor,
• A remote switch, and
• a magnetic sensor
SUMMARY OF IMPACT
The modified Bumbleballs toy enables children to
learn for themselves how to play and operate the toy
without aid from the therapist, and enhances their
learning of cause and effect principles involved in
activating the different Bumbleballs. According to
the client supervisor, an occupational therapist, "The
modified Bumbleballs allow children who are
motorically impaired or simply too young to access
a normal Bumbleball some control over a simple toy,
which is an effective and stimulating activity."
TECHNICAL DESCRIPTION
Photo ball
The photo ball (Figure 7.2) incorporates 11
photoresistors that are mounted symmetrically on
the surface of the Bumbleball. These photoresistors
are connected in parallel in the base-biasing network
of a Darlington transistor switch (GE-D44E1). When
a flashlight is shined on one or more of the
photoresistors, the transistor switch turns on, which
activates the motor of the Bumbleball. The ball is
active as long as light flashes on it. Four LEDs
mounted to the ball's surface turn on when the ball
Figure 7.1. Child Playing With Large Switch and
Audio Bumbleballs.
is activated, allowing the movement of the ball to be
seen in a dark room.
Large switch ball
The schematic for this ball is shown in Figure 7.3. A
large pushbutton switch is attached to the surface of
the ball. When the switch is pressed, it triggers a 555
timer, which provides an activation duration of 10
seconds. A power transistor provides sufficient
current to drive the motor. All circuitry is enclosed
in the ball.
Audio ball
The audio ball (Figure 7.4) uses a microphone
mounted on a small external box that is tethered to
the Bumbleball by a 4-foot wire. The signal from the
microphone is high pass filtered, amplified, and
compared to a threshold before triggering a 555
timer and power transistor circuit. A switch on the
external box selects one of two threshold levels,
which allows the ball to be activated by relatively
louder or softer sounds. The ball activates for 5
seconds after a sound exceeding the threshold is
made. Two AA batteries power the microphone and
associated circuitry.
 Chapter 7: Duke University 77

Remote ball switch when it is brought within 1.25" of the switch.

The remote ball uses a Remote Radio Saucer Switch The circuit provides a 4 second duration of
(Enabling Devices) for activation. The receiver pack activation whenever one of the switches is activated.
plugs into a 1/8" jack on the side of the ball. When
the remote switch/transmitter is pressed, the The large button and photo balls cost $5 to $8. The
receiver closes a relay that connects power to the magnetic and remote ball cost $80 each. The bumble
Bumbleball. The ball runs continuously as long as balls alone cost $10.
the remote switch is depressed. An additional 1/8"
jack mounted on the remote transmitter allows any
switch to be used.

Magnetic ball
The magnetic ball (Figure 7.5) uses 11 magnetic reed
switches, connected in parallel and attached
symmetrically to the surface of the Bumbleball. A
magnet, attached to a "magic wand", closes a reed

R1

MOTOR R3

PH1 PH2 PH11

DIODE
PHOTORESISTOR LED LED LED LED
BANK

R1 = 1.2k
R2 D44E1 R2 = 4.7k
R3 = 150

Figure 7.2. Photo Bumbleball.

78 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

LED
R2

R1
8 MOTOR
C1 +Vcc
7 DCH RST 4

6 THR OUT 3 2N3390

BIG SWITCH
Ri
555
2 TRG CNTR 5
GND
Rs
1
Cby

R1 = 4.71 M C1 = 2.2 uF TRG = TRIGGER

Rs = 100 K Cby = 0.1 uF DCH = DISCHARGE
Rt = 12 RST = RESET
R2 = 150 THR = THRESHOLD
CNTR = CONTROL VOLTAGE

Figure 7.3. The Large Switch Bumbleball.

 Chapter 7: Duke University 79

2 "AA" BATTERIES

LED
R2

SW1

R2 R1
8
R2 C1 +Vcc
R4 R3 7 DCH RST 4
C3 8 MOTOR
R3
5
R3
7 3 6 THR
8 OUT 3 2N3390
6 1 3 Ri
MIC 4 2 1
555
1/2 LM358 2 5
1/2 LM358 2 TRG CNTR
4
GND
SW3 1
Cby
1/2 LM358
R1 = 3.9 M C1 = 2.2 uF R5
R2 = 47 K C2 = 1 uF
R4 R3 = 4.7 K C3 = 0.1 uF Rs
R4 = 8.2 K Cby = 0.1 uF TRG = TRIGGER
R5 = 5.7 K DCH = DISCHARGE
R6 = 8.2 K RST = RESET
R6 R7
R7 = 15 K THR = THRESHOLD
Rt = 10 JACK
CNTR = CONTROL VOLTAGE
RS = 120 K
R8 = 150

SW2

Figure 7.4. Audio Bumbleball.

R1
8 MO
MAGNETIC SWITCH 1 C1 +Vcc
7 4
DCH RST

6 3 2N3390
THR OUT
Rs
Ri
555
2 5
TRG CNTR
MAGNETIC SWITCH 2
GND
1
Cby

R1 = 3.9 M C1 = 1.0 uF TRG = TRIGGER

Rs = 120 K Cby = 0.1 uF DCH = DISCHARGE
Rt = 10 RST = RESET
THR = THRESHOLD
CNTR = CONTROL VOLTAGE

MAGNETIC SWITCH 11

Figure 7.5. Magnetic Bumbleball.

80 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PORTABLE STIMULATION AND ASSESSMENT

TOOL
Designers: Kit Yee Au-Yeung, Daniel T. McCormick
Supervisor: Mary Caldwell
Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, North Carolina 27708

INTRODUCTION
A portable sensory stimulation and assessment
device was designed to aid therapists in the
evaluation of patients recovering from head injury
and coma. Currently, available devices are large and
often occupy much of a room. The Portable
Stimulation and Assessment Tool (PSAT) effectively
tests four sensory areas: tactile, visual, auditory,
and olfactory.

SUMMARY OF IMPACT
According to the client supervisor, and occupational
therapist in pediatric rehabilitation, “The stimulator
allows us to evaluate cognitive awareness and
sensory status at bedside in one session, and from
that to develop treatment strategies on extremely
motorically involved patients. Prior to this compact
unit, a full assessment may have taken the therapist
several consecutive trips to bedside”.
TECHNICAL DESCRIPTION
The PSAT consists of four independent systems,
which test four sensory areas: tactile, olfactory,
visual and auditory.
The tactile probe is physically and electrically
independent of the rest of the device. It utilizes a
miniature vibration motor powered by a single AAA
battery, encased within a penlight housing. A
vibrating pager motor is used because of the small
size and low power requirement. The activation
switch is the push-button of the original penlight.
The olfactory stimulation system uses an air
freshener, which is mounted flush to the back of the
PSAT. The freshener is replaceable through the
battery compartment. A mechanical slider opens
small slits in the back of the PSAT to allow the scent
to emanate from the cartridge.
Figure 7.6. Portable Stimulation and Assessment
Tool.
The auditory, visual and LCD circuits (Figure 7.7)
are controlled by a Basic Stamp II microprocessor. A
pushbutton switch updates the message displayed
on the LCD screen, such as “blink your eyes”. A
slide switch controls the backlight on the LCD
screen. Rocker switches activate the visual
stimulation, melody generation, and intensity
functions. A serial port is installed on the side of the
device to reprogram the microprocessor. The
intensity rocker switch controls the flashing rate of
the visual system and the volume of the auditory
system.
The visual system comprises 19 LEDs arranged in a
pattern of three concentric rings consisting of 1, 6,
and 12 LEDs, respectively, per ring. The duration
that each ring is lit differs depending on the state of
the intensity switch: 200 ms for low and 85 ms for
high. A Darlington transistor relay powers the
visual system.
The auditory system has three functions:
• Melody generation,
 Chapter 7: Duke University 81

• Message recording, message to be recorded. The melody generation

function uses a low power differential amplifier
• Playback, and
(LM386) designed for audio applications to improve
• Amplification. sound quality. One of three different melodies is
selected using a slide switch.
The record and playback is usually in stand-by
state. When the melody generation function is The device is powered by 4 AA batteries in series,
activated, power to the record and playback and consumes at most 150 mA. The device is
function is removed to prevent distortion. The contained within a 4”x7.5”X1.3” plastic casing. The
record and playback function allows a 20 second total cost is $240.

+5V
R1-R4 10k R17 560k
C1 R12
R5-R7 150 R18 560k ISDI420
LED 1 A0 VCCD 28 +5V
R19 10
R8-R10 10k 2 16
R20 33k A1 VCCA
R11 1k 3 12 C2 C3 C10
A2 VSSD
C8 010uF 4 13
R12 1k A3 VSSA 6 1 8
C9 0.10uF C8 R17
R13 5.1k 5 A4 SP+ 14 2 C13
R14 10k
C10 0.10uF R8 6 A5 SP- 15 LM386
C11 010uF 9
R15 470k A6 C4 3 C12
C12 0.047uF 10 A7 ANA IN 20 R18
R16 10k R9 C9
C13 220uF 23 21 4 7
C1 .001uF PLAYL OUT
24 C11 R19
C14 0.1uF PLAYE R13
C2 0.1uF R10 27 REC REF 18
C3 220uF C15 10uF 25 17
RECLED MIC C5
C4 0.1uF C16 10uF R11 26 19
XCLK AGC
C5 0.1uF C17 10uF
C7 C6
C6 0.1uF R15 C15
*NOTE: all chip supplies are connected R20 C14
C7 4.7uF
to ground with a 0.1uF capacitor

+5V HT-3810W
R16 14 C16
4A 10
+5V 12 4C
11
4B
21 1A 1
13 1C
1 P0 5 2 HT-3812B
serial input TX
LCD
1B
C17
2 RX 8
6 3C 3A
3 ATN P5 10 Vcc 9
3B
4 GND P6 11 +5V +5V 2A 3
9 5 2C
12 4 HT-3814A
P7 1 C1 D1 18 2B +5V
6 P1 P13 18
2 C2 D2 17
7 P2 3 16 7
8 P3 P9 14 C3 D3 MM74HC4006
4 C4 D4 15
9 P4 P10 15
P11 16
R1-4 P12 17
23 LEDx1
10 R5 LEDx6
+5V LEDx12
BASIC R6
STAMP II TD62784AD R7

Figure 7.7. System Schematic.

82 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

REMOTE CONTROLLED TALKING SPINNER

Designers: Steven Gebhart, Jennifer Meuchel
Supervisor: Sue Porr, Pinehurst Elementary School
Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, North Carolina 27708

INTRODUCTION
Commercial audio spinner devices provide only a
one-to-one means of communication through a small
display board. An analogous device with a large
board was designed for use in a classroom of
students who are non-verbal and have visual
impairments. The user controls the Remote
Controlled Talking Spinner (RCTS) through a front-
mounted user panel and a remote light-touch
switch. The spinner of the RCTS can be moved to 2
to 6 different positions. A recordable message is
announced at each position.

SUMMARY OF IMPACT
According to the client supervisor, an elementary
school occupational therapist, “This device is used
as a classroom tool to increase teaching options,
learner access, and overall inclusion in the program.
The project impacts several notable areas in this
classroom. First, the switch-operated board allows
students who cannot physically access the board
during circle time to be more participatory in circle
time activities. This is a step towards more inclusion
for those students. The switches are also motivators
for all students and assist in keeping their attention
to the tasks presented in the class. Finally, the
device as a teaching tool will expand the methods of
presenting academic material to a classroom with
diverse needs”.

TECHNICAL DESCRIPTION
The RCTS is controlled by two Basic Stamp II
microprocessors, which control the movement of the Figure 7.8. Remote Controlled Talking Spinner.
pointer as well as playback/record of messages
choice. The device chimes when the user releases
when the pointer is at different positions. All the
the switch to indicate that a selection has been made,
electronics are housed in an 8”x12”x3” aluminum
and repeats the final choice.
control panel mounted on the bottom front of the
display board. The control panel also houses an LCD The microprocessors monitor the state of the 4-user
display, volume and speed controls, and a speaker input buttons, and control the driving of the stepper
and microphone. When the cordless Big Red switch motor, the speed of spinner, and the announcing
is pressed, the pointer rotates, driven by a stepper and displaying of messages. The 12 VDC 2Ω stepper
motor. A playback/record circuit announces motor driver circuit uses a TTL 7406 open-collector
recorded messages as the pointer pauses on each
 Chapter 7: Duke University 83

hex inverter/buffer and four push-pull amplifier The receiver of the commercial cordless Big Red
circuits. Two 10-turn potentiometers control the switch is mounted on the front panel of the RCTS
frequency of switching, which updates the speed of and modified to receive power from the control box,
the spinner, and the volume of recorded output. instead of from its own batteries.

The record/playback circuit consists of an ISD2560 The project is powered by a 12VDC wall adapter,
recording chip, an LM386 audio power amplifier and consumes a maximum of 375 mA.
and 8Ω speakers and a condenser microphone. The
chip has a 60 second recording duration - 10 seconds The cost of the device is approximately $500.
for each message.

+12V +12V

1k +12V 1k +12V
TTL 7406 TTL 7406
2N4401 2N4401
1 2 3 4
LED TO WHITE 13 12 10
LED TO RED
MOTOR LEAD 11
MOTOR LEAD
2N4403 2N4403
+12V +12V

1k +12V 1k +12V
TTL 7406 TTL 7406
2N4401 2N4401
5 6
LED TO BLACK 9 8
LED TO BLUE
MOTOR LEAD MOTOR LEAD
2N4403 2N4403

OFF
+5V +5V +12V
+5V ON

1/8" Jack
4.7 nF RESET REGULATOR
FUSE
TO WALL
SPEED 50k
220 ADAPTER

+12V +5V
22 22 17
28 1k
+5V RES RES P12 A9 VCCD

VSSA
VSSD

XCLK
24 24 15 22 uF
8 VIN VIN .1 uF
BTN 1 P3
VSS
23 23
VSS
P10
A0
10k 16 VCCA 10k
P11 A1 16 .1 uF
5 3 MIC 18
+5V P0 A2 REF

BTN 2 9
P4 P1
6 4
A3 17
.01 uF MICROPHONE
10k BASIC BASIC P2
7 5
A4
MIC
7 19 ISD 470k 10k
STAMP P2 P14 STAMP P3
8 6
A5 19
2560 AGC
+5V II II P4
9 7
A6
20 4.7 uF
10
BTN 3 P5 P5
10 8
A7 ANA IN 10 uF +5V
10k 11 9 .1 uF
P6 A8 21 1 8 .1 uF
ANA OUT
18 23 14 1M 2
P7 CE SP+
11 P8
13 25
EOM .1 uF
LM 5
220 uF
P6 100k
10k
P8
13
P15 P9
14 27
P/R PD
SP-
15
386 .047 uF
P15 1M 3
+5V 20 24 4 7 10k
10 uF
VOLUME
.1 uF
33 +5V
P15
TO RECEIVER 1/8" Jack
10 uF +S
8 OHM SPEA
PACK LCD GND
K A +5V
16 OHM SPEAKER
33

Figure 7.9. RCTS Circuitry Schematic.

84 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HAMMERED BASS
Designers: Cory Weiner, Lindsay Johnson
Client: Mike Hamer
Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, North Carolina 27708

INTRODUCTION
The Hammered Bass (HB) is an electronic
instrument designed for a client, who had been a
professional electric bass player before being
paralyzed in an accident. Since he can no longer
play the bass, a custom instrument was designed to
be played with hammers, using the techniques the
client currently uses to play the hammered
dulcimer. The HB consists of two rows of rubber
pads, representing two octaves of notes, which
when tapped trigger digital MIDI signals that create
synthesized bass sounds.

SUMMARY OF IMPACT Figure 7.10. . Hammered Bass.

The HB gives the client the freedom to continue a
career using his talent with the bass guitar. The
casing is designed with the proper dimensions,
weight, and tilting options to accommodate a
limited range of motion, and allows for the most
comfortable and effective playing position. The HB
has been easy to learn because of the client’s
previous experience with a piano keyboard layout
and his use of dulcimer hammers. With the HB, the
client is able to play with maximum speed again,
giving him the ability to have fun making a living
playing the music he loves. In addition, he can
create new effects such as “rolls”, which were not
possible on the electric bass.
TECHNICAL DESCRIPTION
The HB (Figure 7.11) is a Musical Instrument Digital
Interface (MIDI) controller that plays two full
octaves below middle C.
The HB has 24 1.5 inch neoprene rubber trigger pads
protruding ¼” above the top surface. Below each
pad is a thin rigid disk that is attached to a
piezoelectric sensor. The piezoelectric sensors are
then attached to circular silicone rubber pads that
have been quartered and glued to a Lucite board.
The silicone pads inhibit the propagation of
vibrations along the board, which can cause cross-
triggering of notes.
Each sensor is connected to a voltage divider, peak
detector and gain circuit (Figure 7.11). The voltage
divider allows the sensitivity of each sensor to be
adjusted, and the peak detector allows the positive
peak amplitude of the hit to be fed to an analog-to-
digital converter after a gain of 2.2. The amplifier
allows the client to produce a wide range of
amplitudes with a small range of striking forces.
Signals from the sensor circuits are connected to
MIDI brains (PAiA Electronics, Edmond, OK),
which were purchased in kit form. Each brain
accepts 8 sensor inputs; three brains accommodate
all 24 sensors. An ADC8609 Analog to Digital
Multiplexer, which also converts the input analog
pulse to a digital sequence, monitors the eight
inputs. The MIDI Brain assigns each of its inputs to a
note, stored in an on-board EPROM. When a voltage
is detected at an input, the brain translates the
voltage amplitude into MIDI velocity data. This
information is then combined with the assigned note
number to construct the proper corresponding MIDI
signal, which is then transmitted through the Brain’s
MIDI Out port. The EPROM is programmed to play
 Chapter 7: Duke University 85

notes commonly used on a bass guitar. The MIDI
brains are daisy chained together, having the MIDI
out of the previous brain going into the MIDI of the
next. The output of the third brain connects to a
synthesizer, which can be programmed to produce
any desired sound. The MIDI input of the first brain
also allows input from other MIDI instruments.
The HB is enclosed in a black acrylic case,
32”x8”x4.125”. An aluminum bar is placed within
ridges on the bottom to allow for different playing
angles: 20°, 30° or 45°. A 6VDC adapter port
provides power from a standard wall outlet.
The total cost of the HB is $819.

Piezoelectric
Sensor

Rf
PINS
+ 3,5,10,12
Ri - 2,6,9,13
out 1,7,8,14
Rp Pp = 50 kOhm
LM324 R1 = 1 MOhm
R1 C1 Ri = 820 Ohm
Rf = 1 kOhm
C1 = 0.01uF

Figure 7.11. Trigger Circuit Schematic.

86 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ASSISTIVE COMMUNICATION DEVICE

Designer: Daniel McCormick
Client: Jackson Fischler
Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, North Carolina 27708

INTRODUCTION
A supplementary communication device was
designed for a six-year old boy who has limited
control over his body from the neck down and
cannot use speech to communicate with others.
Currently he uses a DynaVox to communicate but it
does not provide an adequate level of self-
sufficiency in many situations. The new device
allows the client to communicate “yes”, “no” and
simple phrases using a single switch.

SUMMARY OF IMPACT
The client’s assistive communication device
provides an effective and reliable means of basic
communication. He is able to readily answer simple
yes and no questions as well as signal for attention
both at home and at school. In addition, the client
can communicate six custom messages. The radio
frequency connection between the main unit and the
output unit allows him to communicate a request
from a distance. For example, it is now possible for
the client to call to his mother from his bedroom if
his mother is in the kitchen. Most importantly this
device allows him more independence; he does not
require assistance once the device has been
connected and activated. This allows the child to use
the device in a variety of situations.
TECHNICAL DESCRIPTION
The device consists of three sections: the main unit,
the selection unit, and the output unit. The device
can be set to three different modes: school, home,
and switcher. In all modes, the device scans through
all possible options; when the desired message is
reached, the child activates the message using a
single switch.
The selection unit provides cues to the client
through LED arrays or a LCD display. The LCD
displays 2 rows of 16 standard ASCII characters or
custom characters. A small slide switch allows the
backlight to be activated, or turned off to conserve
Figure 7.12. Assistive Communication Device.
power. In addition, if a selection is not made within
a minute the unit goes into sleep mode to conserve
power.
In the School mode, the client selects “yes”, “no”,
“attention” or “urgent attention”, which lights a
corresponding LED on the remote output module.
The Home mode is identical to the School mode
except that audio is added to the output. The
Switcher mode has the four standard messages but
also six additional custom digitized voice messages,
each of which can be up to 18 seconds in duration.
The front panel of the main unit contains controls
for mode selection and volume, the power switch,
the audio speaker and the microphone. An 8-pin
DIN connector on the main unit provides power and
control for the selection unit, which contains a row
of LEDs (for “yes”, “no” and “attention”) as well as
an LCD display (for selecting audio messages). A
1/8” switch jack is located above the DIN connector.
On the lower left side is a 9-volt output that
provides an alternative power source for the output
module. A male 9-pin D serial connector is provided
on the upper left of the device so a serial cable can
be attached for reprogramming. The voltage supply
is conditioned by a low quiescent current voltage
regulator (LP2954AIT).

A Basic Stamp II microprocessor monitors the state
of the input buttons and controls operation of the
device. The radio frequency communication
between the main unit and the output unit
comprises a Holtek encoder and decoder (HT-6104
and HT-6034) and a Linx transmitter and receiver
(TXM-315LC and RXM-315LC). An ISD33120 chip is
used for record and playback of messages. The
audio output level is adjusted using a log-scale
potentiometer on the front of the device. A 9V
battery powers the output unit, but it can also be
Chapter 7: Duke University 87
powered from a wall transformer to conserve
battery power.
There are three different programs associated with
the ACD. The first two are written in P-BASIC. The
first is the normal run program. The second allows
the user to records messages and listen to them. The
third program is written in C and runs on a normal
PC. This program is used to interface with the ACD
through its serial connection.
The cost of the device is approximately $600.
88 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 8
MILWAUKEE SCHOOL OF ENGINEERING
1025 North Broadway
Milwaukee, WI 53202-3109

Principal Investigators:
Subha K. Kumpaty, (414) 277-7466
Larry Fennigkoh, (414) 277-7289

89
90 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MOTORIZED VEHICLE MODIFIED FOR

CHILDREN WITH PHYSICAL IMPAIRMENTS
Designers: John F. Grech1, Megan M. Neubauer1, Thomas F. Saschse2
Client: Emily Fideler
Supervising Professor: Dr. Larry Fennigkoh3
Departments of Mechanical1, Industrial2 and Bio-medical3 Engineering
Milwaukee School of Engineering
Milwaukee, WI 53202-3109

INTRODUCTION • Esthetically pleasing as a toy/vehicle (not

A battery-powered child’s vehicle was modified to
accommodate the physical abilities of a child who
has spastic paraplegia. The client’s recreation was
limited, while her twin sister could use a commercial
toy electric vehicle designed for children age five to
eight. No vehicle on the current market was
adequate for the client’s use. With paraplegia
affecting the left side of the body and legs, the client
cannot walk but is capable of standing with
assistance. She has a fully functional right arm.
Using failsafe design criteria, and integrating
forward/reverse controls and steering mechanisms,
the vehicle was redesigned at an affordable price.
The goal was to offer a modified vehicle (Figure 8.1)
that would not resemble a wheelchair, and that the
client may operate safely and independently.
SUMMARY OF IMPACT
The design of this vehicle had a positive influence
on the client’s as well as the family’s quality of life.
The child can do a variety of recreational activities
on her own while she drives the vehicle (5 mph max.
speed). She was extremely happy to test-drive the
final product. The finished vehicle was delivered to
the family along with an owner’s manual, including
instructions for safety, operation and maintenance of
the vehicle.
TECHNICAL DESCRIPTION
The design was initiated with the modification of a
commercially available Power Wheels X-treme
machine manufactured by Fisher Price. The reasons
for its selection were that it is:
• Suitable for children aged five through
eight,
• Portable,
• Reasonable in price,
resembling a wheelchair), and
• Adaptable for the proposed modifications.
Steering and accelerating controls are redesigned to
specifically suit the client’s abilities. Ergonomic
seating and controls are incorporated. Safety
features include an emergency stop-switch in the
event of electrical or mechanical failure. The
steering wheel is modified into a custom-made
handlebar steering control. The design incorporates
½ in. diameter steel conduit with a 150° bend. It is
attached to the spokes of the steering wheel. Two
pieces of mica tubing are inserted into the conduit as
sleeves for the screws that fastened the conduit to
the spokes. The sleeves prevent buckling of the
conduit when the screws are tightened. The plastic
spokes are reinforced with 1/16 in. steel bar stock.
The bar stock is cut and formed to fit the underside
of the spokes. These bars are fastened with the
screws holding the steel conduit to the spokes of the
handlebar. The holes in the steel are threaded and
lock nuts provide an additional mechanical
fastening. The steel bar is also fastened in the inside
of the steering wheel base.
A pushbutton switch and yellow handgrips were
acquired from another toy vehicle called the
LilKawasaki  ATV, which requires only light force
(avoiding finger fatigue as well) to engage contacts.
This switch is housed in an enclosure (fabricated
from steel and aluminum) ensuring electrical
isolation for the operator. The enclosure is installed
for right thumb operation and on the handlebars
such that it would be canted at the same angle as the
handlebars. The handlebar is sprayed with red
plastic-dip to provide corrosion resistance and
electrically insulate the switch enclosure. The
coating also seals sharp edges created during
handlebar fabrication. The coating improves the
esthetic appearance of the handlebar as well. Other
 Chapter 8: Milwaukee School of Engineering 91

manufacturers have made factory recalls of toy

vehicles for fire hazards and sticking of the pedal-
operated, push button accelerator. These hazards
are minimized in this design.

All wiring changes made to the vehicle incorporate

heavier gauge wire for improved current carrying
capacity. All exposed wiring is covered with heat
shrink tubing or liquid electrical tape. A spiral wire
wrap or a flexible plastic conduit is used for extra
protection on all wiring not recessed in the vehicle
body. The electric braking on the vehicle is
modified by replacing the existing stock resistor
(0.01 ohm, 5 W) with a 0.01-ohm, 10 W resistor. The
higher power rating doubles the size of the resistor,
but, more importantly, it increases the surface area
for heat dissipation. During experimentation with
the original electric circuit, the current flow was
observed to exceed 17 amps through the foot-pedal
control switch.
The switch was wired in series with the electric
motors, so the load current to the electric motors
passed through the switch. The high current at 12
volts dc is a minimal shock hazard, but can generate
heat that can lead to thermal degradation of the
plastic and insulator material. The pushbutton
switch installed on the handlebars has a contact
rating of 20 amps at 15 volts dc. Although the
pushbutton switch has a sufficient contact rating for
the observed load current, the circuit is designed to
minimize the load current. A 12-volt dc relay is
used to isolate the load current from the pushbutton
switch on the handlebars. The pushbutton switch
on the handlebar would control the current to
energize the relay. This relay current is measured as
90 milliamps. The low current to the pushbutton
switch improves the safety of the vehicle by
reducing the fire hazard.
The relay has a mechanical life of 10 million cycles,
and the contacts, 100,000 cycles. The rated current is
15 amps at 30 volts dc. The relay is a double-pull,
double-throw relay. The circuitry only required a
single-pull, double-throw relay; therefore, the
Figure 8.1. Modified Motorized Vehicle.
appropriate contacts are connected in parallel to
modify the relay. This modification provides dual
paths through the relay for the load current thus
improving the current carrying capacity of the relay.
An emergency stop switch is installed in the steering
console below the handlebars, facing the driver. The
switch disables the current path to the motors in the
event of a mechanical or electrical failure. A foam
seat is obtained from Ken Whalen of Reliant Rehab,
Milwaukee, WI who provided technical assistance in
product selection and installation of the seat insert.
Velcro is placed on the existing seat and the insert,
which allows the insert to be removed when needed.
The insert provides additional lateral support and
cushion. A four-point harness is added to the seat.
Four guide slots are cut into the seat for harness
strap alignment; two of the slots are located at the
right and left top edge of the seat and the other two
at the left and right lower sides of the seat. The four
straps are inserted in these slots and fastened to the
back of the seat.
The cost of manufacturing is $300, including the
purchase of the commercially available vehicle that
was modified.
92 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

A FISHING ROD AND REEL OPERATED BY ONE

HAND
Designers: Derek Hochstelter and Patrick Winkler
Client: Richard Fessler
Supervising Professor: Prof. Dennis Tronca
Departments of Mechanical Engineering
Milwaukee School of Engineering
Milwaukee, WI 53202-3109

INTRODUCTION
A fishing rod and reel was designed for people with
the use of only one hand. A currently available
fishing reel mechanism was modified to include an
electric motor and a gearing system to be operated
with the same hand with which the fishing line is
cast out into the lake. This fishing rod design is for
freshwater fishing, with the weight of the fish not
exceeding 10 pounds. This design supports still
fishing, trolling and cast-out/reel-in type fishing.
bait cast and closed. The closed reel type was
chosen because it allows for one-handed operation
without restriction.
Several mechanisms were analyzed to assist the
reeling of the line. Two mechanical systems were
considered:
• Winding a spring or set of springs and then
using the wound spring(s) to turn the
spindle, or

SUMMARY OF IMPACT • Turning a thumb wheel, which turns the

A normal fishing rod and reel poses a problem to a
person with the use of only one hand. Current
devices in the market do not address the frustration
and challenge to people with the use only one hand.
A fishing rod and a closed reel assisted by a
permanent magnet dc motor, powered by a 12 volt
sealed lead acid battery, are assembled along with a
motor switch that is mounted on a small platform to
the left of the pole. The finished product will help
the client with an opportunity to pursue fishing
activities.
TECHNICAL DESCRIPTION
The design began with a patent search on fishing
rod and reel designs that can be operated by one
hand. Some designs are found which are meant for
deep-water fishing where the equipment is much
larger and heavier. Our design focuses on still,
freshwater fishing applications. The goal was to
design a lightweight fishing rod and reel (3 to 4
pounds) that can handle fish weighing up to 10
pounds. These criteria were based on a
force/torque analysis on the reel and ergonomic
factors related to arm and finger strength. Instead
of creating a new product, it was decided that
retrofitting a current rod and reel setup was the
most reasonable approach to the problem at hand.
Accordingly, three reel types were considered: open,
spindle through a set of gears.
It was found from experiments involving 300 casts
that the spring-assisted mechanism is not a feasible
option due to the low fatigue life of the springs. The
thumb wheel option is found to be undesirable due
to the high amount of input force required from a
person’s thumb even to achieve a reasonable spindle
speed of 100 rpm. A mechanical system such as that
described above might be utilized as a back-up or
secondary system.
The final design has an electric powered reel-in
mechanism wherein an electric motor turns the
spindle that brings in the line. While the drawbacks
such as added weight of the motor, noise and gear
vibration, placement of a compatible power source
are of concern, driving the fishing reel by means of
an electric motor offers the most benefits by which
the project goals could be achieved. The portable
electric tool market has several attractive options
that could be incorporated into this design.
The selected motor is a permanent magnet dc type
that simplifies power supply requirements due to
speed-torque linearity. Also, it requires less cooling
and less frame size for a given output power.
Several dependant variables, such as speed of the
motor, speed of the fishing reel spindle, current
 Chapter 8: Milwaukee School of Engineering 93

through armature, motor power, motor efficiency

along with independent variables, namely voltage
and torque, were considered in the spreadsheet
calculations to arrive at an optimal motor choice.
The feasible selections were:

• A Maxom 15 watt S-motor (12 V nominal

rating) with 35:1 reduction, 32 mm dia. shaft
and plastic gear head, or
• A Maxom 18 watt RE (rare earth) (18 V
nominal rating) with 33.2:1 reduction, 26
mm dia. shaft and plastic gear head
Due to the non-availability of the above to fit the
senior design project schedule, Maxom 70 watt RE
(18 V nominal rating) with 36:1 reduction, 42 mm
dia. shaft and metal gear head was employed. The
metal gear head weighs 2 lb, whereas the plastic
gear head would weigh 0.5-0.75 lb. The client will
receive the finished product that employs a motor
with plastic gear head in due time.

The nickel metal hydride battery was considered but

eliminated due to its loss of charge over time. A 12-
volt sealed lead acid battery (Guardian, Douglas
Battery Co.) rated at 1.2 amp-hours was selected as it
is a relatively high-density, all-weather unit and is
rechargeable. A momentary switch rated for 3 amps
at 115 volts is mounted on a small aluminum
platform to the left of the pole to accommodate the
frequent on-off cycling of the motor.
Figure 8.2. Modified Fishing Rod and Reel for One- Handed
As mentioned earlier, manual reeling is also
Operation.
incorporated as a back-up mechanism. A roller
clutch is used to couple the motor and input shaft. The tests involving lifting of several loads ensured
When the reel is electrically powered, the clutch is that the design is feasible. The weights as well as
locked; when the reel is manually operated, it slips. the cost of the motor-gear box assembly are of
The motor and reel assembly is as shown in Figure concern. The total cost of the project is $700. A
8.2. The pole is best operated with the reel and rod Maxom 15 watt S-motor with plastic gear head is
assembly upside-down, allowing the operator to placed on order that will be used as a final
balance the weight of the pole assembly with the modification. The modified fishing rod and reel will
hand. The pieces designed to hold the reel and be tested and shipped to the client by the school in
motor are machined from 6061 aluminum. due time.
94 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 9
NEW JERSEY INSTITUTE OF
TECHNOLOGY
Department of Electrical and Computer Engineering
Newark, New Jersey 07102

Principle Investigator:
Stanley S. Reisman (201) 596 3527
Reisman@admin.njit.edu

95
96 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TALK BY NUMBERS
Designer: David Ryan
Client Coordinator: Susan Drastal
Kessler Institute for Rehabilitation
West Orange, New Jersey
Supervising Professor:
Dr. Stanley Reisman
Department of Electrical and Computer Engineering
New Jersey Institute of Technology
Newark, New Jersey 07102

INTRODUCTION play back. Each message can last for up to three

The purpose of this project was to design a
communication aid to enhance the independence of
individuals with severe speech impairments in a
direct and easy way. The device implements a
digital voice recording and playback chip by means
of a micro-controller. Talk by Numbers will do the
same thing as a language board but the user inputs a
series of numbers by switch access or by manual
touch and a pre-recorded message corresponding to
the chosen number will be played through a small
speaker.
SUMMARY OF IMPACT
There are presently a large number of commercially
available communication devices, but many people
surveyed about their electronic communication
devices say that they do not use them anymore
because of their complexity and the frequent need
for repairs. This device is easy to use both during
programming and operation. There are 320
messages available for the user to both record and
seconds, with a total recording time of 16 minutes.
TECHNICAL DESCRIPTION
The unit is delivered with empty memory banks. A
chart must first be constructed linking each word or
phrase to a number (if there are N words or phrases,
they are numbered from 1 to N). Each word or
phrase is programmed by first entering the
corresponding number on the input board (each
number can be up to three digits long), push the
record button, and speak the word or phrase into the
microphone. To activate the machine to speak a
word or phrase, the user simply chooses the key
with the corresponding number.
The device contains a JM-552 micro-controller, an
ISD4004 voice recorder and playback chip and an
LM4860M amplifier. The dimensions of the device
are 6 inches long by 5 inches wide by 3 inches deep.
It weighs 1.5 pounds and is powered by a 9-volt
rechargeable battery.
 Chapter 9: New Jersey Institute of Technology 97

VOICE ACTIVATED WHEELCHAIR CONTROLLER

Designers: Sharon Kukal and Piotr Bilik
Client Coordinator: Susan Drastal
Kessler Institute for Rehabilitation
West Orange, New Jersey
Supervising Professors:
Dr. Stanley Reisman
Department of Electrical and Computer Engineering
Dr. Ronald Rockland
Department of Engineering Technology
New Jersey Institute of Technology
Newark, New Jersey 07102

INTRODUCTION The unit contains an HM2007 voice recognition unit

Persons with quadriplegia can currently control a
motorized wheelchair using a sip and puff or chin
operated controls. A method that may be preferred
by some would be to utilize voice recognition. While
technologies exist for speech recognition in
telecommunications and word processing, the
purpose of this project was to utilize speech
recognition for wheelchair control. The design
resulted in a low cost system interfacing a speech
recognition system and a micro-controller.
SUMMARY OF IMPACT
Persons with quadriplegia that use wheelchairs
often have trouble controlling the motion of their
wheelchairs. Those who have good speech patterns
can use speech recognition to perform control
functions. A device that integrates speech
recognition and wheelchair motion control would be
a great asset for such individuals.
and a JM-552 micro-controller to decode the
information from the voice recognition unit and to
generate the signals to drive the wheelchair. The
voice recognition unit responds to the following
words: go, left, right, stop, and back. These words
are combined into two-word phrases, such as go left,
to increase security and decrease the probability that
the unit will respond to words used in normal
conversation. Two dc motors and a control circuit,
which will control the forward and reverse motion
of the wheelchair, represent the wheelchair motors.
The unit has dimensions of 8x4x4 inches and weighs
2.5 pounds. The cost of the unit was approximately
$350.00.

TECHNICAL DESCRIPTION
The design includes a speaker-dependent voice
recognition system with 20K-word capability. The
unit is powered by the battery included on the
wheelchair. The system is taught by the user to
respond to 20 double-word commands. It
incorporates a throat microphone.
98 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ELECTROCARDIOGRAM
DATA ACQUISITION SYSTEM
Designers: David Graf and Anastasios Verdi
Client Coordinator: Susan Drastal
Kesler Institute for Rehabilitation
West Orange, New Jersey
Supervising Professors:
Dr. Stanley Reisman
Department of Electrical and Computer Engineering
Dr. Ronald Rockland
Department of Engineering Technology
New Jersey Institute of Technology
Newark, New Jersey 07102

INTRODUCTION TECHNICAL DESCRIPTION

Many projects involving patients undergoing
rehabilitation involve monitoring their
electrocardiograms (ECG). This is particularly true
for patients who suffered a neurological problem
such as a stroke or a spinal cord injury. Commercial
units presently on the market are expensive, not
portable, and contain much more than is required
for this application. Therefore, it was decided to
construct an inexpensive ECG acquisition unit
which will also be portable and interface to a laptop
computer so that ECG data can be acquired an
stored easily, quickly, and at any location.
SUMMARY OF IMPACT
Much research has already been performed on the
neurological functioning of rehabilitation patients.
This research usually involves monitoring the ECG
and, up to now, has required the patient to come to
the research laboratory because the equipment was
not portable. This project resulted in a portable,
inexpensive ECG acquisition unit, which can be
interfaced to a laptop PC, and which will provide
the researcher with the ability to collect the data at
any location.
The unit allows for up to 12 channels of ECG to be
acquired and provides for a fiber optic isolation link
between the acquisition unit and the PC. There is
also input capability for four additional signals such
as respiration or blood pressure. The 12 channels of
ECG are amplified and filtered, providing for high
input impedance and high common mode rejection,
and then are input to a 16 to 1 MUX to produce a
single analog signal which is then input to a 12 bit
A/D converter. The parallel output of the A/D
converter is latched and converted to a single serial
data stream, which is then transmitted over a fiber
optic link to a fiber optic receiver. At the output of
the receiver, the PC through the parallel port
converts the signal from serial to parallel to allow
for rapid acquisition. There is also handshaking
between the unit and the PC to control data transfer.
The cost of materials for this project was about
$700.00.
 CHAPTER 10
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

99
100 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

FLOTATION DEVICE FOR A CHILD WITH

CEREBRAL PALSY
Designer: Brandon Floyd
Client Coordinator: Nancy Curtis, Easter Seals Society
Supervising Professors: Drs. R. Rohrbach, S. M. Blanchard
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION product known the Hensinger neck support that is

The family of a three-year-old boy with cerebral
palsy noted the child’s enjoyment of being in the
water. Due to limited motor control, the child has
great difficulty swimming independently. Since
being in the water benefits this child so much, the
family requested a floatation device that meets the
child’s special needs. The goal was to design a safe
device that would keep him afloat, support his neck,
and not restrict his movements.
SUMMARY OF IMPACT
There are many physical and emotional benefits for
a child who can play in the water. The effect of
weightlessness allows the child to take pressure off
of the muscles and joints, which often become tight
due to constant fixed positioning in a wheelchair.
TECHNICAL DESCRIPTION
The design for this device was centered on the
specific client and his older brother. The older
brother’s current physique was used to project an
approximation of the client’s future size and weight
so that the device can be used for more than just one
season. The device was designed after a typical wet
suit used for scuba diving. Neoprene, the material in
wet suit manufacturing, has a buoyant property that
can float the user. A 6.5mm neoprene sheath makes
up the bulk of the device, while a neck rest makes
up the rest. Danmar Products manufactures a
incorporated into the design. The neck support is
made of a thick circular-shaped foam band and
covered in a vinyl coat. This allows the neck support
to be waterproof and contribute some of the
necessary buoyant force. To provide the force
required to float each of the young boys two layers
of the neoprene are used. Webbing is used, along
with ladder lock buckles and adjustable nylon strap
pieces, to give the device form and to hold it in place
next to the body while in use. The Hensinger neck
support is mounted to the device by means of the
same style of webbing and buckles. A heavy-duty
sewing machine was used to sew the two sheets of
neoprene and the webbing together. A local
upholsterer was contracted to do this sewing.
After production of the prototype, two children
were served as test subjects for the device (Figure
10.1). The selected children are of the same age
group but are slightly heavier than the client and his
brother. Both of the test children were successfully
supported in the water by the device and were
floated with their chins, necks, and heads above
water. The weight limit for this device is set at 55
lbs.
The cost of manufacturing this product is $197.53.
 Chapter 10: North Carolina State University 101

Figure 10.1. Flotation Device.

102 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

GO-CART FOR AN ABLE-BODIED DRIVER AND A

PASSENGER WITH A PHYSICAL DISABILITY
Designers: Shashin Paresh Desai, Joshua Tanner Nevill
Client Coordinator: David and Mary Ann Bradley
Supervising Professors: Drs. Andy Hale, R.P. Rohrbach, Susan M. Blanchard
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION
A five-year-old boy, who has spastic quadriplegia
due to cerebral palsy, is limited in the movements of
his entire body. He wanted to be able to ride in a
go-cart like other children his age. A go-cart was
purchased and modified to accommodate this
child’s needs. The existing go-cart seat offered little,
if any support or protection for a child with this
condition. A new seat was designed and fabricated
that incorporated a four-point harness system in
addition to head, body, and side supports. The
harness and support systems are fully adjustable in
order to allow for the client’s growth. In addition to
the seat, an additional steering wheel is incorporated
into the passenger side. The steering wheel has a
soft connection to give the passenger the feeling of
driving while not causing safety problems. The
additional steering wheel is adjustable to allow for
growth.
SUMMARY OF IMPACT
A go-cart that is capable of supporting children with
physical impairments can bring great joy to their
play. This particular child is now able to enjoy the
freedom and thrill of riding around in his very own
go-cart, and because the go-cart is so adjustable, he
will be able to enjoy the thrill for years to come. In
addition, the high adjustability of the go-cart could
allow for other children of all ages and sizes to enjoy
a ride.
TECHNICAL DESCRIPTION
The most important design goal was to ensure that
the go-cart is safe. The harness system uses webbing
and buckles that stand up to automotive safety
standards. The seat belt anchors are made from 1/4"
steel flat. The go-cart chosen has a full roll cage.
Side supports are built in to protect the passenger
from a side collision, and a DOT approved helmet is
included with the go-cart as an added precaution.
The steering wheel is adjustable to prevent injury
from a head-on collision. The seat and all supports
are well padded for both comfort and safety.
Another design goal was adjustability. The seat and
harness system need to be adjustable so that the
client can ride comfortably and safely up to the age
of at least 18. This was accomplished by using
anchors that can be moved between cut attachment
holes. The slots are cut into the back of the seat, and
they are smaller than the anchor pieces so that the
anchor pieces must be rotated 90 degrees in two
different planes in order to slide through the slot.
Under any sort of force, the seat belt will orient the
anchor so that the largest plane is parallel with the
seat back, barring it from coming through the slot.
The side, body, and head supports are composed of
bent metal tubing covered in pads. These are bolted
to the seat and can be adjusted with a wrench. The
steering wheel is adjusted via a push button system
similar to that found on modern crutches. It has a
travel of 24 inches.
The soft connection on the steering wheel is
achieved through the use of a pulley system. A
pulley from the functioning steering wheel turns a
belt that turns a pulley located on the passenger side
steering wheel. This belt will cause the false wheel
to turn with the go-cart, but will not allow the
passenger to override the driver’s steering.
The cost of the finished product is about $580.
 Chapter 10: North Carolina State University 103

Figure 10.2. Client and his Brother in the Go-Cart.

Figure 10.3. Soft Connection to Passenger-Side Steering Wheel.

104 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HOIST TO FACILITATE INDEPENDENT

TRANSFER FROM WHEELCHAIR TO BED
Designer: Natasha Bolick
Engineering Consultant: Andy Slate
Supervising Professor: Dr. Roger Rohrbach
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION side wall. The I beam is supported by two 3-sided

A man who has had lower-level paraplegia for 22
years employs a female caregiver for assistance in
activities of daily living, including wheelchair to bed
transfers. He desired an economical solution for
independent transfer from his wheelchair to his bed
and vice-versa. A lift consisting of a dual hand crank
winch is attached to a trolley that runs on an I-beam
track mounted perpendicular to his hospital bed.
The I-beam is supported by two steel frames on
opposing walls. The client manually transverses
himself along the horizontal track using a wall-
mounted aluminum bar.
SUMMARY OF IMPACT
The client can now independently transfer himself to
his bed. The lift also provides him with upper body
exercise during the winch-cranking process, and
pressure is relieved from his spine as his trunk
weight is displaced somewhat from the lumbar and
coccyx regions of the spine.
The client was not previously able to achieve
independent transfers. His caregiver needed
assistance in lifting him into bed, as the method
previously used (manual lifting of the client) placed
stresses on her spine that exceeded the U.S.
Department Health and Human Services’ limits by
more than 200 percent. Commercial products are
available to remedy this type of situation, but all
require more than one person for operation or cost
over $5000.
TECHNICAL DESCRIPTION
The hoist’s lifting mechanism is a dual hand crank
worm gear puller rated at a 1500 lbf capacity with a
30:1 lift ratio. It is attached to a 1500 lbf capacity
universal I beam mounted trolley. The trolley runs
on an 11 foot track of I beam mounted perpendicular
to the client’s hospital bed, giving it a clearance of 2
in below the 8 ft ceiling and 1 in clearance with each
squared frames on opposing walls, each standing
85.5 inches tall and made of C4 steel channel. The
frames are bolted into the floor (3/4” oak hardwood
flooring, 1/2” composite underlayment) with 3/16”
x 1-1/2” wood screws.
The client can roll his wheelchair under the winch
where a three piece Quick sling (commercially
available, OSHA approved) is attached to a specially
made hook (cold-rolled steel, 7/16” diameter), put
himself in it, and crank himself up for clearance over
the side of his wheelchair using 2.25 lbf operating
force per arm (Barrier-Free Lifts Inc. 1998). He can
then manually transverse himself along the
horizontal I beam track using a padded bar. It
consists of six 1 in diameter aluminum tubing
protrusions, each 4 in long, welded 10 in apart from
the far end of the wall over a span of 6 feet. There is
room at the end of the bar where he will not go since
the bed is not flush to the wall. The “pull bar” for
horizontal traversing is hinged on the wall closest to
his bed. When parallel with the floor, the pull bar
rests 28 inches below the I beam, which has a 2.5 in
clearance under the room ceiling. The pull bar is also
attached by 1/4” nylon rope to two pulleys
mounted on the ceiling so that the client can raise
the pull bar and leave it at the higher height,
effectively moving it out of the way of the caregiver.
ProMechanica in ProEngineer was used to analyze
the most probable areas of failure: the I beam,
horizontal steel channel on the supporting frame,
and the hook for sling attachment. In addition to the
weights of the lift itself, loads of 150 lbf were used to
simulate the client’s weight (currently 135 lbf). The
S4 I-beam, A36 steel, 4.4 in X 7.7 lbf/ft has a
maximum beam bending stress of 268 psi located at
58.5 in from one side of the I beam (halfway between
supporting frames at each end), a maximum
deformation of 0.025 in at 58.5 in from one end, and
a maximum point rotation about the z axis of

0.00758 degrees/ft, resulting in a 0.037 degree
rotation at the center of the I beam. The C4 Channel,
A36 steel used for the frames, has a maximum beam
bending stress of 810 psi where the center of the I-
beam rests on the piece of channel parallel to the
floor and a maximum displacement of .002 inches at
the same point. The hook for sling attachment has a
maximum hook displacement of 0.002 inches on the
end of the hook. The stress in the bend of the hook
exceeded 50,000 psi, but the area was almost
negligible relative to the rest of the hook, which
showed acceptable stress levels. The winch (nylon
web strap worm gear puller) has a lift capacity of
1500 lbf, randomly tested at 3000 lbf, and a lift ratio
of 30:1, requiring The client to place 2.25 lbf on each
handle. The universal I beam trolley is rated at 1500
Figure 10.4. View of Designer Testing Hoist in
Client’s Bedroom.
Chapter 10: North Carolina State University 105
lbf also. While neither is man-rated, the client
consented to use them due to their design,
efficiency, and inexpensive costs relative to man-
rated products.
The final cost of the project was $551.84. The most
expensive parts were the web strap worm gear
puller ($125), the trolley ($115), and the 3-piece
Quick sling from Barrier-Free Inc. ($112). Other costs
are due to steel, hardware, and labor ($35 for
welding). Donations were made in the form of
smaller pieces of steel and labor for installation.
106 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

BICYCLE TRAILER FOR A CHILD WITH

DISABILITIES
Designers: Garrett Robinson
Client Coordinators: Dr. Susan Blanchard, Kat King
Supervising Professor: Dr. G. Baughman, Dr. L. Stikeleather
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION • Be fairly easy to attach to and detach from

A ten-year-old girl with a severe physical disability
and a cognitive disorder was unable to ride a
bicycle. She was also too big to use any of the
bicycle seats or trailers on the market. To overcome
these problems a special bicycle trailer to drag
behind a bike was designed. The trailer includes a
frame, cover, seat, hitch, and tires. The frame
consists of several pieces of tubing welded together
to form a single unit. The other materials, such as
the hitch, tires, and seat, are attached to the frame by
bolts. The trailer connects to an adult size bicycle by
a hitch that involves an assembly of two pieces (rod-
end-joint and clevis). This design has been made to
accommodate the young girl’s size and special
conditions.
SUMMARY OF IMPACT
The bicycle trailer was designed to allow the user to
enjoy the pleasures of riding a bicycle without
having to operate or pedal it. The trailer device was
sized to fit the patient’s dimensions and made to
easily attach and detach from a standard adult
bicycle via a hitch device. The trailer gives the
young girl the opportunity to experience bicycle
rides with her family.
TECHNICAL DESCRIPTION
The major design objectives were that the device:
the bicycle,
• Be safe for the passenger and the bike rider,
• Not interfere with the person who is driving
the bicycle, and
• Be able to hold the passenger’s weight.
The trailer frame (Fig. 10.5) is made of 1" aluminum
tubing with a wall thickness of .065". The frame is
34" wide, 45" long, and has a maximum height of
39". The trailer also has a tongue made of the same
1" aluminum tubing and is equipped with a clevis,
which attaches to the hitch assembly at the rear axle
on the left side of the towing bicycle. There is also a
fiberglass seat attached to two 1.75"x1.75"x3/16"
aluminum angles with four 5/16" carriage bolts.
The seat has a seat belt for safety.
The trailer includes a foot platform lowered about 6”
below the seat. The platform is made of 1"
aluminum tubing and contains six 2" x 3/8"
aluminum flats spaced apart by 1". The cart is
covered with a yellow weatherproof awning
material that adds a nice appearance and increases
safety by keeping the child’s fingers out of the
wheels. Other features of the bike trailer include
two 20" wheels attached to the frame by dropouts.
There are two dropouts per wheel and they are
attached to the frame by 5/16" bolts.

• Weigh less than 45 pounds, The total cost of parts and materials was $684.22.
 Chapter 10: North Carolina State University 107

Figure 10.5. Bicycle Trailer for a Child with Disabilities.

108 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 11
NORTH DAKOTA STATE UNIVERSITY
Department of Electrical Engineering
Fargo, North Dakota 58105

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

109
110 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

CONDITIONING TOOL FOR PERSONS WITH

NERVOUS DISORDERS
Designers: Troy Whitney, Jeremy Zeltinger, David Thomson
Supervising Professor: Dr. Jake Glower
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION The transmitter is a lightweight, low-power,

Some persons who have nervous disorders, such as
severe nail biting or hair pulling, engage in these
behaviors so much that they are unable to function
Vcc Rb Rc
normally, due to having sore and/or bleeding 6V 470k 220
fingers, hair loss, or other problems. To help
condition these individuals to stop biting their nails
or pulling their hair, a tool was desired to provide
Q1
audible feedback when the compulsive behaviors Q2N2222
took place, reminding the user to stop this behavior.

SUMMARY OF IMPACT C1
The device developed in this project is a proof-of- 820p

concept device, which allows researchers in the to

record data pertaining to the number of compulsive
Re
behaviors that have taken place - with and without 200
the audible feedback. It is hoped that these data will
allow researchers to determine the effectiveness of
this or other types of therapy - ultimately helping
individuals to alleviate their behaviors.
C2
331p
TECHNICAL DESCRIPTION .1m R2
C3
The device consists of three separate parts: L1 820p 400

• A transmitter,
• A receiver/micro-controller, and Va

• A liquid crystal display.

The transmitter is similar in size to a wristwatch and
worn on the wrist. Each patient uses two
transmitters, one for each wrist. The receiver is
worn on a collar or lapel, or in some other location
near the patient's head, and has a buzzer to indicate
a “violation”. The LCD is used only by the
researcher for the purpose of retrieving the data
collected, setting the buzzer and resetting the clock.
Since there may be more than one patient being
observed at any given time, the external LCD will
provide overall cost reduction because only one
display will be needed.
Figure 11.1. Transmitter Circuit.
unobtrusive device and small enough to be
comfortably worn on a Velcro wrist strap. The
design is based on a Colpitts oscillator tuned to
produce a 7V p-p sine wave at approximately 1
MHz (with some variation due to component
tolerances). A radio frequency signal was selected
since it is less affected by clothing or hair between
 Chapter 11: North Dakota State University 111

the transmitter and receiver. Through
experimentation, it was observed that having the
transmitter strapped to a wrist improved signal
range since the body acts as an antenna. Powering
the transmitter are two lithium-ion coin batteries
(23mm dia.). Each is rated at 3V and 250mAh, with
typical drain current of 0.2mA and maximum drain
current of 10mA. Each battery is fixed to the
backside of the transmitter board by a 23mm battery
clip.
The receiver detects the RF signal from the
transmitter, amplifies it and determines if a violation
has occurred. The receiver circuitry can be broken
down into four subparts:
• An LC tank,
• A buffer/amplifier,
• A detector / comparator, and
• A PIC.
Separating the buffer from the BJT amplifier is an
AC coupling capacitor. The BJT is configured as a
common emitter amplifier. Biasing is set so that the
BJT is near cutoff, allowing for maximum amplitude
swing of the output, since only the peak value is of
concern.
The receiver operates by detecting the relative
strength of the transmitted signal. At determined
amplitude, a violation is declared.
The first sub-circuit is the LC tank. It is made up of
three components:
• An inductor,
• A capacitor, and
• A trimmer capacitor.
The LC tank is tuned to the transmitted signal
frequency by adjusting the trimmer capacitor. The
output of the Op Amp is a 0 to 300 mV p-p sine
wave. The component chosen was a LT1211 single
supply, low power, 14 MHz GBW precision
operational amplifier. Since the Op Amp is
operating in single supply mode the non-inverting
terminal must be set to a voltage greater than 700
mV. This feature limits the amount of gain that can
be achieved, since the DC bias is amplified along
with the 1 MHz sine wave.
An envelope detector converts the clipped sine wave
to a DC voltage that is then used by the comparator
to determine if a violation has occurred. The
comparator used is a MAX921 single supply, low
power surface mount IC. Hysteresis is needed to
prevent multiple violations triggered by noise or
slight movements. It is accomplished by the
feedback resistor and the two resistors connected to
the non-inverting terminal of the comparator.
The receiver PIC software was written using the
Microchip Assembly Language and is over 2,000
lines in length. The code functionality is broken into

6V

10k
1M
3.3k

6V
4.7k 470k 55k
2 4 8 7 High or Low
1 5
V- 8 V+ 6 Output to PIC
Antenna
0.1uF 10 150k
55k
V+ .01uF V-
7 5 100k 4 7
3 1000pF 2
100k 6V 12k
245pF 100mH 180 .01uF
6V

47k
12k

Figure 11.2. Receiver Circuit.

112 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
six individual software modules:
• Range,
• Timer,
• Data Collection Monitor,
• Analog to Digital,
• Buzzer, and
• Serial.
The Range module provides a software interface to
the comparator hardware. When the comparator
output swings from low-to-high or high-to-low an
interrupt is fired in the PIC. The Range module then
services the interrupt, calling related software
routines to mark the start or end of a violation.
The Timer software module is driven by an external
32.768 kHz crystal and maintains an accurate time
count at 3.9 ms resolution for up to 194 days. This
code also provides a timestamp to the other software
modules during a violation event (start violation or
stop violation).
The Monitor software module accumulates all
violation data. It is activated by the Range module
when the comparator output transitions. When a
violation begins, a call is made to the Timer module
to capture the exact time of the event. That
timestamp is then used to calculate the duration of
the last non-violation. The shortest and longest non-
violations are then updated with the last non-
violation length if needed. When the Monitor is
informed of the end of a violation, the Timer module
is again used to capture the timestamp of the event.
That data is then used to calculate the duration of
the violation, and the longest, shortest, and total
violation times are updated in memory.
The Analog to Digital (A/D) module provides a
software interface for the on-chip A/D converter.
The A/D input is attached to the analog input of the
comparator to monitor the signal strength of the
transmitter waveform. This information is never
used to calculate violation data. It has been
developed to drive a signal Strength Bar Graph on
the Display unit, which has proved useful during
Receiver hardware and software development.
The Buzzer module provides a software interface to
the external piezoelectric horn. Routines are
provided to activate, deactivate and mute the
buzzer. When the buzzer is active and not muted,
an additional on-chip timer is used to chirp the
buzzer on and off. The piezo itself gives a steady
tone, so the PIC output to the buzzer hardware is
toggled at approximately 10 Hz. This high-pitched
chirping has proven more noticeable to observers
than a high-pitched, steady tone.
The final software module of the Receiver PIC is the
Serial Module. It is responsible for all data
communication between the Receiver and Data
Display unit. Commands from the Display are
analyzed for transmission errors using an 8-bit
Hamming Code. This coding scheme allows 3-bit
errors to be detected and avoids the execution of
misunderstood commands. Once a valid command
arrives on the serial line, the Serial Module makes
appropriate calls to the corresponding software
modules to mute/de-mute the buzzer, calculate an
A/D sample, and begin data download or reset the
receiver's violation data.
 Chapter 11: North Dakota State University 113

Figure 11.3. Receiver Unit for Uploading Data.

114 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

Figure 11.4. Base Unit for Uploading Data.


The following test parameters are shown on the
Display:
• Total test time,
• Total violation time,
• Number of violations,
• Longest violation duration,
• Shortest violation duration,
• Average violation duration,
• Greatest time between violations,
• Shortest time between violations,
Chapter 11: North Dakota State University 115
• Average time between violations, and
• Percentage of time spent in violation.
The Display unit is also used to pass commands to
the Receiver to enable/disable the buzzer, monitor
elapsed time or signal strength, and reset the
Receiver. The Display is driven with a Microchip
PIC16C66 micro-controller operating at 4 MHz. The
entire Display device is powered with a 9-Volt
battery.
The cost was approximately $30 for each transmitter
and receiver unit while the LCD display unit costs
approximately $70 each.
116 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MOISTURE DETECTOR
Designers: Paul Melby and Jason Standing
Supervising Professor: Dr. Jake Glower
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION SUMMARY OF IMPACT

Caretakers for people with severe learning
disabilities check the beds of their patients several
times each night for wetness. In order to allow these
patients to sleep better, a device was requested to
allow the caretakers to check for wetness in a less
obtrusive way.
The device is a prototype used for evaluation by the
clients. If it is found to be a comfortable and
effective tool, several more copies will be made.
Hopefully, the ability to let the patients sleep
undisturbed will allow the patients to sleep better,
thus improving their dispositions during the day.
The ability to detect wetness by glancing at a set of
lights will also make nightly rounds quicker and
more convenient.

+5
20cm X 20 cm
Screen 100k
1M +5 +5
10k
Red LED
4.7k (wet)
D Set
+5 LM311 clk Q
+5
1uF
74LS74 Green LED
4.7k (dry)
10k
clr Q

Figure 11.5. Moisture Detector Circuit.

 Chapter 11: North Dakota State University 117

TECHNICAL DESCRIPTION
The design of the moisture detector was broken
down into four components:

• A sensor,
• A filter,
• A display, and
• A power supply.
The sensor consists of two 20cm x 20cm pieces of
aluminum screen separated with a piece of cloth. A
voltage divider powered by a 9V battery detects the
presence of moisture between the screens. A LM311
comparator then converts the variable voltage on the
screen to a 5V TTL signal. This signal then sets a Figure 11.6. Package of the Final Design.
flip-flop.

Once the flip-flop is set, a red LED is turned on,

signaling that the bed is wet and the sheets need
changing. A green LED indicates that the bed is dry
and serves to let the operator know that the sensor is
operating properly.

The overall design is packaged in a 5cm x 3cm x 8cm

plastic box with an on/off switch and a reset switch.
Once the bed is wet, the red LED remains on until
the operator pushes the reset button. This feature
allows the operator to know that the bed has been
wet sometime during the night if, per chance, the
bed dries out.

One problem with this design is that it will only

work if the patient wets the sensor pad. To motivate
the patient to target the pad, the cloth casing was
made of Green Bay Packers materials.
A single 9V battery powers this device and should
have a 6-month life under continuous use. The
Figure 11.7. Sensor Pad Designed to Encourage Hitting
the Pad.
overall cost for the final design is approximately $30
each.
118 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

FORCE SENSOR FOR AN INDIVIDUAL WITH A

PROSTHETIC LEG
Designers: John Berge, Eric Egge, Ryan Warner, Eric Schlippe
Supervising Professor: Dr. Jake Glower, Dr. Dan Ewert
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION SUMMARY OF IMPACT

Difficulty in learning to walk on a new artificial limb
lies with figuring out whether or not one has weight
on the involved limb, and similarly, if one is ready
to lift the prosthetic leg. Biofeedback pertaining to
the weight applied to the limb may help patients
make such judgments more quickly and effectively.
A device was designed to provide audible feedback
regarding force for use by patients with prostheses
working on walking skills with physical therapists.
The device was designed for evaluation by physical
therapists. They will assess the effectiveness of the
sensor used to measure the weight applied to a limb,
and the use of a pitch associated with that force. If
these aspects of the design prove helpful, a useful
tool may be developed to help people with an
artificial limb learn to walk.

+18
+18

10k
20k 51k 10k
LM358
100k
Force 100k 10k
Sensor
39k 51k
LM358
LM358
10k
+18 51k LM358
100k
39k
10k 100k 32 Ohm
100k Speaker
1uF
50k

Offset 10k
Adjust 10k
2N222

Figure 10.8. Circuit for Converting Force to an Audible Tone.


TECHNICAL DESCRIPTION
The Force Sensor consists of three main components:
• The sensor,
• The amplifier, and
• The power supply.
For a sensor, a Flex Sensor strain resistor was used.
This sensor is a 5cm long strain gage, measuring
from 10k Ohms to about 30k when bent. This sensor
is placed on top of an Air 2 insole shoe insert, on
which the patient stands. Resistance for this sensor
placed on the shoe insert results in a reading of
10.36k Ohms with no weight applied to 16.1k with
one Schleiper on the shoe (about 80kg).
The resistance of the strain resistor is converted to a
voltage using a voltage divider circuit. This signal is
then amplified 10x by LM358 amplifiers connected
as an instrumentation amplifier as shown in Figure
11.9. The voltage at the output of the
Figure 11.9. Device Showing the Shoe Insert with the Sensor Attached and the Amplifier/Oscillator Circuit in a
Case.
Chapter 11: North Dakota State University 119
instrumentation amplifier varies by about 0.575V for
a force varying from 0kg to 80kg.
Once amplified, the voltage drives a voltage-to-
frequency circuit. The output for this amplifier is a
0-18V square wave. A 32-Ohm speaker converts this
square wave to an audible tone thorough a 1:1
transformer to remove any DC offset.
The final device is shown in Figure 11.9 where the
insole is shown along with the case containing the
amplifier, oscillator and transducers.
The device runs on two 9V batteries with a life of
about 20 hours continuous use. This life should be
sufficient for the physical therapists to evaluate this
device, for the patient to learn sufficient skills for
walking on the prosthetic limb. The overall cost of
this device was about $70. Several such devices
could be built at low cost should the sensor and
audible feedback prove useful to the therapists.
 120 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

CAMERA FOR PERSONS WITH VISUAL

IMPAIRMENTS
Designers: Brian King, Troy Ronholdt, Tudor Stonescu, Brian Kleinwart
Supervising Professor: Dr. Jake Glower, Dr. Dan Ewert
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION
The aim of this design is to enable a person with a
SANPSHOT
visual impairment to take snapshot pictures. By
way of a digital image sensor, the device will take in
data corresponding to light intensity. After the
device processes this data, an image of the object
will appear on a tactile display with numerous WAIT FOR
A/D
variable pins, in a 'bed-of-nails' fashion. For added
CONVERSION
functionality, the device will have a real-time update
feature.

As this tactile device is currently impractical to

implement, in this iteration of the Camera for GET DATA
Persons with Visual Impairments the focus was
primarily on the image sensor and data processing
portions of the project. A 1x4 grid of pins will be
implemented until such a tactile device is realized.
RULE
FUZIFY
A schematic for the Camera for Persons with Visual EVALUATION
Impairments can be seen in the diagram in Figure
11.10.

SUMMARY OF IMPACT STORE

DEFUZIFY
Ultimately, the Camera for Persons with Visual IN TEMP
Impairments may prove to be a valuable tool,
allowing people with visual impairments to gather

Power Supply Cord

OUTPUT
Output Pixels

Input Wand

STOP

Reset and "SnapShot" switch

Figure 11.10. Casing for the Camera for Persons with
Visual Impairments. A Portable Hand Unit allows the
Operator to Point the Sensor Around While Feeling the
Light Intensity via Four Pixels Placed on a Larger, Less
Portable Unit.
Figure 11.11. Flow Chart for Fuzzy Algorithm.
some idea about what images look like. It may be
use in art galleries, with televisions, and overlooking
panoramas.
 Chapter 11: North Dakota State University 121

This is the second iteration of the Camera for
Persons with Visual Impairments (formerly Camera
for the Visually Impaired). In this iteration, a simple
and effective input device was developed, fuzzy
logic was implemented for interpreting the data, and
stepper motors were used to drive the pixel outputs.
The first two developments were simple and
effective in this iteration and are suggested for
future designs. The stepper motors, however,
required considerable power (> 30W) and were too
large for expansion o to larger arrays. It s
recommended that a third iteration be implemented,
therefore, before increasing the resolution of this
device.
TECHNICAL DESCRIPTION
The camera for the Visually Impaired was divided
into four sections:
• A sensor,
• A processor,
• Actuators, and
• A power supply.
The sensor consists of four photovoltaic cells placed
in a pinhole camera providing a resolution of four
pixels. The output of the sensors drives four AD626
instrumentation amplifiers, which generate a 0-5V
output. A 6812-evaluation board reads this analog
signal.
Once the pixel intensity is read by the 6812, a fuzzy
algorithm, shown below, determines the proper
pixel height.
Sixteen outputs from the 6812 then drives four
stepper motors so that the height of each pixel is
proportional to the light shining on the
corresponding sensor.
While this device works fairly well, a third iteration
is warranted before delivery to a person with sight
disabilities. First, the overall cost is high, at $725.
Half of this cost was due to using a 6812-evaluation
board; cost could be significantly reduced by using a
different processor. Second, the device consumed 37
Watts, primarily due to using a transistor switch. An
H-bridge amplifier is recommended for future
designs. Finally, a CCD camera would be preferable
to a bank of photovoltaic cells and recommended.
With these changes, the design presented here may
result in a user friendly and useful tool for persons
with visual impairments.

AD626 +12 +12 +12 +12

Photovoltaic A B C D
10 10 10 10
Sensors A/D #1

1k 1k 1k 1k

A/D #1

To Stepper Motors
6812 EVB Phase A, B, C, D

A/D #1

Pinhole
Camera A/D #1

Figure 11.12. Circuit for the Camera for Persons with Visual Impairments.
122 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ULTRASONIC CANE
Designers: Jim Conrad, Michael Frey, Paul Davis
Supervising Professor: Dr. Jake Glower, Dr. Dan Ewert
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION
People who are visually impaired typically have
difficulty detecting the presence of obstacles while
walking. Typically, a cane is used, which has
several disadvantages. First, the cane only detects
the presence of obstacles about 1 meter away from
the operator, i.e., the length of the cane. Further,
some individuals wish to avoid their obvious
marking as being visually impaired associated with
the use of white canes.

In order to alleviate these two problems, a device

was designed to:
Figure 11.13. Flashlight Casing to Make the Ultrasonic
• Allow the operator to detect the range of Cane Less Conspicuous.
obstacles ahead from 0.1 to 10m away,
.
• Signal to the operator the range to these
obstacles, and • A sensor,

• Be inconspicuous during use. • A voltage-to-frequency converter,

SUMMARY OF IMPACT
The device built is the ninth iteration of the
Ultrasonic Cane. Ideas incorporated in this iteration
include:
• The housing of the sensor in a flashlight
casing (see Figure 11.14) rather than on a
cane,
• An actuator, and
• A power supply.
The sensor consists of a Senix Ultra U ultrasonic
range sensor. This sensor is programmable to
output 0-5V for obstacles ranging in distance from 0
to 2m through 0 to 30m. For this application, the
sensor was programmed for 5V output at 3m.

• The use of a relay to chatter at different
frequencies to report the range of an
obstacle to the operator,
• The buzzing of the relay felt by the
operator's hand while holding the device
With feedback from a user with a visual impairment,
the practicality of each of these innovations can be
assessed. If they are effective, reliable, easy to use,
and represent improvements on previous designs, a
more useful device may be developed.
TECHNICAL DESCRIPTION
The ultrasonic cane consists of four main
components:
Once the range information is converted to a
voltage, an LM331 voltage-to-frequency converter
turns the signal into a 1Hz to 30Hz square wave
using the circuit shown in Figure 11.14.
The LM331 has an open-collector output, allowing a
15V relay to be connected directly to the output as
shown. A mechanical relay was used so that the
1Hz to 300Hz square wave produced a "click" the
operator could feel, the electrical properties of the
relay being purely incidental for this application.
This relay is externally mounted so that the operator
can place his/her thumb directly on the relay to feel
the vibration. This also helps facility replacement of
the relay, which, with a rated life of 10 million
 Chapter 11: North Dakota State University 123

cycles, should only last for about 60 hours of
continuous use.
Powering the unit are four 9V batteries connected to
a 5V regulator and a 15V DC-to-DC regulator. All
tolled, the unit draws about 1.7W, giving the unit a
battery life of about 3 hours of continuous use.
advantages of this design were the placement of the
unit in a small hand-held case and the use of a
digital output. Its shortcomings however, are power
consumption at 1.7W and high cost at about $500
per unit. If these features prove to be useful to the
operator, designers may address these two
shortcomings in future iterations.

Several new concepts were incorporated into this

iteration of the ultrasonic cane. The main

+5
+15

3
Vin

Senix Ultra-U
Ultrasonic Range
LM331
3
Sensor Fout
Relay

5 4

1M
12k 100k 1uF

0.01uF 47

Figure 11.14. Circuit for the Ultrasonic Cane.

124 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

EMG TELEMETRY
Designers: Michael Amundson, Todd Walstad, Ourania Koukousoula,
Supervising Professor: Dr. Jake Glower
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION
One of the more difficult things for persons with
severe physical and learning disabilities to learn is
how to control their arms and hands for functional
tasks such as turning on a light switch or holding a
glass.

In this project, a device that provides biofeedback to

the operator, reporting whether a certain muscle is
firing or not, was designed. The aims of the design
are to:

• Measure muscle EMG activity,

• Produce some form of feedback (light or
sound) according to the muscle activity, Figure 11.15. Receiver Circuit for the EMG Sensor.
• Be small and non-intrusive,
• Be easy to operate, and • An output display, and

• Use radio telemetry to avoid the possibility • A power supply.

of tangling the operator in the attached
wires.
SUMMARY OF IMPACT
It is unclear at present whether a light or a speaker
will be more effective in signaling to the operator
that a certain muscle group is firing. Using this
device, therapists working with people who have
motor skill problems may be better able to assess the
merits of using biofeedback in this way.
Since biofeedback has proven to be a valuable tool in
many areas, it is hoped that it will also prove to be a
valuable tool here as well.
TECHNICAL DESCRIPTION
The EMG Wireless Transmitter can be divided into
six parts:
• A sensor,
• An amplifier,
• A transmitter,
• A receiver,
For the sensor, EMG patches are used. These
patches are placed on the patient's skin directly over
the muscle to be monitored. If attached well, these
sensors will typically output 1 to 3mV AC signals
corresponding to the EMG signals produced by the
muscles.
Once muscle activity is detected, a pair of AD626
instrumentation amplifiers is activated. These
amplifiers amplify the signal by 1000, low-pass filter
the data to remove noise, and half-wave rectify the
EMG signals. An envelope detector and low-pass
filter then converts the EMG activity to a 0 to 5V
signal that is nearly constant for constant muscle
activity.
To transmit this data, AN modulation on top of a
1MHz carrier is used. An LM331 converts the 0-5V
signal from the amplifier to a 1kHz to 3kHz square
wave. This square wave modulates a 1MHz square
wave using a transistor as shown in Figure 11.16.
The collector of the transistor is then attached to a
10cm wire, which acts as the antenna.
 Chapter 11: North Dakota State University 125

The receiver circuit uses a commercial portable MA
radio tuned to 1MHz. If audible biofeedback is
desired, the frequency heard on the radio
corresponds to the amount of muscle activity. If
visual feedback is desired, however, the circuit is
connected to the earphone jack of the radio. This
circuit uses the zero-crossings of the radio to power
a LM331 chip configured in a frequency-to-voltage
mode. The output voltage ranges from 0V to 5V.
This voltage then drives a voltmeter with an LED
bar chart display.
While conceptually this project has promise, another
iteration may be required before it is ready to
deliver to the customer. First, the overall cost of
each sensor/transmitter/receiver circuit is rather
high, at about $250 per unit. Second, the transmitter
has a range of less than 3m. While this keeps the
device within legal limits from an FCC standpoint,
an improved transmitter with a range of 10m would
be more useful and still meet FCC requirements.

+6

0.03
+6 +6
uF
EMG Patches 7 3
Vin Fout 1MHz
Xtal
100k 1
x100 x100 0.1 LM331 1k
4 4 uF 2
3 3
2 2 100k
0.003 0.47 +6
3uF uF 1uF
2 5 8
1k
18k

47k

Figure 11.16. Transmitter Circuit for the EMG Sensor.

126 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 12
NORTHERN ILLINOIS UNIVERSITY
Department of Electrical Engineering
DeKalb, IL 60115

Principal Investigators:
Mansour Tahernezhadi (815)-753-8568
Xuan Kong (815)-753-9942

127
128 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WIRELESS COMMUNICATION DEVICE

Designers: David Glavach, Julie Xia, and Jason Foster
Supervising Professors: Drs. M. Tahernezhadi, X. Kong
Department of Electrical Engineering
Northern Illinois University (NIU)
DeKalb, IL 60115

INTRODUCTION
This design is for individuals who have trouble
speaking. The device allows the user to press one of
four pushbutton switches to play a pre-programmed
command to a caretaker in an adjacent room. The
device is wireless and mobile. It consists of a FM
transmitter and receiver. The transmitting unit
transports digital data corresponding to a pushed
switch from one MC68HC711 microprocessor to
another MC68HC711 on the receiving side. The
decoded received command is then displayed on a
liquid crystal panel.

SUMMARY OF IMPACT
A portable wireless transmitter-receiver set serves as
a convenient means to inform a caretaker in a
remote location of a patient’s needs. The user selects
on or four pre-recorded messages by pushing a
button. The receiving device translates the message
for display on an LCD panel. The portable wireless
transmitter/receiver LCD display unit may meet
needs of individuals with speech difficulties. It is
especially appropriate for use by those with limited
finger movement.
TECHNICAL DISCRIPTION
The main design requirements for this project were
that it be:
• Portable and wireless for the patient to
communicate pre-selected desired requests
to a remote caretaker; and
• Microprocessor-based for programmability
such that desired commands could be
displayed.
The wireless transmitter system consists of a power
supply, a MC68HC11 microprocessor, a MC2833
low power FM transmitter chip, and 4 push button
switches. The FM transmitter uses Frequency Shift
Keying (FSK) with a carrier frequency of 49.8 MHz.
Data from the programmed M68HC711 modulates
the carrier at a baud rate of 300 bits/s. A low baud
rate is used for improved transmission accuracy.
Figure 12.1. Wireless Command Displaying Device.
The micro-controller code is designed to input 128
different possible combinations and sends any
combinations serially to the FSK transmitter. The
sampling rate is 16 times faster than the input rate.
An 8 MHz crystal is used for the micro-controller
clock; it can be programmed during initialization of
the code for controlling the speed of the controller.
A LM317 is used as a voltage adjustable regulator
with two external resister components to range the
voltage. This circuit allows a constant 5 volts DC to
the system and is powered by a common 9-volt
battery. The range of the supply could be adjusted
by the potentiometer, which could runs from 0.7
volts to 7.1 volts. The power consumption of both
transmitter and receiver systems is 51.6 mA @ 9
volts or 466 mW. The regulator limits the internal
current and thermal shutdown so the circuit will not
receive unnecessary spikes to cause a blowout.
The FM transmitter chip is a Motorola MC2833 low
power transmitter. It contains a microphone
amplifier, voltage controlled oscillator, and two

auxiliary transistors. The transmitter unit generates
its 49.8 MHz carrier signal using a 16.605 MHz
crystal (the circuit triples the crystal frequency at its
third harmonic). The desired command data
provided by the microprocessor modulates the
carrier using an internal variable reactance. This
variable reactance shifts the frequency of the
oscillator circuit in proportion to the input
producing the frequency modulated (FM) signal.
The receiving system consists of:
• A power supply,
• A mc3335 low power narrow-band fm
receiver,
• A m68hc711 microprocessor, and a
• A liquid crystal display unit.
Figure 12.2. Internal View of Transmitter (Tx) and Receiver (Rx) Units.
Chapter 12: Northern Illinois University 129
The microprocessor code for the receiver accepts an
8-bit signal from the RxD port. The RxD port is at a
constant high (IDLE) until a start bit is received. The
start bit is a logic 0 bit. The proceeding 8 bits are
automatically assumed to be data followed by a stop
bit (logic 1). When the receiver data register flag
(RDRF) is set, the data are automatically sent to the
MC68HC11’s SCDR register, where they are
subsequently loaded into an accumulator for
processing. The accumulator data are then tested to
identify which ASCII code needs to be sent to the
LCD panel for final display.
The final cost of the project was approximately $460.
130 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
WIRELESS SMOKE ALARM DETECTOR FOR
PERSONS WITH HEARING IMPAIRMENT
Designers: D. Zabel
Supervising Professors: Drs. D. Zinger, M. Tahernezhadi, X. Kong
Department of Electrical Engineering
Northern Illinois University (NIU)
DeKalb, IL 60115
INTRODUCTION
The objective of this project was to provide a
convenient means by which a person with a hearing
impairment can detect smoke in a household. The
device detects smoke and sends a signal to a
transmitter, which in turn transmits a signal to a
receiver. The receiver then activates a vibrating unit
and a light emitting diode. The device works off of
both AC and DC. Thus, in the case of a power
outage, the DC circuit will take over and keep the
system running. The vibrating unit may be placed
in a bed or in a chair. A light emitting diode is
activated simultaneous with the vibrating action,
indicating that smoke is present. The vibrating unit
can be made portable so that the user may feel
secure in all areas of a building.
SUMMARY OF IMPACT
A smoke detecting device that is able to sense smoke
and alert a person by means other than sound is
essential for individuals with hearing impairment.
Upon detection of smoke, a vibrating unit and a
light emitting diode are activated to alert the user of
impending fire danger. This enhanced smoke
detector may enhance the user’s sense of
independence and security.
TECHNICAL DISCRIPTION
The main design requirements for this project were
that it:
• Be able to alert a hearing impaired
individual at all times,
• Be portable,
• Have high reliability, and
• Be low cost.
A smoke alarm is to be activated, sending a signal to
a transmitter that produces an RF signal at 300MHz.
This frequency would then get picked up by a
receiver that then activates a vibrating unit
implemented by a motor. This vibrating unit could
be a bed, pillow, chair, bracelet, etc.
The transmitter could be retrofitted to already
existing smoke alarms and the receiver/vibrating
unit could be placed anywhere in the house or
business. This allows the consumer to have a
portable detection unit. In order to simplify the
design process, the alarm system was divided into
component sections. Each section was designed
individually while keeping in mind how it would be
interfaced with the others. The components are as
follows:
• A smoke alarm to detect smoke and send a
signal to the transmitter,
• A transmitter which, when activated, sends
a 300MHz signal to the receiver,
• A receiver that receives a signal from the
transmitter and then activates the vibrating
unit, and
• A vibrating unit which, when activated by
the receiver, vibrates a motor.
A standard smoke alarm manufactured by First
Alert was selected. The transmitter connects to the
smoke alarm with positive and negative wires.
These connections are made at two points. While
one point is at positive 9V at all times, the
transmitter waits for the second point to close via a
transistor switch. This is accomplished when smoke
is detected such that the smoke alarm supplies a
signal to the gate of the transistor.
The transmitter and receiver are manufactured by
Ming Microsystems. The transmitter consists of a
TX01 12 bit encoder mother board and TX-99 300
MHz RF transmitter board. The receiver consists of
RE01 12-bit decoder and RE-99 300 MHz AM
receiver. TX01 and TX-99 are ideal for almost any

application needing a wireless control system.
When used with RE-01 or RE-99 receiver, the TX-01
offers 4 bits of data providing up to 16 different
codes. 8 bits of address ensure that data sent from
the transmitter/encoder are passed on to the RE-01
data outputs, and all stray data are rejected. The 8-
bit address also allows up to 256 individually
addressed receivers to be used with a single
transmitter.
The vibrating unit is a super small DC motor used in
pagers and cell phones; it was supplied by Marlin P.
Jones & Assoc. Inc. It is equipped with an off-center
weight on the motor shaft, which provides the
vibration. The unit is rated at 1.3 VDC with 110mA
maximum draw. These parameters produce an
output of 6000 RPM, which creates a significantly
noticeable vibration.
The transmitter, operating on a 9 V battery, receives
a coded signal from the encoder and uses this signal
to modulate its 300MHz carrier. The TX-99 has a
loop trace antenna on board and does not require
the addition of a wire antenna. In the case of the RE-
Figure 12.3. Smoke Alarm and Transmitter Unit.
Figure 12.4. Receiver and Vibrating Unit.
Chapter 12: Northern Illinois University 131
01, the incoming code is a 12 bit serial format. This
code must be checked to ensure that the first 8 bits
(address bits) match the address of the decoder I.C.
This is the HT12D decoder I.C. found on the RE-01
decoder motherboard. If the incoming 8 bit address
is correct, the last 4 bits of the 12 bit code are passed
on to the data outputs of the RE-01, and the Valid ID
relay closes and remains closed until the incoming
signal is no longer present. The 4 data bits latch and
remain in the state to which they were set by the last
transmission, until they are changed by the next
transmission. The RE-99 receiver, powered by a 12 V
battery, is an LC-based 300MHz AM RF super-
regenerative receiver board. It is ideal for almost
any application needing a wireless control system.
The RE-99 requires a wire antenna (using 22 gauge
wire cut to 9.36”, 1/4 wave) for optimum operating
distance in excess of 50 ft. The complete unit
consisting of smoke alarm detector, transmitter,
receiver, and vibrating pager is shown in Figure
12.4.
The total cost for this project was $66.
132 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 13
RENSSELAER POLYTECHNIC INSTITUTE
Department of Biomedical Engineering
110 8th Street
Troy, New York 12180-3590

Principal Investigators:
Allen Zelman (518) 276-6548

133
134 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MANUAL OR POWER-ASSIST COMPUTER KEY

STRIKER FOR PERSONS WITH QUADRIPLEGIA
Designers: Benjamin Guikema, Sarah Schubert, Ben Swilling, Jimmy Varghese, Erin Yund, and Justin Yee
Clinical Coordinator: Jim Luther, BS, Center for the Disabled, Albany, NY
Supervising Professor: Allen Zelman Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute
Troy, NY 12180-3590

INTRODUCTION adjustable, for use at a distance that allows the user

A chin-stick key striker was designed for persons
with quadriplegia who are also non-vocal. It may
also be useful as a backup to voice recognition
computer interfaces for individuals with
quadriplegia who do have the use of their voice.
This assistive device was designed to be lightweight,
unobtrusive and comfortably worn.
SUMMARY OF IMPACT
For some persons with quadriplegia who are do not
have the use of their voice, communication via
computer is essential. This device allows the user to
strike computer keys using only the muscles of the
head and neck. Many commercially available
devices use a padded helmet with a bent aluminum
rod attached to the top for striking the keys. This
previous design has adverse characteristics:
• It tends to dominate the user’s appearance,
• The rod obstructs the client’s view of the
keyboard and the view around the user,
• It tends to be heavy and may be uncomfortable,
and
• The user may stress his or her neck muscles
when providing the bobbing motion required to
strike the keys.
The chin-stick key striker, however, fits like a pair of
eyeglasses. The rod is attached to the chin so it does
not obstruct the view of the keyboard. The device is
lightweight, so the user is less likely to fatigue. The
users and special education teachers who requested
the project have responded favorably to the manual
chin-stick key striker and power assisted chin-stick
key striker.
TECHNICAL DESCRIPTION
During use, the keyboard is placed at a comfortable
18" from the user’s face. The chin-stick key striker is
to see the whole keyboard comfortably. The user
looks directly at the key being struck, then provides
motion to strike the key either by 1) a manual key
striker using a forward motion of his or her head or
2) a power-assisted striker using a puffer switch to
activate a solenoid that moves a pin to strike the key.
In either case, the user finds and strikes the
computer key primarily applying a vertical and
horizontal motion of his or her head within a plane.
Two computer key strikers, a manual striker and a
power-assisted striker, were fabricated using the
same chin-ring, eyeglass frame to support the key
striker. A piece of straight, brass tubing is rigidly
attached to a padded chin-ring. Temple straps curl
around each ear, like eyeglasses, and hold the chin-
ring in place. The assistive device is secured to the
user’s head with fitted temple straps, which are
further secured by a thin, elastic eyeglass strap
connection at the rear of the user’s head. The brass
tubing is rubber tipped.
In manual operation, the user provides forward
motion of his or her head to strike the key. During
power assist operation, the user locates the key,
points the brass tube within ¼" of its surface and
activates a puffer switch. Two solenoids force the tip
of a photographer’s cable release to strike the key. In
either mode of operation, the user finds and strikes
the computer key with minimum motion of his or
her head, and the user always has a clear view of the
keys.
The chin-ring and temple straps are made with 12-
gauge galvanized steel bale wire; the wire is joined
together by brazing. Every piece is shaped directly
on the client, and then is brazed. Bale wire is used
for its combination of rigidity and malleability.
Temple straps are brazed to the oval chin loop. Two
wires, bent to 45o at one end, are brazed on each side
of the oval ring. These wires are attached with

epoxy, 2.5" below the chin-ring, to 10" long, 5/32"
OD, brass tubing. This bond is then shrink wrapped
for appearance and added strength. The end of the
striker is a 10" long, 3/32" OD, brass tubing, which
slides inside the 5/32" OD brass tubing; this allows
the length of the striker to be adjusted. Hot glue
applied to the overlap of the two brass tubes firmly
holds the correct length of the striker; reheating the
glue permits readjustment of the striker length. The
tip of the brass tubing key striker is covered with a
rubber cap to minimize slip on the keys. Upon
finishing the fit to the client, the chin-ring is
wrapped with moleskin strips and the temple straps
are shrink-wrapped for comfort. An elastic strap,
one commonly used for eyeglasses, keeps the fit
Figure 13.1. Rear View of Power Assisted Chin-Stick Key Striker.
Chapter 13: Rensselaer Polytechnic Institute 135
snug to the user’s head.
For the power-assisted striker, two solenoids are
used to apply force to a photographer’s camera cable
release. The solenoids are placed in a box and bolted
to an adjustable desk lamp arm. The 12-volt battery
provided by the client’s wheelchair powers the
solenoids. A puffer switch completes the circuit of
the solenoids and battery. At one end, the cable
release is fixed to the solenoids in a box and at the
other end, the cable is fixed to the tip of the brass
tubing. The client points the brass tubing to within
¼" of the desired key and provides a puff; the
solenoids drive the striker and depress the computer
key.
136 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

Figure 13.2. Front View of Power Assisted Chin-Stick Key Striker.

 Chapter 13: Rensselaer Polytechnic Institute 137

Figure 13.3. Full View of Manual Chin-Stick Key Striker.

Figure 13.4. Side View of Manual Chin-Stick Key Striker.

138 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ASSISTIVE DEVICE FOR MAINTAINING

ATTENTION OF COGNTIVELY AND HEARING
IMPAIRED CHILDREN
Designers: Chin-Loo Ching, Andria Pavelski, and Sherry Jill Prucnal
Client Coordinator: Cindy Vitale, OT, and Jen Thrane, OT, Pinewood Center, Troy, NY
Supervising Professor: Dr. Allen Zelman, Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute
Troy, NY 12180-3590

INTRODUCTION attend sufficiently. This device helps the child regain

A device was constructed for a child with cognitive
and hearing impairments. The child has a short
attention span. An assistive device is needed to help
her to focus on the hands of the Occupational
Therapist (OT), who is teaching her sign language.
The assistive device provides both visual and loud
auditory stimulation.
The device was designed and fabricated as a small
unit that fits on the palm and wrist of the OT's hand.
On the palm are bright green and red lights and an
activation switch. On the wrist is a box containing
batteries and a circuit board; a recorder and
microphone are mounted on the cover of the box.
The device is activated with motion from a single
finger on the hand on which the device is placed.
When activated, the red and green lights shine
brightly and prerecorded music is played for a
period of between 0 and 20 seconds. Using the
microphone on the device, the music can be changed
an infinite number of times by recording a new tune
over the old one. The light and music stop
automatically after a period settable by the OT, but
not longer than 20 seconds. The user depresses a
single button to activate both the light and sound
circuit. There are switches on the control box that
allow the OT to either switch the music off and use
the light only, or switch the light off and use only
music.
SUMMARY OF IMPACT
While teaching sign language to a child who is both
hearing impaired and cognitively challenged, the
child's attention span is often too short for her to
attention to the lesson at hand. When the child loses
attention to the lesson, the OT activates the device;
the music and red and green lights help attract
attention back to the lesson. This device could be
adapted to other learning tasks.
TECHNICAL DESCRIPTION
A plastic box (2 ¾" x 3 ¾" x 1 ¼") contains the circuit
board, battery pack and single pole, single throw
button switches (both momentary and permanent).
A small microphone and a 2-inch-diameter speaker
are mounted on the box cover. The box is held
closed, and also held to the OT's wrist, by Velcro
straps. The child seems to like the color red, so red
LEDs and a green LED for contrast were positioned
around the activation switch, which rests in the
palm of the OT's hand. A schematic of the circuitry
is shown in Figure 13.6. When the activation switch
in the OT's palm is pressed, both the sound and light
are turned on for a predetermined amount of time.
The play/record circuit then outputs a signal to a
speaker and also an operational amplifier, which
stabilizes the signal to suit the LEDs. The device
produces music at approximately the same intensity
as that of the music recorded; this feature allows the
OT to change the music to suit the needs of the
child. A 20-second tune or instruction can be
recorded by activating the record switch on the box
and recording the sound at the desired level. The
activation switch is attached to the OT's hands by an
adjustable Velcro strap. Four AA batteries power the
device. The device is covered with bright colored
paper.
One unit cost approximately $60.
 Chapter 13: Rensselaer Polytechnic Institute 139

Figure 13.5. Fully Assembled Device on OT's Hand.

Component Unit
Palm Unit

op-amp
470 Ohm 30mOhm sound switch
LED's mic Play/
rec. switch Record
Sound speaker
Circuit

on switch

4 AA Battery Pack

Figure 13.6. Circuitry of Unit.

140 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

RACETRACK WITH RAILS, MULTIPLE PATHS

AND REMOTE CONTROLLED CARS FOR
CHILDREN IN WHEELCHAIRS
Designers: Curtis Bradley, James Hall, Abdul Muta'Ali Muhammad, Joanna Rentes, Amir Saed, Bengi Selcukoglu and Jason
Zitzka
Clinical Supervisor: Amy Blackburg, M.S.E., Pinewoods Center, Troy, NY and Jim Luther, BS, Center for the
Disabled, Albany, NY
Supervising Professor: Allen Zelman, Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute, Troy, NY 12180-3590

INTRODUCTION around the racetrack in the forward or reverse

This racetrack was designed to assist children who
use wheelchairs in playing with a remote controlled
electric car. Multiple electric cars can be used
simultaneously on the racetrack. Thus, use of this
racetrack could encourage children of different
physical and mental aptitudes to play together. The
racetrack has guardrails to prevent cars from leaving
the racetrack. Cars are always in view of the user.
The cars can be operated at their normal speed
without fear of the car injuring someone by collision
or tripping a walking person. Since the car cannot
leave the racetrack, it cannot become stuck under a
piece of furniture, which would require assistance in
placing the car back on the racetrack. Thus, this
racetrack offers enhanced independence for children
in wheelchairs. The racetrack was tested with
several cars operating simultaneously on the
racetrack. Collisions between cars did not damage
them. The child has a choice of different paths
through which to guide the car including an oval
and figure eight. The racetrack is designed to be
lightweight and modular, quick and easy for
assembly-disassembly, and convenient to store. The
racetrack is designed with a wooden road to permit
use on any surface: carpet, grass, linoleum etc.
direction. The direction of the cars can be changed,
much to the delight of the children. Three cars may
be used on the racetrack at one time. Even children
waiting to steer the cars seemed entertained.
TECHNICAL DESCRIPTION
The racetrack is made out of one 4’ by 8’ sheet of ¼"
Luaun, a synthetic wood. The racetrack was drawn
on the Luaun and cut with a band saw. The
components are as follows:
Arc: The outer radius of this piece is 20” and the
inner radius is 13”. There are four of these pieces
(two pairs). Each pair makes up the round portion of
the oval shaped racetrack.
Rectangle: Each of the two rectangular pieces is 20”
by 7”. In the racetrack layout, these are the straight
areas on the sides of the oval shaped racetrack.
Transition: These pieces have a portion that is 7”
wide and 18” long, with a curve continuing 11” into
the piece before becoming straight for 9”. There are
four of these pieces. They serve as transitions from
the curve of the oval to the figure eight portion of
the racetrack.

SUMMARY OF IMPACT Cross: There is one piece in the center of the

Children who use wheelchairs need toys that will
help improve their coordination skills and attention
spans, as well as provide entertainment. A group of
ten children in wheelchairs were seated around the
racetrack, which lay on the floor. By using the
remote control to operate the car, children were able
to steer cars around the racetrack. The racetrack is
designed with a sufficiently large radius so that
actual steering is not essential for directing the car;
contact with the wall of the racetrack forces the cars
racetrack that is shaped like an “X”. This piece is
actually two halves of the “X” permanently
combined. Each straight portion has a length of 30”
and a width of 7”. The angle of the X is such that the
inside corners of the X are 9” and 12” respectively.
The purpose of this piece is to provide a crossing for
the branches of the figure eight.
Railing: The railing goes around the inside and
outside of the entire racetrack. The railing is made

out of plastic corner molding that is 4" high. Corner
braces, 51 mm, are bolted to the Luaun to support
Figure 13.7. Close-Up View of Racetrack.
the corner molding. Half-inch-wide, adhesive-
backed Velcro is attached to the corner braces and
the plastic corner molding to hold them together. To
increase the modularity and stability of the
racetrack, corner braces are placed at the end of each
piece and directly next to the next piece of racetrack.
Figure 13.9. Racetrack on 4’X 8’ Plywood.
Chapter 13: Rensselaer Polytechnic Institute 141
The racetrack is held together with pieces of Velcro
attached to the corner molding on both ends of each
Figure 13.8. Schematic of Track Paths.
piece of racetrack.
Setup: With the racetrack fully assembled, the
junction between each two-piece connection of
racetrack is marked with a unique identifying letter.
For setup, a piece of racetrack is placed on the floor,
and then the next piece is attached to it by using the
matching letters at each end of the racetrack. The
pieces are joined using the Velcro at each junction of
the racetrack.
142 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

A PORTABLE SCALE FOR AMBULATORY, OBESE

PATIENTS WHO MUST REMAIN AT HOME
Designers: Winson George, Peter Gregg, Serge Rigaud, Sara Schubert, Deborah Sigel, Salimani Bah-Traore and Justin Yee
Clinical Coordinator: Jim Luther, BS, Center for the Disabled, Albany, NY
Supervising Professor: John Szczesniak, MS and Allen Zelman, Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute
Troy, NY 12180-3590

INTRODUCTION Because the scale and components weigh less than

A potable scale was designed to facilitate weighing
of obese patients by healthcare professionals who
provide in-home care. Generally scales that
accommodate obese persons are too large or heavy
for the home healthcare professional to carry on his
or her rounds from house to house. This portable
scale is designed to be a light weight and low cost
scale to be transported by car and utilized for
monitoring the weight of persons confined to their
homes, especially very heavy persons.
30 lb., they can be easily transported on a suitcase
dolly or carried by hand. The portable scale has the
additional benefits of incorporating easily replaced
or repaired bathroom scales and an indestructible
platform. The 9-volt alkaline battery should last one
year. The platform surface provides safety for the
patient with its step height of only two inches and
its non-slip, large surface. In the future, the three
LED displays could be combined into a single
display for added simplicity and accuracy.

The portable scale is designed to weigh persons up TECHNICAL DESCRIPTION

to 700 lb. to within ± 0.5%. To increase portability,
the platform of the portable scale is made to be
carried separately from the weighing mechanism.
The weighing mechanisms are three ordinary, 9-
volt, battery operated bathroom scales aligned in
parallel to distribute the weight evenly among them.
The scale zero and weight LED display are removed
from each scale, attached to a six foot cable and
mounted in a single plastic, electrical control box. A
calculator is fixed to the top of the control box,
providing the means for simply and accurately
totaling the weight of the three LED displays.
To operate the scale, one places the three bathroom
scales on a hard surface and plugs them into the
control box. The platform is placed on top of the
bathroom scales. The health care professional
pushes the zeroing button of the control box and the
patient steps on the platform. When the three LED
displays indicate weight, the numbers for each LED
display are summed using the calculator.
SUMMARY OF IMPACT
This portable scale appears to fit the requirements of
the health care professional who must visit patients
confined at home. Its 750 lb. weight limit is
adequate; the platform could be easily expanded to
include a fourth scale and a 1000 lb. weight limit.
The platform is constructed from aluminum, ¼"
plate, cut 40" X 15". The aluminum plate is diamond
faced on one side and smooth on the other. A 2"
square is removed from each corner. Then all four
sides of the plate are bent to 90o, with the diamond
face out; these bent edges form 2" sides
perpendicular to the platform. The bottom (smooth)
side of the platform is divided into thirds, then an
11" long, aluminum 2" angle bar is arc welded to
form three compartments, each 11" X 12". Together
the four 2" edges and two 2" angle bars give the
platform rigidity. The diamond plate surface is non-
slip, but not uncomfortable to stand on with bare
feet.
The bathroom scales operate by means of a picket
fence disc and a spring. When weight is placed on
the bathroom scale, the spring compresses. The
compression causes the disc to rotate a number of
degrees relative to the amount of weight on the
bathroom scale. A photogate (photodiode) is
connected to a counter chip that counts the amount
of rotation of the disc; the degree of rotation denotes
the weight upon the bathroom scale. A signal
indicating weight lights the LED display.
The zero switch, nine-volt battery, LED display,
photogate and circuit board of each bathroom scale
is removed. The photogate is mounted on a new

circuit board and reinstalled in the bathroom scale.
The original circuit board is wired to a male, nine-
pin serial port plug. The zero switch, nine-volt
battery, LED display and original circuit board are
mounted in a plastic electrical box. A male nine-pin
serial port plug is wired in where the photogate
output used to be. A 6', five-lead cable is connected
at both ends to female, nine pin serial port plugs.
This cable connects the bathroom scale to the plastic
electrical box. This arrangement allows the plastic
electrical box to be easily placed on a table or for the
bathroom scales to be reassembled should this ever
become desirable. Three bathroom scales are placed
under the platform; three bathroom scales have a
maximum load of 750 lb.
Top View
Front View
Figure 13.10. Four Views of the Aluminum Platform.
Chapter 13: Rensselaer Polytechnic Institute 143
To operate the weighing system, the user first
assembles the bathroom scales by plugging the
smaller scales into the plastic electrical box. Then
the LED display is turned on by pushing the button
mounted on the plastic electrical box. Each
bathroom scale tares itself to zero. The patient then
steps on the scale and is weighed. The patient's
weight is evenly distributed among three separate
LED displays (one from each scale), which must be
added together to get the total weight of the patient.
The scales automatically turn themselves off when
not in use. The patient must distribute his/her
weight evenly across all three scales for greatest
accuracy.
The cost of the final prototype is about $200.00.
Bottom View
Front View
144 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ARM SUPPORT AND GUIDE TO FACILITATE USE

OF AN ELECTRIC MIXER
Designers: Meghan Geary, Abdul Sheik, Jennifer Sullivan, and Jeremy Thaickal
Clinical Coordinator: Jim Luther, BS, Center for The Disabled, Albany, NY
Supervising Professors: John Szczesniak, MS and Allen Zelman, Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute
Troy, NY 12180-3590

INTRODUCTION
This assistive device was designed and constructed
so that a person with cognitive and physical
disabilities. Could participate in food preparation
with an electric mixer. The mixer bowl-arm support
system is designed to prevent spilling while mixing,
prevent the mixing bowl ingredients from splashing
out of the bowl during mixing, and prevent the
system from falling over. The OT places the
materials for the cake in the mixing bowl, which is
easy to secure to the base of the mixing system with
Velcro tape. An electric mixer is attached to an arm
support. The user places his or her arm through the
armrest and grasps the mixer. The mixer bowl-arm
support system supports the arm of the user and the
mixer as his or her hand contacts the mixer handle
in a comfortable position. The client can only move
the mixer in a curricular motion around the bowl;
vertical motion of the arm or hand, either willfully
or as a result of a spasm, is prevented by aluminum
rods attached between the mixer bowl-arm support
and the support structure of the device. Because the
rods are long and the angle of motion small, the
swinging rods confine all motion to a near plane.

SUMMARY OF IMPACT
The device is designed to assist persons with poor
motor skills in developing participatory social skills.
The electric mixer supplies the necessary strength to
carry out the operation of mixing. The client receives
an additional benefit from the vibratory motion,
namely, that it calms and relaxes the client's
musculature. Since the assistive device also confines
the arm to a comfortable position there is an
additional safety factor during use. The contents of
the bowl remain in the bowl.
TECHNICAL DESCRIPTION
The base of the device is made from an 11" X 31.25"
X 0.5" Lexan. All corners and edges are rounded.
The frame is constructed from PVC piping. Part of a
Figure 13.11. Top Left Side View of Support and
Guide for Use of an electric mixer.
PVC drain for tile shower bases (Oatley #42213) is
used as the base of the frame and is attached to the
base of the device with PVC cement (Oatley #31013)
and ¼" Stainless steel, flat head bolts. A 17.5", 4" OD
pipe extends vertically from the drain part and
connects with a 45o branched pipe (PVC-1 NIBCO
2X2X2 4180). A 4" OD pipe extends vertically and
joins a 90o corner pipe (PVC-1 NIBCO 4807). A 4", 4"
OD pipe extends horizontally from this corner pipe
and joins with another braced pipe. The two braced
pipes are joined by a 7", 4" OD pipe. A 19", 4" OD
pipe extends horizontally from the second branched

pipe and is capped on the end. Two 6" long, 3/8"
diameter, zinc coated eyebolts are attached vertically
to the 19" pipe. The eyebolts link to 2" long, 1/4"
diameter eyebolts that are connected to aluminum
rods. The rod closest to the vertical pipe is 12.25"
long and is connected to the hand mixer (West Blend
8-10 speed electric mixer Model # 41000-41100)
using a hose clamp. The other aluminum rod is 8
3/8" long and is connected to a sewer drain filter (4"
STY NDS 401) via a smaller eyebolt and a 1/4" bolt
horseshoe. The sewer drain filter serves as the
Figure 13.12. Front View of Support and Guide for Use of an electric mixer.
Chapter 13: Rensselaer Polytechnic Institute 145
armrest and is lined by a 6" x 8" piece of 1/2" foam.
The armrest and mixer are connected to each other
with a 2" corner bracket. A 12" diameter Sterilite
mixing bowl is attached to the base with Velcro tape
(#90083) and is located directly below the mixer.
The lid of the mixing bowl has a 9" diameter hole cut
out of it to allow the beaters of the mixer to fit in the
bowl, yet prevent splashing during use. The entire
unit is easily disassembled and washed using bleach
as a disinfectant.
146 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

A SCALE FOR WEIGHING A CLIENT WHILE IN

THE WHEELCHAIR
Designers: Joseph Gillman, Christine Rusbarsky, Sara Schubert, Michelle Sigel, Stephanie Tomsett, Matt Woelfersheim, Justin
Yee and Kristopher Yee
Clinical Coordinator: Jim Luther, BS, Center for the Disabled, Albany, NY
Supervising Professor: John Szczesniak, MS and Allen Zelman, Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute
Troy, NY 12180-3590

INTRODUCTION To operate the scale, the two bathroom scales are

Some individuals who use wheelchairs require
frequent monitoring of their weight as an indicator
of health. Many do not have the strength to stand on
a floor scale to be weighed. And some are
sufficiently fragile that removal from the support
and safety of the wheelchair may place them in
peril. A prototype scale was designed for
monitoring the weight of a client who should remain
in the wheelchair.
The wheelchair scale is meant to be a stationary
weighing station located in a school or healthcare
facility. It was designed to weigh the wheelchair
with the client remaining in it, for a maximum total
weight of 500 LB. All weights are accurate within
± 0.5%. The wheelchair scale consists of four parts: a
ramp, a platform, a wheel stop and a weighing
mechanism. Access to the platform is via a ramp.
The ramp has a small angular slope to prevent
disturbing the client in the wheelchair during access
to the platform, and sides to prevent sliding off the
ramp accidentally. The small angular slope of the
ramp eases the effort of the assistant who is to push
the client onto the platform and minimizes the drain
on the electric battery of a motorized wheelchair.
The platform has a wheel stop to prevent the
wheelchair from rolling off the platform and to
position the wheelchair correctly on the platform.
The weighing mechanism consists of two ordinary
9-volt battery-operated bathroom scales aligned in
parallel to distribute the weight evenly between
them. The scale zero and weight LED display are
removed from each scale, attached to a six-foot cable
and mounted in a single plastic, electrical control
box. A calculator is fixed to the top of the box; this
provides the means for simply and accurately
totaling the weight of the two LED displays.
placed on a hard surface and the electrical cable is
plugged into the control box. The platform is placed
on top of the bathroom scales. At the first weighing,
only the wheelchair is weighed. The health care
professional pushes the zeroing button of the control
box and the wheelchair is rolled onto the platform.
When the two LED displays indicate weight, the
numbers for each display are summed using the
calculator. The weight of the wheelchair is recorded
and placed on a yellow tag, which is attached to the
wheelchair. The same routine is then performed
with the client in the wheelchair. The weight of the
"wheelchair" is subtracted from the weight of the
"wheelchair plus client"; this indicates the client's
weight. By affixing tags to each individual
wheelchair, the weight of each client can be
monitored often without disturbing the client.
SUMMARY OF IMPACT
This portable scale appears to fit the requirements of
the health care professional who must monitor the
weight of wheelchair bound clients. The risk of
injury during frequent lifting of clients, both to client
and to healthcare professional, has been avoided. A
clinically useful weight is obtained for medical
records or patient trends.
The wheelchair scale has the additional benefits of
incorporating easily replaced or repaired bathroom
scales and an indestructible platform and ramp. The
9-volt alkaline battery of each bathroom scale should
last a year. In the future, the two LED displays could
be combined into a single LED display for added
simplicity.
TECHNICAL DESCRIPTION
The wheelchair scale is composed of four main
components: 1) a ramp, 2) a platform, 3) a wheel
stop, and 4) a weighing mechanism.

Ramp: The ramp consists of ¼" thick, diamond
faced, aluminum plate, 26" long by 40" wide. A 2"
square is removed from two corners along a 40" side
to form a "rear" side, i.e., side next to the platform.
The two short sides are bent to 90° forming two 2"
edges "up"; the shape is a "U" with diamond face on
the inside and the large diamond face surface is
designated "up". The edge between the two cut out
squares form the rear edge of the ramp and it is bent
downwards at a 90° angle. The ramp's rigidity is
increased by arc welding a 21.5" long, 1" aluminum
angle bar along the center and parallel to the bent
sides of the ramp; the 1" angle is arc welded with
both edges touching the ramp. The incline of the
ramp is 4.40° and the height at the rear is 1.99".
Platform: The platform is constructed from ¼" thick,
aluminum plate with diamond face on one side and
smooth on the other; the diamond face is the topside
or "up" side. The aluminum plate is cut 38" X 40". A
2" square is removed from two corners along a 40"
side to form a "rear" side. The two long sides are
bent to 90° forming two 2" X 36" edges "down"; the
shape is an upside down "U" with diamond face on
the outside of the "U". The platform is then bent
downwards at 90° along the 38" side to form a 2" X
36" edge of the platform in the rear. The final size of
the platform is 36" X 36". Four pairs of 5/8" holes are
drilled in the platform for placement of the wheel
stop pegs. Each pair of holes is located 3" behind the
previous set starting at 25" from the front of the
platform and ending 2" from the rear.
The platform's rigidity is increased by arc welding a
2" aluminum angle bar at the front and along center
parallel to the edges; with these welded angle bars
and the bent sides, the platform is sufficiently rigid.
In addition, the four edges, one along each side,
nearly touch the floor and, thus, are designed to
prevent the platform from tipping as the wheelchair
is rolled on in addition to providing rigidity.
Wheel Stop: An adjustable wheel stop prevents the
wheelchair from rolling off the platform at the rear.
Permanent 2" high sides on the ramp prevent the
wheelchair from rolling off to the side. The stop is
formed from an aluminum 2" angle bar cut 35" long.
Chapter 13: Rensselaer Polytechnic Institute 147
At the place where each hole is to be drilled, an
aluminum plug, 1" high and 5/8" diameter, is arc
welded to the platform. The plug and angle bar are
drilled through producing a ¼" hole. Holes are
spaced to align with the corresponding holes in the
platform. A ¼" X 1-1/2" SS rod is tapped into the
hole and extending ½". The angle bar can be moved
to different distances from the rear edge by simply
lifting and setting the bar in new holes.
All edges of the aluminum plate are smoothed and
rounded by milling and sanding.
Electrical Weighing System: The bathroom scales
operate by means of a picket fence disc and a spring.
When weight is placed on the bathroom scale, the
spring compresses. The compression causes the disc
to rotate a number of degrees relative to the amount
of weight on the bathroom scale. A photogate
(photodiode) is connected to a counter chip that
counts the amount of rotation of the disc; the degree
of rotation denotes the weight upon the bathroom
scale. A signal indicating weight lights the LED
display.
The zero switch, nine-volt battery, LED display,
photogate and circuit board of each bathroom scale
is removed. The photogate is mounted on a new
circuit board and reinstalled in the bathroom scale.
The original circuit board is wired to a male nine-pin
serial port plug. The zero switch, nine-volt battery,
LED display and original circuit board are mounted
in a plastic electrical box. A male, nine-pin serial
port plug is wired in where the photogate output
used to be. A 6', five-lead cable is connected at both
ends to female, nine-pin serial port plugs. This cable
connects the bathroom scale to the plastic electrical
box. This arrangement allows the plastic electrical
box to be easily placed on a table or for the
bathroom scales to be reassembled should this ever
become desirable. Two bathroom scales are initially
placed under the platform; two bathroom scales
have a maximum load of 500 lb. There is room for
two additional bathroom scales under the platform
for weighing a maximum load of 1000 lb.
Two scales were made. The cost for each final
prototype is about $300.00.
148 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

Figure 13.13. Bottom View of Platform.

 Chapter 13: Rensselaer Polytechnic Institute 149

Figure 13.14. Top View of Platform and Ramp.

150 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

Wheel Stop

Platform

Ramp
Figure 13.15. Schematic of Top View of Weighing Scale.
 CHAPTER 14
STATE UNIVERSITY OF NEW YORK AT
BUFFALO
School of Engineering and Applied Sciences
Department of Mechanical and Aerospace Engineering
335 Jarvis Hall
Buffalo, New York 14260-4400

Principal Investigator:
Joseph C. Mollendorf (716) 645-2593 x2319
molendrf@acsu.buffalo.edu

151
152 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

UNIVERSAL PORTABLE DOORKNOB AID FOR

PEOPLE WITH HAND, WRIST OR ARM PROBLEMS
Student Designers: Jason White and Eugene Wong
Supervising Professor: Prof. Joseph C. Mollendorf, Ph.D.
Mechanical and Aerospace Engineering
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION
People with hand, wrist or arm problems frequently
have difficulty grasping and twisting doorknobs.
This problem can affect anyone with arthritis,
repetitive motion injuries, lack of muscle strength or
control, or various other injuries. The current project
involved the development of a device to facilitate
doorknob operation for people with hand, wrist, or
arm problems.

Normal doorknob operation is a three-step process:

(1) grasping the knob, (2) turning it, and (3) pushing
or pulling it. The main objective was to create a
device that completes these tasks in a simple and
ergonomic manner.
A solid portable lever device without moving parts
was designed. It is reliable, easy to use, and readily
mass-producible.
SUMMARY OF IMPACT
The Doorknob Aid has numerous advantages over
existing devices for this purpose. It transforms the
motion of doorknob rotation from a hand- and
wrist- intensive twisting action to a more ergonomic
whole-arm motion. The lever reduces force required.
The device grips even the most slippery doorknob
surface. The device is universal, fitting most, if not
all, doorknobs. It is portable and can be carried by
the user to open doors anywhere. Finally, the device
is easy to use. These features enhance users’
independence.
TECHNICAL DESCRIPTION
The Doorknob Aid, shown in Figures 14.1 and 14.2
is durable, lightweight, and inexpensive to
manufacture. It has no moving parts. The handle is
approximately 6“ long. The head of the device is
approximately 4” long by 3” by 2”.
The device is utilized in 3 easy steps. These are the
same steps that a person with full use of their hand,
wrist, and arm would follow while manually
Figure 14.1. Universal Portable Doorknob Aid.
opening a door. The first step is grasping the
doorknob. The Aid simply slides onto the knob. The
second step is rotating the doorknob. The user
moves the Aid’s lever. This motion is an ergonomic
whole-arm motion. The final step is pulling or
pushing the door open. The Aid is designed to
accommodate both pulling and pushing of doors.
One primary component of the device is “the
gripper”. The purpose of the gripper is to grasp the
doorknob, enabling the device to rotate the
doorknob. The gripper consists of three rectangular
plates. Two plates are the same size, and the third is
shorter in one dimension. The plates of the gripper
are assembled into a V shape. The interior of this V
is coated with a tacky material, Dycem (produced by
Dycem Plastics, Ltd.). When the open end of the V is
pushed against a doorknob, the V grips the knob. If
the V is rotated, the doorknob rotates as well.
The designers conducted a statistical analysis of
available doorknobs. The gripper is designed to
grasp approximately 99% of doorknob diameters.
Another major component is the “puller”. The
purpose of the puller is to pull the doorknob when
opening the door towards the user. The puller is a
plate with a u-shaped cutout. It is attached to the
edges of the gripper. The u-shaped cutout provides
clearance for the shaft that connects the doorknob to
the door. The puller plate catches the back face of
 Chapter 14: State University of New York at Buffalo 153

the doorknob to pull the doorknob towards the user. Plastics

When the device is being used to push the door
away from the user, the puller plate can be used on Metals
the outer face of the doorknob. In this case, the
puller plate acts as a pusher. Therefore, the device Composites
can be used to pull or push doors.
The total cost of the project was $58.
A third primary component is the handle. It is
simply round tubing with an ergonomic handgrip.
The handle protrudes from the bottom of the
gripper V.

The prototype device is fabricated of Aluminum. It

could be fabricated of other materials, including:

Figure 14.2. Device in Use.

154 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HEAD RESTRAINT TO PREVENT HEAD

EXTENSION FOR A PERSON WEARING
A BACK BRACE
Student Designer: Kristin Sunheimer
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, NY 14260

INTRODUCTION • Comfortable, and

This objective of this project was to design a head • Easy to maintain.
restraint to prevent head extension of a patient who
was required to wear a neck/back brace. While the
primary focus of the restraint was to prevent head
extension, the restraint had to be: SUMMARY OF IMPACT
The restraint keeps the wearer’s head from
• Compatible with the existing brace, extending and fulfills the design requirements. It
eliminates the need for traditional skull pins, which
• Esthetically pleasing,
are more expensive, unattractive and uncomfortable.
• Adjustable,

Figure 14.3. Head Restraint.

 Chapter 14: State University of New York at Buffalo 155
TECHNICAL DESCRIPTION
The cap is composed of three parts: one molded
plastic piece and two loops sided 1/4” by 12” Velcro
straps.
The plastic piece is a triangular web with a neck
extending from the top point of the triangle. A hook
piece of Velcro 1/8” wide by 3” runs along the neck.
The midpoint of one of the looped Velcro pieces is
attached to the neck. The ends run in front of the ear
and are secured to a Velcro hook at the chin of the
brace. The second piece of Velcro is woven into the
bottom of the web. The ends run behind the ear and
are secured to the same hook at the chin.
Figure 14.4. Restraint from Behind.
In typical use, the neck should be secured first. The
tip of the neck should on the top of the head. The
Velcro may be placed anywhere along the three-inch
strip, which ensures the Velcro runs in front of the
ear. The web should fit just below the crown of the
head so that the Velcro may run behind the ear.
This head restraint can be colored to blend with the
color of the patient’s hair. It offers a comfortable,
patient-maintained alternative to existing methods
of head extension prevention.
The total cost of the project was $120
156 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
SAFETY SHUT-OFF FOR ELECTRICAL
STOVE ELEMENTS
Student Designer: Daniel L. Heidemann Jr.
Supervising Professor: Dr. J. C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, N.Y. 14260
INTRODUCTION
Today’s health care system the trend toward de-
institutionalizing of individuals with developmental
disabilities is resulting in increased numbers of such
individuals living independently. While some of
these persons are able to care for themselves safely
and efficiently, some lack appropriate safety
judgment. Turning off the stove after use is a critical
task for safe self care. A device was designed to turn
the power to an electrical stove element off as a pan
is removed. It is intended to enhance safety in the
homes of individuals with developmental
disabilities.
SUMMARY OF IMPACT
This device provides a failsafe method to prevent
accidental continuation of stove operation after a
pan has been removed.
TECHNICAL DESCRIPTION
A primary challenge was to determine how the
removal of a pan from the stove element would be
sensed so that this action would activate a device to
operate power shutoff. Considered solutions ranged
from infrared proximity detectors to magnetic field
disruption sensors. Since the magnetic field
disruption sensor would not work well (or at all)
with glass or ceramic pots and pans, an infrared
proximity sensor was selected.
Figure 14.5. Sensor and Control Panel.
V+
10k
LE
1k
0.01uF 0.1uF 1k
Set/Reset
10k
Proximity 10k
Detector
1k
0.1uF
V+
C
B E
ECG-253
to relay
Figure 14.6. Circuit Schematic.
Another challenge was to determine whether a
mechanical device or an all-electrical circuit would
be incorporated to turn the control knob on the stove
to the “off” position. Since stoves vary considerably
in the positioning of control knobs on the stove
body, design would be limited to one style of knob
placement. In the case of an all-electrical circuit to
control the stove power supply, design issues
included determining how and where to turn off the
high voltage, high current electricity to the stove
elements. Electrical stove elements operate on 220
VAC at approximately 10 amps each; safe operation
in such conditions is paramount. Considered was
turning off all power to the stove at the wall socket,
or using an independent element control, where the
pan removal from one element shuts off power only
to that element.
Since an emphasis was placed on developing this
device to operate on a wide variety of stovetops and
pan materials, it was decided to proceed with an
independent element shut-off. The device, shown in
Figure 14.5, was developed to control a single stove
element by use of an infrared proximity sensor. The
sensor was taken from a Sloan Optima Plus Urinal
Flush valve. It operates on 4 AA alkaline batteries,
 Chapter 14: State University of New York at Buffalo 157
features an automatic reset, and allows easy
calibration for range. The sensor would be mounted
in the ventilating hood above the stove and
positioned during mounting to “view” the chosen
element below. Also during mounting, a range
calibration must be done by use of a ranging
potentiometer on the sensor housing. Range
calibration must be precise enough to ensure circuit
triggering with even the slimmest of pans.
Fortunately, the chosen sensor has a blinking LED in
operation during the first ten minutes after battery
installation to provide a visual reference that the
sensor is “sensing” pan presence.
Figure 14.6 shows the circuit schematic. The control
panel as shown is a simple enclosure to house the
control panel circuitry and control power supply.
The normally open (N.O.) relay wired to the stove
power line is located inside the stove housing. The
wiring configuration into a quad, CMOS integrated
circuit chip of the R-S Latch variety is shown. The
latch acts as a one input (or the other) switch. When
the Set/Reset button is pushed, the rightmost latch
output goes to a high state, activating the low
current LED, and the transistor. When the
proximity detector sends a signal after the pan is
removed, the right-most latch output is zero. The
latch “locks” onto that state until the button is
pushed again, regardless of more signals from the
Figure 14.7. Internal Layout of Control Panel.
detector. Unfortunately, the R-S Latch circuit has a
maximum current draw of 10 mA per pin. This
means that the output state of that rightmost latch is
at approximately 6 V at 10 mA. The low current
LED draws about 2 mA from that. This leaves 8 mA
to control the relay. The relay requires 3 to 28 VDC
at about 30 mA to function, so the ECG–253
transistor is introduced to provide the remaining 22
mA of current. The N.O. relay closes when the
current flows through the transistor, thus allowing
the current to flow through the relay and allowing
the stove element to work at normal operating
conditions.
Figure 14.7 shows the internal layout of the control
panel, including the internal power supply of 4 AA
alkaline batteries. Centered and at the top is the
Indicator LED housing, and to the right is the circuit
board.
The control panel, when placed on the back of the
stove control panel, provides an easily accessible
visual reference to the stove elements’ operational
status. When the light is on, the stove element is on;
when off, the stove is off. The pushbutton reset is
within easy reach and a simple push of that button
restores the stove to normal operation.
The total cost of the project was $291.
158 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

BOTTLE TOP OPENER/CLOSER FOR TWO-LITER

BEVERAGE CONTAINERS
Student Designer: Paul A. La Duca
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, NY 14260

INTRODUCTION
The objective of this project was to design and build
a device that will automatically remove and replace
twist-off bottle tops on two-liter beverage
containers. The required motions of the arm and
wrist to remove and replace these caps are difficult
for those with arthritis, hand injuries, or only one
arm. The use of a motorized device to open and
close the bottle would benefit anyone who finds
these tasks difficult.

Required design features were that the device:

• Be operable using only one hand,

• Require very little force to be exerted by the
user,
• Be simple,
• Be reliable,
• Allow consistent cap removal,
• Be low-cost, and
• Be safe.

SUMMARY OF IMPACT
This device makes the task of opening and closing
bottles easier. Users with hand or arm disabilities
will not be limited to purchasing only those
beverages with caps that are easy to open.

TECHNICAL DESCRIPTION
The design of the grip mechanism was the major
focus of this project. Many different designs were
considered, and the final design was chosen based
on simplicity, functional reliability, and ease of use.
The grip mechanism was designed for use with a
portable cordless screwdriver as a power source.
The main element of the grip is a lever, which tightly
grips the cap as the device is placed on the bottle.
Increasing the downward force on the device
increases the lateral force on the cap. The lever is
connected to the body of the grip with a simple steel
Figure 14.8. Grip Mechanism Opening Bottle Using
Cordless Screwdriver.
pin. When there is no bottle cap in the grip, the lever
is extended out by a compression spring that is
recessed in the main body of the grip. This
arrangement allows easy insertion of the cap into the
grip. The spring also serves to make removal of the
cap from the machine easy. As the lever is subjected
to the greatest force in the operation of the device, it
is made from 1/8" aluminum.
 Chapter 14: State University of New York at Buffalo 159

The main body of the grip is milled from a block of

Delrin. The grip body has adjustable screws that
contact the cap as the lever pushes the cap into the
grip. The screws can be adjusted to retain the cap
inside the grip upon removal of the cap from the
bottle. The Delrin block was drilled and tapped to
allow mounting on an aluminum base plate that was
fitted with a 1/4" brass hex shaft. This allows the
grip to be used on any cordless screwdriver that
accepts 1/4" hex shafts.

A dedicated power source was built using the

internal components of a Sears Craftsman cordless
screwdriver. The unit spins the top at 130 rpm and
delivers 40.1 in. lbs of torque. Power is provided by
three 1.2 Volt Nickel Cadmium cells.

The main body consists of the previously mentioned

components fitted inside a 2" diameter pipe. The
battery pack was modified to reduce space taken by
the batteries inside the pipe. A DPDT toggle switch
was used to reverse the direction of the motor for
the desired operation. This switch, along with a
momentary-on pushbutton switch, was mounted on
the top cover plate of the unit. The battery
recharging circuit was mounted in a separate box
externally. If desired, this could easily be placed
inside the main body of the device.

For those with only one arm, the device is placed on Figure 14.9. Grip Mechanism Showing Detail of
the bottle that is placed on a small rubber mat. The Lever and Spring
mat serves to prevent the bottle from spinning along
with the grip.

The project was originally conceived as being a
combination grip mechanism and dedicated power
source. However, upon completion of the project, it
was felt that the grip mechanism is the most critical
part of the project, as cordless screwdrivers are
common and inexpensive. If the grip alone was
marketed, the cost per unit would be dramatically
reduced. These factors influenced the designer to
present the project as a grip mechanism that could
be used with any available power source with a 1/4"
hex shaft socket.
The designer wishes to thank William Willerth for
his help and assistance in the process of machining
the cap grip.
The entire cost of the project was $89.

.
160 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

SOCK GENIE FOR PUTTTING ON AND

TAKING OFF SOCKS
Student Designer: Christopher A. Baxter
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION
For many individuals with back, leg or other
physical ailments, the daily task of putting on and
taking off socks is laborious. The Sock Genie was
designed to make this task more manageable. For
individuals with limited range of motion in their
legs or those who are unable to bend their knees
because of a physical impairment or medical
immobilization, the Sock Genie is ideal because it
can be used while the foot is in a variety of positions.
Additionally, to reduce the amount of bending
required by individuals with chronic back problems,
the Sock Genie could be used while the individual is
in a standing position.
Figure 14.10. Finished Unit.
A key feature of the Sock Genie is a telescoping shaft
that allows the user to adjust its length for optimum
handling. This makes the Sock Genie convenient for The Sock Genie is designed so that when the control
travel and also reduces potential embarrassment to lever is fully depressed while the shaft is in a fully
persons who are averse to being seen with such a extended position, the jaws are opened a maximum
device in public. distance of 4 7/16" apart. Two rotating clips were
added to hold the sock sufficiently open to allow for
SUMMARY OF IMPACT easy sock installation and removal.
The Sock Genie is useful for those who have
difficulty handling socks. Able-bodied users might Future design considerations should incorporate a
also enjoy using a Sock Genie. system in which the individual user would be able
to adjust the telescoping shaft to a desired length
TECHNICAL DESCRIPTION ideal for their body dimensions, with the cable
The Sock Genie consists of (1) a 7/8" diameter remaining taut over the entire range of the shaft’s
telescoping shaft to which a bicycle brake lever is travel. This would ensure proper operation of the
attached at one end and (2) a manufactured set of jaws. Additionally, it is possible to have
jaws specifically designed to allow comfortable interchangeable "heads" for the Genie. That is, the
removal and installation of socks. The brake lever is design may be altered so that the jaws may be
mechanically attached to the jaws by a 1/16" cable readily removed and another application, such as a
routed on the inside of the hollow telescoping shaft. gripper, installed by the user. This could potentially
The cable was routed on the inside of the shaft for make the Genie an invaluable mechanism that
esthetic purposes and to prevent the mounted cable serves several different household purposes.
from becoming entangled with other items when the
shaft is in the retracted position. The total cost of the project was $19.
 Chapter 14: State University of New York at Buffalo 161

Figure 14.11. Sock Genie with Sock.

162 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PORTABLE LIFT DOLLY TO FACILITATE

LIFTING OF HEAVY OBJECTS
Student Designer: Stefan Moroz
Client: Katherine Moroz
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION The cable is looped around a pulley at the top and is

The objective of this project was to design and build
a device to lift heavy boxes from the floor. This
device can be used by anyone, but was mainly
intended to be used by people with limited bending
abilities. For example, the lift dolly can be used in
the basement for lifting storage boxes, or even
outside for handling groceries.
SUMMARY OF IMPACT
Most other lifting devices are big and heavy,
designed for industrial use. This small lift dolly was
designed for activities in the home.
The lift dolly is safe and simple to operate. The
lifting platform is simply inserted under the item to
be lifted, and the winch is turned to raise it. The
dolly will not tip when the platform is ascending.
The two angle-iron pieces attached to the base plate
of the dolly provide a counter moment to prevent
tipping. The dolly can be wheeled around while the
platform is up or down.
TECHNICAL DESCRIPTION
The most important component of the lift dolly is
the platform on which items are placed. There is a
flat space of about 2 1/4 sq. ft. of on the platform on
which boxes or bags could be placed. The platform
material is 1/8-in. thick mild steel. The steel was
sheared, saw cut, and bent using a brake to get to its
final appearance. For reinforcement, and to
minimize the bending of the platform when a load is
applied, two 1/8-in. thick angle-iron pieces were
welded to the base of the platform. A hole was
drilled in the top vertical portion of the platform.
This is where the plastic coated 1/8-in. cable is
hooked on to support the ascending and descending
of the platform.
attached to a 1500-lb. capacity worm gear winch
with a 31:1 gear ratio. With such a gear ratio, hardly
any force is required to turn the winch handle. The
platform rides on two vertical aluminum garage
door tracks and moves about 3/8 in. per revolution
of the handle. Four hinges and four rollers are
connected to the vertical part of the platform, and
two rollers on each side of the platform ride in the
aluminum tracks.
The 70lb. lift dolly is approximately 50in. high, 15in.
wide, and 32in. deep.
Objects should be kept clear of the worm and
rotating gear while in motion to avoid pinching.
Possible pinching could occur in the cable and spool
area while ascending the platform. Users should
avoid wearing loose clothing while working on or
near the lift dolly. Body parts must be kept clear
from the top of the aluminum tracts; the edges are
sharp. Hands must be kept clear from the rollers in
the track while in motion to avoid pinching. No part
of the body should be placed under the platform
while the load is applied in case of failure, or in case
of platform applying pressure to body part while
descending. To avoid tripping or foot damage, feet
must be kept clear of the wheels while transporting
the lift dolly.
A maximum 50lb. platform load must not be
exceeded, or the lift dolly would be made unstable
from overall stress on platform. The dolly could tip
sideways if the load is not placed properly in the
center of the platform. To prevent the cable from
snapping, sharp objects must be kept away from the
cable.
The total cost of this project was $202.
 Chapter 14: State University of New York at Buffalo 163

Figure 14.13. Worm Gear Winch.

Figure 14.12. Lift Dolly.
164 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADD-ON DEVICE FOR BETTER WHEELCHAIR

PROPULSION ERGONOMICS
Student Designer: Chul Hoon Kim
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION
Several studies of the biomechanics of wheelchair
propulsion have concluded that the current means
of wheelchair propulsion is inefficient and causes
unnecessary and harmful strain to the body.

In the study of wheelchair biomechanics, efficiency

is quantified by the ratio of energy cost over mean
power output. The energy cost is determined by
measuring the respiratory response of the body. The
energy expenditure of the body can be directly
related to the body intake of oxygen. The mean
power output is determined by torque calculations
on the wheel. These two variables are determined
through experiments where the subjects run the
wheelchairs on an ergometer.

A wheelchair user experiences both cardiovascular

and musculoskeletal strain. The extended duration
of high forces on the upper body give rise to arm
and shoulder injuries such as tendonitis and carpal
tunnel syndrome. High incidences of cardiovascular
diseases are also reported.
SUMMARY OF IMPACT
The design incorporates a new arm motion in the
propulsion of the wheelchair. The new swinging
arm motion was chosen to provide the user better
ergonomics in wheelchair propulsion. Use of a crank
type interface shows improved mechanical
advantage.
TECHNICAL DESCRIPTION
A pair of frictional drive wheels propels the
wheelchair. The drive wheels exert force on the
push-rim. A total of four drive wheels are utilized:
two for forward motion and two for reverse motion.
Since, at any one point, at least two drive wheels are
in contact with the push-rim, each drive wheel is
paired with a freewheel. The freewheel gives the
wheelchair its coasting ability.
Figure 14.14. Wheelchair Propulsion Device.
The drive wheels are engaged or disengaged,
depending on the selected motion, by the use of a
linkage system. The linkage system consists of two
four-bar slider crank mechanisms joined at the
crank. A control lever is attached to the crank. The
control lever has two settings, forward and reverse.
Engagement of the forward drive wheels disengages
the reverse drive wheels and visa versa.
When either of the two drive modes is selected, the
wheelchair is put into motion by the use of the drive
handle. In forward motion, the elbow begins in a
flexed state of approximately 90°. Elbow and
shoulder extension (approximately 120°, depending
on the person’s reach) exerts force on the drive
wheels, propelling the wheelchair forward. In the
terminal position, the arm is hyper-extended. The
freewheel allows the arm to return to the starting
flexed position without exerting any force on the
drive wheels. In reverse motion, the arm goes
through a cycle opposite from that of the forward
 Chapter 14: State University of New York at Buffalo 165
motion. The arm starts in the hyper-extended
position, exerts force while flexing and terminates in
a flexed position.
The two drive handles are each attached to a 180°
section of a 7-inch diameter sprocket. Only a 180°
section is required since the range of motion of the
arm during the power stroke reaches only about
120°. Furthermore, due to the 180° design, the
sprockets can be disengaged from the drive chains
to achieve a neutral mode. Transfer of the torque to
the hand-rims is accomplished by a set of drive
chains. The sprocket drives the drive chain, which
drives the freewheels, which in turn drives the drive
wheels. Torque is applied to the hand-rims by the
frictional drive wheels.
In order to change from forward to reverse motion,
the wheelchair must be stopped. Breaking is
achieved the conventional way, by friction of the
hand to the hand-rim. Once stopped, the control
lever can be activated with or without the drive
handle in neutral.
Figure 14.15. Device Mounted on a Wheelchair.
The design is assembled into a right unit and a left
unit. Each unit can be mounted as a single piece and
fits inside a space of 20” x 6” x 6”. The two units can
be mounted to any standard wheelchair with
minimal wheelchair modification.
It should be noted that in the normal use, the hand
of the user is in close proximity to various moving
parts. Therefore, a type of housing (not
implemented in the current model) should be
designed for improved safety.
Compared to the conventional wheel chair, the more
natural arm movements implemented in the design
achieve better ergonomics. And the lever arm of the
drive handle achieves better mechanical advantage.
Ergonomic studies should follow to quantify any
improvement in efficiency.
The designer thanks Ken Peebles and the machine
shop staff for assistance in fabrication.
The total cost of the project was $120.
166 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
WIDTH-ADJUSTABLE LENS HOLDER TO
FACILITATE A SLIT-LAMP EYE EXAMINATION
FOR OPTOMETRISTS
Student Designer: Linda Cheng-Chiao Liao
Supervising Professor: Dr. Joseph Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260
INTRODUCTION
The objective of this project was to make an
adjustable lens holder to facilitate a slit-lamp eye
examination. An optometrist with Amyotrophic
Lateral Sclerosis (ALS) (also known as Lou Gehrig's
disease) inspired the original prototype, which was
not adjustable. The dimensions and adjustability of
the new design were tailored to his needs. The lens
holder is a two-piece design that consists of three
main components:
• A slide-n-click mechanism,
• The lens holder, and
• The bar-grip with the slit.
The slide-n-click mechanism will allow the lens
holder to expand from 6.0 cm to 7.0 cm, measured
from the center of the slit to the center of the lens
holder, with 0.5 cm increments.
A slit-lamp examination is a crucial part of the eye
examination. The results of a slit-lamp eye
examination indicate abnormalities of the frontal
part of the eyes that may be indicative of vision
problems, corneal ulcers, infections, degeneration,
diseases of the retina, glaucoma, cataracts, ocular
inflammation, and other disorders of the eyes. Some
of these problems may need immediate attention.
This examination is a difficult task for an
optometrist with ALS, a disease affecting the nerves
that supply voluntary muscles.
SUMMARY OF IMPACT
This easy-to-use adjustable lens holder facilitates
performance of the slit-lamp eye examination. The
lens holder can be adjusted to different widths of
patients' faces. The project was designed to meet
one optometrist's needs, but other optometrists
might also find it helpful.
TECHNICAL DESCRIPTION
As mentioned before, the two-piece design consists
of three main components made of lightweight
material. All three components require the gluing of
three layers of insulating Styrofoam together, with
each dimension being 6 in by 6 in by 3/4 in. The
adhesive material is 50% Gougeon 105 Epoxy Resin
(Part 1 Group Size B) with 50% Gougeon 207 special
coating hardener (Part 2 Group Size B). The desired
shape is then carved out after the adhesive dries.
The slide-n-click mechanism is composed of a
clicker-guide and the clicker. The clicker guide is a
small portion of the original clicker guide, typically
used in key chains. It is made out of injection
molded plastic. The other part of the mechanism is
the clicker. The clicker consists of three groves,
almost resembling three clickers in one. The groves
allow the clicker to slide and lock in place along the
clicker guide carved out of sintra material. Sintra
material is a rigid closed-cell homogeneous foamed
board. It has great fabrication capabilities,
providing strength and flexibility.
Two slits are cut out from the connecting ends of the
lens holder and bar-grip. This is where the slide-n-
click mechanism is placed. The guide for the clicker
is placed in the slit on the lens holder piece. The
clicker is placed in the other slit on the bar-grip
piece. Once the components are all in place a layer
of fiberglass is used to wrap the Styrofoam. To keep
the fiberglass in place a coat of epoxy with the
hardener is applied. A coating of colored paint
provides an esthetic finishing touch.
The overall cost of the design was around $52.
 Chapter 14: State University of New York at Buffalo 167

Fig. 14.16. Whole Unit, in One Piece.

Fig. 14.17. Top View Of Whole Unit, in Two Pieces.

168 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

UNIVERSAL ADD-ON FOLDABLE BED

SAFETY WALLS
Student Designers: Andrew Bukaty, Ioannis Hatziprokopiou and Thomas McGreevy
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Department
State University of New York at Buffalo
Buffalo, NY 14260

INTRODUCTION
Hospital beds are often used to help keep
individuals with physical disabilities from getting
hurt by falling out of their beds. However, hospital
beds are very expensive, and they are not known for
being comfortable to sleep in. The Universal Add-
On Foldable Bed Safety Wall is a practical
alternative. It provides the safety of a hospital bed
but allows one to use a regular mattress.

SUMMERY OF IMPACT
The Universal Add On Foldable Bed Safety Wall is
safe, easy to use, fully automated, and adaptable to
almost all types of beds. The Safety Wall is also
esthetically pleasing in comparison to hospital
furniture and can provide protection for all age Figure 14.18. Operational Unit With Safety Wall
groups. This device will allow a person with Down
disabilities to sleep in a normal bed without the fear built for esthetic reasons. The unit is supported
of potentially falling out. The user may lower the against a wooden bed frame. The operational unit is
wall by simply pressing a button. shown in Figure 14.18.

TECHNICAL DESCRIPTION The designers than William Willerth for assistance in

The design of the Universal Add-On Foldable Bed circuit design.
Safety Wall consists of several components. A mesh
safety wall was modified to fit in an aluminum axle,
which is driven by a motor. The axle is attached to
forks that were taken from the mesh safety wall.
These forks support the safety wall between the box
spring and the mattress. The forks are held in place
by retaining rings and contain silicon bushings to
allow the axle to spin freely. The axle is padded to
avoid injury. To achieve the desired movement of
the safety wall, a circuit was developed. A set of
limit switches and relays was used to pivot the wall
a total of 180o. A locking mechanism was also
developed to keep the wall up if leaned against. The
mechanism consists of a solenoid, a spring-loaded
pin, and a disk, which aligns with the pin to lock the
device in place. A pushbutton was connected for
operation. The electrical components are contained Figure 14.19. Operational Unit With Safety Wall Up.
in an aluminum mounting box. A wooden box was
 Chapter 14: State University of New York at Buffalo 169

The total cost for the project is about $300.

RL 3
S

AC RL2 RL1

RL1
AC RL2
M
POWER

FUSE

START LIMIT SWITCH

NC
RL1 NC
RL2

RL2 RL1
+ LIMIT SWITCH
M SW 2
12 VDC
-
NC

RL1
RL3

RL2

Figure 14.20. Electrical Circuit Schematic.

170 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WIDTH-ADJUSTABLE WHEELCHAIR DESIGN

FEATURE TO FACILITATE PASSAGE THROUGH
NARROW AREAS
Student Designer: Donald R. Lawless
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION
The purpose of this design is to help people in
wheelchairs navigate between obstacles that they
would otherwise not be able to fit through. A
wheelchair with this device would allow the user to
adjust the width of the wheelchair without having to
get out of it. One place where the device would be
very useful would be in a department store, where
various clothes racks and displays would provide a
navigational challenge.

SUMMARY OF IMPACT
The Width-Adjustable Wheelchair Design Feature
can easily be fitted to most existing wheelchairs.
This device will help people with disabilities on a
daily basis, whether it is in the department store, or
at home, where some doorways may be impassable.
TECHNICAL DESCRIPTION
The device is basically a jack system that takes
advantage of the existing hardware on most
wheelchairs.
On the undercarriage of most wheelchairs, there are
two diagonal bars, which allow the chair to collapse
for easy transport or storage. The design of the
Width-Adjustable Wheelchair Design Feature uses
these diagonal bars to partially collapse the
wheelchair, which in turn, makes it narrower.
The jack is composed of a vertical rack and pinion
encased in a custom-built aluminum housing. This
jack is placed in the frame of the wheelchair and
Figure 14.21. View Of Width-Adjustable Wheelchair
Design Feature Mechanism.
adjusted to fit the lower frame and the side of the
seat. The handle is attached and the user may push
the handle forward to operate the device. A special
locking mechanism prevents the chair from falling
back into the original position while the user is in
motion.
The device is made entirely from aluminum and
steel. The steel was used in high stress areas, while
the aluminum was used for the housing.
The design of this device prevents hands from
getting pinched, and if installed correctly, is safe and
reliable.
The total cost of this project was about $240.
 Chapter 14: State University of New York at Buffalo 171

Figure 14.22. Width-Adjustable Wheelchair Design Feature Fitted to a Wheelchair.

172 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VARIABLE TERRAIN SIMULATOR

FOR GAIT TRAINING
Student Designer: Joshua A. Findley
Client Coordinator: Lisa L. Findley, OTR and Cathy Snyder, MSPT
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, N.Y. 14260

INTRODUCTION plywood was chosen to be ½” thick to provide a

The objective of this project was to design and build stable yet lightweight foundation. Handles are
a therapeutic modality for assisting therapists in located on the perimeters of each section to allow for
training patients to ambulate on uneven surfaces easy handling. A variety of surfaces are provided
prior to discharge from a hospital, nursing home or for a multitude of surface-to-surface combinations;.
other healthcare facility. In addition, this device can It may also be used to simulate a single surface (see
be utilized in many different clinic settings, for Figure 14.24).
example, school-based therapy and adult
The terrain surfaces used in this project were the
rehabilitation services. The Terrain Simulator’s
most common surfaces found in or around most
(T.S.) main purpose is to facilitate the dynamic and
clients’ homes.
static standing balance of patients with a variety of
diagnoses on different surfaces and surface-to- Table 14.1 below, displays the terrain and its
surface combinations. The T.S. can be utilized with simulated surface.
patients that require varying ambulatory assistance.
MATERIALS
SUMMARY OF IMPACT
The T.S. is intended to provide therapists with the SIMULATED SURFACE MATERIALS CHOSEN
ability to simulate environmental textures within the
confines and convenience of a gym or treatment Outdoors
area. The T.S. was designed to facilitate sensory
awareness in clients with neurological conditions by Gravel/Asphalt Roofing Material
promoting proprioceptive, kinesthetic and balance
Grass Grass Matting
awareness. This device may be used with or
without an assistive device such as a cane or walker,
and may also be used inside parallel bars. The basic
component of this system is a lightweight, durable Indoor
platform with a multitude of terrains (see Figure
14.23). The T.S. is easy to store and transport. Indoor/outdoor Carpet Same

TECHNICAL DESCRIPTION Plush Carpet Same

Each 2’ x 3’ x ½” plywood platform was designated
Linoleum Same
a different terrain surface. On the bottom of each of
these platforms, a non-skid rubber type surface Table 14.1: Simulated Surfaces.
called dycem was placed to increase the safety of
clients. The boards were cut to 2’ x 3’ to allow
terrain surface to fit in or out of parallel bars and to
allow a smooth transitional gait pattern. The The total cost of this project was $215.
 Chapter 14: State University of New York at Buffalo 173

Figure 14.23. Basic Elements of Variable Terrain Simulator.

Figure 14.24. Surfaces for Variable Terrain Simulator.

174 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VEHICLE BRAKE FORCE INDICATOR LIGHTS TO

ALERT OTHER DRIVERS TO BRAKING INTENSITY
Student Designer: Howard Smith
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION
When a driver applies the brakes on his/her car it
causes the brake lights to be lit. In this way other
drivers are alerted to the fact that a driver is braking.
Other drivers have no idea how hard the person is
braking. One cannot tell by looking at the brake
lights alone whether a person is braking extremely
hard or merely accidentally resting their foot on the
pedal. Vehicle Brake Force Indicator Lights were
designed so that the further the brake pedal is
depressed, the more lights are illuminated, giving
other drivers an accurate idea of how hard someone
is braking.
SUMMARY OF IMPACT
The device is intended to be installed on vehicles at
the factory. A driver following a vehicle equipped
with Vehicle Brake Force Indicator Lights would
instantly know how hard the driver in front of them
is braking and how fast they applied their brakes.
Currently, the only cue for brake intensity is the
decreasing distance between a driver and the car
ahead. At highway speeds especially, but even at
lesser speeds, there is not sufficient time for a driver
to learn that the braking force applied is insufficient.
By using more lights, instead of simply making the
brake lights brighter with increased breaking, one
may gauge how hard the driver in front is braking.
By sensing how quickly the various lights are
illuminated, one is also made aware of how quickly
the driver in front has applied his or her brakes.
The driver behind can now adjust his or her braking
accordingly. This would be particularly beneficial to
the drivers with disabilities.
TECHNICAL DESCRIPTION
The unit is a scaled-down prototype. The brake
pedal is directly connected to a rotational
potentiometer. The potentiometer is connected to a
9V battery, and is also connected to an LED bank, a
comparator and a resistor bank. As the pedal is
depressed the voltage of the circuit is changed due
to the potentiometer. The comparator senses these
changing voltages. The resistor bank was chosen
such that the trip points for the various lights
coincide with the comparator. The brake pedal at the
beginning of its travel is pressed against a micro-
switch, as soon as the pedal moves the micro-switch
is tripped, causing the first set of lights to be
illuminated. There are ten LEDs in all and they are
lit in pairs, giving five stages of warning. As the
pedal is depressed further it trips the next set of
lights to be illuminated. This process is repeated as
the brake pedal travels its full range. It should be
pointed out that once a set of LEDs has been
illuminated they will stay illuminated unless the
brake pedal is returned past their trip point. That is
to say that if set #4 is lit, so must set #1, #2, #3; in
this way one can quickly gauge the brake force by
the number of lights illuminated and not simply
their position.
The total cost for the prototype was about $10
 Chapter 14: State University of New York at Buffalo 175

Figure 14.25. Vehicle Brake Light Assembly.

176 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HEIGHT-ADJUSTABLE GLASS RETRIEVAL CHUTE

TO PREVENT BREAKAGE OF GLASSES IN
TRANSITION FROM A KITCHEN CABINET
Student Designer: Stephen M. Kazimir
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION
The Height-Adjustable Glass Retrieval Chute
provides persons with reduced hand strength a safer
and more effective way of procuring a glass from a
cabinet, by providing a ramp on which glassware
can easily slide.

The device eliminates the risk of carrying the glass

over the region of empty space between the cabinet
and the countertop, where those with weak hand
strength are most likely to lose their grip. The chute
also lends some assistance in the replacement of the
glassware.

SUMMARY OF IMPACT
The device helps to transfer glasses on and off of
shelves and reduce the risk of users getting cut on
broken glass. The glass retrieval chute is compact Figure 14.26. Height Adjustable Glass Retrieval
enough to fit into small kitchens. It can be hung on Chute.
the wall to conserve space. The device can also be of the type most commonly found in window
decorated to complement any decor. shades proved effective.

TECHNICAL DESCRIPTION The ramp-to-cabinet interface holds the top of the

Construction of the prototype involved focusing on
three main parts:
• The base/impact cushion,
• The ramp, and
• The ramp-to-cabinet interface.
The base is made of particleboard. The impact
cushion employs a “catcher’s mitt” type of design to
capture the glasses as they fall. The cushion consists
of an appropriately shaped piece of cardboard
liberally lined with soft foam.
The ramp was made of material that will maintain
the same amount of tautness at each cabinet shelf
location to ensure that the device would be height-
adjustable. The selection of a retraction mechanism
ramp securely at the location of the desired shelf.
Two clips are placed at either end of the top of the
ramp. Placement of the clips was important so as
not to interfere with the removal or replacement of
glasses.
Once the ramp is in place, the user simply drags the
selected glass to the top of the ramp. After assuring
proper placement in the center of the ramp the user
releases the glass, sending it down the ramp to land
safely with the assistance of the impact foam
material.
The chute can easily be used to assist the user in
replacing the glass into the cabinet by lifting the
glass back up to the cabinet and using the ramp as a
“safety net”, should the glass fall from the hand.
 Chapter 14: State University of New York at Buffalo 177

The height-adjustable glass retrieval chute is not yet The total project cost was about $35.
ready for the consumer. Despite this, the potential
usefulness of such a device is evident.

Figure 14.27. Retrieval Chute Extended to Shelf, With Glass.

178 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ASSISTIVE JAR OPENER

Student Designer: Omar Conteh
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo, Buffalo, NY 14260

INTRODUCTION shapes were then designed and built. The Vs were

The opening of jars is often difficult for people with
arthritis, hand or arm muscle injury, or generally
reduced hand strength. The goal of this project was
to design and build an assistive device to aid in the
opening of jars for anyone who wishes to make jar
opening less strenuous.
SUMMARY OF IMPACT
Although this design was originally conceptualized
for people with arthritis it could be used by anyone
who has trouble opening jars. The design was made
to be safe and simple.
TECHNICAL DESCRIPTION
With simplicity in mind, the project was designed to
have two main parts: and adjustable base and a
torque arm. The base was made to be easily
adjusted to grasp firmly jars of different sizes
without breaking them. The base prevents the whole
jar from turning as a torque is applied to the lid. A
modified vise was employed. A regular table vice
was acquired and the jaws were removed.
Replacement jaws that employ interlocking V-
designed to be at 30-degree angles with their
respective horizontal bases. The base was designed
to grip onto jars ranging from 1.5 inches to 5.5 inches
in diameter. The part of the base that makes contact
with the jar was coated in rubber for gripping. The
jaws were made of steel for durability. The weight of
the steel adds to the overall weight of the base, for a
total weight of about 17 lbs. This non-trivial weight
ensures that the base does not move around
significantly as the lid is opened.
The torque arm applies torque to lids. One end of
the arm is gripped and turned. The other has a V-
shaped fork design, with an overall length of 15
inches, which makes contact and grips onto the lid
of the jar. It is capable of gripping onto lids ranging
in diameter from 2 to 7.5 inches. The inside of the
forks were coated with rubber for gripping. The
length of the arm is sufficient to act as a lever,
reducing the strength required to open generic jars.
The arm was made of arm was aluminum, to be
durable yet lightweight.
The total cost of the project was about $72.
 Chapter 14: State University of New York at Buffalo 179

Figure 14.28. Assistive Jar Opener.

Figure 14.29. Jar Opener In Operation.

180 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 15
TEXAS A&M UNIVERSITY
College of Engineering
Bioengineering Program
College Station, TX 77843

Principal Investigator:
William A. Hyman (409) 845-5593
w-hyman@tamu.edu

181
182 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ORTHOTIC CONTACT FORCE MONITOR

Designer: Jon Olson
Client: Kevin Felton
Texas Scottish Rite for Hospital for Children
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION
The proper fitting of orthotic devices requires
locating areas of excessive pressure and reducing
those pressures, especially since many patients
involved have compromised skin integrity or
insensate skin, or may be unable to communicate
discomfort. This device will be used as a fitting aid
in the orthotics department of a hospital for
children. It is a two-channel device with a force
sensitive resistor (FSR), trimming circuit and visual
LED display for each channel. The unit is self
contained and battery powered.

SUMMARY OF IMPACT Figure 15.1. Orthotic Contact Force Monitor.

This device will be tested for its usefulness in fitting
orthotic devices to children in such a way that skin
and discomfort problems can be avoided or
minimized. The presence or development of skin
wounds compromises both health (through
infection) and rehabilitation (through ineffective or
delayed use). Therefore improved, technically based
fitting is an essential element in children’s orthotics.
If the device proves to be useful, it can be readily
reproduced and/or modified, and its cost is such
that it could become a readily and widely used tool.
TECHNICAL DESCRIPTION
The device utilizes a FSR as a means of sensing
pressure. The FSR is a flat pad, the resistance of
which is proportional to the pressure applied over
the pad surface. The variation in pad pressure is
used here as input to a display driver, a common
integrated circuit (IC) chip used for signal strength
indications in home and car stereos. The IC drives a
10 LED array on a logarithmic scale for visual
interpretation of signal strength. The unit runs off a
common 9-volt battery with snap-on connectors. The
reference voltages, which are set by resistors and
capacitors, were chosen for safe low voltage
operation as well as extended battery life. The
sensor scale is adjustable for different pressure
ranges.
The use of the IC greatly simplified the circuit
design, and added reliability with respect to
breakage. From the battery source a diode assures
the correct polarity and protects the circuit from
damage that might result from even a momentary
attempt to connect the battery backwards. A
capacitor is used to assure a strong transient
response of the power source as well as dampen any
ripples or stray spikes. The power source leads
interface directly with the sensitivity potentiometers
and the FSR. As the pressure on the FSR increases,
its resistance decreases and thus more voltage is
allowed to pass into the IC.
The FSR is connected to pin 5, which is also
connected to pin 4 through a capacitor and resistor
in parallel as part of the circuit reference voltage.
The IC compares the voltage on pins 4 and 5 to other
voltages within the chip to determine the enabling of
certain of the LEDs. Pin 4 receives some direct
power from the voltage source via a 330-ohm
resistor and isolated from ground by a zener diode
and a capacitor. Pins 3 and 9 receive nine volts
directly from the power supply. Pin 2 is connected
directly to ground. As can be seen in the schematic,
pins 6, 7 and 8 are connected to ground via resistive
networks. These networks allow the discharge of
 Chapter 15: Texas A& M University 183

the energized circuit and are responsible for the enables the LED by switching the ground on and off,
decay rate of the display. Pin 1 is the first or lowest through a 1000-ohm resistor.
LED representing low pressure on the FSR followed
by pins 18 through 10 in the order shown. The IC The components for this device cost about $70.

1k

P1 P10

P2 P11
Potentiometers
P3 P12
47u
330 P4 P13
47u
LED
1k 10k P5 P14
Driver
2 P6 P15
D1N750
2.2k P7 P16
1
P8 P17
9V 10k
P9 P18

LED displays

FSR P1 P10

P2 P11

P3 P12
330 P4 P13
47u
LED
1k 10k P5 P14
Driver
P6 P15
D1N750
2.2k P7 P16

P8 P17
10k
P9 P18
FSR

Figure 15.2. Circuit schematic.

184 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PEDIATRIC TREADMILL
Designers: Kevin Belteau, Matthew Easton, Sean Booher
Client: Kathy Moody
United Cerebral Palsy of Greater Houston
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION
A powered treadmill was custom designed for use
by young patients with cerebral palsy. The primary
variables that differentiate this device from an adult
treadmill are the size of the supports, the length, and
the minimum operating speed. After examining a
number of adult treadmills it was found that their
minimum speed was too high, and the handrails
were too big. However it was determined that
building an adequate treadmill from scratch would
be prohibitively complicated, and furthermore, an
adult treadmill could be modified to meet the
operating specifications for use by children.
Therefore an adult treadmill was obtained and
substantially modified to meet the needs of the
young user.
SUMMARY OF IMPACT
This design allows young users to obtain the
benefits of powered treadmill exercise in a physical
configuration that is suitable for their size and
walking ability. It is reasonably portable and can
therefore also be used for home and satellite
therapy. It is currently in use by therapists and
initial feedback is that it is serving the intended
purpose.
TECHNICAL DESCRIPTION
The product modified for this project was a Pro
Form model 315 adult treadmill. Nearly all
dimensions of the treadmill were reduced by one
half, with the exception of the width. The major
modifications involved reducing the belt speed and
adding appropriately sized railings. The size
reduction resulted in a substantial weight reduction
and allows the unit to fit into the trunk of a car.
When not in use the treadmill can be partially
disassembled (see Figure 15.4) and the main part
moved into a vertical position to reduce the space it
occupies and aid in portability. An added hasp
secures the platform in the vertical position.
Figure 15.3. Pediatric Treadmill Assembled.
A PVC handrail unit was fabricated for the front and
sides of the treadmill, and a belt was added to help
stabilize the user. The height of the handrails is
approximately 19 inches. They fit by hand pressure
into PVC end capes mounted to the treadmill
platform. This provides sufficient security during
use since the intended users cannot apply enough
force to dislodge them. Still, they easily detach for
transport. An anti leg crossover bar is also provided
as part of the handrails. This bar runs parallel to the
belt direction. It is 2 inches from the belt and 1.5
inches wide.
The treadmill is driven by the original electric motor
with a new, custom-made 7-inch-diameter flywheel.
This new flywheel changes the relationship between
motor and belt speed to achieve the desired lower
speed. This change also required a new drive belt.
An appropriately sized automobile belt was used.
Custom flywheel coverings were also added.
The controls were separated from the unit with
plug-in connections to remove them from the reach
of the user, and to enhance portability. A plastic key
is required to be inserted to operate the device.
During operation this key is attached to the user’s
clothing such that if the user falls or rides the belt
too far backwards the key will readily disengage
 Chapter 15: Texas A& M University 185

and the treadmill will stop immediately. An so that the device can be quickly stopped. Use of the
attendant hand held “kill switch” was also provided device should always be supervised.

Figure 15.4. Pediatric Treadmill Disassembled For Transport.

186 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

YES/NO COMMUNICATOR
Designer: James Jerrnigan
Client: Kathy Moody
United Cerebral Palsy of Greater Houston
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION
This device is a prototype of a simple switch-
operated yes/no communication doll that will drive
the doll’s head in the familiar (western) gestures of
up and down head movement for yes, and side to
side head movement for no, while also driving a
prerecorded yes/no voice playback. The current
system utilizes model airplane telemetry and servos
to develop the required head movements from two
single axis joysticks.

SUMMARY OF IMPACT
This design is the first part of a system that will
provide timed yes or no head movements, as well as
spoken words, for single action switch inputs. The
current design allows therapist-operated head
movements with vocalized or independent recorded
aural output. It will ideally enhance teaching of
cause-effect relationships, object-word associations,
yes/no responses, and switch activation to children
with developmental disabilities. The current design
allows independent use in that the therapist can
operate it in response to voice communications with
the client or with respect to simulated switch input.
The use of a doll adds a measure of interest to the
therapeutic activity beyond that which the therapists
can provide themselves. Devices such as this help
facilitate visual, vocal and mechanical interactions in
children with developmental disabilities.
TECHNICAL DESCRIPTION
The doll’s head is driven by two servos connected to
provide the two axes of rotation associated with yes
and no head movements. The motion left/right, or
up/down is proportional to the rotational
movement of the respective joystick. Although
beyond the design specifications for this project, the
two joysticks can be operated simultaneously if
desired for more complex head motion. The
associated hardware and batteries are installed
Figure 15.5. Doll and Controller.
inside the doll’s head and body. The input to the
servos is via a remote control unit with two single
axis joysticks, one for each direction of motion. As
off-the-shelf model airplane equipment was used, no
new electron design was required.
A second version of this design will include the
provision for single-action, pushbutton input
triggering a pre-timed amount of back and forth
head motion for yes and no. Digitally recorded yes
and no messages will also be added to the next
version. Two approaches are being pursued to
achieve the more automated function. One is to
reproduce the radio signals coming from the remote
control in terms of signal content and duration. A
design for such a circuit is shown in Figure 15.6.
The second approach is to drive the input joysticks
of the remote control with another device. The latter
would leave the telemetry portion as is. In either
case the provision of digital voice playback triggered
by the same yes and no push buttons will be
straightforward.
The cost of the equipment was approximately $100.
 Chapter 15: Texas A& M University 187

6V

33k

10k

IC 555

1 8
GND Vcc 100k
2 7
TRG DIS RED
1N4001
3 6
OUT THR
4 5 1N4001 1N4001
RST CTL

0.033
2N3904 uF
2.2k
2.2k
T1
CONTROL
INPUT WHITE
CONTROL
0 TO 5V
T2

BLACK
GND RC SERVO

1k

Figure 15.6. Schematic Of Telemetry Driver Circuit.

188 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PORTABLE PARALLEL BARS REVISITED

Designer: Karen Petty
Client: Greta Cherry
United Cerebral Palsy of Greater Houston
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION cross-drilled, with matching holes in the horizontal

An expanding in-home pre-school therapy program
requires a variety of easily portable therapy devices.
The need for portable pediatric parallel bars was
revisited in this project with the revised
specifications of the need for multiple units of a
lightweight device that can be easily carried. The
solution consists of a plastic shelf from a widely
available commercial three-shelf unit, PVC pipe and
accessories, and baseball gym bags for transport.
Three identical units were constructed for use by
three therapists.
SUMMARY OF IMPACT
This design meets therapists’ needs for an easily
portable parallel unit that can be stowed in a vehicle.
The oversize bags also accommodate other therapy
gear being carried into the clients’ homes. The
design is reproducible by a reasonably handy parent
such that it may be made available to children on a
continuous basis, and not just when a therapist is in
the home.
TECHNICAL DESCRIPTION
The base of the unit is one of the shelves from a
commercial, consumer three-shelf system that is
widely sold in discount stores. The vertical bars are
PVC pipe selected to meet the pre-existing corner
holes originally intended to hold the spacers
between the shelves. The vertical pipes fit snuggly
in the corner holes of the shelf and did not require
fasteners. At one end of each of the four vertical
posts a horizontal hole was cut to accommodate
PVC pipe horizontal bars. The verticals were also
bars, to accommodate plastic bolts to hold the
vertical and horizontal pieces together. The
horizontal bars extend well over the ends of the
shelf unit to facilitate stepping onto, and off of, the
base. However, these bars could be shortened to
make them easier to transport without
compromising the function of the overall design.
End caps for the horizontal bars were also provided.
The surface of the shelf was covered with carpet.
Baseball gym bags were provided to accommodate
the vertical bar. The horizontal bars extend from a
separate compartment at the bottom of the bag. A
luggage type handle was added to the edge of the
shelf/base to make it easy to carry. Bolts and end
caps were in an accessory bag.
The assembly sequence is to insert the corner posts
and then thread the horizontal bars through the
holes at the top ends of the corners. End caps can
then be used if desired, but are not essential. The
vertical and horizontal bars can then be attached
with the bolts if desired. After the horizontal bar is
threaded through the hole in the top of the vertical
bar, a slight twist of the vertical bar in the corner
hole of the shelf effectively “locks” the vertical and
horizontal bars together, eliminating the need for the
bolts. Disassembly entails the reverse process. If
necessary, the shelf/base can be secured with
pressure applied with a foot while extracting the
vertical bars.
 Chapter 15: Texas A& M University 189

Figure 15.7. Portable Parallel Bars Set-Up with Gym Bags.

190 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VESTIBULAR BALANCE CHAIR

Designers: Jason Begnaud and Robyn Rudloff
Client: Esther Lin
United Cerebral Palsy of Greater Houston
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION
A physical therapist was using a ball as a seating
surface for vestibular and head and neck muscle
therapy for children with muscular dystrophy. The
child would sit on the ball and be tilted in various
directions, requiring volitional effort to maintain
positional stability. This method was very difficult
for the therapist in that it required simultaneous
support of the child during positioning, and it
usually took two people to effectively use the
method. In addition the child often felt very
insecure, distracting him or her from the desired
outcome.

The design requested was for a chair that could be
easily tilted and controlled by the therapist while
also being comfortable and secure for the child.
Moreover, the angle of tilt needed to be self-limiting
so that the child and chair could not fall over if the
therapist lost control. The chair had to also be easily
portable for home-based therapy. The solution is
based on a purchased chair with added cushions
and seat belt, added PVC anti-tip legs, and a ball to
provided multi-axis tip angles.
SUMMARY OF IMPACT
This device is now in use and is reported to facilitate
balance therapy with improved safety and an added
measure of self-confidence for the child and
therapist. The design is easily replicable so that
parents can recreate it for continued home use
between therapy sessions.
TECHNICAL DESCRIPTION
The design began with a purchased child’s plastic
chair. Waterproof padded cushions were fabricated
to tie to the chair for easy cleaning and replacement.
A seat belt was also added.
Figure 15.8. Vestibular Balance Chair.
PVC pipe was used for four wide angle legs with
cross pieces added for stiffness. Holes were cut in
the outer portion of each leg to accommodate the
pipe, with 120-degree connectors used for at the
chair base and 90-degree connectors used to
attached the cross pieces.
Bolts were placed through drilled holes at the top of
each leg as they penetrated the chair. The bolts
prevent further penetration of the legs into the chair.
All PVC connections and the PVC to chair interface,
were secured with PVC cement. These legs do not
reach the ground as the chair sits normally as their
purpose is to limit the tilt angle rather than provide
basic support.
The chair is placed on a large rubber ball while in
use, with the ball providing the desired omni-
directional tilt platform. The ball is selected to fit
tightly between the legs so that the unit stays
together during use. However the ball is easily
removed form the legs for transport, so the ball can
be used for other activities. If the chair is used for
the same client as the portable parallel bars (see
previous report) then the ball can be carried in the
gym bag accompanying the parallel bars.
 Chapter 15: Texas A& M University 191

The diameter and compressibility of the ball must be The total cost of the project was approximately $50.
selected to accommodate the weight of the child and
the allowable degree of tilt. Various balls were
tested with simulated weights and two selected for
delivery with the units.

Leg length and angle for given weight and ground

clearances were originally predicted by calculation
and then confirmed experimentally with simulated
child weights to assure that the required tilt angles
could be achieved but that the chair could not tip
over if those angles were exceeded.

Soft Chair

120 degree Plastic Screw

connector

Side Support

90 degree
connector

Rubber Ball

Figure 15.9. Schematic of Design.

192 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

FINE MOTOR TESTING KIT FOR HOME-BASED

THERAPY WITH CHILDREN
Designer: Candice Danielle Pinson
Client: Simone Braquet
United Cerebral Palsy of Greater Houston
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION • Foam blocks,

The fine motor kit was designed for an occupational
therapist for use during home-based visits to pre-
school clients with fine motor disabilities.
Lightweight, small and easily transportable, the kit
is used for skill assessment and therapy. The design
incorporates a number of different objects for
specific motor skill tasks. These objects were
previously used in a loose assortment without any
specific means to organize, retain and carry them.
The main component of the kit is a tackle box that
conveniently stores the contents in an organized
way such that the required objects can be selected
and used without unpacking the entire unit.
SUMMARY OF IMPACT
The target client group for this design is children
from birth to three years with a variety of motor skill
deficiencies involving grabbing, pinching, bi-lateral
hand use, and midline orientation.
• A soft foam alphabet puzzle,
• Soft squeaking blocks,
• Lego stack n’ learn blocks,
• Snap-on rings,
• Plastic toy nuts and bolts,
• Clothespins, and
• Crayons.
Since almost all of the objects used are commercial
toys they are, for the most part, brightly colored,
smooth, and non-toxic. Some objects are necessarily
small and would present a choking hazard for the
youngest users. These are appropriately labeled,
although the entire collection is intended for use
with direct therapist supervision and is considered
to be a rehabilitation tool and not a toy. Fastening
and storing mechanisms include:

The components of the kit were selected to require • Velcro,

each of these specific motor skills. The kit is used for • Paper fasteners,
both assessment and therapy. The client can also
use the kit for general exploration. It is small, • Vinyl folders, and
compact, self-contained and lightweight, so it meets
• Clear cosmetic bags.
the requirements for easy portability.
Several user tests were conducted to make sure that
TECHNICAL DESCRIPTION the contents of the box could be easily replaced in
The kit consists of the main tackle box and a variety the specified packing pattern.
of toys and objects. The internal sections,
The cost of the box and components was about $95.
compartments, and removable portions of the tackle
box were all utilized, along with additional
containers, to systematically isolate the object
groups. The components include:

• Assorted beads and string/rope for stringing,

• A sorter/stacker set including a small
cylinder drop for very fine finger dexterity,
 Chapter 15: Texas A& M University 193

Figure 15.10. Kit Packed For Transport.

Figure 15.11. Contents Of Kit.

194 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MECHANICAL REFRIGERATOR OPENER

Designer: Elisabeth Neely and Bincy Paulose
Client: Kathy Moody
United Cerebral Palsy of Greater Houston
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION
A device was needed to initiate refrigerator door
opening for individuals with reduced upper body
strength. Specifications were that it involve minimal
encumbrance to the refrigerator, create no
interference for other users, and be easy to maintain.
Two similar solutions were investigated, both based
on hinges or hinge components mounted to the
refrigerator at the opening side, with a blade
inserted into the magnetic seal. An integral lever
extends out to the side away from the refrigerator
and allows a pushing force to replace the normal
pulling force, eliminating the need for grip, and
providing a mechanical advantage. A wheelchair
attachment was also investigated that could operate
Figure 15.12. Mechanical Refrigerator Opener,
the lever via forward propulsion of the chair.
Seen With Door Open and out of View.
SUMMARY OF IMPACT
strap hinge blade was used for the lever, with a
The task of opening a refrigerator is facilitated for
modified, mating box hinge used to both secure the
individuals who have the mobility and strength to
device to the inside lip of the refrigerator, and to
approach the refrigerator and retrieve/replace items
provide the opening mechanism. The box hinge
in it, but who do not have the strength to achieve the
blade was cut (see Figure 15.13) so that it is partly
initial pull required to break the magnetic seal of
mounted and partly moveable, with the moveable
home refrigerators. The design was intended to be
portion fixed to the strap hinge. The strap hinge
easily reproducible by others.
portion was covered with non-slip tape to improve
contact with the actuator that might be a hand, arm
TECHNICAL DESCRIPTION or another device, such as a swing-away pusher
The key to each of the designs tested was to use a mounted on a wheelchair. A small L bracket with a
permanently mounted lever system to open the light spring was mounted to the side of the
refrigerator door, replacing the standard pull force refrigerator. This limits the stroke of the lever to just
requirement with a push, and eliminating the need popping the door open. The closing door resets the
for grip strength. In the device illustrated a 6-inch device automatically.

Figure 15.13. Side View Showing Stop Bracket.
The second device also used a hinge, in this case
with one blade as the lever and the second blade
mounted to the side of the refrigerator. An extension
to the free blade was then added to insert in the door
seal. This version had less material in the door seal
itself. However integrity of the door seal with either
device in place was confirmed by using the standard
Strap hinge blade
Fix A to hinge barrel
of strap hinge blade
Figure 15.14. Schematic Of The Design.
Chapter 15: Texas A& M University 195
paper strip (dollar bill) pull out test on the closed
door at a position directly above and below the
insertion point of the metal strip.
In each design, pressing on the free end of the hinge
applies an opening force to the refrigerator that is
increased by the relatively large lever arm.
Moreover, the system allows pushing rather than
pulling, a more powerful direction of force for many
individuals, requiring less manual dexterity. When
the door is allowed to close in the normal manner,
the position of the hinge is automatically reset as the
door closes on it.
A potential addition to these designs is a switch-
operated solenoid to affect the required force on the
lever. This modification would accommodate users
who could not provide the force necessary in the
current design, or could not reach the push lever.
The activating switch could be mounted at any
convenient location near the refrigerator.
Appropriate users would still have to be able to
manipulate what they wanted from the refrigerator,
and re-close it.
Secure to door lip
cut
Box hinge blade
196 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

CLASSROOM DESK FOR A CHILD IN A

WHEELCHAIR
Designer: Tallana Hamilton
Client: Elizabeth Carpenter
College Station Independent School District
College Hills Elementary
Supervising Professor: W.A. Hyman
Biomedical Engineering Program
Texas A&M University
College Station, TX 77843-3120

INTRODUCTION
An essential element in the elementary school
classroom setting for all children is a suitable desk
or similar workspace. For children in wheelchairs
the standard desk is often inadequate with respect to
clearance under the desk in height, width and depth.
In addition, limited mobility may require a larger
work surface so that more things may be in reach, a
suitable and accessible storage space, an easel like
work surface for some tasks, and a finished result
that does not stand out in the classroom
environment. The client for this design had
outgrown his previously modified desk, and was
also getting a substantially larger wheelchair that
Figure 15.15. Modified Desk.
was going to require greater under-desk area. The
adequate finish from raw materials. The basic leg
resulting desk design shown was manufactured
components were taken from an unused school
from:
desk. These were split to increase the width of the
• A purchased desktop, desk, and leg extensions were added to increase the
range of the height adjustment. The right leg unit
• Side legs obtained from an existing was further modified to accommodate an existing
classroom desk and modified, pullout storage unit that had been previously
• A previously designed pullout storage unit, designed for this user. An adjustable easel section
and was constructed and added to the desktop. This
unit is easily removed when a single, large, flat work
• A removable easel section. surface is desired.

SUMMARY OF IMPACT The original desk appeared to be satisfactory until

This device is in current use by the child for whom it
was designed. It meets his needs for under-desk
access, adequate workspace, access to storage, and
compatibility with the classroom environment. It is
anticipated that further desk modifications will be
required as he continues to grow.
TECHNICAL DESCRIPTION
The design is based on purchased or adapted
components. The new desktop was purchased, as
this was more cost/time effective than achieving an
the user obtained a new wheelchair; the desk did not
allow him to move sufficiently far forward because
the wheelchair contacted the back crossbar. A
further modification was therefore undertaken to
remove the crossbar and replace it with a modified
A-frame as shown. This solved the access problem
without requiring an even larger top surface, which
would otherwise have become obstructive in the
classroom.
The cost of components and fabrication was about
$200.
 Chapter 15: Texas A& M University 197

new top

standard leg
storage
unit
weld

weld

weld
standard leg
Rear View

Figure 15.16. Sketch Of Rear View With Assembly Details.

198 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 16
UNIVERSITY OF ALABAMA AT
BIRMINGHAM
Department of Biomedical Engineering
1075 13th St. South
Birmingham, Alabama, 35294-4461

Principal Investigator:
Alan W. Eberhardt (205) 934-8464
aeberhar@eng.uab.edu

199
200 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

CHILD STANDER
Student Designers: John Mayer, Tory Johnson, Blane Vines
Client Coordinator: Drs. Gary Edwards, Marlese Delgado, 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

University of Alabama at Birmingham

Birmingham, AL 35294-4461

INTRODUCTION
A standing support device was made to help
children with cerebral palsy who have physical
impairments and cannot stand independently. It is
used in a day care program. An existing device was
problematic in that it held the child suspended
nearly one foot above the ground, making the child
taller than his or her peers and impeding interaction.
This device was constructed of wood and steel, and
was ominous looking and not “child friendly”. The
rotational position of that stander was adjusted
through manual cranking of a power screw, which
was tiresome and caused wrist pain in some of the
staff members. The device was further limited in
adjustability of the straps and foot rests.

The new design rotates from horizontal to vertical

through strategic placement of the pivot above the
child’s center of gravity, thereby eliminating the
need for the power screw. Hydraulic dampers
control the velocity of rotation when inclining and
declining the backboard. Adjustability of foot, ankle
and chest straps is improved and, in the vertical
position, the child’s feet are roughly 1 to 2 inches off
the ground. The device is painted yellow and blue, Figure 16.1. Child Stander (Front View, Upright
which makes it attractive to both the children and Position) with Plastic Tray, Adjustable Foot Rests,
staff. The completed device is shown in Figures 16.1 Straps, Pads and Extended Front Legs.
and 16.2.
adjustability features are such that many different
SUMMARY OF IMPACT children can be fitted into it.
The new child stander is the size of the users’ peers,
so enables users to engage socially with their peers.
Teachers and therapists have noticed that other
TECHNICAL DESCRIPTION
The backside of the Child Stander is shown in Figure
children now gather around individuals using the
16.2. It shows the frame, constructed of 1” O.D.,
child stander instead of ignoring them, as was the
1/8” wall thickness 304 stainless steel tubing. The
case in the past when the previous device was used.
legs on the bottom of the frame are extended to
Other standers can be adjusted to small size, but
prevent forward tipping. A rear extension bar rises
they take up large amounts of room in the classroom
from the base to act as a support for backboard in
area and require two people to push them. This
horizontal position. The frame is connected by
child stander is small enough to be easily moved by
ASTM A 47 Grade 32510 malleable cast iron
one person and can be easily stored. The
 Chapter 16: University of Alabama at Birmingham 201

structural fittings with hot dip galvanized ASTM
AI53. The frame is 42” long and 18.28” high.
The backboard is 22” x 26.5” x ½” filleted edge
plywood with adjustment slots for head support
pads, torso support straps, hip support pads, knee
support straps, and foot rest with Velcro ties. When
vertical, the bottom of backboard is four inches from
the floor. Stainless steel tubing 1” O.D., 1/8” wall
thickness, outlines backboard for support. Two
adjustable compression velocity controllers (from
Enidine, Orchard Park, NY) provide damping when
inclining and declining the backboard. Special
features include a rotor latch device with manual
release to lock the backboard in the horizontal
position and a stop mechanism to lock the stander in
the vertical position. The stander is attached to two
8” rear wheel and two 3” front swivel castors with
locks.
A 28” x 24” filleted edged detachable tray functions
as a play surface for the child while standing. The
tray is made from Plexiglas to allow the child to see
the floor below. The maximum recommended child
height is 42” and the minimum child height is 30”.
The maximum recommended load capacity is 50 lbs.
Total cost was approximately $900, not including
stainless steel tubing that had been purchased
previously.

Figure 16.2. Child Stander (Rear View, Upright Position) with Frame, Latch and
Lock Mechanisms, Setscrews for Pad Adjustment, Radial Bearings and Hydraulic
Dampers.
202 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MODIFIED PAPER DRILLING MACHINE

Student Designers: Erin Sapp, Alice Nelms, Chris Wilbur
Client Coordinator: Dr. Gary Edwards, Natalie Smith, 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
University of Alabama at Birmingham
Birmingham, AL 35294-4461

INTRODUCTION
The adult workshop provides nine-to-five
employment for a number of adults with cerebral
palsy (roughly 15 on any given day). The clients are
currently employed to collate and package health
care notebooks. To do this, they need a machine to
drill holes in large amounts of paper so it can be
compiled in 3-ring binders. Their existing paper
puncher was an inexpensive electric device that
could only punch a few sheets at a time and tended
to overheat after a few uses, thereby slowing the
productivity of the employees.

Initially, the designers intended to design their own

device from scratch. Preliminary machine drawings
were taken to a local machinist, who estimated parts
and labor to cost over four thousand dollars. It was
decided that a more cost-effective approach would
be to purchase a new paper-drilling machine and
modify it to operate safely.

SUMMARY OF IMPACT
Modification of the paper-drilling machine will
enable the adult workshop to expand the contracts
they have. By doing so, they will enable more adults
with disabilities to work. The only problem with the
design is that the guardrails minimize the ability of
persons who use walkers to get close enough to the
machine to operate it. Otherwise, the safety criteria
and switch accessibility meet the needs of the
workshop.
Figure 16.3. Modified Paper Drilling Machine with
TECHNICAL DESCRIPTION Plexiglas Safety Cage, Pallet Base and Guard Rails.
The machine purchased is a Lassco Product’s
Spinnit Floor Model FMMS-1-R. It is a self-
contained, three-hole paper-drilling machine that The machine, as purchased, has exposed fixed
operates on 110-volt current. Paper is drilled by drilling spindles and no mechanism to prevent
placing it on the paper table and pressing a foot injuries to the operator or others when the spindles
pedal to raise the table into the drilling bits. Guides are turning. The spindles are turned on and off by a
built into the table align the paper. The guides may switch mounted at the top front of the machine and
be adjusted to accommodate different paper sizes. continue to spin as long as the switch is turned on.

To improve safety, a cage with hinged doors
encompasses the drill bits, constructed with ¼ inch
Plexiglas. The Plexiglas is bolted together with
1/16-inch thick angle aluminum with #6-32x1/2
inch bolts and nuts. The doors swing on piano
hinges and are held closed by magnets. The entire
drilling area is covered to prevent access during the
drilling operation.
The spindle motor circuit is interrupted with a relay
switch attached to a secondary electronic circuit. A
transformer steps down the 110-volt circuit to 12
volts. The secondary circuit powers contact switches
near the door hinges and a ¼ inch jack. The ¼ inch
jack enables the workshop staff to plug in a large
button switch to allow a client to turn the machine
on and off. When the doors are fully closed, the
Plexiglas engages the switches and completes the
circuit. This trips the relay circuit and completes the
110-volt motor circuit that drives the spindles. The
step down of the voltage is also a safety precaution
Figure 16.4. Close-Up of the Plexiglas Safety Cage, Showing the Hinged Doors and Magnetic Door Closers. The White
Box Directly Beneath the Cage Houses the Secondary Electronic Circuit that Secures the Doors Closed During
Operation.
Chapter 16: University of Alabama at Birmingham 203
to allow smaller amp switches to be used.
The staff member controls the master switch. A
client is given the job of turning the machine on and
off for each run. Under all circumstances, the drill
bits will not spin without the cage doors being fully
closed. The bits stop spinning if the doors are
opened during operation. This effectively prevents a
hand from accidentally being drilled or pinched
during the drilling operation.
The paper-drilling machine is mounted securely on
a wooden pallet for stability. Guardrails aid the
clients in operating the machine and provide a
barrier against someone falling into the machine.
The completed product is shown in Figures 16.3 and
16.4
Total cost was approximately $2,350.
204 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

THE ELMOBILE: A POWER-CHAIR USE

ASSESSMENT VEHICLE

Student Designers: Michael Schmidt, Jeff Otwell and Jacob Oglesby

Client Coordinators: Dr. Gary Edwards, Natalie Smith, 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
University of Alabama at Birmingham
Birmingham, AL 35294-4461

INTRODUCTION: provides adequate support for the vehicle and the

Insurance companies require written confirmation
that a child can function properly and safely in a
powered wheelchair before they will cover the
purchase cost of a new power chair. The Elmobile,
designed and fabricated for a center for individuals
with cerebral palsy, is used for assessing the ability
of children to operate a powered wheel chair. The
Elmobile is designed to look more like a go-cart than
a wheelchair, in that it incorporates the fun look of a
toy with the functionality of a wheelchair.
SUMMARY OF IMPACT
The ability to secure funding of powered mobility
equipment is increasingly tied to pre-purchase
documentation of the client’s ability to drive
equipment. This means that many children who
cannot demonstrate good driving skills cannot get
funding to purchase a power chair. The Elmobile
functions as a training and assessment tool for staff
to enable them to make assessments with greater
authority and accuracy. Since the children attend
programs at he center regularly, those who do not
have good driving skill at first have the opportunity
to practice over time and develop such skills. The
resulting design met the specifications of the
therapists.
TECHNICAL DESCRIPTION
The frame is constructed as one continuous curved
frame that surrounds the entire vehicle and extends
beyond the wheelbase, reducing the possibility that
a wheel might run over something and cause
damage. The 14-gauge mild steel tubing is
lightweight and easy to cut, drill, bend, weld, and it
children. The mild steel is also easier to paint.
A motor assembly with a joystick was available from
an existing add-on package to a non-powered
wheelchair. It operates by pressing a smaller driving
wheel in contact with the Elmobile wheels to
provide motion. The design incorporates a fender
and trunk that encompass the entire drive assembly.
This eliminates pinch points and keeps fingers and
clothing out of harm’s way.
A Tumble Form® seat is mounted to allow for quick
easy change-out with seats of other sizes. The seat
mount incorporates a hand brake operated tilting
mechanism (+5 degrees) to position the child
according to his or her posture. It has foot restraints,
a chest harness and a separate lap belt for safety.
The foot restraints help provide additional stability
for the child and more controlled operation of the
vehicle.
The vehicle is equipped with a speed control device
to allow the staff to adjust for different skill levels.
Most importantly, the vehicle is equipped with an
easily accessible emergency shut-off switch and a
key switch on the back handle that allows the
vehicle to be operated while under competent
supervision only.
Total cost was approximately $900.
 Chapter 16: University of Alabama at Birmingham 205

Figure 16.5. Front View of Elmobile, Showing Continuous Frame, Joystick Control, Safety Belts, and Footrests.

Figure 16.6. Side View of Elmobile, Highlighting Graphically Enhanced Fenders and Trunk, Housing Battery, Drive
Assembly, Seat Tilt Mechanism, and Safety Switch.
206 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 17
UNIVERSITY OF CONNECTICUT
Department of Electrical & Systems Engineering
260 Glenbrook Road
Storrs, CT 06269-2157

Principal Investigator:
John D. Enderle (860) 486-5521
jenderle@bme.uconn.edu

207
208 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TELE-TALK: A COMMUNICATION DEVICE FOR

PERSONS WITH HEARING IMPAIRMENT
Designers: Ken Mierzejewski, Sara Wieczorek, Peter Koziura, Brian Metcalf
Client Coordinator: Morton Warnow
Supervising Professors: John D. Enderle
Electrical and Computer Engineering Department
University of Connecticut
260 Glenbrook Road
Storrs, CT 06269-2157

INTRODUCTION
Currently, devices available for a person with a
For people with partial hearing loss, a telephone audio
hearing impairment to communicate over phone
amplifier is often used. However, when this device is
lines have limitations. The most common device
used in conjunction with a hearing aid, audio feedback
used for telephone communication, the
may result. Some telephones have a variable volume
Telecommunications Device for the Deaf (TDD),
control feature to limit the amount of feedback in the
must interact with another similar TDD unit. If a
hearing aid. The feedback coming from the hearing aid
caller does not have a TDD, a call to a special
within the user's ear is sometimes painful.
service provider involves an operator typing and
transmitting TDD data. Likewise, the operator can Tele-Talk is a device designed to allow a person with a
receive data and speak the responses to the non- hearing impairment to communicate directly with the
TDD user. Having an intermediary requires extra person they are calling.
time to make the translations and is available in
only limited regions of the country.

Tele-Talk Device Standard Hearing

Telephone Impaired Caller

Public Phone Network

Public Switch

Figure 17.1. Phone Service Connections.


SUMMARY OF IMPACT
Tele-Talk is a device that allows a person with a
hearing impairment to communicate directly with
the individuals they are calling. This device uses
many off-the-shelf components, including speech
recognition software, a telephone interface, and a
Head-Mounted Display (HMD). The software
requirements include seamless or continuous
voice translation, quick access to a dictionary of
words, and appropriate input/output device
signal processing. The software runs on a compact
computer motherboard, which digitizes incoming
speech and transmits digital output to the
appropriate display device. In addition to the
internal display unit, a Head-Mounted Display
(HMD) was developed. The HMD unit provides
wireless, ergonomic, line-of-sight viewing of the
text output. This makes Tele-Talk ideal for
conference settings, where eye contact with
multiple people is necessary.
TECHNICAL DESCRIPTION
Tele-Talk is comprised of five central components:
• telephone signal processing
• speech and input/output software
• A central processing unit (with associated
hardware)
• A built-in graphical display, and
• An external HMD.
Line
Transformer
Hook-
2 to 4 wire switch
RCVR converter control
XMIT Billing
AGC
DIV Delay
Figure 17.2. Block Diagram of the Communication System.
Chapter 17: University of Connecticut 209
A telephone usually plugs into an RJ11 phone service
jack. Tele-Talk uses the same port to act as a handset,
or simply provides a pass-through connection to the
original telephone, as shown in Figure 17.1. Users still
use the telephone to place and receive calls.
The user with a hearing impairment is able to use the
telephone to place an outgoing call and enable Tele-
Talk when the recipient picks up on the other end.
Tele-Talk and the HMD unit must be powered on
prior to placing/receiving calls.
The display shows a greeting message when the unit is
ready to handle calls. One of the most important
features of Tele-Talk is its display formats. The text is
translated directly from the telephone line and sent to
the display where it can be read for several seconds
before scrolling off the screen. The HMD unit display
is ergonomically adjustable and allows extended
viewing with reduced eye and muscle strain. Tele-
Talk may be left in standby mode when not in use,
and disassembles into compact, portable components
that may be carried within a briefcase.
Telephone Signal Processing
The phone signal received and the analog audio
output are input to a sound card. The Xecom XE0068
is used for ring detection, 2 to 4 wire conversion and
supplying the analog output signal needed for the
sound card, as shown in Figure 17.2.
A transmit function is able to transmit the hearing
impaired user's voice over the phone line after it is
Tip
Ring
Ring
Detect
RI
OH
210 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
received from the microphone. A visual indicator
shows the status of the phone line and signal
incoming calls. This information is provided at the
output of the DAA module from the ring
indicator, RI, and the Hookswitch Control, OH.
When the phone rings, the input is low and the
output goes high to turn on the light. A 7404
inverter is used to drive the ring indication LED.
The receiver output is wired to a 1/8" jack and
plugged into the sound card.
Speech Recognition Software
The Speech Recognition software was chosen for
continuous speech, speaker independence and a
large vocabulary. The Dragon Naturally Speaking
Preferred Edition is the software that best met the
requirements.
Central Processing Unit
The AAEON (PCM-5890) embedded computer
exceeded the requirements of the speech
recognition software. The computer has an Intel
Pentium 200 MHz central processing unit and a
72-pin SIMM (Single Inline Memory Module) 64
MB EDO memory module. The motherboard has
an onboard 512KB pipeline burst L2 cache. There
are serial, parallel, and keyboard connectors on
the embedded system that are needed for the
initial programming and testing of the system. The
serial port (RS-232) is used for one-direction
110 VAC AC Adapter
12 VDC
Figure 17.3. Power Configuration.
communication with both display units. The keyboard
is needed for character input to install the operating
system and software. The internal IDE interface is
used for data transfer from the hard drive and the CD-
ROM. The CD-ROM is only needed for the installation
of the operating system and the software and was
removed after the initial software installation. The
floppy drive interface connects to a 3 ½-inch disk drive
to aid in the installation process. The PCM-5890
supports CRT displays and Mono, STN, and TFT color
panels at a resolution of 1024 x 768 with 256 colors.
The unit also displays both CRT and LCD displays
simultaneously, which is done during the testing
process. The maximum power requirement with an
Intel 200MHZ processor at +5VDC is 6 amps.
System Power Configuration
Figure 17.3 illustrates the power configuration for the
Tele-talk device. The system can either operate from
the 12VDC supply while plugged in, or from the
rechargeable battery when no wall outlet is available.
The master control switch keeps the battery from
being drained if the device is unplugged and not in
use. The master control switch must be in the on
position in order for the device to operate. The switch
lights up to indicate that it is in the on position. The
power supply used to power the computer is the
HE104. A 12VDC DPDT relay is used to switch
between the 8.4VDC from the rechargeable battery
and the 12VDC from the AC/DC adapter. This relay
Rechargeable
Rechargeable
Battery
Battery
Circuit
Relay with 8.4 VDC
12 VDC Coil
Master Control
Switch
Power
Supply
Board

has contacts that are rated for up to 10 Amps due
to the high current draw for this application. One
set of contacts, which are normally open, are
connected to the 12VDC from the AC adapter, and
a separate set of contacts, which are normally
closed, are connected to the 8.4VDC, which is
supplied from the battery. The 12VDC relay coil is
connected to the 12VDC from the AC adapter.
When the coil is energized (coil closes), the
normally open contacts close, and the normally
closed contacts open. Therefore, if the device is
plugged in, the relay coil is energized and the
12VDC contact is closed, and the 8.4VDC battery
contact is open. If the device is unplugged, the
12VDC contact is open and the 8.4VDC battery
contact is closed. The outputs of the two contacts
are tied together and the switching time for the
relay is less than 25ms. For this application, an
8.4VDC NiMH battery is used. This battery has a
current rating of 6AH. The rechargeable battery
was recharged using the Maxim 712CPE fast
charge circuit.
Figure 17.4. Tele-Talk.
Chapter 17: University of Connecticut 211
Internal Graphical Display
The internal display unit is a TFT-LCD (Thin-Film-
Transistor Liquid-Crystal Display) graphical display
with a 12.1 inches diagonal viewing area, made by
Toshiba. The Tele-Talk device is shown in Figure 17.4.
The display area is 800 pixels × 600 lines. This display
has EL backlighting allowing the unit be used in
situations where proper lighting is not always
available. This graphical display was chosen because
it is compatible with the CPU, size, and low power
consumption. The graphical display also allows the
use of a mouse to load and run the software. This is an
important feature since upgraded versions of speech
recognition program and operating systems will be
continually produced.
External Head-Mounted Display
The HMD shown in Figure 17.5 is central to Tele-
Talk's conferencing applications. It provides the user
with complete freedom of movement while relaying
the translated conversation directly to one of his or her
eyes. By combining the virtual display image on one
eye, and the user's normal vision on the other, the
212 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
translated text is superimposed over the user's line
of sight. Allowing the user to maintain eye contact
with other subjects is critical to the practical
success of a daily-worn virtual display. The
virtual display system is enclosed in two parts, a
belt pack, and the glasses-mount headgear.
The belt pack serves a multitude of purposes. It
contains the control board for the display optics.
The wireless link circuitry, signal processing
board, and portable power supply also resides in
the belt pack.
The text sent to the HMD exits Tele-Talk's serial
port, where it is pre-processed for transmission at
1200bps via a Linx Technologies LC series TX/RX
chipset. The 1200bps data rate, combined with the
carrier-present, carrier-absent transmission
format, allows extended range from the base unit
and helps combats bit errors. The text is generated
through Tele-Talk's voice processing software and
is then mirrored to a terminal emulator running a
script to send all translated text out the serial port.
Though not essential, the link uses a bi-directional
RS-232 protocol; the HMD only sends device state
codes back to the main unit (to satisfy the terminal
emulator).
The display incorporates a patented vibrating
mirror assembly by Reflection Technology. Image-
modulated columns of 256 LEDs are used with a
horizontally vibrating mirror to produce a crisp,
monochromatic image of 864 by 256 pixels. The optics
are light and power efficient. The focal distance and
bi-level brightness can be adjusted. The control for the
optics is based on a Motorola 68000 processor.
Custom printed circuit boards were made to house the
Linx TX/RX chipset and the signal processing
electronics, augmenting the P5's native controller
board. A Maxim Electronics RS-232 driver connects to
an encoder, to communicate with the controller board.
Tele-Talk allows a person with a hearing impairment
with vocalization skills to communicate freely on a
telephone via cutting-edge voice recognition software
implemented within a self-contained portable
computer-based system. The incoming telephone
signal is intercepted, processed, and shown textually
on an easy-to-read display. A HUD allows further
freedom and improved ergonomics while using the
device. Until now, telephone communication required
special external services, intermediaries, or caller-
dependent hardware, such as TDDs for a person with
a hearing impairment. Tele-Talk effectively addresses
these issues by providing an independent, versatile,
voice translator for the hearing impaired.
The total cost of this project is $4,447.
 Chapter 17: University of Connecticut 213

Figure 17.5. Head Mounted Display.

214 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

REMOTE DOOR LOCK CONTROLLER

Designer: Radu Alecsandru
Client Coordinator: Rachel Wheeler-Rossow, Ellington, CT 06029
Supervising Professor: John D. Enderle
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road, Storrs, CT 06269-2157

INTRODUCTION Velleman distributes a kit that comes complete with

The Remote Door Lock Controller unlocks a door
mechanism using a wireless remote controller. Such
a device is helpful for people with limited motor
abilities who may find this task difficult.
SUMMARY OF IMPACT
The Remote Door Lock Controller is designed for a
client with some paralysis due to Cerebral Palsy.
The client had expressed a desire to have a remote
door lock controller because it is difficult for him
insert and rotate a key. The client also desired the
added security that this device would provide to his
apartment door, which he otherwise would not be
able to manually lock. The device is designed such
that it will not interfere with other household
devices. Also it is secure enough so that only the
client and the apartment complex administrators can
access the door lock and enter the apartment.
TECHNICAL DESCRIPTION
The Remote Door Lock Controller, essentially a
wireless remote, is made up of two major parts:
instructions, boards, and components that are useful
in constructing a simple function remote RF
transmitter and its receiver. It also employs a signal
scrambler, which prevents unauthorized access of
the receiver/door lock controller. The wireless
remote uses a RF spectrum frequency of 433.92 MHz
to transmit the addressable unlock command. This
wireless remote employs an IC, which scrambles the
information to be transmitted so it can prevent
unauthorized use.
The user presses the UNLOCK button on the remote
transmitter. An addressable command encoder
assigns a particular bit string to that command. The
transmitter sends the bit stream at 433.92 MHz to the
receiver. The receiver reconstructs the command to
its original DC form. The descrambler IC decodes
the digital pulse, enabling the addressable command
controller to create a 9V signal that activates a relay
that in turn controls the electric deadbolt
mechanism. The electric deadbolt mechanism
unlocks the door if the 12VDC signal is present.
Simply pushing it closed locks the door.

• A wireless remote controller and The approximate cost of the Remote Door Lock
Controller is $600.
• A receiver that also controls the electric
deadbolt (the door lock mechanism).
In operation, the user unlocks a door by pressing a
button on the remote controller. A signal scrambler
on the remote transmitter and its receiver/electric
deadbolt controller is employed, making
unauthorized access virtually impossible. Figure
17.6 illustrates the Remote Door Lock Controller.
 Chapter 17: University of Connecticut 215

Figure 17.6. Remote Door Lock Controller. The device with the antenna (left) is the receiver with two small
transmitters shown next to the deadbolt. A large uninterruptible power supply is in the rear.

Block diagram of Wireless Remote Control

Remote Control
Addressable
Keypad Transmitter
Command Encriptor
(User Interface)

Addressable
Receiver Door Lock Mechanism
Command Encriptor

Block diagram of Receiver

Figure 17.7. Block Diagram for the Remote Door Lock Controller.
216 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

REMOTE ENVIRONMENTAL CONTROLLER

Designer: Radu Alecsandru
Client Coordinator: Rachel Wheeler-Rossow, Ellington, CT 06029
Supervising Professor: John D. Enderle
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road, Storrs, CT 06269-2157

INTRODUCTION the zero crossing point with the purpose of

The Remote Environmental Controller (REC) is a
wireless remote control device that controls
household lighting using simple on/off commands.
The REC is helpful for people with limited or no
motor abilities by enabling them to control the
environment without moving throughout the house.
SUMMARY OF IMPACT
The client has spina bifida and is in a wheelchair. He
requested a device that allows him to control
household lighting. The Remote Environmental
Controller (REC) is a wireless remote control system
that is portable and easy to operate.
TECHNICAL DESCRIPTION
The REC consists of:
• A wireless remote controller,
• A receiver that controls the individual
appliance switches,
• An individual addressable light, and
• Wall power switches
The device is shown in Figure 17.8. The addressable
switches employ a Sears X10 operation control
protocol. This protocol is a 5V pulse generated by a
controller and modulated onto the house AC line at
controlling compliant equipment. In operation the
user activates a light or an appliance in the house by
pressing the appropriate button on the remote
controller. X 10 protocol devices are used instead of
RF communication devices since they are
commercially available and are less difficult to
mechanically implement.
To operate, the user depresses the ON button for a
particular appliance or light on the remote keypad.
In turn, the addressable command encoder assigns a
particular bit string to that command and it will only
activate a particular light or appliance. The
transmitter sends out the bit string at a frequency of
310MHz. The receiver reconstructs the 310MHz
command back to its original DC form. Then the
addressable command modulator creates a specific
5V, series of 120kHzpulses for that command. They
are then mixed in at the zero crossing of the 60HZ
cycle of the AC power line by the modulated
command mixer. Finally these 5V, 120kHz
command pulses are interpreted by the appropriate
addressable switch that is X10 protocol compliant.
The approximate cost of the Remote Environmental
Controller is $500.
 Chapter 17: University of Connecticut 217

Figure 17.8. Remote Environmental Controller. The Receiver is on the left. The Remote Controller is the device
with the keypad in the center. Addressable wall switches are shown in the rear, still attached to their test bed.

Block diagram of Wireless Remote Control

Remote Control
Addressable
Keypad Transmitter
Command Encriptor
(User Interface)

Addressable Modulated Command

Receiver
Command Encriptor Mixer

Block diagram of Receiver

Figure 17.9. Block Diagram for the Remote Environmental Controller.

218 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE THERMOSTAT REMOTE CONTROL

Designer: Mike Carvalho
Client Coordinator: Carol Freedman
Supervising Professor: John D. Enderle
Electrical and Computer Engineering Department
University of Connecticut
Storrs, Connecticut 06269

INTRODUCTION Input Stage

The client, a 46 year-old gentleman with multiple
sclerosis (MS) and paraplegia, desires a device that
allows him to control the temperature at his
residence. The device is voice actuated,
circumventing his impairments. A voice-activated
chip is utilized in the design and fitted to a
thermostat. The device is speaker dependent.
Safety features are incorporated into the device
allowing it to be deactivated should a malfunction
occur. The user speaks the desired temperature into
a built-in voice sensor (microphone), the signal is
processed, recognized, and sent to the thermostat,
which in turn regulates itself according to the given
instruction. A photograph of the device is shown in
Figure 17.10.
SUMMARY OF IMPACT
The demand for products using voice recognition
technology is increasing, partly because of
innovative and significant improvements made in
this area. Many people would benefit from this
technology.
TECHNICAL DESCRIPTION
The device consists of four main blocks, called
stages. A block diagram of the device is shown
below in Figure 17.11. The first stage contains a
microphone and an analog wave filter. In this
stage, the user's speech is conditioned so that it can
be interpreted by the recognition system. The next
stage incorporates the recognizer. Here, the
conditioned signal is processed and an output
digital word is generated in its output. The third
stage comprises a decoder. Here, the output word is
converted to a suitable digital word that regulates
the thermostat accordingly. It also helps with the
display of the room and desired temperature. The
fourth stage includes the output displays, a prompt
speaker, and a deactivation switch.
The spoken word (command) is amplified and
filtered to a level suitable for the recognition chip.
The filter provides approximately 53dB of low-noise
mid band gain, 2-bit controllability, and 1st-order
band-pass response with 3dB points at roughly
700Hz and 3.3KHz. The built-in voice sensor is
made up of an omni-directional microphone with an
amplification of 58dB.
Recognizing stage
The recognizer contains a speech recognition chip
called the VoiceDirect IC. In addition to performing
speech recognition, the chip plays speech prompts,
performs control functions, provides status outputs,
and interfaces to external ROM and serial EEPROM.
The chip's neural network recognizes words or
phrases with greater than 99% accuracy.
C. Decoding Stage
The decoder is a logic circuit that converts the digital
output word coming from the recognizer to suitable
levels of voltage that control the thermostat. There
is one distinct level of voltage and digital word that
corresponds to each desired temperature setting and
voltage level.
D. Output
The output stage simply takes the values given by
the decoder, and drives the thermostat and the LED
displays. Here, a thermostat utilizing comparators
and a ±1°F accuracy temperature sensor is
implemented.
The approximate cost of the Voice Thermostat
Remote Control is $530.
 Chapter 17: University of Connecticut 219

Figure 17.10. Voice Thermostat Remote Control.

Microphone Recognizer Decoder Thermostat

Visual
OUTPUT 1

Visual
OUTPUT 3

Figure 17.11. Block Diagram of the Voice Controlled Thermostat.

220 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HAND AND FOOT DRIVEN TRICYCLE WITH

UNIQUE ROWING DESIGN
Designer: Wayne D. Gagnon
Client Coordinator: Carol Magliocco
Supervising Professor: John D. Enderle
Department of Electrical and Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION has one center bar (shown in Figure 17.12). The

A hand and foot driven tricycle (T-Rider) is
designed for a fifteen-year-old girl with an inner ear
disorder that affects her balance. This project
addresses her desire to have a recreational device,
such as a bicycle, which incorporates specialized
safety devices that allow her to ride without concern
with regard to her balancing difficulties.
Since the intended user is weak in both her arms and
legs, an ordinary dual hand and foot pedaled
tricycle is difficult for her to use. The T-Rider will be
propelled by a combination of hand (arm) and foot
power where the hand power is more from the
upper body and supplied by a rowing motion. A
standard caliper lever is mounted on the handlebars
to provide the braking power to the front tire. A
coaster brake stops the rear tire when the pedals are
reversed. A freewheel hub is provided so that in
between rowing motions, the bicycle will simply
coast.
SUMMARY OF IMPACT
The design criteria for the T-Rider are defined by the
capabilities of the client. The intended user desires a
device that provides therapy, exercise, and above all
enjoyment. This device is suitable to meet the needs
of the intended user’s physical strengths.
TECHNICAL DESCRIPTION
T-Rider utilizes an existing adult size tricycle frame.
A local cycle shop donated the frame for the T-Rider.
This frame is extensively modified to meet the needs
of the client. The frame has two bars on each side of
the rider instead of the standard tricycle frame that
rider is seated much lower in the tricycle and the
bars distribute the rider's weight more evenly. The
bars also act as brush guards to protect the rider's
legs from obstacles, such as branches. The seat is
designed to provide support and comfort for the
rider. The seat is set at a 50-degree angle and
utilizes a Velcro chest strap to keep the rider
securely fastened to the seat. The seat is welded low
in the frame to place the rider in a comfortable stable
position. Flip up armrests are included to allow
easy transfer from a wheelchair into the T- Rider.
A chain connected to the handlebars drives the front
drive system. This chain can by placed in various
mounting positions to increase or decrease effort
required to provide propulsion. The other end of
the chain is connected to a spring that returns the
handlebars back to original position after the rider
has completed a rowing motion.
The rear drive is constructed using a 1/2-inch steel
rod. The rod ends are cut at forty-five degree angles
and welded in a crank fashion. This crank is
mounted to the frame with enclosed bearings that
allow for the rotation of the crank. Special medical
foot restraints are used for the pedals. These are
sized to a specific shoe size and have two Velcro
straps to keep the riders feet securely fastened into
the pedals. The chain that drives the rear tire rides
on a sprocket that is welded to the crank pedal
system. The T-Rider is constructed using standard
BMX bicycle parts allowing the owner to easily
replace or modify any of the parts.
The cost of parts/material was about $650.
 Chapter 17: University of Connecticut 221

Figure 17.12. T-Rider.

Handle Bar
Fork Collar

30 degree
incline

22 inches
Seat
Wheel Wells

Seat

5 inches 5 inches
32 inches 35 inches

Figure 17.13. A. Front view of the T-Rider. B. Side view of the T-Rider
222 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

A COMMUNICATION DEVICE WITH SEQUENTIAL

LIGHTING
Designer: Wayne D. Gagnon
Client Coordinator: Jennifer Canavan, Village School
Supervising Professor: John D. Enderle
Department of Electrical and Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION
A communication device (Light-Com) enables the
user to depress a button corresponding with a
picture item in order to identify personal needs or
items for educational purposes. Light-Com utilizes
large lighted areas and controllable reaction times to
accommodate different abilities.

The light-Com is designed specifically for a child

with cerebral palsy, who is non-verbal and hearing
impaired. The client is capable of depressing a
switch, given a sufficient amount of time to achieve
this movement. When the child sits in her chair, her
head is tilted back at approximately a 30-degree
angle. A device that lays flat on a table or desk Figure 17.14. Light Com.
directly in front of her is difficult for her to see. The
client's teachers have been mounting an existing TECHCNICAL DESCRIPTION
device on books and boxes in order to raise the The device consists of four large cubbyholes. The
device into a comfortable position; requirements are rear walls of the cubbyholes are colored plastic
such that it is at eye level during usage. The Light- lenses, making each compartment easily
Com is shown in Figure 17.14. distinguishable. The enclosure and lenses are
constructed using 1/4 inch Plexiglas. On the top
SUMMARY OF IMPACT surface of the device there is a card rail to insert
It is difficult to evaluate the cognitive abilities of photos or flashcards. A wheelchair-mounted switch
children who are non-verbal and have hearing is also provided.
impairments. By placing an item into one of the
cubbyholes and a corresponding picture onto the A digital circuit controls the sequential illumination
card rail, the teacher can ask the student to stop the of the device. The components included in the
light progression when the illuminated light reaches digital circuit are:
the correct item. Once it has been established that
• A LM556 timer chip,
the student can make a conscious decision of which
item he or she desires, the devise may then be used • A LM163 2 bit counter,
for communication. A teacher or parent can put
• A LM139 2 to 4 decoder (demultiplexor),
different items, such as a toy, a food item, a cup of
juice, or a toy block, in each of the cubbyholes. The • An lM7404 inverter chip,
student may then be asked to stop the light
progression at the desired item. The large lighted • A ULN2803 Darlington array to supply
areas of different colors make the exterior of the sufficient current to the lamps, and
device appealing to a child. It also helps the child • A JK flip flop.
distinguish between the different items.

Since the switch is a one-position momentary
switch, a debounce circuit containing a resistor and
capacitor with a JK flip flop is implemented to
obtain two distinct states. When the switch is
depressed once, the output is a digital "high" output.
When the switch is depressed again, the output is a
digital "low" output. This circuitry controls the
enable pins on both the counter and Demux.
During normal operation, the timer provides an
adjustable clock pulse to the 2-bit counter.
Connecting the first timer in the LM556 chip to a 3
Meg Ohm potentiometer provides the adjustable
clock pulse. This potentiometer is mounted on the
side of the enclosure for the teacher or user to set the
speed interval of the flashing lights to a comfortable
rate. The clock time can range from microseconds to
26 seconds, which is a sufficient amount of time for
Debouncer
Switch
Circuit
Clock
2 - Bit Counter
LM 556
LM 74163
Timer
Motorola
Lights Darlington Array
ULN2803A
Figure 17.16. Block Diagram of Light Com.
Chapter 17: University of Connecticut 223
the child to react to the light. The counter sends the
2 bits into the 2-4 decoder, counting in progression
at each clock pulse. Since a low signal is shifted
through the 4 bits, an inverter was used to obtain the
high signal. This high signal then goes into the
Darlington array that sinks up to 500mA that is
sufficient to drive the lamps. A block diagram is
shown in Figure 17.15.
The circuit is powered by a 120-6 volt AC
transformer, or by 4 D cell batteries mounted in a
battery pack that is accessible from the rear
compartment of the enclosure. The lights used are
standard one-watt flashlight bulbs. The elliptical
reflectors from flashlights are also used to project
the light onto the lenses.
The cost of parts and materials was about $200.
JK Flip Flop
2 - 4 Decoder
Demultiplexor
LM 74136
Inverter
LM 7404
224 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ASSISTED MUSICAL/LEARNING DEVICE (AMLD)

Designer: James Kamm
Client Coordinator: Jennifer Canavan
Supervising Professor: John Enderle
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road, Storrs, CT 06269-2157

INTRODUCTION
The Assisted Musical/Learning Device (AMLD) is
an electronic device that combines musical creativity
and educational applications into one. A front and
side view of the device is shown in Figures 17.16
and 17.17. The AMLD enables a person with
cerebral palsy to play a musical instrument, and
makes learning basic hand and eye coordination
skills through a unique control panel an enjoyable
experience.

There are many effective educational and musical

devices that can be operated with ease. However,
the same devices pose problems for individuals with
Figure 17.16. Assisted Musical/Learning Device
physical impairments, preventing them from
(AMLD).
performing the minute operations required to
operate such devices.

The client is a seven-year-old boy with cerebral

palsy. The client is cortically blind and has weak
vocal cords and limited motor coordination. He uses
a wheelchair. He expressed the desire to play a
musical instrument. However, he cannot play a
hand-held musical instrument. The AMLD has
large, easily manipulated control buttons and is
designed to be played without the user holding the
device. It can be attached to a wheelchair.

SUMMARY OF IMPACT
The AMLD may improve the quality of life for some
individuals by helping them practice hand and eye
coordination while helping them learn letters,
shapes, and numbers. But most of all, the device is
fun to use.
TECHNICAL DESCRIPTION
The AMLD produces five piano sounds and five
drum sounds. The sounds are initiated by pressing
one of the five buttons attached to the device
console. Each of the five drum buttons represents a
different drumbeat, and each piano button a
different pitch of a piano. The unique design of the
Figure 17.17. Side View of AMLD.
AMLD console allows an instructor to interchange
buttons with different designs embossed on them.
These designs can be shapes, numbers or letters.
Once the desired buttons are installed, the instructor
asks the user to identify a particular shape or digit
and then press the proper button.
Shown in Fig. 17.18 is a block diagram of the device.
Eleven different lines electrically connect five
console buttons to one another. These buttons,
which are mechanically differentiated by unique pin
 Chapter 17: University of Connecticut 225

designs on their reverse, pass a signal on to an ISD
voice record/playback chip. The ISD chip is an
analog-sampled data system with:
• An on-chip microphone pre-amp,
• Anti-aliasing and smoothing filters,
• A storage array,
• A speaker driver,
• A control interface, and
• An internal precision reference clock.
The chip has the ability to store 60 seconds of sound
using an internal clock sampling frequency rate of
6400 Hz, utilizing a 10-bit address. There are 52, 3.5
" Plexiglas buttons that correspond to letters of the
alphabet and varying shapes and musical sounds,
resulting in 52 different pin combinations. Upon
pressing one of the buttons, that particular signal is
transmitted into the ISD chip, which initializes a
certain address within the chip. This particular
address stores a pre-recorded musical note or verbal
sound of the educational aspect to be learned. The
signal is then amplified by an LM386 voice amplifier
and then reproduced by two eight-ohm speakers.
There are two outputs each time one of the buttons
is depressed. These outputs correspond to the
control button indicating lights and the audible
output sounds associated with the button being
pressed
The remote control is used for the instructor to
communicate with the client. It allows the instructor
to illuminate one of the five indicating lights above
the actual control buttons, thus indicating which
buttons are to be pressed.
The total cost is approximately $500.

Remote Battery
Light Light
Control 4 D-Cells

11

ON/OFF
reset
Light Light

11

(5)
ISD LM386
Volume
Light Light 11 Voice/ 10 Audio Control
Recorder Amplifier
Chips
11

Light Light

11 Speaker Speaker
(Left) (Right)

Light Light

Figure 17.18. Block diagram of AMLD.

226 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ELECTROLOCK: A VANDAL-PROOF, 12-BUTTON

PROGRAMMABLE KEYPAD TO CONTROL AN
APARTMENT DOOR
Designer: Tu Anh Le
Client Coordinators: Dr. Lee Mclean, Ms. Carol Magliocco from the UCONN A.J. Pappanikou Center
Supervising Professor: John D. Enderle
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road
Storrs, CT, 06269-2157

INTRODUCTION
An electronic keyless security system is needed to
give the mother of a 12-year-old girl with autism full
access control with confidential coding, while
preventing her daughter from wandering off. The
device can withstand hundreds of pounds of force,
more than enough to handle the child’s potential
destructive forces.

SUMMARY OF IMPACT
The Electrolock provides a fail-safe electronic
security system in a practical, affordable and easy-
to-use package. It uses 6-digit access codes to lock
and unlock the door. The Electrolock is vandal
proof and can withstand any destructive force that
the client may cause. Therefore, this device gives
the client's mother a sense of security. A types of codes, access and authorization. Access is
photograph of the final device appears below in
Figure 17.19.
TECHNICAL DESCRIPTION
The Electrolock system controls one door. The
system consists of five main components:
• A 12-button alphanumeric keypad,
• A BL1600 micro-controller,
• An OP6000 keypad-LED-beeper interface,
• An electronic deadbolt, and
• An external 12VDC supply.
Keypad system
Three to six digit codes in any combination (even
repeated digits) can be entered into the Electrolock
to lock or unlock the door. Six-digit codes allow up
to one million possible combinations. There are two
Figure 17.19. Electrolock. Shown is the keypad
controller with the electronic deadbolt to the right.
for lock/unlock operation while authorization is for
changing both codes. The keypad system has two
LEDs that indicate lock and unlock status. Codes
are stored in non-volatile EEPROM memory. There
is an audible key beep when codes are entered from
the keypad. One of the most outstanding features of
this product is the immunity to all types of
electromagnetic interference (EMI) and radio
frequency (RF). All electronics are housed in a steel
case. A block diagram showing codes operation is
shown below in Figure 17.20.
Output
This system yields one high current output. The
rating of this output is 12 VDC and 1 Amp, enough
to drive a 12 VDC, 0.94 Amp electronic deadbolt.
Electronic Deadbolt
The heavy-duty electronic deadbolt is a 12VDC fail-
safe version that locks when the power is applied,
 Chapter 17: University of Connecticut 227

and unlocks when the power is removed. This department for its high safety and security
deadbolt can withstand hundreds of pounds of standards.
force, and it is also recommended by the fire
The cost of parts and material was about $434.

Alphanumeric Keypad

Access code Codes Authorization Code

Deadbolt is unlocked if it
was locked before, Deadbolt is at previous state
Codes
Other

otherwise it is locked

Deadbolt is at previous state

Authorization or Access
codes for change

Keypad locks out 30

seconds after 3 unsuccessful
attempts

Alphanumeric Keypad

Figure 17.20. Block Diagram Showing Codes Operation.

228 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HAND-HELD ELECTRONIC MAGNIFYING

CAMERA FOR PATIENTS WITH VISION
PROBLEMS
Designer: Tu Anh Le
Client Coordinators: Dr. Lee Mclean, Ms. Carol Magliocco from the UCONN A.J. Pappanikou Center
Supervising Professor: Dr. John D. Enderle, Ph.D.
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road
Storrs, CT, 06269-2157

INTRODUCTION The display can be any TV, computer monitor or

A hand-held electronic magnifying camera was
designed for a client who is legally blind due to the
effects of multiple sclerosis on her optic nerves.
Magcam is an inexpensive and portable magnifying
camera that transmits magnified images to a display
screen. It is less expensive and more portable than a
closed circuit television (CCTV), a device that many
with low vision find helpful.
SUMMARY OF IMPACT
The small, lightweight (less than 2lbs.), portable and
compact (palm held) Magcam provides CCTV
quality at a low price, providing visually impaired
people the ability to see and read. The device is
shown in Figure 17.21.
TECHNICAL DESCRIPTION
Magcam has four basic elements:
• A magnifying camera,
• A video processor controller,
• An AC adapter, and
• A displaying screen.
LCD (with video input port).
Camera Assembly
Maximum magnification provided by the Magcam
ranges from one-third to double the size of the
display. Magnification is variable to the display
size. No focusing or lens adjustments are needed.
The Magcam remains in focus when the camera is
moving. The camera operates using 9 VDC. It does
not have any memory to store data; it acts simply as
a video transmitter that sends the scanned
information to the video processor. The camera has
a DCX (Double Convex Lens) to focus and magnify
at the same time. The camera uses a push on/off
switch.
Video Processor Controller
A video processor controller is separated from the
camera assembly in order to reduce camera weight.
This also allows the camera to be hand-held. The
video processor contains a microchip that modulates
and transmits information from the camera to the
display screen. This device is used to convert the
base-band signal from the camera into a TV channel.
The cost of parts/material was about $ 234.
 Chapter 17: University of Connecticut 229

Figure 17.21. Magcam Camera Assembly (Left) and Video Processor Controller.

AC Adaptor or Video
Display Screen
Rechargeable Battery Processor

Magnifying Camera

Figure 17.22. Magcam Block Diagram.

230 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VOXEBOOK AUGMENTATIVE COMMUNICATION

SYSTEM
Designer: Alexander B. Krasij
Supervising Professor: John D. Enderle
Electrical and Computer Engineering Department
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION
The Voxebook is an augmentative communication
system integrating existing notebook computer
technology with specially designed software with an
external switch, providing the user with a quality
communication method. The device is designed for
a user with cerebral palsy who experiences severe
speech and writing challenges, to allow him or her
to have an effective way of communicating.

SUMMARY OF IMPACT
The client for whom this project is designed is a
nine-year-old boy with spastic quadriplegia due to
cerebral palsy. With motor impairments in all four
limbs, it is very difficult for him to control his
environment. The augmentative communication
software was designed to allow flexibility to adapt
to the client’s needs over time. The Voxebook
addresses both communication and learning issues
and makes the interface accessible to the user.
TECHNICAL DESCRIPTION
The Voxebook Augmentative Communication
System utilizes existing speech synthesis technology
to provide the user with a voice. The software
utilizes the industry standard Picture
Communication Symbols (PCS) icon library by
Mayer-Johnson in its graphical user interface, for
easy recognition, especially since the client is
familiar with these symbols. The accessibility
modifications to the notebook computer include an
external switch connected to the PC that allows for a
user with mobility impairments to interact with the
software. In combining these features in a unified
system, an effective communication method is
provided. A picture of the Voxebook is shown in
Figure 17.23.
Hardware components include:
Figure. 17.23. The Voxebook System.
• A standard unmodified Pentium class notebook
computer (which is inexpensive and sufficient for
the software the system runs),
• An external augmentative communication
switch, and
• An adapter used to interface the two.
The most important characteristic of the software is
its usability, allowing the user to make the necessary
selections to navigate through its various screens.
The Voxebook system has its own proprietary
software, called Voxeware, a speech output
communication software package. The target
education level for the software is from first through
fifth grade. The Voxeware software package is a
stand-alone product, so it is possible to cleanly exit
from it to the operating system and to use other
software on the same machine. It is also possible to
run the Voxeware software on any other computer
running Linux that is configured with the
appropriate hardware, including desktop systems.
The user mode of the software displays a screen
showing the six icons of the current board layout.
 Chapter 17: University of Connecticut 231

The selection process begins immediately, consisting the main menu or repeats the process, depending on
of a selection field moving clockwise through each the configuration of the user mode. The software
of the icons in succession and then it repeats. When includes a configuration mode that allows board
the appropriate icon has been highlighted, the user layouts to be created, linked, loaded, and saved.
depresses the external switch to select the image. As
each image is highlighted, the device outputs the The cost of this project is $3249.
corresponding speech sequence. Once an image is
selected, it is highlighted in a more pronounced
way, the speech sequence is repeated, and a new
board is displayed on the screen. The process is
then repeated until the user selects an icon that
represents a final choice, in which case the selection
process has ended and no new boards are displayed.
Once this is accomplished the program returns to

Start

Main Menu Display keyboard

Preset Original or Original on screen, begin
Preset? selection loop

Exit to Main Menu Adjust system

Parameters

Main Setup return

Operating or
screen: setup
Configuration
delays and
Mode
selection mode

return Adjust system

return
Parameters
Configuration Operating

Display picture page

Pages and Links
on screen, begin
can be
selection loop, user
programmed using
makes successive
Text and Pictures
selections

Figure. 17.24. The Voxebook Block Diagram.

232 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

DIGITAL HEARING AID

Designer: Jason Mitchell
Supervising Professor: John D. Enderle
Technical Assistant: William Pruehsner
Electrical and Computer Engineering Department
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION signal into an analog voltage signal. The

The Digital Hearing Aid (DHA) was designed to be
a low-cost, digital replacement for a standard analog
hearing aid. There are many advantages to using a
digital hearing aid, the main one being its
programmability, which allows for a more precise
auditory fitting to match the client’s needs. A digital
hearing aid processes sound waves by encoding
them as a series of numbers that measure pitch and
volume at any instant in time. This method of
processing the sound wave, bit by bit, is more
precise and allows for filtering of background noise
without affecting overall sound quality. Feedback
reduction algorithms are used to minimize any
hearing aid whistling that is caused by acoustic
feedback. Since hearing loss also includes sensitivity
changes to certain sound frequencies, this
customization improves the user’s hearing
capabilities. To implement this design, the client
must acquire an audiometric profile from an
audiologist. The audiometric profile is typically
mapped and downloaded to the memory of the
digital hearing aid where it is stored for use when
the aid is fitted to the individual.
SUMMARY OF IMPACT
The client has lost almost all of her hearing in her
right ear and wears an analog hearing aid in her left.
The current hearing aid that she wears does not
reduce or eliminate noise and acoustic feedback for a
comfortable listening experience. Also, sudden loud
noises are uncomfortable and are at dangerous
decibel levels for the client. Since the cost of digital
hearing aids on the market are very high, and she
was advised by her doctor to use one, the DHA
project provides a low-cost solution to meet her
requirements. A photograph of the Digital Hearing
Aid is shown in Figure 17.25.
TECHNICAL DESCRIPTION
The signal conditioning process begins with the
input stage, where a microphone converts the sound
microphone transducer contains a high voltage
internal electronic membrane, a metal electrode and
a field effect transistor. The microphone acts as an
anti-aliasing filter that blocks undesirable high
frequency components. A pre-amplifier is also used
in this stage to amplify the microphone signal. In
the second stage, an analog-to-digital (A/D)
converter changes the analog signal into a digital
signal. This serial data stream adds some high
frequency noise to the signal; therefore a low-pass
filtering algorithm is used to remove the noise,
creating a cleaner 16-bit waveform. The signal is
then re-sampled to optimize the signal for more
manipulation.
The digitized signal is mathematically manipulated
in accordance with the client’s hearing profile. The
digital signal is split into seven frequency bands;
each is adjusted as determined by the pre-set
hearing profile. The four higher frequency bands
and the lower three frequency bands are compressed
using algorithms that improve speech
comprehension and listening comfort. The high
frequency compression algorithm incorporates
adaptive gain to preserve the contrast between
sharp consonant sounds, while the low frequency
algorithm incorporates syllabic pressure to keep the
volume at a comfortable level. A Texas Instrument
TMS320C25 Digital Signal Processor (DSP)
accomplishes the digital processing. The code for
the DSP was written using MATLAB and C software
programs. After conditioning, the signal is
converted back to an analog signal using a digital-
to-analog (D/A) converter. The output stage
represents the speaker, with acoustical
characteristics that block undesirable high frequency
sound to give quality sound reproduction.
The cost of parts and materials is approximately
$500.
 Chapter 17: University of Connecticut 233

Figure 17.25. The Digital Hearing Aid.

Microphone

VBAP DSP
TLV320AC36 TMS320LC31-40

Speaker

Crystal Memory
Oscillator 40 MHz
TMS27C040

Figure 17.26. Block Diagram of the Digital Hearing Aid.

234 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TALK AID
Designer: Juan Antonio Rodriguez
Client Coordinator: Josette Caro
Supervising Professor: John Enderle
Electrical and Computer Engineering
University of Connecticut,
Storrs, CT 06269

INTRODUCTION ISD's patented technology brings analog data into

Talk Aid is a communication assistance device for a the semiconductor memory world. Few external
child with autism who has trouble communicating. components are needed:
He is often frustrated because he has difficulty
• A microphone,
consistently coordinating his vocal cords to
communicate. Talk Aid provides a method of • A loudspeaker,
communication that relieves his frustration, thus
• Switches,
allowing him to concentrate on communication. A
photograph of the Talk Aid is in Figure 17.27. • A few resistors and capacitors, and
• A power supply or battery - to build a
SUMMARY OF IMPACT complete voice record and playback system.
The device produces a vocal output and a digital
display output. Having these two features in one All other devices - preamplifiers, filters, AGC,
device, the client communicates more effectively. power amplifier, control logic and analog storage -
The vocal output of the device is the primary are built into the chip. Pins 1 - 10 correspond to a0 -
method of communication. The digital display, a9. These pins define the starting address for
corresponding to the vocal output, provides visual messages or set the device to an operation mode.
feedback. The scalability of the device allows the
device to grow along with its user. The OP6100 (Z-World) operator interface is ideal for
applications requiring users to enter commands or
data, read messages, or monitor systems functions.
TECHNICAL DESCRIPTION
Each operator interface connects directly to a Z-
The BL1600's (Z-World) combination of logic-level
World controller that offers LCD or PLCBus ports.
I/O and high-current drivers makes it a versatile
Once connected to a Z-World controller, the
controller in a compact "form factor." The PLCBus
interfaces are configured using Z-World’s Dynamic
expansion port allows adding I/O lines, serial ports,
C software development system. Dynamic C (Z-
relays, and D/A and A/D conversion channels as
World) also provides all software drivers necessary
needed. Programs for the BL1600 are developed
to scan keypads, display messages, and create
using the Dynamic C software development system.
graphics. A keypad overlay allows easy creation of
One can install SRAM and EPROM chips from 32-
custom keypad elements and legends. The OP6100
kbyte to 512-kbyte, and flash EPROM from 64-kbyte
offers a 4 x 20 character LCD and a 4 x 6 keypad. If a
to 256-kbyte. The microprocessor of the BL1600 is
custom user interface is needed, individual interface
the Z-180, which runs at 9.216 MHz. Using a
components are available for purchase. Individual
programmable controller is the most flexible way to
components include LCDs, keypads, and controller
develop a control system. C is the preferred
boards.
language for embedded systems programming.
Variables a0 - a9 are the 10 bits that drive the voice The cost of parts and materials is about $425.
synthesis chips. This program is continuously
looking for an input. This insures that the device
will always be working from a code perspective.
 Chapter 17: University of Connecticut 235

Figure 17.27. Talk Aid.

236 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TOY TRAIN SPOTTING SYSTEM

Designer: Jaret Stickney
Client Coordinator: Rachel Wheeler-Rossow
Supervising Professor: Dr. John D. Enderle
Electrical and Computer Engineering Department
University of Connecticut
Storrs, CT 06269

INTRODUCTION
The Train Spotting System was designed for a child
with limited body strength due to severe
neurological deterioration. He has little if any
ability to control a device such as a toy vehicle. A
large plastic train, currently owned by the client, has
no directional capabilities. Additionally, the train
has no braking system to stop forward motion. The
motor on his vehicle provides little power and
operates for only short periods of time. The current
design addresses these limitations. A photograph of
the Train Spotting System is shown in Figure 17.28.

SUMMARY OF IMPACT
The client has limited body strength due to severe
neurological deterioration. The design of a remotely
operated toy vehicle used by a caregiver provides
the child entertainment. The client simply rides on
the vehicle while another individual controls the
remote joystick.
TECHNICAL DESCRIPTION
The system uses:
• Five ultrasonic sensors,
• 2 DC motors,
• A 12 Volt DC Battery,
• A BL1600 micro- controller (Z-World),
• 5 PIC16C74A micro- controllers, and
• A number of toggle safety switches.
Using the sensors and toggle switches, the system is
able to operate with little supervision.
A 12 Volt lead acid battery, chosen for its long-term
effectiveness and durability, supplies power. It is
located under the seat and has easy accessibility for
recharging.
Figure 17.28. Train Spotting System.
The motors are located in the rear of the vehicle and
control both the direction and the steering of the
vehicle. These 12 Volt DC permanent magnet,
brushless motors are paired with gearing in order to
drive the vehicle at approximately 1.5 mph. A
simple motor control circuit allows for a change in
direction and the ability to adjust the speed of the
motor.
The motors have a capability of driving a 75-pound
child and accelerating to maximum speed in 1.5
seconds. A gearing ratio of 50:1 allows for enough
torque and acceleration to operate in virtually any
indoor or smooth outdoor surface. The two motors
receive input from the processor. The power and
direction of the motors is then communicated to the
logic chips on the motor control board to determine
the action to take place via the FET chips.
The processor used in the design is the BL1600 and
is the central processing unit for the Toy Train
Spotting System. The processor receives input from
the remote control and the sensor control units and
determines the proper action to take place for output
to the motor control circuits. The microprocessor
compares these inputs to determine if a direction is
safe for travel and outputs to the motor control if the
 Chapter 17: University of Connecticut 237

action is capable. If the remote control is idle, the

motor control circuits receive no power and simply
Battery Initialize
stall the motors. If an action is not permitted due to ON/OFF
Turned
Start
All
Switch Program
the condition, the motors again stall and the On Sensors
processor waits for a different input. The process by
which the motor control receives output by the
Read All
comparison of sensor and remote input is referred to Begin
Range
Timer
as the “object collision prevention”. The processor Values
goes through a continuous loop of comparison at the
initiation of power. The continuous loop guarantees
that an action will be looked at regardless of the Signal
Transmitted
input.

The five sensors in the system utilize ultrasonic

object detection. These sensors allow for mobility of Signal
the vehicle in essentially any direction. They are Received

located in the four corners of the vehicle and there is

an additional one on the front underside for
detection of a stairway or a drop in the floor. These
sensors have a beam angle of 15 degrees and detect
objects from 6” to 35’. Polaroid and Texas
Instruments sonar Ranging Module provided the
sensors.
The circuitry used in conjunction with the modules
involves a PIC16C74A micro-controller. When
power is given to the sensor control unit, the micro-
controllers then initialize the modules. At this point
a 9-millisecond delay is given to the “inhibit” pin on
the module by the PIC controller, and allows the
modules to stabilize. When the delay is complete,
the controller then waits for the module to send an
“echo” signal to an input pin allowing for the code
of the controller to work. The code does a simple
comparison between a predetermined distance of
13” and the distance it took the sensor to receive the
ultrasonic reception. A high signal is sent to the
output of the controller if an object is within this
“object collision prevention” zone. The processor as
described above then receives this input.
Object
Range
Determined
Signal
Sent to
Processor
Figure 17.29. Block Diagram of Train Spotting.
ensure child safety. These three toggle switches
immediately power down the vehicle at any point.
The seat safety switch toggles if pressure is relieved
from the seat.
The front panel switch is conveniently located on the
handle of the child’s bracing bar. This switch is
necessary if the child is ready to stop riding the
vehicle. The last switch is for the master power.
This switch is behind the vehicle and can only be
reached by the caregiver when the child is in the
seat.

Seat safety switches, along with a master switch and The approximate cost of the Toy Train Spotting
a front panel power switch, are also utilized to System is about $850.
238 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TEACHING PIANO
Designer: Jeremy Shattuck
Supervising Professor: John Enderle
Department of Electrical and Computer Engineering
260 Glenbrook Rd
Storrs CT 06269-2157

INTRODUCTION
The Teaching Piano is a multiple subject teaching
device and electronic piano for children with
cognitive and physical impairments in a classroom
setting. The Teaching Piano can help teach
numbers, the alphabet, the days of the week, and
word-picture association by combining a large, easy
to use, colorful key piano interface with a teacher's
interface. It can also work with flash cards and
vocal outputs. The Teaching Piano is
conceptualized as an educational device that
addresses motor coordination skills and allows for
their improvement while preventing frustration on
the part of its user. The educational aspects of the
device can be increased in difficulty as the user's
skill improves. Lessons are controlled by the teacher Figure 17.30. Teaching Piano
and the flash card based teaching allows a broad
range of lesson planning. The Teaching Piano is also the piano. Each piano key correlates with the flash
a toy. card above it. The teacher can then program the
order in which he or she would like the child to play
SUMMARY OF IMPACT the piano in relation to the order of the flash cards.
The Teaching Piano allows the teacher to control the When the child presses a correct key, a small toy
educational lesson of one child while allowing time head rises from beneath the piano top, says “That's
to provide attention to other children in the correct”, and lowers back down. When the child
classroom. The design is compact (20"x10"x10"), presses an incorrect key, a short buzzing sound is
portable, and durable. The large piano keys enable heard. After the child has gone correctly through
use by children with varying degrees of muscle the entire sequence, a short melody is played with
coordination. The bright colors and stimulating the accompaniment of the toy head rising. This
output help to maintain attention. The Teaching process is shown in Figure 17.32.
Piano is shown in Figure 17.30.
A Z-World BL1600 ‘Little G’ micro-controller
controls the Teaching Piano. Inputs arise from the
TECHNICAL DESCRIPTION teacher's interface located on the side of the piano
The Teaching Piano runs in two separate modes,
and the child's piano keys. Outputs consist of two
piano and teaching. In piano mode, the Teaching
status LEDs, used during programming of the
Piano simply acts as an electronic piano. The
teaching mode, (these located on the teacher's
depression of any of the piano keys sends an input
interface), a voice chip that plays piano notes in
signal to the micro-controller, which outputs the
piano mode and short messages in teaching mode,
appropriate address signal to a voice/record
and a mechanical head that rises up from beneath
playback chip, which outputs the appropriate piano
the piano top.
note, as shown in Figure 17.31.

In teaching mode, the teacher can place five flash

cards in any order across the sheet music ledge of
 Chapter 17: University of Connecticut 239

Teacher's
Teacher's Inputs
switch in
Teacher's
"Piano Mode" switch in
Buttons 1 - 5
"Teaching
Mode"

Piano Mode Teacher's Outputs

"Program
Child's Inputs Set"
LED
Child's
Piano Keys
Little G (BL1600, Z-World)
"Wait"

User's Little G LED

Piano Keys (BL1600, Z-World)

ISD1420 Correct
Vocal Mechanical
Playbac Head
Chip

Correct Saying Child's Outputs

ISD1420
(IC and Incorrect Sound
Speakers)
Completed Program Response

Piano Figure 17.32. Teaching Mode flowchart.

Notes

Figure 17.31. Piano Mode Flowchart.
Casing
The piano casing is built from durable 3/4" thick
wood, sanded and painted in warm, eye-catching
green (piano), orange (piano keys), and almond
(piano keys).
Microcontroller
The central processing unit of the Teaching Piano is
a Z-World BL1600 Little G micro-controller
programmed by Dynamic C software. The BL1600
has 12 digital inputs, 14 digital outputs, 32K SRAM,
32K EPROM, and 512 bytes of EEPROM. The
BL1600 is powered by a wall outlet step-down
transformer and provides 5VDC to the other
components of the device.
Mechanical Head
The figure of a tiger head rises from beneath the
piano top, pushing the hinged top open, using a
5VDC motor using a geared axle and a teethed pole,
which react with one another for upwards and
downwards motion. To provide enough power
between the micro-controller and the motor, a PWM
motor control circuit is placed to control the motor
with digital input signals.
Vocal output
An ISD1420 voice record/playback chip generates
vocal outputs. On the chip are recorded five piano
notes (2 sec.), two short messages (2 sec. each), and
one short melody (6 sec.). These are accessed using
an 8-bit digital input address from the BL1600. The
message is then outputted through an amplifier of
gain 30 and speaker located on the back of the
Teaching Piano.
Teacher's interface
The teacher controls the Teaching Piano by an
interface located on the side. On the interface are:
• A power switch,
• A mode switch,
• Two status LEDs, and
• Five buttons for programming the order for
the teaching mode.
Child's interface
The child uses the five large piano keys on the front
of the piano. Beneath each key is a button that is
depressed when the child depresses a piano key.
The cost is $380.
240 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

EDUCATION STATION WITH REMOTE

COMMUNICATION DEVICE
Designer: Mike Stanczyk
Supervising Professor: John Enderle
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road
Storrs, CT. 06269

INTRODUCTION
The Education Station and Remote Communication
Device is designed for a 13-year-old female who has
difficulties maintaining her attention span at school.
Her main source of locomotion is a wheelchair,
which she relies on frequently due to fatigue and
mild seizures. She is non-verbal and communicates
through facial expressions and pointing at pictures.
Testing methods that measure her level of
independence may be compromised due to her lack
of focus. When she is distracted, her grades
decrease and her ability to learn is limited. The
Education Station was designed to help address
these problems. The Education Station is attached to
her wheelchair tray and placed in the student's line Figure 17.33. Education Station with Remote
of sight, allowing her to better focus on the task at Communication Device.
hand. The Education Station tests involve matching
a picture to an item, manipulating an item, matching
a color, identifying a peer, or completing a four-step student has an alternative way to communicate with
process. others.
The Remote Communication Device operates as a
sub-unit of the Education Station. This device helps
TECHNICAL DESCRIPTION
enhance the client’s test scores and also acts as an The front panel of the Education Station has four
alternative communication device. large 2" buttons and four clips to hold pictures. The
side panel has a female jack for the external power
source, an output port for the Remote
SUMMARY OF IMPACT Communication Device, and two stereo speakers.
The Education Station and Remote Communication
The rear panel has a 12-button keypad with an
Device interact to improve a student's test scores.
alphanumeric display and a microphone. A
They both feature a voice recorder to give an audible
removable top allows for storage of the Remote
description of a picture or flash card. The Education
Communication Device, flash cards, the power
Station is designed to attract the attention of the
supply, and the remote cable.
student by being directly in her line of sight and by
being decorated in various bright colors. Since the The Remote Communication Device has a top panel
student is asked to press a button that corresponds with 8 buttons, 8 LEDs, a speaker, and a
to a given picture, four large 2" buttons are microphone. The side panel has an on/off switch, a
provided, each with an appealing smiley face play/record switch, and an input port.
design. The Remote Communication Device is
compact and uses re-chargeable batteries so that the The Education Station and Remote Communication
Device is shown in Figure 17.33. The student

chooses one of the smiley face buttons when the
instructor asks a question. The Education Station
uses a BL1600 series (Little G, Z-World) micro-
controller and an OP6000 (Z-World) keypad with an
alphanumeric display. The keypad is used for
programming the voice recorder as well as to choose
what message is heard when a correct button is
depressed.
The alphanumeric display indicates what message is
heard. The keypad and alphanumeric display are
both used to program letters into the display
corresponding to the recorded message. Each
message has a number assigned to it so that the
teacher can input it into the keypad, and the number
is found on the back of each picture.
The Remote Communication Device includes eight
buttons that input into the micro-controller. The
record button is hidden to prevent unwanted
message changes. Each message can be played at
any time. If a signal is sent from the Education
Station, the appropriate light will flash for ten
seconds, allowing the student to press the button
next to it. After the button is pressed, the message is
played and resets when finished.
When the Education Station is activated, the micro-
controller program is initiated and loops infinitely
until the play or record button is pressed. If the play
button is pressed, a code is sent from the keypad to
the input port of the micro-controller. This code is
searched for in a database that initializes the code
that corresponds to the keypad. When the code is
found, the address that corresponds to it is sent
through an output port to initialize an ISD2575 voice
recorder. The alphanumeric display shows the
message that is played when the correct choice
button is pressed. Next, the program continually
checks the choice buttons against the control buttons
until there is a match. When they are equal, the
program outputs a signal to enable the voice
recorder. If they do not match, a buzzer sounds and
then the program checks the buttons again. On
occasion, a signal is sent to the Remote
Communication Device. These signals are for
special cases when a picture on the Education
Station matches a picture on the Remote
Communication Device.
If the record button is pressed, a code is sent from
the keypad to the input port of the micro-controller.
This code is searched for in a database that
Chapter 17: University of Connecticut 241
initializes the code that corresponds to the keypad.
When the code is found, the address that relates to it
is sent through an output port to initialize an
ISD2575 voice recorder. The program automatically
allows the message to be recorded for duration of
three seconds and is verified by an LED when
finished. Once the recording is verified, the
program returns to the beginning, awaiting a new
command.
One of eight on the Remote Communication Device
can be pressed at any time to hear a pre-recorded
message. As soon as the device is activated, it starts
in the play mode until the record button is pressed.
It also loops through the program until a signal is
received from the Education Station. If a signal is
received, the program loops through a cycle of 10
seconds. A delay loop set-up for 1 second is
initiated in order to make the LED stay on for one
second and then stay off for one second. If the
button is pressed within the 10 seconds it will
output the message. If the button is not pressed, the
program simply returns to the beginning.
When the record button is pressed, it waits for an
input button to be pressed for 3 seconds, by
incrementing a counter 3 times for a period of 1
second. Once it has been pressed for 3 seconds, the
LED turns on, allowing the recording process to
begin. When the light turns off, the recording is
stopped and the program returns to the beginning.
The total cost of the Education Station and Remote
Communication Device, including the power
supply, communication link and flash cards, is
approximately $450.
242 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WATER TEMPERATURE CONTROL SYSTEM

Designers: Andrzej P. Szatkowski
Client Coordinator: Debbie Lifton
Supervising Professor: Dr. John D. Enderle
Electrical and Computer Engineering Department
University of Connecticut,
260 Glenbrook Road
Storrs, CT 06268

INTRODUCTION
The Water Temperature Control System is designed
to control water temperature based on a pre-set
temperature that is programmed into the unit by the
client or an aide. The Water Temperature Control
System can be installed in any type of shower or
bath, and fits in standard 2 x 4 walls. Anyone
wishing to take a shower with this device is able to
input his or her name with a preferred temperature
and store them in the memory bank. A back-up
battery is incorporated to protect memory during
power failure.

SUMMARY OF IMPACT
The client attempts to adjust water temperature but, Figure 17.35. Installed Front Panel of the Water
due to reduced sensory and motor capabilities, he Temperature Control System, Mounted in a Closet
turns the hot water to a scalding temperature. The that Backs up to the Shower Plumbing.
Water Temperature Control System enhances the
client’s independence and minimizes the risk of
injury by scalding water. This product is simple to
use.

TECHNICAL DESCRIPTION
The Water Temperature Control System consists of
two major modules:

• An operator interface, including a graphic

LCD display with large font for easy reading and
an oversized keypad for entering the name and
preferred temperature of the shower water, and
• A water temperature adjustment unit, which
consists of an electronically controlled hot and cold
water-mixing valve.
The device controls water temperature within
±0.2°F (0.1°C). The control panel is enclosed in a
durable plastic enclosure. The water temperature
adjustment unit is built from solid brass, stainless
steel, and aluminum. Circuitry and parts are water
resistant. Figure 17.35 shows the installed control
panel. Figure 17.36. Installed Water Temperature
Adjustment Control System.
 Chapter 17: University of Connecticut 243

The Water Temperature Adjustment Unit uses a

high-speed microcomputer that automatically Adjusting Water Ready
adjusts the hot and cold water valves 10 times a (Red LED) (Green LED)
second, preventing temperature change in the
LCD Display
shower when the water supply is reduced due to use
of other water systems throughout the house. If
either the hot or cold water supply fails, the Water JANE DOE TEMP 82F
Temperature Adjustment Unit shuts down the other
supply, preventing scalding or freezing. Typical
shower controls such as the hot and cold-water
From
knobs remain installed to allow traditional control of Temp
Sensors
water temperature if desired. See Figure 17.36 for a Little G (BL1600) A/D
view of the Water Temperature Unit Microcontroller Converter

Control Panel
The Control Panel is installed on a wall near the
shower. The Control Panel stores the name and 1 2 3
FIND YOUR NAME
ABC DEF GHI
preferred water temperature in °F, displays the
name and the water temperature, and controls the 4
JKL
5
MNO
6
PQR
START

Water Temperature Adjustment Unit. A micro-

7 8 9
controller (BL1600, Z-World) stores names and STU VWX YZ

temperature settings corresponding to a particular

KEY PAD
name. Water temperature is read by a temperature
MEMOR
NAME TEMP Y

sensor (via an A/D converter) and compared to the

pre-set value. Adjustments then sent as an 8 bit
binary code to a stepper motor control circuit for the
water-mixing valve. An on-board Flash-EPROM
contains the adjustment program. Figure 17.37. Diagram of the Front Panel.
supply pipes. It consists of the following
A Graphic LCD display used for viewing the name
components:
and corresponding temperature of the client or
anyone that will use this product is included in the • Two stepper motor controlled valves for
Control Panel. The Graphic LCD display has 240 x adjusting water flow, one each on the hot
64 pixels, and a 5.2” x 1.54” viewing area. The LCD and cold water supply,
display has an 8 bit direct interface and an LED back
light as an option that is used for easier viewing in • A Thermocouple Probe for reading the
dimmer surroundings. mixed water temperature,

A Keypad is used to perform the following • A faucet assembly added to the current
functions: assembly, and

• Entering the name of user and desired water • A 12-16 VDC (AC power adapter) that
temperature, provides the necessary power.
• Recalling the name and desired temperature
The adapter is plugged into any available 115 VAC
from memory, and
outlet in a utility room. The adapter cord is plugged
• Manually adjusting water temperature. into a socket on the back of the water temperature
adjustment unit. Low voltage extension cables are
A 12 VDC, 400 mA, linear power supply, is used as
supplied.
the main power source for the control panel.
The cost of this project is $593.
Water Temperature Adjustment Unit
The water temperature adjustment unit is installed
within the shower wall on the hot and cold water
244 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

REMOTE CONTROL INTERFACE TO A

DIGITAL THERMOSTAT
Designer: Steven S. Tartamella
Client Coordinator: Phyllis Zlotnick
Supervising Professor: Dr. John D. Enderle Ph. D.
Electrical & Systems Engineering Department
University of Connecticut
260 Glenbrook Road
Storrs, CT 06279

INTRODUCTION
A client with spinal muscular atrophy desires an
easier way to control the room temperature in her
living environment. The Remote Control Digital
Thermostat (RCDT) is designed for mounting on the
client’s wheelchair to control a redesigned
microprocessor-controlled thermostat with a
graphical display output. A photograph of the
RCDT is shown below in Figure 17.37.

SUMMARY OF IMPACT
The client has a genetic progressive motor neuron
disease impeding the transmission of nerve
impulses to the muscles. The client uses a
wheelchair. She has limited access to most objects in
her apartment due to her limited range of motion.
She has difficulty adjusting the thermostat on her
wall. The RCDT was designed to enable the client to
independently control the thermostat. Since the
device uses RF communication, the client can control
the temperature in her apartment from anywhere in
the room without having to worry about objects
interfering with the thermostat. This is required
since the client cannot point the remote control
directly at the thermostat.
TECHNICAL DESCRIPTION
There are six major components of the RCDT:
• The digital temperature sensor,
• An RF transmitter,
• An RF receiver,
• A microprocessor control,
• A relay system, and
• A graphical display.
Figure 17.37. Remote Control Digital Thermostat.
Two main units, a push button remote control unit,
and a Linx Technologies 418 MHz LC transmitter
circuit are mounted on the client’s wheel chair arm
via Velcro, and the receiver unit is mounted on the
apartment wall. The receiver unit contains a Linx
Technologies 418 MHz receiver circuit, a Z-World
BL1600 Microprocessor, an Analog Devices TMP04
digital temperature sensor, a 5 VDC relay, and the
Z-World OP6300 graphical display that displays the
desired set temperature and room temperature.
A functional block diagram is shown in Figure 17.38.
When one of the pushbuttons of the remote control
is depressed, the RF transmitter modulates the 418
MHz carrier frequencies that are detected by the RF
receiver. Since the LC-TX is a modulated Carrier-
Absent/Carrier-Present transmitter, when the
buttons are not depressed, the carrier is absent,
which indicates to the receiver that a binary 0 is
being transmitted. Depressing a button generates
 Chapter 17: University of Connecticut 245

the carrier, which the receiver interprets as a binary

Receiver Unit
1. This is then passed to the data output of the
receiver. Data rates up to 4800 BPS can be sent. Display Display
Sending data through the LC series modules Current
Temperature
Set
Temperature
requires that the data stream is encoded and Household

decoded as 1s and 0s using Holtek encoder and

decoder chips. The receiver then outputs CMOS
compatible data, which acts as input to the BL1600 (Z-World) AD TMP04
Relay Micro-Controller Temperature
microprocessor. The receiver output is internally (Little G) Sensor
qualified, meaning it will only transition when valid
data are present. In instances where no carrier is
present the output remains low.
Linx RF RX
The range, performance, and legality of an RF link
are critically dependent upon the type of antenna
employed. It is usually best to utilize a basic ¼ -
wave whip antenna for initial concept evaluation.
Once the prototype product is operating
satisfactorily, a production antenna is selected to
meet the cost, size, distance, and cosmetic Linx RF TX
requirements of the product. For the RCDT (Remote Control Unit)
purposes, a loop or helical antenna for the
transmitter is suitable. The receiver also utilizes a
helical antenna; however, this antenna is placed
outside the actual receiver unit due to cosmetic Figure 17.38. Functional Block Diagram of the RCDT.
requirements of the graphical display.

The most suitable temperature sensor for the RCDT
is an Analog Devices TMP04 digital temperature
sensor. The TMP04 is a monolithic temperature
detector that generates a pulse-width modulated
serial digital output that varies in direct proportion
to the temperature component it is measuring. An
onboard sensor generates a proportional voltage as
compared to an internal reference voltage that is
input into a precision first-order sigma-delta digital
modulator. The TMP04 is a powerful, complete
temperature measurement system with digital
output on a single chip. The TMP04 provides TTL-
CMOS compatible outputs for direct interface with a
microprocessor.
The BL1600 microprocessor has 12 digital inputs and
14 digital outputs. It also features input for a
keypad and output for a graphical display. For
RCDT purposes, the Z-World OP6300 graphical
display is selected. This display uses 240x64 pixels
and a 4x10 keypad, and connects directly into the
PLC bus of the BL1600. The BL1600 receives the
current room temperature from the TMP04, along
with a digital output command from the receiver to
increase or decrease the set temperature. Once the
set temperature becomes greater than the room
temperature, an output of the BL1600 is activated to
a logic high that drives the relay to switch the
household heating system on. Two keypads are also
pre-programmed to increase or decrease the set
temperature as a safety feature in case the remote
control unit happens to fail.
The cost of parts/material was about $500.
246 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MOTORIZED MOBILITY DEVICE

Designers: Elvin P. Ucol
Client Coordinator: Jennifer Canavan, The Village School, North Haven, CT
Supervising Professor: John D. Enderle
Department of Electrical and Computer Engineering
University of Connecticut
260 Glenbrook Road
Storrs, CT 06269-2157

INTRODUCTION
Scoot Along is designed for a child with cerebral
palsy, with no use of her legs and limited use of her
hands. She does have the ability to grasp and direct
a joystick. The client can control a standard electric
wheelchair, but its size proves impractical for use in
confined areas. Scoot Along functions as a mobility
aid and has in-dash controls that make the device an
enjoyable toy. Unlike many other devices on the
market, Scoot Along is lightweight and durable,
allowing for easy portability. Primary use for the
scooter will be in the classroom play area. See
Figure 17.40 for a view of Scoot Along.

SUMMARY OF IMPACT
Scoot Along is a transportation device that can be
maneuvered in small, confined areas. Its reduced
size makes it a good fit for a small child. Ultrasonic
object sensors and speed adjustment controls
prevent accidents and ensure safety. In addition to
its safety features, fun car sounds are added to the
controls to make Scoot Along enjoyable for children
to use.

TECHNICAL DESCRIPTION
The chassis for Scoot Along is a modified toy car.
This car exhibits good maneuverability, is
motorized, and is small. Modifications to the chassis
include the addition of a joystick controller, a central
processing unit, two DC motors, a rechargeable
battery, 5 ultrasonic sensors, and sound buttons. See Figure 17.40. The Scoot Along Mobility Car.
Figure 17.41 for a block diagram of the system. controller and the ultrasonic sensors. Basic logic
comparisons are made between these two sets of
Microprocessor inputs. If no obstacles block the movement of the
The central processing unit for the entire Scoot scooter, a logic "1" is outputted. The vehicle can
Along system is centered on a microprocessor. A then be operated in that direction. However, if an
PIC16C74A processor by Microchip acts as this main object is sensed, then a logic "0" output means the
controlling unit. Programming for the PIC16C74A is scooter either shuts down or should be moved in the
done in assembly language using the MPLAB opposite direction.
software package, also by Microchip. Inputs are
read into the processor from both the joystick Joystick Interface
 Chapter 17: University of Connecticut 247

The drive motor is placed in conjunction with the

Ultrasound Ultrasound Ultrasound
Module Module Module rear wheels while the motor used for steering is
placed at the front. Several factors were considered
when choosing the appropriate motors for Scoot
Along.

Joystick PIC16C74A Servo The first consideration was the load capacity of the
Interface Microcontroller Motor vehicle. This includes the weight of the child as well
as the weight of the vehicle itself. The maximum
load capacity is set to 100 lbs. In order for the motor
to make the scooter move, the mechanical energy
Ultrasound Ultrasound must also be converted into kinetic energy. With
Module DC Motor Module these constraints in mind, two 12VDC permanent
magnet motors with appropriate gearing are
implemented.

Figure 17.41. Block Diagram of Scooter System. Ultrasonic Sensing System

A common joystick controller is used for directional
control. The joystick used for the prototype is a
standard joystick used for a home video game
system. The scooter remains stationary when the
joystick is at center position. Forward on the
joystick results in forward motion and likewise for
backward, left, and right directions. The joystick
interface functions by a potentiometer giving a
voltage output between zero and a reference voltage
based on the position of the joystick. This signal is
sent to the microprocessor for evaluation of forward
or reverse and/or left or right movement.
Motor Control
Two DC permanent magnet motors are installed,
one for drive of the scooter, and one for steering.
The intended area of use for the scooter has many
obstacles. It is necessary to prevent collisions with
these obstacles. A simple circuit in conjunction with
an ultrasonic ranging module with transducer is
used to detect objects. A signal is sent out from the
transducer that sends a return signal if an object is
sensed. A simple assembly language program
performs this signal process and calculates the
distance of the object. The set distance at which the
object is sensed is approximately 13 inches. A
combination of 5 ultrasonic sensors acts as one set of
inputs to the microprocessor.
The total cost for parts and materials for this project
was $700.
248 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 18
UNIVERSITY OF MASSACHUSETTS
LOWELL
James B. Francis College of Engineering
Assistive Technology Program
One University Ave.
Lowell, Massachusetts 01854

Principal Investigators:
Donn A. Clark, (978) 934-3341
Donn_Clark@uml.edu

249
250 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

INFRARED DEVICE CONTROL

Designer: Christopher Durocher
Client: The client Page
Instructor: Alan Rux
Department of Electrical Engineering
University of Massachusetts at Lowell
Lowell, MA

INTRODUCTION from being loaded while in operation.

A home automation system was designed to enable
a person with quadriplegia to gain independence
and control over his environment. The system
utilizes a standard remote control, specialized
computer software, and various infrared receivers
and transmitters.
SUMMARY OF IMPACT
The individual for whom this assistive technology
project was designed is a person with quadriplegia.
Until 1973, he had been a highly recruited baseball
and football player. However, after an auto
accident, he was paralyzed from the neck down.
The client has since regained limited upper body
movement and has learned how to utilize this
limited movement. He can type on a keyboard
using a wrist attachment. He can also use a special
mouse, shaped like a joystick, that is sensitive to
lateral as well as vertical pressure. By rotating his
shoulder, thus moving his arm, he can apply enough
pressure so that he can control cursor movement.
He applies light pressure to the button on the top of
the joystick to select an object. These abilities made
the second phase of the project possible: the
automation of two household lights, his television
and his electric door.
TECHNICAL DESCRIPTION
This system was an extension of a previous project
in which the client was first introduced to computer
technology and the World Wide Web. A software
program, Infrared Direct Control (IRDC), was
purchased, installed and tested on a computer
system. The software was installed on a standard
Pentium class PC with 64 MB of RAM and a 2GB
hard drive. It was initially hoped that a voice
recognition software application already installed
would interact with the IRDC software, thereby
allowing the client to have home automation as a
hands-free application. However, the IRDC
software prohibits TSR memory resident drivers
Unfortunately, the voice recognition software
utilized a TSR. Additionally, the voice application
modified the AUTOEXEC.BAT file so that it is also
incompatible with IRDC.
A special serial cable was attached to COM port
1/IRQ4. The other end of the cable was attached to
a data port found inside of the battery compartment
of the all-in-one remote control. Velcro was used to
secure the cable to the remote since it dislodged
easily.
The next step was to configure the X-10 Powerhouse
I/R to RF receiver/transmitter. This was simply a
matter of choosing which appliance would be
assigned to which selector switch. Once the
assignments were made, the appliance control
modules were configured similarly and plugged
into the wall sockets. The appliances were then
plugged into them.
Finally, the remote control was brought online by
tapping any button on the remote and then clicking
on any button on the IRDC Graphical User Interface
(GUI).. The IRDC GUI has numerous buttons on it,
each of which is color coded so that the user can
quickly access the appropriate device and then issue
a command. For example, if the client wishes to
turn his living room light off, he can select the
appropriate button on the X-10 unit (in this case,
unit # 1) and then select the AUX button on the GUI
and then the power button on the GUI.
Except for software incompatibilities, this project
was successfully implemented.
For clients who have limited motor abilities from the
neck down, voice recognition software would be
necessary. However, this client has acquired some
movement over time, making the software
incompatibilities insignificant.
 Chapter 18: University of Massachusetts Lowell 251

Figure 18.1. Infrared Device Control.

252 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

SPEECH RECOGNITION FOR

COMPUTER ACCESSIBILITY
Designer: Christopher Durocher
Client: The client Page
Instructor: Alan Rux
Department of Electrical Engineering
University of Massachusetts at Lowell
Lowell, MA

INTRODUCTION TECHNICAL DESCRIPTION

A multimedia computer system is a tool used for the
distribution, retrieval and retention of information.
However, certain features on these systems make
them inaccessible to those with physical
impairments. Operation of a keyboard and mouse
requires dexterity, making these input devices
unusable for persons with quadriplegia. Dragon
Systems, Inc. has developed speech recognition
software that allows anyone to operate a computer
with verbal control.
SUMMARY OF IMPACT
Dragon Dictate 3.0 software was purchased,
installed and tested on a multimedia computer
system. This system can be controlled with a
standard keyboard and mouse, or with a headset
microphone connected to the internal audio board.
All commands (including mouse cursor movement)
and data entry (for word processing) can be
communicated through the microphone.
The individual for whom this assistive technology
project was designed is a person with quadriplegia.
He has always wanted to become computer literate
but was afraid of both physical challenges and
educational requirements. Therefore, the
requirements of this project were not merely to
install the software and eliminate system conflicts,
but also help the client become computer literate.
This project has opened up a new world of
information and communication to the client and
hopefully will act as a model for readers wishing to
expand their horizons and overcome their
limitations.
First, the system had to be purchased and
assembled. It was most economical to purchase
individual components from vendors and assemble
the system in a piecemeal fashion. The components
purchased were:
• A Pentium 200 MHz MMX Processor with
motherboard,
• A 32 MB EDO RAM,
• A 4 GB EIDE hard drive,
• A 16 x CD-ROM,
• A 1.4 MB floppy drive,
• A mid-size tower with 5 open expansion
drive bays,
• A 3d video board,
• An audio board,
• A 56k fax / modem,
• A 17” high resolution monitor,
• Speakers,
• A Microphone, keyboard and mouse,
• Windows 95 and Office 97,
• Dragon Dictate 3.0, and
• (15) Bitnet Internet Service Provider
software.
The system was assembled and all IRQ conflicts and
driver conflicts were resolved. Then the ISP account
was established.
With all software installed and functioning correctly,
it was time to establish the client as a user in Dragon
Dictate. The software has an intuitive training
program that allows the computer to establish a
speech memory of the client’s voice. He simply read
a long list of words and phrases, displayed on the
monitor. His intonations were then memorized and
from that point forward, when the computer booted
up, it waited for commands from the client.

Training the client involved starting with simple

tasks and steadily progressing to more complex
projects. For example, powering the system up and

shutting the system down was his first lesson. This
turned out to be more complicated than first
anticipated because some hand movement is
necessary; Dragon Dictate is not activated until
Windows has completed its power up process. The
next few lessons involved basic mouse movement,
desktop operations and definitions of terms.
Fortunately, Dragon Dictate is forgiving and
flexible. For example, to double click on an OK
button, the user can tell the mouse cursor to move to
that button location and say, “double click”, or
simply say “OK”. The software looks for default
buttons in open windows and allows the user to say
what is in the button as a command.
Figure 18.2. Computer Accessibility.
Chapter 18: University of Massachusetts Lowell 253
Once the client was comfortable with desktop
operations, the lessons moved to Internet access and
Office 97 operations. He now uses the World Wide
Web for information searches on various subjects
ranging from disabilities to German newspapers.
Also, he client is a high school coach in basketball,
football and baseball so he now uses Excel to track
data with a spreadsheet on his players. Currently,
his training revolves around troubleshooting:
occasionally he ‘clicks’ on the wrong location and
causes error messages or loss of data. He is learning
how to recover from those mistakes.
254 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

BLENDER CONTROLLER
Designer: Dung Le
Supervising Professor: Alan Rux
Client Coordinator: Patricia A. Lauziere
LifeLinks
Department of Electrical Engineering
University of Massachusetts Lowell
Lowell, MA 01854

INTRODUCTION
The Blender Controller Box was designed to support
cooking classes for people with physical
impairments. It has one command switch and two
modes: manual mode and timer mode.

In manual mode, when the user presses the

command switch, the blender operates. It stops
operating when the user releases the command
switch.

In timer mode, when the user presses the command

switch, the blender operates about 15 seconds and
then stops automatically. Once operating in timer
mode, the command switch will not affect the
blender; the blender continues to operate and will
stop after 15 seconds. The blender only operates
again when the user presses the command switch
after the blender stops.
Figure 18.3. Blender Controller.
SUMMARY OF IMPACT
It is hoped that the Blender Controller Box will be a sends the OFF command signal to the RF receiver.
helpful piece of adaptive equipment for individuals Therefore the blender will not run.
who participate in cooking classes or prepare their
meals. When the command switch is pressed, the input of
U2_pin2 is low, the output U2_pin7 is high and
feeds the +12.0 volts to relay K2. When the relay
TECHNICAL DESCRIPTION switch is in active position (pin_9 and pin_10), the
The Blender Controller Box has two operation
RF transmitter switch is in the on position and sends
modes: manual mode and timer mode.
the ON command signal to the RF receiver.
Therefore the blender will run. Switches 6 and 7 of
Manual Mode
K2 are shorted and contact ground. The blinking
To operate the system in manual mode, the user has
LED D5 will light up to indicate that the blender is
to set the mode switch to the manual position. The
running.
manual mode switch S1B will contact with +12.0
volt line and light up the LED D3 to indicate the
Timer Mode
manual mode is in use. Also, the manual mode
When the mode switch is in timer position, the timer
switch S1A contacts the command switch. If the
mode of switch S1B will feed +12.0 volts to LED D4
command switch is not pressed, the input of
and the timer LED will light up. It also feeds s
U2_pin2 is high, the output of U2_pin7 is low and
voltage supply to the 555_timer U3. The 555_timer is
there is no driver to relay K2. The relay switch is in
set in the monostable mode (one short) with 15
the inactive position (pin_9 and pin_8). As a result,
seconds of output. When in timer mode, the
the RF transmitter switch is in the off position and
command switch will contact the timer mode of
 Chapter 18: University of Massachusetts Lowell 255

switch S1A. If the command switch is not pressed,
the input of U3_pin2 becomes high; the output
U3_pin3 becomes inactive. Therefore, there is no
drive to relay K2 and the blender is not operational.
If the command switch is pressed, the input of
U3_pin2 is low; the output of U3_pin3 will be active
and feed the driver voltage to relay K2 in 15
seconds. Therefore the blender will operate for 15
seconds.
The relay K1 relay prevents the user from activating
the blender command switch for longer than 15
seconds. When the command switch is pressed, the
input to the U1_pin2 is low, and the output U1_pin7
is high and drives the relay K1. When the relay K1 is
active, switches 6 and 7 of K1 will open. Therefore
the command switch does not control the system.
The system only resets when the user releases the
command switch and presses it again after the
blender stops (15 seconds).

Because the 555_timer is set in the monostable The package for the Blender Controller Box contains:
mode, the output of the 555_timer will not be able to
be reset while in timer mode (15 seconds). If the • The Blender,
user presses or releases the command switch while • The Blender Controller Box,
the blender is operating in timer mode, the blender • The RF receiver,
cycle will not be interrupted will continue to run for • The command switch, and
the length of 15 seconds. • An AC power cord.

S1B
12V+
+12V T1
R1
MANUAL MODE TIMER MODE 10k
AC - DC
OFF
AC
R6 R7 C1
1k 1k 60uF 12V

R2 R3 AC-DC CONVERTER
10k 1.37M
4 8
D3 D4 7
LED LED
U3 3
6
555
+12V 2
DISPLAY 15 sec
5 1
LED
C1 U2A D1
R1 10uF 4 428 5
10k K1
U2B C2 DIODE
2 428 7 1 2 10nF

6 7 U2B D2
2 428 7
12V
DIODE

COMMAND SIA TIMER SWITCH R5 4

OFF +12V 1k 1
MANUAL MODE 6
SWITCH 7
AC INPUT K2 AC OUTPUT
R4 D5 9 10
10k LED

MODE SWITCH

Figure 18.4. Circuit Diagram.

256 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

THE DIGITAL VOICE BOX

Designer: Bob Szymanski
Client Coordinator: Patty Lauziere
Supervising Professor: Alan Rux
Department of Electrical Engineering
University of Massachusetts
One University Avenue
Lowell, Massachusetts

INTRODUCTION
This product will digitally record and play back 16
messages. It was designed to help a person with
cerebral palsy, a disease that affects motor
coordination skills, including speech. This device
will help the client communicate.

SUMMARY OF IMPACT
The design uses a hexi-decimal keypad to equally
divide the recording time into 16 segments. The
keypad had to be big enough for the client to
operate. The heart of the design is an IC called an
ISD2590. This device handles all of the playback,
record and storage operations. It is manufactured
by Information Storage Devises, retails for about
$25.00. It has 90 seconds of recording time, allowing
approximately five seconds per button.
Figure 18.5 –The digital voice box.
Performing a playback operation is simply done by
pressing the desired button. It is not necessary to
hold the button down. Recording is almost as significant address bits were tied low. The hexi-
simple: A switch on the side must be set to ‘record’. decimal to binary conversion was done using a
The user presses a button and begins speaking to 74C922 IC. This chip comes with convenient built-in
record, and releases when the message is finished. keypad de-bounce circuitry. When a key is pressed,
Finally, the switch on the side is reset to play. it outputs the binary equivalent and sets its Data
Available (DA) bit high. This tells the circuitry when
TECHNICAL DESCRIPTION to turn on.
Rechargeable batteries are used to power the unit. Playback or record mode is determined by one
Five hours of charging yields approximately four simple switch (PR). When the ISD2590 finishes
days of continuous usage. recording, it automatically saves a “stop sign” called
“End of Message” (EOM). This signal is used to tell
The ISD2590 was set to operate in “addressed
the circuit when the playback is finished.
mode”, where record and playback operations start
at a latches address location. Converting the hex Using these signals, the control logic was created to
inputs into binary created 16 equal memory enable the ISD2590 at the appropriate times.
locations. The binary equivalent is used as the most
significant sign of address space. All other less
 Chapter 18: University of Massachusetts Lowell 257

74C922
Hex
Hex to Binary ISD2590
Keypad
converter

SPEAKER

DA

CE
MIC.
P/R
EOM
P/R Control
Program
Logic
or Play
Switch

Figure 18.5. Block Diagram of the Digital Voice Box.

258 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ENVIRONMENTAL CONTROL SYSTEM

Designers: Divyang Patel, Rene Akasa
Supervising Professor: Donn Clark
External Advisor: Mark Todd
Department of Electrical Engineering and Computer Engineering
University of Massachusetts, Lowell
Massachusetts 01854

INTRODUCTION
A unique control system was designed for a client Display Picture
who has significant cognitive and physical
impairments. The purpose of the project was to
increase the client’s confidence by giving him
Is
independent control of a fan, lights, TV-VCR, and
there a click?
other devices. The project involved two phases: No Yes

• Phase I (client and system interface), and

• Phase II (system and control object
interface). Exit Menu?
The Information presented here pertains to Phase I Yes No
development. The system was developed in
Windows based Visual Basic.

SUMMARY OF IMPACT Display pictures

related to picture
In Phase I, a series of pictures related to the control selected
objects are displayed on the screen. When the user
selects a picture, a unique code (number) assigned to
that picture is sent to the control box. Depending on
the code sent, Phase II then activates the relay
switches controlling operation of devices, such as a Is
there a click?
light, fan and TV–VCR. No Yes

Phase I begins by displaying pictures of appliances.

The system provides voice feedback when a picture
is displayed. When a picture is selected, (for Send code to
example a fan) the item is indicated by voice Phase II
response (“FAN”). The system then displays
pictures related to the fan, like ON, OFF and EXIT.
Figure 18.6 illustrates the overall description of Exit Menu?
Phase I. In general, Phase I familiarizes the client No Yes
with the Environmental Control System. To
simplify this process, additional pictures that
interested the client were added. Figure 18.6. Phase I Flow Chart.

TECHNICAL DESCRIPTION branch. Pictures displayed in the second loop are

Phase I was developed in Visual Basic 5.0 (VB).
Figure 18.6 displays the flow chart for the entire
process. The basic display frame is shown in Figure
18.7. The system is organized as a tree, with pictures
displayed in the first loop that can be viewed as one
the stems of that branch.
Initially, a picture is displayed on the screen for an
allotted time, as specified in the text box. In the
meantime, the program waits for the user to select
the picture. This can be accomplished by clicking
 Chapter 18: University of Massachusetts Lowell 259

the right button of the mouse. If a picture is not

selected, the next picture in the main loop is 1 2 3 4 5 6 7 8 9
displayed for the same duration as the previous
picture. If a picture is selected, pictures related to it Student Project

(stems of the selected branch) are set for the display. Help
Change time

All these pictures of the second loop are assigned a Load Picture
About Box

unique ID number.

When the stem of the selected picture is displayed,

the system waits for the user’s input. The system
follows the same routine as described earlier except,
2

now, if the user clicks on a picture, its unique code

(ID number) is sent to the Digital I/O board. This in OK

turn controls the relay switches of the control box.

Once again the system starts displaying the pictures Exit

related to Picture 1. Each branch has an “Exit” icon.

If selected, the system will exit that branch and the
user once again starts cycling in the first loop (main
branch of the tree). The system follows the same
routine until the user shuts it down.
1) "Help" 2) "Change the time"
Phase I prepares the user for Phase II; consequently, 3) "Load the Picture" 4) "About Box"
the pictures in Phase I are related to those in Phase 5) Picture Frame 6) Progress Bar
II, as illustrated in Figure 18.7. 7) "Exit" Button 8) "OK" Button
9) Text Box
When the user clicks on the “Help” menu, the
program stops displaying pictures and the user sees Figure 18.7. Phase I Display.
items 2, 3 and 4 displayed on the screen. When
operating in the “Help” mode these conditions are
helpful to remember: •
Once the time is defined in the text box,
the system resumes displaying pictures by
• New pictures can be loaded by following clicking the ‘OK’ button; and
the directions form the ‘Help’ menu; • Clicking the ‘Exit’ button the system will
• The timing interval between the displays stop running all the activities.
of the two pictures must be defined in To use this program the user must have Visual Basic
seconds in the text box; 5.0.

Estimated cost of this project is about $125.

260 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PAUSE & PLAY VIDEO BOX

Designer: Peter DuBois
Client Coordinator: LifeLinks, Patricia Lauziere & Chris Woodman
Supervising Professor: David Wade
Department of Electrical Engineering
University of Massachusetts Lowell
One University Avenue Lowell, MA 01854-2881

INTRODUCTION TECHNICAL DESCRIPTION

The Pause and Play Video Box is a cause and effect
instrument designed to help children with physical
and or cognitive impairments learn and use reflexive
responses to audio and or visual stimuli.
This project is contained in a 6.5 x 8 x 3 inch
prototype box with a 2.5 inch bright colored button
fastened to its top. The system circuit design is
centered on the dual non-triggerable one-shot
DM74LS221 and the dual retriggerable one-shot
with clear and complimentary outputs driving an
LM556 dual timer. The combination of these devices
and a nickel-cadmium rechargeable battery
complete an inexpensive, low current, rechargeable
circuit, which meets the need expressed by a social
service facility.
The system uses a 74LS122 (retriggerable) and
LS123 one-shot because of their ability to generate
an output pulse of 100% duty for long durations. Its
DTL and TTL compatibility and input clamping
diodes add stability needed in the low voltage,
sensitive "remote control" environment. One of the
standard four outputs from an opto-ioslator is used
to trigger the first 555 which. This first timer is set to
between 1 and 2 minutes, after which it uses a
second opto-isolator to trigger the second 555 in
order to acquire an extended pulse. This pulse
drives the other pair of opto-isolator solid-state
relays that are attached to the remote control button
circuit pads. One relay resets the video player to
”play”. The other relay will set the video remote to
command the VCR to stop when the timer runs out.

SUMMARY The circuit required a design such that if the button

Students and participants at a school watch movies
for enjoyment, stimulation or learning. This passive
activity can become mundane and requires no
participation or interaction on the part of the
students. This Pause & Play Video Box will be
placed under the hand of a student who has limited
dexterity and movement. The student will be
responsible for pressing the timed "PAUSE" button
each time the video screen goes blank, or when other
students direct him to reset the pause. Holding
down the button will not result in the desired reset
effect unless it is pressed immediately after the
video is paused. Games can be created to employ the
pause box so that the student must actively reset the
video.
were held down it would not drain the nickel-
cadmium battery. Still, the pulse needed to be long
enough to trigger the opto-isolators and the 555s.
The remote controls would only work when a diode
was forward biased across the path created by the
standard "play" and "stop" circuits on the remote
circuit board.
There is a battery recharger included in this package
so that the batteries can be recharged from a banana
plug port on the side of the box. There is also a
voltage check meter that plugs into this same port so
that the charge of the battery can be tested at the
beginning of each day. The meter clearly displays
the OK zone and the zone where the unit needs a
recharge.
 Chapter 18: University of Massachusetts Lowell 261

Figure 18.8. Pause and Play Video Box.

262 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

HOME ENVIRONMENT CONTROL SYSTEM

Designer: Christopher R. Monroy
Client Coordinator: Pat Martin
University of Massachusetts at Lowell
Supervising Professors: Prof. Donn Clark, Mr. Alan Rux
Department of Electrical Engineering
Lowell, MA 01854

INTRODUCTION • A selection device,

A home environment control system was designed
for a person with quadriplegia. The home
environmental control consists of two parts: the
human-to-computer interface, and the computer
control system. The human-to-computer interface is
a circuit that consists of a pressure or force sensitive
resistor that is connected to a level detecting
integrated circuit. This circuit is developed for the
special needs of the client, who has limited
movement in his fingers. The computer control
system is a Visual Basic program developed to
control a wireless remote and X-10 module. When
the user chooses an appliance function, the program
will interpret this choice, such as "Turn on the TV,"
"Lights On," "Fan Off," and other choices, and
interact with the X-10 package to execute the
command.
• A computer system, and
• The control electronics.
The client hears sounds and sees pictures of
different commands such as "Turn on the Lights,"
"Fan On," and "Play CD." The selection device is a
level detector circuit connected to a force-sensing
resistor. The force-sensing resistor is placed between
the client’s thumb and middle finger, and when this
resistor is squeezed, it changes the level of voltage
present at the input of the level detector circuit.
When the maximum level is reached, the circuit
activates a mouse button to indicate that a selection
was made. The sensitivity of the selection device can
be varied, as well as the time delay of its output
pulse with the use of potentiometers incorporated
into the circuit.

A customized Visual Basic program interprets this

SUMMARY OF IMPACT
The system is designed to involve the digital
movement of this particular client, but is versatile
enough to allow other means of human-to-computer
interface. Through this system, the client will be able
to involve other faculties as his rehabilitation
continues.
TECHNICAL DESCRIPTION
The main requirements of the home environment
control system are to:
• Take advantage of the limited mobility of
the client,
• With consideration of mobility limitations,
allow the client to interface with the PC in
a comfortable and easy manner,
• Control common household appliances,
• Be portable and easy to connect and
disconnect, and
• Be safe to use.
mouse click and matches it up to the scrolling
picture and sound on the screen. By knowing what
the picture represents, the program interprets as a
certain command. This command is transformed
into an instruction that is sent to a parallel I/O card
integrated into the computer.
The parallel I/O card is connected to a Radio Shack
remote control that will interpret the bit pattern,
which will simulate pressure on the buttons. If the
function activates anything connected to the X-10
modules, the X-10 module main controller will
interpret the button sequence and make the desired
appliance turn on or off.
Tests of the system were done at a university
laboratory in addition to the home of the client.
Continuous changes are being made, depending on
day-to-day progress and special needs of the client.
Costs included:

• Approximately $50 for the selection device

The system has three major components: components (a force-sensing resistor, a

level detector chip and resistors,
capacitors, opto-couplers and a 555 timer
chip), and
• Approximately $150 for the X-10
components, the Radio Shack Remote
Controller with X-10 compatibility, X-10
Controller, and individual X-10 module,
and
Figure 18.9. Symbolic Representation of the Home Environment Control System.
Chapter 18: University of Massachusetts Lowell 263
The computer system, (for which the price may vary
depending on the type of PC platform used).
A laptop computer was loaned to transport the
project components between locations, but a low-
end 32-bit system can be used, estimated at $500. A
parallel I/O card was purchased for $50.
Remote Control &
X-10 Package
264 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

IN-HOUSE PAGING SYSTEM FOR INDIVIDUALS

WITH HEARING IMPAIRMENT
Designer: David E. Russell
Client Coordinator: Patricia A. Lauziere, LifeLinks Inc., Lowell, MA 01854
Supervising Professor: Donn Clark
Electrical and Computing Engineering Department
University of Massachusetts at Lowell,
Lowell, MA 01854

INTRODUCTION regulator with a resistor divider configuration was

A paging system was developed to assist two
individuals with hearing impairment in an agency
where they are employed. Their goal was to have a
system that would enhance communication between
the workers, which, in turn, would enhance the
overall operations at the agency. The device was also
expected to enhance the clients’ independence.
Existing wireless technology was interfaced with
digital technology. The original system uses a
receiver tuned to 27.255MHz with a beeping sound
to alert the individual when a message arrives. It
was determined that the receiver should generate a
warning light that would flash at a certain frequency
and display a solid LED number (zero through nine)
that would correspond to a specific task. The device
would remain in this state until a worker with a
hearing impairment had been alerted. Upon
acknowledging the message, the circuit would allow
the individual to reset the system.
SUMMARY OF IMPACT
This system is useful for individuals with hearing
impairments. It allows them to work in a more
relaxed, efficient and independent manner.
TECHNICAL DESCRIPTION
The overall circuit design is shown in Figure 18.10.
The seven wireless receiver outputs corresponding
to each of the bars on the LED display (common
anode) are tied to the inputs of an eight-input
NAND gate. The one unconnected input pin is tied
to Vcc through a 1k pull-up resistor. The normal
“on” resting state of the receiver (i.e., no signal is
being transmitted or received) is active high at +3
Volts. When a message is received, the wireless
receiver’s outputs are approximately logic zero.
Because the receiver required +3 Volts, the logic
chips required +5 Volts. A 5-Volt 7805 voltage
used (not shown in Figure 18.10) to obtain the
different voltages. The entire system voltage source
used is a 6-Volt AC adapter with a male interconnect
that can be plugged in to the side of the receivers’
outer metal casing. Because the resting state of the
wireless receiver is logic one, all of the input pins of
the eight input NAND gate are high. Thus the
output of the eight input NAND is logic zero. The
input pins of the 8-input NAND are also tied to
seven inverters that feed seven positive-edge-
triggered D flip-flops.
The output of the 8-input NAND gate is fed to one
input pin of a 2-input OR gate. This OR gate is made
using a three 2-input NAND gate configuration. The
other pin of the OR gate is connected to a SPDT
switch, which is at ground potential at rest. When a
message, in the form of an LED number zero
through nine, arrives this causes the output of the 8-
input NAND to change its logic state, regardless of
which LED number is being transmitted. Thus, the
input of the OR gate is a logic one from the 8-input
NAND gate and a logic zero from the SPDT switch
position, so the output of the OR gate is a logic one.
Consequently, this logic value at this output is fed to
the clocks of the positive-edge-triggered D flip-flops.
At the same instant the clocks are being enabled,
data from the seven pins of the 8-input NAND are
being fed through inverters that drive the positive-
edge-triggered D flip-flops. Furthermore, the output
of the flip-flops is taken from the Q’ pins. This is
done in order to accommodate the active low input
of the new larger designed LED display (common
anode).
The main reason that positive-edge-triggered D flip-
flops are used in this design is to ensure that the
received data does not blink or disappear, as in the
existing wireless receiver, but to remain in a solid
fixed state until the worker can manually reset it.
 Chapter 18: University of Massachusetts Lowell 265

The two inputs of the LED display important for this reset button is pushed, the circuit ignores further
design are pins/bars b and c. These pins are tied to transmissions for this amount of time. This is why a
an AND gate, which controls the circuit module for 25-second timer was used. Once the circuit is reset, it
the flashing light. For this module, a 555 timer and will remain clear and be ready for a new signal.
LM3909 flashing circuit IC configuration was
designed. For every number transmitted, bars b The cost of the parts/materials for the project totaled
and/or c are always used. Using AND logic, this approximately $206.
controls the timer, which drives the LM3909. The
reset pins of the positive-edge-triggered D flip-flops
are controlled by another timer circuit. This input is
tied to the SPDT switch through an inverter
imbedded into the OR configuration at the front end
of the design. This timer is specifically calculated to
have a delay of approximately 25 seconds. When the
user resets the circuit, the switch goes high. This
causes a logic zero to appear at the input of the 555
timer. The output thus resets the entire circuit
through an inverter. This forces all of the Q’ output
to a logic one. As a result, the flashing light will be
turned off as the LED bars are turned off. The
wireless transmitter is designed to continue
transmitting for approximately 25 seconds. After the

a 1 2 4 3
U8
330
6
a a
b 3 U8 4 5 74175
330 b
11 Vcc
c 5 6 11 c f b
U8 330
U3
14 d
d 9 8 13 g
U8 1 330

e e
f 9 8
g 330 e c 330
9
5 6 4 3
+5V U8 f
330 d
6 g
5 6 5
U8 74175 Decimal
1k
330
1 3 12 11
1 U2
2 2 U3

3 1 4 9
6
8
U2 U2
R 4
7430
16 8
5
10
C 5 8 1
U1 3 9
+5V

V 6
2
10
U1 8
U4
R 11 4 6
+5V

U1
3
12

12 11
2 3 2 3
U1 8 7 6 5
13
+5V 4 4
1k
+5V 8 555 +5V 8 555 LM3909
Vco 100k 100k
U5 U6 U7
7 5 7 5
8 6 6
1 2 3 4

220 uF .01 uF 220 uF .01 uF

1458 220 uF

1 2 3

Vin = 3V

Figure 18.10. Circuit Diagram for In-House Paging System.

266 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ACCESSIBLE RADIO
Designer: Michael V. Powers
Client: Kennedy Day School
Supervising Professor: Donn A. Clark
Department of Electrical Engineering
University of Massachusetts-Lowell
One University Avenue
Lowell, Massachusetts 01852

INTRODUCTION • The control switch is pressed;

An Accessible Radio was designed for the children
at school. It will allow children with disabilities to
independently control a radio. This design features
an acoustic effect (in addition to music) and a visual
effect. These features were included in the design
for entertainment, educational, and simulation
purposes.
SUMMARY
The Accessible Radio was designed so that large
area jellybean switches, string switches, or any plug-
in type switch can be plugged into one of the sockets
in the control box. The control box is designed so
that the children will be able to control the POWER,
PLAY, STOP, SELECT, VOLUME UP, and VOLUME
DOWN functions of the radio. A voice response has
been implemented for an acoustic effect using an
ISD2590 IC. This will provide an audio description
of one of the control buttons listed above.
The second main feature of this Accessible Radio is a
visual effect. This is accomplished with an LED
array box. This LED array box will light up as the
music is played. This visual effect will provide
visual stimulation as well as entertainment for the
children. An LM3916 IC (LED display driver) was
used to implement this effect.
TECHNICAL DESCRIPTION
The sequence for operating the radio follows:
• A low pulse is sent to the ISD2590 circuit
for activation;
• A low pulse is sent to the radio for
activation;
• Music starts playing, and simultaneously
the LED arrays begin to flash.
There are six function buttons built into the
switchbox that control this radio. By directly
addressing the ISD2590 integrated circuit, six
different messages were assigned to their respective
function buttons. Each switch makes a contact to
ground (Pulse low). That low signal is conducted
through a unique diode configuration. The
configurations are characteristic of the binary
address of each individual message. At the same
time the ISD2590 is addressed through the diodes,
the Chip Enable or CE pin (pin 23) is pulsed low by
that same low signal. This activates the chip. Again,
that same low pulse is sent through a logic gate
configuration to enable control of the radio. When
the music begins to play, the 6X10 LED array box
begins to flash in red, green and yellow. To drive
these LEDs, a LM3916 display driver is used. Each
individual LM3916 IC can drive 10 LEDs; therefore
six ICs were needed for the radio to function as
designed.
 Chapter 18: University of Massachusetts Lowell 267

Figure 18.11. Elements of the Accessible Radio.

268 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

REMOTE HOME CONTROL KIT

Designer. Debra M. Lynch
Client: Joan Griffin
Supervising Professor: David Wade
Department of Electrical Engineering
University of Massachusetts- Lowell

INTRODUCTION
When used with compatible control modules, the
RCA Home Control Kit is capable of controlling
three video components and up to 16 uniquely
coded devices, such as lamps and small appliances.
Video components use infrared while the other
modules use radio frequencies. With this kit, a
person with physical impairment is able to better
control her personal environment.

SUMMARY OF IMPACT
The client is in a wheelchair with limited use of her
right arm. Her reaching range is approximately one
foot. She enjoys reading and has been able to turn on
her TV and radio without assistance, but depends on
personal care assistants (PCAs) for many other
activities.

Her PCAs visit many times a day. Still, she needed
to wait until a PCA arrived should a sunny day
become dreary or the morning attendant forget to
put the shades up. Other inconveniences occurred
when a PCA was delayed.
Installation of the remote home control kit enables
her to turn on appliances when she wants. The
remote is secured to a table using Velcro strips. Since
the Home Control function uses RF, direction of the
remote does not matter, nor does it matter if the
infrared window is covered. She has some difficulty
using the remote for TV functions since her hand
usually covers the IR window. She is not concerned
about this since she is still able to manually turn on
the TV.
At the time the project was implemented, the remote
control did not need any fine motor adaptations.
Should the need arise in the future, the remote can
be paralleled to use sensitive toggle switches.
Figure 18.12. Remote Home Control Kit.
A request to see if the air conditioner could also be
controlled in this manner could not be met because
electrical supply to the outlet was disconnected.
TECHNICAL DESCRIPTION
The basic kit consists of a multi-function remote
control and one base module, as shown in Figure
18.12. The kit uses the preexisting electrical system.
The remote is capable of controlling most brands of
televisions, VCRs, and cable boxes, as well as the
auxiliary module(s). Additional modules, wall
switches, and even a key chain remote are available
for purchase.
Four AAA batteries are needed to power the remote
control. The base unit, lamp and appliance modules
are plugged into the home electrical outlets. Devices
to be controlled are then plugged into the base unit
and other modules.

The base unit has a default house code setting of
“A” and an unchangeable device code of “1”. The
other modules also have a default house code of “A”
and the device code can be set from 1 to 16. The base
unit and all modules must be set to the same house
code. Device codes are set to the user preference.
Operation
After determining the number of devices to be
controlled, each appliance needs to be coded
according to usage. This client needed to control two
lamps in one room, one lamp in an adjacent room,
and a kitchen ceiling light. The house code was set
on “A” for all devices. If all devices did not work
with this code, then codes “B through P” were
available. The room with the two lamps had the
device code set to “1”. The single room lamp was set
to device code “2”, and the kitchen ceiling light was
set to device code “3”. The client’s television was
already compatible with the RCA remote.
To turn on any of the devices, the following steps
are used:
• Press the House symbol,
Chapter 18: University of Massachusetts Lowell 269
• Press the device code (such as the number
1), and
• Press Channel up.
To turn off and appliance the channel down or mute
button is pressed.
The mute button, when used in the home control
mode, functions as an “all modules off”, regardless
of the device code. The power button, when used in
the home control mode, functions as an “all lights
on” if lamp modules or wall switches are used,
regardless of the device code. The TV button on the
remote is pressed to control the television. Channel,
volume, and mute buttons function normally.
Pressing the power button shuts off the TV. To
control the VCR, one needs to press the VCR button
on the remote. All functions associated with a VCR
operate normally.
270 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

TALKING BOX
Designer: Matthew Ciampaglia
Client. Doug Heifner Jr.
Supervising Professors. Donn Clark and Alan Rux
Department of Electrical Engineering
University of Massachusetts Lowell
Lowell, MA

INTRODUCTION TECHNICAL DESCRIPTION

A programmable talking box has been designed for
a teenage boy who cannot speak. The unit has the
ability to record and playback 16 separate messages.
Each message can be up to 4.8 seconds in length.
Since the circuitry utilizes direct addressing
techniques, the 16 messages can be recorded or
played back in any order. A switch controls
whether the box will play or record a message while
a single key press initiates the action. Rechargeable
batteries power the talking box. These batteries do
not need to be removed to be recharged.
The talking box consists of three entities:
• The hex keypad,
• The microphone, and
• A 6x3x3 “ box.
The box contains the speaker and electronics. The
keypad connects to the box via an eight-wire-wide
strand of ribbon wire. Messages relevant to the
user’s day can be recorded in the morning so the
microphone can be detached from the box. As a
recording safety feature, the microphone must be
plugged into the box before a message can be
recorded. The talking box, shown in Figure 18.13, is
meant to be a portable communication device.
SUMMARY OF IMPACT
The talking box is ideal for a person who needs a
small and convenient device to allow him to
communicate without speech. The unit is smaller
than many commercially available products. It can
also record up to 90 seconds of sound, more than
some commercially available devices. This talking
box is convenient because the keypad is connected
to the box by ribbon wire, rather than fused to the
box. The ribbon wire connection allows the user to
attach the box to his belt and put the keypad in a
shirt breast pocket or another easily accessible place.
The circuitry inside the device includes the
following four integrated circuits:
• A 7404 inverter,
• A 555 timer,
• A 74922 keypad decoder, and
• An ISD2590 voice record/playback chip.
These elements work together to communicate input
data, from a key press and a microphone switch, and
produce an output, a recorded or played back
message.
The hex key press is decoded into a four-bit binary
number by the keypad decoder. These binary digits
are the address inputs of the ISD2590. The decoder
also outputs a bit when any key is pressed. The bit
controls the state of the voice chip’s chip enable (CE)
pin.
When the state of the CE pin changes from high to
low, a record or playback cycle begins. The hex key
press also triggers the 555 timer’s timing cycle.
While timing, the voice chip draws power from the
batteries. When not timing, the unit powers down
and enters a low power mode. Using the power
down feature of the ISD2590 is important due to the
fact that it draws 30 milliamps while powered up
and only .01 milliamps while in the low power
mode.
The ISD2590 is placed into the playback or the
record mode by toggling a switch on the
microphone. In the playback mode, a single key on
the keypad must be pulsed to play back a message.
In the record mode, the device will record when a
key is held down. Since the microphone switch
must be turned on and a key must be held down to
record a message, it is unlikely that a message will
be recorded accidentally.
 Chapter 18: University of Massachusetts Lowell 271

The circuit runs on 4.8 volts supplied by four

rechargeable batteries. These batteries are rated at
850 milliamp/hours. Though the amount of use
determines how often the batteries must be charged,
the batteries should last about four days per charge.

The charger produces 6 volts at 150 milliamps. One

end of the charger plugs into a standard wall outlet.
The other end plugs into the talking box. When
engaged, current flows and the batteries begin to
charge. The charger will charge the batteries in five
hours and forty minutes.

The charging circuit consists of a diode, a 10-ohm

resistor, and a 200 milliamp fuse in series with the
charger and the batteries being charged. The diode
prohibits current from flowing into the charger. The
resistor absorbs the voltage differential between the
charger and the charging batteries. If the leads of
the recharging jack on the box were shorted, a loop
circuit consisting of the batteries, the diode, the
resistor, and the fuse would be created. The current
created by this circuit would be significant. The
current would be large enough to burn out the fuse
and create an open circuit.

The cost of the material used to make this box is

approximately $80. Much of the cost comes from a
few expensive items, namely the rechargeable
batteries, the speaker, and the ISD2590 voice/record Figure 18.13. Talking Box, Shown Without Charger.
playback chip.
272 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE COMMAND RESPONSE REPLY

Designers: Daniel Fernsebner, Roberto Bachman
Supervising Professor: Donn Clark
Department of Electrical Engineering and Computer Science
University of Massachusetts Lowell
Massachusetts 01854

INTRODUCTION 110V electrical wiring found most homes. It

The purpose of this project was to enhance the
independence of an eight-year-old boy with cerebral
palsy by giving him the ability to control common
devices in his home. These devices include lights,
TV, VCR, stereo, and a front door. This project
utilizes custom designed software and interfaces
with existing software that recognizes speech. The
software activates different peripherals that exist
throughout the house through X10 technology.
SUMMARY OF IMPACT
The Visual Basic application listens for a command
from the client. The client’s speech pattern is
recognized as a command by the voice recognition
software, which in turn causes a bit stream to be
transmitted to the COM port. From the COM port
the bit stream is then transmitted to a X10 command
center, which recognizes and toggles the correct unit
and house code bits. The X10 module, with a house
and unit code matching that of the bit stream, then
receives and decodes this binary word, thus
activating the desired device.
The Universal remote control was dismantled and
hard wired into a logic box. This logic box or remote
control interface is wired to a bi-directional X10
module. This module receives the initial house and
unit code signal to identify that the signal being
transmitted from the command center is for the
remote to perform an action. The logic box circuitry
deciphers the bits transferred from the command
center. Through this logical decoding the command
stream triggers the correct output state and activates
the remote to send an infrared signal to stimulate
the desired device. See Figure 18.14.
TECHNICAL DESCRIPTION
This system utilizes X10 technology, first developed
by Pico electronics in 1970. It is a communications
“language” that allows compatible products to
communicate with one another through the existing
eliminates the need for expensive rewiring.
The following are the principal system components:
• Visual Basic application,
• Microsoft Speech SDK 4.0,
• An Interfaced Universal Remote,
• A CP290 Command Center, and
• Assorted X10 modules (TW 523).
The Visual Basic application is the “center” or brain
of the system. It handles the entire drop down
menu operations and command/module editing. It
also makes “queries” to the Microsoft Speech SDK
4.0 recognition software to listen for commands,
and to pass the “recognized” words back to the
Visual Basic application. If a command is
recognized, the Visual Basic application then sends
a binary stream through the COM port to the CP290
command center. As long as the bit stream is valid,
the CP290 will than transmit a thirteen-bit word,
which consists of a house, unit, start, and command
codes. If the associated binary stream is directed to
a device (light, door, etc.) the corresponding module
will activate the desired device, thus toggling the
light or activating the door mechanism. If the
associated binary stream is directed to the remote
the X10 TW523 module will wait for a recognized
bit pattern to be transmitted.
Once the TW523 recognizes a correct bit pattern
from the given house and unit code identified in the
bit stream it is then passed to the logic box. The
logic box will then decipher the bit stream and
trigger the appropriate final state. Once the state
has been set to active the remote will emit an
infrared signal to either the TV, stereo, or VCR, thus
toggling the device.
 Chapter 18: University of Massachusetts Lowell 273

Microsoft Speech
SDK 4.0

Visual Basic
Application

CP290 Command
Center

X10 Module
X10 Module
(TW523)

Device Remote Control

(Lights, Door) Interface

Remote Control

TV/VCR Stereo

Figure 18.14. Flow Chart.

274 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

DIGITAL RECORDING ODOMETER

Designer: Ed Peek
Client: Scott McBay
Supervising Professor: Professor Donn Clark
Department of Electrical Engineering
University of Massachusetts Lowell
Lowell, Massachusetts 01854

INTRODUCTION The first set of logic chips converts 5-volt pulses to

The Digital Recording Odometer is designed for a
person, who has the ability only to move the neck
and head, to measure, read, record, and reset
distances. The device is single switch reset activated,
with voice sensed record activation. It is completely
portable and can be turned on and off when desired.
The Digital Recording Odometer is compact and
includes multiple components so that the odometer
display is the only piece of device visible to the user.
The rest of the Digital Recording Odometer can be
mounted on the back of the wheelchair, completely
out of the user’s sight (Figure 18.15).
SUMMARY OF IMPACT
The Digital Recording Odometer (DRO) is designed
for a man who has quadriplegia due to a motorcycle
accident. He is employed for a paving company and
his job requires him to measure the dimensions of
driveways. The DRO allows him to measure, read,
and record the distances accurately and
independently. Without the DRO he has to rely on
his nurse to help him with his everyday job duties.
TECHNICAL DESCRIPTION
The Digital Recording Odometer consists of four
main sections:
• An odometer box,
• A rotary network,
• A recorder, and
• A power supply box.
It runs off the 12-volt battery that is used to power
the wheelchair motor, and will not consume more
than 500mA of current.
The odometer box displays the distance of the
measurement traveled in feet, and is reset to 000.0
with one touch of the normally open tongue switch.
The odometer circuitry is comprised of logic chips.
BCD numbers and the second set of logic chips
converts those BCD numbers to seven-segment
numbers. The output is then displayed through
common anode, seven-segment LED displays.
The rotary network is comprised of a rotary encoder,
two logic chips, and customized metal wheel. The
rotary encoder supplies 128, 5-volt pulses per
rotation. Used along with the metal wheel, it
converts the spinning of the wheelchair wheel to
pulses. These pulses are then sent through two logic
chips that are each set up for divide-by-five logic.
By doing this, the signal drops to a usable 5.12
pulses per rotation. With the odometer count
measured in feet, each pulse must equal 1.2 inches,
which forces one rotation to be 6.144 inches per
rotation. The wheel can then be customized to a
radius of .978 inches to produce the effect of one
pulse equaling 1.2 inches.
The recording of measurement is done verbally
through a digital micro cassette recorder. The
recorder is voice sensed; it records when the
distance is verbally stated, and goes into pause
mode after four seconds of non-verbal use. The
recorder is also manipulated so that an LED on the
odometer box is on when the recorder is recording,
off when the recorder is off, and flashes when is
recorder is in standby mode.
The final segment of the Digital Recording
Odometer is the power supply box. The supply box
houses the power supply and the logic of the rotary
network. The power supply converts the 12-volt
power supplied by the battery to 3 volts for the
recorder, and 5 volts for both the odometer and
rotary network logic. This is done by first sending
the voltage through polarized capacitors. Next the
signal is sent to a 5-volt regulator and an adjustable
voltage regulator set at 3 volts. The 5-volt bus,
ground bus, and 5-volt pulse are all sent to the
odometer box using 9-pin connectors and cable.
 Chapter 18: University of Massachusetts Lowell 275

The total cost of parts and materials was $250.

Figure 18.15. Digital Recording Odometer.

276 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

SINGLE MESSAGE RECORD/PLAYBACK BOX

Designer: Robert Embt
Supervising Professor: David Wade
Electronic Engineering Technology Department
University of Massachusetts at Lowell, Division of Continuing Education
Lowell, MA 01854-2881

INTRODUCTION • a speaker connection, and

A single message record/playback device was
designed to assist non-verbal individual with poor
motor control by giving him or her a way to
communicate. The non-verbal person must first
have assistance from a teacher or parent to record a
message into the device by pressing the record
button and speaking into the microphone on the
bottom of the box. The message can then be played
back any number of times by the individual simply
by pressing the large playback button attached to
the outside of the box plugged into the playback
jack. The device can record up to a twelve-second
message, and is powered by four internal nickel-
cadmium batteries. An external DC power adapter
is provided to recharge the batteries when plugged
into the DC power jack on the back of the box.
The goal of this project was to design for mass
production so that 50 to 100 of the boxes could be
easily produced. The ISD1012 chip was used for the
speech record and playback, and a printed circuit
board was designed. The circuit board is packaged
within a low cost case with battery power, record
switch, playback switch, and DC power adapter to
be used for charging the internal batteries.
SUMMARY OF IMPACT
The Single Message Record/Playback Box gives a
non-verbal persons a chance to communicate. Since
the goal of the project was to design for mass
production, it will be possible to give clients several
of these boxes, each programmed with a different
message, which yield them several phrases to use
when they need something.
TECHNICAL DESCRIPTION
The Single Message Record/Playback Box consists
of:
• a double-sided circuit board,
approximately four inches by four inches,
with two integrated circuits,
• two switches
• a microphone connection.
There are approximately 14 discrete components.
The discrete components and integrated circuits
were soldered to the board. Wires were soldered to
the circuit board to connect the switches,
microphone, and speaker that are mounted to the
enclosure. Four nickel-cadmium batteries are
plugged into a battery clip that is attached to the
back of the enclosure, and wired into the DC power
jack. This is in turn wired to the power and ground
terminals on the circuit board.
The DC power jack has three terminals, two of
which are connected by a 20-ohm resistor. When the
DC power adapter is plugged into the jack, 6 VDC is
applied to two of the terminals. Since the nickel-
cadmium battery pack is wired to the third terminal
on the other side of the 20-ohm resistor, and the DC
power adapter always supplies more voltage than
the nickel-cadmium batteries, so current will flow
through the batteries and charge them. Since the
circuit board power is drawn from the battery
terminals, it will never exceed the maximum voltage
of the 4 nickel-cadmium batteries (1.2 volts times 4
batteries or 4.8 volts), which is an acceptable level to
power the circuit board.
The ISD1012 chip mounted on the circuit board will
be used as the record/playback chip. Since the
entire family of chips is pin compatible, any other
chip from the family could be substituted to shorten
or lengthen the maximum message size. This chip
will provide a 12 second message. A Schmitt trigger
input quad 2-input NAND gate is used as the power
down circuit that drives the PD pin of the ISD1012.
The inputs to the NAND gate are pulled up +Vcc
that will draw very little current due to the high
impedance. When either the record or playback
switch is pressed, the inputs to one of the gates will
be pulled to ground, causing the ISD1012 chip to
 Chapter 18: University of Massachusetts Lowell 277

activate and perform either the record or playback The approximate cost is $50.
function then shut off.
278 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 19
UTAH STATE UNIVERSITY
College of Education
Center for Persons with Disabilities
Logan, Utah

Principal Investigators:
Frank Redd, Ph.D. (801) 797-1981
redd@cc.usu.edu
Marvin G. Fifield, Ph.D. (801) 797-1981

279
280 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

KNEE REHABILITATOR
Design Team: Chris Case, Kip Hunsaker, Elroy Pearson, Michael Sorenson
Project Supervisor: Dr. Paul Wheeler, Professor USU ECE Department
Faculty Advisor: Ms. Amy Henningsen OTR, Center For Persons With Disabilities
6800 Old Main Hill
Utah State University
Logan, UT 84322-6800

INTRODUCTION The amount of resistance can be set by the user via

Knee surgery is an intensive endeavor that is very
expensive and requires therapist support. In many
cases, such support is needed long after the initial
injury. Unfortunately for people that suffer from
knee surgery, hospital discharge is necessitated by
economics long before the patient has had adequate
therapy. This means that the person must
continually revisit a therapist on an outpatient basis.
For those who live long distances from a therapist,
this is costly and time-consuming.
SUMMARY OF IMPACT
An electro-mechanical device to assist in this process
may alleviate some of the burdens of knee surgery
rehabilitation. While not eliminating the need for a
qualified therapist, this device will make patient
visits to a therapist less frequent. Since the device is
intended to be sent home with patients for use
during their recovery process, it will allow patients
to take a more active role in their own recovery.
Because it will provide a virtual reality graphical
interface, recovery may actually be more enjoyable.
TECHNICAL DESCRIPTION
The Knee Rehabilitator is a commercially available
knee brace that has electrical and mechanical
components mounted to it, enabling it to be
interfaced to a personal computer. Components of
the device are summarized in Figure 19.1. The leg
brace has metal splints that run the length of the leg.
A pneumatic cylinder is attached to these metal
supports. Resistance to movement of the leg is
monitored by controlling the flow of air into and out
of the cylinder.
software on the computer. The computer can also
monitor the force exerted on the brace by using the
air pressure sensors to measure the air pressure at
the ports of the cylinder. These measurements can
be utilized to monitor increase in strength. The flex
sensor at the joint of the leg brace tells the computer
how far the knee is bent. This can be used to
monitor range of motion and provide the computer
with an exact measurement of the knee’s angle.
In Figure 19.2, the connection to the computer is
shown. The sensors and air valves connect to the
analog control circuitry which conditions the signals
to go into the printer port interface hardware. The
printer port interface hardware turns the analog
signal into a digital signal that can be read by the
printer port of the computer. Once the information
is in the computer, it is used to show an on-screen
animation of the leg bending and extending. This
animation is a portion of a user interface that allows
the user to increase and decrease the amount of
resistance in the Knee Rehabilitator. The user
interface also allows users to interact with virtual
objects such as boxes. When the user lifts his or her
leg as if to step on the virtual box, the resistance of
the rehabilitator increases to simulate stepping up.
While this simulation is not perfect, as more
programming is done on the user interface,
interesting workout routines could be developed.
With some more work, the Knee Rehabilitator could
become a valuable rehabilitation tool.
 Chapter 19: Utah State University 281

Flex Sensor

Solenoids/
Air Valves Air
Pressure
Sensors

Pneumatic
Cylinder

Figure 19.1. Knee Rehabilitator.

Optional: Air Compressor

Computer Control
and Graphical User
Interface

Printer Port Interface

and
Control Circuitry
Knee Rehabilitator

Figure 19.2. System Overview.

282 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WHEELCHAIR-BASED DYNAMIC SEATING

SYSTEM RESEARCH PLATFORM
Designer: Gary Malmgren
Project Supervisor: Martin E. Blair, USU AT Development and Fabrication Laboratory
Faculty Advisors: Dr. Beth Foley, CCC-SLP, Center for Persons with Disabilities
Ms. Amy Henningsen, OTR, Center for Persons with Disabilities
6800 Old Main Hill
Utah State University
Logan, UT 84322-6800

INTRODUCTION time. The user interface also had provisions for

The current project is a continuation of work carried
out during the past three years toward the
development of a wheelchair-based dynamic seating
system to prevent or aid in the prevention of
pressure sores. During the first year, extensive
research was conducted in finding out the causes of
pressure sores and current devices on the market
used to prevent them. It was apparent from the
research that there were no wheelchair-based
dynamic seating systems commercially available
used in preventing pressure sores.
During the initial design phase, it became apparent
that no device was available to study the effects of
modifying the frequency, intensity, and direction of
shifting operations. Physicians and seat
manufacturers had no clinical evidence on which to
base their evaluations or designs. It was thus
important to design a dynamic seat that is versatile
enough to not only perform any desired shifting
operation, but also to serve as a research platform to
gather the vital clinical data needed for its own
validation. This element of research capability
added significant complexity to the design of the
Dynamic Seating System Research Platform
(DSSRP).
During the second year, the chief student engineer
successfully completed the user interface program,
which allowed users to program the DSSRP using a
PC to perform any shifting pattern for any length of
recording shifting patterns for future clinical trials.
SUMMARY OF IMPACT
The DSSRP will provide medical personnel with a
powerful tool to determine which shifting patterns
and frequencies are to be used in successfully
treating pressure sores in people who spend
significant amounts of time in their wheelchairs.
Once this information is known, more inexpensive
and less complex dynamic seating systems can be
built and made commercially available to those
persons susceptible to pressure sores.
TECHNICAL DESCRIPTION
The DSSRP is built using a modified Roho cushion
consisting of multiple independent manifolds.
Independent clinical studies found that the Roho
cushion had the lowest pressure differential between
the person’s seat and the cushion. Upon seat
initialization, the seat is configured just as a normal
Roho cushion is. Once the user has been fitted to the
seat, the pressure levels in the individual
compartments are recorded as baseline pressure and
stored in the onboard computer. The user or
clinician then uses the PC based user interface
program to create a shifting cycle. This cycle is
uploaded into the DSSRP computer. Upon user
command, the DSSRP performs the specific shifting
operations and when finished, returns the user to
the initial baseline pressure.
 Chapter 19: Utah State University 283

Intake Intake
1 10
Exhaust Exhaust

Intake Intake
2 11
Exhaust Exhaust

Intake Intake
3 12
Exhaust Exhaust

Intake Intake
4 13
Exhaust Exhaust

Intake Intake
5 14
Exhaust Exhaust

Intake Intake
6 15
Exhaust Exhaust

Intake Intake
7 16
Exhaust Exhaust

Intake Intake
8 17
Exhaust Exhaust

Intake Intake
9 18
Exhaust Exhaust

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Intake
S Exhaust Manifold Exhaust

Rotary Vane
Pressure
Pump
Sensors
(Electric)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Intake
S Intake Manifold Exhaust

Figure 19.3. Wheelchair-Based Dynamic Seating System Research Platform.

284 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 20
WAYNE STATE UNIVERSITY
Departments of Physical Medicine and Rehabilitation, Mechanical
Engineering
261 Mack Blvd
Detroit MI 48201

Principal Investigator:
Bertram N. Ezenwa, Ph.D. (313) 993-0649
bertram_nworah@msn.com

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

285
286 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADAPTED ASSESSMENT OF WORK INTEREST

Designers: Dan Li, Guanhua Zhao, and Vijay Gummadi
Client Coordinator: David Hardin
Jo Brighton Skills Center
Supervising Professor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION time as a voice prompt announces what job the

A center provides hands-on vocational training
services for special education students between the
ages of 15 and 26. In order to determine what type of
vocational activities their students are interested in,
staff members use a vocational interest test. The
original test requires that the students select from a
book the type of work that they are interested in and
then pencil in their choices on a paper score sheet.
This method of evaluation is difficult for many
students. The students need staff to guide them
through the book and then help them score their
choices. The Adapted Assessment of Work Interest
(AAWI) presents the testing material in a
computerized format using visual scanning software
and single-switch input, and then automatically
scores each exam, reducing the need for constant
staff assistance.
picture represents (Figure 20.1 (Top). After both
pictures are displayed, a voice prompt instructs the
user to select the job that he/she likes best. The user
can select the highlighted photo using a mouse or
hitting a single-switch. A touch screen window may
also be used for user input. If the student has still
not made a selection after five scanning cycles, a
voice prompt reminds the student to make a
selection.
As students work through the test, their selections
are recorded in a database, which is used to generate
a graph of each student’s responses. Each vocation
on the graph is assigned a different color to allow
the instructor to easily tell one vocation from
another, and the graph displays the student’s
responses in order from the greatest to the least
number of hits (Figure 20.1. (Bottom).

SUMMARY OF IMPACT Staff may create a variety of session settings to meet

The AAWI allows students with disabilities to
complete an assessment of their vocational interests
independently. The program presents them with
verbal and graphical directions and prompts, as well
as the opportunity to use alternative input
mechanisms. The system is based on an “error-
proof” design, allowing students to work
independently without the threat of making a
mistake during the process, and it provides constant
feedback to the students, which aids in maintaining
their attention throughout the process. The students
have responded favorably to the application, and
the vocational evaluation process has been
improved since refining the ability to identify
students’ interests.
TECHNICAL DESCRIPTION
AAWI was written in Visual Basic 5.0 and displays
photos of different types of vocational tasks on the
screen from which the user may select. The photos
are displayed two at a time, and an automated on-
screen scanning mechanism highlights them one at a
needs of different students. Within each setting, staff
may adjust the image scan time, image delay time,
and the color of the highlight. While creating or
reviewing these settings, staff may also view the
pictures and listen to the audio files used by the
software. If changes need to be made, AAWI allows
staff to add new pictures and/or audio to the
database.
In order to protect student records, AAWI provides
user-level security for software access and student
information. An instructor may only test and view
the records of students assigned to him/her. AAWI
also allows for the creation of new instructor and
student profiles. Student profiles contain the
student’s first and last names, birth date, operating
school district, disability code, assessment date,
gender, and instruction identification number, while
instructor profiles contain the instructor’s name and
ID number.
 Chapter 20: Wayne State University 287

To function optimally, AAWI requires a Pentium- staff wish to add or replace photos in the system, a
grade CPU with Windows 95, 98, or NT, a color digital camera or scanning device will also be
monitor, a single-switch or touch-screen window (if necessary.
a mouse will not be used), and computer speakers. If

Figure 20.1. (Top) Two Different Vocational Tasks. (Bottom) Graph Showing the Student’s Responses.
288 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADAPTED MANUAL RIBBON CUTTER

Designer: Vijay Gummadi
Client Coordinator: April Saval
Services to Enhance Potential (STEP)
Supervisor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION TECHNICAL DESCRIPTION

An agency provides supported employment services
for persons with developmental disabilities. It is
sometimes difficult to place successfully individuals
with serious disabilities due to their skill level
and/or inability to adapt to job tasks as required by
the employer. One such task involves cutting heavy,
industrial-grade ribbon to specific lengths. Before
the intervention, a worker measured the ribbon
manually with a ruler and cut it into 15” lengths
with scissors. This method not only required a great
deal of staff intervention, but it posed a danger to
the worker. The design described here allows the
worker to pull the ribbon from a spool to a clearly
marked point on a wooden frame and cut it with an
enclosed roller blade (Figure 20.2).
SUMMARY OF IMPACT
The Ribbon Cutter intervention reduces both the
cognitive and physical requirements of the task;
thus, the worker is able to work more independently
than before with less threat of physical harm. The
cutting device is completely enclosed in a wooden
casing so that the worker cannot cut himself, and the
length to which the ribbon should be cut is clearly
marked on the wooden base of the device. With the
length marked, the worker does not have to
manipulate a ruler. Due to this intervention, the
targeted worker has a competitive job in his
community. Working allows the person to become a
significant contributor to his community and follow
in the natural transition from school to work. The
ribbon cutter intervention has enabled this person to
be more independent and presents another means of
placing people with disabilities into jobs in their
communities.
The Ribbon Cutter consists of a wooden spool
casing, a roller blade and roller blade track set on a
30” x 12” piece of plywood. To meet the worker’s
needs, the spool casing was constructed to:
• Enable the user to replace easily an empty
spool with a new one,
• Hide the amount of ribbon left on the spool,
• Offer sufficient resistance to the free flow of
ribbon off of the spool, and
• Allow the user to roll easily excess ribbon back
onto the spool.
To meet the needs of the targeted worker, the
amount of ribbon left on the spool was blocked from
view. Each time that the roll fell below
approximately an inch in diameter, the user would
stop working. With the spool covered, he works
until the spool is completely exhausted.
With the ribbon spool in place, the user grasps the
end of the ribbon and pulls it under the blade track
to a plastic marker at the end of the wooden base. A
rubber stopper on the bottom of the spool casing
prevents the spool from unwinding freely and
presenting the worker with more ribbon than he
needs. When the ribbon is unwound to the correct
position, a piece of Velcro™ holds the ribbon in
place while the user rolls the blade down the blade
track, cutting the material.
This method of cutting ribbon allows for
consistently accurate measurements with minimal
staff supervision. It is simple to use and maintain,
and costs approximately $70 for the materials and
machining of parts.
 Chapter 20: Wayne State University 289

Figure 20.2. Adapted Ribbon Cutter.

290 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

INVENTORY CONTROL SYSTEM

Designers: Kurt Breault II, Fanie Ann Joseph, Anuj Saxena, Jason Stombaugh, and Vijay Gummadi
Client Coordinator: Chris Mason
Arenac Opportunities, Inc.
Supervising Professor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION
An agency provides vocational training for mentally
and physically challenged individuals aged 26 years
and up. One training task involves counting and
packaging small items. Most of the workers in
training are unable to count reliably, so staff had to
complete the task for them. The Inventory Control
System (ICS) allows students previously unable to
do the task to work reliably and with increased
independence. To facilitate this independence, the
ICS:
• Automates the counting procedure for
shipment packaging,
• Credits the number of pieces produced to the
corresponding employee,
• Calculates the number of hours worked by
each employee,
• Maintains a database of the employees’ names
and their identification numbers, and
• Maintains a database of the various products
produced by the company.
SUMMARY OF IMPACT
The most significant impact of this project is that it
created jobs for workers with disabilities. The ICS
builds quality assurance into the task by error
proofing the process. The workers are guided
through the process by a series of prompts, which
instruct the workers as to what their next step is.
TECHNICAL DESCRIPTION
The ICS package includes a Micron Radio Frequency
(RF) MicroTag reader and an Ohaus Portable
Electronic Scale, which connect via two
communication ports to a PC. The inventory control
software was developed in Visual Basic 5.0 and
interfaces both the scanner and the scale to the
computer. The software also maintains the databases
Figure 20.3. AICS Clock-in Screen.
necessary for automating the counting and
packaging processes.
Before starting the assigned task, ICS directs the staff
member configuring the system to set a certain
number of the parts being counted on the scale. The
software then determines the weight of each part so
that, when the staff member enters a target shipment
count, the software will be able to determine if that
goal has been reached by monitoring the amount of
weight on the scale. After entering the information
about the task, staff must “clock in” each worker as
shown in Figure 20.3. “Clocking in” involves
selecting an employee’s name, the name of the task,
and the start time. After being clocked in, each
worker is assigned a work bin. Each work bin is
identified by a Micron MicroTag UltraThin tag that
contains a unique identification number. When the
worker scans the tag on his/her bin across the
MicroTag reader, the system recognizes the bin as
being assigned to that particular worker, displays
the worker’s name and assignment on the screen,
and prepares to log that worker’s production.
When the worker’s bin is successfully identified,
auditory prompts guide him/her through the rest of
the weighing process. If the weight detected on the
scale is greater or less than the weight of the target
shipment count, a voice prompt will instruct the
worker to remove/add parts from the bin. When the

target shipment count is reached, a voice prompt
informs the employee that the goal has been reached
and to place the pieces from the bin into the
shipment box. The database is updated when the
target count is reached, logging the worker’s
progress, then the program waits for someone to
scan another work bin.
Throughout the process, the ICS screen will display
the current shipment count and the staff-defined
target shipment count for the job. This allows staff
and workers to be constantly aware of the progress
being made. At the end of the day, each employee
must be “clocked out” at the same screen used for
the “clock in” procedure. The software will then
calculate the number of hours worked by each
employee and record the results in the database.
Figure 20.4. AICS Summary Tool.
Chapter 20: Wayne State University 291
Information about each employee’s progress can be
viewed using the ICS summary tool, which displays
each employee’s name, ID number, job title, and the
total number of pieces counted (Figure 20.4).
The ICS is a highly customized application and
allows staff to keep detailed information on each of
the workers. To run optimally, the system requires a
Pentium-grade CPU with Windows 95, 98, or NT, a
color monitor, an Ohaus Scale, and a Micron RF
MicroTag reader and RF tags. The cost of the
MicroTag reader and Ohaus Scale is $1050.
292 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

AUTOMATED PAGE-TURNER
Designers: Nasr Abdul-Mujeeb, Michael Antaran, Mik Kovac, Saad Rauf, and Gregory Slack
Modification Designers: Chris Bujak and David Sant
Client Coordinator: Lynne Hagmann
Western Wayne Skill Center
Supervisor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION handling tasks without having to rely on a great

A center provides pre-vocational and vocational
training services for individuals aged 15 to 26 years
with disabilities ranging from learning impairments
to severe cognitive and physical impairments.
Students are taught clerical tasks, such as data entry,
as well as counting tasks, such as counting papers
for mailing. Before the accommodation, students
doing data entry required a great deal of staff
assistance to focus on one line on the paper at a time
and to switch pages after inputting all of the data
from one page.
Students counting papers had to have a great deal of
finger dexterity and be able to count reliably to do
the task or else rely on staff to manipulate the paper.
The page-turner accommodation automates both of
these processes so that students can manipulate the
paper handling by using a single switch.
SUMMARY OF IMPACT
The Page Turner provides an effective means of
viewing or counting single sheets of 8.5”-by-11”
sheets of paper. The device can be used in two
different modes: a line-by-line mode and a
continuous mode.
For data entry tasks, the line-by-line mode is used so
that, when a template or shield is placed over the
paper, the student can see only one line at a time.
To move from one line to the next, the students
simply hit a single switch. This accommodation
prevents students who have tracking or attention
difficulties from losing their place on the page.
For paper counting tasks, which use the continuous
mode, the device can be interfaced to programmable
counting devices, thus reducing the cognitive
demand of the task. The accommodations provided
by the automated page-turner have allowed for a
greater number of students to participate in paper
amount of staff intervention.
TECHNICAL DESCRIPTION
There are two basic components to the Page Turner
(Figure 20.5). These components consist of the
mechanical paper handling system and electronic
control system. The mechanical paper handling
system consists of a DC gear motor with an 80:1
reduction ratio that is connected to a set of opposing
feed rollers by a timing belt. The opposing rollers
work by allowing the topmost paper in a stack to be
drawn into the unit while an opposing roller is used
to push down any other papers that have been
drawn up along with the first page. The electronic
control system consists of many parts, including a
sensor to detect when the paper is properly stacked
on the paper tray, a paper eject sensor that is used to
determine when a page has left the rollers, and the
electronic control unit, which has the mode selection
switch and the connection for the user switch.
When a user presses the user switch, several events
occur. The controller checks the status of the mode
switch and determines if it is in continuous mode or
line-by-line mode. If the entire page is to eject, then
the motor is energized, forcing the top page up until
the paper activates the topmost sensor. Once this
happens, the motor is reversed until the bottommost
sensor is cleared. This will return any partially
drawn-up pages and clear any paper jams. If the
mode switch was set to the line-by-line mode, the
paper is advanced one line per switch hit until the
top sensor is activated, at which point the page is
ejected using the same method as the continuous
mode. The automated page-turner is a modular unit
and can be interfaced to other devices.
The hardware and software for this design and the
design modifications cost $480.
 Chapter 20: Wayne State University 293

Figure 20.5. Side View of the Automated Page Turner.

294 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MULTIMEDIA ASSESSMENT TOOL FOR

CHILDREN WITH DISABILITIES (MAT)
Designers: Ganesh Babu Chelliah, Ramana Prabhu Lokanathan, Vijay Gummadi
Client Coordinator: Patricia Nizio
Detroit Institute for Children
Supervisor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION TECHNICAL DESCRIPTION

An agency provides children with disabilities
specialized medical, dental, and rehabilitative care
as well as high-tech adaptive equipment. Therapists
and teachers have difficulty assessing the language
and mathematics competencies of children with
multiple severed disabilities because standardized
assessment tests typically require inferencing of
skills beyond the scope of the assessment tests,
generalization from concrete examples to abstract
drawings, verbalization of answers, and pointing
responses. Such requirements are beyond the
physical and motor capacities of many clients.
Therefore, a multi-purpose, multimedia computer
system for early language and mathematics
knowledge and skills has been designed to allow
staff to evaluate such skills in this population.
SUMMARY OF IMPACT
The children using the Multimedia Assessment Tool
(MAT) are primarily between the ages of five and
fifteen years and have limited physical capabilities
due to cerebral palsy and quadriplegia. Due to these
disabilities, most of these students have difficulty
sitting independently, walking, or using their hands
to communicate. The children can, however, use the
MAT to demonstrate what they know of a particular
vocabulary group, such as "animals" or "objects," by
simply activating a switch to select pictures scanned
across a screen. This activity allows staff members to
determine each child's level of receptive language
development and provides the children with the
opportunity to demonstrate what they are capable of
given the appropriate forms of assistive technology.
MAT also allows the children to practice the motor
skills associated with listening, watching, and
maintaining attention that are necessary for
operating computers and improving communication
skills.
The Multimedia Assessment Tool is a computer-
based tool designed in Visual Basic 5.0 that runs a
series of tests designed to assess the cognitive
capacities of children with disabilities. The tests are
based on the children's ability to identify objects,
shapes, colors, language structures, and descriptive
concepts. The software has the ability to run sessions
based on different categories (such as animals,
objects, or shapes) as well as at different levels of
difficulty. For example, in the exercise shown in
Figure 20.6, the program displays four different
animals from which the user may select.
A verbal prompting mechanism linked to that
exercise instructs the student to identify one
particular animal from the set. An automated,
speed-adjustable scanning procedure highlights
each object at a steady rate, allowing children to
make a selection with a single switch or a mouse
when their choice is highlighted. If their selection is
correct, the program will move to the next exercise.
If the choice is incorrect, the same exercise will be
repeated. Verbal prompting is provided to maintain
the children's attention and to guide them through
each exercise.
The number of pictures displayed in the program
depends on the level of difficulty specified by the
staff. As the level of difficulty decreases, the student
is required to choose among a reduced number of
pictures. The system also allows staff to create user-
defined session settings to meet the needs of
individual students. These settings include the color
of the highlight scan, width of the highlight scan,
image scan time, image delay time, and the number
of scans over each image before session termination.
MAT can be run in two different modes: learning
mode or assessment mode. In the learning mode,
the student's learning process is reinforced by

repeated voice prompts and the display of the
correct picture in the case of a wrong selection by a
student. In the assessment mode, software does not
correct the student in the case of an incorrect
selection. Rather, the system records all details of the
selections made, the time taken to make each
selection, and which picture was selected. Data
collected during the assessment mode can then be
tabulated and displayed in graphical form by MAT’s
multi-functional report generator.
In addition to the report generator, MAT maintains
a database of student and staff information. This
database offers controlled access to student
information, which is available via password only to
staff members assigned to that student. While
Figure 20.6. Display of Selectable Items.
Chapter 20: Wayne State University 295
preparing MAT sessions for their assigned students,
staff may record new audio prompts, overwrite
existing audio prompts, and play existing audio
prompts. This feature also contains a preview of the
images associated with each audio file, allowing
staff to preview the MAT settings before starting the
session.
To function optimally, MAT requires a Pentium-
grade CPU with Windows 95, 98, or NT, a color
monitor, a single switch (if a mouse will not be
used), and computer speakers. If staff wish to add or
replace photos in the system, a digital camera or
scanning device will also be necessary.
296 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PAPER SHREDDING WORKSTATION

Designers: Jason Kennedy, David Slanec, Jason Witt
Client Coordinator: Donna Case
Bryant Center
Supervising Professors: Dr. Robert Erlandson, Department of Electrical and Computer Engineering, and Dr. Leslie
Monplaisir, Department of Industrial and Manufacturing Engineering
Wayne State University
Detroit, MI 48202

INTRODUCTION As shown in Figure 20.7, the re-designed system

An agency provides training and services for
students between the ages of 13 and 26 who have
various types of cognitive, physical, and emotional
impairments. One of the projects in which the
students participate involves the shredding of paper
products. Due to the limited finger dexterity of the
students, this task requires a great deal of staff
intervention, and the limited space around the
shredding device causes cramped conditions in
group work situations. Thus, the paper shredding
process has been redesigned to include a
workstation table and a shredder cage to promote a
comfortable team atmosphere, reduce the number of
steps in the process, and accommodate the
positioning needs of a variety of students.
SUMMARY OF IMPACT
Without assistive enhancements, most of the
students involved with the paper shredding process
have physical impairments that make it difficult to
pick up one sheet of paper at a time and place it into
a commercial paper shredder. With the redesigned
paper shredding workstation, the students are able
to push the paper into the shredding device safely
and accurately each time. In addition to these
features, the redesign allows students to work with
less staff supervision than before, which has
contributed an increase in successful job placements
among this population.
TECHNICAL DESCRIPTION
While researching the new design of the paper
shredding process, observations regarding the
layout of the facility and the flow of the shredding
process were collected and charted. These data
showed that the original shredding process
contained several non-value-added steps, many of
which were related to the students’ need to wait for
staff assistance.
consists of a workstation table with paper separator
tray that leads to a shredder cart. To shred paper,
the student selects a sheet of paper from the tray and
slides the sheet along the guides on the table to the
chute that leads to the shredder cart. The paper then
slides down the chute and into the shredder.
To meet the varying heights of seated workers, the
workstation table can be adjusted to heights of 26
1/2", 30 1/4" and 33 7/8" tall. The table was
designed to support a number of configurations in
order to facilitate a teamwork atmosphere while
accommodating the positioning needs of a variety of
students. Other ergonomic concerns, such as work
surface thickness, leg and wheelchair clearance, and
safety were also taken into consideration in the
design of the workstation table.
The shredder cart consists of two major parts: a
shredder cart base and a shredder cage. Both are
adjustable to accommodate a variety of shredder
models. By placing the shredder onto its own cart,
the shredder can be easily moved off-site for other
shredding contracts, and it can be positioned at
various angles to suit each student’s individual
needs.
In order to aid students in freeing a single sheet of
paper without the assistance of an instructor, a
paper separator tray was implemented. The tray has
an angled back that pushes each sheet of paper
slightly forward, allowing the student to slide easily
each sheet off of the paper stack and onto the
workstation table. It also allows for a variety of
adjustments to accommodate the needs of each
student.
The frame of the system is constructed of Creform
materials. Creform is a pipe-and-joint material
handling system that is strong and easily adjustable.
 Chapter 20: Wayne State University 297

The design’s flexibility and error-proofing qualities approximately $640.

enable students to rely less on staff for assistance
and to complete a greater percentage of the process
independently. The redesign also reduces the
amount of non-value-added steps in the shredding
process, which significantly increases productivity.

The Creform materials for the project cost

Figure 20.7. Paper Shredding Workstation.

298 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PARTS DISPENSING AND COUNTING SYSTEM

Designers: David Sant, Vijay Gummadi
Client Coordinator: Ronald Zapinski
Keith Bovenschen School
Supervising Professor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION diametrically opposite ends, and a funnel located at

A school for students between the ages of 3 and 26
who have various disabilities required improved
means of enabling students to perform counting and
sorting tasks. As a means of keeping the students
active in the community and promoting positive
work skills, the staff engages the students in a
variety of counting and sorting tasks. The school has
contracts with local businesses to package items by
count or by weight. The students, however, have
limited finger dexterity and cannot count reliably
without assistance. The modular Parts Dispensing
and Counting System combines sensor technology
with existing assistive technology devices to help
students with disabilities accurately count and sort
small materials.
SUMMARY OF IMPACT
Students with cognitive and physical impairments
are sometimes unable to participate in vocational
tasks due to their impairments. The Parts
Dispensing and Counting System allows students to
start the task by simply hitting a switch. When
switches are used to compensate for physical or
mental performance, a larger population of students
can participate. Because the process is begun by
hitting a single switch, this project provides an
additional benefit in promoting the understanding
of cause-and-effect relationships. The noise of the
materials rotating in the dispensing bin aids in
holding the students’ attention.
TECHNICAL DESCRIPTION
The system setup consists of a coffee can mounted
on roller bearings. It is powered by a motor that
rotates at approximately 30 RPM. The can’s lid has
four holes for the parts to fall through located at
the base of the apparatus collects and routes the
parts as they are dispensed into a collection bin. The
speed of the motor and the size of the lid holes can
be adjusted to accommodate the size and weight of
the parts being dispensed. The motor, rotating can,
and funnel are supported by a Creform frame. (See
Figure 20.8).
At the bottom of the funnel are infrared sensors that
detect each part as it passes through the funnel. An
ETL Counter Controller, which can be programmed
to count a specific number of parts, keeps track of
the number of parts passed by the infrared sensor.
When the session’s counting goal has been reached,
the process halts, allowing staff or other students to
replace the current collection bin with another. To
start the process again, the user hits the switch
connected to the ETL Counter Controller.
The system can also be interfaced to an ETL
Indexing Turntable for increased functionality. By
incorporating the turntable, staff may set collection
bins at up to eight indexed stop points on the
turntable. When one packaging goal has been
reached, the turntable advances to the next indexed
position, and, after the switch is hit again, the
system will begin to dispense material into the new
collection box (see Figure 20.9, next page).
By allowing the system to handle both the material
handling and counting procedures, the cognitive
and physical demands of the task are reduced,
allowing individuals with a variety of disabilities to
participate. The system costs approximately $400
without the turntable and $1000 with the turntable.
 Chapter 20: Wayne State University 299

Figure 20.8. Parts Dispensing and Counting System.

Figure 20.9. System Interfaced to an ETL Indexing Turntable.

300 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

RF TECHNOLOGY FOR MANIPULATIVE PLAY

Designer: Weijie Fu
Client Coordinator: Robert Erlandson, Ph.D.
The Enabling Technologies Laboratory
Supervisor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION
One of the challenges in introducing new technology
into educational environments is that teachers,
therapists, and other support staff are usually
unfamiliar with, and, in turn, reluctant to try, the
new technology. This project, which incorporates
Radio Frequency (RF) hardware with a Visual Basic
interface, allows the staff at an agency for
individuals with disabilities to provide a hands-on
demonstration of the potentials of RF technology to
other special education faculty and staff. This project
particularly indicates the potential of using RF
technology with manipulative play to teach students
with disabilities the concepts of relative size, color
differentiation, and other skills.

SUMMARY OF IMPACT
Demonstrating a practical application of RF
technology to special education teachers and staff
makes them more comfortable with the technology
and more able to brainstorm over uses for the
technology. After an application sample, the staff
suggested several applications for using RF
technology to aid their disabled students. One such
idea was the Inventory Control System (AICS),
which was then developed as an independent
student design project. By providing clients with a
module with which to experiment, they were better
able to think of ways to use current technology to
help their students work or to assess their abilities.
TECHNICAL DESCRIPTION
The RF project incorporates a PC, a Micron Radio
Frequency (RF) MicroTag reader, the associated RF
tags, three wooden blocks of varying sizes and
colors, and a custom Visual Basic 5 interface. To
encourage manipulative play, the interface is
designed as a game that can run in two different
modes: a “size” mode and a “color” mode. In the
“size” mode, the program will ask the user to select
a block by its size—small, medium, or large. In the
“color” mode, the student will be asked to select a
Figure 20.10. RF Manipulative Play Interface.
block by its color—red, green, or yellow. (Figure
20.10)
One RF tag, each having a unique code, is
embedded in each of the blocks, so that when the
student selects a block and scans it over the RF
MicroTag reader (see Figure 20.11), the reader
identifies the code from the tag and sends it to the
PC in ASCII format. The application stores the code
in memory, and then determines if the correct block
has been selected by comparing the code scanned
with the code of the desired block. The application
provides auditory and visual feedback to the user as
to whether or not his/her choice was correct, and, if
incorrect, displays the incorrect choice with a slash
through it.
By playing the two games, students may practice
interactively with concrete concepts, such as color,
as well as abstract, relative concepts, such as size.
Also, by experiencing the potential of RF technology
first-hand, special education faculty and staff have
been able to develop more sophisticated ideas for
 Chapter 20: Wayne State University 301

integrating it into new and existing forms of

assistive technology.

The cost of the Micron RF MicroTag reader and the

other hardware (RF Tags, wooden blocks) is
approximately $450.

Figure 20.11. Micron RF MicroTag Reader, RF Tags, and Colored Blocks.

302 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

SWITCH OPERATED RIBBON CUTTER

Designers: Henry Brolh, Mark Chuong, Will Barlow, David Sant
Client Coordinator: April Saval
Services to Enhance Potential (STEP)
Supervisor: Robert Erlandson, Ph.D.
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION
In an agency that provides supported employment
services for persons with developmental disabilities,
one of the tasks assigned to several clients involves
cutting heavy, industrial-grade ribbon to specific
lengths. The first intervention to help make the
process safer and error-free used a custom-designed
manual ribbon cutter. The student using the manual
intervention pulled the ribbon to a marked place on
the cutting platform and then rolled a blade cased in
a wooden box over the ribbon, cutting it to the
proper length. While successful for several clients,
this method of cutting ribbon is still beyond the
capacities of other workers with disabilities. The
switch operated ribbon cutter automates the
measuring and cutting processes so that workers Figure 20.12. Switch Activated Ribbon Cutter.
with severe cognitive and/or physical limitations • A cutting mechanism, and
can competently participate by simply hitting a
single switch. • A control box (Figure 20.12).
The system is controlled by two toggle switches on
SUMMARY OF IMPACT the rear of the control box (figure 20.13). The power
The switch operated ribbon cutter provides a job for switch turns the unit on and off while the mode
workers who may have difficulty measuring on their switch allows the user to program the cutter for a
own. After the worker hits the switch, the device new length (Program Position) or simply dispense
measures the ribbon to the pre-defined length and ribbon (Run Position). A 3.5mm jack is also located
then automatically cuts it to the proper length. Staff on the control panel. This jack is used to connect the
may adjust the length of ribbon to be cut for each device to a user switch. Each time that the switch
session, making it easy for workers and staff to connected to this jack is closed, the system will
switch from one job to the next. The device is easy to activate and dispense ribbon.
maintain.
When the user hits the user switch in “run” mode,
TECHNICAL DESCRIPTION the ribbon is fed into the cutting mechanism, which
The Ribbon Cutter is designed to provide a means of is powered by a DC motor at 29RPM, until it has
dispensing and cutting linear material, such as advanced to the programmed length. An encoder
ribbon, to pre-measured lengths. Once the desired wheel attached to the cutting mechanism determines
length has been defined, the system will store that when the programmed length has been reached, at
setting and automatically dispense and cut ribbon at which time an electric actuator activates the cutting
that length each time the user switch is been arm. This process repeats each time that the user hits
pressed. The system consists of: the switch.

• A ribbon spool, Staff may program new ribbon lengths by switching

into “program” mode. To set the new ribbon length,

one holds the switch down, which causes the ribbon
to feed into the cutting mechanism, until the desired
length has been reached. After confirming the
correct length, one switches back into “run” mode,
at which time the system is ready to use.
The ribbon cutter is equipped with sensors to detect
the state of the device, and this status is displayed
by a dual color LED located on the panel of the
control box. This LED can change from red to green
to indicate various conditions. For example, if the
Figure 20.13. The Ribbon Cutter Control Box.
Chapter 20: Wayne State University 303
light is green, the cutter is ready to be used. If it is
red, it is in use. If it is flashing red, the device is out
of ribbon, and if it is flashing green, it is ready to
load ribbon. If the LED is alternating between red
and green, the user is in the “program” mode.
The final cost of the ribbon cutter is approximately
$270 for the hardware and software components.
304 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

DESIGN OF A MULTI-FREQUENCY VIBRATING

SYSTEM FOR A STROKE PATIENT
Designers: Dan Molnar and Pete Novak
Supervising Professor: Bertram N. Ezenwa, Ph.D.
Departments of Physical Medicine and Rehabilitation, and Mechanical Engineering
Wayne State University
Detroit, Michigan 40201

INTRODUCTION
A vibrating system was built aid in the rehabilitation
of a patient who had a stroke. The vibrating action is
intended to stimulate the nerves in his weakened
limbs. This system consists of a platform coupled to
a head that vibrates at selected frequencies,
amplitudes, and adjustable planes. The adjustable
planes can vary from a vertical reference plane to 40
degrees away from the reference. The system has
controls for frequency, amplitude, and plane
adjustment. The frequency of vibration can be
varied. The system is mounted on castors for ease of
Figure 20.14. Picture of the Multi-Frequency
transportation. The system is shown in Figure 20.14.
Vibration System For Stroke Patients.

SUMMARY OF IMPACT
It is known that electrical stimulation elicits
muscular contraction, which facilitates limb
movement. The amount of muscular contraction
using surface electrical stimulation has been
associated with stimulation amplitude and
frequency. Electrical stimulation requires a
considerable amount of preparation before use, and
has associated risks such as skin irritation or mild
shock. The risks, preparation time, and fear of
consequences of injecting current into the body tend
to turn people away from electrical stimulation.
Mechanical stimulation, by contrast, requires little or
no preparation, and none of the associated risks of
electrical stimulation.
The greatest impact of this design is that, if
successful, more people will be willing to use the
system. Since early intervention is very important in
stroke patients, it will help lead to quicker recovery
in stroke patients. It can also be very useful for
preventing bone loss since exerting stress along the
bone helps to build bone density.
TECHNICAL DESCRIPTION
Specifications for the vibrating system were as
follows:
• Variable vibration amplitude between 0 to 0.25
inches,
• Variable vibration frequency from 0 to 25 Hz,
• Vibrating platform surface angle adjustment
from 0 to 40 degrees of inclination,
• Capability of withstanding a 120 pound load
during vibration, and
• Transportability.
The design utilizes a vibrating platform (a 1/4-inch
steel diamond plate) mounted to four 1-inch-
diameter, hardened steel guideposts. The posts ride
inside four linear bearings, which are attached to the
tilting base (1/2-inch aluminum plate). The platform
was also fixed to the output end of each lever. The
levers are constructed of one-inch square tubing
with four attached bearings. The bearing portions of
the levers are actuated by the offset cams (Figure
20.15), which are turned by a belt connection to the
electric motor. The adjustable fulcrum is made of
1/2-inch-diameter steel shaft. The fulcrum shaft
rides on four guide bearings. The fulcrum position is
adjusted by turning a power screw. The entire
machine is attached to a steel base platform by five
1/2-inch steel support plates. The system is made of
 Chapter 20: Wayne State University 305

durable parts and is stable and simple to operate. All requirements. The total cost of the vibrating
rotating parts were covered to prevent injury. platform is $1,320.

The completed design project resulted in a

successful vibrating platform. It met all

Figure 20.15. Bearing Portions of the Levers Actuated by the Offset Cams.
306 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WALKER DESIGN MODIFICATION FOR A CHILD

WITH CEREBRAL PALSY
Designers: Alex Deych And Rooz Narimissa
Client Coordinator: Ms. Bristol, Ferry Elementary School, Grosse Pointe Woods
Supervising Professor: Bertram N. Ezenwa, Ph.D.
Departments of Physical Medicine and Rehabilitation, and Mechanical Engineering
Wayne State University
Detroit, Michigan 40201

INTRODUCTION
A support walker was adapted for a child with
cerebral palsy. His KAYE Posture Control Walker
had a pelvic stabilizer to help support his lower
back, a mountain climbing harness to secure him
from falling, and forearm supports to restrict his
arms from moving side to side. However, the child’s
upper body kept swinging from side to side, his legs
were not strong enough to support his body weight,
and his arms kept moving in all directions. As he
walks with the walker, his body leans forward and
down, and his legs are dragged behind. To help the
child maintain his posture the walker was modified Figure 20.16. Restraint System Attached To The
for his current height and weight. An additional Walker. It Has A Four-Point Universal Coupling For
low-cost restraint system was made to be removable Attaching To Round And Square Tubing.
so that it could be utilized with other devices such as
his wheelchair. A close-up of the restraint system is
shown attached to the walker in Figure 20.16. inches. The child’s posture is never vertical, as he is
constantly leaned forward and down. Figure 20.17
SUMMARY OF THE IMPACT below shows the Free Body Diagram with applied
The project helps stabilize the child and enables him body weight.
to put some weight on his bones, especially at the
Because legs never contribute to the movement, the
joints. This will in turn make the bone and the joints
center of gravity is at the midpoint of the object’s
develop properly during the fast growing age of
upper body area indicated by point A in Figure
childhood.
20.17 Left. When the child’s center of gravity passes
through the walker center of gravity, the motion
TECHNICAL DESCRIPTION starts shown in Figure 20.18 below. The force
To help the child maintain his posture it was necessary to create the motion can be represented
necessary to modify the walker to accommodate his using the following equations:
current height and weight. The additional restraint
system had to be removable so that it could be F = Wcos30cos60 – Fµ = 50cos30cos60
utilized with other devices such as the wheelchair.
The child’s weight is 50 lbs. and the height is 50 – Fµ = 21.65 – Fµ , (1)

W is the total weight of the client.
Fµ is the force due to friction created by the walker
wheels on the floor surface and is given by Fµ = µN,
where µ is the coefficient of friction and N is the
normal force (perpendicular to the surface). In our
case, N will be equal to the combined weight of the
child and the walker. Coefficient of friction will
depend on the surface on which the walker is
moving; the more slippery the surface, the smaller
the coefficient of friction.
Wcos30 is the force normal to the child’s posture in
the walker. We chose 30° to represent the angle of
inclination. It was chosen based on our initial
observations. The angle will vary from case to case
depending on the posture of the object.
Wcos30cos60 is the resultant force in the horizontal
direction.
The force F represented in equation (1) above is the
force needed to start the motion based on the body
weight alone. To stop the motion, force F would
have to be zero, which means that our friction force
would have to be equal to the horizontal component
of body weight: Fµ = Wcos30cos60. In other
words, the walker will not move if the walker is on
some soft surface such as a thick carpet or sand. The
task, however, was to eliminate the contribution of
the body weight and instead, generate the
movement from the legs. The only way that could
happen is by eliminating horizontal component of
force (50cos30cos60), which is only possible if there
is an angle of 90° between the child and the surface,
such that the child must stand upright, as shown in
Figure 20.17 Right. Notice that the center of gravity
is moved down (point B) because the legs now
contribute to the overall weight, and there is no
longer a component in the horizontal direction.
It is still possible to have a slight inclination forward
and not produce any movement as long as the center
of gravity of the child does not pass through the
center of gravity of the walker (Figure 20.18). An
aluminum bar was attached to the walker about 12
inches above the current height of the walker.
Aluminum was used because it is lighter than steel,
more cost effective, and easier to work with. The
height and the position of the aluminum bar are
adjustable so that he will be able to use it for several
years.
Chapter 20: Wayne State University 307
Free Body Diagram
Free Body Diagram
50cos 30cos60
50cos30 50 lb A B
30 deg.
50 lb
Figure 20.17. Free Body Illustration of The Problem,
Left, and the Resultant Solution, Right.
Free Body Diagram
A
F
Client C of G
Figure 20.18. Free Body Diagram Illustration of the
System Functionality.
The aluminum piece is supported by the sliding
collars, which make it possible for the whole system
to be flexible. The pelvic stabilizer is brought up
and is secured on the aluminum piece. The forearm
supports were not changed, as they are needed to
ensure that the arms are restrained from any
unnecessary movement. An additional strap (with
Velcro) is used to restrain the child’s upper body
from leaning forward. By straightening his posture,
the child has to use his legs to start the movement.
At first, the strap will have to tightly secure the
child; however, as the time goes, the child may gain
some control over his own weight and movement, in
which case the strap may be loosened around his
upper body area. When the child’s posture is
straightened he is not able to push the walker as fast.
Most of the push power will come from the legs and
not from the upper body weight.
The total cost of the walker is $800
308 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WRITING ARM FOR A CHILD

WITH CEREBRAL PALSY
Designers: Karen Rothacker
Supervising Professor: Bertram N. Ezenwa, Ph.D.
Department of Mechanical Engineering
Wayne State University
Detroit, Michigan 40201

INTRODUCTION
An assistive device was designed for a boy with
cerebral palsy (CP) to control or restrict his spastic
arm movements during writing. His horizontal
motions were excessive for writing and the vertical
arm motions could potentially inflict injury, as the
client’s writing pen would come dangerously close
to his eyes. When he attempted to write, the non-
writing arm would go into extension over his head
and behind his back. The client is of normal
intelligence and belongs in the first grade. However,
because of his uncontrolled tightening of the skeletal
muscles he is unable to write and is currently held
back in kindergarten.
Figure 20.19 System That Enables A CP Child
The system was designed to restrict the client’s Write And Draw By Limiting Unnecessary Arm
motions to those needed to write on an 8.5" x 11" Movement.
sheet of paper. This was accomplished by • The forearm is in the plane parallel to the
integrating custom components to support the writing desk,
trunk, the fore and upper arms, and for adjustment
of distal and proximal portions of the upper arm. • The elbow is bent and acts as a restricted pivot
The custom made system is shown in Figure 20.19. point, and the arm should not go into full
extension;
SUMMARY OF IMPACT • The elbow still must move slightly upward
It is frustrating for a child to be unable to express and outward during rotation;
himself in writing as because of conditions beyond
his control. It is also frustrating for a child to be held • The shoulder and thorax can translate as a
back while his/her classmates move on to the next unit, keeping the upper arm flexed and
class. This system will enable our client continue his somewhat perpendicular to the desk surface
education at the appropriate pace and prevent him and allowing the forearm, upper arm and
from inflicting injury to himself. shoulder to move as a unit in a horizontal
plane;
TECHNICAL DESCRIPTION • Downward motions are limited by the desk
The goal was to design and fabricate a device that surface;
the client can attach to his arm to help him write by
restricting all motions not needed for writing. The • Upward motions need to be restricted;
range of motion for critical writing movements was • The position of the upper body is upright;
analyzed. The necessary motions for
writing/drawing are as follows: • The non-writing arm is impeded.

• The wrist is free from restrictions;


A horizontal pivot point at the elbow was fabricated
to restrict the forearm motions to a horizontal plane.
The hinge is set to allow for an 80-degree swing arc.
The forearm is anchored down on a pivoting board
at two points just proximal of the wrist so that the
wrist has unrestricted motion, just distal of the
elbow (Figure 20.20).
A second horizontal pivot point at the thorax was
fabricated to allow the forearm, upper arm, and
shoulder to rotate in a horizontal plane with respect
to a pivot point on the thorax. It is adjustable in the
vertical direction to accommodate different seat to
tabletop heights. Upward and downward motions
of the arm are thwarted once the pivot point is set. A
prototype was built to the design engineer's
dimensions, so that the concept function could be
verified more frequently and the design could be
developed through a more rapid development
phase. A concept system was built for the client
based on the performance of the prototype system.
During initial trial, a decision was made to limit all
pivot point rotations with set-screws, which can be
re-drilled and reset for adjustments.
A functional device was fabricated to the
dimensions of the client and design modifications
discovered from the prototype testing. The client
was able to write within a 8.0" x 11.5" sheet of paper.
80 deg
Range of
Rotation
Client
Figure 20.20. Two-Point Pivoting Platform For Restring Unnecessary Motion During Writing.
Chapter 20: Wayne State University 309
Three out of four corners of the paper were
reachable. The lower right-hand corner was not
within reach for two reasons: The “thorax to elbow
plate” was too long and the “thorax to elbow plate”
had limited rearward motion because of the wheel
chair back.
It was found that the thorax vinyl vest, used to
position and hold the thorax plate on the client's
side, was slipping slightly around the client's thorax.
A foam/plastic that could be molded to the client’s
body contour would be more comfortable, not slip
and distribute forces more evenly than a flat
aluminum thorax plate sewn into a vinyl vest.
It was found that limiting the writing arm motions
to a horizontal plane eliminated the need to restrict
the motions of non-writing arm and shoulder. The
client showed only minor non-writing arm
movements or spasms (clenching fist). The clients
restricted writing arm range gave him a less need for
corrective movements and thus better concentration.
The increased weight of the device to make it more
rigid, initially thought to be a detriment to the
design, actually may be dampening some of the
muscle spasms.
The cost of the project is $20.00
Wrist
A
B
Elbow
Pivot Point
Shoulder
310 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

COMMUNICATION DEVICE MOUNT

Designers: Norman Haidous
Supervising Professor: Bertram N. Ezenwa, Ph.D.
Department of Mechanical Engineering
Wayne State University
Detroit, Michigan 40201

INTRODUCTION
The client with a muscular disease is unable to walk
independently. He is non-verbal. The control of his
neck is limited such that he looks in an upward
direction. He needs a tool to hold an augmentative
communication device for him to use while lying in
bed or sitting upright on his chair. A mounting
device was developed by integrating a hospital-type
over-the-bed table, a camera tri-pod extension arm
and mounting unit, a camera mount swivel bracket,
and a communication device-mounting bracket.

SUMMARY OF IMPACT Figure 20.21. Augmentative Communication Device

The ability to communicate is especially important
for individuals with physical impairments. The use
of this system will have psychological benefits by
enabling the client to do simple things like turn on
and off the radio or TV. The system can also be used
to call for help when the user is in trouble and the
caregiver is away. It will lessen the work of the
caregiver, who does not have to be there at all times
for every task the client can now do for himself.
TECHNICAL DESCRIPTION
The communication device weights 7lbs, with
dimensions of 12.5 by 10.5 by 2.25 inches. The
display size is approximately 12” diagonal, and has
an active matrix color LCD w/ 800x600 resolution.
Wood was used to machine the interface part
between the Tri-pod extendable neck and the over-
the-bed table surface. To prevent the wood interface
from splitting, it was treated with shellac before it
was painted. Countersinks were placed at the top to
help get a better grip between the piece and the
table. The main hole was made to have a very tight
fit; some of the wood on the inner diameter was
shaved to allow room for the welding compound.
The aluminum tube was sanded lightly so that the
weld material would hold. A cold weld was
performed using a product called J-B Weld. This
product is designed to work with both wood and
aluminum. The finished piece was allowed to dry
for approximately ten hours before it was handled.
Mount.
Through careful analysis it was determined that the
best place for the welded piece to sit was front and
off slightly to the right on the over-the-bed table.
Measurements were taken and the piece was placed
in the center of the table. The first ¼” hole was
drilled through and bolted down using a ¼” nylon
lock nut. On the bottom a brass washer was placed
and then a stand ¼” nut was placed. To prevent the
table from being placed too close to the patient’s lap,
four nylon lock nuts with rounded tops were used.
The top of the platform has a removable plate that is
used to hold a camera. Two ¼ ” holes were drilled
and a lock nut was placed underneath to hold the
augmentative communication device. Figure 20.21
illustrates the tri-pod mounting unit.
The adjustable rod allows for the attached device to
be placed above the patient’s head and then
adjusted. The device holding the mount can move
in any direction and be locked. When the pole is in
its normal upright position with the tray table
horizontal, the pole will experience negligible load
due to the 7-pound augmentative device. Tests
suggest that the maximum angular tilt of the tray
table for safe usage is 30 degrees.
The cost of the system is $279.00.
 Chapter 20: Wayne State University 311

1.1 inch hole

Countersink hole

1/4 inch hole

1.1"
main
hole

Side View

Top View

Figure 20.21. The Top And Side View Of The Tri-Pod Mounting Unit, The Main And The Countersink Holes.
312 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

MOUNTING AND AUTOMATED CONTROL FOR A

DIGIVOX ARM
Designers: David Sutter and Kevin Aguilar
Supervising Professor: Bertram N. Ezenwa, Ph.D.
Department of Mechanical Engineering
Wayne State University
Detroit, Michigan 40201

INTRODUCTION device against gravity, and the damping force when

A client who uses a wheelchair has a Digivox
augmentative communication device for daily
communication. The Digivox is connected to an arm
that rotates about two axes around a bi-directional
hinge. However, when it is rotated horizontally, the
weight of the communication device causes it to fall
vertically, potentially damaging the unit. When not
in use, the system is lowered in the vertical plane. A
system able to control the raising and lowering of
the system was developed. The system could
prevent potential damage to the communication
device. Figure 20.23 shows the bench test setup for
the system.
SUMMARY OF IMPACT
The client depends on the augmentative device for
communication. Any damage to the system will
make it impossible for the client to communicate.
This design will save replacement or repair costs. It
will enable caregivers to be away from the client
certain that when he needs help they will be
immediately contacted.
TECHNICAL DESCRIPTION
Design issues to address included the design of a
mechanism to damp the vertical drop, the client’s
reduced range of motion and strength to lift the
damping is need.
The implemented concept was an electric motor,
which will draw power from an existing battery to
move the communication device, attached to a shaft,
up and down. The motor would be mounted under
the wheelchair seat on top of the battery, as
illustrated during bench test. Power would be
transmitted from the motor to the Digivox arm by
attaching a wire cable to the motor shaft through a
pre-drilled hole and routing the cable through the
Digivox arm and attaching the cable rigidly to the
vertical arm. Any exposed wire was encased in a
nylon sheath for safety reasons. Upon attaching the
cable, a toggle switch was wired from the motor to
the battery.
The operation of the system would be as follows:
When the switch is toggled in one direction (down),
the arm will rotate downwards, and when the
switch is toggled in the opposite direction (up), the
arm will rotate upwards. The torque in the motor
prevents the arm from falling in the stop position,
and dampens the movement when the arm rotates
downwards.
The cost of the system is $568.00.
 Chapter 20: Wayne State University 313

Figure 20.23. Mounting and Automated Control of a Digivox Arm.

314 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VERSATILE JOYSTICK MOUNT

Designers: Brenda Jones
Supervising Professor: Bertram N. Ezenwa, Ph.D.
Department of Mechanical Engineering
Wayne State University
Detroit, Michigan 40201

INTRODUCTION the client’s body. The joystick cord, connected to a

A joystick-mounting device capable of being
clamped to a power or manual wheelchair was
designed for a client with physical disabilities. The
mount is versatile enough to clamp to round tubing
or the edge of a table with square edges. The mount
holds the joystick in a stable position in the vertical
and horizontal planes. The arms of the segment are
adjustable to cover a 180-degree radius.
The design goal was accomplished by integrating
off-the-shelf parts, which consisted of two
aluminum rods, a 2-way panhead, a handle, a steel
rod, a connector, and three adjusters. The system,
mounted on a manual wheelchair, is shown in
Figure 20.24.
SUMMARY OF IMPACT
The versatility of the integrated product enabled the
client the choice of using the joystick while on a
power or manual wheelchair. The client could use
the system for mounting other joysticks used for fun
and/or for environmental control.
TECHNICAL DESCRIPTION
The wheel and armrest of the manual and power
wheelchair become obstacles of the joystick mount
in the horizontal direction. Therefore, an adjuster on
a steel rod was added to allow the mount to rotate
away from the body of the wheelchair. Another
potential obstacle for the joystick mount was the
patient’s tray. The 2-way panhead with the rotating
device connected to the vertical arm of the mount
allows the joystick to be moved further in front of
switch for the client to operate, is attached to the
arms of the segment with ties.
Components of the system are described below.
• The clamp has a removable embedded piece to
fit the round or square tubing on a manual or
power wheelchair.
• An aluminum rod with length adjusters is
connected to the clamp to allow movement in
the horizontal direction.
• A steel rod, adjuster, and connector connect
the joystick mount.
• A second aluminum rod, connected to a 2-way
panhead, is the joystick mount.
• The 2-way panhead is connected to a rotating
device to allow the joystick mount to move in
the vertical direction.
• A handle connected to the 2-way panhead
mount allows the joystick to pivot in a secured
position in a 180-degree radius.
• Arm adjustors allow for arm movement of the
segment in the horizontal and vertical planes
After system integration, the system performed the
basic functions satisfactorily. It will however, be
necessary for custom development in order to
reduce the weight of the integrated system.
The total cost of the system is $99.00
 Chapter 20: Wayne State University 315

Figure 20.24. System Mounted on a Manual Wheelchair.

316 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADAPTIVE FOOD PREPARATION DEVICES

Student Design Projects:
Analysis of commercial food preparation process flow
Designers: Dan Kempisty, Muhammad Khan, and Rachel Seguin
Client Coordinator: Susan Hardin, OTR
Jo Brighton Skills Center
Supervising Professors: Dr. Robert Erlandson, Department of Electrical and Computer Engineering, and Dr. Leslie
Monplaisir, Department of Industrial and Manufacturing Engineering

Commercial food preparation kit

Designers: Dan Kempisty, Muhammad Khan, and Rachel Seguin
Client Coordinator: Susan Hardin, OTR
Jo Brighton Skills Center
Supervising Professors: Dr. Robert Erlandson and Dr. Leslie Monplaisir

Computerized receipt creation system

Designer: Clay Sheckles
Client Coordinator: Susan Hardin, OTR
Jo Brighton Skills Center
Supervising Professor: Dr. Robert Erlandson

Computerized weighing and measuring system (“Bakery 98”)

Original Designers: Mohammed Akkal, Emad Abu Aljazer, Manoj Kumar, Syed Alam, Mohsi Mohammed
Modification Designer: David Sant
Client Coordinator: Susan Hardin, OTR
Jo Brighton Skills Center
Supervising Professor: Dr. Robert Erlandson

INTRODUCTION • A computerized weighing and measuring

A vocational training center for special education
students aged 16-26 provides opportunities for
people with disabilities to attain their preferred life
outcomes. To do this, the center provides vocational
and a vocational training in a variety of job clusters
in the center and in the community. Vocational
training classrooms include a commercial bakery
and commercial food preparation services. To
provide an error-proof environment in these
classrooms and a more effective learning
environment for the students, four design projects
were developed. Expertise from industrial,
mechanical, and electrical/computer engineering
fields was used in the execution of these projects,
which include:
• An analysis of commercial food preparation
process flow,
• A commercial food preparation kit,
• A computerized receipt creation system, and
system called “Bakery 98.”
The projects were conducted with an accessible
design philosophy. Accessible design, also known as
universal design, simply means designing a product
or service so that it can be used by as large a
segment of the population as possible, and it
includes the incorporation of quality tools and
technology. With the growth of classroom
technology, it is vital that the classroom
environment be structured to support computers
and computerized learning/teaching aids. The
projects combine quality classroom ergonomics with
technology to produce a stable, organized learning
environment.
SUMMARY OF IMPACT
The combination of the four student design projects
has had significant impact on the day-to-day
operations at the center. First, the redesign of the
food preparation classroom based on the process
flow analysis allows students to complete more

tasks independently than before. Because the
classroom is organized using a visual structuring
system, the students can set up, operate, and restock
their workstations without having to read signs or
rely upon supervisory input. The students are more
empowered now, and staff members have more time
to teach universal skills or help students who need
additional instruction.
The commercial food preparation kit project grew
from the process flow analysis project. The kit,
which keeps all of the tools necessary for each job in
one contained unit, eliminated a great deal of the
confusion and traffic involved with looking for and
retrieving the tools for each task. Students could
easily locate their kit without staff assistance, and,
with a quick visual scan, be certain that they had all
of the tools needed to begin working. With this
accommodation, the students were able to get to
work more quickly and have more time for learning
new skills.
The third project, a computerized receipt creation
program, enables students with limited reading
skills to take and receive food orders. It uses
alternative keyboard entry hardware, picture icons,
and voice prompts to allow the student taking the
order to communicate effectively with the students
receiving the orders in the kitchen. This tool created
a job for workers who cannot write or hold a writing
implement, as the previous method of logging
customer orders involved circling an iconographic
representation of the customer’s order on a paper
receipt.
The last project, Bakery 98, allows students in the
commercial bakery classroom to accurately weigh
and measure bakery ingredients without
supervisory input. The scale gives students verbal
and visual cues and prompts that guide them
through the weighing process as well as positive
feedback to indicate when a goal has been met.
Bakery 98 allows students with severe cognitive
disabilities to participate actively in a portion of the
baking process that they could not be a part of
before. Due to the increased number of competent
participants, the amount of products produced in
the bakery has increased.
The combination of these four projects has provided
a highly accessible, error-free learning environment
in which nearly all students have the capacity to
participate.
Chapter 20: Wayne State University 317
TECHNICAL DESCRIPTIONS
Project 1: Analysis of Commercial Food
Preparation Process Flow
The commercial food preparation classroom
functions to teach students with various types of
disabilities skills that will allow them to be
productive in community work settings. One
problem with the center’s food preparation process,
however, was that the students rely a great deal on
staff to complete each task. The process flow of the
food preparation classroom was analyzed and
recommendations were made as to how to re-
engineer the environment to increase student
independence.
The analysis of the food preparation site was
conducted using process analysis tools. These tools
include process flow sheets and cause/effect
fishbone diagrams. The process flow diagrams
illustrated the sequence in which the processes were
performed in the classroom and if the process
involved an operation, inspection, transport,
storage, or delay. An efficient process consists of
mostly operations and very little transportation,
delay, and/or inspection. The fishbone diagrams
broke down each step in the process to show the
cause and effect of each major component.
AutoCAD drawings of the facility were composed
and staff members helped to determine the best way
to arrange the environment.
It was found that the root causes of the students’
constant need for staff assistance were the poor
layout of the classroom and the poor organization of
stored materials. Students were easily frustrated and
confused by the inconsistent nature of the
environment, which led to the need for staff
assistance. To remedy this problem, the workplace
was reorganized using visual structuring. Visual
structuring involves using icons, color-coding, and
other visual means of organizing the workplace.
Icons were placed on drawers to indicate which
tools were inside. Recipes and the corresponding
ingredients and instructions were color coded and
identified with picture icons, and the shelves and
other storage areas were labeled as to which tools or
equipment belonged in which spot. This type of
organization, which was emulated in the
commercial bakery classroom, established a sense of
consistency in the classroom.
318 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
Because everything was always kept in the same
place, there was less need for students to wander
around, looking for tools. Because the classroom was
structured visually, students did not have to know
how to read in order to know what materials to
gather—they only had to identify colors and
pictures. By reducing the cognitive demands of the
tasks, the tasks have become accessible to a greater
population of students than before.
Project 2: Commercial Food Preparation
Kit
While the visual structuring of the commercial food
preparation and bakery classrooms increased the
accessibility of the classroom tasks, it was decided
that a more efficient means for gathering supplies
and stored materials in the commercial kitchen was
necessary. Students were still spending a great deal
of time and effort walking though the kitchen
retrieving the tools for each task, particularly in the
commercial kitchen.
To reduce the amount of time required to gather
materials and supplies, a kit of tools was fabricated
Figure 20.25. A Standard Dish Rack.
for each workstation in the kitchen. Consistent with
the organization pattern of the kitchen and bakery,
the kits were designed using a visual structuring
system that demarcated and labeled where each
item should be stored. Icons and shadow diagrams
were used to define the placement of the tools in
each kit so that, after the workers used the tools,
they would be able to easily recognize where to
replace the tools in the kit. Having a specific place
for each tool was found to reduce the potential for
clutter and misplaced equipment.
The kits were made out of commercial dish racks
(see Figures 20.25 and 20.26) so that, after the tools
in the kit were used, the entire kit could be placed in
a dishwasher for cleaning without having to
disassemble the kit. The cost of the kit, minus the
kitchen utensils that the center already had, was
approximately $40.
Figure 20.26. Dish Rack Used for Kitting.

Project 3: Computerized Receipt Creation
System
With the food preparation areas organized, a means
of facilitating a smooth, error-free system for taking
customer orders had to be created. Before the
computerized intervention, the order-taking system
involved written menus and icon-coded receipts.
The workers would circle the icon on the receipt that
represented the customer’s choice and send the
receipt back to the kitchen area.
The receipt creation system was designed to replace
the paper receipts previously used and provide a
medium through which more students could
participate in the kitchen’s activities. The system
replaces the paper receipts by using a custom-
designed Visual Basic 5.0 application to print
receipts to a standard color printer.
Order information is sent to the computer through
an Intellikeys touch pad, which has a custom
overlay containing icons of all the kitchen’s menu
items as well as several simple function keys, such
as “start over” (Figure 20.27).
To place an order, the worker simply presses the
icon representing the customer’s menu choice and
the customer’s desired condiments. For example, if a
customer orders a hamburger with lettuce and
mustard, the worker would press the hamburger
icon, then press the “plus” sign followed by the
Figure 20.27. Intellikeys Touchpad with Custom Overlay.
Chapter 20: Wayne State University 319
lettuce icon, then press the “plus” icon again,
followed by the mustard icon. As the worker enters
this order information, the information is displayed
on the computer’s monitor, providing a visual
confirmation of what the worker has entered.
Additionally, the program has a voice feedback
mechanism that prompts the worker for order
information as well as audibly confirms each order
item as it is entered. When the order is complete, the
worker presses the “done” icon, and the order is
printed to the color printer in the kitchen.
The Receipt Creation System has a number of
sophisticated features designed to promote an
organized, accessible workplace as well as assist
with record-keeping chores. First, when the worker
entering customer orders presses “Done,” the
system sorts all of the orders by color. The kitchen
area has different colors associated with each food
preparation process; for example, the deli items are
red, and the grill items are blue. Sorting the orders
by color allows the kitchen staff to identify easily
which orders go to which workstation.
In addition to facilitating an organized work
atmosphere, the system saves statistics each day on
the orders taken. When the Receipt Creation System
is started each day, it prompts the user to enter the
current date. As each order is taken throughout the
day, statistics on which orders were taken are
logged in a database. Before shutting down the
320 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
system at the end of the day, the program compiles a
final tally of the items ordered that day and saves
those statistics in the system database. Such data are
useful inventory tools and aid staff in determining
what supplies need to be ordered.
To run optimally, the Receipt Creation System
requires at least a Pentium-grade CPU with
Windows 95, 98, or NT, a color monitor, a color
printer, an Intellikeys touch pad input device, and
computer speakers. An Intellikeys touch pad costs
approximately $400.
Project 4: Computerized Weighing and
Counting System (“Bakery 98”)
Besides the commercial food preparation classroom,
the center provides student training in an on-site
commercial bakery. In the bakery, the students
participate in the preparation and sale of assorted
baked goods. Many of the students, however, have
difficulty interpreting the dials on the mechanical
scales used to measure and weigh ingredients. Staff
members had attempted to reduce the cognitive
demands of the task by color-coding markers on the
dials, but the task was still highly error-prone. This
frustrated the students and made them dependent
on staff intervention in order to complete the
measuring and weighing processes.
An original assistive technology intervention was
introduced in 1996 and involved a digital scale
interfaced to a PC. The associated software allowed
staff to input the ingredients and amounts of
ingredients necessary for each recipe using a touch
screen, and it guided students through the weighing
and measuring processes with verbal and visual
prompts. While this initial effort was a successful
proof of concept, it was inherently unreliable. The
project modification features a simpler user
interface, increased reliability, a rewritten recipe
editor, and a smaller overall program size.
The Bakery 98 modification is divided into two
separate applications: a recipe editor and a talking
scale. As shown in Figure 20.28, the recipe editor
allows staff to add or remove recipes, edit
ingredients for the recipes, adjust the weight
tolerances for each ingredient, and specify the
amount of each ingredient to be used in each recipe.
Each recipe and each ingredient has its own icon
and audio file, which can also be changed in the
recipe editor. The recipe editor can store up to
twelve recipes and twelve ingredients with their
associated icons and wave files at one time.
The talking scale component of Bakery 98 allows the
user to work with the recipes stored in the recipe
editor. The user first selects the recipes with which
the students are to work, and then selects the
ingredients that the students are to measure. For
example, if a teacher decides that the students need
to measure enough flour to make two batches of
chocolate chip cookies, he or she would press the
chocolate chip cookie icon on the screen twice. From
the next menu, he or she would select the “flour”
icon from the list of ingredients. Each time that a
recipe or an ingredient is selected, the audio file
associated with the selection is played.
After selecting the recipe and the ingredients to be
measured, the user places an empty bowl on the
digital scale that is interfaced to the PC. The scale
itself has a “tare” function to account for the weight
of the bowl. When the weighing process begins, a
bar graph along with a numeric display shows the
current weight of the ingredient being measured in
pounds and ounces (Figure 20.29). Voice prompts
instruct the user to either “add some more” or “take
some out” until the target weight is reached, and,
when the scale detects that the target weight has
been reached, a voice prompt announces that the
session is over. Staff must select the “continue”
button for the student to begin weighing the next
selected ingredient.
The user interface of Bakery 98 is designed to work
with an Edmark Touch Window for user input as
well as with standard keyboard shortcuts and a
mouse. Because the target population using this
product typically has a short attention span, an
adjustable timed prompting mechanism was built
into the weighing process. If the program receives
no user input for a specified period of time (between
1 and 99 seconds), a prompt will sound, alerting the
user to stay on task.
The system runs on Microsoft Windows 95 and
interfaces to a Pelouze 4000 Series Scale. To run
optimally, the system requires a Pentium-grade
CPU, 32MB RAM, and 5MB hard disk space.
The hardware for the system modification cost
approximately $300.
 Chapter 20: Wayne State University 321

Figure 20.28. Bakery 98 Recipe Editor.

Figure 20.29. Visual Display of the Weighing Process.

322 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 21
WRIGHT STATE UNIVERSITY
College of Engineering and Computer Science
Department of Biomedical and Human Factors Engineering
Dayton, Ohio 45435-0001

Principal Investigator:
Chandler A. Phillips (937) 775-5044
chandler.phillips@wright.edu
David B. Reynolds (937) 775-5045

323
324 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

LEARNING AUDIO DEVICE

Designers: Benjamin R. Lucas, Anthony J. Ewald, and Russel A. Clark
Supervising Professor: Dr. Thomas N. Hangartner
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
A teacher at a school for children with disabilities
requested a modification of a toy to help foster
learning of shape recognition. The students
previously used a cylindrical plastic toy with three
holes in its lid. The holes were square, triangular,
and circular. The child dropped red, yellow, and
blue plastic blocks corresponding to the holes in the
cylinder as they learned to recognize different
shapes and colors. Children frequently placed a
shape at the opening of the correct hole but moved
the block to another hole when it did not
immediately fit. This was because the child was not Figure 21.2. Children Safely Interacting With The
Learning Audio Device.
holding the block in the correct orientation and did
not have enough affirmation that the block was near
the correct hole. block and the hole.

The teacher requested a similar toy that would emit
a beeping sound when a block was above its
corresponding hole. With this proximity feedback
the child knows that the hole was correct and that
the block must be rotated to the correct position.
This process would encourage the child to
concentrate on the configuration of the shape of the
The teacher also requested an audio reward for the
child when a block is successfully placed inside the
toy. The success feedback was to be independent of
the proximity sensing method. Additional
specifications were that the toy be:
• Portable,
• Small enough to enable small children
seated at a desk or table to see the whole lid,
• Battery powered to eliminate cords that
might pose a tripping hazard, and
• Safe for use with small children, having no
sharp edges, exposed electrical components,
or small pieces that can be swallowed.
The learning audio device is illustrated in Figure
21.1, and shown in use in Figure 21.2.

Figure 21.1. Learning Audio Device.
SUMMARY OF IMPACT
The learning audio device is safe and fun. There are
a few recommendations for further work that would
make this product more enjoyable and practical.
Battery life is less than an hour, meaning frequent
replacement by the user. Supplying the user with a
9-volt battery charger would reduce maintenance
cost. For future development one could find ways

to reduce the overall power consumption to get
more life out of the battery. Another
recommendation would be to institute a means of
audio volume control on the device. According to
the evaluator, the design is thoughtful, as are the
switch options. The easy-access collection box
eliminates the need to open the box itself. The
battery is easy to change. The instruction manual
was reportedly very helpful.
TECHNICAL DESCRIPTION
For proximity sensing, the method implemented is
mutual inductive coupling. The basic physical
concept behind this method is Faraday’s Law, which
states that if an alternating current is sent through a
(primary) wire, an electromagnetic field will be
induced around the wire. The magnitude of this
field is proportional to the frequency of the current
(i.e. the derivative of the current with respect to
time). If another (secondary) wire is brought within
proximity of this field, energy will be transferred to
it, and a current will be induced.
Winding both of the wires into coils capitalizes on
this phenomenon while keeping the system
compact. Each coil acts as a large inductor, with an
inductance value (L) that depends on both the
geometry of the coil and the number of windings. If
a coil is then placed in parallel with a capacitor, the
transfer of energy back and forth between the two
components results in an oscillating system. The
magnitude of energy transfer is maximized at a
particular frequency, known as the resonant
frequency. By varying the capacitor, the circuit can
be “tuned” to any desired frequency. The circuitry
is depicted in Figure 21.3.
Application of this method to the design involves
attaching an active (power supplied) coil around
each of the holes in the lid. A passive coil is placed
inside the block. Each shape (in both the block and
the lid) is tuned to a specific frequency so that when
the coils are brought together, energy is transferred
from the active coil to the passive one. Shapes can
be differentiated by frequency modulation (e.g. the
squares are tuned to 600 kHz, circles to 455 kHz, and
triangles to 300kHz). The voltage change associated
with the active coil is then used to trigger audio
feedback. This means that the passive circuit (in the
block) is only absorbing and dissipating power, and
therefore requires no power supply in the blocks.
Implementing this circuitry is inexpensive since wire
Chapter 21: Wright State University 325
coils and passive components are readily available
and inexpensive.
The proximity sensor relies on three different
components:
• A measuring resistor,
• A half-wave rectifier, and
• A comparator.
The measuring resistor is placed in series with the
RLC circuit, and when the coils are tuned, the
voltage across the resistor is at its minimum because
the voltage across the coils is at its maximum
(Ohm’s Law).
When a tuned passive coil comes close to the active,
it draws current from the active coil, which in turn
increases the current in the circuit. By Ohm’s Law,
this increases the voltage across the measuring
resistor. This increase in AC voltage is then rectified
and smoothed before it is sent to a comparator. An
appropriate threshold voltage is input to the
comparator also. This is done by constructing a
voltage divider from the power source. When the
input from the rectifier exceeds this threshold (i.e.
when a block is brought near the correct hole), a
high output pulse is sent to a piezoelectric beeper,
producing the required feedback.
For the success sound, three different microswitches
are mounted on the underside of the ramp inside the
toy. The lever arms of these switches extend up
through the holes in the ramp under each of the
differently shaped holes. As the blocks fall through
the lid of the toy, they strike the switches before
hitting the ramp and sliding down into the
collection bin. When the switches are thrown, they
complete a circuit connecting the voltage supply to
an audio chip that was extracted from a children’s
book. Each momentary switch is connected to a
different location on the chip, causing a different
jingle for each shape. The schematic of these
components is illustrated in Figure 21.3.
The finished toy is a small box constructed with
poplar wood, stained with a red oak finish and
sealed with polyurethane. All of the electrical
components were connected using standard
soldering techniques and IC sockets wherever
possible. A computer-generated diagram of the
circuitry is shown in Figure 21.4.
326 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
The master switch is a red, three-position switch
located on the side of the toy. When this switch is in
the center position, the toy is off. When the switch is
thrown toward the collection bin of the toy, only the
success feedback is activated. When the switch is
thrown in the other direction, both the proximity
and success feedback systems are activated. When
the toy is not in use, it is important that the switch
be in the “off” (center) position. Leaving the toy on,
especially when both success and proximity
feedback are activated (i.e. the switch is away from
the collection bin) will rapidly decrease the life of
the batteries inside the toy.
In order to change the battery, the lid of the toy must
be opened, exposing the inner success slope. After
carefully lifting this slope (making sure the large
wires to the lid area out of the way), the underlying
circuitry can be seen. The battery holder is mounted
on the same side as the switch. The battery is placed
so that the large terminal slides onto the small
terminal on the holder. Finally, the battery is firmly
put in place in full contact with the terminals of the
holder.
The base can be rotated from side to side to vary the
positions of the holes, but the collection bin should
not be oriented toward the child. Giving the child a
block with the indentation (grip) directed upward
helps ensure correct vertical orientation and a good
signal for proximity sensing. After the block has
been put in the correct hole, it slides to the collection
bin. The collection bin lid can be kept open to clear
the ramp.
The overall cost of the learning audio device is
$890.00.
 Chapter 21: Wright State University 327

2.2k 2.2k 2.2k

5k 5k 5k

-5/5V

6.4nF .8nF 50nF

22k 22k
300kHz

1k 22k

78L05
7.2V 10nF
IN OUT
-
COM +

-5/5V

18 6.4nF .8nF 50nF

22k 22k
300kHz

1k 22k

10nF
DC/DC Converter
IN -
+15v +

COM -15v

6.4nF .8nF 50nF

22k 22k
300kHz
-5/5V
8 1k 22k

10nF

-
+

Figure 21.3. Circuit Schematic.

Speaker
Battery
Oscillators (3) Raised Circuit Board

Voltage
Regulator

Trimming
EPROM
Capacitors (3)

Variable Comparators
Resistors (3) (2)
Proximity
Beeper
Circuitry for
On/Off switch

Figure 21.4. Circuitry Diagram.

328 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

WHEELCHAIR ADAPTED BARCODE SCANNER

SYSTEM
Designers: Angeles Seibert and Mary Yinger
Supervising Professor: Dr. Blair Rowley
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, Ohio 45435-0001

INTRODUCTION
A fifty-year old man with spastic cerebral palsy is
employed at a home improvement warehouse. His
employer would like him to scan barcodes on the
shelves to check for incorrect prices. The client’s
movement and posture disorder is characterized by
increased muscle tone that results in movement
difficulty. He uses a wheelchair and has moderate
ataxia (shaking). The client’s ataxia makes it
difficult to hold the bar code scanner steadily
enough to scan a barcode. The client uses a Ranger
X Storm Series wheelchair and his steering
mechanism is located on the left side of his
wheelchair. The barcode scanner is a Symbol
Technology LRT 3800.

The purpose of this design was to create a system
that securely attaches a barcode scanner to the
client’s wheelchair without inhibiting use of the
scanner or wheelchair. The system, depicted in
Figure 21.5, must allow raising and lowering of the
scanner as well as triggering of the scanner and data
entry.
SUMMARY OF IMPACT
The client was a very active part of the design
process. The current system requires some physical
exertion from the client. The repetitiveness of the
exercise will increase his muscle tone and will
improve his ability to use the system.
Unfortunately, the design is not as easy for the client
to operate as originally intended. It is
recommended that further work involving the
scanner be achieved. Additionally, the scanner
should be internally wired to a stereo jack located at
the back of the scanner, allowing for a push button
to be plugged into the jack to eliminate one rope
from the system, which in turn would reduce some
of the physical exertion required.
Figure 21.5. Bar Code Adapter System.
With a securely mounted scanner, the client is able
to raise and lower the scanner, trigger the scanner
and press the enter button, thus allowing him to
perform his job duties successfully. The whole
system can be easily removed from the wheelchair
and the scanner can be easily removed from the
system.
TECHNICAL DESCRIPTION
The barcode system is constructed of ¾ inch PVC
pipe. It measures 5 feet high, 10 inches across, and 5
inches deep. The entire system weight is less than 7
pounds without the scanner attached. There is a 4½-
foot steel rod inserted into the PVC pipe to help
keep the system from bending. The scanner is
attached to a ½ inch thick wood backboard by
Velcro straps. The scanner is raised and lowered by
ropes and six 1” rigidly mounted pulleys. The
scanner’s operating range is 14 to 55 inches from the
floor. The system is not designed to lift more than
20 pounds.
To operate this system, the scanner is positioned into
the upper cutout on the backboard. It is necessary
 Chapter 21: Wright State University 329

that the handle slide down through the triggering system.

mechanism and that the rubber strip be secured over
the trigger. Once the handle is secured tightly to the
backboard with two Velcro straps, the scanner is
securely mounted to the system.
The system is attached to the wheelchair by hooking
the metal base over the lower wheelchair bar. The
middle portion of the scanner is secured with a
Velcro strap wrapped around the vertical arm bar of
the wheelchair. All colored handles are placed in
the user’s lap for easy access as well as to keep them
from getting caught in the wheels.
The yellow handle, as shown in Figure 21.6, can be
pulled to raise the scanner. The green handle is
used to lower the backboard when the scanner is not
mounted, so it can be secured out of the way at the
bottom of the system with a nylon buckle strap.
There is no need for it when the scanner is mounted
because the additional weight will pull the system
down naturally. The scanner is secured at the
correct height by wrapping the yellow handled cord
around the gold hook located on the back of the
Pulling on the blue handle triggers the scanner. The
handle pulls the trigger mechanism on the scanner.
The entire system shifts slightly when this occurs,
but the weight of the scanner reduces this greatly.
When a correct price is scanned, the scanner will
beep once and the client can simply go on to scan
the next barcode. However, when an incorrect price
is scanned, the scanner beeps twice and the client
will have to press the enter key located on the top of
the scanner. Pulling the red handle will press the
enter button. This action has to be completed twice
before proceeding onto the next barcode.
The total cost of this bar code adapter system is
$550.00.

Eye Screws

Pulleys

Enter Key
Activator

Trigger Gun
Enter Key Activator Activator
Handle
Velcro Straps

Raising Handle

Pulley
Trigger Gun
Activator Handle

Lowering
Handle Eye Screws

Nipple
Hook

Plate

Figure 21.6. Side View of System.

330 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ERGONOMIC ANALYSIS OF THE BLOOD

MANUFACTURING PROCESS
Designers: Brian Bautsch, Nora Buzek, P. Joseph Gilkerson, and Kristianne Liebel
Supervising Professor: Dr. Richard Koubek
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
An ergonomic analysis of the current blood
collection process utilized by the American Red
Cross (ARC) indicates that the current hand tools
used during this process are predisposing
employees to repetitive motion injuries, or
cumulative trauma disorders (CTDs), due to
inadequate design considerations and improper
technique. From January 1990 to December 1995, it
is reported the ARC spent over $2.75 million for
workers’ compensation claims related to repetitive
injuries. This basic fact has led them to seek out
possible methods of eliminating such injuries and
subsequent claims. The current hand tools require Figure 21.7. Newly Designed Hand Tool.
repetitive bent-wrist motions and require the wrist
to be in an ulnar deviation posture. These continuously without stopping to switch tools
combinations of repetitive motions that are during the process. Employees may be left or right
completed in a non-neutral wrist posture increase handed, thus necessitating a tool that can be used
the chances of CTDs. easily by both. The wrist must be placed in a neutral
position, promoting neutral hand and wrist posture
While the repetitive nature of the task cannot be cost so as to reduce the risk of CTDs. The weight of the
efficiently reduced, the redesign of the current hand hand tool should not exceed 0.5 kg. The tool must be
tool can help to eliminate the problem. The hand intuitive to use such that the training time is
tools should incorporate ergonomic advantages, minimal. It is also desired that the grip span be
including: between 2.5 and 3.5 inches and the handle grip
length be at least 5.5 inches.
• Neutral wrist posture,
• Curved handles, SUMMARY OF IMPACT
The design goal was to reduce the likelihood of
• Longer handles,
CTDs by minimizing awkward wrist posture.
• Reduction in required grip strength to Following a through design process, excessive force
perform the stripping task, and was determined not to be a significant factor and
repetition is a part of the job beyond the control of
• Cushioned gripped handles.
the design team. It has been determined, through
This redesigned hand tool, along with proper preliminary user analysis, that an enhanced hand
training techniques, will be the proposed as a viable tool design promoting a neutral wrist posture will
solution to the costly CTD problem. reduce wrist deviation. Based on statistical analysis,
the design goal is achieved. The design group was
There are several additional design specifications. unable to perform long-term follow-up testing,
The tool must incorporate both the crimper and the given time constraints. Follow-up testing would
stripper into one tool, to allow the user to work
 Chapter 21: Wright State University 331

determine the true reduction of incidences related to • Functionality of the tool,

CTDs.
• Intuitiveness of the tool,
TECHNICAL DESCRIPTION • Wrist deviation, and
For the stripping process, a longer moment arm (in
• Performance time.
the handle) is implemented in the new tool. The new
handle is approximately 3 inches longer. This Based upon the results, both tools are equally
provides a greater mechanical advantage during the functional; however, evidence suggested that the
task of stripping, thereby requiring less force to new tool is more intuitive than the old. The angle of
operate the tool. For the crimping process, Instron wrist deviation on the new tool is consistently lower
testing demonstrated that the round aluminum clip than that on the old tool, such that the new tool
required less compressive force than the square promotes a more neutral wrist posture than the old.
aluminum clip. The final design of the new hand The old tool proved to have faster performance
tool is shown in Figure 21.8. times; however, the observed improvement times
suggests that the performance time of the new tool
Once the tool had been designed and machined, the will eventually converge with the performance time
next stage of the design process was to validate the of the old tool.
tool. The testing process consisted of having two
groups of ten subjects, each group responsible for The total cost of this project, including labor and
evaluating one of the two tools. materials, is $960.00.

The parameters of interest in the testing process

included:

+.005
.250 -.000 DIA
THRU NOTES:
.750 .306 DIA
Ø.938
1) Dimensions are in inches.
.265 DIA
2) Material: 6061 T6 Aluminum Alloy

Wheel Crimp Ring 3) Finish: Black Anodize

.938 4) Finish Texture: 75

Assembly R5.000

10-24 UNC
THRU (3X)

8.00
2.313 10-24 UNC THRU (2X) Full
Radius
1.438 1.468
.625 .250 .500

Arm A .625

Ø1.25 .250
.500
+.005 .250
.250 -.000 DIA
THRU .500 Notch shall be centered .125"
Ø 1.25 .250 .185 in from both edges.

Arm B .625

.625 10-24 UNC THRU (3X) .500

1.438 .313
1.750 .750
1.125

Figure 21.8. AutoCAD Drawing of the Hand Tool Design.

332 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PHYSIOLOGICAL ACTIVITY MONITOR

Designers: Dean Acker, Lisa Carnes, Jere McLucas, and Tracy Rausch
Supervising Professors: Xudong Zhang, Ph. D. and D. Drew Pringle, Ed. D.
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
Actigraphy, the long-term continuous measurement
of movement with a small solid-state recorder, is
being used in an increasing number of research
fields. Actigraphs are easy to wear because they are
small and lightweight and have been found to
effectively measure movement using a number of
different devices. Devices used include
accelerometers, pizoelectric bimorphous beam
motion sensors, and electromagnetic systems.
Activity monitors currently on the market have
several limitations. First, they merely give an
indication of movement duration, causing
potentially valuable information about the
acceleration, velocity, and position amplitudes of the
movements to be lost.
In order to completely define actual movement and
the effects thereof, one must obtain more
information about the movements being performed,
including the direction of movement, range of
movement, or the force exerted by the muscles. The
goal of this project was to design a device, as
depicted in Figure 21.9, that will be able to define
specific movements as well as collect information
about an individual’s heart rate and skin
temperature.
Based upon available funding and time constraints,
a device was built for one limb. If one limb can be
analyzed, then theoretically, the other three that
would need to be analyzed would be identical. The
objective of this project was to utilize
accelerometers, contraction sensors, a polar heart
rate monitor, and a thermistor to obtain specific limb
movement direction, heart rate, muscle group
contraction, and skin temperature. These devices
were chosen based on availability, budget
requirements, and time constraints.
There were several design requirements for the
physiological activity monitor (PAM), including that
it measure heart rate, skin temperature, movement
direction, movement acceleration, and contraction.
Figure 21.9. Physiological Activity Monitor.
The PAM must not restrict movement of the subject
and must be easily attached to the subject.
Additionally, the PAM must dissipate heat
adequately, be operable in multiple environments,
have high thresholds for muscle contractions, use
standard parts, be portable, and comply with AAMI.
SUMMARY OF IMPACT
Human body movement has become increasingly
popular when studying neuromuscular diseases,
sleep patterns, and sports rehabilitation. A device
that can monitor human movement outside of a
laboratory setting can provide researchers useful
insights.
This device utilizes two triaxial accelerometers, two
contraction sensors, a heart rate monitor and a
temperature probe. The accelerometers enable
location of limb position. The contraction sensors,
constructed of strain gauges and epoxy resin board,
aid in the determination of changes in limb segment
diameter, possibly signifying a muscle group
contraction. When coupled together, the
accelerometers and contraction sensors can assist in
determining limb movement.
The device proved to be accurate in all
measurements so long as the accelerometer
remained in the same orientation as the stance file.
Should any tilt or rotation occur, it is impossible to
separate the effects of gravity and the actual inertial
accelerations. These results warrant further study.

TECHNICAL DESCRIPTION
The physiological activity monitor consists of two
contraction sensors, two triaxial accelerometers, a
heart rate monitor and a thermistor. Data are
collected on a laptop computer using Labview. The
data is then analyzed using Matlab. The block
diagram for the PAM is shown in Figure 21.6. Two
contraction sensors are used in the PAM. One is
placed on the forearm directly over the extensor
muscle group and the other is placed over the biceps
brachii. This maximizes any limb volume change,
which can be assumed to be a muscle contraction.
The sensors are composed of two strain gauges
mounted on a glass epoxy resin board with
precision resistors. This board is then attached to a
strap made of headliner material, which is
breathable but does not slide easily. The distal strap
is decreased in size for better comfort. The strain
gauges and resistors are delicate. A black rubber
protective coating is placed over the gauges and
resistors for protection. Overstrain of the gauges
will cause them to fatigue, which in turn
permanently deforms the gauges. It was
determined that normal human movement would
not cause the strain gauges to fatigue.
The accelerometers are ADXL150EM-3 triaxial
accelerometers, which are pre-assembled mountable
modules, comprised of a silicon micromachined
Figure 21.10. Block Diagram for PAM.
Chapter 21: Wright State University 333
capacitive beam accelerometer. They have a range
of +10g. They are fragile and may be damaged if
dropped or abused. Each accelerometer is placed on
the distal end of a limb segment. They are attached
with a cotton-belting strap, which is fit snuggly
around the arm and attached with Velcro. Each is
situated so that when the body is in anatomical
position, the z-plane is parallel to the transverse
plane with positive facing towards the posterior of
the body. The x-pane is parallel with the frontal
plane with positive in the medialateral direction.
The y-plane is parallel with the midsagittal plane
with positive being superior to the hand. The major
problem with the accelerometers is that they also
measure gravity; therefore, to pick up inertial
acceleration of the human body, gravity must be
corrected for with two accelerometers.
Heart rate is measured from the R-R wave using a
Polar Heart Rate Monitor. The heart rate monitor
sends to a belt worn receiver, which is tethered to
the laptop computer and it attached around the
chest of the subject. When applying it, it is best to
dampen the monitor with water and place across the
chest. The signal is viewed in the LED on the
receiver worn on the belt. Total cost of project is
$640.00.
334 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

PEDESTRIAN KNEE LEGFORM

Designers: Matt Freyhoff, Thor Castillo, Gilbert Bandry, and Jonathan Geist
Supervising Professor: Dr. David Reynolds
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The National Highway Traffic Safety Administration
(NHTSA) has historically tried to reduce the amount
of pedestrian injuries and fatalities through injury
reduction and collision prevention programs.
Education and enforcement programs have been
used in efforts to increase the level of collision
prevention. These programs focus on behavior
modification. To date, lower extremity and knee
injuries account for the most frequent pedestrian
injuries. These injuries result in significant financial
and personal loss due to the occurrence of long-term
damage to the affected area(s). Although most fatal
injuries are in the head and thorax region, most non-
fatal injuries occur in the lower extremities of the
body.

International automobile research facilities have

developed legform impactors for biofidelic research.
However, these legforms have all utilized a
frangible part approach to represent the
anthropometry correctly. In our approach to the
problem, we are designing a non-frangible legform
for testing, which requires more consideration for
the part selection. In the current design, the static
bending testing proposed by the European
Experimental Vehicles Committee (EEVC) is being
addressed. The current problem with the friction
plates that currently are used in the legform is non-
uniformity of testing. More specifically, the friction
facings do not always perform similarly during the
first testing as they do during the last test due to the
nature of the plates. The plates initially must be
bent a few times in order to prepare them for data
requisition. It is inconvenient and time consuming
to perform testing and certification. Therefore, the
legform should meet the current static-testing
corridors specified by the EEVC certification
documentation. Prior failed attempts at solving this
problem have included the use of springs,
dashpot/shock absorbers, and cables and pulleys.
Figure 21.11. Pedestrian Knee Legform.
SUMMARY OF IMPACT
Solving the problem of static testing allows the
legform to be certified for testing on automobiles.
Once the testing can be started on automobiles,
recommendations can be made to automobile
manufacturers about the improvement of their
designs. Data will enable the car manufacturer’s to
build better and safer automobiles. In 1996 alone,
there were approximately 5400 fatal vehicle-
pedestrian accidents, and thousands more causing
injuries that could have been less severe with design
improvement.
TECHNICAL DESCRIPTION
The focus of this design is on the knee joint of the
legform, and specifically the mechanisms provided
to impede angular displacement, in this case
bending. The current legform uses friction plates to
resist bending. The proposed design uses a cam
mechanism to resist bending. The cams measure 50
mm in diameter and from 2 mm thick, at the

shallowest point, to 3 mm thick at its thickest pint.
The cams are made of A-2 steel and have been
treated with carbon-nitride to harden the surfaces.
This is a means of insuring that no premature wear
is experienced by the components.
The cams are sloped so that the legform bends from
0 to 4 degrees; the thickness increases at an angle of
16 degrees. At this point the angle changes to 1.375
degrees until the thickness of the cam reaches 3 mm.
The significance of difference in thickness is that it
causes deflection between the cams and the key
elements. It is this deflection that enables the
legform to resist bending. The amount of force
required at each bend is determined from the force
vs. bend curve, as depicted in Figure 21.12, and
mandated by EEVC. In turn, the deflection can be
calculated from its mathematical relationship to the
force.
Installation of the cams is a two-step process. The
first part deals with the insertion of the key
elements. These are simply slid into the grooves
located on each side of the shear element casing.
They are oriented so that the sloped portion is facing
outward. The next step involves the mounting of
the cams. Each cam is screwed onto a bending
clamp so that the cams are facing one another,
specifically the sloped portions of the cams. The
cams are not tightened down until the bending pin
in inserted through the assembled knee joint. This
300
Upper
250 Limit
200
150
100
50
0
4 8
Figure 21.12. EECV Corridors for Static Bending.
Chapter 21: Wright State University 335
makes it easier to fit the bending pin. Once the knee
joint is together the cams are tightened.
The operational range of the legform is from 0 to 16
degrees but this range may be exceeded to
accommodate other tests, such as dynamic bending
tests. The range of the corridors specifies 250
Newtons as the upper limit of the force. Again this
limit may be exceeded, but it is not advised since it
may cause some of the components to go beyond
their region of elasticity.
Safety considerations in the context of this device
mostly apply to the safety of the device during
testing. The testing apparatus should not apply
extreme stresses or strain rates to the knee joint. For
static testing, strain rates will necessarily be low, so
only extreme stresses need be considered. The knee
design calls for both aluminum and steel parts. The
steel parts lend strength and stability to the bending
clamp and shear casing. The steel also exhibits the
elastic behavior required for the deflection cycles the
bending clamps will go through. The aluminum is
used primarily because it is lightweight while
providing reasonable strength. The maximum stress
on the flanges was found to be 38 MPa and the yield
strength of A36 steel is approximately 260 MPa.
This means the factor of safety for the flange
deflection is roughly 6.
The total cost of this project is $600.00.
Lower
Limit
12 16
336 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE WHEELCHAIR TRAY

Designers: Latisha Long, Larita Jo’ Martin, and Janell Thomas
Supervising Professor: Dr. Chandler Phillips
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
An adjustable lap tray was designed for a small
child with cerebral palsy. He is unable to walk or
crawl and uses to a wheelchair. He usually holds
his arms close to his chest due to muscle spasms.
His head is secured backward and strapped to his
chair because he is unable to control it. The
adjustable wheelchair, as shown in Figure 21.13, was
designed to assist in bringing objects on the tray into
view and reach of the user.

The child’s previous tray was wooden and was fixed

at a 45-degree angle. He was unable to view objects
on the tray. The angle of the tray allowed objects to
slide and fall from the surface. The child has limited
hand and arm mobility, so he is unable to grasp
objects. Although gains have been made with his
am mobility, the current tray allows no arm or
elbow room or adjustability for improvement.

Manual raise and tilt mechanisms were use instead
of hydraulic mechanisms due to budget restrictions.
The tray clamps onto the right and left arms of the
wheelchair, and it raises and lowers along
lightweight telescoping aluminum tubes, which are
held in position by pins on each side. It pivots about
a joint on each side and the angle position is held by
pins and telescoping tubes. The tube is made of
wood, with cork on its surface for traction, and holes
around the perimeter for the tying of toys. There is
an additional, attachable wooden surface for writing
and eating.
SUMMARY OF IMPACT
This adjustable wheelchair tray improves the child’s
interaction with objects in an educational setting,
such that brings objects into the view and reach of
the child.
Figure 21.13. Adjustable Wheelchair Tray.
TECHNICAL DESCRIPTION
The material of the desk is wood, as shown in Figure
21.10, and its dimensions are 59 x 32 x 2 cm. The
material of the attachment and tilt elements is
aluminum. There are three telescoping poles, from
largest to smallest, the diameters of which are 2 ¼”,
1 ¾”, and 1” respectively. The attachment
dimensions are 2” x 6 ¼”. The minimum height for
vertical adjustment is 4 ¼” and the maximum height
is 9”. The minimum tilt angle is 0 degrees and the
maximum is 45 degrees.
The total cost of this project is $580.00.
 Chapter 21: Wright State University 337

Figure 21.14. Adjustable Wooden Desk.

338 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

AUTOMATIC CAN OPENER

Designers: James Klosterboer, Charles Platt, and Stephanie Taylor
Supervising Professor: Dr. David B. Reynolds
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The objective of this design project was to assist an
individual in opening cans through the use of an
automated can opener. The individual has partial
paraplegia due to a fracture of the C5 and C6
vertebrae. The fracture has left the individual with
little to no finger dexterity and limited hand motion.
He has found it difficult to position cans for a can
opener while simultaneously trying to control the
device.

The client does not have movement of the lower

muscles below the point where he was injured. He
does have the ability to move his hands by
contracting his forearms, thus moving his hands up
Figure 21.15. Automatic Can Opener.
and down. The client uses a wheelchair with his
back strapped to the vertical backing of the chair.
His reach from this position from shoulder to hand
is 25 inches. He is able to reach only 14 inches
beyond his knees. Sitting in his wheelchair his
height comes to 36 inches. He is not able to exert
control over the movement of his fingers, but he can
force a can into his hand. He cannot release the can
on his own.

The automatic can opener, as depicted in Figure

21.15, has been designed such that the client can
open cans without additional human assistance.
This device allows the client to place a can of food in
any spot he chooses on a surface, and press a button
to automatically position the can under a
mechanism that will open it. The can opener returns
to its original position to allow for easy access for
the user to remove the can.
SUMMARY OF IMPACT
By using this opener the client is able to cook meals
without any additional assistance, greatly increasing
his overall independence, as shown in Figure 21.16.
The biggest shortcoming of the device to this point is
the lack of covering of the height adjustment motor
in the rear of the device. The goal of passing
Figure 21.16. Client Operating Automatic Can
Opener.
mechanical safety testing would most likely not be
fulfilled because of this.
TECHNICAL DESCRIPTION
The basic concept of the positioning mechanism is to
move the can forward to a precise position directly
under the opening mechanism’s blade without
deviation every time. This is accomplished using a
threaded rod (threaded at 16 threads per inch)
connected to a 13- by 2-inch aluminum plate with
two dowel pins on either end. This assembly is
attached directly under the aluminum platform
upon which the can is placed when the device is in

operation. The primary reason for this was for
safety purposes so that the user cannot come into
contact with the moving parts.
The threaded rod spins powered by a reversible 60
Hz AC motor, and the aluminum plate, centrally
threaded through the rod, advances forward and
backward depending on the direction that the motor
is rotating. The two dowel pins on either side of the
aluminum plate rise above the platform on which
the can is placed. A block of plastic cutting board
material with a centrally placed V, placed on the
dowel pins and extending across the width of the
platform, catches the can and advances it to a
position directly under the opening mechanism.
For the opening mechanism, a commercial device
make by Krups was chosen so that the user could
easily replace a faulty opening mechanism. The
Krups Open Master is a device that does not cut a
can in a conventional way. Instead, it decrimps the
edges of the can and removes the top of the can
without producing sharp edges. The top of the can
is then easily replaceable to cover the remaining
contents for refrigeration.
The height adjustment mechanism is designed to
include an attachment site for the Krups Open
1/2 CS2
2A CS1
1/2 CS2
Opener
Socket
Figure 21.17. Circuitry Schematic.
Chapter 21: Wright State University 339
Master. This is accomplished using an aluminum
plate, through which three rods are attached. The
outer two rods are made of unthreaded aluminum,
while the central rod is threaded at 16 threads per
inch.
The two outer rods provide stability for the
aluminum plate while it is advancing either up or
down, and a common aluminum bar at the top of all
three rods provides additional stability and safety.
The threaded rod also spins powered by an AC
motor. The operation of the motor is aided by a slip
clutch, providing torque to lift the opening
mechanism/plate combination in addition to acting
as a sort of brake for the height adjustment.
When the can is in position and the opening
mechanism has been lowered until the blade
contacts the edge of the can, the remainder of the
operation of the device requires operation of the
Krups Open Master. Figure 21.17 depicts the
circuitry schematic for the automatic can opener.
The total cost of this project is $840.00.
Motor 1
2.3 uF
Motor 2
S3
2.3 uF
S1 S2
340 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

VISUAL TRACKING DEVICE

Designers: Ken Imhoff, Barb Scheide, and Stephanie Ives
Supervising Professor: Dr. Chandler Phillips
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
A ball drop toy was in use by children with
disabilities in an elementary school. The purpose of
the toy was to enhance motion tracking abilities and
attention span. The original toy consists of a series
of five wooden ramps down which a ball rolls. Each
ramp has a hole cut in the lower end to allow the
ball to drop to the next level. A ball is dropped
through a hole at the top of the toy by a student. The
ball then rolls down the series of ramps until it
reaches the holding tray at the bottom. Children
track the progression of the ball down the ramps. A
teacher requested that the device be redesigned so
that the majority of the children in her classroom
could use it.
The original device was approximately two feet tall
and one and a half feet wide. The size of the ball
drop prevented some of the children from using it
without assistance. When the toy was placed on a
table, most of the students, especially those in
wheelchairs, were not able to reach the top of the
device where the ball must be placed, four to five
feet off the ground. The other problem with the
original ball drop was the need for a wide range of
arm movement and motor skills on the part of the
user. Many of the children are not physically able to
pick up the ball.
The same design was attempted two years ago by a
design team at Wright State University. Their final
project did have motion, but failed to incorporate
lights and sound. Their device mainly consisted of a
series of multi-level ramps encased in see-through
acrylic. A ball was dropped into the device through
a hole in the top and then it traveled down the
ramps until it reached the bottom. Once at the
bottom, the ball exited into a small hole in the side of
the device. The elevator would then take the ball
back to the top where it would start over. However,
there were problems with the gears slipping on the
elevator and the device is now unusable. Therefore,
Figure 21.18. Visual Tracking Device.
a newer, more sophisticated mechanism was
constructed. The new device is toy now completely
automatic. Students easily activate it through the
use of a button, transporting the ball from the base
of the ball drop to the top, as shown in Figure 21.18.
SUMMARY OF IMPACT
The redesign of this toy eliminates the need for the
user to manually place the ball at the top of the ball
drop. The device can be used by all the children. It
allows students with limited dexterity to operate a
device and helps them to develop their motion
tracking abilities. In addition, this device
incorporates lights and sound to enhance the user’s
enjoyment.
TECHNICAL DESCRIPTION
A microprocessor is used to control all of the ball
drop components. This greatly reduces the amount
of circuitry that is needed to control the system and
allows for design flexibility. If a problem occurs
with the microprocessor, it can be reprogrammed,
requiring minimal wiring reconfigurations. The
microprocessor is a BASIC Stamp II, which has
sixteen general-purpose input/output lines, 2048
bytes of program space (up to 600 instructions), a
20MHz clock, and a 5-volt regulator. The BASIC
Stamp II is inexpensive and easy to program.
 Chapter 21: Wright State University 341

The design of this project called for a retrieval and

drop-off system for the ball. In order to meet this
specification, an elevator was used to first travel
down an elevator shaft, retrieve the ball, ascend
back up the shaft and finally deposit the ball at the 12V
+V
Connected to
Point A
top of the device. Attached to the top level of the On/Off Switch
A
device is an angled platform that slightly protrudes Connected to
Point B +12V
into the elevator shaft. This platform is angled to Microprocessor
B

facilitate rolling of the ball once it has left the Ports

elevator car. Vin

VSS

The driving force behind this system is a 12-volt

VDD (+15V)

permanent magnet, reversible DC motor. Attached

to the shaft of the motor is a smaller shaft equipped 470
LED1

with two ¾ inch diameter spools. Fishing line is PO

wound around these spools in opposite directions. P1

470
LED2

As the motor rotates the shaft, one spool is taking up

line while the other spool is letting out slack, both P2
470
LED3

working at the same rate. This provides a pull in the LED4

470
desired direction while at the same time winding the P3

opposite spool in preparation for pulling in the 470

LED5

opposite direction. Two guides are fixed to the P4

backside of the elevator car to prevent the car from P5

470
LED6

rotating off track.

Warning LED
470
P6
The direction of the motor is controlled by a BASIC
STAMP II microprocessor, which receives input
from magnetic switches positioned at the top and
bottom of the elevator shaft and one on the back of 8.7k 8.7k 8.7k 8.7k 8.7k

the elevator car. As the switch on the elevator car P7

Main Push Button
Bottom Safety
comes into the proximity of either of the other P8
Top Mag. Reed
switches, a signal is sent to the microprocessor to P9
Bottom Mag. Reed
stop the motor and change its direction. Safety P12
Top Safety
P13
switches are also positioned at the top and bottom of
12V
the elevator shaft to stop the motor should the +V

magnetic switches fail.

Panel mount LEDs are used for additional tracking.

These are wired in series with current limiting
resistors directly to the output ports of the
.015uF .015uF

microprocessor. The LEDs are attached to the ball P14

6.8k 6.8k
12V
drop using Formic sample chips. A circuit diagram +V

is shown in Figure 21.19. Two mechanical bells were

used to create sound in the toy. The design is simple P15

and visually appealing to students.

The total cost of the visual tracking device is $650.00. Figure21.19. Circuit Diagram.
342 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

ERGONOMIC ANALYSIS OF LUG/SHAFT

ASSEMBLY PROCESS
Designers: David Frederick, Chad Harshman-Smith, Jeff King, and Kristy Robeson
Supervising Professor: Xudong Zhang
Department of Biomedical and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
According to results from administration of the
IUE/GM Ergonomics Risk Factor Checklist, an
assembly process at a factory, involving manual
assembly of steel lugs to a shaft, posed twelve
different risk factors to workers. Three injury
reports had been filed regarding the job process. A
modification was implemented to ensure worker
safety and prevent CTDs.
The previous process involved getting a lug with
one hand from a lock-tight conveyor, positioning the
lug to the lughole on a V5 shaft, and screwing lugs
into the V5 shaft until they “seat.” Along with this
previous job process there were several irregular
tasks.
Given that the workers were half men and half
women, with varying body dimensions, the new
design was to be adjustable. Body dimension
information is important when designing or
modifying products, equipment, or the workplace,
as it allows more people of different sizes to be able
to use them safely and effectively. Properly
designed work areas can also reduce or eliminate
risk factors that aggravate, contribute to, or cause
CTDs.
Previous administrative controls included:
• Job rotation,
• Warming exercises,
• Controlling for pre-existing conditions, and
• Removing time and pace pressures.
The factory had implemented a job rotation system
that required workers to rotate job duties every two
hours. This resulted in less exposure to the high
repetitiveness of the lug-to-shaft assembly process.
The job rotation program did minimize exposure to
the highly repetitive job process, but did not correct
the problem entirely. Workers were still being
exposed to high repetition for four hours during the
workday. It is suspected that this exposure is
enough to continue creating injuries. The goal of the
design solution was to eliminate injuries and
illnesses caused by repetitive motions by
administering Engineering controls.
SUMMARY OF IMPACT
Engineering controls include automation, job and
workspace redesign, tool redesign, and work/rest
cycle control. The ultimate goal was to prevent
injury by considering the worker and his/her
capabilities in the design solution. By eliminating
the ergonomic risk factors that cause CTDs, the
works will work without the risk of injury. This will
give the workers more confidence in their work and
higher morale, which will ultimately result in higher
production and quality.
A few additional improvements could be
implemented. One recommendation would be to
make the height of the table adjustable to decrease
the amount of pressure applied to the forearm. For
light work, it is recommended that the work surface
be at or above elbow height. In addition to table
height, the actual balancer-adjustment height could
prove to be slightly easier to operate and adjust.
Currently, the setting makes the gun hang from the
ceiling, and in order for the employee to bring it
down to a working height, he or she must stretch up
as high as possible to pull it down. It is
recommended that the adjuster be lowered within
easier reach, preferably right above the tool rather
than at ceiling level.
TECHNICAL DESCRIPTION
 Chapter 21: Wright State University 343

Aligning Track
Aligning Arm
Slug Insertion Arm

Figure 20.20: DEPRAG Hand-Held Screw Driver.

The design of the DEPRAG hand-held screw driving

system, shown in Figure 21.20, incorporated several
key ergonomic principles. First, it was designed to Loading Arm Unloading Arm

perform assemblies where depth is required

independently of torque. The purpose of the lug- Figure 20.21: Top View of Redesigned Workstation.
shaft assembly station is not to torque the lug down,
but rather to get the lug started so that the next from this typically can flex but cannot extend the
machining operation can be performed. fingers actively. Normally, using either a thumb
switch or a recessed finger strip that allows all the
The depth-stop driver has an integrated and
fingers to share the load has solved this problem.
adjustable finder that activates the depth shut-off
However, the DEPRAG screw-driving system was
clutch and allows an exact and consistent screw
designed with an integrated switch that requires the
depth. This system reduces guesswork while
user to apply a small force to the end of the screwing
performing the lug-shaft assembly and reduces the
mechanism to start the rotating process. After
likelihood that the wrist and forearm would be
testing the gun with a pressure gauge, it was found
subject to a force that would cause deviation of the
that it took approximately nine pounds to activate
neutral wrist posture. Instead of using a standard
the screwing mechanism. This pressure was applied
socket to holds the lug in place, the socket used
to the computer simulations that were used to
holds the lug in place with a strong magnet. The
calculate and analyze different postures involved in
magnet has enough force to hold the lug with little
the assembly process.
or no force on the wrist.
A key rule in hand tool use is to avoid ulnar or
The screw driving system’s outer shell is designed to
radial deviation. The design of this straight type
fit the shape of a right- or left-handed grip. Its oval
screw-driving system allows for a more natural
shape eliminates any abnormal hand position, such
alignment of the wrist and forearm. When the wrist
as the use of a pinch grip. Its outer casing is also
is aligned with the forearm, the flexor tendons of the
comprised of a vibration-reducing (damping)
fingers pass freely through the carpal tunnel of the
material that reduces the damage to the nerves and
wrist, reducing such conditions as tenosynovitis and
smooth muscles of the blood vessels in the hand, a
carpal tunnel syndrome.
risk associated with hand held pneumatic tools of
this type. Figure 21.21 depicts the top view of the redesigned
workstation involving the lug/shaft assembly
The new key design eliminates the use of the thumb
process.
or index finger as a means of activating the screwing
mechanism. If the index finger is used excessively The total cost of this project is $990.00.
for operating the trigger, a condition known as
trigger finger may develop. A person who suffers
344 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 22
INDEX
5 Child 51, 52, 57, 64, 67, 70, 71, 86, 90, 100, 102, 106,
138, 140, 190, 191, 196, 200, 201, 204, 222, 223, 226,
555 68, 76, 254, 255, 260, 263, 265, 270
234, 236, 237, 238, 239, 246, 247, 294, 306, 307, 308,
555 Timer 76, 263, 265, 270
324, 326, 336
A Children x, 1, 62, 64, 67, 70, 71, 76, 90, 100, 102, 140,
182, 184, 186, 188, 190, 192, 196, 200, 204, 222, 238,
Alarm 130, 131 246, 260, 266, 294, 324, 325, 340
Amplifier 15, 54, 81, 83, 84, 96, 111, 119, 121, 124, 128, Clutch 93, 339, 343
138, 208, 232, 234, 239
CMOS 157, 245
Antenna 111, 124, 131, 245 Communication x, 7, 11, 12, 13, 14, 15, 16, 19, 20, 58, 82,
Armrests 220 86, 87, 96, 112, 134, 186, 208, 210, 212, 216, 222, 230,
Arthritis 32, 34, 44, 152, 158, 178
234, 240, 241, 244, 252, 264, 270, 290, 294, 310, 312
Audio 54, 76, 81, 82, 83, 86, 87, 208, 209, 252, 260, 266, Communication Switch 230
286, 295, 320, 324, 325, 326 Compact Disc 38
B Comparator 111, 112, 117, 174, 325
Computer vii, 5, 12, 20, 34, 40, 48, 54, 95, 96, 97, 98, 134,
Battery 68, 71, 80, 87, 90, 92, 93, 96, 97, 111, 115, 117, 135, 208, 209, 210, 212, 214, 216, 218, 220, 222, 224,
123, 128, 131, 135, 138, 142, 146, 147, 157, 159, 174, 226, 228, 230, 232, 234, 236, 238, 240, 242, 246, 250,
182, 210, 223, 234, 236, 242, 246, 250, 260, 274, 276, 252, 258, 262, 263, 272, 280, 282, 286, 287, 288, 290,
312, 324, 326 292, 294, 295, 296, 298, 300, 302, 316, 319, 320, 323,
Bed 104, 117, 120, 130, 168, 310 325, 333, 343
Bicycle 28, 29, 42, 57, 58, 65, 106, 160, 220 Control 15, 20, 30, 36, 60, 64, 65, 71, 76, 82, 83, 86, 90,
Blind 1, 9, 224, 228 91, 97, 98, 100, 124, 131, 138, 140, 142, 146, 152, 156,
Board 1, 2, 11, 17, 19, 23, 25, 68, 71, 82, 84, 96, 111, 121, 157, 160, 164, 165, 186, 190, 200, 204, 208, 210, 212,
130, 131, 138, 142, 147, 157, 166, 212, 230, 236, 243, 216, 218, 224, 225, 226, 230, 234, 236, 237, 238, 239,
252, 259, 260, 276, 309, 332, 333, 339 241, 242, 243, 244, 246, 247, 250, 252, 255, 256, 258,
Brace 33, 34, 35, 154, 155, 280 259, 260, 262, 266, 268, 269, 272, 276, 280, 290, 292,
Brake 42, 174 300, 302, 303, 306, 307, 308, 310, 312, 314, 325, 330,
Button 31, 38, 59, 60, 71, 77, 80, 91, 96, 102, 117, 128, 336, 338, 340, 342
138, 142, 143, 146, 157, 168, 203, 214, 216, 222, 224, Controller40, 41, 84, 96, 97, 110, 115, 128, 212, 214, 216,
225, 226, 239, 240, 241, 244, 250, 253, 256, 259, 260, 226, 228, 234, 236, 237, 238, 239, 241, 243, 246, 247,
262, 265, 269, 276, 320, 328, 329, 338, 340 254, 255, 262, 263, 292, 298
C D
CAD 10, 11 Database 3, 12, 241, 286, 290, 291, 295, 319
Calculator 142, 146 Deaf 208
Camera 120, 121, 135, 228, 287, 295, 310 Decoder 87, 130, 131, 218, 222, 223, 245, 270
Car 52, 60, 80, 140, 142, 174, 182, 184, 246, 334, 341 Dental 294
Cart 66, 69, 102, 106, 204, 296 Desk 40, 41, 135, 196, 222, 308, 324, 336
Cause and Effect 76, 260, 317 Diode 130, 182, 260, 266, 271
Cause-Effect 2, 186 Driving 82, 92, 102, 106, 186, 204, 236, 260, 341, 343
Central Nervous System 36
Cerebral Palsy 48, 52, 59, 62, 63, 65, 67, 68, 70, 71, 72, E
100, 102, 184, 186, 188, 190, 192, 194, 200, 202, 204, EEPROM 218, 226, 239
214, 222, 224, 230, 246, 256, 272, 294, 306, 308, 328, Encoder 87, 130, 131, 212, 214, 216, 245, 274, 302
336
Environmental Controller 216
Chair 29, 40, 42, 130, 165, 170, 190, 191, 194, 204, 222, EPROM 84, 234, 239, 243
244, 309, 310, 336, 338
Chassis 5, 246

345
346 NSF 1999 Engineering Senior Design Projects to Aid Persons with Disabilities

F 246, 247, 250, 256, 268, 274, 276, 292, 294, 298, 302,
304, 312, 338, 339, 340, 341
Feed 254, 255, 264, 292, 303
Motorola 128, 212
Feedback 3, 7, 10, 11, 14, 15, 110, 111, 118, 119, 122,
Mouse 211, 250, 252, 253, 259, 262, 286, 287, 294, 295,
124, 125, 184, 208, 232, 234, 258, 286, 300, 317, 319,
320
324, 325, 326
Multiple Sclerosis 218, 228
Fiberglass 106, 166
Flip Flop 222, 223 N
Foot 43, 64, 72, 76, 91, 104, 106, 142, 146, 160, 162, 174,
NAND 264, 276
188, 200, 201, 202, 204, 220, 268, 328
O
G
Op Amp 111
Gardening 66
Orthosis 18
Gear 92, 93, 104, 105, 162, 188, 292, 340
Oscillator 110, 119, 128
Glasses 176, 212
P
H
Page Turner 292
Hand Brake 204
Painting 43
Handrail 184
PC Board 17
Head Injury 80
Photography 10
Head Rest 154, 155
Physical Therapy 70
Hearing Impaired 130, 138, 209, 212, 222
Piezoelectric 84, 112, 325
Hydraulic 200, 336
Plexiglas 41, 49, 201, 203, 222, 225
Hysteresis 111
Plywood 48, 65, 66, 67, 68, 70, 172, 201, 288
I Polyethylene 35
Polyurethane 325
Incentive 21
Posture 204, 306, 307, 328, 330, 331, 343
Infrared 1, 156, 250, 268, 272, 298
Potentiometers 83, 182, 262
Inverter 83, 210, 222, 223, 265, 270
Power Supply 11, 92, 117, 119, 121, 122, 124, 128, 129,
K 156, 157, 182, 210, 212, 234, 240, 241, 243, 274, 325
Pulley 102, 162
Keyboard 17, 40, 54, 84, 134, 210, 250, 252, 317, 320 Puzzle 192
Knee 201, 280, 334, 335 PVC 38, 48, 51, 52, 53, 55, 57, 58, 59, 60, 63, 65, 67, 68,
Knee Brace 280
69, 70, 144, 184, 188, 190, 328
L R
LCD 80, 82, 86, 110, 115, 128, 129, 210, 211, 228, 234, Radio 77, 86, 87, 110, 124, 125, 186, 226, 262, 263, 266,
242, 243, 310
268, 290, 300, 310
LED 19, 82, 86, 117, 125, 138, 140, 142, 143, 146, 147, Radio Shack 262, 263
157, 174, 182, 183, 210, 218, 226, 241, 243, 254, 264, RAM 250, 252, 320
265, 266, 274, 303, 317, 330, 333
Reading 119, 242, 243, 268, 317
Leg 41, 43, 56, 118, 160, 184, 190, 191, 196, 280, 296 Receiver 1, 15, 31, 54, 77, 83, 87, 98, 110, 111, 112, 113,
M 115, 124, 125, 128, 129, 130, 131, 210, 214, 216, 244,
245, 250, 254, 255, 264, 333
Magnet 77, 92, 236, 247, 341, 343 Recreation 43, 62, 90
Microcomputer 243 Regulator 86, 123, 128, 274, 340
Microcontroller 239 Rehabilitation vii, 2, 9, 10, 28, 42, 59, 68, 80, 96, 97, 98,
Microphone 76, 82, 83, 86, 96, 97, 128, 138, 210, 218, 172, 182, 192, 262, 280, 285, 304, 306, 332
225, 232, 234, 240, 252, 270, 276 Relay 77, 80, 91, 122, 131, 157, 203, 210, 214, 244, 245,
Microprocessor 3, 11, 80, 87, 128, 129, 234, 236, 244, 254, 255, 258, 259, 260
245, 246, 247, 340, 341 Remote 20, 71, 76, 77, 82, 86, 128, 140, 186, 214, 216,
Mirror 212 218, 225, 236, 240, 241, 244, 245, 250, 260, 262, 263,
Modulation 124, 325 268, 269, 272
Motor 15, 30, 60, 62, 65, 68, 76, 80, 82, 91, 92, 93, 97, Remote Control 82, 140, 186, 214, 216, 218, 225, 236,
100, 121, 124, 130, 131, 144, 159, 168, 184, 192, 203, 244, 245, 250, 260, 262, 263, 268, 272
204, 214, 216, 224, 230, 236, 238, 239, 242, 243, 244, RF 111, 130, 131, 214, 216, 226, 244, 245, 250, 254, 255,
268, 290, 291, 300, 301
 Chapter 22: Index 347

ROM 7, 10, 20, 38, 122, 128, 147, 170, 192, 210, 218, 252 Texas Instruments 237
Thermistor 332, 333
S
Thermocouple 243
Safety Factor 144 Time Delay 262
Scanner 11, 290, 328, 329 Timer 76, 112, 222, 223, 254, 255, 260, 265
Scanning 286, 287, 294, 295 Toy60, 71, 76, 90, 192, 204, 222, 236, 237, 238, 246, 324,
Scoliosis 56, 66 325, 326, 340, 341
Screwdriver 158, 159 Toys 140, 192, 336
Sensor 76, 84, 117, 118, 119, 120, 121, 122, 124, 125, Train 236, 237
156, 182, 218, 236, 237, 243, 244, 245, 280, 292, 298, Transducer 232, 247
325 Transmission 112, 128, 131, 212, 244
Sensory Stimulation 80 Transmitter 77, 87, 110, 111, 112, 115, 124, 125, 128,
Shoe Insert 119 130, 131, 214, 216, 228, 244, 245, 250, 254, 265
Shower 144, 242, 243 Transportation 52, 69, 246, 304, 317
Ski 30, 53, 124, 182, 304, 332 Tray 69, 201, 240, 292, 296, 310, 314, 336, 340
Sled 52, 53 Tricycle 64, 72, 220
Smoke Detector 130 Truck 60
Speech vii, x, 1, 11, 12, 24, 86, 96, 97, 128, 209, 210, 211, Tub 55
218, 230, 231, 232, 252, 256, 270, 272, 276
U
Springs 92, 334
Standing 90, 104, 116, 160, 172, 200, 201 Ultrasonic 122, 123, 236, 237, 246, 247
Steering 60, 64, 72, 90, 91, 102, 140, 236, 247, 328
V
Support x, 1, 8, 9, 11, 12, 13, 15, 20, 30, 31, 32, 33, 34,
35, 38, 41, 52, 53, 56, 58, 59, 60, 62, 63, 65, 67, 68, 70, Velcro 31, 35, 43, 45, 48, 62, 64, 65, 91, 110, 138, 141,
91, 100, 102, 134, 141, 144, 146, 162, 168, 190, 200, 144, 145, 155, 192, 201, 220, 244, 250, 268, 288, 307,
201, 204, 220, 254, 280, 296, 300, 304, 306, 308, 316 328, 329, 333
Swing 111, 194, 203, 309 Visual Impairment 51, 62, 82, 120, 121, 122
Switch 68, 71, 76, 77, 80, 81, 82, 83, 86, 90, 91, 92, 93, Voice Amplifier 225
96, 117, 121, 124, 128, 130, 134, 135, 138, 142, 147, Voltage Regulator 86, 264, 274
157, 159, 174, 185, 186, 195, 202, 203, 204, 210, 216,
218, 222, 223, 228, 230, 231, 237, 239, 240, 245, 250, W
254, 255, 256, 264, 265, 266, 270, 274, 276, 286, 287, Walker 58, 63, 69, 172, 306, 307
292, 294, 295, 298, 302, 303, 312, 314, 325, 326, 330, Wheel29, 40, 42, 48, 60, 65, 66, 72, 90, 92, 102, 106, 146,
341, 343 147, 164, 165, 201, 204, 244, 274, 302, 309, 314
Wheelchair 18, 28, 29, 31, 40, 41, 42, 43, 57, 71, 90, 97,
T
100, 104, 135, 146, 147, 164, 165, 170, 194, 196, 204,
Table 40, 41, 48, 67, 70, 143, 147, 172, 178, 202, 222, 216, 220, 222, 224, 240, 244, 246, 268, 274, 282, 296,
268, 296, 310, 314, 324, 340, 342 306, 312, 314, 328, 329, 336, 338
Telephone 1, 12, 54, 208, 209, 212