NATIONAL SCIENCE FOUNDATION

2000
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES

Edited By
John D. Enderle
Brooke Hallowell
NATIONAL SCIENCE FOUNDATION
2000
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES

Edited By
John D. Enderle
Brooke Hallowell

Creative Learning Press, Inc.

P.O. Box 320
Mansfield Center, Connecticut 06250
i
 PUBLICATION POLICY

Enderle, John Denis

National Science Foundation 2000 Engineering Senior Design Projects To Aid Persons with
Disabilities / John D. Enderle, Brooke Hallowell
Includes index
ISBN 0-936386-89-4

Copyright  2002 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
PUBLICATION POLICY..........................................................................................................................................II
CONTENTS .............................................................................................................................................................. III
CONTRIBUTING AUTHORS...............................................................................................................................VII
FOREWORD ............................................................................................................................................................ IX
CHAPTER 1 INTRODUCTION ...........................................................................................................................1
CHAPTER 2 BEST PRACTICES IN SENIOR DESIGN ...................................................................................7
CHAPTER 3 USING “MEANINGFUL” EDUCATIONAL OUTCOMES ASSESSMENT TO IMPROVE
DESIGN PROJECTS ................................................................................................................................................19
CHAPTER 4 USING NSF-SPONSORED PROJECTS TO ENRICH STUDENTS’ WRITTEN
COMMUNICATION SKILLS .................................................................................................................................25
CHAPTER 5 ARIZONA STATE UNIVERSITY...............................................................................................35
THE POSTURE-RIGHT WALKER........................................................................................................................36
DETACHABLE ASSISTIVE WHEELCHAIR ACCESSORY...............................................................................38
POWERED REHABILITATION STANDING FRAME ........................................................................................40
PEDAL POWERED COMPUTER-ACCESS WHEELCHAIR ..............................................................................42
ULTRASONIC OBSTACLE DETECTION SYSTEM ...........................................................................................44
HAND PUMP BICYCLE ........................................................................................................................................46
TENNIS WHEELCHAIR #1 ...................................................................................................................................48
TENNIS WHEELCHAIR #2 ...................................................................................................................................49
CLASSROOM WORKSTATION FOR A CEREBRAL PALSIED STUDENT .....................................................50
CHAPTER 6 CASE WESTERN RESERVE UNIVERSITY ............................................................................53
CHAIR LIFT ...........................................................................................................................................................54
HAND POSITION TOY..........................................................................................................................................55
CHEMICAL SENSITIVITY BOOTH.....................................................................................................................56
CHAPTER 7 DUKE UNIVERSITY....................................................................................................................57
WHEELCHAIR DESK............................................................................................................................................58
THE SPINNER........................................................................................................................................................62
GUITAR STRUMMER...........................................................................................................................................64
SHOPPING AID FOR PERSONS WITH VISUAL IMPAIRMENT.......................................................................66
THE POINTER TRAINER......................................................................................................................................68
CHILD FRIENDLY TIMER ...................................................................................................................................70
CHAPTER 8 MISSISSIPPI STATE UNIVERSITY..........................................................................................73
LOW-COST SCIENTIFIC CALCULATOR WITH VOICE OUTPUT ..................................................................74
ONE-HANDED BRAILLE INPUT DEVICE .........................................................................................................76
A NOVEL CHAIN-DRIVE MECHANISM FOR AN OFF-ROAD WHEELCHAIR .............................................78
AUTOMATED GUIDANCE SYSTEM FOR A POWER WHEELCHAIR MANEUVERING IN A KNOWN
ENVIRONMENT....................................................................................................................................................80
SUSPENSION AND MONITORING SYSTEM FOR GAIT TRAINING USING A TREADMILL......................82
CLOSED CHAIN REHABILITATION DEVICE FOR THE KNEE ......................................................................84
LEFT FIELD LOUNGE LIFT MECHANISM AND STRUCTURAL DESIGN.....................................................86
KENAF COMPOSITE SPORTS WHEELCHAIR ..................................................................................................88
A REMOTE CONTROLLED DOOR FOR PEOPLE IN WHEELCHAIRS............................................................90

iii
 THE GUARDIAN 2000: FORKLIFT DETECTING SYSTEM FOR PEOPLE WITH HEARING IMPAIRMENTS
.................................................................................................................................................................................92
CHAPTER 9 NORTH CAROLINA STATE UNIVERSITY ............................................................................95
ADAPTIVE LAPTOP CASE AND MOUNT FOR A WHEELCHAIR ..................................................................96
ADVANCEMENT CHAIR FOR CHILDREN WITH MUSCULAR DISABILITIES............................................98
ADAPTIVE DRUM SET FOR A PERSON WITH PARAPLEDGIA...................................................................100
MODIFICATIONS TO A DYNAMIC STANDER FOR A CHILD WITH SPINA BIFIDA.................................102
MODIFICATION OF A TRICYCLE FOR A CHILD WITH CEREBRAL PALSY .............................................104
ADJUSTABLE TRAY FOR USE WITH A VARIETY OF CHAIRS ...................................................................106
A PROGRAMMABLE POSITION-ADJUSTABLE BED....................................................................................108
VOICE ACTIVATED TOY CAR .........................................................................................................................110
CHAPTER 10 NORTH DAKOTA STATE UNIVERSITY ..........................................................................113
VOICE SPECTRA DISPLAY ...............................................................................................................................114
SPEAKER VOLUME DISPLAY ..........................................................................................................................116
PERSONAL LOCATOR.......................................................................................................................................118
VOICE DELAY.....................................................................................................................................................120
CALCULATOR FOR PEOPLE WITH VISUAL IMPAIRMENTS......................................................................122
VOICE ACTIVATED TV MONITOR ..................................................................................................................124
CHAPTER 11 NORTHERN ILLINOIS UNIVERSITY ...............................................................................127
WIRELESS COMMUNICATION DEVICE.........................................................................................................128
CHAPTER 12 RENSSELAER POLYTECHNIC INSTITUTE....................................................................135
A MOTORIZED ROCKING PLATFORM FOR A TUMBLE FORM CHAIR.....................................................136
AN ASSISTIVE DEVICE FOR.............................................................................................................................140
PUSHING ELEVATOR BUTTONS .....................................................................................................................140
CORDLESS SWITCHES FOR INCREASED SAFETY AND SIMPLE OPERATION OF ELECTRICAL
ASSISTIVE DEVICES..........................................................................................................................................142
A HEATING SYSTEM FOR AN ELECTRIC WHEELCHAIR USED IN VERY COLD WEATHER................144
JOYSTICK INTERFACE FOR A REMOTE CONTROL CAR............................................................................147
JOYSTICK INTERFACE FOR A REMOTE CONTROL CAR............................................................................148
NERF BALL CANNON TOY FOR IMPROVING HAND/EYE COORDINATION...........................................150
CHAPTER 13 STATE UNIVERSITY OF NEW YORK AT BUFFALO ....................................................155
COMPACT WHEELCHAIR-LUGGAGE COUPLER .........................................................................................156
STOWABLE BOOKHOLDING DEVICE............................................................................................................158
FOR A WHEELCHAIR.........................................................................................................................................158
ADJUSTABLE FIVE-POINT CHUCK FOR REMOVING TWIST-OFF LIDS...................................................160
ADJUSTABLE SWING ATTACHMENT FOR A CHILD’S BICYCLE SEAT...................................................162
ALL TERRAIN VEHICLE ACCESSORY FOR WHEELCHAIRS......................................................................164
ADJUSTABLE TRANSPORT CHAIR THAT ALLOWS PATIENTS TO RECLINE.........................................166
FREE WEIGHT BENCH SPOTTER.....................................................................................................................168
PORTABLE SLIDE DEVICE ...............................................................................................................................170
DOOR OPENER FOR WHEELCHAIR USERS...................................................................................................172
BATHTUB CHAIR ...............................................................................................................................................174
COLLAPSIBLE ATTACHABLE LOCKING STORAGE TABLE FOR A WALKER ........................................176
AN INDEPENDENT SUSPENSION WHEELCHAIR: SOFTER RIDING WHEELCHAIR..............................178
WEARABLE PORTABLE VIBRATING ALARM FOR PEOPLE WHO ARE DEAF........................................180
PORTABLE BACKPACK HANDS-FREE...........................................................................................................182
OXYGEN SYSTEM..............................................................................................................................................182
AN ORIENTATION SENSING ............................................................................................................................184
FLATWARE COMPANION.................................................................................................................................184
STOWABLE COLLAPSIBLE CANOPY FOR WHEELCHAIRS .......................................................................186
COMPUTER PORT EXTENSION FOR IMPROVED PORT ACCESS...............................................................188

iv
CHAPTER 14 TEXAS A&M UNIVERSITY .................................................................................................191
WHEELCHAIR LEG CAM LOCK RELEASE MECHANISM............................................................................192
BEDSIDE TABLE BRAKE ..................................................................................................................................194
PHYSICAL THERAPY WALKING ASSIST DEVICE .......................................................................................196
MECHANICAL WHEELCHAIR ANTI-TIP ........................................................................................................198
BAR RELEASE.....................................................................................................................................................198
ELECTRO-MECHANICAL ANTI-TIP BAR RELEASE.....................................................................................200
CHAPTER 15 UNIVERSITY OF ALABAMA AT BIRMINGHAM...........................................................203
PORTABLE SWING SET.....................................................................................................................................204
THE POWER-ENHANCED .................................................................................................................................206
ENTERTAINMENT TABLE................................................................................................................................206
THE POKECART: A THERAPEUTIC HAND DRIVEN CART .........................................................................208
ADJUSTABLE HEIGHT COMPUTER TABLE ..................................................................................................210
CHAPTER 16 UNIVERSITY OF CONNECTICUT .....................................................................................213
SPEAK-N-SEE......................................................................................................................................................214
AUTOMATIC PAGE TURNER ...........................................................................................................................218
COMPUTERIZED ENVIRONMENTAL REMOTE CONTROL.........................................................................220
THE LEARNING AIDE FOR COMPUTER-LITERATE CHILDREN WITH AUTISM.....................................222
ELECTRONIC BASEBALL SCORER.................................................................................................................224
TAP-TAP INTERCOM .........................................................................................................................................226
TAP-TAP ENVIRONMENTAL CONTROL UNIT..............................................................................................228
PAINTING “EASELY”.........................................................................................................................................230
E-GRIP ..................................................................................................................................................................232
ROAMING DIAGNOSTIC STATION .................................................................................................................234
MONITOR LIFT ...................................................................................................................................................236
IREMOTE: REMOTE ENVIRONMENT CONTROL ..........................................................................................238
SONI-KEY VOICE-CONTROLLED DOOR LOCK............................................................................................240
CHAPTER 17 UNIVERSITY OF MASSACHUSETTS LOWELL .............................................................243
VOICE-ACTIVATED ENVIRONMENTAL CONTROL SYSTEM....................................................................244
VOICE ACTIVATED ENVIRONMENTAL CONTROL SYSTEM ....................................................................246
AUDIBLE BAR CODE SCANNER TO HELP PERSONS WITH VISUAL IMPAIRMENT IDENTIFY
PRESCRIPTION BOTTLES .................................................................................................................................248
VOICE-ACTIVATED BED CONTROL SYSTEM ..............................................................................................250
CYBER-LINK MIND-MOUSE ENVIRONMENTAL CONTROLLER ..............................................................252
VOICE ACTIVATED ENVIRONMENTAL CONTROL SYSTEM ....................................................................254
VOICE-ACTIVATED PHONE.............................................................................................................................256
VOICE-CONTROLLED HOSPITAL BED ..........................................................................................................258
DIGITAL ODOMETER ........................................................................................................................................260
CHAPTER 18 UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL...........................................263
TABLET FOR DEVELOPING HANDWRITING SKILLS..................................................................................264
TRACKING DEVICE FOR PEOPLE WITH VISUAL IMPAIRMENTS.............................................................266
HEARING LOSS SIMULATOR...........................................................................................................................268
INFANT PATTING DEVICE ...............................................................................................................................270
JOYSTICK-CONTROLLED POWER WHEELS JEEP .......................................................................................272
CHAPTER 19 WAYNE STATE UNIVERSITY ............................................................................................275
REDESIGN AND PROCESS IMPROVEMENT PROJECTS FOR A ..................................................................276
VOCATIONAL CLASSROOM............................................................................................................................276
RADIO FREQUENCY TECHNOLOGY FOR MANIPULATIVE PLAY ...........................................................284
FITTS’ LAW GAME SYSTEM FOR TEACHING ACCESSIBLE DESIGN.......................................................286
MULTIMEDIA ASSESSMENT TOOL FOR CHILDREN WITH DISABILITIES .............................................288

v
CHAPTER 20 WRIGHT STATE UNIVERSITY ..........................................................................................291
INTERVIEWING TABLE AND CHAIR TO ACCOMMODATE AN INDIVIDUAL WITH DWARFISM .......292
SENSORY FEEDBACK STIMULUS RESPONSE BOARD AND VIBRATION BOARD ................................296
RAISING AND LOWERING MAT BOARD .......................................................................................................300
HAND TOOL SYSTEM FOR TYING CARDBOARD BALES ...........................................................................302
WHEELCHAIR ACTIVATED GAME WITH LIGHTS AND SOUND...............................................................304
HANDS-FREE COMPUTER INTERFACE SYSTEM.........................................................................................306
ELECTRONIC BOARD GAME FOR CHILDREN WITH LIMITED MOBILITY .............................................308
VISUAL TRACKING DEVICE............................................................................................................................310
CHAPTER 21 INDEX ......................................................................................................................................313

vi
 CONTRIBUTING AUTHORS
Susan M. Blanchard, Biological and Agricultural
Engineering Department, North Carolina State
University, Raleigh, North Carolina 27695-7625
Jason Bellorado, Electrical and Computer
Engineering, University Of Massachusetts Lowell,
Lowell, MA 01854
Gray Nigg, Electrical and Computer Engineering,
University Of Massachusetts Lowell, Lowell, MA
01854
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
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
Jacob S. Glower, Department of Electrical
Engineering, North Dakota State University, Fargo,
North Dakota 58105
Richard Goldberg, Department of Biomedical
Engineering, University Of North Carolina At
Chapel Hill, 152 MacNider, CB #7455, Chapel Hill,
NC 27599
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
vii
Arthur A. Huckelbridge, Department of Civil
Engineering, Case Western Reserve University,
Cleveland, Ohio 44106
William Hyman, Bioengineering Program, Texas
A&M University, College Station, TX 77843
Xuan Kong, Department of Electrical Engineering,
Northern Illinois University, DeKalb, IL 60115
Richard J. Koubek, Biomedical and Human Factors
Engineering, Wright State University, Dayton, OH
45435
Gary M. McFadyen, T.K. Martin Center for
Technology and Disability, P.O. Box 9736,
Mississippi State University, Mississippi State, MS
39762
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
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
Engineering, Arizona State University, Tempe, AZ
85287-6006
Allen Zelman, Department of Biomedical
Engineering, Rensselaer Polytechnic Institute, 110
8th Street, Troy, New York 12180-3590
viii
 FOREWORD
Welcome to the Twelfth 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 by students at 21
universities across the United States during the
1992-93 academic year.
Creative Learning Press, Inc. has published the
succeeding volumes. NSF 1994 Engineering Senior
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
Design Projects to Aid the Disabled, published in
1997, described 94 projects carried out by students at
19 universities 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 2001,
presented 118 projects carried out by students at 17
universities during the 1997-98 academic year.
NSF 1999 Engineering Senior Design Projects to Aid
Persons with Disabilities, published in 2001,
presented 117 projects carried out by students at 17
universities during the 1998-99 academic year.
This book, funded by the NSF, describes and
documents the NSF-supported senior design
projects during the eleventh year of this effort, 1999-
2000. 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. Chapters on best practices in design
experiences, outcomes assessment, and enhancing
writing skills of engineering design students are also
included in this book.
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
was completed and is 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 and drawings 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,
Carol Lucas 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. Sara Wagner and Ms. Rebekah Enderle 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
x
this publication. Faculty members using the book as
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
Biomedical Engineering
260 Glenbrook Road, U-157
University of Connecticut
Storrs, Connecticut 06269-2157
Voice: (860) 486-5521; FAX: (860) 486-2500
E-mail: jenderle@bme.uconn.edu
Brooke Hallowell, Ph.D., Editor
School of Hearing, Speech and Language Sciences
W231 Grover Center
Ohio University
Athens, OH 45701
Voice: (740) 593-1356; FAX: (740) 593-0287
E-mail: hallowel@ohio.edu
June 2002
NATIONAL SCIENCE FOUNDATION
2000
ENGINEERING SENIOR DESIGN
PROJECTS TO AID PERSONS WITH
DISABILITIES
 CHAPTER 1
INTRODUCTION
John Enderle and Brooke Hallowell
Devices and software to aid persons with disabilities
often need custom modification, are prohibitively
expensive, or are 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
1
disabilities. The students have opportunities for
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 program
have been richly rewarded through their activity
with persons with disabilities, and justly have
experienced a unique sense of purpose and pride in
their accomplishments.
2 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
The Current Book
This book describes the NSF supported senior
design projects during the academic year 1999-2000.
The purpose of this publication is threefold. First, it
is to serve as a 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. Thirdly, through its initial
four chapters, the publication provides an avenue
for motivating and informing all involved in design
projects concerning specific means of enhancing
engineering education through design experiences.
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 chapter addresses
assessment of outcomes related to design projects to
aid persons with disabilities, and the fourth
provides a brief tutorial and a sample assessment
instrument fro improving students’ writing skills.
After the four introductory chapters, 16 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 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 level2,3
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-
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.

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
relationship.
A more holistic approach to engineering design is
becoming increasingly feasible with the availability
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
Chapter 1: Introduction 3
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
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
4 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

a given function. Specifications determine the Current capabilities

device to be built, but do not provide information
Harmonic distortion
about how the device is built. If several engineers
design a device from the same specifications, all of Stability
the designs would perform within the given
Accuracy
tolerances and satisfy the requirements; however,
each design would be different. No manufacturer's Precision
name or components are stated in specifications.
Power consumption
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. Mechanical Parameters

If the design project involves modifying an existing Size

device, the modification should be fully described in Weight
as much detail as possible in the specifications.
Specific components of the device, such as Durability
microprocessors, LEDs, and electronic parts, should Accuracy
be described. Descriptive detail is appropriate
because it defines the environment to which the Precision
design project must interface. However, the Vibration
specifications for the modification should not
provide any information about how the device is to
be built. Environmental Parameters
Specifications are usually written in a report that Location
qualitatively describes the project as completely as
possible, and how the project will improve the life of Temperature range
an individual. It is also important to explain the Moisture
motivation for carrying out the project. The
following issues are addressed in the specifications: Dust

• What will the finished device do?

Paper Design and Analysis
• What is unusual about the device? The next phase of the design is the generation of
possible solutions to the problem based on the
Specifications include a technical description of the
specifications, and selection of the optimal solution.
device, and all of the facts and figures needed to
This involves creating a paper design for each of the
complete the design project. The following are
solutions and evaluating performance based on the
examples of important items included in technical
specifications. Since design projects are open-ended,
specifications.
many solutions exist, solutions that often require a
Electrical Parameters multidisciplinary system or holistic approach for a
successful and useful product. This stage of the
Interfaces design process is typically the most challenging
because of the creative aspect to generating problem
Voltages solutions.
Impedances
The specifications previously described are the
Gains criteria for selecting the best design solution. In
Power output many projects, some specifications are more
important than others, and trade-offs between
Power input specifications may be necessary. In fact, it may be
Ranges impossible to design a project that satisfies all of the

design specifications. Specifications that involve
some degree of flexibility are helpful in reducing the
overall complexity, cost and effort in carrying out
the project. Some specifications are absolute and
cannot be relaxed.
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
Chapter 1: Introduction 5
any critical components in a device should result in
the complete shutdown of the device.
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 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 2
BEST PRACTICES IN SENIOR DESIGN
John Enderle and Brooke Hallowell
This chapter illustrates different approaches to the
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 a WWW based approach and in distance learning,
in a collaborative arrangement with Ohio
University.
Duke University
The Devices for the Persons with Disabilities 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
7
of a patent and product search for ideas related to
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
8 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
summer student provides service on projects
already delivered.
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. A cost analysis of the process is
required, and students are expected to 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 a 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 is 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 are 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
Chapter 2: Best Practices in Senior Design 9
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
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
10 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
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
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 persons with disabilities, 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 met. 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
Chapter 2: Best Practices in Senior Design 11
VisSim. Desktop publishing supported includes
Microsoft Word for Windows, Aldus PageMaker,
and technical illustration software via AutoCAD and
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. Today, the new
Biomedical Engineering Program at UConn has
replaced the ESE Dept. in this effort.
In order to provide effective communication
between the sponsor and the student team, a WWW
based approach was implemented.4 Under the new
4
Enderle, J.D., Browne, A.F., and Hallowell, B.
(1998). A WEB Based Approach in Biomedical
12 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
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.
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.
Senior design consists of two required courses,
Design I and II. Design I is a three-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 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.
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
Engineering Design Education. Biomedical Sciences
Instrumentation, 34, pp. 281-286.
of design using commercial software programs
commonly used in industry. Each student in 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 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 or 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,
Chapter 2: Best Practices in Senior Design 13
• Proposal, and
• Final Report.
Team Work
Student learning styles differ among team members.
Gender, cultural factors, personality type,
intelligence, previous educational background,
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,
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 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
• Positive rapport among team members,
• Responsiveness to change,
• Effective conflict management,
• Effective time management, and
• Reception and use of ongoing constructive
feedback.
According to the literature on cooperative learning
in academic contexts,10,11 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.
11
Jaques, 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
Chapter 2: Best Practices in Senior Design 15
students. All of the students met each week at a
team meeting with the same expectations as
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.
16 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Theory
The Senior Design Lab utilizes what is perhaps the
most easily understood project-planning tool: the
timeline. The timeline, or Gantt chart, displays each
task as a horizontal line that shows the starting and
ending date for each task within a project and how it
relates to others.
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
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.
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
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
Chapter 2: Best Practices in Senior Design 17
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
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 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,
18 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
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 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
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 program at
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 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 19
CHAPTER 3
USING “MEANINGFUL”
EDUCATIONAL OUTCOMES
ASSESSMENT TO IMPROVE DESIGN
PROJECTS
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, U.S. 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
thus is a requirement for all regional as well as
12
Accrediting Board for Engineering and
Technology (2000). Criteria for Accrediting
Engineering Programs. ABET: Baltimore, MD.
19
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 2000 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
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
are commonly characterized as belonging to one of
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 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.
An Invitation To Collaborate In Using
Assessment To Improve Design Projects
Readers of this book are invited to join in
collaborative efforts to improve student learning,
and design products through improved meaningful
assessment practices associated with NSF-sponsored
design projects to aid persons with disabilities.
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 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
ABET's requirements for the engineering design
16
experiences in particular provides 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-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 to this
chapter. 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'
performances within any of these areas
might be more validly assessed?
• How might improved formative assessment
of students throughout the design
16
Accrediting Board for Engineering and
Technology (2000). Criteria for Accrediting
Engineering Programs. ABET: Baltimore, MD.
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. The editors of this book are particularly
interested in disseminating, through future
publications, specific assessment instruments that
readers find effective in evaluating targeted
educational outcomes in NSF-sponsored
engineering design projects.
Basic terminology related to pertinent assessment
issues was presented earlier in this chapter. Brief
descriptions of cognitive, performative, and affective
types of outcomes provided here, along with lists of
example 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,
 Chapter 3: Educational Outcomes Assessment: Improving Design Projects To Aid Persons With Disabilities 23

• Evaluation of writing samples, • Surveys of attitudes or satisfaction with

design experiences,
• Evaluation of presentations,
• Interviews with students, and
• Evaluation of collaborative learning and
team-based approaches, • Peers', supervisors', and employers'
evaluations.
• Evaluation of problem-based learning,
We welcome contributions of relevant formative and
• Employer surveys, and summative assessment instruments, reports on
assessment results, and descriptions of assessment
• Peer evaluation; e.g., of leadership or group programs and pedagogical innovations that appear
participation. to be effective in enhancing design projects to aid
persons with disabilities.
Affective outcomes relate to personal qualities and
values that students ideally gain from their Please send queries or submissions for consideration
educational experiences. These may include: to:
• Student journal reviews, Brooke Hallowell, Ph.D.
School of Hearing, Speech and Language Sciences
• Supervisors' evaluations of students'
W231 Grover Center
interactions with persons with disabilities,
Ohio University
Athens, OH 45701
• Evaluations of culturally-sensitive reports,
E-mail: hallowel@ohio.edu
24 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

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

17
Accrediting Board for Engineering and Technology (2000). Criteria for Accrediting Engineering Programs.
ABET: Baltimore, MD (p. 38-39).
 Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 25
CHAPTER 4
USING NSF-SPONSORED PROJECTS
TO ENRICH STUDENTS’ WRITTEN
COMMUNICATION SKILLS
Brooke Hallowell
Based on numerous anecdotes offered inside and
outside of engineering, age-old stereotypes that
engineers lack communication skills may have some
basis in fact. However, current work environments
for most new graduates in a host of professional
biomedical engineering contexts place such heavy
expectations for, and demands on, excellence in oral
and written communication that engineers’ lack of
communication skills can no longer be tolerated as a
trade-off for their strengths in science and
mathematics. Evolving requirements for
communication with interdisciplinary team
members, clients, patients, consumers, employers,
and the public require that educators of engineers
work hard to ensure that students reach a standard
of excellence in communication before they enter the
workforce. This chapter is offered to provide
specific guidance on principles and resources for
enriching written communication skills in
biomedical engineering students through their NSF-
sponsored design project experiences.
A Formative Focus
As discussed in the previous chapter, a formative
focus on academic assessment allows educators to
use assessment strategies that directly influence
students who are still within their reach. A solid
approach to formative assessment of writing skills
involves repeated feedback to students throughout
educational programs, with faculty collaboration in
reinforcing expectations for written work, use of
specific and effective writing evaluation criteria, and
means of enhancing outcomes deemed important for
25
regional and ABET accreditation18. Given that most
students in the NSF-sponsored Senior Design
Projects to Aid Persons with Disabilities programs
are already in their fourth year of college-level
study, it is critical to recognize that previous
formative writing instruction is essential to their
continued development of writing skills during the
senior year. Model strategies for improving writing
presented here in light of senior design projects may
also be implemented at earlier stages of
undergraduate learning.
Clarifying Evaluation Criteria
Student learning is directly shaped by how students
think they will be assessed. Regardless of the lofty
goals of excellence instructors might set forth in
course syllabi and lectures, if specific performance
criteria are not articulated clearly and assessed
directly, then students are unlikely to reach for those
same goals. To enhance writing skills effectively
through the senior design experience, specific
evaluation criteria for writing quality must be
established at the start of the senior design
experience. Clear expectations should be
established for all written work, including related
progress reports, web page content, and final
reports. Although the examples provided here are
18
Engineering Criteria 2000 (Criterion 3, Program
Outcomes and Assessment)
Accrediting Board for Engineering and Technology
(2000). Criteria for Accrediting Engineering
Programs. ABET: Baltimore, MD (p. 38-39).
26 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
oriented toward writing for annual NSF
publications, the basic assessment process is ideally
applied to other areas of written work.
Elements of Writing to be Assessed
What aspects of writing quality are important in
writing about senior design projects? The list of
specific ideal aspects probably varies widely among
instructors. Still, consideration of guidelines already
proposed may help to streamline the development
of finely tuned assessment instruments to shape and
evaluate student writing. Each year, the editors of
this annual publication on senior design projects
send guidelines for manuscript publication to
principal investigators on NSF-sponsored
Engineering Senior Design Projects to Aid Persons
with Disabilities grants. Those guidelines form the
basis for the elements of writing on which writing
projects may be evaluated.
A sample grading form, based on the most recent
version of those guidelines at the time of this
publication, may be found in Appendix A. Explicit
writing criteria are specified, and a means for
explicit scoring according to those criteria is
provided. Instructors may use such a form to
evaluate drafts and final project reports. Specific
item descriptions and the relative weighting of the
value of performance in specific areas may be
modified according to instructor preferences.
Application of such scoring systems to student
course grades will ensure greater student
accountability for meeting explicit writing
standards.
General categories for analyzing writing
performance for project reports include: A) form and
formatting, B) accompanying images, C) grammar,
spelling, punctuation, and style, D) overall content,
and E) content within specific sections.
Form and formatting concerns are related primarily
to students’ following of explicit instructions
regarding page limitation, spacing, margins, font
size, indentations, and headings. Items related to
images include the type, quality, relevance and
formatting of photographs and drawings used to
illustrate reports. Issues of grammar, spelling,
punctuation, and style may be largely addressed
through adherence to specific conventions for each
of these areas. Thorough proofreading and use of
computerized checks for spelling and grammar,
although frequently recommended by instructors,
are not as likely to be carried out by students who
are not expecting to be assessed for performance in
these important areas.
Areas of overall content evaluation for senior design
reports include aspects of writing that are often
among the most problematic for undergraduate
engineers. One such area is that of using
appropriate language when referring to individuals
with disabilities. Reports submitted for NSF
publications often include terms and descriptions
that may be considered offensive by many, such that
the editors of this annual publication often engage in
extensive rewriting of sections including client
descriptions. It is most likely that students engaged
in projects for persons with disabilities are
wholeheartedly supportive of their clients, and use
such terms out of naiveté rather than any ill intent.
Still, the words we use to communicate about other
people powerfully influences readers’ perceptions of
them, especially in cases in which readers may be
unfamiliar with the types of conditions those people
are experiencing. Using appropriate language is of
paramount importance to our joint mission of
enabling individuals to live fully and with
maximum independence. It is thus critical that
instructors provide clear instruction and modeling
for appropriate language use in writing about
disabilities. In cases where instructors may have
outdated training concerning language use in this
arena, it is critical that they seek training regarding
sensitivity in language use themselves.
Basic guidelines for writing with sensitivity about
persons with disabilities are summarized briefly in
Appendix B. Using person-first language, avoiding
language that suggests that individuals with
disabilities are “victims” or “sufferers”, and
avoiding words with negative connotations are three
key components to appropriate language use.
Evaluation of content within specific sections of
senior design project reports will help students focus
on drafting and appropriately revising and editing
reports. By discussing and evaluating specific
criteria - such as the use of laypersons’ terms in a
project description, effective description of the
motivation for a particular design approach, and the
use of clear, concise technical language to describe a
device modification such that others would be able
to replicate the design - instructors may help
students further hone their writing and revision
skills.
 Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 27

A Hierarchy of Revision Levels Students (as individuals or on teams) may be given

Constructive feedback through multiple revisions of
written work is critical to the development of
writing excellence. Even for the accomplished
writer, a series of drafts with a progressive evolution
toward a polished product is essential. It is thus
important that instructors allow time for revision
phases for all writing assignments throughout the
senior design experience.
Three basic levels of writing revision proposed by
some authors include global, organizational, and
polishing revision19. Global revision involves a
general overhaul of a document. Macro-level
feedback to students about their general flow of
ideas and adherence to assignment guidelines helps
to shape an initially-submitted draft into a version
more suitable for organizational revision.
Organizational revision requires reshaping and
reworking of the text. Helpful feedback to students
at this level may involve revising of macro-level
issues not corrected since the initial draft, and/or a
focus on new micro-level issues of coherence, clarity,
relevance, and word choice. Polishing revision
entails attention on such flaws as grammatical
errors, misspellings, and misuse of punctuation, and
to specific formatting rules for the assignment.
Finding patterns of errors and providing
constructive feedback about those patterns may help
individuals or teams of students learn efficient
strategies for improving their written work.
a basic or detailed rubric for evaluating other
students’ written work, and explicit guidelines for
providing structured constructive comments
following critical evaluation.
Resources and Support
Numerous excellent texts are available to promote
and provide structure and guidance for the
development of essential writing skills in
engineering students. Some sample recommended
texts are listed in Appendix C. Comments and
suggestions from instructors who have developed
model writing programs for engineering design
courses at any level of study are welcome to submit
those to the editors of this book, to be considered for
future publication.
It is the profound hope of the editors of this book
that future improvements in reports submitted for
NSF-sponsored publications will reflect instructors’
increasingly greater attention to the quality of
student-generated writing. With continuously
enhanced attention to the development of
engineering students’ writing through improved
foci on writing skills and strategic assessment of
written work, all with interest in design projects for
persons with disabilities will benefit.

Structured Critical Peer Evaluation

As many instructors require several forms of written
assignments within project design courses,
including the final reports required for submission
to the NSF-sponsored annual publication, is
impractical or impossible for many instructors to
handle providing evaluation and feedback at three
levels of revision for each written assignment. One
means of promoting students’ experience with
critical reflection on writing is to implement
assignments of structured critical evaluation of
writing using reader-response strategies, with
students as editors for other students’ work.

19
Ohio University Center for Writing Excellence
Teaching Handouts [on-line] (2002). Available at:
http://www.ohiou.edu/writing/3_Ls_of_Revision.
htm
28 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

APPENDIX A: Sample Evaluation Form for Project Reports Prepared for

Annual NSF Publications on Senior Design Projects to Aid Persons with
Disabilities

Item evaluated Score/ Possible Score

A. Form and formatting
Does not exceed two pages (unless authorized by instructor) /2
10 point size type throughout the manuscript /2
Margin settings: top =1", bottom=1", right=1", and left=1" /2
Title limited to 50 characters on each line (if longer than 50 characters, /1
then skips two lines and continues, with a blank line between title
text lines)
Text single spaced /2
No indenting of paragraphs /1
Blank line inserted between paragraphs /1
Identifying information includes: project title, student name, name of /2
client coordinator(s), supervising professor(s), university address
Appropriate headings provided for Introduction, Summary of /2
impact, and Technical description sections
Total points for form and formatting /15

B. Images
Photographs in black and white, not color /1
Photographs are hard copies of photo prints, not digital /1
Line art done with a laser printer or drawn professionally by pen /2
with India (black) ink
Images clearly complement the written report content /2
Photographs or line art attached to report by paperclip /1
Photographs or line art numbered on back to accompany report /1
Figure headings inserted within the text with title capitalization, /2
excluding words such as “drawing of” or “photograph of”
Total points for images /10
 Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 29

C. Grammar, spelling, punctuation, and style

Consistent tenses throughout each section of the report /2
Grammatical accuracy, including appropriate subject-verb agreement /2
Spelling accuracy /2
Appropriate punctuation /2
Abbreviations and symbols used consistently throughout (For /2
example, " or in. throughout for “inch;” excludes apostrophe for
plural on abbreviations, such as “BMEs”or “PCs”
Uses the word “or” rather than a slash (/) (For example, “He or she /1
can do it without assistance.”)
Numbers one through 9 spelled out in text; number representations /1
for 10 and higher presented in digit form (except in series of numbers
below and above 10, or in measurement lists)
In lists, items numbered, with commas between them (for example: /1
“The device was designed to be: 1) safe, 2) lightweight, and 3)
reasonably priced.”)
Consistent punctuation of enumerated and bulleted lists throughout /2
the report
Total points for grammar, spelling, punctuation, and style /15

D. Overall content
Excludes extensive tutorials on specific disabilities /2
Demonstrates appropriate language regarding individuals with /3
disabilities
Avoids redundancy of content among sections /3
Demonstrates clear and logical flow of ideas /3
Excludes use of proper names of clients /3
Citation and reference provided for any direct quote from published /1
material
Total points for overall content /15
30 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

E. Section content
Introduction
Includes a brief description of the project in laypersons’ terms /4
Includes problem addressed, approach taken, motivation for the /4
approach, a summary of usual or existing solutions, and problems
with these solutions
Summary of impact
Includes a brief description of how this project has improved the /5
quality of life of a person with a disability
Includes a quoted statement from an educational or health care /2
specialist who supervises the client, or from a significant other
Includes a description of the project’s usefulness and overall design /5
evaluation
Technical description
Clear, concise technical description of the device or device /10
modification such that others would be able to replicate the design
Detailed parts lists included only if parts are of such a special nature /2
that the project could not be fabricated without the exact identity of
the part
Text refers to circuit and/or mechanical drawing of the device /3
Includes analysis of design effectiveness /5
Concludes with approximate cost of the project, including parts and /5
supplies (not just the NSF's contribution) and excluding personnel
costs
Total points for section content /45

Evaluation Summary
A. Total points for form and formatting /15
B. Total points for images /10
C. Total points for grammar, spelling, punctuation, style /15
D. Total points for overall content /15
E. Total points for section content /45
TOTAL POINTS /100
 Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 31
APPENDIX B: A Summary of Guidelines for Writing about Persons with
Disabilities
The World Health Organization (WHO) has
launched word-wide efforts to modify the ways in
which we refer to persons with disabilities. The
WHO emphasizes that disablement is not
considered an attribute of an individual, but rather
the complex interactions of conditions involving a
person in the context of his or her social
environment. One classification scheme proposed
by the WHO, the International Classification of
Impairments, Disabilities and Handicaps (ICIDH)
employs the general terms “impairment”,
“disability”, and “handicap”, while a more recent
scheme, the ICIDH-2, employs the terms
“impairment”, “activity”, and “participation”, to
refer to the various contextual aspects of disabling
conditions one might experience. 20
Health care
professionals and researchers throughout the world
are following suit by de-emphasizing the reference
to individuals according to medically-based
diagnostic categories, focusing instead on their
holistic functional concerns and what might be done
to address them. Readers of this book are
encouraged to join in this important movement.
General guidelines are presented here.
Recognize the importance of currency and
context in referring to individuals with
disabilities
There are always variances in the terms that
particular consumers or readers prefer, and that it is
essential to keep current regarding changes in
accepted terminology.
Refer to “disabilities”
Although the very term “disability” may be
considered offensive to some (with its inherent focus
20
World Health Organization (1999). ICIDH-2:
International Classification of Impairments,
Activities and Participation: A manual of
dimensions of disablement and health [on-line].
Available:
http://www.who.int/msa/mnh/ems/icidh/introd
uction.htm
on a lack of ability), it is currently preferred over the
term “handicap” in reference to persons with
physical, cognitive, and/or psychological challenges
or “disabilities”.
Use person-first language.
Person-first language helps emphasize the
importance of the individuals mentioned rather than
their disabilities. For example, it is appropriate to
refer to a “person with a disability” instead of
“disabled person,” and to say “a child with cerebral
palsy” instead of “a cerebral palsied child.
Avoid using condition labels as nouns
Many words conveying information about specific
disabilities exist in both noun and adjectival forms,
yet should primarily be used only as adjectives, or
even better, modified into nouns corresponding to
conditions, as in the person-first language examples
given above. For example, it is not appropriate to
call an individual with aphasia “an aphasic.”
Although the term “an aphasic individual” would
be preferred to the use of “an aphasic” as a noun,
such labeling may convey a lack of respect for, and
sensitivity toward, individuals who have aphasia.21
A more appropriate term would be “person with
aphasia.” Likewise, it is not appropriate to call an
individual with paraplegia “a paraplegic,” or to call
persons with disabilities “the disabled.”
Avoid Language of Victimization
Do not use language suggesting that clients are
“victims” or people who “suffer” from various
forms of disability. For example, say, “the client
had a stroke” rather than “the client is a stroke
victim.” Say, “She uses a wheelchair,” rather than
“she is confined to a wheelchair.” Say “her leg was
amputated…” instead of, “the client suffered an
amputation of the leg.”
21
Brookshire, R.H. (1992). An introduction to
neurogenic communications disorders. St. Louis:
Mosby – Year Book.
32 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Avoid Words with Negative Connotations
Words that evoke derogatory connotations should
be avoided. These include such words and phrases
as affliction, crazy, crippled, defective, deformed,
dumb, insane, invalid, lame, maimed, mute, retard,
and withered.
Encourage Others in Appropriate Language
Use
By modeling appropriate language in writing about
persons with disabilities, authors take an important
step in helping others to improve in this area. It is
also important to help others learn to implement
guidelines such as these directly through course
work and other educational experiences. Likewise,
polite and constructive corrections of others using
inaccurate language helps encourage more positive
communication as well as more enabling positive
societal attitudes, widening the arena for
empowering persons with disabilities.
 Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 33

APPENDIX C: Recommended Texts for Improving Engineering Students’

Writing Skills

Beer, D., & McMurrey, D. (1996). Guide to Writing as an Engineer. New York: John Wiley & Sons.

Cross, N., & Beer, D. (1998). A Guide to Writing as an Engineer and Engineering Design Methods: Strategies for
Product Design, 2nd Edition. New York: John Wiley & Sons.

Blicq, R. & Moretto, L. (1999). Technically-Write. 5th edition. Upper Saddle River, NJ: Prentice Hall.

Hargis, G. (1998). Developing Quality Technical Information: A Handbook for Writers and Editors. Upper Saddle
River, NJ: Prentice Hall.

Flaherty, S. M. (1990). Technical and Business Writing: A reader Friendly Approach. Englewood Cliffs, NJ:
Prentice Hall.

Haramundanis, K. (1998). The Art of Technical Documentation. Boston: Digital Press.

Michaelson, H. B. (1990) How to Write and Publish Engineering Papers and Reports, 3rd edition. Phoenix, AZ:
Oryx Press.

Pearsall, T.E. (2001). The Elements of Technical Writing. Boston: Allyn and Bacon

Tichy, H. J. (1988). Effective Writing for Engineers, Managers, Scientists, 2nd edition. New York: John Wiley &
Sons.
34 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 Chapter 4: Using NSF-Sponsored Projects To Enrich Students’ Written Communication Skills 35

CHAPTER 5
ARIZONA STATE UNIVERSITY
College of Engineering and Applied Sciences
Bioengineering Program
Department of Chemical, Bio & Materials Engineering
Tempe, Arizona 85287-6006

Principal Investigators:
Gary T. Yamaguchi, Ph.D. (480) 965-8096
yamaguchi@asu.edu

Jiping He, Ph.D. (480) 965-0092

jiping.he@asu.edu
36 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE POSTURE-RIGHT WALKER

Student Designer: Basim Mozaffari
Client Coordinator and Caretaker: Mahvash Mozaffari, R.N.
Supervising Professors: Vincent B. Pizziconi, Ph.D. and Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION
A client with multiple physical problems, including
osteoarthritis, spinal radiculopathy, degenerative
joint disease, and poor blood circulation in her legs
has had difficulty walking during the past few
years. She has had three spinal fusion surgeries and
is overweight. Exercise is the only element under
her control that can improve her condition. Initial
options included an exercise bike, free weights, a
weight machine, a stretching machine, or a walker.
The Posture-Right Walker was designed to promote
exercise by making walking easier for her.

SUMMARY OF IMPACT
The Posture-Right Walker provides back support,
promotes good posture, and transfers some of the
weight load from her legs and back to her arms and
shoulders. It is a novel design. Typical walkers
available today are designed for a wide user pool
but only help patients needing leg support. This
new design incorporates features typically found in
a walker in addition to back support and “rest
anywhere seating” via a foldout seat. The walker
has four wheels and is manually operated. This
prototype provides a good means for the client to be
able to walk around her own neighborhood and
parks. Use inside a home or store is discouraged
because of the large size.
TECHNICAL DESCRIPTION
The design of the Posture-Right Walker allows the
user to push down with her arm, transferring weight
from her legs to her arms and shoulders. The angled
armrest is designed to force the user’s trunk
backward into the contoured backrest, providing
vertical lift and the force necessary to push the
walker forward. Conventional walkers are also
pushed, but with the Posture-Right Walker the user
also has full back support in a position conducive to
correct posture. The base of the walker is
maximized for good support, in an effort to prevent
the walker from tipping over. The constraining
Figure 5.1. Posture-right Walker.
width is smaller than that of a standard door, so that
the walker can easily pass through almost any
doorway. The length is about 1.5 times the width.
The height is customizable. A canvas seat can be
stretched across the main lower body of the walker.
Removing four horizontal beams that connect the
left and right halves of the walker allow it to be
broken down for transport. The walker was plasma
arc welded together from 1” OD 1/8” wall T6061
aluminum tubing. The armrest, backrest, and seat
were all custom built by a local medical supplies
retailer with plastic canvas and medical grade foam
padding.
Suggested improvements for future designs include:
• Rounding out corners and reducing bulkiness to
make the device more conducive to indoor use,
• Angling legs of walker outward to not inhibit
sideways steps, so that the user can avoid
tipping over,
• Strengthening the hinging mechanism and
support bars for the backrest,
 Chapter 5: Arizona State University 37

• Incorporating a locking hand brake, unfold the seat, then manually push 6 push pins
through the left frame to secure the seat.) .
• Using softer wheels,
• Enabling the walker to adjust more easily, and Project Costs are listed as follows.
fold more compactly, and Metal $150
Machining and welding $100
• Improving the way the seat engages (Currently, Cushion, backrest and seat $250
to transfer from walking to sitting positions, the Breakable castors $ 50
user must exit the device, put the backrest Total: $550
down, then bend over, undo the Velcro strap,

Figure 5.2. Diagrams of the Posture-Right Walker.

38 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

DETACHABLE ASSISTIVE WHEELCHAIR

ACCESSORY
Student Designer: Blaine Spencer
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION • Have a smooth surface that would not

This wheelchair tray aids persons with limited hand
use. The tray was specifically designed for a man
with spastic quadriplegia due to cerebral palsy. The
client needed a see-through tray that would connect
to his wheelchair at a single point, easily swing out
of the way when not in use, and allow
reinstallalation without the aid of another person.
He has partial usage of his right hand, and minimal
to no usage of his left.
There are many wheelchair tray designs
commercially available. Some have swivel trays;
others have a support on both sides of the
wheelchair arms, and others are hinged. However,
none of these designs meet the needs of the client.
Many were too heavy for him to operate, not
detachable, or too complicated to maneuver with
one hand. The swivel tray seemed to be the closest
to his needs. Some modification was required for
him to be able to disconnect it from his wheelchair.
SUMMARY OF IMPACT
The client is very independent and active. Even
though he uses a wheelchair, he enjoys riding about,
working on the computer, working with tools,
visiting other people and socializing. The tray
allows him to do more things, such as eating at a
restaurant and reading books at the library. The
tray facilitates his daily activities while increasing
his independence because he can install and put
away the tray by himself.
The main design requirements outlined by the client
were that the device:
• Be able to sustain various magnitudes of
weight,
• Be light enough for the client to lift by
himself with his right hand,
• Be simple to attach and detach,
scratch or bruise his arms when bumped
into,
• Be built or orientated around his right side,
• Have a bottom support that could be
permanently fixed to his wheelchair, and
• Be stored on the right side when detached.
TECHNICAL DESCRIPTION
The wheelchair tray consists of four main
components:
• The Lexan tray,
• The aluminum support plate, which is fixed
to the tray,
• The aluminum support rod, and
• The bottom aluminum joint, which is fixed
to the arm of the wheelchair.
The 12”x18” tray is made of 3/8” Lexan. A 3 ½” X
4” lip was placed on the right hand side with a slight
bend for a rest of his right arm. The edges of the
tray were smoothed to prevent scrapes. The
aluminum plate is 3-½” X 4” X 3/16 “ with a 1 ½”
piece of 1 ¼” diameter aluminum welded to the
center. This piece has a ¾” inner diameter and was
machined out near the bottom to act as guide,
making it easier to set the tray on the support rod.
The purpose of the plate was to disperse the stresses
from the single load point and to provide a solid
means of mating to the cylindrical rod. The support
rod is made of ¾” diameter (1/8” wall) aluminum
T6061 tube and had an 11 ½” height, but was
actually three pieces welded together. The top piece
fit into the top support and the bottom fit in the
lowest part. The bottom joint was manufactured
from 1” diameter T6061 aluminum rod with a key
slot machined out of it; this was attached to the arm
with aluminum clamps. A pin was placed on the
support rod that fit into the key and held the tray in

place and prevented unwanted rotation. A denim
bag placed on his right side provided storage for the
tray when not in use. In this location alone he is
capable of accessing it without difficulty.
The tray is designed to support a 150 pound load
placed anywhere on the surface. Aluminum
components were used to keep the weight of the
tray low. Lexan was chosen by analysis and
comparing its properties to other clear plastic
materials such as Plexiglas. Consideration was
given to whether the tray could withstand the
impact of being dropped onto a hard surface, and
able to avoid fracturing if bent.
Physical strength tests were done by placing a
portion of the designer’s body weight on the tray
when attached. The force was estimated to be at
least 150 pounds and more than the patient would
be capable of applying. The efficiency of the client’s
ability to assemble and disassemble the tray was
also measured by timing him. He managed to
accomplish connecting and then disconnecting all
the parts and placing them aside within a time of
one minute with little difficulty.
Figure 5.3. Detachable Assistive Wheelchair Accessory.
Chapter 5: Arizona State University 39
The final cost of the materials for the tray was
approximately $40. This is calculated from the cost
per unit volume of the various materials and outside
parts. The material cost would be higher if the
waste of the materials used was also taken into
consideration.
There is a problem with the swivel joint. When the
support rod swivels, the rod hits the wheelchair
control box, thereby greatly reducing the swivel
radius. At first, this was of concern. However, the
time it took the client to detach, store, and reattach
the tray was so brief that concern is unwarranted.
Because of the relative speed with which the client
can remove the tray, the swivel device is
unnecessary.
Another final design concern was the stability of the
arm that the bottom support was attached to. The
arm is part of the wheelchair and is supported only
by a few pins. It gives a little when forces are
exerted on the far left side of the tray. This was not
taken into full consideration before the design was
implemented. The wheelchair arm should be better
stabilized. The tray as made, however, was stable
enough to meet the client’s needs.
40 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

POWERED REHABILITATION STANDING FRAME

Student Designer: Heather L. Cullen
Client Coordinator: John Figy, Physically Challenged Recreation Program, ASU
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION the base of the frame to the lifting arms. This

A standing frame is a device used by people with
paraplegia to go from a sitting to a standing position
during rehabilitation. By standing at a frame such
as the one developed, those with paraplegia can
apply weight to their own limbs. The entire body
receives benefits from these weight-bearing
exercises. For instance, standing frames have been
shown to reduce spasticity, slow osteoporosis and
bone demineralization, improve circulation, and
possibly reduce muscle atrophy.
The goal for this project was to make a powered
standing frame that is suitable for use in a
rehabilitation setting. Commercially available
frames cannot be used by weak or heavy users. By
redesigning the frame to have an automatic lifting
mechanism, more users will be able to use the frame
without increasing dependence or risk of injury.
This frame uses an automated pneumatic cylinder to
accomplish the initial phases of the lifting task.
SUMMARY OF IMPACT
The high cost of standing frames limits many people
with paraplegia from using them. By adapting a
frame that is suitable for a variety of users with
different physical characteristics, the device becomes
suitable for a rehabilitation setting where people
with paraplegia and even some with quadriplegia
can use the device independently.
TECHNICAL DESCRIPTION
The major design effort associated with this project
is the addition of a pneumatic cylinder that spans
cylinder is attached to the frame with a hinged clevis
mount, enabling it to rotate as the cylinder is
pressurized. With pressurization, the piston within
extends, pushing the lifting arms from their lowest
point to an elevated position. The internal area of
the piston is large, enabling even a heavy user to be
lifted safely and smoothly.
A small portable air compressor is equipped with a
remote on/off switch so that the user can activate
the compressor without having to bend and reach
the device. A manually activated toggle valve
within the cylinder/compressor arrangement allows
the user to bleed out air and lower himself to a
sitting position after therapy. The toggle valve also
allows the user to stop the lowering movement in
case of an emergency.
The base was designed to be wide enough to allow
the patient to pull himself up to the stand without
interference. Once standing, the wide, flat surface
enables the user to read or study while remaining in
the standing position. The clear, see-through surface
enables him to clearly see that their wheelchair is
properly positioned before lowering himself back
into it.
The total cost of the project is approximately $377.
This includes the manufacture of the base and tray
top. The major component that contributed to the
cost was the lifting mechanism, at $155.
 Chapter 5: Arizona State University 41

Figure 5.4. Photograph of the Powered Rehabilitation Standing Frame.

42 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PEDAL POWERED COMPUTER-ACCESS

WHEELCHAIR
Student Designer: Jeremy Brower
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION
The client is a person with cerebral palsy who uses a
motorized wheelchair for movement outdoors. He
finds the chair cumbersome within the confines of
his apartment. He uses a standard wheelchair inside
his apartment but finds it uncomfortable, non-
adjustable, and impractical when working at the
computer. This project involved designing and
building a specialized computer access wheelchair
appropriate for indoor use.
the chair has been made but the drive mechanism
was as yet unsuccessful.
TECHNICAL DESCRIPTION
The chair was made of 1” OD x 1/8” wall T6061
welded aluminum tubing. The backrest is made to
extend above the user’s head by request, as the user
has limited trunk control. Standard wheelchair
bearings and wheels have been mounted vertically
to increase maneuverability.

The drive mechanism utilizes a bicycle sprocket

SUMMARY OF IMPACT rigidly affixed to a wheel taken from a standard
The standard wheelchair currently used has many
wheelchair castor assembly. A pedal drive is
shortcomings. The client slides forward to the edge
attached to the sprocket so that by depressing the
of the seat and as a result, must adjust himself
pedal, the user can propel himself slowly from place
frequently. Long periods of time in the chair’s
to place. A spring returns the pedal upright, and
unpadded, cloth suspension seat potentially lead to
allows the user to depress it again. However, the
pressure sores. Since the patient moves the standard
direct drive mechanism is not powerful enough
wheelchair by pushing against the floor with his
given the limited strength of the client, and needs to
feet, he can only move backwards. When he reaches
be enhanced with gearing. Steering and backing
his destination he is able to slowly turn the chair
capabilities need to be added so that the user avoids
around. He cannot use his hands to push himself.
becoming boxed into an area.
The chair is also nonadjustable in height or
inclination, so he has difficulty working on his Although this chair was designed according to the
computers. wishes of the user, in retrospect it is the opinion of
the engineering participants that a more
The design objectives in this project were to make a
maneuverable electric chair would probably provide
more comfortable and more adjustable chair that the
the user with greater mobility indoors, adjustability,
patient could get in and out of easily and could
and effectiveness.
move with his feet while facing forward. Thus far,
 Chapter 5: Arizona State University 43

Figure 5.5. Photograph of the Pedal Powered Computer-Access Wheelchair.

44 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ULTRASONIC OBSTACLE DETECTION SYSTEM

Student Designer: Joel L. Finkel
Supervising Professor: Jiping He, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION
The goal of this project was to design and build a
cost-effective obstacle detection system using
ultrasound technology that would improve mobility
for persons with impaired vision.

SUMMARY OF IMPACT
There are many types of commercially available
obstacle detection systems. Some of these devices
work well, but were ultimately too expensive to be
successful on the market. This project involved
making an affordable ultrasound detection device.
The device informs the user of obstacles in front of
the user’s head and/or chest and allows the user a
range of detection that extends beyond a cane. The
device is small, light, easy to handle, and easy to
use. The device also uses minimal power, uses
standard batteries, has a long battery life, and
appears to be durable.

TECHNICAL DESCRIPTION
This device uses reflected ultrasound to detect an
object that might present a hazard to an individual
with vision impairments. When a sound wave
traveling through space reaches a different medium,
part of the wave will refract through the medium
and part will be reflected. This reflected wave is
what is used in obstacle detection. A practical and
inexpensive way to produce an ultrasound wave is
with a piezoelectric crystal. The crystal undergoes
elastic deformation when stimulated by an electric
current and emits a sound wave. A fluctuating
electric current then creates a time varying
deformation of the piezoelectric device, causing
pressure wave variations in the air. These pressure
waves propagate and reflect off objects.
If a reflected sound reaches a piezoelectric device, it
causes a small deformation and creates a voltage
Figure 5.6. Photograph of the Ultrasonic Obstacle
Detection System.
potential. Thus, piezoelectric devices can both emit
and detect sound waves. Plastic films can also be
made to be piezoelectric by forming them in the
presence of an electric field. Once expensive, the
sensors and emitters used in such devices as the
Sonic Torch (a costly device made in the 1960s as an
obstacle detector for those with severe visual
impairments) are now inexpensive and are available
in readily usable forms, such as parking indicators.
If properly installed in the garage, the Radio Shack
parking indicator gives an audible warning when a
vehicle is within a preset distance. This project
entails a parking indicator within a user-wearable
device to detect obstacles that might present a
hazard to individuals with visual impairments.

The sensors in the device were built to detect
obstacles at a maximum of 1.5m. This range will
allow the user to change direction when an object is
sensed. The generated waves spread in a cone 2.5
degrees from the central emitter. Four sensors
detect reflected waves, one at the face, one in the
center of the torso, and one to each of the left and
right sides.
The transmitters fire in a pulsed sequence in order to
conserve energy. Detection frequencies are 10,000
Hz for the head, 5,000 Hz for the left side, 2,500Hz
Figure 5.7. Another Photograph of the Ultrasonic Obstacle Detection System.
Chapter 5: Arizona State University 45
for the right side and 1,250 Hz for the torso center.
Thus, with minimal training the user can
differentiate between objects threatening the head
from, say, the left side. Volume control for the
warning signal can be implemented using a
potentiometer, as the user would likely turn down
the volume to avoid being conspicuous amid a
crowd of people.
Total cost to manufacture the device was
approximately $100.
46 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

HAND PUMP BICYCLE

Student Designer: Nicki Mylinski
Client Coordinator: Beckie Heffron, C.O., Prosthetic Orthotic Associates, Mesa, AZ
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION designed to pivot up and down by attaching them to

The charge of this project was to design a bicycle for
a 12-year-old with physical disabilities. The bicycle
is powered by a unique ratcheting system that
allows the girl to use an up and down arm motion to
drive the chain mechanism and back wheel. This
design was chosen for ease of use for the cyclist and
to keep the bicycle as close in appearance to a
standard bicycle as possible.
SUMMARY OF IMPACT
This bicycle was designed to fit as closely as
possible, the criteria specified by a little girl with big
ideas. She does not have adequate function of her
legs to pedal a standard bicycle (she must keep her
legs straight and widely apart) and has limited
function of her hands as well. However she has
reasonable arm and shoulder mobility, and this was
the key element in designing the bicycle.
TECHNICAL DESCRIPTION
The main obstacle in the design was to convert the
linear motion of up and down shoulder/arm
pumping to a rotational motion to turn the gears.
The bicycle design was first converted to a bicycle
with nonremovable rigid training wheels that
provides platforms for her feet and prevents her
from tipping over. The drive assembly can be
divided into three major areas: handlebars, linkage
and bell crank, and the ratchet gear assembly.
a 1” aluminum bar via two risers. Aluminum
spacers are used to keep the bars from moving
horizontally. From the center of the handlebars is a
power arm that extends down to a lever on the right
side of the bell crank. Heim joints complete the
attachment points and able the cyclist to steer. The
linkage arm of the bell crank is set screwed onto a
3/8” rod that extends through the center of the
frame. This rod is able to rotate because it goes
through 3/8” ID bushings.
The left side of the bell crank has the same linkage
arm attached with a Heim joint to another, longer
power arm. This arm extends down to a single gear
free wheel ratchet. An aluminum crank was
screwed onto the ratchet gear and is connected to
the power arm at another Heim joint. The sprocket
is attached using a using an adapter and replaces the
left pedal crank arm. When the rider pushes down
on the handlebars the ratchet rotates down until it
hits a stopper and turns the chain and gears. As the
rider pulls on the handlebars, the ratchet returns to
its original position.
The bicycle is equipped with a footrest and training
wheels for easier and more comfortable riding. The
left hand brake stops the front wheel. A parking
brake on the rear wheel, which is controlled by a
lever on the center frame, makes mounting and
dismounting easier.

The cyclist has the greatest mobility and control in Total cost for the bike was approximately $500. This
an up and down arm motion. It is this motion that is includes the bike itself, parts for the modification
used to power the bicycle. The handlebars were and new powder coat paint.
 Chapter 5: Arizona State University 47

Figure 5.8. Photograph of the Hand Pump Bicycle.

48 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

TENNIS WHEELCHAIR #1
Student Designer: John Doe (name changed)
Client Coordinator: John Figy, Physically Challenged Recreation Program, ASU
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION Many concepts were worked through in an effort to

The task for this project was to design a tennis
wheelchair for an employee at a student recreation
complex at a university. The wheelchair was
designed specifically for the quick changes of
direction necessary for competitive tennis, and for
use by a variety of individuals. The chair needed to
be light, strong, easily maneuvered, difficult to tip,
and durable. It was also desired that this chair
utilize something other than castor wheels, if
possible, and that it have a low moment of inertia
about a vertical axis so that it could change direction
quickly. Also, a mechanism to steer to the right and
left using the non-racket hand when making a final
approach to the path of the ball was required.
design a non-castor type rear wheel. One
disadvantage of a castor wheel is that it is difficult to
change its direction by 180 degrees. In a wheelchair,
this occurs often because a counterclockwise
rotation followed by a clockwise rotation of the chair
will cause the castor wheel to undergo a 180-degree
change in direction. A castor wheel first must
swivel about its vertical axis before it attains a stable
rolling motion about its horizontal axis. Another
disadvantage of a castor wheel is that it requires a
great deal of vertical space to be mounted. A castor
typically takes up the diameter of the wheel, some
vertical clearance space, and some additional space
to mount the vertical bearing.

This design was unsuccessful, and is included here
as a case study.
SUMMARY OF IMPACT
The tennis wheelchair ideally allows competitors a
better range of motion when playing tennis than a
standard wheelchair. This chair was designed to
enable wheelchair tennis to be taught to people with
paraplegia and quadriplegia.
TECHNICAL DESCRIPTION
A wheelchair frame was designed from scratch to
concentrate weight in the center and to utilize a
newly designed anti-tip, non-castor-type rear wheel.
The frame was constructed; however, the wheelchair
design is considered unsuccessful as a series of
design and material changes undermined the basic
design. While the initial concepts were excellent, the
design needs further development to be functional.
The design followed a “Fast Track” design model in
which the major components of the frame, anti-tip
wheels, drive wheel supports and assembly, and
seat were designed in parallel. Allowances were
made for reasonable dimensions, and calculations
were made using available materials.
The designer drew up many configurations for an
alternative, but the designer and faculty advisor
were unable to think of a configuration that could be
manufactured, resisted dirt infiltration and fouling
in a tennis court environment, was light weight, and
was reasonable priced. Together, the student
designer and faculty advisor decided that a castor
wheel would have to be used.
Meanwhile, the design of the frame was set using a
reasonable estimate of the clearance required for the
anti-tip wheel. The novel frame design included a
reduced seat inclination in order to provide good
support and improved clearance for a better racquet
swing. It was desired that the wheelchair frame be
made from 1-1/2” OD thin wall chrome moly steel,
for durability and lightweight properties. However,
shop employees were unable to precision fit and
weld thin walled steel tubing in the limited time
available, and suggested that the student instead use
1/8” wall tubing. The student agreed but did not
reduce the outside diameter of the tubing for the
frame, and did not redraw the frame using the
height required for the castor wheels.
 Chapter 5: Arizona State University 49

The result of switching to a castor wheel and using

large diameter, thick walled tubing was a heavy
frame that did not enable all four wheels to touch
the ground. In retrospect, this was probably too
large of a project for one student to accomplish
alone, especially as much time and effort was
expended unsuccessfully to “reinvent the (castor)
wheel”. The steering mechanism, also, was never
implemented due to time constraints.

Figure 5.9. Photograph of the Tennis Wheelchair #1.

TENNIS WHEELCHAIR #2
Student Designers: Kelly Byrne and Shaun Grams
Client Coordinator: John Figy, Physically Challenged Recreation Program, ASU
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION A novel axle housing, which provides two angles of

The design task was to develop a tennis wheelchair
for an employee at a university student recreation
complex. The wheelchair was designed specifically
according to the criteria described for “Tennis
Wheelchair #1.”.
SUMMARY OF IMPACT
This chair was designed to enable people with
paraplegia and quadriplegia to play wheelchair
tennis.
TECHNICAL DESCRIPTION
A wheelchair frame was designed from scratch to
concentrate weight in the center. 1” OD by 1/8”
wall chrome moly tubing was used as the frame
elements. By minimizing the lengths of the tubing
required, the weight of the frame was also reduced.
wheel attachment simply by reversing the housing
insert, increases the chair’s stability on court while
still allowing it to fit through doorways when off the
court. An anti-tip rear wheel mounted on a flexible
titanium shaft maintains contact with the ground to
reduce rattling and energy dissipation.
This wheelchair design was successful, but did not
explore the number of novel improvements
addressed by the previous (unsuccessful) wheelchair
design. The success of this design can be attributed
to having two students splitting the workload, not
extending the design too far beyond the current state
of the art wheelchairs and staying well within the
manufacturing and welding capabilities of the shop
personnel.
50 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CLASSROOM WORKSTATION FOR A CEREBRAL

PALSIED STUDENT
Student Designer: Kelley Calvert
Client Coordinator: Mickey Calvert, Principal, Sirrine Elementary School, Chandler, AZ
Supervising Professor: Gary T. Yamaguchi, Ph.D.
Bioengineering Department
Arizona State University
Tempe, AZ 85287-9709

INTRODUCTION ways of attaching the chair to the track, and

This project was designed for a student with
cerebral palsy who is entering the first grade in a
public school setting. A specially modified desk or
workstation was needed so that the client could
function as independently as possible within an
inclusion classroom. The standard workstation
available to students is a table with a tote
underneath and a sled base chair. It was difficult for
the student to seat herself, to bend down and reach
the tote underneath to access her supplies, and to get
back into position to use the work surface on the
standard workstation. In performing each of these
maneuvers, she was vulnerable to slipping off the
chair and incurring injury at any time. In fact, she
had fallen frequently while scooting her chair
forward. Clearly, a modified workstation was
needed to improve her safety and efficiency.
SUMMARY OF IMPACT
A more accessible and more stable workstation that
enables the client to reach her supplies without
difficulty, get into and out of the chair safely and
easily, and once seated, move up to and away from
her desk. It accommodates most of her physical
needs so that she can concentrate upon learning,
without being hindered by the workstation. In the
past, the teachers had to spend a great deal of time
with the children with special needs, helping them
adjust to the traditional workstation and having
them “learn” how to use the existing model. This
was problematic because the teacher had to take
time away from teaching the class to help a single
child function in the classroom. This new
workstation makes the client more independent and
is far safer for her to use.
TECHNICAL DESCRIPTION
Several different designs were contemplated before
the design was finalized. Adjustable armrests,
different styles and placements of legs, different
different designs of the track itself were all
considered. Most of the options were explored but
each had a problem associated with it that prevented
it from being used in the final design. The final
design was selected and created because it was able
to eliminate several problems that the other designs
were not able to do.
The design of the desk portion was modeled after
the existing traditional desk used by the other
students in the classroom. The desk was redesigned
to be horizontal, and had armrests for balance
purposes, book slots at a calculated angle so that the
minimum force required to remove the books would
be needed, a supply box, and a non-slip surface.
The non-slip surface was a product called “Dycem
Non-Slip Plastic” that allows the student to write on
the surface without the paper, her hand, or writing
utensils to move. The legs of the desk were
designed to adjustable in vertical dimension up to
six inches. The chair and track were designed so
that the student could slide horizontally with
minimal friction. A high performance, linear roller
bearing with high torque resistance (NB
Corporation) was purchased so that the chair would
not bind when loaded asymmetrically. The track
was housed completely within a slot milled into an
oak board that was as wide as the chair and as long
as the track. The oak housing tapered downward to
each side so that it would be easy for the student to
get in and out of the chair without tripping. An
adjustable office chair was then selected based on its
size, adjustability, and comfort level, and attached to
the track via a shaft and bolted plate arrangement.
This provided more than enough support for the
chair without losing the adjustability of the chair.
The track support fits between the legs of the desk
tightly so that there is no shifting and accommodates
all weight shifts in all directions.

The cost of the project depended on several things.
These items included the cost of the track, chair,
desk materials, non-slip plastic, and shipping and
handling. Including taxes, the chair and
workstation totaled $560.
The overall workstation was designed and built so
that a cerebral palsy student going into first grade
would be able to function as independently as
possible and not be hindered by the workstation
they have to learn in. The workstation was designed
with several needs in mind and these needs were
Chapter 5: Arizona State University 51
met. The track allows full forward and backward
movement in and out of the desk with as little
resistance as possible making it very easy for the
student to use. The desk allows full availability of
her supplies so that time is not wasted getting her
materials and putting them away. Overall, the
workstation will enable the student to be self-
functioning, and will not restrict the learning level of
the child.
52 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 6
CASE WESTERN RESERVE
UNIVERSITY
Department of Civil Engineering
Cleveland, Ohio 44106

Principal Investigator:
Arthur A. Huckelbridge, Ph.D. (216) 368-2474

53
54 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CHAIR LIFT
Supervising Professor: Arthur Hucklebridge
Department of Civil Engineering
Case Western Reserve University
Cleveland, OH 44106

INTRODUCTION low carbon steel square tubing. The actuator

The Chair Lift is a mechanism designed to open and
lift a reclining chair so that people who cannot lower
or lift themselves from most chairs can get easily in
and out of a modified chair. The woman for whom
this chair was modified has fused vertebrae in her
lower back and cannot bend enough to lower herself
into a chair.
SUMMARY OF IMPACT
Without this device, the client essentially dropped
herself into chairs and relied on others to get her out
of chairs. By having a chair that can raise and lower
her, she is now able to safely get in and out of a chair
without assistance.
couples the four-bar mechanisms to the base frame,
which is also made from low carbon, square steel
tubing. The revolute joints and the connections
between the actuator, the mechanisms and the frame
are made with stainless steel pins. The revolute
joints also incorporate bronze bushings. The
actuator is controlled via a pendant, which can be
attached to the arm of the chair, and also by a pair of
limit switches that govern the total range of the
mechanism motion.
Project cost:
Reclining Chair $225.00

TECHNICAL DESCRIPTION Lead Screw Actuator $185.00

The Chair Lift consists of a pair of four-bar
Metal Stock $ 55.00
mechanisms that are driven by a lead screw
actuator. The four-bar mechanism is used to both Misc. (bushings, fasteners, etc.) $ 20.00
open the reclining chair and to lift the chair from the
ground. The four-bar mechanisms are made from Total: $485.00

Figure 6.1. Chair Lift.

 Chapter 6: Case Western Reserve University 55

HAND POSITION TOY

Supervising Professor: Arthur Hucklebridge
Department of Civil Engineering
Case Western Reserve University
Cleveland, OH 44106

INTRODUCTION
The Hand Position Toy is a tool designed to help
children with limited fine motor skills learn to
manipulate and handle objects. The toy
incorporates several different tasks for children to
perform, such as moving beads, spinning a wheel
and pushing a button. The toy also rewards the
children for successfully completing a given task by
producing a stimulus. The toy can also be used to
reward the student for holding the device in a
desired orientation. Different rewards, such as
sound or light, can be selected for each of these
tasks.

SUMMARY OF IMPACT Figure 6.2. Hand Position Toy.

This device makes it much easier to teach small
children to maintain a specific hand orientation, to
recognize patterns, and respond to stimuli. The
lights and noises make it an attractive and fun tool
for children.
TECHNICAL DESCRIPTION
The toy consists of a plastic food storage container
covered with padding and fabric cover. Batteries
and switches are mounted within the container, as
are the stimulus producers: colored lights, a small
fan and an electric bell. The switches are set up so
that, depending upon which task has been
performed, different stimuli are triggered.
Rearranging appropriate jumpers can alter the
task/stimuli relationship (i.e. which bell or light
goes with which task). Spatial orientations, which
can be used to reward the child for proper hand
position, are limited to holding the toy in any of the
orthogonal planes, which make up the sides of the
toy (for instance, holding the toy upright or 90° on
one of its sides). A rotating, transparent cylinder
containing colored shapes, a strand of colored beads
of various shapes, and a doorbell button are
mounted to the top of the toy allowing a therapist to
specify different tasks such as “find the two blue
beads” or “push the button”.
Project Cost:
Plastic container $ 5.00
Stimulus devices (fans, lights, etc.) $25.00
Miscellaneous (beads, fabric, etc.) $10.00
Total: $40.00
56 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CHEMICAL SENSITIVITY BOOTH

Supervising Professor: Arthur Hucklebridge
Department of Civil Engineering
Case Western Reserve University
Cleveland, OH 44106

INTRODUCTION
The Chemical Sensitivity Booth was designed and
built to allow persons with multiple chemical
sensitivity (MCS) to attend theatrical and musical
productions in public. Persons who have MCS can
have violent allergic reactions to many everyday
substances, such as carpet fibers, perfumes or
varnish. The wide variety of allergens makes it
nearly impossible for people with MCS to function
in public settings.

SUMMARY OF IMPACT
This booth isolates those with MCS from the
influence of allergens and allows for attendance of
public events such as watching a play or a ballet.
While the booth can be used in many other places,
this booth was designed specifically to fit within
footprints available for persons with disabilities at
the one particular theater.
Figure 6.3. Chemical Sensitivity Booth.
TECHNICAL DESCRIPTION
The booth was constructed using materials and
coatings that are safe for people with MCS. is mounted onto the roof of the booth so that the
Specifically, the booth’s frame is constructed from theaters’ existing sound transmission system can be
pine that has been stained and sealed using special used to provide sound within the booth via
resins that do not outgas after curing. The window headphones. This allows the person within the
panels are constructed from Plexiglas, which also booth to hear the presentation without the muffling
does not outgas. The booth is not sealed. Instead, inherent in listening through the walls of the booth.
filtered air is pumped in so that the air pressure
within the booth is greater than the ambient air Project Cost: Home Depot donated the lumber used
pressure and hence contaminants cannot enter the for this project (approximately $40 worth). The
booth. The air is filtered using a HEPA air filter that remaining materials costs were:
is kept within a box lined with anechoic foam
3 sheets of Plexiglas $210.00
padding. This prevents the noise of the filter from
interfering with other spectators. The booth is also HEPA Filter $165.00
designed to be lightweight and easy to assemble and
disassemble so that it can be quickly set up and torn Microwave pickup mount $ 35.00
down between shows and for different theaters.
Additionally, the booth is designed to accommodate Stain/sealant $ 22.00
a person in a wheelchair; a ramp is attached to the
entrance of the booth and the width and depth of the Misc. (hinges, fasteners, etc.) $ 20.00
booth is great enough to accommodate a wheel
Total: $452.00
chair. An adjustable mount for a microwave pickup
 CHAPTER 7
DUKE UNIVERSITY
School of Engineering
Department of Biomedical Engineering
136 Hudson Hall
Durham, North Carolina 27708-0281

Principal Investigator:
Laurence N. Bohs (919) 660-5155
lnb@egr.duke.edu

57
58 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

WHEELCHAIR DESK
Designers: Mark Palmeri, Brian Pullin and Ethan Fricklas
Client Coordinator: Jodi Petry, Lenox Baker Children's Hospital, DUMC
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708

INTRODUCTION TECHNICAL DESCRIPTION

The client is a 16-year-old male high school student
with Duchenne Muscular Dystrophy. This disease is
characterized by a progressive weakening and
deterioration of muscles, and has limited the
mobility of the client’s arms and legs. He is
therefore restricted to a powered wheelchair during
the school day. Desks and tables for writing and
eating are not easily accessible from his wheelchair.
The designers built a retractable desk that the client
can move into position by himself.
The wheelchair desk (Figure 7.1) is designed to
swing into place over his head. This approach was
taken because of space constraints and the lack of
stationary mounting points on the sides of his
powered wheelchair. The storage position for the
desk is behind the chair (Figure 7.2). When
activated, it swings up and over Ryan's head (Figure
7.3), and down onto the armrests in front of him
(Figure 7.1). Retraction of the desk takes place in
reverse along the same path.

SUMMARY OF IMPACT A 12VDC permanent magnet gearmotor rotates the

The client's ability to transport his desk on his chair,
and to move it into and out of position, greatly
increases his independence. He can use the desk for
doing schoolwork and reading, for using his laptop
computer, and for entertainment purposes such as
playing video games.
desk. It produces a maximum continuous torque of
500in-lb, and supports an overhang load of over 200
lb. The motor is powered from one of the two 12V
batteries on the client’s wheelchair. It mounts to the
left seat post of the chair, using a 1/4'' thick stainless
steel mounting bracket. A commercial DC motor
speed controller kit, Kitrsrus Kit #67, reduces the
motor's speed. (Figure 7.4.) The speed controller
uses pulse-width modulation to reduce the desk’s

Figure 7.1. Ryan's Wheelchair Desk.

 Chapter 7: Duke University 59

rotational speed to approximately 2 rpm.

The motor is connected to the bracket, and the

bracket to the seat post, with 1/4'' bolts. Washers on
both sides uniformly distribute the clamping force,
and a locking washer on the nut side prevents
loosening during while the desk is in use. A
specially designed coupler made of 1/4'' aluminum
connects the motor shaft to the telescoping rails.
This coupler is attached to the inside of the end of
the telescoping rail using two 1/4'' hex bolts with
locking washers. Two setscrews along the keyway
and one setscrew on the shaft secure the coupler to
the motor shaft.

The extension and retraction of the desk along the

telescoping rails is accomplished using a 24VDC
linear actuator, capable of a thrust load of 300lb.
This actuator runs at half-speed on 12V using the
second battery on the client's wheelchair.

The weight of the desk is sufficient to force the

rotation of the motor, even after power is removed.
A brake is therefore used to prevent further rotation
of the desk when the controls are off. The brake is a
24VDC holding brake from Warner Electric (model
ERS-57). When it is desired to rotate the desk, a
voltage is applied to the brake, which releases
internal springs and allows it to turn. When the
voltage is removed, the springs activate and the Figure 7.2. Wheelchair Desk in Stored Position Behind the
brake locks into position. Chair.

The brake mounts to the chair using a 1/2" thick

aluminum bracket and ¼” bolts. An axle mounted
resistance to sliding, which is desirable since
on the chair-end of the actuator at a right angle to
extension and retraction by the linear actuator is
the actuator axis, connects to the center of the brake.
only applied to one rail. Three pieces in each rail
When this axle is locked into position by the brake,
slide into one another, with the smallest inner rail
the desk is prevented from rotating. The axle is
guided along a series of ball bearings. The inner rail
attached to the actuator using a 2-piece bracket that
can also be removed from the rest of the pieces by
clamps around the base of the actuator shaft. 5/16''
disengaging a plastic clip. This clip is essential to
bolts with locking washers join the two halves of the
the quick release mechanism of the desktop. The
bracket together. Care was taken not to over-tighten
desktop mounting pieces are attached to these inner
this bracket, because the shaft of the actuator is
pieces, which means that removal of both inner rails
made of sheet metal, and is easily deformed by any
allows the entire desktop to be removed as a unit.
non-symmetric radial loading. These pieces are
The inner rail on the actuator side is connected to
centered underneath the motor of the linear actuator
the actuator using a 1/2'' x 1/4'' aluminum rod and
to provide symmetric weight distribution. A second
¼” bolts. The attachment to the rail is made using a
two-piece bracket connects the shaft of the actuator
wing nut for quick release, and the attachment to the
to one of the telescoping rails. The rail attaches to
actuator occurs through the hole in the end of the
the bracket using low-profile 1/4'' bolts.
extending shaft.
The telescoping rails are high-quality commercial
Since separate switches control the motor and the
file cabinet rails, built to support heavy weights
actuator, safety sensors and logic circuitry are
without binding. Ball bearings in the rails reduce
60 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Figure 7.3. Desk Swinging Overhead.
provided to ensure that the desk is fully extended
before it passes over the client’s head. A reed switch
is mounted along the inside of the telescoping rail
that is connected to the actuator, and a magnet is
placed along the actuator shaft. The mounting
positions are set so that the magnet trips the reed
switch as the desk reaches the fully extended
position. If the desk is fully extended, then it is
allowed to rotate freely. If it is not fully extended,
the desk may not rotate forward past vertical
(directly behind the client's head), or reverse past
45° above horizontal. Three mercury tilt switches
are used to determine the angle of the desk. These
metal-encased switches are secured with setscrews
into a housing situated on the outer actuator
mounting piece. A logic circuit (Figure 7.4) connects
to these switches and the reed switch to control the
operation of the gearmotor and actuator.
The desktop is constructed of clear polycarbonate
for durability, and also to allow the client to see
what is below and in front of him. The desktop is
equipped with a cutout for his motion joystick
(allowing him to move his chair while the desk is in
place), a groove along the perimeter of the surface to
prevent items such as pencils from rolling off. Also,
rubberized elbow rests cushion his elbows and keep
them from slipping off of the desktop. A protruding
lip can also be attached to the inner edge of the
desktop so that books and papers will not slide off.
Since the gearmotor that rotates the desk only
attaches to one of the arms, the desk itself provides
the link for rotation of the actuator-side arm. The
polycarbonate desk itself is not strong enough to
bear this twisting load, so a desk-reinforcing bracket
is implemented. This bracket also helps prevent any
buckling of the desk as heavier books are placed on
its surface. In addition, the elbow areas are further
reinforced since they bear the greater load under the
client’s weight. The reinforcing bracket is made of
1/2'' square steel tubing, silver-soldered at all joints.
The desktop surface is attached over this bracket
using #4-40 machine screws that extend through the
tubing to nuts on the bottom side. The inner section
of each telescoping rail is attached to the bracket
using #10-24 machine screws and cap nuts. 1/2''
nylon spacers are included in this connection to
align the rails with the width of the desk. To ensure
that the desk stops if it encounters an obstacle while
rotating, 24” ribbon switches are mounted parallel to
each rail on top and bottom sides, using aluminum
sleeves mounted to the rails. If any of these four
switches is contacted, a logic circuit stops the motor
from rotating.
The cost of the project is approximately $1000.00.
 Motor (red) Motor (red)
220k
+12V

DC Motor
4001 4069 Speed Controller
A 1 14 1 14
2 13 2 13
DC In DC Out
3 12 3 12
(+) (+)
4 11 4 11
5 10 5 10
DC In DC Out
B 6 9 6 9 Motor (black)
(-) (-)
7 8 7 8
RTE24012 +12 RTE24012 +12
V V
PN2222 (Reverse) PN2222 (Forward)

220k
4.7k IN914 4.7k IN914
4012 4012
1 14 1 14
2 13 2 13 1 4
3 12 C 3 12
4 11 4 11
To Actuator
SPDT
5 10 D 5 10
2 Motor 5 (red) (white) (black)
6 9 6 9
7 8 7 8 Control
Switch

Figure 7.4. Control Circuitry for the Wheelchair Desk.

3 6

4001 4012
1 14 1 14
+12V
2 13 2 13
3 12 3 12 1 4
4 11 4 11 RTE24012 +12 RTE24012 +12
V V
5 10 5 10 SPDT (extend) (retract)
6 9 6 9 PN2222 PN2222
220k 2 Motor 5
7 8 220k 7 8
Control 4.7k IN914 4.7k IN914
Switch
6 4.7k 4.7k
3

Bottom Top
Ribbon Ribbon +24V
(Left) (Left)
Bottom
Top
Ribbon 220k 220k 220k 220k Brake
Ribbon
(Right)
(Right)
+12
RTE24012 V
PN2222

4.7k IN914
Chapter 7: Duke University 61
62 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE SPINNER
Designers: Ashlan Reid and Peter Hultman
Client Coordinators: Susan Parker and Edie Kahn, Durham County Schools
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708

INTRODUCTION
The client is a four-year-old boy with thiamine-
responsive megaloblastic anemia (TRMA), also
known as Rogers Syndrome. His disease is
characterized by severe physical disabilities and
limited cognition. The client's disabilities hinder
movement to the extent that he rests lying on the
floor on his side. He cannot independently rise from
this resting position into a seated position. Once
assisted into a seated position, he has limited
movement. The objective of this project was to
improve the client's quality of life by aiding him in
independently maintaining a seated position while
allowing him to freely rotate to change his visual Figure 7.5. Spinner.
field. Secondary objectives include strengthening
his abdominal, oblique, and arm muscles, improving within the reaches of the table. The rotation of the
his balance, and providing him with greater disk is also damped so that motion is controlled.
independence in the classroom. Evenly spaced notches around the inside
circumference allow the client to propel himself to
different areas of the table.
SUMMARY OF IMPACT
The Spinner impacts the client's life in three ways. A 6” by 8” bread-shaped area in the center of the
First, it strengthens his trunk muscles, and improves table contains a tilting surface that can be used for
balance to aid him in attaining a seated position artwork, pictures, or toys. This surface normally lies
independently. Second, it increases his flush with the table, but can be raised to various
independence; the specially designed seat allows angles by placing the upper edge of a supporting
him to remain in a seated position without panel between any two of the rubber stoppers on the
assistance from classroom workers or tight straps. back of the primary panel.
Third, the detachable seat designed for this device
may be used by itself as a stationary sitting aid. This An attachment to the tilting surface provides
further grants the client more inclusion in normal 12”x15” of workspace. This attachment also has a
group activities. ledge that resembles the chalk holder of a
chalkboard.
TECHNICAL DESCRIPTION
The Spinner (Figure 7.5) includes a specially The device includes two detachable side panels of
designed seat and backrest with optional chest and special felt-like material that works well with Velcro
lap straps. The seat is a wooden frame padded with used to secure toys to the table. The Musical Gears
relatively firm supportive foam blocks. The seat is toy sits on the tilting surface extension and plays
attached with Velcro to a disk that rotates with music when the client rotates the colorful gears. The
respect to a base. An adjustable and removable table Box and Blocks toy can be placed anywhere on the
provides a play surface and houses a tilting surface Velcro pads and requires the client to recognize
for other activities. The rotation of the disk is which blocks fit in each hole. The blocks in this toy
limited to approximately 180o to keep the client

are modified so that the client can play with shapes
and sizes that he could not normally manipulate.
Each leg of the table is made from a pair of hollow
telescoping square poles. The height of the table is
determined by aligning a pair of the inner leg holes
with a pair of the outer leg holes. Self-locking
pushbutton pins hold the legs in position. This
arrangement allows approximately 3.5” of vertical
adjustment.
The client’s bucket seat is composed of a trapezoidal
wooden shell, five foam cushions, and an adjustable
belt strap. The design encourages the client to sit
straight instead of leaning to one side. A pommel
fits between his legs to ensure that he cannot slide
out of the front of the seat. The belt strap is placed
over his lap, angling backwards, so that he cannot
fall out of the seat by rotating forward. The seat is
attached to the spinning disk using strong Velcro so
that it can be removed. The backrest is comprised
Top View
0.75"
1.44"
0.69"
(-3.8125", -1.0")
4.875"
0.75"
Figure 7.6. Disc and Pick System for the Spinner.
Chapter 7: Duke University 63
of two telescoping poles, a wooden frame, a cushion,
and an adjustable chest strap. The height of the
backrest is altered to match the table height.
The disk (Figure 7.6) is attached with epoxy to a
spacer made of Plexiglas. The Plexiglas is screwed
to one plate of a Lazy Susan ball bearing. The other
plate of the bearing is screwed to the main section of
the base. Removing the disk reveals the “pick
system”, which slows the client’s motion with a
variable resistance. A semicircle of 0.25” diameter
dowels protrude down from the bottom of the disk
but do not contact any part of the ball bearing or
stationary part of the base. A small, flexible plastic
pick sticks out horizontally into the disk area from
the side of the primary base. As the disk turns, the
pick is pulled across each dowel in turn, thus
slowing the disk. The range of rotation is limited to
just over 180o using three additional dowels.
The cost of the project was $335.
Bottom View
0.75"
(+3.875", -0.75")
2.375" 3.75"
0.44"
Cross Section (through middle with backrest tube)
2.75"
0.44"
6.06"
0.625" 0.31"
0.25" 7.50"
9.25"
9.75"
64 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

GUITAR STRUMMER
Designers: Jason Bennett and George LaVerde
Client Coordinators: Jane Stavely, Kaaren Jewell
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708

INTRODUCTION
The client, now eleven, had a left hemisphere stroke
when he was three. Consequently, he does not have
the physical coordination in his right arm and hand
to strum a guitar. The Guitar Strummer gives the
client the opportunity to learn how to play the
guitar, despite physical restrictions. The design is
simple, lightweight, and portable, and the client can
assemble and use it without assistance. He uses his
left leg to control the rhythm of strumming.

A foot pedal actuates a pivoted striking rod that hits

all of the strings at once. When the pedal is tapped,
a cable pulls up on the short end of the rod, causing
the long end of the rod to swing down and strike all
the guitar strings simultaneously, creating a sound
similar to strumming. The striking rod housing unit
is removable for easy transportation and storage.

SUMMARY OF IMPACT
Because the client has minimal control over his right
arm and leg, he does not have the capability to play
the guitar. This device improves the client's life by
providing him with that capability. The project
supervisor and client's mother hopes that “having
music as an outlet for his creative energies will boost
his self-esteem, (and) provide him with a means to
entertain himself as well as others.”
TECHNICAL DESCRIPTION
The Guitar Strummer (Figure 7.7) uses a foot pedal
to pull a bike cable attached to a polycarbonate-
striking rod. The rod’s starting position is slightly
above the strings. When the client taps the foot
pedal, the mechanism on the pedal pulls the bike
cable, which thereby pulls the short end of the rod
so that the opposite end swings down and strikes
the strings. A rubber band, which attaches to a hook
on the striking rod, holds the striking rod in the
resting position. The rubber band rests in a groove
on the back of the striking rod housing unit. The
striking rod is slightly loose on the cable so that
Figure 7.7 Client Using the Guitar Strummer.
when it hits the strings, the rod has some mechanical
freedom from the cable mechanism and can thereby
bounce to prevent damping. Additionally, when the
rod strikes the strings, the rubber band pulls the rod
back up and allows the strings to resonate.
The foot pedal mechanism is modified from a bass
drum foot pedal. The bike cable housing is attached
to an aluminum L-shaped plate. The cable passes
through a hole in the plate. A rotating disk that is
fastened to the original mallet rod holds the end of
the cable. When the pedal is pressed, the end of this
mallet rod is rotated along a circular arc away from
the aluminum plate, thereby pulling the cable. The
 Chapter 7: Duke University 65

cable and cable housing extend up to the guitar
where they attach to the striking rod housing unit.
The striking rod housing unit holds and stabilizes
the end of the cable housing, and is shown in
Figures 7.8. The cable, which has a stop at the end to
pull the striking rod, extends past the end of the
cable housing and through a slightly loose hole in
the rod. The striking rod pivots on a horizontal pin
that runs through the center of the striking rod. The
height of the striking rod pivot pin is adjusted using
the four Allen screws.
The striking rod housing unit attaches to the guitar
via the aluminum housing brace. The brace acts as a
clamp that attaches to the face of the guitar. Two
Allen screws hold the brace in place by clamping the
free aluminum piece tightly against the inside face
of the guitar. The strings of the guitar can be
removed to access the two Allen screws. The
striking rod housing unit slides onto the brace and
locks into position using ball detents located on the
brace. Therefore, the brace is fixed to the guitar, but
the striking rod housing unit is easily removable.
The final cost of the project was about $275.

C ab le H o u sin g

F a ste n in g Screw s
H eig h t A d ju st S crew s
R o d P in
R u b b er B a n d
R u b b er B a n d
C ab le H o u sin g
H ook

2 5/8"

S trik in g R o
S trik in g R o d
Rod
P in 3 1/4"

S trik in g R o d H o u sin g U n it
(T o p V iew )
1 7/ 8 "

S trik in g R o d H o u sin g U n it
(S id e V iew )

Figure 7.8. Striking Rod Housing Unit.

66 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

SHOPPING AID FOR PERSONS WITH VISUAL

IMPAIRMENT
Designers: Nupur K. Modi and J. Brent Ratz
Client Coordinators: Dr. Henry A. Greene, Assoc. Prof. of Ophthalmology, UNC
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708

INTRODUCTION
Many people with severe visual impairments can
only read newspaper headline-sized print or larger.
Many of these people have medical conditions that
make it essential for them to be aware of nutritional
facts and ingredients. For these people, grocery
shopping is not only inconvenient, but also
potentially dangerous since they have trouble
reading labels on food packages.

The Shopping Aid for Individuals with Visual

Impairment (SAIVI) provides this information in a
large, easy-to-read manner. The components of
SAIVI include a laptop computer and barcode
scanner secured to a typical shopping cart. After the
user scans a product’s barcode, the laptop uses the
UPC number to access a corresponding data file.
The item name, price, promotional information,
ingredients, and nutritional facts are displayed in a
standard format. Large buttons on the keyboard
allow the user to scroll through all of the
information or to jump directly to a desired heading.
Keys for variable magnification, color reversal, and
audio feedback of the product name and price are
also provided. An additional feature lists the items
in the cart and displays the running price total,
while allowing products to be added to or deleted
from the list.
SUMMARY OF IMPACT
For many people, a product’s ingredients,
nutritional content and price are the major
influences in a purchasing decision. As a result,
individuals with visual impairments may be limited
to purchasing only the items they already know
about or may need assistance shopping. In addition,
knowing the amounts of certain nutrients and
ingredients can be crucial for shoppers with medical
conditions or special dietary needs. In addition to
the direct health implications of the device, greater
Figure 7.9. The Shopping Aid for Individuals with
Visual Impairment (SAIVI).
independence is achieved. As Dr. Henry A. Greene,
Associate Professor of Ophthalmology at the
University of North Carolina points out, “Their
vision loss makes it hard for them to derive the
information required for them to make their own
decisions, including what they eat. This device will
afford them an ability to retain or regain at least
some level of independence.”
TECHNICAL DESCRIPTION
SAIVI consists of a barcode scanner, computer
programming and the mounting system (Figure
7.10). Computer programming includes all of the
code used to enter, access, and display the product
information. The programming can be separated
into the Customer Interface, which is used by the
person with visual impairment to access product
information, and the Data Entry Page, which is what
the store employee entering the information uses.
Because both facets of the programming require
substantial user interaction and graphical display,
the Java programming language is used.

Prior to scanning, a separate data file is created for
each product using the Data Entry Page. The
filename for each data file is the UPC code for the
product itself. The data file contains all nutritional,
promotional, ingredient, and price information for a
particular product. At this time, the Data Entry
Page must be completed by hand. In the future, the
information for each product will be downloaded
from the store’s database.
Once the customer obtains the device from
customer service, they are greeted with the
“Welcome” page. The device then waits for the user
to press a key or scan an item. If the user is not
familiar with the device, brief instructions and key
descriptions are available when the “Down” arrow
is pressed at the start-up screen.
When a shopper holds a product up the scanner, the
UPC code is loaded into the program. Because the
scanner automatically concatenates the ASCII code
for the “Enter” button at the end of the UPC
number, the program can read a barcode of any
length. Once the program recognizes the “Enter”
code, it reads the data file that corresponds to the
UPC variable points, making all the information
about that product available to the shopper. The
program automatically displays the product name
and price in the first screen, which appears
immediately upon scanning the product.
Before making a decision, the user may view the
item's nutrition facts, ingredients, or a list of the
items currently in the cart by pressing the “N,” “I,”
or “LIST” button, respectively. The magnification
L a ser S ca n n er
S ca n n e r S ta n d
N o tch e d H o le
Figure 7.10. Shopping Aid Components.
Chapter 7: Duke University 67
feature allows the user to choose between 75pt,
100pt, or 120pt font sizes. The REVERSE COLORS
button toggles back and forth between white-on-
black and black-on-white. In addition to these
features, audio output is also available for the
product name and the price by pressing the HEAR
PRODUCT/PRICE button (yellow speaker).
Pressing this button plays a .wav file (constructed
using the Windows Sound Recorder) that contains
the product name and the price.
The mounting system consists of a cover, designed
to replace the standard laptop keyboard with 11
large buttons and a base plate, which is permanently
mounted to the cart and serves as a platform for the
laptop computer and the laser scanner. The cover is
constructed from 1/16” sheet metal. Two side
brackets mounted to the cover secure the laptop to
the base, using small pad-locks. The cover contains
cut-outs for the scanner plug and the buttons from a
large button telephone, to which custom labels are
attached to designate the user functions (see Figure
7.10). These buttons provide a mechanical link to
selected buttons on the laptop keyboard.
The total cost of this project was approximately
$400.00, excluding the laptop computer.
L a p to p
L a rg e K e y s
C over
B a se P la te
L o ck in g L o o p
68 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE POINTER TRAINER

Designers: Samuel Kuo and Peter Wang
Client Coordinator: Mary Caldwell, Duke Hospital Pediatric Rehabilitation Unit
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708

INTRODUCTION
The goals of the Pointer Trainer are to improve head
coordination in children with brain injuries, and to
help them learn to communicate using a laser
pointer. Hospital rehabilitation therapists will use
the device.

The Pointer Trainer consists of a target box and a

laser diode. To improve head coordination, the laser
diode is mounted to a headband so that children
with traumatic brain injuries (TBI) can use their
head to point the laser diode at the target box. Upon
hitting the target for a specific period of time (1 or 3
seconds, selectable by the therapist), an audio
response is activated. This response is recorded
prior to the therapy session, and can be associated
with a picture or word near the target box. The
design allows children to communicate by pointing
to a target box with the desired audio response.
SUMMARY OF IMPACT
The physical aspect of training and strengthening
neck muscles through maintaining the laser position
in order to activate the target box helps children
improve their muscular control. During their
recovery, children without the ability to speak will
have a simple form of communication through the
audio response of the target box. The ability to
interact with other people despite their limited
physical and communication abilities gives children
with TBI greater independence.
TECHNICAL DESCRIPTION
A positive focal length Fresnel lens (2" diameter, 1.3"
focal length) is positioned as a collector in the target
box. Light hitting the Fresnel lens is directed
towards a photoresistor placed at the focal length of
the lens. A trigger circuit determines the amount of
time that light needs to strikes the photoresistor.
The main components of the trigger include the
photoresistor and an LM311voltage comparator (see
Figure 7.11. The Pointer Trainer.
Figure 7.12). The resistance of the photoresistor
decreases with increasing light intensity. The trigger
circuit automatically adjusts to the ambient light
level as follows. The voltage at the negative input of
the LM311 drops instantly as light hits the
photoresistor. However, a capacitor/resistor pair
delays the voltage drop at the positive input. The
voltage at the positive input eventually drops below
the voltage at the negative input as the circuit
approaches steady state. Voltages at both inputs
vary with ambient light intensity, thereby
eliminating the need for a fixed reference voltage.
The output of the voltage comparator is low during
a steady state and becomes high when the laser
illuminates the photoresistor.
The comparator circuit uses hysteresis to eliminate
output oscillations. These oscillations result from
noise on the comparator inputs. By setting the
hysteresis voltage greater than the noise, oscillations
are eliminated.
When the laser hits the photoresistor, the CD4017
counter is enabled. The counter is a decade counter
with a separate output pin for each count. The clock
input is from a 555 timer with a 415 ms clock cycle.
At approximately 1 and 3 seconds, the counter
counts to "3" and "7", respectively. The two pins
corresponding to these outputs are connected to a
 Chapter 7: Duke University 69

switch that selects the desired activation time. The speaker. The entire circuit draws 21mA at resting
position of the switch determines which output state and 50mA during an audio feedback response.
triggers the record/playback circuit.
On the rear of the target box are momentary
The record/playback circuit uses an ISD1520 chip, switches to operate the record and playback
which allows the therapist to record a message up to functions, a 10kΩ potentiometer for volume control,
20 seconds long. An LED illuminates to indicate and sliding switches for power and to select the
recording. A condenser microphone is used to desired activation time.
record the audio message. The ISD1520 drives a
LM386 audio amplifier to provide output to the The cost of the project was about $200.

+6V

2 6 220u
10k
0.1u 5
10k LM386 8
Sp
3 4 0.1u
10k
0.1u

10

+6V

19 27
18
14

100k 0.1u
1
+6V 1k
16
2
rec ISD1520
17
9k 0 15 10k 220u
3 12 0.1u
6 rec
LED
10
10k play
2 28
3
555 Timer 1k
10k
26 13 mic
26.6k
7 470k 4.7u 0.1u

1
10u

+6V
+6V +6V
120
1k
150 8 10k 16
33 8
2 4.7k 5 15 6
5 2
7 6
10
LM311 LM311
7
13 7 delay select
3 2N2222
4 10k 3 4
1 CD4017B
1 14
140k
100
Laser 10k 8
22u

510

Photoresistor

Figure 7.12. Pointer Trainer.

70 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CHILD FRIENDLY TIMER

Designers: Mike McCarthy and Justin Wool
Client Coordinator: Lenore Champion , Duke University Medical Center
Supervising Professor: Dr. Laurence N. Bohs
Department of Biomedical Engineering
Duke University
Durham, NC 27708

INTRODUCTION
The objective of this project was to build a timer that
is visually and aurally enticing to children with
brain injuries. The child friendly timer shows the
passage of a specified period of time and helps
children learn that they must complete tasks, such as
eating, at specific times. The timer is portable and
aesthetically consistent with the toys of young
children. The timer countdown time can be set in
increments from one to 30 minutes. At the end of
the countdown, the timer creates visual and
auditory stimulation to signal that time has expired.

SUMMARY OF IMPACT
Children with brain injuries are often unable to
focus on a specific task, which can make them
unable to perform essential daily activities. The
Child Friendly Timer teaches how to focus on daily
tasks for an appropriate amount of time by
assigning significance to time. The climbing fireman
is interesting to children, but not so interesting that
it distracts them from the task at hand. The timer is
large enough to facilitate the visualization of passing
time.

TECHNICAL DESCRIPTION
The child friendly timer is developed from a
Figure 7.13. Child Friendly Timer.
commercial toy in which a fireman climbs a 4-ft.
ladder. The fireman climbs up a ladder as the timer
counts down from the initial starting point. As the • To reset the timer value,
clock runs out, the climber reaches the top of the
ladder, and then returns to the base of the toy. • To reset the time increments,
When the fireman reaches the top, a music and light • To start the timer,
show clearly signals that the allotted time has
expired and that the child will have to finish the • To pause or stop the timer, and
activity. The timer is controlled by an electronic • To trigger an emergency finale and reset
system including a BASIC stamp microprocessor the timer to zero.
and several other components (see Figure 7.13).
An LCD display, which is mounted to the surface of
Five interface buttons provide inputs to the timer. the device, shows the time remaining in the
Each has a specific function: countdown process once the timer has been started.
 Chapter 7: Duke University 71

The microprocessor controls the operation of the
Child Friendly Timer. Initially, the user sets the
clock to the desired duration for the therapy session.
Based on this assigned time, the microprocessor
calculates the number and duration of steps that the
fireman will use to climb the ladder so that the top is
reached just as time runs out. With each step, the
microprocessor controls a reed relay switch that
connects power to the motor inside the fireman
climber for a specific duration. Once the climber
reaches the top, the microprocessor switches another
reed relay to trigger a melodic generator circuit that
plays “Old MacDonald.” The melodic generator
circuit is connected to a speaker and audio amplifier
housed within the toy case. A third relay is
actuated at the end of the therapy session to control
a light show consisting of forty LEDs, of which 20
flash in a random sequence. Two AA batteries
power the climber, while the microprocessor and
associated circuitry use four C batteries.
The final cost of the project was approximately $400.

+5V

Reed
Relay Melody
IC
HT
310

10uF
250uF
+5V
10k
Pot LM386
Audio Amp 10 Ohm

+5V
0.05uF

5 BASIC LCD Display

+5V Stamp

Reed
40
Relay
20 Ohm

+5V LEDs

Reed
Relay Fireman
Climber
Leads

Figure 7.14. Electronic System.

72 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 8
MISSISSIPPI STATE UNIVERSITY
T.K. Martin Center for Technology and Disability
P.O. Box 9736
Mississippi State, MS 39762

Principal Investigator:
Gary M. McFadyen (601) 325-1028
gmfadyen@catc.msstate.edu

73
74 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

LOW-COST SCIENTIFIC CALCULATOR WITH

VOICE OUTPUT
Designer: Cynthia Henderson
Supervising Professor: Dr. Gary McFadyen, Mark Henderson
Department of Agricultural and Biological Engineering
Mississippi State University
Mississippi State University, MS 39762

INTRODUCTION
The talking calculator was designed as an
economical alternative to commercially available
calculators that incorporate voice output features.
To make this option as affordable as possible, BS2 ISD
available technology was modified to include voice
output capabilities. The linking capabilities of many
current scientific calculators allow programs and
other information to be transferred from calculator
to calculator and from device to calculator. By Figure 8.1. Low-Cost Scientific Calculator with Voice
having a user interface that prompts the user for a Output.
mathematical expression, the link port of a CASIO tone screen of current calculators. The major design
cfx-9586G is then utilized to send that information to requirements considered were:
a BASIC Stamp II microprocessor. The
microprocessor sorts and transfers the data to an ISD The system had to be portable, to allow use in a
1000A voice chip that plays the information classroom setting;
corresponding to the mathematical expression.
Headphones could be connected to the output of the It needed to be reasonable in terms of time and effort
voice chip to produce the final audio output. to implement; and

SUMMARY OF IMPACT It had to be more economical than the commercial

Sight is a sense many people take for granted, but
for those with visual impairments, it is a
consideration in everyday tasks. Individuals with
visual impairments may choose to go into most any
discipline or career, and they usually are able to find
ways to deal with their own limitations. In some
disciplines, such as engineering or mathematics, a
sight-impaired person could be at a disadvantage by
not being able to use scientific graphing calculators.
Recently, these tools have become widely used in
high school level math and science through college
level physics and engineering classrooms. By
designing a scientific calculator with a voice output,
individuals with visual impairments who need
verbal reinforcement for visual stimuli would not be
handicapped by their impairment.
TECHNICAL DESCRIPTION
A scientific calculator with a voice output could be
beneficial to anyone with difficulty seeing the gray
systems currently available.
Originally a TI-83 was used in the design
prototyping, but due to the speed it transmitted
data, it would not work with the rest of the system
and was replaced with a CASIO-cfx9856G. The
CASIO transmits data at 9600 baud with a standard
protocol that enables the microprocessor to receive
data and the calculator to acknowledge the
microprocessor. This step is necessary in
establishing the timing for the data transmission.
The user interface of the calculator utilizes the
programmability of the calculator to prompt the
user for a mathematical expression, execute that
expression, and send the resulting information to the
link port of the calculator.
The BASIC Stamp II was programmed to accomplish
the handshaking signals necessary to get the
calculator to send the data. The data was then
parsed out to play an appropriate and
 Chapter 8: Mississippi State University 75

corresponding pre-recorded data location on the ISD
1000A voice chip.
During experimentation, the basic transmission of
data from the calculator to the microprocessor was
accomplished, resulting in an appropriate audio
output for numerics.
The goal of portability was met with the circuit
confined to two circuit boards and their power
supplies.
The design system cost approximately $81, and the
CASIO calculator cost an additional $75. The total
system cost is $156.

VCC

A0
A1 VCCD
A2 VCCA
A3
A4 ISD
A5
A6 Chip
A7 1000A VSSD
SOUT VSSA
SIN VSS
ATN RES CE
VSS VDD PD
BS2 P/R
EOM SP+
P0
Chip SP-
P15 AUX IN
P1 P14 ANA IN
P2 Speaker
P13 ANA OUT
P3 P12 MIC REF
P4 P11 XCLK MIC
P5 P10 AGC
P6 P9
P7 P8

TI-83 Input

Figure 8.2. Voice Output Components.

76 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ONE-HANDED BRAILLE INPUT DEVICE

Designer: Jonathan Shook
Supervising Professor: Dr. Gary McFadyen
Department of Agricultural and Biological Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION The keyboard layout chosen for this device is called

A keyboard for one-handed Braille input was
designed. The keyboard consists of seven lever
switches with rollers, an Acrilonitrile-Butadiene-
Styrene Polymer (ABS) plastic enclosure, and 10
round rubber tabs. The lever switches are mounted
under the ABS plastic in an arrangement that allows
one hand to make enough keystrokes necessary to
support the Braille language. The ABS is cut in a
fashion that allows it to bend in the appropriate
places, therefore acting as buttons to depress the
levers underneath. The rubber tabs are mounted on
top of the ABS, and they are the actual button
surfaces.
the “stack” layout. It is so named because it consists
of a space bar and two horizontal rows of three
buttons each, with one row stacked above the other.
Each of these buttons represents one of the six dot
positions in a Braille cell. The two rows of buttons
are stacked very close together by using the lever
switches. The lever arms on these switches extend
into the area between the two rows, and they almost
touch. This proximity enables both levers to be
activated when the user strikes this area (double
activation). This double activation allows the user to
chord all 63 different combinations in the Braille
language with the middle three fingers of one hand.

The buttons on this keyboard are numbered 1

SUMMARY OF IMPACT
Braille keyboards are available on the market today,
and these devices have been very successful in
enable users with to input Braille efficiently.
However, if a user with visual impairments has the
use of only one hand to type input, these devices are
not very effective. Although some of the Braille
keyboards available have modes for one-handed
operation, the keyboard layouts on these devices
greatly decrease their efficiency while in this mode.
through 3 in the top row, and 4 through 6 in the
bottom row. Since the standard Braille cell is
numbered 1 through 3 in the left column, and 4
through 6 in the right column, this stack layout
provides a logical chord set for the user to learn.
The one is chorded with the four, the two with the
five, and the three with the six. These same
combinations are seen side-by-side in the Braille cell.
The user will benefit from the similarities in the
arrangement of keys and the positions in a cell.

TECHNICAL DESCRIPTION
This keyboard was designed for input from the right
hand, but the device could be easily re-wired to
facilitate left-handed input. The following were the
main objectives for the development of this device:
• It had to create enough chords for one hand
to produce all the characters of the Braille
language;
• It had to have a logical chord set;
• It had to enable the user to comfortably
make keystrokes; and
• It had to be wired to a display device to
show the Braille characters as they are input.
This layout of buttons also provides for short stroke
distances, allowing for more comfortable usage.
This comfort will allow the user to type more
quickly and efficiently. Instron compression tests
were performed to determine how much force is
required to depress each button. An average of .86
pounds was measured. The desired force measured
on an existing two-handed keyboard was .36
pounds. Using these results, the strips of ABS under
each button could be re-sized to decrease the
resistance force of the buttons. This decreased
resistance force would be desired to increase ease of
use.
Many available devices are very proficient in
handling two-handed Braille input, and the primary
fault in the one-handed mode of these devices is the
layout of the keys. As a result, the main focus of this

design was the development of arrangement of keys
that will facilitate the one-handed input of Braille.
The Braille characters that are input into this device
are shown on a display containing seven light
emitting diodes (LEDs). Six of these LEDs are
positioned to represent a standard Braille cell, and
the seventh represents the space character. When
any combination of these LEDs is lit, they represent
the combination of raised dots in a particular Braille
character. Obviously, the LED display is not useful
Figure 8.3. One-Handed Braille Keyboard.
Chapter 8: Mississippi State University 77
for a user who is blind, but its purpose in this project
is to validate the keyboard’s arrangement of keys.
This keyboard could then be used to interface with
other devices, such as a personal computer, to
facilitate one handed Braille input, therefore
expanding the capabilities of these devices. Figure
8.3 shows this keyboard, with a combination of
buttons depressed, and the corresponding LEDs
activated.
78 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

A NOVEL CHAIN-DRIVE MECHANISM FOR AN

OFF-ROAD WHEELCHAIR
Designers: Steve Summy, Victoria Watson
Client Coordinators: Dr. Doug Parsell
Supervising Professors: Dr. Gary McFadyen, Dr. Joel Bumgardner
Department of Agricultural and Biological Engineering
Box 9632
Mississippi State University, MS 39762

INTRODUCTION 4. A front Axle, and

Conventional wheelchairs utilize only part of the
total muscles available in the upper body. An off-
road wheelchair requires a greater amount of
propulsion than a chair that is used on smooth
surfaces because ground coverings such as gravel or
grass consist of impede the free rotation of the
wheels. This causes the user to work harder and
leads to fatigue. Adding muscle groups other than
the upper arms to apply force helps to distribute the
load and decrease muscle fatigue. A new design is
needed to increase the number of muscle groups
used and minimize fatigue of the user. In this
design project, a push-pull motion for off road
wheel chair propulsion is proposed to take
advantage of an increased number of muscle groups
and enable a workout that will not exhaust the
individual.
5. Brakes.
This design employs two independent rear axles
made of 9/16 inch steel rod, each 20 inches long.
These axles are located inside the existing sleeves,
which already contain roller bearings. Two 52-tooth
sprockets were placed on each axle, spaced 3/4 inch
apart, so that the two chains do not interfere with
each other. This dimension was sufficient spacing
for the chain, while it did not add unnecessary
length to the axle. The sprockets have an inner
diameter of 1 inch; therefore, an aluminum hub was
machined for each sprocket to attach it to the axle.
The 26-inch mountain bike wheels are attached to
the axle by an aluminum hub, which is fixed by a
pin. The wheels are fitted with 26-inch mountain
bike tires.

SUMMARY OF IMPACT
Due to the growing popularity of extreme sports, an
increasing number of active people may suffer from
spinal cord injuries. People with paraplegia do not
want to be limited by the design of their chairs.
Since many of these individuals were physically
active prior to their injury, many desire to continue
their active lifestyle even though they now use a
wheelchair. Since many of the off-road wheelchairs
currently available do not satisfy the recreational
desires of individuals who use them, a great need
exists for improvements in off-road wheelchairs.
TECHNICAL DESCRIPTION
The final design is composed of the following parts:
1. A rear axle,
2. Hand levers and drive lever arms,
3. A frame,
The hand levers are made of 1-inch aluminum pipe
and are 34 inches long. The pivot point is 22 inches
from the top of the hand lever, and consists of an L-
shaped joint, the hand lever, and a 3/8-inch
aluminum bearing casing. The cylinder rod is
welded to the inner corner of the L-shaped joint.
The casing is welded to the outer side of the L-
shaped joint so that the middle of the casing lines up
with the center of the cylinder. These casings are
used so that when the hand lever is moved, the
bearings allow the lever to move in a more fluid
manner. These hand levers are attached to 34-inch
lever arms constructed of 1-inch aluminum pipe.
Originally, two aluminum plates were welded to
one end of the drive lever arm in order to form a
fork, which would hold the freewheeling sprocket in
place. This caused problems for installing and
removing the chain; as a result, one side of the fork
was cut off, and attached the sprocket only to one
plate.
 Chapter 8: Mississippi State University 79

The frame of the Low Rider recumbent bicycle was

modified to accommodate the proposed chain-drive
mechanism. A 30 in. length of 7/16-inch diameter
steel rod was inserted through and welded to the
frame at a point 16 inches from the rear axle. This
rod serves as the pivot point for the hand lever
described in the previous section. Twenty-two and
24.5-inch sections of steel square pipe are welded to
the frame approximately 15 inches from the front
axle. Each section of square pipe is notched in order
to facilitate welding to the recumbent frame. Four-
inch sections of 1/4 inch threaded steel rod are
welded to the inside corner of each end of the steel
pipe. Attached to each 1/4 inch threaded rod is a 1-
inch pulley that provides a place for the chain to
attach in front.

The front axle consists of a 9/16-inch diameter rod

with a length of 26 inch, two 20-inch diameter tires,
and one disk rotor brake. A set of two Browning
bearing casings is bolted to the frame to house the
axle. Since the front two tires were originally the
back tires, they already had a collar with a pinhole.
Because of this, a hole was drilled through the axle
corresponding to the pinhole. The pin was then
inserted to secure the wheel to the axle.

The brake system was taken off the original

recumbent bike and adjusted to this design. The Figure 8.4. Chain-Drive Mechanism for an Off-Road
brake is attached to the handle/lever at the top of Wheelchair.
the shaft. The difference in the brakes is how they
are placed on the front axle. As previously stated,
the wheels are attached to the axle by a pin. This pin
is used in placing the rotor brake to the inner part of
the right front wheel. Due to the fact that the
brake’s inner diameter was greater than the
diameter of the collar attached to the wheel, a new
collar was made out of steel with an inner diameter
of 1 inch and an outer diameter of 1 3/8 inch. This
collar holds the brake system to the front axle. The
rotor of the brake also has a pinhole that attaches the
brake to the new collar. The collar is attached to the
wheel and axle by the pin.

Although this model had an estimated cost of $800,

the cost would not be as great if manufactured
commercially. This is due to the fact that a
recumbent bicycle would not have to be purchased,
but could be produced.
80 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

AUTOMATED GUIDANCE SYSTEM FOR A POWER

WHEELCHAIR MANEUVERING IN A KNOWN
ENVIRONMENT
Designer: Cassie Brook
Supervising Professor: Dr. G. McFadyen
Department of Agricultural and Biological Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION
An automated guidance system has been designed
for use with a battery-powered wheelchair
maneuvering in a known environment. It integrates
with the Arrow Mark III Micro Computer Controls
by Invacare via the attendant port of the
Environmental Control Unit. The device consists of
a wire pathway laid on the floor, infrared emitter
modules at every reference point, and the input box
and sensory circuits mounted on the wheelchair.
Once the user maneuvers the wheelchair to one of
the starting points located in every room, he or she Figure. 8.5. Automated Guidance System for a Power
inputs the room to which he or she wishes to go. Wheelchair.
The guidance system then takes control of the
wheelchair, carrying the user to the desired room. • Work with the electronics of the Arrow
The unit is easily mounted on the wheelchair, and Mark III Micro Computer Controls by
requires no permanent changes to the wheelchair. Invacare;

• Enable the user to traverse narrow

SUMMARY OF IMPACT pathways without making contact with
A great interest exists in developing a system to walls or door facings;
assist the transportation of a person from location x
to location y. Battery powered wheelchairs help • Enable the user to use either the system
transport people with disabilities; however, there is controls or the joystick;
a large population of people who have difficulty
maneuvering these devices throughout • Travel at a comfortable speed; and
environments with narrow hallways and doorways.
Such people include people with Parkinson’s disease • Not significantly modify the wheelchair.
and polio. A battery-powered wheelchair has been
modified to eliminate this problem by carrying the The resulting prototype guidance system consists of
user through the narrow pathways of a home. This five subsystems that include:
device would improve the life of these individuals
• The pathway sensor module (PSM),
greatly by eliminating some of their reliance on
others for mobility.
• The infrared detection module (IRDM),

TECHNICAL DESCRIPTION • The IR emitter module(s) (IREM),

A guidance system for a battery-powered
wheelchair was designed to aid the user in • The microprocessor control module (MCM),
navigating through a specified environment. The and
main design requirements of the device were that it:
 Chapter 8: Mississippi State University 81

• The wire path signal generator module

(SGM).

The guidance system also has a provision for user

input. The active wire sensors of the PSM are
mounted on the posterior portion of the battery pack
of the wheelchair. The IRDM is mounted on the
right hand hold of the wheelchair. All of the
subsystems are easily removed and do not result in
any significant modifications of the wheelchair. The
last component of the total guidance system is the
pathway that the guidance system follows. It
includes the wire to be followed, the device
producing the alternating current carried by the
wire, and the infrared emitting identification
modules mounted on the ceiling. The control box is
mounted on the right armrest of the wheelchair. Six
momentary switches are mounted on the box,
including an emergency stop button, a button used
to ensure the acknowledgment of the feedback such
as error and arrival, and a button for each room in
the environment to which the user can be taken. The Figure 8.6. Guidance System Installed on
emergency stop button is used when the user wishes Wheelchair.
to abort the control system function. The
acknowledgement button (AK) is used to notify the The pathway is placed throughout the environment
wheelchair guidance system that the user has in the center of passages the user might wish to
recognized the feedback being returned and traverse. The path following system consists of
displayed by the MCM. The five buttons for rooms three sensors mounted in a straight line
initiate travel when all of the necessary starting perpendicular to the pathway to be followed. Each
conditions have been met. These conditions include: of these sensors responds to the presence of a wire
sensing of an IR signal indicating a starting point, carrying alternating current. The sensors are placed
Maneuvering within two inches of the pathway, and two inches apart, allowing the wheelchair to vary a
receiving input from the user determining which maximum of two inches from the specified wire
room is the endpoint of the route. Three light path. IREMs are placed on the ceiling at every point
emitting diodes (LEDs) mounted on the control box along the pathway that a change in course could be
allow the device to communicate with the user. The made. These IREMs emit unique signals that are
LED labeled “vicinity” is illuminated when the received by the IRDM mounted on the right hand
guidance system senses an infrared signal and is hold of the wheelchair. The information received
within the correct distance of the pathway. This via the IRDM enables the mechanism to know where
LED is turned off after the user depresses a switch to it is along the pathway and to determine what action
identify the correct room to which the user wishes to must be made. After ensuring all subsystems
be transported. The LED labeled “destination” worked individually, the systems were integrated
illuminates when the wheelchair has completed the with a MC68705U3 microprocessor and tested as a
route, at which point the user should be in the unit. At this point, passing different infrared
desired room. The LED labeled “error” illuminates reference points over the sensor and moving the
when an error has occurred, such as the sensing of wire sensors along a wire carrying alternating
an unexpected infrared signal. current simulated the use of the guidance system in
an actual environment. The output sent to the
Standard Flat Ribbon Cable with twenty conductors
motor control circuitry of the wheelchair was
is used to produce a path to be followed by the
monitored to make certain the microprocessor
wheelchair. The cable is laid down to produce a
functioned appropriately. The final cost of the
central path from which single conductors are
guidance system was approximately $425.
separated to produce pathways to different rooms.
82 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

SUSPENSION AND MONITORING SYSTEM FOR

GAIT TRAINING USING A TREADMILL
Designers: David Belknap and Dana Kozain
Project Proposed by: Dr. David H. Pearce, Dr. Dobrivoje S. Stokic
Mississippi Methodist Rehabilitation Center
Supervising Professor: Dr. Gary McFadyen
Department of Agricultural and Biological Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION • Provides a constant force (which is more

Weight unloading during gait training is an
innovative approach used in restoring spinal
locomotor activity in patients with paraplegia.
Current gait training systems are cumbersome. The
patient’s weight is unloaded through a system of
winches, weights, or pneumatic cylinders attached
to a parachute harness by a gambrel and ropes. This
system creates enough tension to provide weight
relief that is (assumed) constant. Medical
professionals at a rehabilitation center wanted to
improve this suspension system. The new system
provides independent unloading of each limb. It
also has the capability of monitoring the force on
each limb and the displacement of each side of the
body. This information is sent to a data recorder,
where it is recorded for analysis.
SUMMARY OF IMPACT
Interactive locomotor technology is used with
people with loss of locomotion, due to spinal cord
injury or stroke. The system designed here has been
successful. Results show that patients with spinal
cord injuries who undergo prolonged treadmill
training have either gained the ability of locomotion,
or enhanced their locomotor capabilities.
Locomotion learned on a treadmill, with reduced
body weight, can be transferred to locomotion on
steady ground, with the full body weight being
borne by the once-paralyzed limbs. All advantages
of the new system are not yet apparent. More
research must be conducted to fully evaluate this
system. However, several advantages have been
noted. The new system:
• Is more adjustable than the counterweight
and winch systems;
effective because it prevents the patients
from hanging in the harness); and
• Achieves a closer approximation of true
weight unloading.
The ability of this system to monitor displacement
and tension provides objective results for
rehabilitation assessment.
TECHNICAL DESCRIPTION
The design uses two 36-inch stroke pneumatic
cylinders. This ensures that stroke length is not a
limiting factor. Two pressure regulators, each in
conjunction with a 7-gallon air reservoir, regulate
the cylinders. The reservoirs stabilize the force
developed by the cylinders over the full range of the
piston’s travel. Two load cells are located above the
rehabilitation harness to monitor the tension. A
cable-drum potentiometer is connected to each
piston to monitor displacement. Starting from an air
compressor, air moves through hoses to the pressure
regulators. It then travels to the reservoirs, which
are connected in line with the pneumatic cylinders.
The cylinders are mounted on a steel plate, which is
bolted to the frame of a Woodway treadmill. The
cylinder’s pistons are connected to ropes, and the
ropes are connected to the load cells. Data from the
load cells and potentiometers are sent to data
analysis equipment provided by the rehabilitation
hospital.
The load cells are located above the harness to verify
rope tension. Tension can be calculated from
regulator pressure. However, regulator pressure
includes cylinder and pulley friction. With this
design, load cells attached to the harness allow
monitoring of the true tension applied to the patient.

Each cable-drum potentiometer is connected,
through a pulley, to the piston of one cylinder. The
pulley allows the potentiometer to operate over the
full stroke of the cylinder. Pulley placement dictates
that the potentiometer cable is displaced half as
much as the cylinder piston.
The air reservoir minimizes pressure change in the
cylinder during and after a force was applied. The
reservoir increases the volume of the system such
that any volume change in the cylinder is negligible
compared to the volume change in the system.
Chapter 8: Mississippi State University 83
Each component of the system was tested and
calibrated. Dynamics of the system were tested
using three individuals: a person without paralysis,
who served as the control, and two people with
paralysis whose training required a medium to low
level of therapist involvement.
Using two independent cylinders to unload patient
weight during treadmill-gait training is a new
concept. This concept, along with the addition of
load cells and potentiometers, will enable
researchers to collect objective data on the
biomechanics of paraplegic gaits.
84 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CLOSED CHAIN REHABILITATION DEVICE FOR

THE KNEE
Designers: Jeffrey P. Handa, Hari I. Pillai, Vernell McDonald
Supervising Professors: Dr. Timothy Burcham, Dr. G. M. McFadyen, Dr. David Smith
Department of Agriculture and Biological Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION mechanism, and the power supply. The footplate is

A closed chain rehabilitation device has been
designed and constructed to aid in the rehabilitation
of injured knees
There are currently several devices commercially
available that provide open chain resistance for the
knee. Open chain resistance causes tibial shear.
Tibial shear results in pain and discomfort during
exercise and may produce further injury. Existing
devices are also rather large and expensive. The
design is also much smaller and less expensive than
existing devices.
The primary design requirements of the device were
that it:
• Provide closed chain movement throughout
exercise,
• Be more economical than existing devices,
• Be smaller than existing devices,
• Be portable,
• Provide bi-directional resistance,
• Reduce the amount of tibial shear
experienced during exercise, and
• Fit the average American male.
SUMMARY OF IMPACT
This device was designed to fit the average
American male. With further modifications, it could
be made to accommodate people of all sizes. The
overall goal of constructing a closed chain device
has been met.
TECHNICAL DESCRIPTION
The device has in four major components: the
footplate, the track and housing, the resistance
constructed from a simple roller skate. One 3-inch
piece of stainless steel is welded to the bottom of the
footplate at a 45Ε angle from the vertical. The piece
of steel has a ¼ inch hole drilled in it to allow the
pulley cable to attach. Another 3-inch piece of
stainless steel is welded to the bottom of the
footplate at a 45Ε angle from the vertical. This piece
of steel also has a ¼ inch hole drilled into it to allow
a bungee cord to attach to aid in the return
mechanism. Finally, two high-density polyethylene
wheels are mounted to the bottom of the footplate,
which rolls on the bottom of the track to reduce
friction and wear.
The housing is constructed from two 3/16-inch 4 x 8
foot stainless steel sheets. From these sheets, two 3x
3-foot sheets were cut using a plasma torch. The
edges of the 3 x 3 foot sheets were ground using a 2-
inch stainless steel grinder. The track was then
constructed by folding a 10.5-inch x 5-foot sheet of
3/16-inch stainless steel on a 3-cylinder flat sheet
roller in a 90Ε curve. The track is cut to be 10.5
inches wide so that the device can properly house
the machinery needed inside, and for stability
purposes. A 90Ε arc was cut in each 3 x 3 foot
stainless steel sheet so that the track can fit properly
on the stainless steel sheet. The track is welded to
the stainless steel sheet with the 90Ε curve by using
a 3/16-inch stainless steel welding rod with a 1/8
inch diameter. Once the arc was welded properly
on the sheets, a ½ inch slit was cut down the middle
of the track to allow the footplate to travel the track.
The resistance mechanism consists of a mechanical
cylinder with an 11-inch stroke, a 2-inch pulley, a ¼ -
inch pulley cable, and a bungee cord. The resistance
mechanism, however, could be improved
dramatically by removing the air supply and
replacing it with adjustable check valves. The
cylinder is mounted to the floor of the steel housing
by four 3/8-inch bolts, each with a ½-inch nut as a

spacer. The cylinder is positioned 14 inches from
the edge of the track where the footplate rests at a
60Ε angle to allow it to reach its maximum stroke
length. Two 12-inch all-purpose threads with a 3/8-
inch diameter hold the cylinder at this 60Ε angle. A
¼- inch pulley cable attaches to the front of the
footplate and to the top of the cylinder to allow the
footplate to pull the cylinder as it travels up the
track. The bungee cord rolls over the pulley and
attaches to the back of the skate to allow the
footplate to return to the rest position.
The components controlling the power are a four-
way solenoid valve, an industrial relay, and two
limit switches. A simple parallel circuit was
designed and implemented into the device to allow
an outside power source to control the footplate.
The cylinder, which controls the footplate, is
Figure 8.7. Closed Chain Rehabilitation Device for the Knee.
Chapter 8: Mississippi State University 85
powered by an air supply. When limit switch #1,
which is mounted at the bottom of the track, is
closed and in direct contact with the relay, air is
supplied through a ¼ inch diameter inlet of the
cylinder. This causes the cylinder to stroke until it
reaches limit switch #2, which is mounted near the
middle of the track. Once the footplate reaches limit
switch #2, the 4 way solenoid valve reverses the
airflow causing a discharge at limit switch #2 and
suction at limit switch #1. This suction allows the
cylinder to return to its rest position, causing the
foot plate to travel down the track or flex ones leg.
The final cost of the total knee rehabilitation device
is approximately $1,721.00 including parts and
labor.
86 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

LEFT FIELD LOUNGE LIFT MECHANISM AND

STRUCTURAL DESIGN
Designers: John Cross and Mandy Strawn
Project Advisor: Dr. Gary McFadyen
Department of Biological Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION
A 22-year-old university student is ventilator
dependent and has quadriplegia. Although this
student requires constant nurse supervision, he
strives to live a normal life. He, however, has never
been able to enjoy the terrace of the university
baseball stadium, where fans bring trailers, trucks,
cars, and other vehicles to watch the game. A
specific lot in the outfield terrace was given to the
student. The lot is on the second row of the left field
section and requires him to be elevated
approximately 8 feet. A lift is needed as well as a
structural design that will allow friends and family
to enjoy the game with him.

SUMMARY OF IMPACT
The purpose of this project was to design a lift and
surrounding structure that will allow a student to Figure 8.8. Structure and Lift.
watch a baseball game in the outfield terrace of the
baseball stadium. This project will give the student Two 12-volt batteries in series power the winch.
an opportunity to watch a sport that he enjoys as These batteries can be recharged by two solar
well as socialize with his friends and family. It will panels. This configuration enables the lift to be free
help him to lead a more normal college life. from an outside power source, which is integral, due
to the distance of the trailer from an electrical outlet.
TECHNICAL DESCRIPTION The solar panels are estimated to recharge the
Since the final design will be located in the outfield batteries after one operation up and down in just
terrace, the design must be mounted on a trailer that over one day.
can be transported to and from the field each season.
Although the winch is manufactured with an
The student rides a 10-foot ramp onto the trailer,
automatic brake, design plans were made for a
which is approximately 1.5 feet off the ground. Next,
manual brake in the unexpected case that some
the student transfers onto a 3x5 foot steel platform.
component of the design would fail. The manual
The platform has wheels on each of the four sides
brake is constructed of a metal shaft attached under
that are placed in channels and used as tracts to
the platform. As the platform travels up the shaft, it
guide the platform as it rises. A winch raises the
is dragged along a series of teeth. As the platform is
platform. Cables from the winch that are attached to
lowered, the shaft must be lifted manually. If
the platform travel through pulleys. The cables from
anything suddenly happens, the brake can be
the winch are in a double line configuration to
released, and the platform is blocked from moving
reduce the load on the winch. Once at the top of the
by the teeth.
lift, the platform is secured, and the student has
access to the top tier of the structure. The structure of the lounge is made of angle iron.
Ergonomic factors were taken into account when
 Chapter 8: Mississippi State University 87

designing the structure. There is room on the lounge The estimated cost of this project is $2000, including
for ten people to sit comfortably. Figures 8.9 and the trailer.
8.10 show the lounge during the construction phase.

Figure 8.9. Support Structure for Left Field Lounge.

Figure 8.10. Wheelchair Lift Platform.

88 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

KENAF COMPOSITE SPORTS WHEELCHAIR

Designers: Monika Bhuta, H. Lee Hall III, John M. Zimmerman
Supervising Professors: Dr. Timothy N. Burcham, Eugene P. Columbus, Dr. Marty J. Fuller, Dr. G. M. McFadyen
Department of Agricultural and Biological Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION • Strong, and

Kenaf fibers embedded into an epoxy-resin matrix
were used to construct the members of an athletic
wheelchair, primarily used for tennis. With the use
of flat and cylindrical stock composite members, a
wheelchair, weighing 18.7 pounds, was constructed
with the ability to withstand rigorous forces while
providing maximum mobility to translate forward,
backward, and with easy rotation. The tiny frame
allows the user a wide range of arm motion and a
minimum amount of energy spent to push him or
her around. The wheelchair is made of 14
cylindrical members and three flat stock members.
Fiberglass joins and reinforces each joint. A cotton-
kenaf cloth was used to provide a seat and seatback.
Metal housings enable the attachment of wheels to
the composite frame and provide a smooth surface
for the rotation of their components. Kenaf fibers
used to reinforce the composite matrix help
minimize the chair's weight, decrease the cost of
production, and make it environmentally friendly
from a production aspect.
SUMMARY OF IMPACT
This sports wheelchair has only kenaf-epoxy
composite material in all of its structural members.
This material, made primarily from the fibers of the
kenaf plant, is a renewable resource, unlike metal
alloys. It performs comparably to commercial
counterparts without the use of metal members, as it
and uses only composite reinforcements. This chair
demonstrates that biological composites have a
future in the manufacturing industry.
TECHNICAL DESCRIPTION
The chair was designed to emulate many of the
features that are popular on the commercially
manufactured chairs. For example, its advantages
include that it is:
• Lightweight,
• Easily maneuvered,
• Equipped with single front and back wheels
and cambered main wheels.
The kenaf sports wheelchair design differs from
conventional sport wheelchair designs in order to
meet the criteria necessary when constructing with
composite materials. This design has:
• Fewer joints,
• Most joint angles at less than 90 degrees,
• Larger surface area contact between
members, and
• Longer members to maximize fiber length.
The chair has four wheels, two main wheels on each
side of the seat, and two small caster wheels, one in
front and one in back. The chair superstructure
consists of an axle-seat complex, from which extend
front and back wheel members. The chair was
constructed in phases. All the members that were
needed were fabricated using kenaf fibers and
Epolite epoxy resin (2410 A + 2184 B) by the hand
lay-up method. The superstructure of the chair is
composed of kenaf-epoxy composites in the form of
fourteen hollow-cylindrical members (OD
approximately 1.6” inches and ID approximately 1
inch) and 11 flat-stock members approximately 0.1-
0.3 inch thick, joined and reinforced with fiberglass
fabric and epoxy.
The axle-seat complex can be divided into two main
components: the axle-arch and the seat. Two
cylindrical and one flat stock member make up the
axle-arch component. The axle is composed of two
cylindrical members each 15.9 inches long and
joined at an angle of 150 degrees. Two aluminum
metal housings (OD = 1.0 inch, ID = 0.5 inch, 2.5
inches long) allow attachment and smooth
articulation of the two main wheels. These are fitted
 Chapter 8: Mississippi State University 89

inside the ends of the hollow cylindrical axle

members.

A catenary-arch shaped flat-stocked member is

fitted to the ends of the axle just interior to the
aluminum wheel attachment pieces. This provides a
gentle curved surface that is 10.6 inches wide, 25.6
inches long, and approximately 0.3 inch thick to
allow a large area for the attachment of the seat
components. Together the arch and axle create a
strong yet flexible double-wishbone suspension,
which is the base of support for the chair. This
three-member component shares the total load with
only the front and back caster-wheel members.

The seat complex is composed of two identical seat
halves joined together by two seat-strut members.
The distance between the two seat halves is 15
inches. Each seat half is made of three members.
The bottom member, approximately 12.9 inches
long, is joined directly to the catenary arch piece via
fiberglass and epoxy. Attached to this trans-arch
member are the two members on which the kenaf-
cotton fabric seats are suspended. The bottom seat
member is perpendicular to the horizontal. All three
of these members attach via fiberglass to an outside
seat panel. Struts running from panel to panel join
the two seat halves. These 18.2-inch struts each resist
the compressive load that results from the user
sitting on the fabric suspended between the two seat
halves.
Attached to this central axle-seat complex are two
members that connect to the front caster wheel, and
two members that connect to the back caster wheel.
Both the front and back wheel members attach to the
axle-seat complex at the terminal ends of the trans-
arch members near the base of the seat. These joints
are reinforced with fiberglass. The front wheel
members are each 21 inches long, slope downward
at a 25-degree angle to the horizontal, and slope
inward, meeting at the center of the chair to form a
50-degree angle.
The back wheel members are shorter and longer and
slope inward. All four wheels contact the ground
during use, meeting to form a 96-degree angle.
Figure 8.11. Kenaf Composite Sports Wheelchair.
composite cylinders. These housings were press-
fitted onto bearings that articulate with the caster
wheel hardware. The housing-bearing assemblies
were then press fitted inside the two composite
cylinders. These cylinders were then joined in
between the respective wheel members using
fiberglass and epoxy.
Solid wooden dowels (OD = 1 inch, approximately 4
inches long) were used as guides during
construction to ensure that the structural members
were fixed together at the appropriate angle. Two
dowels were fixed together at the specified angle
using wood glue, and were then epoxied into one of
the two members to be joined. The 1-inch ID of each
of the cylinders ensures member a snug fit and
proper alignment after the second member was slid
over the dowel during construction. These dowels
are not intended to add strength, and added a
negligible weight to the frame. For additional
strength, kenaf composite gussets were added to
most joints. The gussets are cut from kenaf
composite flat stock (approx. 0.1 inch thick) and
fixed to the joints using fiberglass and epoxy. These
gussets are fixed in the direction of stress to be in
either tension or compression as the joint was
loaded.
The final cost of the chair is approximately $844.00.

The front and back wheels are attached to these

members in a similar fashion to the main wheels.
Two aluminum housings (OD = 1.2 inch, ID = 1.1
inches, 1.75 inches long) fit inside two 2.4-inch
90 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

A REMOTE CONTROLLED DOOR FOR PEOPLE IN

WHEELCHAIRS
Designer: Damon Reeves
Supervising Professors: Dr. Gary M. McFadyen, Dr. Ray Winton
T. K. Martin Center for Technology and Disability
Department of Electrical Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION
A system to open and close a residential door by
remote control has been designed and built to assist
people who use wheelchairs. The door opening
system consists of a 12 volt, DC motor, a linear
actuator, an AC-to-DC converter, and a remote
control system. The door opening system uses a
signal sent by a wireless remote control to open and
close the door. The system not only opens and
closes the door, but also latches the door using the
same remote control unit. A linear actuator is as a
door latch and operates with the remote control.

SUMMARY OF IMPACT
To someone living in a wheelchair, a simple task of
such as opening and closing a door can be tedious
and awkward. The person has to wheel up to the
door or be wheeled up to the door, turn the handle,
and push or pull the door open while maneuvering
the wheelchair through the doorway. These tasks
can become tiring and frustrating to someone in a
wheelchair who is just trying to enter or exit their
house. With the remote controlled door, getting in
and out of the house is no longer an inconvenience.
The unit can be installed in a few hours with minor
work done to the existing door structure. The
remote control door unit was designed with people
in wheelchairs in mind, but it can be used by anyone
needing or wanting their doors opened by a remote Figure 8.12. Remote Controlled Door.
control.
have enough torque to easily move the door;
and
TECHNICAL DESCRIPTION
The remote control door unit is designed to be used • The latch used needed to be installed inside
on a residential door. Main design requirements of the walls.
the remote control unit were:
The motor used to open and close the door is a 12-
• The remote unit itself had to be installed volt, DC, reversible motor. An AC-to-DC converter
inside the walls; that can be plugged into a wall powers the motor.
The shaft of the motor is attached to an arm that
• The motor used to open and close the door folds in the middle. The arm also has an adjustable
needed to be as small as possible but still length to allow for maximum torque. Using the

folding arm, the motor can open and close any door
as needed. The height of the motor including the
shaft is no greater than eight inches and the width is
more than four inches in the widest part. The motor
can be mounted on the wall directly above the door.
The latch is a linear actuator similar to one found in
a car door that operates power locks. The latch is
being used as a dead bolt to add extra security to the
door. The linear actuator is no longer than six
inches and three inches wide. The actuator is four
inches high at its highest point. These small
dimensions make for an easy installment behind a
wall. The actuator is powered using a 12-volt, DC
source, the same as the motor. The shaft of the
actuator extends out one and a half inches into the
door to help make sure the door will not be opened
without use of the remote control. The shaft of the
actuator operates in and out with the remote control
unit.
The remote control unit is a CMD-8000 from Dakota
Digital. It is designed to be installed on vehicles to
make the power options on cars remote controllable.
The CMD-8000 is powered by a 12-volt, DC source.
This is the same source being used on the motor and
the actuator. The CMD-8000 comes with a
receiver/controller, two relays, and a key chain
Figure 8.13. 12-volt DC Motor for Door Opener.
Chapter 8: Mississippi State University 91
remote control. The receiver is connected to the
relays, and the relays are connected to the door. By
holding one button down on the remote control, the
door will open until the button is released. Holding
the same button down again can close the door.
Pressing down two buttons at once operates the
actuator. Pressing the other two buttons reverses
the operation of the actuator.
The remote control was tested thoroughly and
found to be fully operational. The motor has
enough power to open and close a residential door
but not so much as to crush or harm anyone behind
the door. The door can be stopped from opening by
pressing against the door. This will help prevent
accidents from happening in case anyone or
anything is ever behind the door when someone
else engages the system. With the entire unit being
powered using 12-volts, DC, the unit may be backed
up with a small battery in case of power failure.
The overall cost of the CMD-8000, the motor, the
AC-to-DC converter, and the linear actuator is
approximately $300.
92 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE GUARDIAN 2000: FORKLIFT DETECTING

SYSTEM FOR PEOPLE WITH HEARING
IMPAIRMENTS
Designers: Ted Anderson, Cedric George, Dale Pittman
Client Coordinators: T. K. Martin Center
Supervising Professors: Dr. Gary McFadyen, Dr. Randolph Follett, Dr. Joseph Picone
Department of Electrical and Computer Engineering
Mississippi State University
Mississippi State, MS 39762

INTRODUCTION Power Specification: The Guardian 2000 is a

The Forklift Detecting System (Guardian 2000) is a
system designed to provide assistive technology for
an employee with hearing-impairments. In order to
enhance the employee’s overall safety, this system
was designed to alert the employee of an
approaching forklift. The design will includes a
system utilizing infrared transmitters and sensors,
transmitters, receivers, and a vibrating pager unit.
The solution will allow the employee to be warned
of the presence of forklift despite his auditory
impairment.
battery-operated system utilizing voltages of 9 volts
and 12 volts.
Durability: The Guardian 2000 is designed to
withstand the stress and strain of operating in an
industrial environment.
Physical Packaging: The vibrating pager unit is
small enough to be worn on the belt or in a pocket.
The infrared transmitter and the infrared receiving
sensor are moveable and able to withstand the
industrial environments (dust, smoke, etc).

SUMMARY OF IMPACT
This client is unable to hear an approaching forklift
due to his auditory impairment. As a result, this
employee is subject to an unsafe working
environment since he is unable to hear standard
warning signs such as a horn and backup alarm.
This system notifies the employee of the
approaching forklift by means of a vibrating pager.
The Guardian 2000 was designed for a particular
client with a specific need, but could be beneficial to
many other clients with similar needs.
TECHNICAL DESCRIPTION
The design requirements of the Guardian 2000 are
described below.
Safety: The client will be relying on this system to
detect and warn him of an approaching forklift.
Thus, safety is the primary objective.
Monitoring System: The monitoring system
consists of an infrared transmitting device and an
infrared receiving sensor.
The Guardian 2000 has three parts: the transmitter,
the receiver, and the vibrating pager.
The infrared transmitter consists of 12-volt battery
indicator, 555-timer chip, resistors, capacitors, and
LED. The transmitter is a 555 oscillator with a
frequency of approximately 38000 Hertz. The
frequency insures that the receiver will not receiver
interference from changing environmental light
conditions, for example the 50 Hertz flickering light
that is given off by a fluorescent light. The 555
oscillator output is taken to an infrared emitting
diode that emits infrared pulses.
The active indicator indicates that the receiver is
detecting infrared pulses from the transmitter. Once
an approaching forklift or other object breaks the
beam, or the transmitter is no longer operational, the
active indicator will cease to operate. This will cause
the receiver to activate the belt-worn vibrating
pager.
The final cost of the Guardian 2000 was estimated to
be $300 per unit.
 Chapter 8: Mississippi State University 93

Figure 8.14. Forklift Detecting System for People with Hearing Impairments.
94 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 9
NORTH CAROLINA STATE UNIVERSITY
College of Engineering
College of Agriculture and Life Sciences
Biological and Agricultural Engineering Department
D. S. Weaver Laboratories
Raleigh, North Carolina 27695-7625

Principal Investigators:
Susan M. Blanchard (919) 515-6726
Roger P. Rohrbach (919) 525-6763

95
96 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADAPTIVE LAPTOP CASE AND MOUNT FOR A

WHEELCHAIR
Designers: Jen Cutalo and Aaditya Devkota
Client Coordinators: JD Bryant and the Bryant family
Supervising Professors: Drs. Carolyn M. Sommerich, Roger P. Rohrbach
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION
A simple vertical adjustment in the standard
computer chair can raise the user to the desired
height and the proper posture associated with it. A
person in a wheelchair, however, often cannot get
into a proper position because the height of his or
her seat cannot be adjusted, and the armrests would
hit the side of the desk if the chair were adjusted to
the proper height. Some people who use
wheelchairs thus use the computer from an
awkward position, which could trigger a number of
problems. The common solution to this problem is
to attach a tray to the wheelchair and to place a
laptop on it. Problems with this approach are a lack
Figure 9.1. Adaptive Laptop Case and Mount for a
of work surface and inadequate stabilization of the
Wheelchair.
laptop. Also, the tray mechanism may protrude
from the wheelchair, which decreases mobility and
is also a safety hazard. This project was designed
SUMMARY OF IMPACT
Overall, the only specification not met was the
with a particular client and a particular set of
ability to dismount while the laptop is still on the
wheelchairs in mind. Based on the client’s
work surface, but this was because of clearance
wheelchair and his project goals, the adaptive laptop
issues and client needs. The client can now use a
mount and case were developed. The three main
computer without worrying about stability,
goals were to:
clearance, or injuries due to improper posture.
• To securely hold the laptop in place,
TECHNICIAL DESCRIPTION
• To provide an extra work surface space, The project has three distinct parts:
and
• To not reduce range of motion or clearance. • The laptop case and tray,

To securely hold the laptop and to provide an extra
work surface, an existing laptop case was modified.
To prevent hindering movement or clearance, an
adjustable mount was devised that attaches under
the seat with the main support bar rising vertically
between the user’s legs. For dismount, the design is
such that the user can dismantle the main bar and
laptop case by simply rotating two handles.
• The attachment, and
• The mount.
For aesthetic purposes, an existing laptop case was
purchased as the external case and the internal shell
and tray were designed. The dimensions of the Case
Logic basic laptop carrying case are 11 x 16 x 3
inches. Allowing for the rounded corners, an
interior shell of 0.25 inch thick Plexiglas was
designed with dimensions of 10.5 x 15 x 2.5 inches.
A 0.25-inch thick Plexiglas tray (10.5 x 10 inches) is

hinged on top of the right side of the shell as a work
surface for the right-handed client (Figure 9.2). A
gap is left in the bottom surface of the shell so it can
be hidden under the existing fabric of the case so
that no part of the shell will show.
The attachment site is located on the outside of the
bottom piece of Plexiglas and is made of two L-
shaped, 0.25-inch thick Plexiglas wedges. A The wheelchair has 1-inch bars as the attachments
threaded hole is also provided between the two
wedges for locking purposes. The horizontal
portions of the L-shaped wedges slide into grooves
on the solid aluminum block that is attached to the
mount. A hole in the aluminum block lines up with
the hole in the bottom of the shell for locking
purposes. This is achieved through the use of a
threaded key.
The mount is made of 7/8-inch solid aluminum rods
that telescope from 1/8 inch thick, 1-inch stainless
steel tubing. The pipes are fastened to the tubes by
collars and screws. The attachment is a fixed solid
aluminum rod that descends 18 inches (level with
armrest), turns 90 degrees, and then extends 15
inches under the wheelchair seat. The top surface of
the horizontally extending portion is flattened for
the screw from the collar. A 6 x 6 inch cross of the
7/8-inch inside diameter stainless steel tubing sits
Inner Shell and Tray
Tray (Extra working surface)
Wheelchair Attachment Site
Figure 9.2. Case and Tray and Mount.
Chapter 9: North Carolina State University 97
around the aluminum rod. Two aluminum rods
extend from both sides from the main cross and
attach to another aluminum block. The aluminum
block is 1 x 2 x 2 inches and has a ½ inch diameter
hemisphere cut. It is attached to an identical block
such that the hemispheres meet to form a 1-inch
diameter hole through the combined 2 x 2 x 2 inches
block. A pair of nuts and bolts attaches the blocks.
that run under the seat and through the 1-inch hole
between the two blocks.
Analysis of the design showed that the mount is able
to withstand 100 pounds of force with maximum
deflection in magnitudes of micro-inches and
maximum stresses in kPSI. These are all well within
the limits of the materials. The Plexiglas case
deformed less than 1/10 of an inch with the same
load and had maximum stress in kPSI, which is also
within the limits of the material. No permanent
deformations were caused. Overall the complete
mechanism, when installed, will be rated with a 50-
pound limit and a safety factor well above 2.
The total cost of the project is $345.
Attachment Sites
Mount
98 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADVANCEMENT CHAIR FOR CHILDREN WITH

MUSCULAR DISABILITIES
Designers: Lindsay Ford and Nicole Baker
Client Coordinator: Anna Troutman
Tammy Lynn Center for Developmental Disabilities, Raleigh, North Carolina
Supervising Professors: Drs. Roger P. Rohrbach, Carolyn M. Sommerich
Biological and Agriculture Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION
An advancement chair was designed for children
with developmental muscular disabilities. The chair
was needed to teach a group of children to sit
properly. It was designed to resemble a standard
chair, and to have adjustable as well as removable
components. The chair’s components can be
adjusted according to seat height, seat depth, seat
back height, and armrest height. The armrests can
also be removed from the chair. The chair has
supportive pelvic and trunk straps that can be
adjusted or removed as well. Threaded knobs along
with slots or holes allow for ranges of adjustments to
be made.

SUMMARY OF IMPACT
For children with muscular disabilities, actions as
simple as sitting up properly can be very difficult.
Physical therapists work with such children on a
daily basis to further develop their motor skills so
that they may be able to perform actions, such as
sitting in a chair, with little or no assistance. The
methods that the physical therapists use to help
these children are often inhibited because of the
design of the chairs they are using. The current
chairs, which resemble multifunctional wheelchairs,
prevent the therapists from accessing the children
Figure 9.3. The Advancement Chair.
from the sides of the chair. The new design will
allow the therapists to use the chair for varied sizes
TECHNICAL DESCRIPTION
of children and to access the children from the sides
The advancement chair was designed for a
of the chair. The design will also allow the
particular group of children; however, due to the
therapists to remove many of the chair’s
range of adjustability of its features, many children
components, such as the armrests and restraining
will be able to benefit from it in the future. The
belts, as the children advance through their therapy.
physical therapists requested a chair that will:
A physical therapist using this chair stated that the
“children are obviously pleased to have a chair that • Be used to teach children with little muscle
actually fits.” control how to sit properly,

• Allow the therapists to access the children
through the sides of the chair,
• Resemble a standard chair, and
• Have adjustable and removable components
in order to benefit a larger population.
This chair is primarily made out of oak, although the
back supports are made out of 9/16-inch-thick steel.
The inner and outer rails are ¾ inch thick. The posts
are 2 x 2 inches and are 7 1/2 inch long. The seat
width is 13 inches, the seat length is 12 inches and
the thickness is 1 inch. The seat has a distinct saddle
cut to provide for maximum comfort of the buttocks.
The armrests are 9 inches long, 2 inches wide and ¾
inch thick, and the armrest supports are 9(1/4)
inches long, 1 inch wide and 1 inch thick. The seat,
the inner and outer rails, the front and back rails and
the legs are assembled together using wooden
dowels.
A steel plate was welded to the bottom end of the
two steel back supports to connect them. This steel
plate has three parallel slots that enable seat depth
adjustments to be made through the use of a
threaded knob that is inserted through the middle
slot and into a t-nut. This allows for compression to
be made between the plate and the underside of the
chair seat when the knob is tightened. The two
outer slots each have wood screws that are used as
guide pins. These will help to prevent any
undesirable movements or wobbling of the chair
back supports. The seat depth can adjust from a
range of approximately 9 to 12 inches.
The seat height adjustment is made using a threaded
knob similar to the knob for the seat depth
adjustment. Four vertical holes are cut out of each
inner side rail to allow a range of seat heights from
8.5 to 11.5 inches. The knobs on the left and right
sides of the chair are placed in one of the holes
corresponding to the desired seat height and are
then tightened for compression between the inner
and outer rails. This is done to prevent slipping.
The side rails also contain guide pins that provide a
smooth gliding adjustment of the seat.
The armrest adjustments are also made using a
threaded knob. All armrest supports contain a slot
allowing an adjustable armrest height of 5 to 8
inches. The knobs pass through the slots in the rear
armrest supports and are tightened securely into a t-
nut that is positioned on the inside of the outside
rail. These knobs can be loosened and tightened so
Chapter 9: North Carolina State University 99
that the armrest can be adjusted to the desired
height. In the front armrest supports, wood screws
connect through the slots to the outside rail.
Washers are located between the head of the wood
screw and the top surface of the armrest support,
and also under the armrest support above the
outside rail. The wood screws remain tightened and
act as a guide mechanism. The armrest is adjusted
solely with the threaded knob. The wood screw,
however, can be removed when the armrest must be
detached from the chair.
There are two adjustable and removable positioning
nylon belts attached to the chair. The thoracic belt
consists of a padded thoracic support with two
adjustable straps to support the upper portion of the
trunk, in addition to a belt that has two points of
attachment on the bottom of the padded support.
The adjustable straps attach to the top of the
backrest with two wood screws, each with washers
between the wood surface and the head of the
screws. The lower belts on the padded support
attach in two places on the support, wrap around
the child’s body and fasten behind the chair. The
pelvic positioning belt is attached to the rear top
corners of the seat above the back supports with
wood screws. The pelvic belt, similar to a standard
seatbelt, fastens around the child’s waist. These
belts are used to hold the child in a proper sitting
position while the physical therapists work with
them. As the child progresses and can support
him/herself, these belts may be removed.
The advancement chair contains two anti-tip
brackets behind the two back legs. These brackets
are safety devices that will prevent the chair from
tipping over. The chair also has two stretchers
connecting the two front posts together and the two
back posts together. These stretchers add to the
stability of the base of the chair.
The wood components of the advancement chair
were manufactured in the furniture manufacturing
facility at North Carolina State University. The steel
components of the chair were manufactured in the
shop of the Biological and Agricultural Engineering
Department.
The approximate cost of the wood materials for the
advancement chair is estimated to be $75 to $100.
The hardware and steel components cost $145.
100 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADAPTIVE DRUM SET FOR A PERSON WITH

PARAPLEDGIA
Designer: Shannon L. Ward
Client Coordinator: Dr. Susan M. Blanchard
Supervising Professors: Drs. Larry F. Stikeleather, Roger P. Rohrbach
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION
A standard drum set includes two pedals for
activating the bass drum and hi-hat cymbals. An
individual with paraplegia has little or no use of the
lower half of the body and cannot play this
instrument effectively. The goal of this project is to
develop adaptations to the drum set to allow the
client to play the bass drum and hi-hat pedals.
Although the drummer could use an existing
electronic drum machine to produce similar sounds,
he wants to play a standard drum set.

SUMMARY OF IMPACT
The client had dreams of becoming a musician when
a tragic roofing accident left him paralyzed from the
waist down. He says that he misses playing drums
more than anything else, even more than walking.
This project allows him to play his drum set and
enjoy the healing therapy of music once again.
Although this project is designed for a specific
person, it could be adapted to any drum set with a
few dimensional changes. Other drummers with
paraplegia or able-bodied drummers who want to
use other body parts to play more instruments could
benefit from this design.

TECHNICAL DESCRIPTION Figure 9.4. Bass Drum/Beater Assembly and Elbow

The designer, the drummer, and the design
consultants determined six design specifications.
The hi-hat apparatus should allow for alternation
between the open and closed hi-hat positions, and
the bass drum should be actuated through elbow
activation. More specifically, the drummer wants
two elbow activators, one for each arm, so that he
can have the option to use the right or left arm to
play the instrument. The bass drum apparatus
should also allow the drummer to control the impact
force of the beater on the bass drum. Moreover, the
drummer wants to "feel" the forces in the elbow
actuators, just as an able-bodied drummer can "feel"
Actuators in Position for Use.
the forces through his foot on the pedal. If the
drummer can feel the forces through the elbow
mechanism, he will be able to more accurately
control the impact forces acting on the bass drum.
These impact forces are important in determining
the type of sound that the bass drum will produce.
Since timing is critical in music, the devices should
operate with a delay of less than one tenth of a
second. Finally, the devices must be designed so
that they cannot be dropped, and they must operate
quietly so as not to interfere with the music.

A mechanical device based on a sheathed cable is
designed to operate the bass drum pedal.
Aluminum clamps secure the cable’s sheath,
allowing the cable to move freely through the
sheath. A vertical force is required to activate the
bass drum beater. Since the beater sits so close to
the floor, the cable would have to be sharply bent to
provide the vertical force necessary to activate the
beater. Therefore, the L-shaped bell crank is
necessary to convert horizontal force to vertical
force. Horizontal force provided by the drummer's
elbow activation of the sheathed cable is translated
to a vertical force on the beater by the bell crank.
The spring-loaded beater returns the device to its
resting position after activation.
The bass drum apparatus was analyzed to
determine that the forces required on the elbow
apparatus were equivalent to the forces acting on
Figure 9.5. Close-Up of Bass Drum/Beater Assembly and Elbow Actuators.
Chapter 9: North Carolina State University 101
the beater. The forces required to act on the beater
were measured with a force gauge at 0.5 cm
intervals along the entire trajectory. Then the forces
acting on the sheathed cable were calculated for the
same displacement. The resulting forces were very
close, indicating that the drummer should be able to
“feel” and precisely control the impact forces of the
beater on the bass drum. The hi-hat is adapted
using a drop-clutch, a device available on the
market. The device is activated by hitting a lever
with the drumstick, allowing for alternation
between the open and closed hi-hat positions. Both
devices met design specifications.
The total cost of the project is approximately $281.
102 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

MODIFICATIONS TO A DYNAMIC STANDER FOR

A CHILD WITH SPINA BIFIDA
Designers: Lanita Nicole McClelland, Mikki Shea Deitz
Client Coordinators: Monica Cook
The Charlie Gaddy Center, Raleigh, North Carolina
Supervising Professors: Drs. Gerald R. Baughman, Peter L. Mente
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION time, this stander will remain at the center to be

A child in a center for newborns to five year-olds
with developmental disabilities has spina bifida.
Due to the abnormality of development of the spinal
cord, the client has reduced function in her lower
extremities. She uses a wheelchair and a ready
racer, which were usable means of mobility but were
not customized for her. The child was also using a
device called a Dynamic Stander, which allowed her
to stand and roll places on her own, as well as
support her own body weight. In addition to
enabling mobility, this device also teaches weight
bearing and the sit-stand-sit sequencing, as well as
control of the head, hands, and trunk. A problem
with the Dynamic Stander was that it was not
customized for the child and did not provide
sufficient lateral support. Therefore, the goal of this
project was to modify the support pads and the
standing platform on the existing Dynamic Stander
to better meet the needs of the child. These
modifications combined comfortable support with
easy and convenient mobility.
SUMMARY OF IMPACT
A modified Dynamic Stander is very similar to a
wheelchair except that the child stands on a
platform instead of sitting in a seat. It allows the
child to be mobile and upright. This device also has
trunk and leg support for better stability and is
designed to teach the child to support her own body
weight. Additionally, this device could impact the
child socially since inclusion is easier when a person
is upright and mobile. This new modified stander
helps the child interact with peers in educational,
recreational and therapeutic activities. The Dynamic
Stander allows the child to meet her friends face-to-
face. This child is expected to be able to use this
modified stander until she is five years old. At that
used by other children with similar problems.
TECHNICAL DESCRIPTION
Two separate but identical blocks of wood are
mounted onto the original platform piece. The
blocks are made out of a lightweight wood, and each
block is made up of nine separate boards. Each of
these boards are approximately 13 inches long, 4.5
inches wide, and 0.25 inches thick. Velcro attaches
the boards to one another so they are easily
removable to accommodate the child's leg
discrepancy of 0.30 inches and her expected growth.
The nine boards and Velcro made each block a total
of 2.75 inches high. Each piece of Velcro is 0.0625
inches thick. Two holes were drilled in each of the
bottom boards, which allowed them to be mounted
safely and securely to the original platform with
flathead screws. With the addition of the platform,
the child’s standing height increased from 30 inches
to 32.75 inches, making it possible for her to reach
the wheels. The separate blocks compensated for
the 0.30-inch difference, allowing the child’s legs to
be completely level.
The new lateral supports stabilize the child's pelvic
area. They are made out of comfortable, cushioned
pads that are screw to the frame of the original
stander. These supports are removable for
convenience and stability. The addition of lateral
support at the vertex of the leaning angle decreases
the angle at which the pelvic area is off center with
respect to the body. With the addition of these
lateral supports, the angle is decreased to 15 degrees
from the center of the body to the pelvic area. The
supports decrease the angle by 45 degrees and give
the child the ability to stand upright comfortably
without the aid of knee immbolizers.

The foot supports, made of Aquaplast-T, are
attached to the newly designed platform. The
child’s heels are traced on the top two platforms to
guide placement of the supports. They are attached
to the platforms by flathead screws. Since the foot
supports cannot be removed, the two blocks with
these supports will be the permanent top blocks of
Figure 9.6. Dynamic Stander.
Chapter 9: North Carolina State University 103
the platform. The foot supports help to keep the
child’s foot in place.
The center purchased the Dynamic Stander. The
approximate cost of the materials used for the
modifications is $268.
104 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

MODIFICATION OF A TRICYCLE FOR A CHILD

WITH CEREBRAL PALSY
Designer: Leyla Shahravar
Supervising Professors: Dr. Roger P. Rohrbach, Mr. Andrew B. Slate
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, North Carolina 27695-7625

INTRODUCTION It was also requested that the aesthetic value of the

A five-year-old boy with cerebral palsy was unable
to use a traditional tricycle because it did not
provide adequate restraint and support. Since the
client is able to move his feet reciprocally, his
physical therapist believes that a modified tricycle
would be a good way to provide a therapeutic
workout and be a fun, new activity. The
modifications include a new pedal design, the
addition of safety belts and harnesses, and a
modified handlebar and push bar.
SUMMARY OF IMPACT
Many children with cerebral palsy can benefit from
modified tricycles. Modified tricycles provide a fun
and new outdoor activity. These types of devices
also promote a sense of accomplishment. The
tricycle shown in Figure 9.7 is built around the
client’s dimensions but could be used for other
children with similar disabilities.
TECHNICAL DESCRIPTION
The design specifications of the tricycle require that:
• The new pedals provide a larger surface
area for the foot, ankle support, and toe and
ankle restraint;
• The seat have straps that mate with an
existing chest harness and a lap belt;
• The handlebars be pulled in closer to the
client’s chest;
• The push bar be removable and adjustable;
and
tricycle be maintained. The Ketler Jumbo Color
Trike was selected as the tricycle to modify. It
provides a lower center of gravity than most
tricycles. It has an existing push bar that can be
modified, a chair versus a seat, and a lockable
steering column and the pedals have a free wheeling
option.
The pedals are constructed of 1/8-inch thick
aluminum, 7 ½ x 4 inches. The ankle support has a
2-inch radius, following the curve of the base of the
pedal and extends upward 3 ½ inches. The new
pedals are attached to the current pedals with four
size 10 screws. Three pieces of 1-inch tubular
webbing form the toe restraint and are secured to
the pedal with a ¼ inch screw. The straps are
adjustable with the aid of Velcro. A one-inch Velcro
cinch strap secures the ankle on the pedal. The
safety straps are attached from the back of the chair
to a 7 x 7 x 1/8 inch aluminum plate that is secured
with 3/16-inch flare rivets. The straps are
constructed of 1-inch tubular webbing and 1-inch
side release buckles. A seat belt is attached to the
frame at the base of the seat to aid in securing the
rider’s position. It is constructed of 1 ½ inch flat
webbing and is adjusted with 1½-inch side release
buckles. The existing handlebars are rotated 180
degrees so that they are closer to the client’s chest.
The existing push bar is modified so that the bar is
now a T-bar. All rough, pointed, and sharp edges
were filed down and bar ends are covered with
grips for safety. New parts are painted in primary
colors like the tricycle so that the aesthetic value is
not compromised.

• The tricycle be safe. The total cost for the parts and labor necessary to
complete this project was $300.
 Chapter 9: North Carolina State University 105

Figure 9.7. Modified Tricycle.

106 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE TRAY FOR USE WITH A VARIETY OF

CHAIRS
Designer: Lisa A. Haddon
Client Coordinator: Beth Cooper
Tammy Lynn Center for Developmental Disabilities, Raleigh, North Carolina
Supervising Professors: Drs. Susan M. Blanchard, Roger P. Rohrbach
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION • Fit around most chairs,

An adjustable tray has been designed for the
children at a Center for children with developmental
disabilities. The table fits a variety of chairs and
allows the children to perform many activities,
including eating, drawing, and playing. The table
consists of a steel framework with a plywood
tabletop. The final product adjusts in height from
16 to 20 inches, tilts from zero to 90 degrees, and is
painted to be appealing to the children and adults.
There are rubber slip-resistant patches on the bottom
of the framework. It supports a weight of 100
pounds placed at any point on the table.
SUMMARY OF IMPACT
The center aims to help children become more
independent from an early age. The adjustable tray
can help them develop at a faster pace by making it
easier for them to perform everyday activities. The
shape of the tabletop fits around the body to give
more arm support when the child is eating or
playing at the table. The tabletop tilts to adjust to a
comfortable angle that complements the angle of the
arm and wrist so that the child can draw or write
with less discomfort. The height of the table adjusts
so children of all sizes may benefit. The table is easy
for the supervisors to adjust so it can be changed
several times a day to accommodate any child. All
safety factors have been taken into consideration
since small children use the table.
TECHNICAL DESCRIPTION
This table was designed for children between the
ages of zero to three years. Some of the major
design requirements are that it:
• Raise and lower in height,
• Tilt,
• Have a large working area, and
• Be safe to use.
The tabletop is made of ¾ inch plywood. It is U-
shaped to fit around the child’s body. A groove is
cut along the edges of the table to catch any loose
food or writing utensils before they fall to the floor.
A 3/8 inch steel plate is bolted to the bottom of the
plywood to allow the framework to be welded to it.
The framework of the table is made of steel tubing.
The base is 1 inch black pipe and the outer bars are
¾ inch black pipe. These pieces are welded
together. Side-by-side dual bars that protrude
towards the center of the tabletop support the table.
These provide maximum accessibility from chairs
without compromising strength. There are inner
bars with holes spaced 1 inch apart that slide up and
down inside the outer bars to adjust the height of the
tray from 16 to 20 inches. There are two metal plates
welded to the underside of the tabletop that allow
the table to tilt. A 3/8-inch bolt is used as a pivot
point between the tilt plates and the inner bars. A
carriage bolt is used to slide through the slots in
these plates to tilt the tray from zero degrees to 90
degrees.
Several calculations were made to determine the
appropriate size of some of the most vulnerable
parts in the table, including the thickness of the steel
plate and the diameter of the bolts used. It has been
designed to support a weight of 100 pounds placed
at any point on the tabletop. Special alterations
were made to some small parts to ensure that there
were no loose parts that could choke a child. It was
also examined to make sure no sharp edges were
present that could cut the children.
 Chapter 9: North Carolina State University 107

One of the design objectives for this project was that for this project, including paint, was $53, much less
it cost less than comparable items on the market, than similar commercially available items.
which cost $500 or more. The total cost of the parts

Figure 9.8. Client with Adjustable Tray.

108 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

A PROGRAMMABLE POSITION-ADJUSTABLE BED

Designer: William S. Turner
Design Consultant and Client Coordinator: Dr. Larry F. Stikeleather
Supervising Professors: Drs. Roger P. Rohrbach, Larry F. Stikeleather, Susan M. Blanchard
Agricultural and Biological Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION: attendant. The automated turning mechanism can

A mechanical bed has been designed for a person
with quadriplegia and dwarfism, to reduce the need
for an attendant during the night. This type of bed
cyclically redistributes the weight of the client
during his sleep. The bed consists of three
components:
• The bed well,
• An elliptical ring, and
• A base.
The bed well is attached to the outer ring with pins
that are held in self-aligning bearings. The outer
ring pins are held in place by another set of self-
aligning bearings that are turned 90 degrees in
position from the inner pins. The bed well is a piece
of fiberglass in the shape of a half oval sphere,
anchored to a metal ring. The interior of the bed
well is lined with isotonic foam, which is gravity
and heat responsive. The bed well rotates about two
pins located on the long axis of the bed. The outer
ring rotates on two pins on the short axis of the bed.
Rotation on both axes produces a gimble
arrangement. The movement of the bed and outer
ring is controlled through actuators.
SUMMARY OF IMPACT:
Every year, millions of dollars are spent on treating
bedsores or pressure sores that can be prevented.
Caused by prolonged pressures that constrict blood
vessels, bedsores appear in bedridden and immobile
persons as ulcerated necrotic tissue. A client who
receives preventative care is much more likely to
live happily and be spared the agony and expense of
direct medical intrusion. The mechanical adjusting
bed’s underlying design principles are set to apply
to all similar situations of individuals with
quadriplegia. Although designed specifically for the
size of this client, the bed would provide any user
with a means of repositioning body weight during
the course of night, thus eliminating the need for an
be deemed invaluable when considering the time,
energy and money it can save.
TECHNICAL DESCRIPTION:
The mechanical position adjusting bed was designed
with a particular client in mind. The specific
requirements of the bed were that it:
• Be able to hold at least 200 pounds of
weight, three times the client’s body weight,
• Transverse a range between negative 20 and
positive 50 degrees at the head position (The
bed is considered to be at position 0 when
the top of the bed well and rings are parallel
with the floor.);
• Transverse a range of motion from negative
45 degrees to positive 45 degrees in the short
axis, which rocks the client from side to side,
• Make it possible to eliminate the use of a
night attendant, and
• Be fairly easy to use.
The base of the bed apparatus is made of six steel 2
x2 inches square tubing pieces, each having a length
of 32 inches and a wall thickness of ¼ inch. Four
lengths in an “I” configuration form the bottom and
two lengths centered on the “I” ends are used for
legs. The height of the base is 34 inches. Located
approximately 3.5 inches from the top of each
vertical leg is a self-aligning bearing. The bearings,
each having a diameter of ½ inch for insertion of
pins, are bolted to the legs.
The outer ring of the apparatus consists of 16.8 feet
of 2 x ¼ inch steel flat bar fashioned into the oval
design, and a 24-inch extension bar. The extension
bar is centered on the short axis and extends from
the bottom of the ring towards the floor. In the zero
position of the bed, the extension bar is parallel to
the vertical legs and perpendicular to the floor. Two
 Chapter 9: North Carolina State University 109

pins are welded into place along the short axis to

hold the ring between the self-aligning bearings of
the base. Along the long axis, two self-aligning
bearings are attached to hold the well of the bed.
These bearings are the same as those attached to the
base.

The bed well consists of approximately 13.5 feet of 2

x ¼ inch steel flat bar, fashioned into the oval
design. Chicken wire is used to fashion the mold of
the bed well. Fiberglass is bonded to the chicken
wire. Two pins are welded in place on the long
axis. Placement of the pins on the long axis allows
the client to be moved from side to side. The
interior lining of the bed well is overlaid with
isotonic foam that is 2 inches thick.

The bed well and outer ring move independently of

each other using actuators. The actuator for moving
the bed well connects the extension bar of the outer
ring and the short axis of the bed. It is held in place
by bearings that allow rotational movement. The
actuator controlling the motion of the outer ring is
attached between the base leg that is opposite to the
side of the extension bar and the outer ring that is
offset from the short axis. This allows the proper
torque force to be obtained in order to turn the ring.
The position control is accomplished via an
Figure 9.9. Programmable, Position Adjustable Bed.
electronic programmable temperature controller
connected to a low wattage heater element. It drives
linear position via a paraffin based heat motor. This
combination provides low cost, silent, and reliable
control of the bed’s position as a function of time
during the sleeping period.

The approximate cost of this apparatus is $432.

110 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE ACTIVATED TOY CAR

Designer: Vihar Surti
Client Coordinator: Anna Troutman
Tammy Lynn Center for Developmental Disabilities, Raleigh, North Carolina
Supervising Professors: Dr. William D. Allen, Donald L. Stanfield
Biological and Agricultural Engineering Department
North Carolina State University
Raleigh, NC 27695-7625

INTRODUCTION
A voice activated toy car has been built for a child
with developmental disabilities. The client will be
able to use voice commands to direct the toy as he
pleases, which will also tempt him to speak. The car
was also built so that the voice commands could be
changeable at any given point in time. To achieve
these goals, the controller of a toy car was modified
so that its impulses for movement came from a voice
board rather than from mechanical movement of
buttons.

SUMMARY OF IMPACT
The client has autism and Down Syndrome.
Because these disorders are often associated with
language delays and impairments, it is important
that communication skills be taught to the client. An
important method of psychological conditioning is
to reward behavior that is warranted and to provide
no reward for unacceptable behavior. In this client’s
case, the behavioral goal to meet is to speak, and the
reward for this is the movement of the toy car in
response to that spoken command. Another
important feature of the car is the ability to change
the types of spoken commands that can be used.
Because the user trains each command, it would be
the user’s preference as to what word is chosen.
This would allow the client’s caretakers to change
the commands to something new as soon as he
masters the old commands. Ideally, this will help
the client learn to speak new words.
TECHNICAL DESCRIPTION
The circuit of the controller is made up of three
boards:
• The transmitter remote board of the Tyco
toy car,
• The basic stamp microcontroller, and
• The HM2007 voice recognition board.
Figure 9.10. Voice Activated Toy Car and Controller.
The toy car has two motors, each connected to one
back wheel. The transmitter remote board contains
four inputs. The left two inputs control the front
and back movements of the left motor while the
other two inputs control the right motor. The
controller inputs include a wire connected to 5 V
and a detached leaf that is connected to ground. In
the original controller, the pressed button would
compress the leaf to touch the wire and complete the
circuit, thereby signaling the respective motor to
move. In the modified controller, the 5 V wire is
connected to the output pins of the microcontroller.
The output of the microcontroller was programmed
to output 5 V or to be set to ground. If the output
pin were set to 5 V (HIGH), then it would cancel out
the 5 V of the wire and produce no movement. If
the output pin were set to ground (LOW), then the
circuit would be complete and movement would
occur. The basic stamp microcontroller is
programmed using a serial port connection with the
computer in order to send impulses by setting
specific output pins to LOW depending on the 4 bit
data received from the voice board.
The voice board works by storing voice patterns in
predefined slots associated with a specific number.
 Chapter 9: North Carolina State University 111

When the user presses the number five on the
keypad, then the TRN button, and then speaks the
command in the microphone, the voice patterns are
stored in slot five of the RAM. When the user is
operating the car and speaks the same command,
the chip matches the voice pattern with the existing
voice pattern in the RAM and outputs the binary
form of the slot number. As previously stated, the 4-
bit output of the slot number goes to the inputs of
the microcontroller, where it is interpreted. To
understand how the program works, it is important
to follow an example. Suppose that a command
“left” was given which matched with slot 6 of the
voice board. The 4-bit form of the output would be
0110, which would be sent to the microcontroller.
The microcontroller program would then detect that
the states of its input pins are LOW, HIGH, HIGH,
and LOW. The program would then run the
function LEFT which would set the pin connected to
the right wheel forward to LOW and create a loop of
LOW and HIGH for the pin connected to the left
forward wheel. This would move the right wheel
faster than the left wheel in the car and thus turn the
car to the left. In order to spin the car, the program
has to set the right wheel forward and the left wheel
backward, which pivots the car on its axis.
Analysis of the car was done to test command
recognition. The results showed that recognition
depended on the type of commands used. Good
commands were recognized at higher percentages
than bad commands. Commands that have more
than two syllables and do not contain part of other
commands (such as ‘ward’ in forward and
backward) are considered good commands.
The total cost for the project was $422.

X 2 S W IT C H

KEYBOARD
LED LED
IN2

IN 1 TYCO R/C
T R A N S M IT T E R
SPEECH + BOARD
GND

BO ARD M IC
V+
D0
D2
D3
D1

-
GND
V+

P7
P0
P1
P2
P3
P4
P5
P6

M IC

TX
RX GND
A TN RES
GND +5
P0 P 15
P1 P 14
P2 P 13
P3 P 12
P4 P 11
P5 P 10
P6 P9
P7 P8
B A S IC S T A M P II
M IC R O C O N T R O L L E R

X 1 S W IT C H
+ 9V -

Figure 9.11. Schematic of the Controller’s Circuit.

112 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 10
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

113
114 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE SPECTRA DISPLAY

Client: REM Rehabilitation Associates, Fargo, ND
Designers: Brendt Way and James Sprecher
Faculty Supervisor: Jake Glower
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION
For those that are deaf or hard of hearing, learning
to speak can seem virtually impossible. It is one of
the few cases where, until recent advances in
technology, the person trying to talk had limited
feedback on sound production or correctness.
Similarly, it is very difficult for speech-language
pathologists (SLPs) to teach people with hearing
impairments how to pronounce words. While
people with hearing impairment have difficulty
hearing themselves and others, most can see. The
student designers’ intent was to build a device that
displays the spectra of a user's voice along with that
of the SLP. If the two spectra look alike, they sound
alike.
SUMMARY OF IMPACT
Several devices on the market are able to display the
spectra of the operator. Most of these devices are
expensive, (on the order of $10,000 or more) and are
difficult to operate. In this project, public domain
software that is easy to use, free (running on any PC
with a VGA monitor and a sound card, and able to
be upgraded by anyone who has the ambition to
improve the public domain Microsoft C++ code)
was developed. Once perfected, this program
should enable any SLP with access to the internet to
use a PC as a tool for helping people with speech
and/or hearing difficulties.
TECHNICAL DESCRIPTION
Program operates as follows. The main program
checks if the thread is hung (i.e. the program has
crashed). If so, it terminates the program. If not, it
waits for the operator to push one of the record
buttons. There are two buttons that enable the SLP
to record a target sound. A client can then use the
lower window over and over again in an attempt to
mimic the target spectra.
Once the record button has been pressed, the sound
from the microphone/sound card is copied into an
array. A fast Fourier transform converts the sound
array into a spectrum. This spectrum is then filtered
to optimize the display. A threshold function was
found to be the best filter for keeping the display
simple and meaningful. Once filtered, the data are
plotted in the appropriate window of the PC.
Initial experiments with this program showed that it
was very good at displaying vowel sounds. Each
harmonic is clearly observable. Consonants,
however, appear as a very brief blip on the display.
Consequently, all consonants with the same manner
of production are displayed almost identically.
Upon receiving this device, a second use was
suggested by the SLP. People who talk a great deal
tend to become hoarse if they speak with a
fundamental frequency that is too low. By seeing the
spectra of their voice, this display can be used to
display their current and their ideal pitches.
The total cost of this project was $1,260, which
includes the C compiler and a portable PC for the
SLP. The program size is 117k of compiled code that
runs on any PC with Windows 3.1/95, has a sound
card, and a VGA monitor. This program can be
found at
http://www.ece.ndsu.nodak.edu/~glower/design/
index.html, listed under Project 102: Voice Spectra.
 Chapter 10: North Dakota State University 115

Figure 10.1. The Voice Spectra Program Display, with a Target Spectrum Shown on Top and the Operator’s
Spectrum Shown in The Lower Window.
116 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

SPEAKER VOLUME DISPLAY

Client: REM Rehabilitation Associates, Fargo, ND
Designers: Tim Gilmore, Mike Ross
Faculty Supervisor: Floyd Patterson
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION gain of 60,000 to 400,000. The user input allows this

One of the challenges facing individuals with gain to be adjusted for use in locations with different
hearing impairment is adjusting the volume of their ambient noise levels.
speech to an appropriate level in a wide variety of
The averaging circuit helps provide a steady output
situations. The obvious problem is lack of feedback:
the user can see. The intensity of a person's voice
a person with normal hearing can tell that a library
varies with time, oscillating up and down very
is quiet while a football game is not, and adjust the
quickly. For this application, the average sound level
volume of his or her voice accordingly. A person
is a better measure of how loud the person is
with hearing disabilities, on the other hand, may
talking. Therefore, a low-pass filter with a time
have difficulty discerning the level of the
constant of 0.5 seconds is used to smooth out the
background noise, and likewise, the appropriate
signal to the A/D converter. Once amplified and
level of their voice.
filtered, a bar-graph generator chip is used to drive
10 LEDs from all off (quiet) to all on (loud speech).
SUMMARY OF IMPACT
To help a person with a hearing impairment know Two such circuits are used: one for the ambient
the appropriate level of his or her own voice, a noise level and one for the speaker's volume. The
device was built to display both the level of the difference is distinguished by using two separate
background noise and the intensity of a speaker's microphones: one worn by the speaker and one on
voice. With this device, it should be easier for the the box.
operator to know when to shout as well as when to
speak quietly. The finished product displays the intensity of the
background noise or speaker’s voice fairly well. A
TECHNICAL DESCRIPTION plastic case makes the device fairly rugged. Battery
The speaker volume display includes six phases. drain is on the order of 56mW, allowing the device
Vocal (and ambient) sound enters the microphone, to operate for about 90 hours on a 9V battery.
where the resistance value varies with intensity. An
Two problems with this device were observed with
R to V circuit converts the resistance to a voltage.
experimental use. First, it does not work well
This circuit is very insensitive, the output voltage
outdoors. Wind saturates the device. It is also very
being only on the order of a few millivolts even
sensitive to whistles. Adding a band-pass filter may
when shouting. In addition, there is a 1.4V DC offset
alleviate these problems in future designs
to this signal.
The overall cost of this device is about $60.
The amplifying circuit removes the DC offset with a
blocking capacitor and amplifies the signal with a
 Chapter 10: North Dakota State University 117

+5 +5

3k
+9
9.15k 5-30k 5k
3
100k

+ + +

3.3uF AMP04 3.3uF AD626 AMP04 5

Vref 6
- - 4 -
Mic 5uF 7
100k LM3914
+5 5k

10k

2 4

Figure 10.2: Circuit Used to Convert Sound to a Bar Graph Display.

Figure 10.3: Device Used to Display the Volume of the Speaker's Voice.
118 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PERSONAL LOCATOR
Client: Human Communications Associates, Fargo, ND
Designers: Travis Benz, Dana Jenson, Brian Smith
Faculty Supervisor: Floyd Patterson
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 58105

INTRODUCTION threshold, which sets a flip-flop, triggering a second

One problem workers at group and nursing homes
have is trying to give patients enough freedom to
move independently, but not so much that they
wander off. To help prevent patients from
wandering outside, a device a devices was required
to:
• Notify personnel when one of their patients
is near a door,
• Set off an alarm if that patient goes out a
door, and
• Help locate patients if they wander outside.
SUMMARY OF IMPACT
Personnel at group homes keep track of their
patients by constantly monitoring the exits with
cameras, placing alarms on doors, and checking who
is coming and going. These strategies are labor
intensive. An electronic device built to monitor if
and when a patient approaches a door is labor-
saving. Moreover, if a patient does manage to
wander outside, the personnel will be better able to
find the patient before he or she is harmed.
TECHNICAL DESCRIPTION
The design of the personal locator is broken into
four sections, as shown in Figure 10.4. A transmitter
is placed on each door leading outside, operating
continuously at 418MHz. Each patient wears a
receiver attuned to this signal. When the patient
approaches a doorway, the received signal exceeds a
transmitter on the patient to transmit at 433MHz. A
receiver at the nurse’s station detects this 433MHz
signal as an indication that a patient is near a door.
The 433MHz signal is modulated at 375 Hz with a
555 timer using on-off keying. This allows a person
with a portable tracking unit to hear a 375 Hz squeal
when listening to a receiver with an envelope
detector. A directional antenna is used with this
unit, allowing the operator to track the signal,
greatly helping to locate the individual.
Experimental results show that this unit is able to
detect patients who are within about three meters of
a doorway. The tracking unit is able to detect the
transmitter in a 60-meter open range. Arbitrarily, the
transmitter on the patient is modulated at 375 Hz.
By using different frequencies (easily set by
adjusting a resistor on a 555 timer), the identification
of the patient can also be determined by this signal,
also helping the personnel locate the patient should
the need arise.
The main shortfall of this design is power
consumption. Two batteries are used in the unit
worn by the patient: one for the transmitter and one
for the receiver unit. The life of the batteries is not
long - estimated at less than 10 hours when
transmitting. As a result, it is recommended that a
follow-up unit be designed to use a single power
source and have lower power consumption.
The total cost of this project was $420.
 Chapter 10: North Dakota State University 119

433 MHz Nurses Station

418 MHz
Rcvr
Patient
Door Xmit
Rcvr/Xmit
Location Unit

Rcvr

Figure 10.4: Overall Block Diagram.

+5 +5
+5 +5 +5 +5
68k 2 68k
3 5
7 7
2 4,8 100k 4 100k
Set Q 4,8
1 3 555 1 3 555 Ramsey
TMH1 RMV1 Clr
XMIT
4 1 2,6 4 1 2,6

6 5 6 5
10nF 22nF 22nF
5

51

Door Transmitter Patient Transmitter/Receiver

Figure 10.5: Circuitry for the Door Transmitter and Patient Receiver.
120 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE DELAY
Client: REM Rehabilitation Associates, Fargo, ND
Designers: Josh Christenson, Jody Forland
Faculty Supervisor: Floyd Patterson
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 5810

INTRODUCTION 741 op-amps. In addition, the output is shifted so

One form of a speech disorder involves speaking too
quickly. When this happens, the speaker is not
always pronouncing his or her words clearly or in a
way listeners can easily understand. One form of
therapy to correct this is to have the speaker listen to
him- or herself with a 0 to 5-second delay.
Presumably, if one cannot understand oneself,
others are probably having problems as well. A
device was built to record and playback a speaker's
voice with a 0 to 5-second adjustable delay.
SUMMARY OF IMPACT
There are several commercially available delayed
feedback devices. Many of these devices are
expensive or difficult to use because they frequently
malfunction. By building a simple to operate device
that is relatively inexpensive, speech-language
pathologists and clients may be more inclined to use
this device in therapy.
TECHNICAL DESCRIPTION
The voice delay unit consists of four sections, as
shown in Figure 10.6. The Input Conditioning circuit
amplifies and filters the signal from a condenser
microphone so that it is 0 to 5V in amplitude and its
band is limited to 3 kHz. A SSM2165 compression
chip is used to provide automatic gain control.
When the microphone input is below 40mV, 5:1 gain
compression is provided. Above 40mV, the gain
compression is approximately 10:1. The output of
this chip is amplified with a 2nd-order Butterworth
filter with a bandwidth of 3kHz, made with a pair of
that it is between 0 and 5V.
The Digital Delay Device samples this signal at
8kHz and places the data in a circular stack with a
size of 5 seconds. A 6811 evaluation board is used
for this function since it has enough memory and is
easy to program. While recording, the data in this
circular stack is also output to a D/A converter, the
location of the pointer determining the delay
provided by this unit. The Delay Select input is a
knob that the operator can turn to select the desired
delay.
The Output Amplifier converts the 0 to 5V signal
from the D/A converter to a 300mW signal for a pair
of 32-Ohm headphones. An identical second-order
Butterworth filter was implemented using a pair of
741 op-amps, identical to the input conditioning
circuit. A variable resistor is connected in the
feedback path allowing the operator to adjust the
volume of the output. The last block, the display,
simply tells the operator if the unit is turned on or
not.
The resulting design consumes 7 Watts of power
and runs on 120VAC. The device weighs slightly
over 1kg and is about 20cm x 20cm x 10cm in size.
With two knobs (volume and delay) and one switch
(on/off), this device is simple to operate and meets
the needs of the client.
The final cost for this project was $227.81 - most of
which is accounted for by the evaluation board.
 Chapter 10: North Dakota State University 121

Display
Headphones
32 Ohm
300mW

Input Digital Delay Output

Conditioning 0 - 5V Device 0 - 5V Amplifier

Microphone
40 - 200 mV
Delay Select Volume Select

Figure 10.6. Voice Delay Device Diagram.

Figure 10.7: Final Voice Delay Device.

122 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CALCULATOR FOR PEOPLE WITH VISUAL

IMPAIRMENTS
Client: Julie Anderson, Fargo Public Schools
Marty Berlinger, Chris Scholl, Todd Tosseth
Faculty Supervisor: Floyd Patterson
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 5810

INTRODUCTION functions (+, x, etc.) on colored paper. The keypad

A calculator was designed so that it can be seen
easily by a person with 20/200 corrected vision. In
addition, the intended recipient of this device has a
learning disability, requiring that the calculator be
easy to operate by someone with a 7-year-old mental
age. Along with addition, subtraction,
multiplication, and division, the calculator should
also include pi, square root, square, percent, y to the
x, fraction to decimal conversion, decimal to fraction
conversion, and an a/bc key for fraction entry.
Furthermore, the display and keys are to be large
and color coded to help the operator find the correct
key.
SUMMARY OF IMPACT
Calculators can be valuable tools that help students
solve more difficult problems than could be solved
by hand. Unfortunately, the recipient of this device
had problems finding a commercially available
calculator that she could see and operate efficiently.
By providing her with a calculator with large keys, a
large display, and only those functions that she will
use, the recipient will hopefully have a tool that
allows her to function well in her studies.
configuration is shown in Figure 10.8.
The processor selected was taken from a TI30Xa
calculator. This processor was selected since it is
very simple to connect pins to, has all the desired
functions, and already has an LCD display driver
built in.
The display selected is a 1" tall LCD display along
with a cylindrical lens to enlarge the display. An
LCD display is used to reduce power consumption.
It also worked well with the TI30Xa processor that is
designed for such a display. Its dimensions are
30cm x 20cm x 10cm, making it rather large by
calculator standards, but hopefully easy to see and
operate for the intended user. One 9V battery and
two AA batteries draw 11mA for an expected life of
10 hours before the batteries needing replaced.
The resulting device costs $505. Eighty percent of
this cost comes from the buttons. While expensive,
they are very high quality buttons that should
survive several years of use.

TECHNICAL DESCRIPTION
The design of the Calculator for the People with
Visual Impairments can be broken down into three
sections: the keypads, processor and display. The
keypads are made with individual button arrays
(typically 4x1) with clear covers that can be labeled
with a piece of paper underneath. This allowed the
designers to make laser-printouts of the requested
 Chapter 10: North Dakota State University 123

Figure 10.8: Calculator for the People with Visual Impairments.

124 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE ACTIVATED TV MONITOR

Designers: Jason Weires, Don Newton, Andrew Woidolovich
Faculty Supervisors: Floyd Patterson, Mike Palmer
Department of Electrical Engineering
North Dakota State University
Fargo, North Dakota 5810

INTRODUCTION can be set to turn on any one of 256 X-10 devices.

The intended recipient of this project is a veteran
who has quadriplegia because of multiple sclerosis.
The recipient lives in a single-family dwelling with
his wife. To allow the recipient to keep track of his
world and maintain some degree of autonomy, a
PC-based system had been previously developed.
This setup allows the recipient to use voice
commands for environmental control, for example,
to turn on and off lights or a stereo.
In addition to these features, it was desired that the
recipient's PC be connected to a camera and
intercom at the front, back, and side doors of the
house. When coupled with motion detectors, this
would allow the recipient to know when someone is
approaching his house, allow him to look at and talk
to the visitor, and furthermore, allow him to talk to
his wife when she is working in the back or side
yards.
The video transmitter also plugs into the wall
through a special device, which senses the signal
being sent from the motion sensor. On the motion
sensor end, there is a transmitter that sends a signal
through the house wiring and then, on the video
transmitter end, a receiver senses this signal from
the house wiring and then turn the video transmitter
on. When installed, the motion sensor will sense
either a change in the light intensity or the motion of
a visitor and send a signal to power the transmitter.
The transmitter is then coupled directly with the
camera such that the transmitter delivers power to
the camera through a 12-foot telephone cord. The
camera then monitors the front door. A setting on
the motion sensor regulates the amount of time that
the camera stays on after the motion sensor no
longer senses movement or a change of light
intensity.

Near the laptop end of this system, the video

SUMMARY OF IMPACT
Lack of autonomy is a problem associated with
quadriplegia. By developing a system that tells the
operator when someone is approaching his house
and allowing him to selectively turn on cameras and
intercoms, the operator is able to converse with and
address visitors and his wife without assistance.
TECHNICAL DESCRIPTION
There are six essential components to this system:
• The motion sensor,
• The camera,
• A transmitter,
• A receiver,
• A PCMCIA card, and
• A separate intercom system.
The motion sensor runs on batteries and sends an RF
signal to the video transmitter. The motion sensor
receiver is also plugged into a wall outlet directly so
that it is on all the time. The receiver will only work
when the transmitter is sending something;
therefore, the receiver acts as a device that is
"standing guard" until the video transmitter powers
up and sends a signal.
The video receiver then couples directly with a
PCMCIA card to send the audio and video to the
customer's laptop. The PCMCIA card is powered
directly from the laptop computer, so no external
power supply is needed here.
The intercom system used from the client’s front
door is controlled by the PROXi, like any other
module that he controls with it. The client instructs
the PROXi to provide power to the intercom system
when desired and then turn it off when he is done.
The client controls many appliances from his PROXi,
so we assume that it will not be much different to
control an intercom system.

In the lab, the student designers learned that some
of the products used did not meet their advertised
specifications such as the X-cam Anywhere ability to
produce stereo sound. This was frustrating since the
student designers were relying on these products.
The X-10 modules did not have as much range as
advertised so arrangements would have to be made
for them to be within working range when the
system is fully operational. In the end, all
components were functional at an acceptable level.
The biggest concern for the designers was making
sure that all components were compatible. Four
days were spent installing this device in the home of
the client, updating the software on his laptop
Each Door
Camera
Xmit
Motion
Sensor
Intercom
Figure 10.9: Components of the Voice-Activated TV Monitor.
Chapter 10: North Dakota State University 125
computer, and checking to make sure the system
worked. Ultimately, the client was left with a way to
talk to people at any of four doors. The main
problem encountered was finding that not all laptop
computers are compatible with all software. For
some reason, the video card used worked well
several of the laptops tested prior to installation, but
the video capture locked up the client’s computer. A
quick fix to this problem was to install a separate
video monitor rather than place it on his computer.
Follow- up work will address using the new
software on his laptop computer.
The overall cost of this project was approximately
$5,000.
Customer's Room
PCMIA
Rcvr PC
Card
Intercom
126 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 11
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 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

WIRELESS COMMUNICATION DEVICE

Designer: Lawrence D. Allen
Supervising Professors: Drs. M. Tahernezhadi, X. Kong
Department of Electrical Engineering
Northern Illinois University (NIU)
DeKalb, IL 60115

INTRODUCTION
A hand-held wireless remote controlled thermostat
system was designed for the control of residential
heating and air-conditioning (HVAC). Any person
who can operate a telephone will be able to use the
hand-held controller, which, for prototype purposes,
is fashioned from a telephone handset with push-
button and sliding switch controls. With this remote
control, individuals with limited mobility are able to
have complete HVAC control at their fingertips. The
device is also configurable to remotely control
multiple household appliances. The design project
consists of a base unit, which is connected to the
selected household appliances, as well as a hand-
held unit that communicates and instructs the base-
Figure 11.1. Wireless Remote Control Device (Base
unit to perform a desired function on a selected and Handheld Units).
device. The base unit can also relay the status of a
selected device to the handheld unit on demand.
The actual temperature and the setting temperature
have a range from 00 to 99 °C. The device interfaces
SUMMARY OF IMPACT locally with the user via three push-button switches
People with limited mobility require control over
and two four-position slider switches with the
their home environment. If the temperature setting
following functions:
in a person's home is too hot or too cold for comfort,
the wireless home's HVAC (heating/air
conditioning system) control can be set to make the
temperature more comfortable. However, for a Push button 1 Device Circuit/Microcontroller
person with limited mobility, getting to the HVAC Reset
control module to adjust the setting could be
difficult or impossible. Push button 2 Increment Temperature Setting

This wireless design can be configured to turn on Push button 3 Decrement Temperature Setting
and off other household appliances, enabling
individuals with limited mobility to control Slider switch 1 Function Selector Switch
wirelessly multiple numbers of household (Heater/OFF/FanON/Cooler)
appliances. The availability of the portable wireless
device also provides the caretaker with a higher Slider switch 2 Remote/Local ON/OFF Switch
degree of effectiveness and flexibility, which in turn (RemoteON/OFF/OFF/LocalON)
leads to a reduced healthcare cost for the patient.

TECHNICAL DISCRIPTION With Local ON control selected, all local switches

The device displays ACTUAL TEMPERATURE with are functional. Device status and switch settings are
a green, 2-digit, 7-segment LED and SET displayed via 6 LEDs and the aforementioned 7-
TEMPERATURE with a red, 2-digit, 7-segment LED. segment LED displays. Local ON is clear green,

RemoteON is clear red, Heater will be red when the
Heater is ON, OFF/Standby will be amber, FanON
will be green, and Cooler will be white green when
the Cooler is ON. The device will determine actual
temperature via interface with a DS1620 Digital
Thermometer and Thermostat integrated circuit
mounted on the exterior of the TCM (Thermostat
Control Module) casing. With Heater selected, the
TCM will turn on the heater when the actual
temperature is below the set temperature and
remain in OFF/Standby otherwise. With Cooler
selected, the TCM will turn on the Cooler when the
actual temperature is above the set temperature and
remain in OFF/Standby otherwise. With FanON
selected, the TCM will turn on the Fan regardless of
temperature setting. With OFF/Standby selected,
the TCM remains in OFF/Standby regardless of
temperature setting.
The device interfaces with the HVAC components
via the Relay/Demo box, which uses the micro-
controller output to solid-state relays to turn on the
Heater, Fan, or Cooler. It is powered by a Regulated
5VDC 500mA, 120V 60Hz AC adapter.
The device has three 240V25A solid-state relays with
5V TTL control to switch on three standard
125V/15A receptacles that power the heater, fan,
and cooler. Each relay employs a heat sink, and an
8-watt 120VAC internal fan circulates cooling air
into and out of the box.
There is a 125V15A power switch on the front of the
box to energize the entire system. A fourth
receptacle used to power the TCM AC adapter is on
whenever the power switch is on. Total current at
125VAC 60Hz is specified not to exceed 15A as
limited by the lowest rated internal components.
The actual size of the casing is 5"h×2.75"w×2.25"d
including switch, LED, and DS1620 protrusions.
The TCM case has two holes drilled on the rear for
mounting screws. The microcontroller used to
control all the processes of the TCM is the 8-bit
Microchip PIC16C63/JW EPROM. The Peripheral
Interface Controller (PIC) 16C63/JW is a 28-pin DIP
microcontroller with 22 I/O pins, 4K EPROM, and
192 bytes of RAM. All internal component
connections are all based on the I/O pins of the PIC.
Figure 11.2 shows the seven-segment LED Display
circuitry. The theory behind this design is detailed
in the Display Strobe Sequence Truth Table.
Basically, the PIC controls selection (or non-
Chapter 11: Northern Illinois University 129
selection) of the transistor switches to drive the
common anode LED displays as well as the binary
coded decimal required for the appropriate switch
when on. Because the 74LS138 provides a LO (sink)
output, the 74LS240 acts as an inverting driver to
provide a positive voltage to the NPN transistors.
Figure 11.3 shows the various subcircuits of the
input switches, LEDs, and outputs to the Relay box.
The truth tables are diagrammed for the various
switch settings and output logic.
Section 1 is the Reset Switch (push-button grounds
pin 1) with a 68Ω resistor between the switch and
ground to prevent potential latch-up problems
associated with excessive current. Section 2 is the
Increment/Decrement Switches with the same basic
circuitry as the Reset Switch. Section 3 is the
Function Selector Switch with the appropriate pull-
up resistors and ground for various logic
combinations. Section 4 is the Local/Remote
ON/OFF Switch with the appropriate configuration
for its logic outputs to the PIC. Also included are
the Local/Remote Indicator LEDs, which are a
function of the switch position. Note that both the
Function Selector and the Local/Remote ON/OFF
Switches are four-position switches that change two
poles at once. Section 5 details the Status LEDs and
the output to the Relay box. Figure 11.4 shows the
PIC Clock/Temperature Support Circuits as well as
the Relay Box Circuit.
The PIC was programmed using the PIC Start Plus
programmer and associated MPLAB Integrated
Development Environment (IDE). The DS1620 uses a
simple three-wire interface to communicate 9-bit
temperature readings of the temperature of the
device. The device must be initialized and
controlled via this three-wire interface. While the
Reset and Clock pins of the device can be interfaced
easily with the PIC, the DS1620 sends and receives
data via the third wire of the interface. The PIC's
Serial Peripheral Interface (SPI) protocol requires
two separate data lines: one to send and one to
receive. The second issue involves the data
transfer itself. The SPI interface protocol is limited
to an 8-bit word data transfer with MSB first. The
DS1620 sends 9-bit temperature reading, LSB first.
The final issue is that the Reset must be high from
the beginning of a transfer to the end of the last (9th)
bit when reading the temperature value.
130 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
The Handheld Unit Wired Remote
Control
The handheld unit (HHU) displays ACTUAL
TEMPERATURE with a green, 2-digit, 7-segment
LED and SET TEMPERATURE with a red, 2-digit, 7-
segment LED. The device interfaces locally with the
user via a 12-button keypad, one 4-position slider
switch, and 2 push-button switches with the
functions described below.
12-button keypad: Temperature Reset, Numerical
Setting, and Transmitting
Slider-switch 1: Function Selector Switch
(Heater/OFF/FanON/Cooler)
Push-button 1: TCM Device Circuit/Microcontroller
Reset
Push-button 2: HHU Device Circuit/Microcontroller
Reset
Power is supplied via a 9VDC Alkaline battery and
switched on via a lever switch that is held open
(OFF) when the HHU is set face down on a flat
surface and held closed (ON) when handled by the
user.
The TCM device status is transmitted by the TCM,
received by the HHU, and then displayed via four
LEDs matching those on the TCM. The following
status lights will match the TCM status lights:
Heater will be red when the Heater is ON, an
OFF/Standby condition will be amber, FanON will
be green, and Cooler will be clear green when the
Cooler is ON. There will be no LocalON or
RemoteON LEDs as the HHU display will be blank
when the TCM is on LocalON control or OFF and
fully functioning when the TCM is on RemoteON
control.
The TCM/HHU RF Transceiver uses two RF Micro
Devices monolithic integrated circuits for
transmission and reception of serial digital data
communications between the TCM and the HHU.
The RF9901 (FSK transmitter) and the RF9902 (FSK
receiver) are designed to work together as a two-
chip set to provide all the functions necessary to
implement a binary FSK transceiver in the 915 MHz
frequency range.
The final cost of the project is approximately $200.
 Chapter 11: Northern Illinois University 131

+5V
M1 U3 U2
22 1A0
23 2A1 Q4
24 3A2
+5V
1 17 R4 Q2N2222
25 R25 15 Q3 2.2k
26 2.2k 4 3 13
27 5 4 11
28 6 1 R3 Q2N2222
Q2 2.2k
PIC16C63 74LS138 74LS240

R2 Q2N2222
2.2k
+5V Q1
0

2.2k R1 Q2N2222
2.2k
U1
4 B1/RB0 R5-R11 14 13 14 13
5 RB1 O1 13 16 11 16 11
3 LT O2 12 15 10 15 10
11 3 8 3 8
O3
7 INA O4 10 2 6 2 6
1 INB O5 9 1 5 1 5
2 INC O6 15 18 12 18 12
6 IND O7 14 17 7 17 7
220
74LS47
GreenLED10 GreenLED1 RedLED10 RedLED1

2 Digit, 7-Segment Leds (Common Anode)

PIN
INPUT ON
Status A2 A3 A0 Low LED
OFF 0 0 0 15 Change BCD to
ON 0 0 1 14 Green 10
OFF 0 1 1 12 Change BCD to
ON 0 1 0 13 Green 1
OFF 1 1 0 9 Change BCD to
ON 1 1 1 7 Red 10
OFF 1 0 1 10 Change BCD to
ON 1 0 0 11 Red 1
PIC16C63 PIN# 24 23 22

Figure 11.2. Seven-Segment LED Display Circuit.

132 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

R19 FUNCTION SELECTOR SW ITCH

+5V 10k
INCREMENT DECREMENT R17 +5V

+5V 1 1 2 1 2
10k

S4 S5 3
R20
2 10k
R22

2
M1 68 R18
PIC PIN 12 PIC PIN 13 10k
1 2

1
3
PIC PIN 2
1

RA0
S7
RA1
PIC PIN 3

2
20
2

21
RA2 4 ON/OFF SW ITCH

1
R22 RA3 LOCAL D1 (Local/Remote)
68 INDICATOR green

Fan ON
OFF

Cooler
Heater
PIC16C63 R23 R15
10k 330 0
0

1
PIC PIN 21
+5V
S7 FUNCTION
(Main Power
PIC PIN 20 RA1 RA0

2
Supply Input) TRUTH TABLE
D2 Heater LO LO
red OFF LO HI

1
Fan ON HI HI
R16 Cooler HI LO

OFF

OFF
ON-Remote

ON-Local
330

CI
0.1uF
ON/OFF P20
Local/Remote Switch VDD P21
ON-Remote +5V HI
OFF OPEN GND
OFF OPEN GND
ON-Local +5V HI

5
D3 D4 D5 D6
red amber green white
PIC PIN 5

PIC PIN 4 R26 R27 R28 R29

330 330 330 330
U4
+5V
15 1 to Heater relay ON
14 2
13 3 to Fan Relay ON
12 4 to Cooler Relay ON

TRUTH TABLE Input Output

for 74LS145 RA3 RA2 Sink LO
74LS145 Heater LO LO Q0
OFF LO HI Q1
0 Fan ON HI HI Q3
Cooler HI LO Q2

Figure 11.3. TCM Input Switches, LEDs, and Output to Relay/Demo Box.
 Chapter 11: Northern Illinois University 133

M1 U5
9 1 1 9

--W rite R ea d --

32.768 kHz
6 2 8
10
5
R 30
2.2 k
8V SS 4
C2 C3 U6
3 3p F 33pF R e ad -- --W rite
19V SS 2 9 1 DQ

P IC 1 6 C 6 3 7 4 L S 24 1

CLK
0

RST

S tatu s P IC C o n tro l

P IC 1 6C 6 3 D S1620 P7 P 11 P14 P 15 P16 D S 1 62 0

W rite R e ad HI LO N /A D ata O U T
R ead W rite HI HI D ata IN N /A
Direction

Clock
Reset

+5V
S O L ID S T A T E R E L A Y S
U4 S1

Q0 H EATER
S b rea k
Q2
Q3
PLU G
S2

COOLER
S b rea k

7 4 L S 14 5 S3 FA N

S b rea k
IN T E R N A L
RELA Y
C O O L IN G
FA N
1 2

TCM
+5V D C
12 0 V A C A DA PTER
60 H z

Figure 11.4. PIC Clock/Temperature Support and Relay/Demo Box Circuit.

134 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 12
RENSSELAER POLYTECHNIC INSTITUTE
Department of Biomedical Engineering
110 8th Street
Troy, New York 12180-3590

Principal Investigators:
Allen Zelman (518) 276-6548
136 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

A MOTORIZED ROCKING PLATFORM FOR A

TUMBLE FORM CHAIR
Designers: Janice Choy and Robert Cooke
Client Coordinator: Jim Luther, Director of Technology, 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
This project consists of an electric motor driven
rocking platform for a Tumble Form® chair. The
Tumble Form® chair provides a comfortable seat
with straps to secure a child with poor trunk control.
The rocking motion of the platform serves as an
incentive for the child's accomplishment or good
behavior. The top of the apparatus is a platform to
securely hold the chair. This platform rocks by
rolling back and forth on a set of wheels, along an
arched bottom base. The rocking platform is driven
by a motor and pulley system. An ability switch
allows the user to activate or deactivate the rocking Figure 12.1 Base showing driver which fits in the
motion of the platform. groove at the bottom of the platform.

SUMMARY OF IMPACT
Children who are physically challenged, especially
those with spastic or hypertensive disorders, enjoy
the soothing motion of a rocking chair. This
chair/platform combination holds the child securely
while permitting the child to initiate or terminate the
rocking motion. Independent control by the child
seems especially important for non-vocal clients.
The rocking motion provides a sensory experience
that soothes taut, aching muscles, improves
awareness of body position and may contribute to
developing a better sense of balance.
TECHNICAL DESCRIPTION
The base of the rocking platform is constructed from
a sheet of medium density fiberboard (MDF), 4' X 8'
X ¾". This material is strong, easy to machine and
inexpensive. Two arcs are cut, each having a radius
of 36". The concave side panel is shortened to a
length of 8¼" from the center of the arc. The convex
panel is shortened to a length of 4¼" from the center
of the arc to the straight edge.
The top platform is constructed by attaching two
sheets, 3" X 20" X 3/4", of pinewood between the
convex panels, so the panels are 18½" apart. A flat
base, 2' X 18½" X 3", is attached to the four sides,
forming a rectangular box. This box is flipped over
to form the top surface for the Tumble Form® chair
to rest. The flat base is attached to the side panels
¾" below the edges to produce a retaining lip which
could securely hold the edge of the platform. Four
large coaster wheels are attached to the bottom
surface of the flat base at the corners. The top
platform fits securely over the bottom platform. The
wheels under the top base glide along the respective
concave arc of the bottom platform and produce the
rocking motion. Two strips of wood are inserted
onto the underside of the base, within the box.
These strips are centered on the base at a 1.5" offset
from each other. L-shaped brackets are placed along
the inside edges for added strength.
The bottom platform is a rectangular box that
houses the electrical and mechanical components,
which drive the platform. This structure has
concave side panels previously described. The front
and back panels, 9½" X 17" X ¾", are attached to the
arced side panels. The base of the platform, 17" X
36" X ¾", is added to the four sides to form the box.

Power for the oscillating platform is derived from an
AC motor turning two circular pulleys with a drive
belt. One pulley, with a large wheel, is placed in the
center of the bottom platform. A rod, fastened with
a flange, protrudes from the large wheel 6" from the
center. When the top-oscillating platform is placed
over the bottom stationary base, the rod will be
positioned between the two strips of wood on the
underside of the top base. As the wheel turns, the
pin rotates to supply a linear force to the strips of
wood. The path of the top is restricted to a linear
back and forth motion, which follows the path of the
arc; thus, the circular motion of the motor is
transformed to the rocking motion of the platform.
The circular wheel pulley is made from MDF with a
diameter of 13 5/8". The wheel is routed along the
side to form a groove for the ½" x 58" FHP belt that
delivers power to the device. This wheel is placed in
the center of the bottom base.
To allow the wheel to smoothly and freely rotate, a
12" diameter Lazy Susan ball bearing is attached
Figure 12.2 Top View of Platform Showing Slot and Curved Bottom.
Chapter 12: Rensselaer Polytechnic Institute 137
underneath. The belt is attached around the wheel
and held slightly taut by another pulley near the
back corner of the base. This smaller pulley is
attached to the motor.
A 154 RPM AC motor, Dayton, Model Number
4Z613, drives the pulley and belt. The motor has an
input motor horsepower of 1/25 at 60 Hz. A 5 MFD,
370 V GE motor run capacitor is used in parallel
with the motor. The motor is bolted to the inside
back panel of the bottom platform. A 2" OD sheave
is attached to the motor. Using a 58" long Browning
FHP belt, previously mentioned, the platform cycles
at roughly 20 RPM. The platform is designed to
support a weight of 65 pounds. The motor is wired
to a standard two-prong power cord. This cord is
plugged into an AbleNet Power Link. This adapter
is connected to an ability switch allowing the child
to control the on and off power switch of the
platform.
COST: One unit costs approximately $300.
138 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

Figure 12.3. Completed and Assembled Unit.

Figure 12.4. Schematic Side View.

 Chapter 12: Rensselaer Polytechnic Institute 139

Figure 12.5. Schematic Top View of Base.

140 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
AN ASSISTIVE DEVICE FOR
PUSHING ELEVATOR BUTTONS
Designers: Elizabeth Pastecki and Kenneth Semcken, Jr. BS
Client Coordinators: James Luther, BS and Paula Silliman MS, Center for the Disabled, Albany, NY
Supervising Professors: John Szczesniak, MS and Allen Zelman, Ph.D.
Department of Biomedical Engineering
Rensselaer Polytechnic Institute, Troy New York
INTRODUCTION
The purpose of this project is to design and
construct a device that to enable a person with
quadriplegia to operate an elevator without
assistance. The client is limited to the first floor of a
two-story building due to his inability to activate the
elevator buttons from the wheelchair. Outside the
elevator, at each floor, there is one "call" button; one
can only go up from Floor 1 or down from Floor 2.
Inside the elevator there are two "floor" buttons,
aligned horizontally. The device has been designed
with two simulated fingers. A LED light in each
finger shines a red dot to the wall where the fingers
are pointing. The client aligns his electric
wheelchair with the elevator buttons by using the
red light of the LED guide alignment. The client then
pushes the cheek button to thrust the fingers toward
the elevator buttons. The elevator opens and the
client enters the elevator. Then, the client guides his
electric wheelchair to the inner set of buttons and
repeats the process to go up or down.
SUMMARY OF IMPACT
The client likes being able to achieve a greater
degree of freedom. His job is to deliver the mail
throughout the two floors of the building. After
practice, the client is now able to access the elevator.
However, the large-diameter tires of the wheelchair
often catch the carpet of the hallway and elevator,
preventing alignment. This assistive device should
allow him to go from one floor to the other without
an assistant. Unfortunately, since the client is non-
verbal, the possibility of the client being unable to
open the elevator door forced abandonment of this
project until a more reliable, robotic hand could be
designed. The goal remains to provide the means for
the client to operate the elevator unattended.
TECHNICAL DESCRIPTION
The device presses the elevator buttons with
mechanical fingers via motion generated by a linear
actuator. LEDs placed in the tips of the fingers
allow the client to align the device with the elevator
buttons using the joystick of his electric wheelchair.
This device is mounted directly on the front of his
wheelchair tray.
The client is protected from all electrical
components. The circuitry consists of a timer delay
circuit for the LEDs and a set of relays to extend and
retract the actuator; this circuitry is contained in an
ABS plastic housing. The device uses a 12-Volt
rechargeable lead-acid battery which is also
enclosed in a separate plastic housing and then
mounted on the back of the wheelchair so that it is
outside the client's reach. The electrical systems
operating the electric wheelchair and the assistive
device are isolated from one another.
The sliding arm and the linear actuator are the only
moving parts of the system. The sliding arm is
composed of 5/8" PVC pipe, PVC connection joints,
and compression springs. The linear actuator had a
2" stroke, 7.5:1 gear ratio, and a 2" per second
extension rate. The actuator can provide up to 100
pounds of force, but only one pound is necessary to
activate the elevator buttons. This became an issue if
the client came too close to the wall, since
overextension would damage the wall or create a
large enough moment arm to snap the base.
Therefore, a compression spring is placed between
the sliding arm and actuator where they connect. In
this case, the actuator will continue to extend, but
the sliding arm will slip and compress this spring
instead.
The control buttons used to activate the targeting
LEDs and to start the motion of the fingers are large
in diameter so that they could be easily triggered.
 Chapter 12: Rensselaer Polytechnic Institute 141

These switches are fashioned with 1/8" phono

plugs. A simple connection jack is installed to permit
the client's assistant to choose an appropriate
activation button and its location.

The device is designed so that it would not extend

beyond the width of the wheelchair when it is not in
use. The device is durable to prevent damage should
the patient bump into a wall. The housing is
reinforced with 1/4" Lexan. The base, mounted to
the wheelchair tray, is constructed of 1/2" and 3/8"
Lexan. The base of the device is a U-shaped clamp,
which slides onto the tray to secure the system. To
prevent it from becoming loose, blind holes filled
with silicone caulk are placed on the sides in contact
with the tray.

The entire apparatus is supported at the appropriate

height via a 5/8" diameter steel threaded bar that
fastens into the base and the housing. Threaded rod
is employed since the device needed to be adjustable
in height; the client may change wheelchairs from
time to time.

The approximate cost of this project is $320.

Figure 12.7. Fingers are Aligned via the Joystick.

Figure 12.6. Assistive Device Attached to Tray of an Electric Wheelchair.

142 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CORDLESS SWITCHES FOR INCREASED SAFETY

AND SIMPLE OPERATION OF ELECTRICAL
ASSISTIVE DEVICES
Designers: Nicolas Colby and Carrie-Anne Rondi
Client 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
Individuals with quadriplegia generally must use
wires to connect the switches on the wheelchair to
the toys and assistive devices they wish to operate.
These wires present both a danger while walking
near the client and a possible electrical hazard to
clients and attendants. The cordless switch allows
elimination of the wires by using Electromagnetic
Waves (EMW) to communicate between the
switches operated by the client and the toy or
assistive device. EMW can be as safe as radio waves.

The cordless switch has two miniature elements, the

transmitter and receiver. The transmitter may be
inserted into the base of any switch that is activated
by a push or a pull. When the switch button is
pressed, the transmitter emits an EMW signal to the
receiver that is placed within the toy or assistive
device. The receiver is miniaturized and is inserted
into the toy or assistive device. The maximum
distance between transmitter and receiver can be
changed by increasing or decreasing the power of
the transmitter; this permits a simple means of
preventing inter-room interference. By employing
pairs of transmitters and receivers with non-
interfering EMW signals (at different frequencies),
several toys and assistive devices can be operated
simultaneously by different clients in the same
room. The miniaturized electronics of the cordless
switch are adaptable to a variety of wired switches
used to operate toys and assistive devices.
SUMMARY OF IMPACT
In the classroom setting, children with quadriplegia
use a variety of cheek button switches to operate
electronically activated equipment without
assistance. Both clients and attendants appreciate the
cordless switch because it permits removal of the
Figure 12.8. Water Shooting Toy with Two Cordless
switches. Receiver Attached to Toy has a Solar Panel;
the Other Uses Batteries.
connecting wires between switch and toy or
assistive device; this simplifies setup. Also, by
eliminating connecting wires, the cordless switch
increases safety for walking in the classroom,
eliminates wire breakage between devices, and the
easily broken dangling wires on the wheelchair.
Several cordless switches may be in use
simultaneously because the cordless switches can be
constructed with non-interfering frequencies.
TECHNICAL DESCRIPTION
An AM RF transmitter is used to transmit a signal to
the receiver, which decodes it. The transmitter of the
first prototype operates at 418 MHz; the supply
voltage is 2 to 14 volts; and the working frequency is
303.8 to 433.92 MHz. The transmitter is purchased
from Convergent Technology. A nine-volt battery is
connected to pins 1 (Vcc) and 2 (GND). The antenna,
a single loop of wire, is connected to pin 4 (DATA
OUT). One of the signal wires of the ability switch is
 Chapter 12: Rensselaer Polytechnic Institute 143

connected to pin 3 and one is connected to Vcc. The
entire assembly is mounted on a resin soldering
board and secured by lead-free solder. The
transmitter is then placed within a 4-inch diameter,
Jellybean, Ability Switch supplied by AbleNet.
The AM receiver captures the coded data from the
418 MHz AM transmitter. These modules show very
high frequency stability over a wide operating
temperature even when subject to mechanical
vibration or manual handling. The RF supply
voltage (RF + Vcc) is 4.5 to 5.5 volts; the AF supply
voltage (AF + Vcc) is 4.5 to 5.5 volts; and the
working frequency is 250 to 450 MHz. The receiver
is purchased from Convergent Technology. Pins 1,
10, 12, and 15 are all connected to the positive
terminal of 3 AA batteries, which are connected in
series. Pins 2, 7, and 11 are connected to the
negative terminal of the same 3 AA batteries. An
antenna of the same type as the transmitter is
connected to pin 3 (DATA IN). The center lead of a
2N3904 transistor is connected to pin 14. The left
lead of the transistor is connected to GND. The right
lead of the transistor is connected to one terminal of
the coil in the 5V 500-ohm reed relay. The other
terminal of the reed relay coil is connected to Vcc.
The original 1/8th inch plug cut from the ability
switch is connected across the other two terminals of
the reed relay. The entire assembly is mounted on a
resin soldering board and secured by lead-free
solder. It is placed within a standard component
box made by Radio Shack.
Each cordless switch cost approximately $77.40

antenna CIR3
Receiver

CIT3

10
11
12
13
14
15
1
2
3
4
5
6
7
8
9
transmitter

1 4
9V 2 3
Battery

2N3904
transistor
1
0

ability switch 3 AA
batteries 5V 500 ohm
reed relay

1N914
diode

device to be
+V GND
controlled
solar panel

Figure 12.9. Circuit Diagrams of the Transmitter and Receiver.

144 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

A HEATING SYSTEM FOR AN ELECTRIC

WHEELCHAIR USED IN VERY COLD WEATHER
Designers: Meghan Geary and Lucinda Szczesniak, RN
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 inclement weather, and potentially increased use of

This system is designed for a client with muscular
dystrophy. Because of decreased strength and a
limited range of motion in her upper body and
arms, she has great difficulty dressing in heavy
winter clothing. Her job, on a college campus,
requires driving her electric wheelchair between
campus buildings in all types of extreme weather
conditions. This project is directed toward
alleviating her problems in a climate that tends to
mix extreme cold, wet snow, rain, and wind.
This heating system consists of three separate
components that can be used individually or in
combination as dictated by the severity of the
weather. The primary component is a custom made
lightweight poncho, tailored to fit the client as she
sits in the wheelchair. The poncho is constructed to
ease manipulation of this winter attire. A stiffened
semicircle around the neck enables her to lift the
poncho over her head.
The second component is a leg warming apparatus
mounted on the underside of the wheelchair that
blows warm air towards the back of the legs. The
third component is the front half of a
ThermalWear™ Warm Vest, which has a modular,
cloth-covered plastic unit containing a salt solution
that acts as a hot water bottle but is much lighter
and can be easily electronically reheated. There is a
harness that secures the half vest to the client’s torso.
Once heated, the salt solution in the half vest
radiates heat for up to eight hours and is to be used
during severely cold weather and/or prolonged
exposure to the cold, i.e., while attending an outdoor
sports event or waiting for a bus.
SUMMARY OF IMPACT
The primary benefits from the heating system are
increased safety during sidewalk transportation in
the wheelchair at outside college sports events. The
heating system produces the client an increase in
independence by making public transportation
available with less risk to her health and comfort.
The client would still like an outer fabric with a
feminine design.
TECHNICAL DESCRIPTION
PONCHO
A designer fabricated the prototype poncho using
her sewing machine. The poncho is a rounded, T-
shaped, three-layer garment with a stiffened
semicircle around the T-shaped neck opening.
Velcro closures are sewn at the wrists, along the
curve of the sleeve, and at the neck to minimize the
opening and, thus, heat loss through these openings.
Dimensions of the poncho are determined by
directly measuring the client. The outer layer of the
prototype poncho is lightweight, water resistant
Nylon. All edges are heat sealed prior to sewing.
The middle layer is Mylar, a silvery material,
which acts as a radiant heat barrier. The layer next to
the client is lightweight fleece for insulation and
comfortable on skin. The poncho snaps open to
allow the Mylar to be removed for washing. The
semicircle around the neck opening is stiffened
using a 3/8” OD polyethylene tube placed into a
tube of Nylon that is sewn onto the poncho; the
tube is removable for washing. A leg strap is used to
restrain the poncho in windy weather. Using
anodized aluminum angle, two catch plates are
machined to fit the aluminum tubing supporting the
wheelchair's footrests. Rectangular aluminum bar
stock is machined to form clamp plates to hold the
catch plates in place. One -inch Nylon webbing
with an appropriate snap is measured to fit across
the client’s calves to the catch plates.

LEG WARMING APPARATUS
The heating unit of the leg warming apparatus
consists of a DC 12-volt hair dryer (Prime Products
#12-0310) mounted under the seat of the wheelchair
and adapted to have a remote on-off switch
mounted for easy access by the client. The power
source for the dryer is a 33-Ah 12-volt sealed lead
acid battery (Panasonic LC-LA1233P with a pressure
type contact terminal). The heating unit has an
electrical supply independent of the batteries that
drive the wheelchair, to prevent the wheelchair
batteries from becoming drained and thus stalling
the client somewhere in cold weather. A mishap
from stalling the wheelchair in severe weather could
be very dangerous to the client.
A simple toggle switch is wired into the power cord
of the hair dryer and mounted to the arm of the
wheelchair; a mounting bracket is manufactured. To
mount the hair dryer under the wheel chair, a
mounting block is made from Lexan and a
mounting bracket from aluminum plate. The
mounting block consists of two U- shaped pieces
that clamp over the head of the dryer and hold it in
place. The aluminum plate is bent to hold the dryer
and mounting block in the proper orientation to
blow on the back of the client’s legs. This assembly
is bolted together, and bolted to the underside of the
seat using pre-existing attachment holes.
Figure 12.10 Clockwise From Top Left: Wheelchair Battery, Home and Office Battery Chargers, Thermalwear™ Half
Vest, Leg Strap, and Poncho.
Chapter 12: Rensselaer Polytechnic Institute 145
The client asked that the battery be removable for
the warmer months. A battery mount is machined
from Lexan and is held in place with two 1"
webbing straps and 1" Fastex fasteners. The battery
mount is bolted to the back of the wheelchair, using
pre-existing attachment holes. The battery is a
sealed, deep-cycle, lead-acid type. To finish
encapsulating the battery, a terminal bar is
machined from Lexan. This bar slides down over
the terminals and is held in place with Nylon
screws that go through the pre-existing holes in each
battery terminal and then screw into the tapped hole
in the back of the Lexan bar. This cage also
secures the wiring against the terminals. On one end
of the terminal bar is the pigtail with the connection
for charging the battery. On the other is the
connection for the hair dryer. A battery charger is
modified with a compatible connector for charging
the battery.
Vest
The ThermalWear™ half vest is not modified.
However, due to the client’s diminished arm
strength, an adaptation is needed to enable the client
to plug the vest in for warming both at home and at
the office. A pigtail is wired with a connector
compatible with the home and office battery
chargers. Cost: The approximate cost is $500.00.
146 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

Figure 12.11. Student Designer Demonstrating Fully Extended Poncho.

Figure 12.12. Heater Attached to Wheelchair.

 Chapter 12: Rensselaer Polytechnic Institute 147

Figure 12.13. Client Demonstrating Chest Vest.

Figure 12.14. Client demonstrating complete system in place.

148 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

JOYSTICK INTERFACE FOR A REMOTE CONTROL

CAR
Designer: Maneesh Shrivastav, BA, MS, ME, MBA
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

INTRODUCTION
A common toy for children is a remote control car.
However, the standard controller for a remote
control car requires fine motor skills since triggers or
switches are used for acceleration and steering. The
required precision prohibits some children with
physical challenges from playing with such devices.
This project entails designing and building a joystick
interface that is connected to either of two remote
controlled electric toy cars. Thus, children capable of
controlling the joystick of an electric wheelchair can
play with these commercially available remote
controlled toy cars.
SUMMARY OF IMPACT
The joystick controller is designed to interface with a
standard remote control. Use of the joystick has
simplified the control mechanism, making it easier
for physically challenged individuals to play with
these toys. The squeals of delight indicate that
mentally and physically challenged children seem to
enjoy having this new technology available to them.
TECHNICAL DESCRIPTION
Two different remote control cars are used: an
indoor model and an outdoor model. The outdoor
model is a Team Associated RC10 (Costa Mesa, CA)
car with an XL2P (Airtronics, Anaheim, CA) pistol
grip controller. The Airtronics controller consists of
two three-terminal potentiometers: one to control
the steering and one to control the acceleration. The
center terminal is ground. For the steering
potentiometer, a wire connection between one
terminal and ground causes the car to turn in one
direction. A connection between ground and the
opposite terminal causes the car to turn in the
opposite direction. A similar response occurs when
such connections are made for the potentiometer
that controls acceleration. For example, when a
connection is made between a specific terminal and
up
nails screws
base
left right
screws
down
Figure 12.15. Schematic of Interface between
controller potentiometer and the joystick.
ground, the car accelerates to a fixed speed. The
schematic demonstrates how the controller
potentiometer interfaces with the joystick.
For the Airtronics controller, 6-inch hookup wires
are soldered to each of the two terminals and one
ground for each of the two potentiometers, resulting
in a total of six solder connections in the controller.
These soldered wires are led to the plastic edge of
the controller. Then a standard connector that
connects to a computer joystick is fitted into the
housing of the controller, and the six wires (three
from each potentiometer) are inserted into the
pinholes of the connector. After these wires are
inserted, the case of the controller is closed, exposing
only the connector that would allow a joystick
interface.
The joystick is modified by inserting four metal
screws horizontally into the base of the joystick at
right angles to each other. Four pins are inserted
vertically into the housing of the joystick so that
moving the joystick in one direction makes contact
between the pin in the housing and the screw in the
base of the joystick’s shaft. Releasing the joystick so
 Chapter 12: Rensselaer Polytechnic Institute 149

that it is in the neutral position allows no contact

between the pins and screws.

The two ground wires from the controller are

soldered to the screws on the joystick base. One wire
To joystic
is soldered to the up and down screws; the other
wire is soldered to the left and right screws. Each of
the four wires representing the potentiometer
terminals (two for left and right, two for forward
and backward) is soldered to pins corresponding to
the direction. The user must find which pins
correspond to a particular direction by manipulating Figure 12.16. Airtronics Controller with Two Three-
the joystick. The potentiometer terminal that causes Terminal Potentiometers.
right movement, for example, is connected via wire
also soldered to the two ground terminals and then
to the right pin in the base of the joystick. When the
routed to a connector that is mounted to the plastic
system is complete, moving the joystick forward will
housing of the controller. The setup for the joystick
make a connection between the screw, which
is the same.
connects to ground, and the top pin, which connects
to the potentiometer terminal that causes forward The modifications do not interfere with the normal
acceleration. The gearing of the car is enlarged and operation of the car. Thus, unplugging the joystick
the motor is downgraded (fewer RPMs) to reduce from the controller allows for normal operation of
the speed of the car; this allows safe use indoors as the car with either controller.
well as outdoors.
Cost: The approximate cost for the cars, pistol grip
For the indoor model, a New Bright red (Wixom, and wiring is $480.00.
MI) remote control car is used. This model uses
simple contact switches, not potentiometers, making
the setup easier. As before, wires are connected to
the switch terminals in the controller that represent
direction (left, right, forward, backward). Wires are

Figure 12.17. Cars and Controller.

150 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

NERF BALL CANNON TOY FOR IMPROVING

HAND/EYE COORDINATION
Designers: Urmi Chattopadhyay, Vibin Chowallur, Cliona Hinchliff, Cara Paccio, and Jolanta Slepska
Client Coordinator: Jim Luther, 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 positioning of the gun. The designers created two

Nerf Balls are toy balls, about 2" in diameter, having
very little weight. Thus, even when traveling with
considerable speed, they will inflict no injury when
striking a child or adult. The Nerf Ball Cannon
consists of an electronically controlled air gun,
which fires Nerf balls at colorful targets, which
when hit, will sway back and forth then set
themselves in their original firing position. The Nerf
Ball Cannon is aimed and fired by the client. Simple
manipulation of large button switches directs the
aiming and firing of the cannon. This simplicity of
control prevents client frustration and ensures an
entertaining period for learning important
psychomotor skills such as depth perception,
reaction time, and hand/eye coordination. This toy
has been designed with the special needs in mind
for mentally and/or physically challenged children.
The toy Nerf cannon consisted of several
components that contribute to its single goal, that of
allowing a child with special needs to fire this
cannon at a target. To the greatest degree possible,
electronics and servomotors have replaced muscular
dysfunction. The cannon has a single barrel, which
contains a spring to keep the Nerf balls, stacked in a
row inside and toward the front of the barrel. Up to
six Nerf balls can be loaded simultaneously. The
rear of the cannon barrel is connected to a
compressed air tank, which provides the necessary
pressure to propel the balls toward the targets.
The cannon barrel is aimed in the horizontal and
vertical directions using two separate mechanical
mechanisms. By pressing large, round, colorful,
button switches the electronic aiming controls are
activated and the barrel is raised, lowered or
traverses from right to left and back. The platform
onto which the gun is attached is mounted on a
shaft, which rotates in the horizontal plane via a
gear motor. A linear actuator controls the vertical
brightly colored targets. The targets are delicately
balanced on a platform such that anything that
touches them causes them to swing. The targets are
positioned at a distance from the cannon deemed
suitable by the teacher. When a Nerf ball strikes the
target, the target rocks back and forth, and assumes
its original upright, stationary position after two or
three oscillations. The balls are so light, and have so
little mass, that they are safe to shoot in a classroom.
After being fired, the Nerf balls are picked up from
the floor by an attendant and inserted back into the
cannon barrel for further target practice.
SUMMARY OF IMPACT
The main goal of this project is to produce a toy than
can provide an enjoyable, learning experience for its
users. Pressing buttons to aim and fire the cannon
will promote hand-eye coordination. The vibrant
colors and the pleasant movement of the targets will
reward the user for success and help to maintain the
attention. During the first learning session five
children simply squealed with delight, but a sixth
child seemed to be fearful. The cannon does make
noise as it is fired.
TECHNICAL DESCRIPTION
The gun is a two-inch diameter PVC tube that holds
up to six Nerf balls. The balls are held flush against
the opening of the barrel by a spring, creating a
semi-airtight seal. The end of the barrel is slightly
constricted so that air pressure has to force the Nerf
ball out the barrel. A tube connects a 2-½ gal,
compressed air tank to the rear of the barrel. The air
tank is filled prior to use with an electric air pump to
90 psi. The maximum safe tank pressure permitted
is 125 psi. Because of its size, several hours of
continuous play are required to lower the tank
pressure such that the cannon would no longer "fire"
the Nerf balls. An electrically controlled on/off
 Chapter 12: Rensselaer Polytechnic Institute 151

valve is used to regulate airflow through the tube. A

short burst of pressurized airflows from the tank +12V
into the barrel when it is triggered. Air pressure NC +12V

builds up in the barrel until a ball shoots out, then +12V

Relay 'B'
the air pressure inside the barrel drops and the power
spring in the barrel forces another ball toward the
front of the barrel, where it is stopped by the
constriction at the front of the barrel; the cannon is 4 3

then ready to fire again. 1/2 Relay 'A'

direction
The horizontal plane aiming mechanism consists of 8

a 12VDC gear head motor, a set of 32 pitch gears, a

M
torque transfer shaft, and a thrust bearing
connecting the platform to the shaft. An H-bridge
1 2
relay configuration circuit controls these mechanical
1/2 Relay 'A'
components. The vertical aiming of the gun is
5
obtained by an integration of a linear actuator
7
controlled by double and single-switch relays.
These aiming mechanisms are encased and mounted
onto a table. The table is mounted on a cart, which
allows for easy transport from room to room. The Figure 12.18. Circuit for Moving Gun in Horizontal Plane.
targets are designed with curved bottom side
supports that are connected in the middle. Rubber
bands are used to keep the targets in place while still
allowing rocking motion when they are hit; they also
dampen the rocking motion.

One unit costs approximately $800.

+12V
Down

6 4
8 1
M

5 3 2

Up
NO

Single
Relay
COM

Figure 12.19. Circuit for Moving Gun in the Vertical Direction.

152 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

+12V

Relay
10k 10k

1 8 0.01uF
R1
2 7
555
0.1uF
Timer
3 6
470 Valve
4 5
Push
Button

0.1uF C1 5.7k

Figure 12.20. Timing Circuit for Gun Valve.

Figure 12.21. Nerf Ball Cannon System.

 Chapter 12: Rensselaer Polytechnic Institute 153

Figure 12.22. Close-Up of Top Platform.

Figure 12.23. Nerf Cannon Targets.

154 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 13
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
molendrf@buffalo.edu

155
156 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

COMPACT WHEELCHAIR-LUGGAGE COUPLER

Student Designer: Devereaux J. Bielecki
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION luggage tote. The smart device takes advantage of

Many wheelchair users are challenged with
determining how to comfortably carry personal
belongings with them on their wheelchairs. A
simple coupling device enables a person, confined to
a standard wheelchair, to easily tow a luggage tote.
The luggage tote will offer a greater sense of
freedom and comfort during daily travels. This
system will provide good maneuverability, easy
access to the luggage, and the option to detach the
tote via a quick-disconnect coupler.
the wheelchair’s collapsing mechanism. When the
wheelchair’s handles move toward one another, one
can attach the male end of the coupler frame (first
part) to the wheelchair handles. Opening the
wheelchair locks the first part into position around
the finger slots of the wheelchair handles. The
female end of the coupler fastens to the luggage
tote’s handgrip by using a common plastic tie-strap.
In fact, neither the wheelchair nor the luggage tote is
permanently altered in any manner.

SUMMARY OF IMPACT
The two-part coupling device is designed for use
with a standard folding wheelchair, thus not
sacrificing the portability of the wheelchair or the

Figure 13.1. Luggage Tote Attached to Standard Wheelchair Using the Coupler.
 Chapter 13: State University of New York at Buffalo 157

TECHNICAL DESCRIPTION The female end of the coupler has a spring-loaded

The coupling system consists of two parts. The first
part consists of a 3/8" diameter aluminum rod that
wraps around the finger grips of the wheelchair
handles and spans the distance between them. The
aluminum rod provides a sturdy frame for attaching
the male end of a Milton Kwik-Change air coupler.
The male end is rigidly secured at the center of the
aluminum rod, equidistant between the two
wheelchair handles. The male end points down to
provide a central pivot for the female-end (second
part) of the coupler.
The female end of the coupler attaches to the
luggage tote’s handgrip by threading a plastic tie
strap through a hole in its base and then around the
handgrip. The tie strap locks back through itself.
grip that, when pushed downward, releases the
female end from the male end. This action allows the
luggage tote to easily separate from the wheelchair.
The tote attaches to the wheelchair by simply lining
up both ends of the coupler and pushing them back
together until they lock.
To allow the wheelchair handles to easily engage
and disengage from the coupler frame, the ends of
the aluminum rod were angled upward
approximately seven degrees. Synthetic caps
applied to the rod ends protect the user from sharp
edges and make the frame more aesthetically
appealing.
The total cost of the project was approximately $20.

Figure 13.2. Components of the Wheelchair-Luggage Coupler.

Figure 13.3. Components of Wheelchair-Luggage Coupler.

158 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

STOWABLE BOOKHOLDING DEVICE

FOR A WHEELCHAIR
Student Designer: Matthew K. Gersley
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
This device was developed to enable a person with
weak or ataxic upper extremities to read a favorite
novel or magazine or to contemplate a crossword
puzzle. In addition, it provides an inclined surface
for writing as well as the opportunity to read in a
more ergonomically correct position. The need for
improvement came from the limited number of
existing reading devices, which are too heavy and
cumbersome. The suggestion for this device
originated from a person with multiple sclerosis
who is currently losing arm strength.

Figure 13.5. Bookholder Stowed on Backside of

Wheelchair.
writing. This feature also allows the head and neck
to remain in a more neutral position compared to
using a standard, flat desktop. By permitting the
book to rest on a surface, the need for isometric
grasp no longer exists. The ease of attaching the
device to the desktop also accommodates those with
weak upper extremities.

Figure 13.4. Dismounted Bookholder.
SUMMARY OF IMPACT
This device attaches to the backrest of some
wheelchairs while moving from place to place. The
components of this device, when combined, were
chosen to accommodate persons with weak upper
extremities. The incline adjustment feature
accommodates impaired vision as well as
differences in the elbow’s range of motion when
TECHNICAL DESCRIPTION
The polycarbonate desktop and the clamps used to
attach the desktop, both purchased from DIESTCO,
are the principle components of the design. The
incline adjustment feature, not found on the
researched bookholders, consists of the ratcheting
mechanism found on a chaise lounge chair. The
hooks that attach the ratcheting mechanism to the
desktop are made of austenitized stainless for
strength. The hooks’ shape allows for easy attaching
and detaching of the bookholder. Velcro tabs secure
the hooks to the acrylic reading surface when the
device is not being used. Without the Velcro, the
ratcheting mechanism would move, causing
difficulty when storing and picking up the device.
 Chapter 13: State University of New York at Buffalo 159

Rubber dipping on the hooks prevents scratching of uneven reading/writing surface. Colored contact
the polycarbonate desktop. The black rubber dip paper was added to the bookholder’s surface.
also serves to improve the aesthetics of the device.
The total cost of the project was approximately $210.
The bookholder’s weight and bulkiness was
minimized by using a 1/4” piece of acrylic with a
1/4” lip to prevent a book or piece of paper from
sliding. A thin U-shaped pipe keeps the two
ratcheting mechanisms synchronized to prevent an

Figure 13.6. Deployed Bookholder.

160 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE FIVE-POINT CHUCK FOR

REMOVING TWIST-OFF LIDS
Student Designer: Gregory C. Gutekunst
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION To hold the jar and remove the lid it is necessary to

This device helps people with arthritis open glass
jars sealed with metal twist-off lids. A twist-off lid
requires a simultaneous application of two forces: a
radial gripping force and a torque, both of which are
difficult or impossible to perform by many people
with arthritis.
SUMMARY OF IMPACT
The device will remove lids of diameters ranging
from 2 to 4 inches. This device can be stored on
kitchen countertops. Overall dimensions of the final
product are approximately 12" in height and 9" in
diameter. The device is electrically controlled,
requiring a light downward force to activate a
pressure switch for removing the lid. No
complicated hand motions are necessary and direct
contact with the jar is not required. Currently, only
a few electric jar openers exist on the market and
they require the user to grip or hold the jar during
operation.
TECHNICAL DESCRIPTION
The main component of the device is a five-point
chuck. Two thin circular plates are stacked along a
common axis and rotate relative to one another. This
relative rotation moves the contact pads in a radial
direction. The driving plate has a spiral groove cut
to a blind depth on one side of the plate. This
feature, along with the slotted cuts in the slider
plate, allows the contact pads to move radially and
applies the required radial force. When the contact
pads grip the lid or container, both plates rotate to
apply the required torque.
have two chucks, one located under the container
and one located on top of the lid. The bottom chuck
assembly connects directly to the electric motor. As
the bottom chuck assembly rotates and grips the jar,
rotation is continued and transferred to the upper
chuck assembly, through the container, causing the
upper chuck assembly to grip the lid and remove it.
Once the lid is removed, the device rotates in the
opposite direction to release the container and lid
from the chuck assemblies.
The contact pads’ surfaces require a soft rubber
coating to increase the friction coefficient between
the lid material and the container. To ensure the
proper radial force to the lid and container, the
slider plate is held in place by friction pads similar
to a disk brake assembly on an automobile. When
the static friction force is less than the rotational
torque applied by the motor, both plates will rotate.
The device shown in the figures is a prototype of the
chuck assembly. This prototype was manually tested
on an unopened metal lid container and successfully
removed the lid. Further construction of the
prototype is required to test hands-off operation but
results obtained thus far show promise for future
success of the concept.
Total cost of the project was approximately $510.
 Chapter 13: State University of New York at Buffalo 161

Figure 13.7. Lidded Jar Engaged with Chuck.

Figure 13.8. Components of Jar Opener.

162 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE SWING ATTACHMENT FOR A

CHILD’S BICYCLE SEAT
Student Designers: Petra Hermann and Teresa Majchrzak
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
A device was designed to attach a typical child’s
bicycle seat to a playground swing to enable
children with physical disabilities to swing. The
bicycle seat provides the support needed for
maintaining a sitting position while on the swing for
children without the necessary postural support.
This swing attachment would also represent an
excellent choice for young toddlers without
disabilities.
Keeping the seat fully universal, making the
attachments simple and easy to put on and remove,
and ensuring the safety of the child were the main
goals of this project.
SUMMARY OF IMPACT
This project promotes accessible playground
recreation for children with physical disabilities.
TECHNICAL DESCRIPTION
It was necessary that the design be simple, allowing
for easy attachment and removal to the swing and
seat.
straps that securely loop around the side of the seat
and the chains of the swing with safety locks. On
the bottom of the aluminum plate there are two
straps that attach using snap locks.
The bicycle seat has three screws that hang from the
bottom of the seat to attach the seat to the bicycle.
These same screws, along with three wing nuts, are
used to attach the bottom plate, which is also made
of 1/8 inch aluminum. The front of the plate has a
slot for a strap that hangs down to loop around the
swing seat and attach to the straps that hang from
the back plate.
While these straps hold the swing to the seat
independently and prevent the bicycle seat from
slipping on the swing seat, if the straps failed for
any reason the device must still catch the seat if
slippage occurs. Therefore, the back end of the
bottom plate is bent down toward the front at a 60o
angle. This design still allows easy placement of the
bicycle seat on the swing while maintaining this
safety feature.
The total cost of the project was approximately $62.

A back piece was made of 1/8 inch aluminum plate

with five slots for straps. The strap on the top of the
seat prevents the plate from slipping during
attachment. On the left and right sides there are
 Chapter 13: State University of New York at Buffalo 163

Figure 13.9. Bicycle Seat as Seen from Front and Behind.

164 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ALL TERRAIN VEHICLE ACCESSORY FOR

WHEELCHAIRS
Student Designers: Farzin Jalilalghadr and Sawson Samimy
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
Some wheelchairs can not negotiate rough terrain
due to narrow wheels. For example, in the sand,
one-inch wide wheels will dig in instead of
propelling the wheelchair. Many wheelchairs have
similar problems traveling over rocky terrains,
snow, ice, and mud. Therefore, most wheelchairs are
limited to asphalt surfaces.

SUMMARY OF IMPACT
The goal of this project was to develop an “All
Terrain Vehicle Accessory for Wheelchairs”(Figure
13.10). This design will best suit electric wheelchairs
due to the power needed to operate the device. The
two main design criteria were to increase the contact
area between the wheel and the ground and increase
the traction characteristics of the wheel. In addition,
this device must ensure easy operation, taking in to
account the physical limitations of many wheelchair
users.
TECHNICAL DESCRIPTION
This design was built around a manual wheelchair
due to the high cost of electric wheelchairs, usually
exceeding $2000 per unit.

The wheelchair sits atop the platform with each of
the two wheelchair drive-wheels turning in place via
a pair of rollers under each drive-wheel (Figure
13.11). These drive-wheels will engage the clamp-
assembly that consists of the drive-wheel fitting,
shaft, and sprocket (Figure 13.11). Each platform-
wheel is connected to a shaft and a sprocket.
Therefore, each side of the device consists of two
platform-wheels with sprockets and the clamp-
assembly. These three sprockets are connected with
a chain—forming the triangular sprocket-chain
assembly (Figure 13.12). Each side is independent of
the other, which enables steering.
To propel the device, the user operates the
wheelchair normally, except that the power from the
Figure 13.10. All-Terrain Vehicle Accessory for
Wheelchairs.
wheelchair’s motor is transmitted to the sprocket-
chain assembly, then to the platform-wheels, thus
propelling the device.
The tires used were 3.5 inches wide and 10 inches
tall—satisfying the design goal of increased contact
area between the tires and ground. Also, these tires
possess a tread pattern similar to ATV tires—
addressing the design goal of increased traction.
The disadvantages and improvement methods are
as follows:
 Chapter 13: State University of New York at Buffalo 165

Weight. The materials used to build this device,

mostly wood and steel, are heavy. The overall
weight of the device is roughly 100 pounds. To
decrease weight, the design could incorporate
lightweight alloys. However, this would
increase costs.

Size. The dimensions of the device are 3 feet

wide by 3.5 feet long. This size makes
movement through standard doorways
cumbersome.

Gear ratio. The gear ratio reduces the velocity

by one-half. That is, the platform speed, which
is the true speed, is one-half the wheelchair Figure 13.11. Clamp-Assembly and Drive-Wheel
speed. This gear ratio also increases the torque Rollers.
needed to propel the device. To solve this
problem, multiple gear ratios, similar to those of
a 10-speed bike, could be integrated.

Steering. The current steering mechanism does

not allow for easy turning. The front platform-
wheels should roll free and pivot 360 degrees to
facilitate steering. As a result, the sprocket-
chain assembly would only involve the clamp-
assembly and rear platform-wheels.

The total cost of the project was approximately $700.

Figure 13.12. Triangular Chain-Sprocket Assembly.

166 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE TRANSPORT CHAIR THAT ALLOWS

PATIENTS TO RECLINE
Student Designers: Riju John, Courtney Miller, and Chunkong Yeung
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
Although there many wheelchairs have a reclining
feature, transport chairs lack this feature. Usually,
they are the most inexpensive of the transport
devices. Therefore, such amenities were never
implemented. Many nursing homes and hospitals
that use transport chairs often purchase the most
economical, yet very uncomfortable, chairs. The
lack of transport chairs without reclining features
coupled with the discomfort of patients without
good postural support provided the impetus this
project’s conception.

SUMMARY OF IMPACT
The goal was to develop a transport chair that is
safe, reliable, and able to provide adequate comfort
for patients. Nursing homes and hospitals would
show interest in this idea since the product evolved
from an existing chair. The design is practical,
taking little time to implement on any transport
chair. This design provides comfort and simplicity
for patients at a reasonable price.

Interviews with elderly patients regarding this idea

resulted in positive feedback. They explained that
existing chairs are too straight and that an option to
change position would be welcomed.

TECHNICAL DESCRIPTION
The design consists of a simple “pin and pivot”
assembly. At the back of the chair there is a pivoting
point that allows the patients to recline. This
pivoting point has a screw consisting of a ½” nut
and bolt. At the front of the chair there is a pin
assembly that allows patients to choose the angles at
which they want to recline. The pin assembly
consists of a 3” x 2.5” x ½ “ steel pate with a number
of holes; a 7/8” diameter L-shaped beam that
connects to the pivot on the back, and another hole
for the pin at the front. This frame’s dimensions are
15” in the back and 16 ½” at the base.
Figure 13.13. Adjustable Transport Chair.
The design provides suspension for the wheelchair
to move independently of the original frame. To
enhance the chair’s stability the pivoting point, a
housing was made for the steel plate. At the steel
plate’s base a ledge holds the chair if the patient
does not wish to recline (See figures for details). The
total cost for the project was approximately $579.
 Chapter 13: State University of New York at Buffalo 167

Figure 13.14. Reclining Apparatus.

168 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

FREE WEIGHT BENCH SPOTTER

Student Designer: Christopher R. Kelly
Supervising Professor: Dr. Joseph Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
This Project was specifically designed to act as a
“spotter” to assist a weight lifter who has paraplegia
with a set of bench presses. A bench press is
performed while laying face up on a flat bench and
pushing a weighted barbell straight up and then
down using both arms. A full set may include
several of these repetitions. Good form includes
lowering the bar to about an inch above the chest
before pressing the bar back up. When alone, a
person may need a little assistance to finish the set.
When help is not there, the person may not have the
stamina to finish the last repetition, leaving the bar
on the person’s chest, resulting in possible injury,
especially for a person with physical disabilities.
This device entails lowering or lifting of the support
brackets so the counter weights will lift just as the
bar touches the person’s chest. The system engages
when the bar comes in contact with the chest. The
system adjusts to the user’s body size.

SUMMARY OF IMPACT
This device was designed with the intention that a
person could work out alone and still depend on a
spotter for those important last repetitions, resulting
in a more efficient workout. This system doesn’t lift
the weight off of the lifter’s chest, but gives the
assistance he or she may need to finish the set. The
device will eliminate short-changing of a set by
allowing the one more repetition a lifter may need to
improve his or her strength and upper physique.
Not only will this device work for people with
disabilities exercising alone, but also able-bodies
people who want to work out alone.
TECHNICAL DESCRIPTION
The counterweights used will take 50 pounds off the
total load being pressed, which is adequate, and will
travel down a hollow tube that runs through the
Figure 13.15. Bench, Barbell and Free Weight
Bench Spotter.
center of the heavy counterweights. A cable is
attached from the machine to the center of the
barbell, which runs through two pulleys and
connects to a small cylindrical weight that runs
inside the same hollow tube, below the weights.
Since the small counterweight has two pegs on the
bottom, the tube must have slots on both sides. The
hollow tube will act as a guide for the small
counterweight and a track for the heavy
counterweights.
 Chapter 13: State University of New York at Buffalo 169

The small counterweight removes any slack from

the cable before the system is engaged. The heavy
counterweights will rest on the pegs after the system
is engaged. When engaged, the heavy
counterweight will lower as the user presses the
barbell. The pulleys will direct the cable so that as
the weighted end is being pulled down the other
end attached to the barbell will be pulled up.

As the user performs repetitions, before the heavy

counterweights are engaged, the small
counterweight travels up and down with each press
of the barbell. Just as the user begins to press the
bar, the pegs on the cylindrical weight will reach the
bottom of the counterweights, which are supported
by two spring loaded brackets at the upper part of
the mechanism. When the lifter decides he or she
might need a spot for the last repetition, he or she
can engage the system by lowering the barbell down
to make contact with the chest. When the barbell is
low enough, the small counterweight will pull the
heavy counterweights off the support brackets.
With nothing to hold the support brackets in place,
they will snap open, allowing the heavy
counterweights to pull down on the cable, which
pulls up the barbell until the lifter fully presses the
weight.

Figure 13.16. Counter Weights on Support Brackets.

170 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PORTABLE SLIDE DEVICE

Student Designers: Charlotta Kollberg and Sara Thomsen
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
The objective of this project was to design and build
a device to allow children with physical disabilities
to use a slide. The complete design consists of three
components: a bicycle seat, a catch-net and an
attachment clamp. Using a bicycle seat allows for
more applications of the components because adults
can transport the child to the playground using the
same piece of equipment.

SUMMARY OF IMPACT
With the Handy Slide Attachment, children will
have access to playground slides and receive
stimulation for growth and development. Figure 13.17. Finished Design on Slide.
Furthermore, the device requires adult operation,
providing the child with adult attention.

TECHNICAL DESCRIPTION
The design consists of three elements: a bicycle seat,
a clamping device, and a catch-net apparatus. The
components are easy to transport and
uncomplicated to use. The safety catch-net with the
clamp is only necessary to use if the slide ends
above the ground level.

The procedure of usage is as follows:

1. Attach the clamp to the bike and store the

net in a bicycle-basket for easy transport.
2. Ride the bicycle to the slide with the child
already strapped into the seat.
3. Remove the child and seat from the bicycle
by unscrewing three seat knobs. Place the
seat with child at the bottom of the slide.
4. Remove the clamp and safety catch-net from
the bicycle.
5. Insert the flat plates on the clamp into the
yellow brackets on the safety catch-net.
6. Pull the trigger on the clamp and stretch it
out until the metal plates lie flat against the
outside of the slide. Make sure the long arm
Figure 13.18. Layout of Components.
of the clamp is placed underneath the slide.
See Figure 13.19 for clarification.
7. Tighten the clamp by pumping the handle
until the net is secure and fastened. If the
net is loose, then the clamp is not tight
enough.
8. Attach the two 40” cords from the top of one
post on the net around under the support
beam of the slide and back to the opposite
post. This prevents the net from rotation
caused by impact. See Figure 13.19.
 Chapter 13: State University of New York at Buffalo 171

9. Double check that the harness and helmet Seat / Qty. (1)
on the child is fastened and all limbs are
inside seat. Threaded Seat Security
Knob / Qty. (3)
10. Pull the seat up the slide as far as desired
and release. The net will prevent the seat
from falling off the edge of the slide.
11. Upon completion, remove the clamp by
pressing in the handle and pulling away
from the slide.
12. Reattach the equipment to the bicycle, then
remove the child and seat from the bottom
of the slide and attach to the bicycle again.
The device is recommended for use on plastic slides
and restricted to single straight slides. Able-bodied Figure 13.19. Schematic of Bicycle Seat.
children can use the slide device as well.

The bicycle seat attaches to an adult bicycle. The
weight of the child should not exceed 40 lbs. The
seat provides good neck stability, leg support, and a
5-point harness for safety. Furthermore, the seat’s
width is the same as most standard plastic slides.
The seat’s stability helps avoid tipping over the
slide’s side, even with movement of the child. If the
child cannot control his or her arm motion, mittens
with Velcro wristbands should be attached around
the seat handlebar.
The safety catch-net consists of two solid aluminum
rods, each 23 inches in length, with metal plates
welded to the bottom of the rods. In addition, the
rods have holes drilled axially at each end, large
enough to insert bungee cords. The net measures
18” X 24” and constructed of a thick mesh material.
Bungee cords are sewn along the perimeter of the
net, inside the seam. The cords along the wider
length of the net are wrapped around the aluminum
rods, where as the cords along the short portion of
the net are inserted into the metal rods. This
assembly provides a stiff structure able to catch the
seat. The cords provide elasticity to dampen the
impact when the seat hits the net.
The clamp is designed to have one-handed
operation for speedy tightening. To tighten the
clamp, one squeezes the clamp’s pistol grip handle.
Because the clamp cannot be over-tightened, the risk
of marring the slide is eliminated. The clamp
unlocks by merely applying pressure to the trigger.
The clamp, made of a resin material, possesses good
durability and low weight. For easier assembly the
rubber work pads are removed from the clamp and
riveted to the metal plates.
The total cost of the project was approximately $124.
172 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

DOOR OPENER FOR WHEELCHAIR USERS

Student Designer: HaeYoung Lee
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION The system consists of three main parts: hook, body,

The Door Opener was designed to aid wheelchair
users in turning a lever door handle and opening the
door from a distance.
SUMMARY OF IMPACT
This project was short to meet the objectives because
of specification errors. This device has a limited use,
only fitting one kind of doorknob. During a test, the
Door Opener succeeded in grabbing and turning a
door lever handle, but could not open the door since
specification errors exist. Yet, performing several
iterations in the near future to modify the model
would ensure proper operation.
and clamp. A hook grabs the lever door handle and
rotates about the axis of the main body to turn the
door handle. The body supports the hook and
rotates horizontally to open the door. The clamp
allows the entire body to attach to the wheelchair.
Wheelchair users place this device on their right-
side armrest of wheelchair. A 5-cm-long thread
between the main body and clamp allows height
adjustment for doorknobs not located in the
standard position. This thread permits users to raise
and lower the main body by 2.5 cm in each
direction.
The total cost of this project was $210.

TECHNICAL DESCRIPTION
The Door Opener is built with steel; lighter material
such as carbon fiber or aluminum is recommended.

Figure 13.20. Door Opener for Wheelchairs.

 Chapter 13: State University of New York at Buffalo 173

Figure 13.21. The Hook, Body, and Clamp Comprise the Door Opener.
174 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

BATHTUB CHAIR
Student Designer: Thomas A. McCabe
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
Many persons with physical disabilities lack
sufficient ability to safely maneuver themselves into
and out of the bathtub. Other persons, too,
sometimes slip while in the tub, causing serious
injury. A device was designed for installation on an
existing tub to assist a person in moving into and
out of the tub.

The design consists of two basic parts. The first, the

tub mounting, consists of two plates positioned to
hug the tub wall. These two plates then attach to a
base plate where the motor and two reduction gears
are mounted. An arm attaches the shaft from the
second gear to the chair. Finally, a protective
housing encloses the mechanism.
Figure 13.22. Finished Bathtub Chair.
The device is designed to slide onto the tub wall.
Then, by means of a switch, the chair rotates into or
out of the tub, depending on the switch position.
The device plugs into any grounded wall outlet.

SUMMARY OF IMPACT
This provides a reasonable alternative to people in
need of assistance in entering and exiting the
bathtub.

TECHNICAL DESCRIPTION
The design involves three distinct parts. The first
part includes the mechanical assembly of the
reductors, motor, shaft, and chair. The second
consists of an electronic control circuit to maneuver
the chair. The third is a housing that safely contains Figure 13.23. Inside the Housing.
the moving parts and electronics. a normal wall outlet was chosen. Because the motor
rates at 1800rpm, a reducing unit increases the
The first step in the mechanical configuration was to
torque and decreases the rpm. Several commercial
select a motor capable of providing the horsepower
units were examined; however, the reduction ratios
required to lift a person. After examining several
and costs were not acceptable. Therefore, an
design possibilities, a GE instant reversible motor
original reducing unit was built.
rated at ½ Hp was selected to provide the back and
forth motion. Also, to limit the electronics needed, The unit requires two steps to obtain the required
an AC powered motor rated at an reduction ratio of 800. Two worm gear
amperage/voltage consistent with that provided in combinations, one at a reduction of 40 (small gear)
 Chapter 13: State University of New York at Buffalo 175
and one at 20 (large gear) accomplish the task.
Considerable care was taken in the machining of the
worm gear mounts to obtain precise distances.
Pillow blocks hold the shafts in place and support
the forces applied by the gears. The first reduction,
the 40 ratio, attaches to an extension of the motor
output shaft. At the end of the 40 reduction the
output turns 90 degrees and enters the 20 reduction.
The 20 reduction turns the output 90 degrees back in
the original direction. Also, the gear attaches
directly to the main shaft, which rotates the chair.
With this arrangement the motor will spin at 1800
rpm when turned on, but by the time the output
reaches the chair the rpm is reduced to 2 with a
considerable increase in torque.
The control system for this device consists of a
switch causing the chair to rotate in either direction
and two stops at each end of the arc. The worm
gears eliminate the need for a mechanical stop. The
nature of the gears allows only the motor to turn
them. Whenever power to the motor is shut off, the
chair will stop immediately, even in the middle of its
arc. The chair will not fall if power suddenly ceases.
With this consideration in mind, only two circuits
are required; one for rotation clockwise and one for
counterclockwise. The two circuits activate through
a three-way switch where the middle position is off.
In addition, two limit switches positioned at the
second gear shut off the circuit at the desired
location, causing the chair to stop. By activating the
switch in the opposite direction the chair will return
until hitting the other limit switch. The limit
switches, attached to the structure by clamps, allow
for easy chair-arc adjustment for differing tub
geometries. A fuse added to the power line from the
switch to the plug protects the user from an
electrical hazard in case water leaks into the control
unit.
The housing was built to hold the mechanism on the
tub wall as well as protect the user from mechanical
and electrical hazards. The two basic components
include a sheet metal box and a plastic control box.
The sheet metal box totally encloses the motor and
gears, allowing only the shaft and chair to protrude.
Also, holes for the power cord, control cord, and
fuse were made.
The box, sealed with silicone gel, attaches to the
base-plate by brackets. On the bottom of the base-
plate two “hugging” plates (not pictured) are
attached. These plates attach directly to the chair
shaft supports to allow for more stability. The
control box attaches to the housing by a 4-foot-long
waterproof cord. The cord is attached and sealed to
the control box, which contains the control switch.
The control is left free so that the user can operate
the chair easily from all positions. Prolonged
contact with the water is not recommended for the
control case. However, the control case is
waterproof and should not present a hazard.
The total cost for the project was approximately
$1110.
176 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

COLLAPSIBLE ATTACHABLE LOCKING STORAGE

TABLE FOR A WALKER
Student Designers: David Messinger and J. Peter Richard
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
A device was designed for storage of personal
belongings and provision of a desktop on a walker.
This accessory is designed for easy operation and
low cost.

SUMMARY OF IMPACT
A need exists for walker attachments that will
permit walker users to have more freedom and
independence. An attachment that allows for
storage and provides a desktop will facilitate these
needs. Walker users have utilized such devices as
fanny packs, pouches and purses, which have not
been designed specifically for this application.

The design offers collapsibility, along with easy

removal and attachment to and from the walker.
This aspect permits the walker to collapse without
damaging the storage/desktop unit.

TECHNICAL DESCRIPTION
The storage/desktop unit consists of three main
parts: the locking box, the linkage and the
support/clamping unit. The box has inside
dimensions of 15” X 11½” X 1½” for storage of
personal belongings. The box has an attachment to
allow the box to lock into a forward angle of
approximately 2 to 5 degrees along with a slight lip Figure 13.24. Deployed Storage Table.
around the entire top. This ergonomic design lends
itself to ease in reading, writing and discourages screws. The units have 70o slots in which the linkage
objects from rolling off the distal edge. fits, with wing screws to secure the linkage in place.

The linkage consists of a ground, the
support/clamping units, a slider and links. The
storage/desktop unit uses the linkage to move from
a vertical to horizontal position so the walker user
can walk without impeded motion.
The support/clamping units are high-density
polyethylene blocks formed to fit around the legs of
the walker. They are held in place with sunken cap
The criteria for a successful design were: low
weight, unobtrusiveness, ease of use, and a locking
box. The storage/desktop unit required low weight
so the walker would not tip over when in static
loading or dynamic motion. Consequently, the
components were mostly made of plastic to ensure
the low weight. After testing, the lightweight design
withstood 10 pounds of static loading without
tipping the walker.
 Chapter 13: State University of New York at Buffalo 177

To move the storage/desktop unit from the vertical
to horizontal position, and vice versa, the unit had to
be unobtrusive to the frame of the walker.
Therefore, to not interfere with the frame, the
linkage sits at an angle of approximately 70o.
The design needed easy attaching/detaching so the
storage/desktop unit would not get damaged while
in transporter storage. The unit also required easy
removal because the existing models are time
consuming when attaching/detaching. This ease-of-
use requirement was essential because users often
have other motor and strength challenges.
The box/desktop had to lock or the contents would
come out when tipped to the vertical position,
spilling the contents. A spill would require the user
to bend down to get items. However, since the user
already requires a walker for support, bending
down poses an additional and unnecessary safety
concern.
Total cost of this project was approximately $110.

Figure 13.25. Walker Retrofitted with Storage Table.

178 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

AN INDEPENDENT SUSPENSION WHEELCHAIR:

SOFTER RIDING WHEELCHAIR
Student Designer: Thomas E. Murphy III
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo
Buffalo, NY 14260-4400

INTRODUCTION addresses this problem by placing an independent

Many people who spend a great deal of time in a suspension between the rough ground and the
wheelchair complain of a rough ride. This project wheelchair seat.

Figure 13.26. Independent Suspension Wheelchair.

 Chapter 13: State University of New York at Buffalo 179
SUMARY OF IMPACT
The cracks and rough edges in concrete slabs
transmit jolts directly to the wheelchair operator. A
prototype was developed to test the basic idea of
attaching an independent suspension to each of the
large wheels to soften the connection between the
operator and the ground.
Initially, air-filled tires similar to a bicycle seemed a
sufficient solution. Unfortunately, the softer air-
filled tires puncture too often. Solid tires, which also
lasted longer, avoid this problem.
TECHNICAL DESCRIPTION
To lessen the price of the project a new wheelchair
was not purchased. Billions of disabled persons use
the standard wheelchair. In this design, the solidly
mounted axles allow a vertical (Y) travel of
approximately 3.5 inches. By solidly connecting the
axles to a vertical square cross section bar able to
slide inside of another tight fitting square section
tube that is welded to the frame allows for the Y-
direction travel (see Figure 13.26). The tight fitting
square inside of a square eliminates the X and Z
direction of rotation about the vertical tube.
Without this square inside of a square the wheel
would wobble and change direction. By mounting
a spring-surrounded shock absorber (commonly
found on the rear of motorcycles) to the frame above
the seat and to the mobile box section, a suspension
was created. An easy modification would allow the
suspension to bolt to most similarly designed
wheelchairs, allowing the interchangeability
between manufacturers and different wheelchair
designs. The spring, compression, and damping
rates require adjustment to match the user’s weight
(decreased for a lighter person and increased for a
heavier person).
The total cost of this project was approximately $65.
180 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

WEARABLE PORTABLE VIBRATING ALARM FOR

PEOPLE WHO ARE DEAF
Student Designer: Peter Oksman
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
The objective of this project was to design a device
to alert deaf individuals to the presence of audible
warnings. In most emergency situations, especially
ones in which time is critical, audible warnings alert
a person to the presence of the emergency.
Examples are: the honking of car horns, people
shouting, gunshots, and train whistles. In case of
fire, a person who is deaf can fail to hear the alarm;
unless he or she is in the presence of people who
hear the alarm, the person may not know about the
fire until too late.

The unit consists of a commercially available lapel

microphone and a small box with a clip, similar to a
pager, that attaches to the waist of the user. The box
contains a pager vibrating motor and the circuitry
necessary for activation. When the microphone
detects a noise above a preset decibel level, the
device activates, causing vibration that lasts
approximately 1 second longer than the duration of
the input sound. The longer duration of vibration
guarantees very short duration sounds, such as
gunshots, will be felt.
SUMMARY OF IMPACT
Since this device is intended as a lifesaving device,
the impact cannot be measured in conventional
ways. If instrumental in saving even one life, the
device has done its job. Since most of the
components that make up the device are
inexpensive (the most expensive component is the
microphone), the may be used widely.
TECHNICAL DESCRIPTION
The unit consists of a microphone and a box that
contains the circuitry and vibrating motor. The
microphone, an Optimus Ultra-Miniature Tie-Clip
Microphone, bought for $35, contains its own power
supply and amplifier.
Figure 13.27. Components of the Vibrating Sound
Alarm.
The circuitry in the box is based around a hex
unbiased inverter chip, with each of the inverters
capable of acting as either an amplifier or a switch.
The actual switch is a transistor. Transistor based
operational amplifiers draw too much current,
rendering them incompatible with this design. The
first two RC circuits act as amplifiers; put in series so
the second one amplifies the output of the first.
Each consists of a 0.1uF capacitor connected in series
to a 4.7kOhm resistor. This is connected in parallel
to a 100kOhm resistor and an inverter. The RC
circuit brings the inverter current into the range at
which it acts as an amplifier. The next assembly is a
comparison amplifier, which only lets a voltage
above the specified threshold through. The
threshold is set by picking the ratio of the two
resistors connected in parallel before the third
inverter. The diode following the third inverter clips
the negative voltage, allowing only positive voltage
through. The next assembly, consisting of a
100kOhm resistor and a 22uF capacitor in series, is a
pulse stretcher, which determines how long the
device would be turned on after the input voltage is
cut off.
 Chapter 13: State University of New York at Buffalo 181

The device drew 3V, supplied by two AAA batteries back of the box has a pager clip attached to mount
connected in series. the device to the user’s belt.

The motor, a small (6mm diam. X 14.4mm) pager
motor, is coupled in parallel with a diode to prevent
back current and connected in series with a resistor
that cuts the 3V input voltage to an approximate
1.5V level.
The circuit was assembled using wire wrap sockets
and pins, which were then clipped in length in order
to fit in the box. The box, a standard Radio Shack
project box, has two drilled holes, one for the
microphone jack and the other for the switch. The
The user should wear the lapel microphone on the
back of his or her collar to prevent his or her own
speech from setting off the device. The proximity of
the microphone to the mouth when worn in the
front significantly magnifies the apparent amplitude
of the wearer’s own speech.
The total cost of the project was approximately $125.

Figure 13.28. Inside the Vibrating Sound Alarm.

182 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PORTABLE BACKPACK HANDS-FREE

OXYGEN SYSTEM
Student Designer: Kim Romus
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
This project assists persons who need to use oxygen
on a daily basis. For many people oxygen use
requires them to carry heavy oxygen tanks wherever
they go, usually using a cart that they pull. The
heavy tanks make mobility difficult. This backpack
design incorporates two lightweight oxygen tanks
that a person can carry on his or her back for greater
mobility. The backpack adjusts to fit most people.

SUMMARY OF IMPACT
This device will enable oxygen users to remain
active and have both hands free while they go about
their daily activities. The lightweight design will
not inhibit the users from being active.

TECHNICAL DESCRIPTION Figure 13.29. Backpack.

The backpack consists of three major components:
the backpack itself, the lightweight oxygen tanks, the weight of the tanks as close to the center of
the regulator, and air hoses. gravity of the carrier as possible.

The backpack is designed to carry the oxygen tanks.
The slim, tight fitting design transfers the weight of
the oxygen tanks to five points on the carrier's body,
distributing the weight and providing more comfort.
The backpack, constructed from heavy canvas for
increased durability, has a back panel reinforced
with flexible plastic and padded for comfort. The
flexible plastic aids in the distribution of the weight,
adding to comfort. The weight is distributed to the
shoulders, the hips, and across the chest. The two
shoulder straps have padding. The adjustable
buckle across the chest serves as one of the pressure
distribution points. The waist strap is oversized to
carry a majority of the weight. This design positions
The oxygen tanks’ slim design enabled fitting of two
at once, resulting in longer usage time. Each tank
weighs 6.5 pounds and measures 3 7/16 inches in
diameter and 17 inches in height. Each tank
provides 1 1/2 hours of oxygen at a rate of 2 liters
per minute. The regulators control the oxygen flow
to the 2 liters per minute, the standard rate for
oxygen users.
The total cost of the project was approximately
$1548.
 Chapter 13: State University of New York at Buffalo 183

Figure 13.30. Portable Oxygen System.

184 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

AN ORIENTATION SENSING
FLATWARE COMPANION
Student Designer: Daniel Spencer
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260

INTRODUCTION blind person who has lost the sense of touch in his
The orientation sensing flatware companion device or her hands to eat without assistance.
assists those who could not easily control eating
The flatware companion device works with all
utensils through normal feedback, such as sight and
flatware, thus requiring some adjustment and
touch. Instead, an audio signal provides the
calibration. This adjustment requires the assistance
feedback.
of someone more dexterous than the intended users.
The flatware companion works with ordinary Also, the device requires a learning period for the
flatware, fitting to any spoon or fork, thereby user. The operator must learn the specific audio
allowing the user the option to use flatware already feedback associated with a particular direction of
owned. With the flatware in place, the companion tilt.
device provides a large easy-to-grip handle and a
buzz when the device tilts too far in any one
direction. The device uses eight original tones, one
for each general direction of tilt. Once the operator
learns which tone is associated with which direction,
the operator dynamically adjusts the spoon
orientation by responding to the audio feedback.

SUMMARY OF IMPACT
The flatware companion device helps individuals
not able to feed themselves to become more
independent. For example, the device may help a

Figure 13.31. Flatware Companion with Spoon.

 Chapter 13: State University of New York at Buffalo 185
TECHNICAL DESCRIPTION
The orientation sensing flatware companion device
has physical and electronic components. The
physical components consist of the base, flatware
holder, and handle. The electronic components are
the circuitry and the sensors.
The base is a block hollowed out into a “C” channel
to house the electronic components. The flatware
holder has two parts: one attaches the base to the
handle and the other levels the device. The leveling
device calibrates the sensor orientation to the
orientation of the spoon via two threaded pegs. The
pegs press-fit into the base and have contacts that
control the angle of the flatware. Threading the
pegs on or off controls the heights of the contacts.
8.2k 2.7k
12V
180k
3.9k
NPN
2N3904
buzzer
560
Figure 13.32. Flatware Companion Circuit.
The electronic components consist of two buzzers,
the driver circuit for the buzzers, and the tilt sensors.
The tilt sensors were made by inserting a metal
slider into a length of drinking straw with copper
contacts placed at both ends. When the device tilts,
the slider moves to one end of the straw, acting as a
switch. When the slider completes the circuit at one
end, a tone is generated. Placing different resistors
in series with each of the contact leads creates the
four individual tones. Two buzzers combine the
audio signals to create four additional tones,
resulting in eight distinct sounds.
The total cost for the project was approximately $7.
8.2k 2.7k
180k
3.9k
NPN
2N3904
buzzer
560
186 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

STOWABLE COLLAPSIBLE CANOPY FOR

WHEELCHAIRS
Student Designers: Richard Wright, Dan McDonald, and Andrew Olewnik
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION
The objective of this project was to provide a
wheelchair user protection in adverse weather
conditions. The design was to be a universal design
easily adaptable to a multitude of wheelchair
designs. Also, the wheelchair must close with the
canopy attached. The user may have limited
functionality in operating the canopy, mandating
simple two-step deployment and storage.

SUMMARY OF IMPACT
No known devices provide the same versatility and
ease of use as the Protective Canopy. Other
marketed models require extensive assembly that
often cannot be performed by the user. Figure 13.33. Detached Unit.

The Protective Canopy allows an individual to easily

rotate and deploy the canopy. The operation has
two simple steps. The ratcheting knobs rotate to the
locked up position. The canopy top then rotates
over against the stops and locks in place. To stow
the canopy, the rotator knobs turn to the locked
down position and the canopy top rotates back.

The canopy permits easy removal of the entire

mechanism from the chair by loosening wing nuts
that secure the clamps on the wheelchair handles.
The Protective Canopy also allows for collapsing of
the wheelchair while remaining affixed to the
wheelchair.

TECHNICAL DESCRIPTION Figure 13.34. Ratchet Detail.

The device consists of two aluminum rods on each
side of the wheelchair with ratcheting mechanisms
between the rotating upper rods and fixed lower
rods. The lower two rods fix to the chair with
clamps machined from aluminum and secure
together with a wing nut assembly. The left and
right sides of the canopy have waterproof nylon
fabric between them to provide protection. Small
intermediate bars spanning between the sides
provide additional support and allow the fabric to
maintain the desired shape.
The total cost for the project was approximately $60.
 Chapter 13: State University of New York at Buffalo 187

Figure 13.35. Deployed Canopy Mounted on a Wheelchair.

188 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

COMPUTER PORT EXTENSION FOR IMPROVED

PORT ACCESS
Student Designer: Gregory S. Young
Supervising Professor: Dr. Joseph C. Mollendorf
Mechanical and Aerospace Engineering Department
State University of New York at Buffalo,
Buffalo, NY 14260-4400

INTRODUCTION tools a user may need include headphones, a digital

This project was designed for people not able to
reach the rear panel of their computers. This
problem may result because the person has a
disability or because placement of the computer
makes access to the rear panel difficult.
Computer manufacturers have consistently placed
the ports and jacks for accessories at the rear of the
computer case. Using a computer feature, or
software, that requires these accessories is difficult,
untimely, or even impossible if one cannot reach the
rear port. For instance, a personal computer on a
desktop, located under a monitor and against a wall,
is difficult to reach behind. Likewise, reaching the
back of a mini-tower type computer case built into a
desk may be impossible without removal of the
computer.
SUMMARY OF IMPACT
This device ensures PC users effective and efficient
utilization of tools their PC may need. Examples of
camera, a video camera, a microphone, or a joystick.
TECHNICAL DESCRIPTION
The computer port extension, an assistive device for
computer users, brings useful computer ports closer
to a computer user. The device has (4) 1/8” audio
jacks and (2) data ports. The audio jacks are female
and used as one headphone jack, one microphone
jack, one audio-in jack, and one audio-out jack. The
data ports consist of one DB9, 9-pin male port and a
DB15, 15-pin female port. The entire unit, only
slightly larger than a common computer mouse,
allows for placement anywhere on a user’s desktop.
Approximately 4 feet of bundled wire connects the
unit’s jacks and ports to plugs inserted into the rear
of the computer. All wiring and connector shells
have shielding to minimize interference. All
connections are soldered.
The total cost of the project was approximately $100.
 Chapter 13: State University of New York at Buffalo 189

Figure 13.36. Computer Port Extension.

190 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 14
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

191
192 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

WHEELCHAIR LEG CAM LOCK RELEASE

MECHANISM
Designers: Alissa Digman, Brian McMullin, Sherry O'Rourke, and Rhandi Selde
Client Coordinator: Kim Sheffield, Sherwood Healthcare, Bryan, Texas
Supervising Professor: Drs. William Hyman, Hsing-I Wu
Biomedical Engineering Program
Texas A&M University
MS 3120
College Station, TX 77843-3120

INTRODUCTION
A cam lock release mechanism for the foot rests of a
wheelchair was designed for patients at a healthcare
facility. The release mechanism is controlled by
battery powered pull-type solenoids. The patient
can operate this device through a momentary push
button switch placed on the wheelchair's armrest.
Once the solenoids are engaged, an actuating hook
pulled by the solenoid causes both leg rests to be
released. The wheelchair cam lock release Figure 14.1. Side of Cam Lock Release Mechanism
mechanism was specifically created for use with the with Cover Removed.
wheelchairs in use at one facility, but can be easily
modified for use with other models. independence. The design could also have
applications in other settings.
SUMMARY OF IMPACT
Many elderly patients and other wheelchair users
TECHNICAL DESCRIPTION
lack the agility to bend forward enough to rotate the The wheelchair leg rest lock release was designed
foot pedals and/or leg supports of their wheelchairs for patients with limited mobility, dexterity, strength
from the support to the vertical position, and/or to and coordination, but who can exit their wheelchairs
release the leg rests entirely and swing them to the and walk by themselves at least some of the time.
side and out of the way. They may also lack the The main requirements of the design were that it:
hand strength and dexterity to move the foot pedals
• Be easy to use,
or operate the leg rest catches, even if they can reach
them. Despite these limitations, in the nursing home • Be useable with a minimum of physical
setting these patients are often strong and agile effort,
enough to get up from their wheelchairs and walk
• Be easily accessible,
around independently at least part of the time. Still,
prior to standing they may require assistance to • Not interfere with the normal operation of
safely exit a wheelchair, setting the brakes and the wheelchair, and
moving the foot pedals or leg rests out of the way so
• Be safe to use.
that they can place their feet directly on the floor.
Achieving firm footing is a proven safety issue in For the wheelchairs available for this project, each
that attempting to step over or to the side of the wheelchair leg consists of three components: leg
extended leg rests or foot pedals is directly frames (which attach to the main chair assembly via
associated with falls. The implementation of an hinges located on the front wheel posts of the
easy-to-use lock releasing mechanism may improve wheelchair), leg rest pads (which are attached to the
the safety and independence the residents at long- leg frame via swivel-lock) and foot pedals (which
term care facilities by increasing safety and are attached to the bottom of the leg frame on a
moveable pivot). Each leg frame can be moved on its
 Chapter 14: Texas A& M University 193

corresponding hinge by releasing a cam-lock

mechanism that secures the leg frame to the front
wheel post of the chair. The cam lock release
mechanism has a pair of electronically actuated
levers to release simultaneously the cam locks,
which then allow the wheelchair legs to rotate easily
out of the path of the patient. Early testing indicated
that the cam lock release lever must travel 0.8"
before the wheelchair leg is released and allowed to
swing out of the way.

Each actuating lever is powered by a built-to-

specifications 3500-Ampere Turn (AT) pull-type
solenoid fitted with 23-gauge wire. The solenoids
are 1” in diameter and 2” long, with a 0.437” output
shaft exiting a threaded mounting connector. When
energized, each solenoid generates approximately 48
oz. of force over a stroke length of 0.8". The
appropriate solenoid was selected from the
manufacturer’s design guide that included
dimensions and force versus stroke and electrical
input data. Each solenoid was rated at a resistance of
1.25 Ohm. Using a standard 12V power supply
meant that each solenoid would be drawing 9.6A of
current instantaneously. To power the solenoids, a
12V standard lawnmower/tractor battery was
mounted to the rear portion of the wheelchair frame.
The solenoids were then wired to the battery and a Figure 14.2. Actuator Detail with Cover Removed.
momentary action pushbutton switch, which was, in
turn, attached to the wheelchair armrest. Closing the
switch completes the circuit, energizes the solenoids, to the frame using four #10 U bolts. The actuating
and retracts the levers, allowing the leg rests to mechanisms were then attached to this support rod
swing out of the way. using four #0 electrical conduit hangers. This
allowed the actuating mechanisms to slide
Brass levers were attached to the moveable solenoid horizontally for fine adjustment. Details of the
core by machining an interlocking joint and actuation mechanism are shown in Figure 14.2.
attaching the lever via a 0.12" micro-bolt. Each
solenoid was then fitted with a light duty ¾ " return When returning to the wheelchair there is not
spring, which fit between the anti-bottoming washer presently an automatic reset of the leg rests to the in-
on the solenoid and the solenoid coil housing. The use position. While this would be desirable, it is not
mechanism was then mounted inside a small essential. Moreover, in the released position, the leg
rectangular project box from Radio Shack. A 3/4" rests swing freely, and are self-latching when
hole was drilled into one end of the project box to returned even with light force, so that only a
allow the actuating mechanism to slide smoothly in minimum amount of dexterity and strength is
and out of the box. required to reset them.

To keep the brass actuating levers in place, and to
facilitate smooth linear movement of the actuating
mechanism, plastic sleeves were fitted over the
core/rod interface. A second, 1/4 " hole was drilled
in the opposite end of the project box to allow for the
wires going to the solenoid. A ½ " steel rod,
spanning the width of the wheelchair was attached
Initial testing involved having a student sit in the
chair and release the locks by pressing a button
mounted on the armrest. Consistent performance
was achieved.
Total cost for the cam lock release mechanism was
approximately $88.00.
194 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

BEDSIDE TABLE BRAKE

Designers: Alissa Digman, Brian McMullin, Sherry O'Rourke, and Rhandi Selde
Client Coordinator: Kim Sheffield, Sherwood Healthcare
Supervising Professors: Drs. William Hyman, Hsing-I Wu
Biomedical Engineering Program
Texas A&M University
MS 3120
College Station, TX 77843-3120

INTRODUCTION
A brake for a portable bedside table was designed for
the residents of a long-term care facility. The brake
consists of a hand locking mechanism connected to a
floor stop through a standard bicycle cable.
SUMMARY OF IMPACT
Many residents at a long-term care facility lack the
strength and mobility to move common objects. In
addition they are often in wheelchairs or beds for
extended periods. Despite these physical limitations,
they are alert and able to do engage in diverse
activities. While in bed, the adjustable bedside tables
provide a surface for the patient to eat, read, use a
laptop computer, and perform other common tasks.
However, due to the limited mobility and dexterity Figure 14.3. Table with Locking Mechanism.
of many patients, there is a tendency for the table to
roll away during use. The patient then must move The braking mechanism has two primary
the table back to the position where he or she feels components, the locking handle and the cantilever
comfortable, if possible. The braking mechanism brake stop. The locking handle is a standard stroller
provided allows for the table to be friction locked to brake handle that can be found at bicycle shops. The
the floor, and released as desired, by the user or, if cable can also be purchased at such shops. Built in to
necessary, by an attendant. The same mechanism the handle is a 1" round clamp used to affix the
can be used in many different applications. Thus handle to a 1" diameter steel pipe that was mounted
the table brake provides a simple solution to an under the table with 1" U-straps and wood screws.
everyday problem. It not only facilitates the use of The handle was mounted in such a way that it did
the over-bed table for many activities, but empowers not interfere with the height adjuster of the table nor
some users for greater independence of activity. The with the surface.
first device is currently under evaluation at the
facility. The cantilever brake stop was machined from a 1/16
" thick piece of steel. This piece was cut to be used
TECHNICAL DESCRIPTION on a 1" diameter squared post approximately 2"
The main design requirements of the brake were: 1) above the ground. A 2 1/16" by 1 ¾" by 1" rubber
it had to be able to work at all heights of the stopper was attached to one end with two 1" screws.
adjustable table; 2) it had to be a simple design so A spring was mounted to the other end and held in
that it could be reasonable reproduced and used on place by the steel bicycle cable. A hole was drilled in
other tables; 3) the brake had to lock and unlock the square post to fasten the cantilever bracket. An
with minimal requirements for strength and axle was created with a 5/16 " by 1" roll pin and
dexterity; 4) it had to be safe to use; 5) it had to be placed in the drilled hole. A 10-24 x 3" bolt was used
mounted to the table top out of the way of the height to mount the cantilever bracket to the table.
adjustment mechanism; 6) it could not interfere with
the natural rolling motion of the wheels.

Standard steel bicycle cable was used to connect the
locking handle and the brake stop. The cable was
connected to the brake stop by threading the cable
through the handle and the tension adjuster on the
handle. The cable was then threaded thought a hole
in the square post and mounted to the brake stop
through the center of the spring. It was then looped
through the cantilever bracket and fastened with a
steel wire stop.
Chapter 14: Texas A& M University 195
All designers performed tests for ease and
consistency of use. Light hand force was sufficient to
operate the handle that engaged the brake. Tension
can be adjusted on the handle so that the brake can
be used on a variety of floors.
The final cost of the braking mechanism was
approximately $40.00.
196 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PHYSICAL THERAPY WALKING ASSIST DEVICE

Designers: Alissa Digman, Brian McMullin, Sherry O'Rourke, Rhandi Selde
Client Coordinator: Kim Sheffield, Sherwood Health Care
Supervising Professors: Drs. William Hyman, Hsing-I Wu
Biomedical Engineering Program
Texas A&M University
MS 3120
College Station, TX 77843-3120

INTRODUCTION
A walking assist device was designed for a
rehabilitation facility. This device functions as a
stroller for a paralyzed, weak, or amputated leg. The
design allows for variations between patients and
therapists by adjusting the height, seat angle and
handlebar angle of the device. (Figure 14.4)

SUMMARY OF IMPACT
For stroke patients with a weak or paralyzed leg,
and for patients who have had one leg amputated,
physical therapy may involve an ambulatory
therapy technique that requires three therapists to
control and assist the patient. One stands in front of
the patient and his or her walker with a hand on the Figure 14.4. Walking Assist Device
patient's shoulder to ensure balance, one follows
behind with the wheelchair should the patient have
to sit down suddenly, and one crouches beside the TECHNICAL DESCRIPTION
patient with a hand behind the impaired leg to Criteria for the design included:
initiate and control its motion. The walking assist
device eliminates the need for this third therapist. • Limiting the interference of the device with the
Motion of the dysfunctional leg is controlled by the patient's other (functional) leg and the walker,
therapist in front of the walker via the handlebar on
the new walking assist device. • Limiting the amount of stress on the joints of the
dysfunctional leg,
The device can be adjusted for use by patients with • Allowing the therapist to maintain control of the
hip or other injuries by preventing them from motion of the dysfunctional leg,
putting weight on the involved leg. Adjusting the
height of the device prevents the patient from • Ensuring ease of use by both the therapist and
placing his or her foot on the ground, thereby the patient,
providing for ambulatory therapy in non-weight-
• Ensuring comfort, and
bearing applications. The ability to adjust the height
of the device also allows it to be used in applications • Ensuring safety and efficacy of the device.
with amputees by preventing a patient from
The device consists of a custom-made stainless steel
attempting to put weight on their absent limb. In
tripod that supports the dysfunctional leg. The seat
addition to reducing staff requirements, this device
is made of a vinyl cushion attached to a stiff piece of
is believed to provide better and safer support, and
vinyl covered cardboard. Two adjustable belts are
to improve the degree to which the patient and
attached between these components. The completed
therapists are in control of the situation.
support (seat) is attached to a metal plate by screws.
The metal backed seat is welded to the surfaces of
two 3/4" stainless steel two-piece clamp-on collars.

These two collars are centered on a section of 3/4"
stainless steel tubing that forms the cross bar under
the seat. The manipulation of these two collars
controls the angle of the seat. One end of the cross
bar has a slit cut a short distance along the length of
the pipe. Into this end of the cross bar a bent piece of
5/8" tubing is inserted to form the handle bar. The
angle of the handlebar is controlled by tightening a
third stainless steel two-piece clamp-on collar
around the slit end of the crossbar where the
handlebar is inserted. At the center of the cross bar
is welded a 5/8" stainless steel rod approximately
1.5 feet in length. This rod telescopes into a 7/8"
stainless steel pipe approximately 2 feet in length.
The pipe utilizes a lengthwise slit and a stainless
steel 7/8" two piece clamp-on collar to adjust and
secure the overall height of the device. To the end of
the 7/8" piece is attached a rubber stopper; this rear
leg provides the main support and prevents the
device from traveling or tipping backwards. The
front piece of the device is welded to the 7/8"
support, slightly below the clamp-on collar. The
front piece begins as a solid piece that, a few inches
down from the weld, splits to form the front two
legs of the tripod. The legs angle out until, by the
time they reach the floor, they are eight inches apart.
Each of the two legs ends with a 2" diameter wheel.
These wheels are not on a pivot and, therefore, only
allow easy movement in a forward or backward
direction. Approximately midway down the device,
Chapter 14: Texas A& M University 197
another 3/4' piece of tubing is welded horizontally
to the 7/8" rear support and the front piece above
the junction of the two front supports in order to
provide greater strength, stiffness and stability to
the tripod.
Testing of this device involved weight-bearing and
non-weight-bearing applications. Members
substituting as therapists were able to effectively
control the motion of the dysfunctional leg. Use of
the device demonstrated a high level of comfort for
the "patients" as well as the efficacy of the device
between users. Initial evaluation of the device by the
therapists is ongoing. However, several
recommendations for changes to the prototype have
already been identified. First, the prototype weighs
more than what was originally specified. The final
product should ideally be made out of lighter,
strong framing such as that found on bicycles, if this
can be done with reasonable cost. Second, the use of
the two-piece clamp on collar requires the use of a
wrench to release and tighten the collar. This is
inelegant and hard to manipulate. Should this
device go beyond this prototype stage, different
mechanisms for controlling the telescoping of the
device, the angle of the handlebars and the seat
angle should be investigated and improved.
The total cost of the device was $373, including $270
for machining and welding.
198 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

MECHANICAL WHEELCHAIR ANTI-TIP

BAR RELEASE
Designer: Karl Schneider
Client Coordinator: Kim Sheffield, Sherwood Health Care
Supervising Professors: Drs. William Hyman
Biomedical Engineering Program
Texas A&M University
MS 3120
College Station, TX 77843-3120

INTRODUCTION
A user-operated, mechanism to temporarily release
the anti-tip bars at the back of a wheelchair was
designed and implemented. The device consists of
modified anti-tip bars that now have a hinge
mechanism secured by a mechanical catch. In the
latched position the hinge is sufficiently strong to
perform the anti-tip function. When the release
mechanism is activated the hinge is allowed to move
freely; once the anti-tip bar encounters an
impediment that pushes the anti-tip bar up, the bar
is then released. When the impediment is removed,
because the wheelchair has passed over it, the spring
load on the anti-tip bar hinge returns to bar to its
normal position, where it self latches. Figure 14.5. Overview of Mechanical Anti-Tip
Bar Release Mechanism.
SUMMARY OF IMPACT
Anti-tip bars perform the useful function of The principle of this design is for the user to be able
preventing a wheelchair from tipping over to temporarily release the anti-tip bars when an
backwards. However these bars can interfere with obstacle is encountered, with the anti-tip bars
desired tipping, such as when climbing a curb with automatically resetting when the obstacle has been
assistance. They can also catch on obstacles in the overcome. The prototype design is being reviewed
path, such as high door thresholds. An unfortunate by users and facility personnel for concept and
consequence of these undesirable anti-tip bar functionality. The current model would most likely
functions is that users and or their attendants may have to be made more rugged and durable, and the
render the anti-tip bars ineffective by removing self re-latching improved. In this regard a second
them entirely, or by simply rotating the bars into a version has already been designed (see next report).
wheel up rather than the normal wheel down
position. While such action may be intended as a
temporary measure, it relies on the user or attendant
TECHNICAL DESCRIPTION
The specifications for this design were that the
to re-set the bars into the correct position after the
modified anti-tip bar:
reason for disabling them has been resolved. This
user disabling could be addressed by fixing the anti- • Be at least as strong as the usual tube-in-tube
tip bars in the down position, but this would not design when the new mechanism was in the
allow for them to be disabled when necessary, and latched position,
trying to overcome obstacles with them in the down
position may create further hazards. • When activated, be released for passive travel
over an obstacle,

• Automatically reset after passing an obstacle, and
• Be easy to operate without interfering with any
other function of the wheelchair.
An additional feature could be an audible alarm
during the period when the anti-tip mechanism is in
the released position.
For this prototype the standard anti-tip bars, which
have tube-in-tube mating, were modified to be
attached by a top-mounted hinge and secured by a
side latch made from a hinge. When latched, the
combination of the latching mechanism and the top
hinge must be sufficiently stiff and strong to provide
the required anti-tip function. A cable system is
employed to provide inward force simultaneously
on each side latch so that both anti-tip mechanisms
are opened with a single lever located near one
armrest. When the side latches are pulled toward
the center of the chair by the cable, the top hinge can
operate freely. The side latch is held in the open
position (Figure 14.6) until the anti-tip bar returns to
the normal position after having been lifted by the
obstacle. When the anti-tip bar returns to the neutral
position a spring pulls the latch back into the locked
position.
Figure 14.6. Detail of Open Latch on One Side.
Chapter 14: Texas A& M University 199
One modification necessary in this design is the
addition of a guide to prevent the latch from
returning to the locked position (parallel to the
horizontal bar), without the anti-tip portion having
returned. The latch could then interfere with the
automatic re-setting of the mechanism, leaving it
unlatched. The needed guide would hold the
locking latch out until the anti-tip bar returns to the
neutral position. In the absence of automatic re-
setting, the user could again work the lever to open
the latch and allow the system to re-set. This would
be undesirable from a safety standpoint, although
the addition of an audible warning could address
this shortcoming.
Another alternative considered, but not yet
implemented, would be to have a spring-loaded
barrel catch on the underside of the anti-tip bar and
the horizontal tube, with the hinge on top as
currently configured. The release mechanism would
work the same way as in the current design, but on
return the extended barrel latch would be pressed in
and reset by the returning anti-tip bar, given an
appropriate combination of return force and barrel
latch internal spring. The user could operate the
system again to achieve latching.
200 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ELECTRO-MECHANICAL ANTI-TIP BAR RELEASE

Designer: Karl Schneider
Client Coordinator: Kim Sheffield, Sherwood Health Care
Supervising Professors: Drs. William Hyman
Biomedical Engineering Program
Texas A&M University
MS 3120
College Station, TX 77843-3120

INTRODUCTION
A user operated, electro-mechanical mechanism to
temporarily release the anti-tip bars at the back of a
wheelchair was designed and implemented. The
device consists of modified anti-tip bars that now
each have a hinge mechanism secured by a
commercial electric door catch release. The electric
latch was modified so that it could also be operated
mechanically via a cable. In the latched position the
hinge/latch combination is sufficiently strong to
perform the anti-tip function. When the release
mechanism is activated either electrically or
mechanically, the hinge is allowed to move freely so
that the environmental impediment that the anti-tip Figure 14.7. Overview of Electro-Mechanical Anti-
bar encounters pushes the anti-tip bar up, allowing Tip Bar Release Mechanism.
the desired release. After the wheelchair has passed
over the impediment, the spring load on the anti-tip
bar hinge returns the bar to its normal position, latched position, be released when activated, for
where the mechanism self latches. An audible passive travel over an obstacle,
warning is provided during the unlatched state to • Automatically reset when an obstacle is passed,
remind the user to check for successful re-latching.
• Be easy to operate by lever or pushbutton
SUMMARY OF IMPACT without interfering with any other function of
the wheelchair, and
Anti-tip bars perform the useful function of
preventing a wheelchair from tipping over • Have an alarm that sounds when the anti-tip
backwards. However these bars can interfere with mechanism is in the released position.
desired tipping, such as to climb a curb with
For this prototype the standard anti-tip bars, which
assistance, or they can catch on obstacles in the path
have tube-in-tube mating, were modified to be
such as high door thresholds. Consequences of
attached by a top mounted hinge and secured on the
undesirable anti-tip bar functions are discussed in
inner side by a commercial electric door latch
the previous report. This prototype design is being
(Figure 14.8). When latched, the combination of the
reviewed by users and facility personnel for concept
latching mechanism and the hinge must be
and functionality.
sufficiently stiff and strong to provide the required
anti-tip function.
TECHNICAL DESCRIPTION
The specifications for this design were that the Two modes of operation were provided: electric
modified anti-tip bars: (pushbutton) and manual (lever). In the electric
mode the latch is operated using a single pole, single
• Be at least as strong as the usual tube-in-tube throw momentary switch powered by 6 volts
design when the new mechanism us in the obtained from two D cells. The two latches are wired
in series to limit the voltage drop across each coil

and increase the current. This system could be
separately powered on a manual wheelchair, or
operated from the battery on a power chair with
appropriate voltage adjustment. When activated, the
electric current energizes an internal electromagnet
that pulls the catch mechanism to the open position.
For manual operation the electric latch was modified
to allow a cable to release the internal latch that is
normally operated by the electromagnet. This
modification was accomplished without disabling
the electromagnetic function, so the current unit can
be operated by either electric or manual control.
For manual operation, a bicycle cable was mated to a
single-user operating lever. When the latch is
operated, the split cable, or the dual electric input,
opens both catches and the anti-tip bars become free
to rotate upward as the wheelchair passes over an
obstacle. When the bar is up, the latch can be
Figure 14.8. Release Detail Showing Hinged Anti-Tip Bar,
Catch and Release Unit, Input Cable, and Wire for Dual
Mode Operation.
Chapter 14: Texas A& M University 201
allowed to return to its normal position. When the
spring-loaded anti-tip bar returns, it automatically
self latches, much as a door does when it returns to
the closed position.
The combination of a sufficient spring load and the
sensitivity of the latch assures reliable re-setting. In
the absence of automatic re-setting, the user could
again work the lever or pushbutton to open the latch
and allow the system to re-set with the latch
retracted. This would be undesirable from a safety
standpoint, although the addition of an audible
warning addresses this shortcoming.
Advantages of the current design over the previous
one are that the same unit can be operated manually
or electrically, and basing the design on a
commercial latch provides a high quality component
at low cost.
202 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 15
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

203
204 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PORTABLE SWING SET

Students: David Downs, Alan Williams, Chad Duke
Client Coordinators: Drs. Gary Edwards, Marlese Delgado, United Cerebral Palsy of Birmingham
Supervising Professors: Drs. Alan Eberhardt, Raymond Thompson1, 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 TECHNICAL DESCRIPTION

A child day care program for children with cerebral
palsy requested a portable swing set for indoor use
by children ages two through four. The device
should be easily assembled and disassembled, and
easily transported by staff members traveling in a
minivan. Design requirements included that it:
• Meet all appropriate playground equipment
standards,
• Provide for translational swinging,
• Accommodate interchangeable seating,
including a hammock seat,
• Have no individual section over eight feet long,
and no component wider than 13 inches, and
• Enable assembly in less than five minutes.
Use of this product is restricted to children under 43
pounds.
SUMMARY OF IMPACT
The child day care swing is being used in early
intervention service delivery in satellite programs
which involve visiting rural locations. Although the
primary users are children age three and under with
disabilities, it has also been put used by a preschool
program for children age three to five, with and
without disabilities between. The swing has enabled
the therapists to provide state-of-the-art therapy
techniques that require suspension equipment. The
satellite programs have limited space and almost no
equipment for therapists. While the main center has
suspension equipment, it is in one area only.
Having the portable swing means that more than
one child at a time can benefit from use of the swing
in different locations. The device meets the
specifications given.
The completed device is shown in Figure 15.1. The
top support bar is AISI 1020 cold drawn steel tubing,
2-in. diameter with 0.065-in. wall thickness. It
attaches to the upper leg units via two assembly
fixtures, consisting of three tube pieces, welded
together and reinforced with a gusset plate made of
1/16-in. steel sheet. Four upper leg sections and
four lower leg sections consist of 1.5-in. diameter
tubing with 0.065 wall thickness, and are each 41-in.
long. The legs attach at joints where a 1.75 in.
diameter tube is welded to the lower leg unit, which
slips over the upper leg unit and locks in place with
quick release pins.
The suspension system consists of a climbing rope
(yield strength = 3000 lb.) and caribiners (yield
strength = 2500 lb.). A hammock swing, a “Teddy
Bear Swing,” and a ratcheting system were
purchased from established vendors. The entire
swing set is disassembled and transported in a
carrying case, a plastic golf bag on wheels, which
easily holds the disassembled components.
The constructed device was tested according to
ASTM 1148, which specifies standards regarding
loosening, instability and structural failure. More
specifically, the swing set is stable on a 5-degree
slope in line with the swinging elements and
withstand lift-off for a 43-lb. (95th percentile in
weight) four-year-old boy swung in a 90-degree arc.
The top support bar withstands a static load of 1.5
times his weight for 5 minutes. Each swinging
element withstands a dead weight of 105 lb.
swinging through 90 degrees. Seats, seat hooks and
swing space are all specified in the ASTM standard.
The device is painted, which makes it attractive.
The total cost of the swing set was approximately
$1,260.
 Chapter 15: University of Alabama at Birmingham 205

Figure 15.1. Assembled Swing Set, Shown with Hammock Seat Attached.
206 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE POWER-ENHANCED
ENTERTAINMENT TABLE
Students: Michael Dennis, Donald Talley, Benjamin Teague
Client Coordinators: Dr. Gary Edwards, United Cerebral Palsy of Birmingham
Supervising Professors: Drs. Alan Eberhardt, Raymond Thompson1, B.J. Stephens1, Laura Vogtle2
Department of Biomedical Engineering
1Department of Materials and Mechanical Engineering
2Division of Occupational Therapy

University of Alabama at Birmingham

Birmingham, AL 35294-4461

INTRODUCTION feature prevents any pressure on a client’s body or

This table was requested for the use of eight clients
with physical disabilities who live in a group home.
There was only one table in the facility at which all
clients could sit. It was so high as to preclude any
group of more than two people successfully
engaging in a joint activity when seated around it.
This was a serious limitation to any group
engagement, a problem in a setting where clients
tended to stay isolated in their rooms or in front of
the television. The new table allows multiple client
use and interaction. It is painted to be attractive.
The completed device is shown, along with users, in
Figure 15.2.
SUMMARY OF IMPACT
The Power-Enhanced Entertainment Table (PEET)
has enabled group engagements because of its
height adjustability, cutout area on one side, and
open area underneath. Groups ranging in size from
two to eight people can sit at the table to play
various tabletop games and engage in a variety of
craft activities. The adjustable height switches allow
the clients to change the height of the table
independently during a game if one person needs to
see or reach the surface more easily. The wheels on
the table allow it to be moved easily to any location
within the living quarters. Having the table means
that staff members are able to offer activities and
recreational pursuits to groups of clients, which
facilitate social interaction and group planning. It
has given community groups who come to the
group home an area in which to work with clients.
The table is lightweight and attractive. The surface
can be easily cleaned. The designers of the table put
position sensors into the table that enable it to sense
when it is nearing a person’s lap and then stop. This
wheelchair. The large, easily depressed switches
that control the table’s height can be adjusted using
the loc-line attachments. These attachments are
troublesome, however, as the loc-line links are too
long and flimsy, causing them to droop almost to
the floor at times, where it is difficult for clients to
reach them.
TECHNICAL DESCRIPTION
The tabletop is made of two pieces of ¾-inch birch
plywood (60 in. x 30 in.) coated with Minwax
Polyurethane Sealer and Protector. There are two
armrests located on each side of the client. Structural
support is provided by four 30-in. A36 steel C-
channels (4 in. x 1.72 in. x 0.321 in. thick). Two pieces
support the tabletop while two pieces comprise the
base on which the actuators and the casters are
mounted. Constructed to meet the design standards
as established by ANSI/BIFMA X5.5 1998, it was
made to withstand a functional load of 200 lb., and a
proof load of 300 lb.
Dayton 115V AC linear actuators (load rating = 500
lb., retracted length = 20.25 in., travel distance = 12
in.) move the table up and down, and are fixed
within telescoping tubing and bolted to the channel
steel at the tabletop and base. Power is distributed to
the actuators through a 12V DC power supply and
solid-state relay switches. The base was equipped
with urethane casters (4 in. diameter, 154-lb. load
capacity). Two of the casters are equipped with locks
to hold PEET in place.
Ablenet jellybean buttons (green and red) are used
as the up and down controls. The buttons are
attached to the table by Loc-Line modular hoses that
are sturdy enough to suspend the buttons for access
 Chapter 15: University of Alabama at Birmingham 207

by the clients, yet flexible enough to be easily located 2 in. below the table surface. Once the beam
adjustable to different heights. is broken the actuators stop lowering.

A sensor system was added to prevent the table The total cost of the device was $1,538.
from lowering down onto the legs of the client. The
Sick Optic VS/VE18/DC through-beam
photoelectric sensor is positioned by a bracket

Figure 15.2. The Power-Enhanced Entertainment Table (PEET) and Users.

208 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE POKECART: A THERAPEUTIC HAND DRIVEN

CART
Students: Deidra Garrett, Tara Harbin, Erin Williams
Client Coordinators: Dr. 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 each side are cut at an angle and welded together to

A toy car or cart, the Pokecart, was designed for
children with cerebral palsy to drive with only their
hands. The desired outcomes include the following:
entertainment increased upper body strength,
increased cardiovascular endurance, mobility and
motorization, enhanced cognitive abilities, and
encouragement of neutral hand grasp a neutral
upright posture.
SUMMARY OF IMPACT
The Pokecart was just delivered, so a full summary
of its impact is not possible. This cart is intended to
increase the strength of both upper limbs in children
who have asymmetrical arm impairment due to
cerebral palsy. Typically such involvement leads to
minimal use and subsequently limited strength in
the more impaired arm. The Pokecart was designed
so that both arms must be used to make it go. The
children who use it will develop greater strength
and grasp, and have the ability to explore their
environment in a way they have not before.
Increased environmental exploration and use of the
cart should increase cardiovascular status and
respiratory capacity. A secondary gain of this
exploration will be increased problem-solving and
cognitive skills.
TECHNICAL DESCRIPTION
The general design is a tubular aluminum frame
(length = 32 in., width = 28 in.) supported on either
side by a 20-in. bicycle wheel. 6063-T4 aluminum
tubing (o.d. = 1.66-in., thickness = 1/8-in.), has a
higher strength-to-weight ratio than steel, is readily
available, is inexpensive, has good weldability and
is ductile enough for bending. The sides are made of
two lengths of tubing each, bent to 90° to make each
of the four corners. The two lengths of tubing on
form an apex angle of 136° about 1-in. behind the
wheel shaft. A triangular bracket made of 3003 1/8-
in. thickness, aluminum sheet with a predrilled hole
is welded to the frame at the bend so that the wheels
can be bolted onto the frame at the wheel shaft. The
two side portions join to a length of tubing that
widens the cart with four 3-way 6061-T6 aluminum
tees and sets of stainless steel hex head bolts and
acorn nuts. The frame also has two straight pieces of
tubing that join its front and the back. This tubing
forms the support for the seat. These are connected
to the outside frame by the perpendicular outlet of
the four 6061-T6 aluminum 3-way tees—two for the
front and two for the back lengths of tubing. All of
the fittings are bolted to the incoming tubing using
three sets each of hex head bolts and acorn nuts.
The maximum load carrying requirement for the
cart was 129 lb. Stress analysis showed that all of the
stresses on the cart were very small (less than 150
psi) compared to the strength of the material, 13 ksi.
The maximum shear stress on the bolts is 118 psi, (<
30 ksi yield strength of 316 stainless steel bolts). The
stress at the bracket weld and the force required to
move the cart were also calculated. The shear in the
weld was found to be 132 psi when fully loaded.
The allowable stress is 0.4 times the shear yield
stress. The shear yield stress of 6063 aluminum in
the annealed condition has a value of 10 ksi.
Two 2-in. casters are attached to the frame, one on
the front piece of tubing and the other on the back,
to ensure stability and prevent tipping. The cart
generally rests on the front caster because the center
of gravity is located in front of the wheels. The force
required to move the cart was calculated as 1.5 lb.
This is acceptable since the average force that the
children are capable of applying is 2.2 lb.
 Chapter 15: University of Alabama at Birmingham 209

The driving mechanism of the cart includes two

crank and gear systems, one for each wheel, similar
to that of a bicycle. It is made up of two gears and a
roller chain. The handles, which were machined
from bicycle pedals, screw into the end of the crank
arms and face the inside of the cart. The crank arm
makes a 7-in. circle as the user turns it. A gear cover
houses the gears and chain.

A prefabricated seat with the desired dimensions

and seat belts already installed was purchased
through Abilitations. An additional seat belt is
added at the children’s hips or the tops of their
thighs. The seat is attached to the frame with a
series of two bolts and piece of aluminum sheet
metal with two slits extend along the length of the
frame, so the seat position can be adjusted. The final
desired position of the seat is locked into place using
wing nuts. Footrests (from National Seating) are
attached to the front tubing between the two central
lengths of tubing that the seat rests upon.

The wheels are bicycle wheels. Therefore they

require some type of covering to prevent the
children’s hands from getting caught between the
spokes. Custom-made spoke covers, commonly
used on wheelchair wheels for users that play
sports, were purchased from Durable Medical.

The finished cart is painted bright yellow and a

royal blue canopy is attached. This canopy is made
from flag material that is easy to wash. It is also
easily removable, so the teachers can put the Figure 15.3. The Pokecart, Shown with Removable
children in the cart more easily. Pokémon stickers Canopy in Place.
add to the playful nature of the cart, which is shown
in Figure 15.3.
210 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ADJUSTABLE HEIGHT COMPUTER TABLE

Students: Michael Murphy, Barry Hampton, Cynthia Wilson
Client Coordinators: Dr. Gary Edwards, United Cerebral Palsy of Birmingham
Supervising Professors: Drs. Alan Eberhardt, Raymond Thompson1, B.J. Stephens1, Laura Vogtle2
Department of Biomedical Engineering
1Department of Materials and Mechanical Engineering
2Division of Occupational Therapy
University of Alabama at Birmingham
Birmingham, AL 35294-4461

INTRODUCTION • Providing keyboard adjustability from the flat

An adjustable keyboard computer table was
requested for a group home for adults with cerebral
palsy. The existing computer table could not
accommodate varying wheelchair heights and the
keyboard was fixed in a stationary flat position. In
addition, the monitor was stationary and could not
accommodate patients with various visual problems.
The present design allows the table to translate
vertically for wheelchair height adjustment, while
the keyboard pivots to allow for the patients’ ease of
use. These movements are electronically
controllable by the clients via large buttons. Also,
the monitor is manually adjustable to slide on the
tabletop to a position where the monitor face is flush
with the edge of the keyboard.
SUMMARY OF IMPACT
The home has eight residents between the ages of 24
and 65 years with varying physical disabilities. A
computer was recently purchased for this facility
with the goals of:
• Allowing individual client use for personal
business such as letters and possibly check
writing,
• Recreational use by playing games, both
individually and in groups, and
• Eventual use of the Internet for communication
via email and investigation of resources.
With the wide range of client size and visual status,
it was difficult for all persons to use the computer
without extensive staff involvement. The adjustable
height computer table has given virtually all clients
access to the computer by:
• Allowing the table height to be customized to
client needs,
surface to an angle for better access and
visibility, and
• Enabling the monitor to be moved closer for
persons with visual impairments (a majority of
the home’s residents).
Since the table was delivered, two residents
previously not interested in the computer have
begun using it. The four clients who were using the
computer before have found it easier to see the
screen and reach the keyboard. Persons with hand
use and reach have been able to adjust the monitor
themselves, and all can adjust the keyboard angle
without assistance. Table height adjustment has
been left to the staff, since there is no sensor on this
table to stop the heavy table when it comes near
clients.
This table meets most of the specifications. The
range of height adjustability will work with virtually
all current clients and probably most in the future as
the resident population changes. The keyboard and
monitor adjustments have made a big difference in
visibility. The switches work well, but the
attachments are problematic. The loc-line pieces are
not stable. The designers put rods in part of the loc-
line to hold it stable, but the placement of the rods
prevents several people from sitting close to the
monitor. The addition of a bladder or other sensor
to the keyboard that would cause the table to stop
before hitting a client would be helpful. In spite of
these two problems, the table has been a great asset
to the residents.
TECHNICAL DESCRIPTION
The tabletop consists of ¾-in. plywood with an
applied veneer laminate (84 in. x 30 in.). The wood
panels are cut from ½-in. oak plywood and stained
for a pleasing appearance. Foam is applied to the
edges of the keyboard tray to soften the table edges.
 Chapter 15: University of Alabama at Birmingham 211
The table lift mechanism consists of two AC linear
actuators with a tubing guidance system housed in
C-channel sections. The 18” stroke linear actuators
are centered and secured via pin attachments inside
the 6” A36 steel C-channel bolted below the table.
ASTM A500 steel square tubing guidance system
under the table consists of four telescoping sections
of tubing under the four corners of the table. The
A36 C-channel and angle were selected to meet
ASME Specification SA-36.
The tubing is welded (AWS Specification E7018) to
the inside of the C-channels that also house the
linear actuators. Each telescoping section consists of
2 square tubes, one smaller tube with a 2 1/2” OD
and one larger tube with a 3” ID. These telescoping
tubes are greased to ensure smooth sliding during
table lifting. The actuators and guidance system are
concealed inside two telescoping wood panels, one
of which was stationary while the outer panel
extends as the table was raised. These panels are
guided using ball bearing drawer slides between
them.
The keyboard pivot consists of a universally sized
keyboard housing to hold the keyboard with a
Figure 15.4. Close-Up View of Adjustable Computer Table, Showing Adjustable, Inclined Keyboard Tray, Sliding Monitor
Stand and Jellybean Control Buttons.
Velcro patch to secure the keyboard in the housing
made from A36 steel plate. A third linear actuator is
connected to the keyboard housing and flat bar via
pin attachments such that, when retracted, the
keyboard would begin in the flat position (180°),
while the fully extended length would pivot the
keyboard to a maximum angle of 80°. The keyboard
housing pivots about its center axis. Jellybean
buttons control the table height and keyboard pivot
adjustments, attached to the tabletop via Locline
flexible neck rods.
The monitor slide/support mechanism consists of
two 2 x 4-in. pieces of pine, bolted to the tabletop
with two additional pieces offset at a 2-in. height
and connected to the support pieces using 20” heavy
duty full extension zinc-plated carbon steel slides.
These slides are rated to carry 115 lb./slide at the
fully retracted and fully extended positions. The
oak wood platform for the monitor is bolted to the
top 2 x 4-in. pine support beams. The extension
slides allow the monitor to move up to 12” past the
tabletop, flush with the keyboard edge. The device
is illustrated in Figure 15.4.
The total cost was $1,463.
212 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 16
UNIVERSITY OF CONNECTICUT
Biomedical Engineering
260 Glenbrook Road
Storrs, CT 06269-2157

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

Brooke Hallowell (740) 593-1356

hallowel@ohiou.edu

213
214 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

SPEAK-N-SEE
Designer: Timothy D. Michaud
Client Coordinator: Paul Ford
Supervising Professor: Dr. John Enderle
Electrical and Systems Engineering
University of Connecticut
Storrs, CT 06269

INTRODUCTION
Speak-n-See was designed to enable an individual to
view effortlessly indoor and outdoor areas of an
apartment from any location within the apartment,
mainly for reasons of security. The Speak-n-See
device is a complete, portable, wireless video-
surveillance system. It consists of three
inconspicuously mounted video cameras and a
wireless Display/Control Unit. The video signals
from the cameras are received and displayed on the
Display/Control Unit, which is compact and
portable. Through the use of speech recognition
hardware, the individual controls all modes of the
device -- on/off, color, brightness, tint, and contrast Figure 16.1. Speak N’ See
of the display, as well as camera selection.
Voice recognition capability is provided by
SUMMARY OF IMPACT Sensory’s Voice Direct TM Speech Recognition Kit.
The Speak-n-See was designed with respect to the Voice Direct is a speaker-dependent speech
capabilities of the end user, who in this case is recognition module. Each time one of the words is
paralyzed from the neck down. Because she is recognized, a corresponding output pin on the
currently confined, a device is required for her to be module is toggled high for one second. Digital logic
aware of her surroundings, for instance, a person at is employed to interface Voice Direct with the
the door at the door or something transpiring display functions (power, contrast, brightness, tint,
outside her house. The Speak-n-See, through use of and color) and the video receiver functions (channel
its cameras and display unit, allows the user to view selection and power).
her front and back yards as well as the front door
without having to call for outside help. The Speak– The user must train Voice Direct to recognize the
n-See is voice actuated to accommodate user desired commands. During this training process,
requirements, and is portable so that it may be used speaker-dependent speech templates are created and
anywhere. Speak-n-See will enhance the security then stored for comparison during the recognition
and independence of the client. It may be useful for process. Training consists of speaking a word and
any security conscious person. then repeating it for confirmation. Pressing the
TRAIN switch initiates training and the user speaks
TECHNICAL DESCRIPTION each word in response to an audio prompt.
The indoor, user-interactive Display/Control Unit
Recognition is initiated when the RECOG button is
contains a color 4-in. LCD display and all other
pressed. A prompt is spoken and the Voice Direct
necessary hardware: video receiver, voice
listens to the word spoken. If the spoken word
recognition hardware, microphone, speaker, and
matches a stored template, then the appropriate
rechargeable battery. The unit is packaged in a
action is taken.
durable, compact, plastic enclosure. See Fig. 16.2 for
a front view of the Display/Control Unit.

Circuitry is employed to automatically “press” the
RECOG button approximately once every seven
seconds (the fastest rate allowed) after the RECOG
button is physically pressed once. In addition,
circuitry is used to enable the speaker for
approximately two minutes after the TRAIN button
is depressed, allowing the user to hear the needed
prompts during training. The speaker is disabled
otherwise. The idea is to eliminate the audible
prompt the Voice Direct produces each time the
RECOG button is pressed. Instead an LED is used to
inform the user when it is acceptable to speak a
command during recognition.
An omnidirectional clip-on microphone is used to
provide the interface between the user and the
Display/Control Unit).
The display is a color 4-in. Sharp LCD display with
viewing area of 80.7 mm x 60.6 mm. Four
mechanical potentiometers (for contrast, color,
brightness, and tint control) are replaced with Xicor
digital potentiometers. A Crydom solid-state relay is
utilized to control the power supplied to the display.
The relay and potentiometers are interfaced with the
Voice Direct hardware via digital logic.
A MATCO Inc. 8-channel-selectable, 2.4-GHz FM,
wireless video receiver is employed in this device.
Digital logic is utilized to interface the receiver to the
Voice Direct hardware, allowing the user to select
the receiver frequency and thus the desired camera.
(Each of the three camera transmitters are set to
different frequencies.) The receiver power is
controlled in the same manner as the display power.
LCD Display
Red LED
Battery
ON
AC Adapter/Battery Charge
Figure 16.2. Display Unit Front Panel Layout.
Chapter 16: University of Connecticut 215
Power is supplied to the unit by either an AC-to-DC,
12-VDC, 1500-mA power supply, or by a 12-V sealed
Lead-Acid rechargeable battery. The battery is
externally connected to the unit and is easily
removed.
A battery charger circuit, centered on Linear
Technology Corporation’s LT1512 Battery Charger
chip, was constructed and is set internal to the
Display/Control Unit. Use of this battery charger
allows several types of rechargeable batteries --
NiCd, NiMH, Lead-Acid, or Lithium -- to be used.
The charger circuit allows for operation of the
system and battery charging simultaneously if the
AC-to-DC power supply is used.
The three-position mechanical switch located on the
front of the unit is used to switch between battery
power or unit off or AC-to-DC adapter/battery
charge.
The Display/Control Unit has RCA connectors
located at the back for video and audio (left and
right) outputs that will allow, for example,
connection of the unit to a VCR.
All circuitry, the LCD display, switches, etc., are
mounted in a clear, high-impact, ABS polycarbonate
enclosure. The dimensions of the Display/Control
Unit with battery are 24.8 cm x 11.0 cm x 14.5 cm.
There are three camera/transmitter pairs. One
camera is mounted in an indoor room of the client’s
home and the other two are mounted in outdoor
areas. The video transmitters are all mounted
Speaker
Battery
Green LED
RECOG TRAIN RESET
Microphone Jack
216 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

indoors. RCA video and audio connectors so that other types

The indoor camera is an inconspicuous, 1/3” B/W
CCD camera. The camera weight is 1.7 oz. and the
dimensions are 1 in. x 2.2 in. (diameter x length). The
camera is hardwired to the video transmitter. The
power supply utilized for both is a 12-VDC, 1000-
mA, AC-to-DC supply.
The outdoor cameras are indoor/outdoor CCD
cameras. Each camera has a PIR motion detector to
activate the camera. In addition, each camera has
built-in low-light features and six LED’s for low-
light visibility. Each also has a built-in microphone
and utilizes a 12-VDC, 400-mA supply.
Each transmitter is a MATCO Inc. 8-channel-
selectable, 2.4-GHz FM, wireless video transmitter.
Each transmitter is set to a different frequency. (The
user selects which camera to receive by selecting the
corresponding channel on the receiver.) Each
transmitter is enclosed in a sturdy plastic 7.8-cm x
14.0-cm x 6.8-cm, wall-mounted enclosure.
The indoor camera is hardwired to its transmitter;
however, the other two transmitters have external
of cameras can be used. The two transmitters that
are not hardwired to the cameras each utilize a 12-
VDC, 100-mA power supply.
To operate, the user applies main power to the
Display/Control Unit by switching the 3-position
mechanical switch to the “Battery” or the “AC
Adapter/Battery Charge” position. The user must
then train the device with appropriate commands (if
this is the very first use of the device). Training
begins after the TRAIN button is pushed. A total of
10 commands must be trained -- one for video
receiver/display power, one for camera selection,
two for contrast, two for brightness, two for tint, and
two for color. If training is complete (or not
needed), the user starts the recognition process by
pressing the RECOG button. The user then controls
aspects of the device by issuing the appropriate
voice command. For example, the user my say
“power” to toggle the power to the display and
receiver, or the user may say “brighter” or “darker”
to adjust the display brightness.
The cost parts/material for Speak-n-See was about
$1,100.

Display/Control Unit
(Display, Speech Recognition Hardware, Video Receiver

Voice Commands

Client

Camera
(Motion Activated)

RF Video Transmitter
(Motion Activated)

Figure 16.3. Components of the Speak-n-See Device.

 Chapter 16: University of Connecticut 217

Figure 16.4. Block Diagram of Speak-n-See System.

218 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

AUTOMATIC PAGE TURNER

Designer: Ricardo Duncan
Client Coordinator: Ken Bobenski
Supervising Professor: Dr. John Enderle
Electrical Engineering Department
University of Connecticut
Storrs, CT 06269

INTRODUCTION The microcontroller (BL 1600) detects an input signal

The Automatic Page Turner is a device that
facilitates independent reading for a young girl with
multiple sclerosis. The device (Figure 16.5) enables
her to turn the pages of a book or any other reading
material without the help of an aide. The Automatic
Page Turner consists of three major elements. First,
an enclosure with a large enough base provides
stability for the unit. Second, a rigid book support
that can easily be replaced with a binder allows the
flexibility of reading either a book or several loose
sheets of notes. Lastly, a head switch to activate the
device is mounted on the user’s chair at a location
that does not interfere with the user’s range of
motion.
SUMMARY OF IMPACT:
Although this device is built to fit a particular
client’s needs, it can be easily modified to
accommodate others with similar physical
disabilities. The client is pleased with the device
and no longer has to rely on help to turn the page of
her reading materials for her.
from the user that indicates the direction that the
user desires to turn a page. The BL 1600 then
activates the appropriate outputs. The XP 8800
motor control boards receive these output signals
and operate two stepper motors accordingly. These
motors have dedicated power supplies since the BL
1600 on-board power supply is insufficient to handle
current requirements of the motors.
Miniature vacuums are mounted on the arms of the
device. The role of each vacuum consists more
specifically of adhering to a page in order to lift it so
a third mechanical lever can come behind the page
to turn it to the desired location.
The unit itself is a designed enclosure (14” x 13” x
6”) with a base wide enough to provide stability to
the device. The device weighs about 10 to 13
pounds. On the right side of the device, there are
two small openings to connect the head-switch that
will activate the mechanism to turn a page.
The cost of parts and materials was about $800.

TECHNICAL DESCRIPTION:
The heart of the Automatic Page Turner is the Z-
World Little G (BL 1600) and two Z-World XP 8800
motor control boards. The operating language for
these components is Dynamic C.
 Chapter 16: University of Connecticut 219

Figure 16.5. Automatic Page Turner.

220 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

COMPUTERIZED ENVIRONMENTAL REMOTE

CONTROL
Designers: Rushui Guan
Supervising Professor: Dr. John Enderle
Electrical Engineering Department
University of Connecticut
Storrs, 06269

INTRODUCTION
The Computerized Environmental Remote Control
Unit (CERC) is designed to help a child with
cerebral palsy control appliances such as TV, VCR,
and cable. Since the child is not able to speak and
cannot completely control her hands and arms, she
communicates by typing on a laptop computer,
using a special head-switch device. The CERC
provides a simple control panel to interface with the
user, so that she can simply type in a letter or click
once to issue a command.

The CERC also provides a wireless control of

devices. Each remote control module can control up
to four devices. Multiple remote control modules Figure 16.6. The Computerized Environmental
can be added to the system, so that more devices can Remote Control.
be controlled.
output of the universal remote control IC and the
infrared LED. An overall block diagram of the
SUMMARY OF IMPACT
The CERC is custom designed to meet the needs of
the client. It helps the client gain some control of
house appliances, and therefore become more
independent. Since the client needs to be mobile
with her laptop in a wheelchair, wireless control is
needed. The CERC will enable her to control any TV
or VCR in her house; even they are not in the same
room with her. The software that comes with CERC
can display multiple control panels; therefore,
enabling her to control multiple appliances at the
same time. An example of the TV interface is shown
in Figure 16.6.

TECHNICAL DESCRIPTION
The CERC has two major parts: software and
hardware. The hardware has two sub-components:
a transmitter unit and a receiver and remote control
unit. The transmitter is connected with the serial
port of the computer. The receiver receives the
signal, processes it, and then sends the proper
commands to a universal remote control IC unit. An Figure 16.7. TV Interface.
impedance matcher circuit is used between the
 Chapter 16: University of Connecticut 221

CERC is shown in Figure 16.9. Each PP4001 has 4 sources, which means that it can
control up to 4 devices at the same time. An
The software is the interface between the user and infrared configuration dialog box, shown in Figure
the hardware. The software interprets the user
input and transmits the proper signal to the serial
port. The software was written using Microsoft
Visual C++ 6.0 and Microsoft Foundation Class. It is
a 32-bit windows program. The user can interface
with the program by either mouse clicking or
keyboard input. The program requires one available
serial port.

Serial communication between the computer and the

controlled appliance is facilitated by a PIC16C74A
since home appliances such as a TV do not provide
any feedback to a remote control. During serial
communication, two bytes of data are transmitted.
The first byte specifies the ID of the receiver and the
second byte specifies the actual command. By
assigning an ID to each command, it allows multiple
receiver units with different IDs to be added into the Figure 16.9. Infrared Configuration Dialog Box.
system. The structure will also filter out the
unwanted RF noise in the air, since the PIC16C74A 16.9, is built in the software to make setting up the
MCU will simply ignore the noise since it does not PP4001 chip easy. The user can simply choose the
have an ID. Once the PIC16C74A receives the data, brand, and test its available codes. If none of the
if the ID of the incoming signal matches the available codes works, an auto scan feature can be
receiver’s ID, it sends the second byte (command) to used to scan from the first code to the last.
the PP4001 using parallel communication.
The cost of parts and material was about $500.
The PP4001 is a universal remote control IC unit that
is preprogrammed to control most brands of house
appliances that have an infrared remote control.

Serial Communication

Software Serial RF
Interface Port Transmitter

Parallel Communication

RF PIC16C74A
PP4001
Remote
Reeiver MCU
Control
Unit IF Signal

IF Impedance
Transmitter Matcher

Figure 16.8. Block Diagram of the CERC.

222 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

THE LEARNING AIDE FOR COMPUTER-LITERATE

CHILDREN WITH AUTISM
Designer: William Vidal III,
Supervising Professor: Dr. John D. Enderle
University of Connecticut
Department of Electrical and Systems Engineering
260 Glenbrook Road, Storrs, CT 06269-2157

INTRODUCTION converts AC line voltage of 115-volts from the wall

The Learning Aide was designed to provide a form outlet to the DC voltage needed for operation.
of communication for a child with autism. The
Learning Aide incorporates the use of a computer
already in the client’s school environment. The
device utilizes speech conversion software to
translate speech input to text output on the screen.
This allows the client’s teacher to speak with the
client through the computer interface. The main
purpose of the Learning Aide is to capitalize on the
client’s fascination with the computer and its
speakers. The client pays more attention to the
computer when there is an audible stimulus.

SUMMARY OF IMPACT
The client for whom the Learning Aide is designed
is an autistic child who is generally not attentive to
his teachers. When a teacher speaks, the client
repeatedly plugs his ears, especially when verbal
communication is trying to be established.
However, the client has a fascination for computers
and will pay attention to anything presented on or
by a computer. The Learning Aide allows the
client’s teachers, and others, the ability to
communicate with him via the computer interface.
TECHNICAL DESCRIPTION
The Learning Aide has three major components.
They are the Main Processing Unit, the Remote
Communications Module, and the power supply.
Please refer to Figure 16.10 at right for a photograph
of the Learning Aide.
The main component of the Main Processing Unit
(MPU) is a Little G (Z-World BL1600)
microcontroller. The Little G interprets what the
user wants to accomplish by a pushbutton interface
and then operates the appropriate outputs for that
desired function. Components in the MPU are
powered by the Little G microcontroller that in turn
is powered by a transformer and rectifier that
Figure 16.10. Learning Aide.
Voice recording and playback is accomplished using
a device supplied by Information Storage Devices
(ISD). This device is part of the Chip-corder series
and uses non-volatile memory to store analog
speech in digitized form. The use of non-volatile
memory decreases the need for battery back up. It
also has capability to amplify and operate a 16-ohm
speaker directly.
The Learning Aide incorporates the latest
technology in wireless RF communication for analog
speech signal communications. This device used is
the High Performance (HP) series II module from
Linx. These modules are easy to incorporate into a
design due to their minimal need for external
components, with the exception of an antenna.
The Remote Communications Module (RCM) is a
small handheld device that facilitates
communication to the client or the computer.
Within the RCM resides the transmit side of the
aforementioned Linx Technologies RF unit as well as
a microphone and power supply.
 Chapter 16: University of Connecticut 223

To operate, the Learning Aide is switched on by The cost for parts and material was approximately
flipping the power lever located on the MPU to the $300.
ON position. The caregiver or instructor places the
microphone switch on the MPU either in the left
position (for wireless microphone in the Remote
Communications Module) or in the right position
for the microphone mounted in the MPU. The user
now activates the computer that the device is
attached to and loads the Voice Recognition
program through standard Windows GUI
methodology.

The user now presses the record button on the MPU

and records what they want to say, making sure to
use the microphone selected in the step above. The
Voice chip in the MPU records the voice and stores it
in its non-volatile memory module. The Voice
Recognition program in the computer also processes
the voice and prints on the screen the text of what
was just recorded. To end recording, the playback
button on the MPU is depressed. For playback, the
user presses the black playback button on the MPU.
224 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ELECTRONIC BASEBALL SCORER

Designer: Greg Mierzejewski
Client Coordinator: Karen Thompson
Supervising Professor: Dr. John D. Enderle
Department of Electrical and Systems Engineering
University of Connecticut
260 Glenbrook Road, Storrs, CT 06269-2157

INTRODUCTION batter was thrown out, and place the remaining

The Electronic Baseball Scorer was designed for a
client with cerebral palsy. The Electronic Baseball
Scorer has an input display that is durable enough
for the baseball season. It is a small handheld
computer that allows the client to easily score the
game. It is also small enough to carry to baseball
games.
SUMMARY OF IMPACT
Although he has reduced control of his muscles, he
still has the ability to use smaller devices, such as a
remote control and the keys on this device. The
device enables the client to score a baseball game.
TECHNICAL DESCRIPTION
The Electronic Baseball Scorer displays the statistics
of a baseball game on a handheld computer. There
is a banner on the top of the display that shows the
number of outs, hits, errors, runs, and team names.
Below this banner is an electronic version of a score
sheet. The mouse or keyboard buttons can be used
as input keys.
Baseball is a difficult game to score. For example, if
there are two runners on base with two outs and the
batter hits a double, but is later thrown out on that
play, what should be recorded? The Electronic
Baseball Scorer will ask a series of questions to
enable the user to properly score the game. This
allows the scorer to record the hit in the example,
score every run that crossed the plate before the
runners. The entire baseball program is an
executable file compiled from Visual Basic.
When the Electronic Baseball Scorer is started, the
user has the option to keep score for one or two
teams. The user can then select the option of
entering team and player names for one or both
teams. The player and team names are both stored
to disk which make it easy for the user to select
player and team names when using the Electronic
Baseball Scorer at a later date. After these data is
entered, the scorer is ready to score the game.
There are many features in the program that allow
the user to score, make substitutions, and also
correct errors. There is a button to reset the balls
and strikes counts on the display, and also a button
to allow the user to correct any errors made on the
last batter recorded. There are standard buttons to
score a baseball game such as balls, strikes, outs,
hits, and errors. There is also an extra button for
complex plays when multiple actions occur on the
same play (For example, when an out and error
occur on the same play).
The cost of parts and materials was approximately
$650.
 Chapter 16: University of Connecticut 225

Figure 16.11. Screen Display for the Electronic Baseball Scorer.

226 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

TAP-TAP INTERCOM
Designer: April Hiscox
Client Coordinator: Dr. Brooke Hallowell, Ohio University
Supervising Professor: John D. Enderle
Department of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION
The Tap-Tap Intercom enables a physically
handicapped person to perform everyday tasks
without help or supervision. The tap-tap intercom
unit creates a method of communicating between
two separate buildings: the client’s day home and
his parents’ main house. Previous to this design,
communication was only available through a
computer, which requires direct supervision of the
client.

The device was developed for a client with cerebral

palsy. This client has severe a motor control
disability, which affects not only his mobility, but
also speech functionality. The client also has
spasticity, in his hands and arms, making grasping
or button pushing difficult.
The Tap-Tap Intercom consists of a transmitter,
which can easily be activated by the client’s hand or
head pointer, and a portable receiver that emits a
buzzing sound when the client indicates that he
needs help.
SUMMARY OF IMPACT
The usual solution to the lack of remote
communication is constant supervision of the
patient; this hinders independence and productivity
of both the client and his parent. This device allows
an individual who would normally need to rely on
someone else gain a sense of independence and self
worth. The device provides the client the ability to
have help immediately when it is needed, but not
constantly.
TECHNICAL DESCRIPTION
The technical design of the intercom is simplistic
and elegant. The intercom consists of two separate
components, the transmitter utilized by the client
himself and the receiver used by his parents. Each
of these two components can be broken down into
separate subunits to be designed, built and tested
Figure 16.12. Tap-Tap Intercom.
individually for ease of production and later use
and/or repairs. A key feature of the intercom is its
one-button use. A single push of the large input
button will send the signal for need to the receiver,
which will then buzz until a user stops it. Both the
transmitter and receiver use disposable batteries for
ease of operation and portability. Both units contain
a low-battery indicator LED so these batteries can be
changed when necessary. Both units also contain
power switches so the devices can be turned off
when not in use, so that the batteries can last longer.
The design of the tap-tap intercom is based on radio
frequency transmission at 418 MHz. Linx
Technologies, Inc. commercially manufactures the
components that achieve this transmission. Small
helical antennas were used to maintain the small
size of the devices for portability. This ensures that
the call for help goes through anytime as long as the
receiver is in range.
The circuit design is based on a simple encoder and
decoder pair coupled with the transmitter and
receiver pair from Linx. The encoder reads the
parallel information of the button press and converts
it to a serial data stream for transmission via the
transmitter. This information is then received and
 Chapter 16: University of Connecticut 227

decoded. A 555 timer is used to lengthen the output
pulse of the receiving circuitry to ensure that the call
for help is heard and not forgotten about. The
person on the receiving end must acknowledge the
signal before the buzzing will stop. Figures 16.13
and 16.14 show the transmitting and receiving
circuitry for the intercom.
The design used in this device is highly reliable and
simplistic enough to keep the project cost and
complexity to a minimum.

1 8
gnd gnd
2 7
Data In Vcc
3 6
gnd gnd
4 5
Adj/gnd RF out

1 18
AD11 VDD
Input 2 17
AD12 A9
3 16
AD14 A8
4 15
AD15 A7
5 14
DOUT A6
6 13
TE A5
7 12
OSC2 A4
+
8 11
DC OSC1 A3
- 9 10
VSS VDD

Figure 16.13. Transmitter Circuit.

Vcc
1 10
RF In Vcc
2 9
NC NC
3 8
gnd gnd
4 7
NC NC
5 6
Data Out Vcc

Buzzer
Board 1
D11 VDD
18
2 17
D12 A9
3 16
D14 A8
4 15
D15 A7
5 14
VT A6
6 13
DIN A3
7 12
OSC2 A2
8 11
OSC1 A1
9 10
VSS A0

Figure 16.14. Receiver Circuit.

228 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

TAP-TAP ENVIRONMENTAL CONTROL UNIT

Designer: April Hiscox
Client Coordinator: Dr. Brooke Hallowell, Ohio University
Supervising Professor: Dr. John D. Enderle
Department of Electrical and Computer Engineering
The University of Connecticut
Storrs, T 06269-2157

INTRODUCTION
The Tap-Tap Environmental Control Unit (ECU)
provides reliable control of a TV, VCR, Stereo
system and bedroom lights through remote infrared
and RF technology. The device is built specifically
for a client who has cerebral palsy (CP) and desires
independence while listening to music or watching
television. His activities are limited to those
requiring little to no movement. The control over
the devices in his bedroom is achieved through
capacitive touch plates, which require only a light
contact with human skin to activate their functions.
The tap-tap intercom takes advantage of the existing
technology of universal remote controls by Figure 16.15. Tap-Tap ECU.
integrating a commercial remote into the touch plate
The second main part of this design involves the
interface. The touch plate interface has large
methods used to interface these touch plates to a
switches requiring little pressure or muscle control
commercial universal remote control. The Home
to accommodate the client’s weakness and lack of
Theater Master SL-9000 from Universal Remote
motor control.
Control, Inc. was chosen based on its learning
function, which will allow for future upgrades. This
SUMMARY OF IMPACT device requires a short circuit to activate the
Having CP has drastically affected the personal switches. The voltage output of the touch plates is
freedom of the client. Choosing one’s own bedtime transformed into this short circuit via reed relays
is something most people do everyday without and current limiting transistors. This is then
thinking about it. Being able to accurately control attached directly to the commercial remote through
the volume and channel on a TV, although an 30-gauge wire, which was soldered to small vias
insignificant task for most, is a great luxury for present on the remote.
others. The Tap-Tap ECU helps to provide that
luxury to those who do not have it. This design is functional, although it does not seem
to be as reliable as hoped. The touch plates are very
TECHNICAL DESCRIPTION sensitive to stray signals, and sometimes show
There are two main technical aspects of the Tap-Tap dependence on body temperature. Despite those
ECU. The first is the design of the touch plates to problems, they are fairly reliable. The major flaw in
create an easy to use interface for those with this design comes in with the reed relays. These
muscular problems. The touch plate design is based relays have a longer switching time than some other
on a timed output of a standard 555 timer. The available devices, meaning that on occasion a
continuously running oscillator will create an output channel or volume level will be skipped on the
pulse when a change in capacitance is sensed. The television. The idea addressed by this project is a
contact of human skin with the metal touch plate large improvement in the client’s quality of life.
creates an additional capacitance in the circuit, However, the prototype needs a few adjustments to
prompting an output voltage. This circuit is shown become a desirable product.
in Figure 16.16.
 Chapter 16: University of Connecticut 229

1 8
A1 B4
Touch Plate 2 7
A2 B3
3 6
A3 B2
4 5
A4 B1

output is taken at pin 3

Figure 16.16. Touch Plate Circuit.
230 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

PAINTING “EASELY”
Designer: Brian Bemis
Supervising Professor: Dr. John D. Enderle
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT. 06269-2157

INTODUCTION
The purpose of this project was to design a
motorized easel for a painter with post-polio. Since
his condition restricts his range of arm movement,
he is constrained to paint only small pictures,
limiting his artistic talent. He desired a device that
would allow him to paint more easily and on much
larger canvases.

SUMMARY OF IMPACT
The motorized easel grants the artist the ability to
paint large works of art. This easel has the ability to
move up and down, tilt back and forth, and adjust to
the size of the canvas. It can be controlled using
either a remote control or the main control box, both
of which could be easily operated by the artist. With
this system, the artist is able to move the canvas to
his desired location so that he may properly reach
certain areas that he would not normally be able to
cover with his brush.

TECHNICAL DESCRIPTION
The easel was designed to provide all of the desired
functions to the artist, such as the ability to move the
canvas up and down, tilt it back and forth, and
clamp down to the size of the canvas. To provide
these motions, a sturdy frame was designed with a
steady motion control in mind. The frame was
mainly comprised of lightweight aluminum angle
iron and square tubing to establish a solid base.
Stainless steel tubing was used as linear slides with
pillow blocks riding on top to stabilize the
movements. The easel itself can hold up to a 3 1/2 '
tall canvas with almost any size width.

In order to activate the motion, 3 Performance Pak

Actuators were employed. These devices move at a
constant speed of 1 in/sec and are powered by a
12VDC motor. This motor ties directly into a
gearbox to activate a ball screw assembly forcing the
actuator to move up and down.
Figure 16.17. Side View of Easel.

High power relays were used to control the
activation and direction of each of the motors. A
single-pole double-throw relay activates the motor,
while a double-pole double throw relay controls the
direction of the motor. A microcontroller/logic
circuit activates these relays. This circuit receives
and deciphers signals from the remote control
receiver and main control box and then determines
what action the painter desires. The remote control
and main control box interfaces uses normal 3-
position toggle switches for each of the motors. The
motors run as long as the toggle switch is in either
the up or down positions and turns off immediately
Figure 16.18. Remote Control and Main Control Box.
Chapter 16: University of Connecticut 231
once the toggle switch is returned to the center
position.
Final tests were made on the device and proved to
provide a steady motion in all directions. The ease of
use and reliability will allow any artist to move a
canvas to the desired position.
The final cost of this project was approximately
$2000, including all of the mechanical materials,
three actuators, the power supply, and all of the
remaining electronic components (including remote
control circuitry, relays, and a microcontroller).
232 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

E-GRIP
Designer: Sonia Sanchez
Client Coordinator: Dr. Brooke Hallowell
Supervising Professor: Dr. John D. Enderle
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION
The E-GRIP grasping device enables the wearer,
who has limited manual strength and dexterity, to
grip implements with handles. These implements
include golf clubs, brooms, rakes, and shovels. The
device is voice-controlled for hands-free operation.
The gripping element consists of two small linear
actuators that pull nylon line woven through the
fingers of a glove. These provide the ability to
tightly grasp objects when there is not enough
physical power in the hand to achieve this alone.
The development is unique because it does not
require manual strength. The components are small
and light. These components work together in the
same way that a muscle does, but outside of the
hand. Since the design is similar to the normal Figure 16.19. E-GRIP.
functions of the hand, wrist, and forearm, the device
provides natural movement and strength. client’s hand without being cumbersome. Also, the
client can put this device on by himself. The
This device is designed to aid a post-stroke patient materials used are light, and actually draw sweat
has reduced strength in his limbs. He complains away from the body.
that the previous device made for him, which is
similar to those devices available commercially, is SUMMARY OF IMPACT
cumbersome, hard for him to put on himself, and it The device was designed for a particular client, but
makes him sweat. This device resembles a neoprene can be adapted for use by any other person with a
ace bandage using Velcro straps to wrap around the loss of grip strength.
wrist. A cylindrical handle can fit into the palm of
the hand and a ring or a set of rings is used to TECHNICAL DESCRIPTION
stabilize the handle. Most of the devices on the The E-GRIP is a five-digit exoskeleton glove that
market are wrist splints, gripping surface tape, conforms to the hand, easily facilitating a full range
prosthetic devices, or the same type of support that of motion from the fingers to the wrist. A 9V DC
the client already has, but does not use. These power supply is used to provide power to each
devices do not give strength to the hand or the element in the system. A microcontroller controls all
power to grip objects tightly. Therefore, they are not device components. A glove is used as the main
addressing this client’s need. shell of the device. Woven into the fibers of the
glove are nylon wires that are pulled by small linear
The only devices that are electrical in nature are actuator motors to provide the grip and ungrip
prosthetics that are powered by the body itself, motions. The E-GRIP grasping device has four
which is not an option in this case. The E-GRIP major components: Voice Recognition Module,
device is small and light so it can easily fit on the Control Module, Driver Module, and Grip Module.

The E-GRIP voice recognition module is used to
recognize three separate instructions that control the
level of grip. The system consists of a speaker-
dependent speech recognition kit. This means that
only the user is able to activate or deactivate it. The
instruction ‘firm grip’ provides a tighter grip for
implements with thinner handles, such as golf clubs.
The ‘soft grip’ instruction provides a looser grip for
implements with thicker handles. A final
instruction, ‘off grip,’ provides the force to open the
hand.
The E-GRIP module contains a microcontroller that
receives one of the three output instructions from
the voice module and interprets this input as a
voltage to be sent to the rest of the system. A pulse
width modulated output is provided to the motor to
be moved as well as a direction instruction that
moves it in the forward or the reverse direction. The
outputs of the voice module toggle for one second.
A desired grip activation or deactivation is held
constantly with the microcontroller until the next
instruction is given.
The current needed to drive the linear actuator
motors is approximately 400mA. A bipolar L/R
drive is used, as was suggested by the motor
manufacturer. A supply voltage of 5.4V is needed
for this operation. An adjustable voltage regulator is
used with the battery to bring the voltage down to
5.4V.
The linear actuator motors are used for gripping
force. These stepper motors are approximately 1” in
diameter and push and pull lead screws of 5.25”. A
set of 5 nylon wires is woven into the glove and
clipped onto the end of the lead screw. This allows
the wires to be pulled into the grip of the “ungrip”
position. The glove is a standard golf glove that also
has a ‘power loop’ attached to the side where a golf
club can be placed to provide greater stability to the
implement being held. The motors are mounted on
a ‘Bioskin’ armband that is made of a material that is
lighter and more sweat-resistant than neoprene.
Chapter 16: University of Connecticut 233
Voice Recognition
System
(microphone,
recognition chip)
PIC
Power (Battery)
Microcontroller
8 bit
PCM
Control Module
Driver Circuitry Linear Actuators
Figure 16.20. Block Diagram of E-GRIP.
The user speaks the desired grip command into the
Voice Module to initiate Grip activation. The
commands are ‘firm grip,’ ‘soft grip,’ and ‘off grip.’
The microcontroller in the Control Module
interprets the command and outputs a current to the
Driver Module. If the firm or soft grip commands
are used, the motor on the palm side of the hand
moves away from the hand and pulls the nylon
wires. This causes the fingers to close into the grip
position. When the off command is used, the motor
on the back side of the hand moves away from the
hand while the other motor moves back towards the
hand. The nylon wires on the back of the hand are
pulled in order to open the grip. A block diagram of
the E-Grip is below in Fig. 16.20.
The cost of this project is $250.
234 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ROAMING DIAGNOSTIC STATION

Designers: Katie Grayeck, Kevin Smart
Supervising Professors: Dr. John D. Enderle, Dr. Brooke Hallowell
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION
The Roaming Diagnostic Station (RDS) enables
laboratory diagnostic equipment to be transported
easily. It consists of two carts, one of which is
motorized and operated by remote control; the other
is towed. Equipment inside the cases may be used
without set-up or disassembly. The client tests,
diagnoses, and treats patients with various
neurogenic communication disorders, such as those
resulting from stroke or other head trauma, which
prevent a person from responding to stimuli,
particularly verbal, in a normal fashion. Equipment
for tracking eye movements is required for the
testing. The number of patients the client may assess
and treat has been limited to individuals who are
able to travel to the client’s laboratory because the
tracking equipment was too cumbersome to
Figure 16.21. Cart A.
transport. For more patients to receive testing and
treatment, the client must be able to transport the printer. The second system, housed in Cart B, is the
equipment to any location. However, due to the size ISCAN system, composed of a computer, Sony eye
and quantity of equipment, the client must be able to and scene monitors, eye illumination control, black
transport it without having to move, connect and and gray box adjusters, eye camera and lens unit.
disconnect the individual components at each The systems, inside their separate cases, are set up
location. Currently, there are no commercially side-by-side to allow both the patient and clinician
available solutions that fit the client’s requirements. access to their respective equipment simultaneously.
Although there are mobile racks on the market, The RDS fits through a standard doorway. To meet
these are either too small to fit the client’s needs or the requirements for diagnostic testing, the height
would not be able to be moved easily, as they are requirement for the computer monitors and
not motorized. keyboards for both the ISCAN and Stimulus
Presentation systems is approximately 29” from the
SUMMARY OF IMPACT floor. In Cart A, there is space for the monitor to be
This project has improved the quality of life of raised an additional foot to allow eye illumination
persons with disabilities by allowing the client to equipment to be placed in front of the patient.
test and treat a greater number of individuals with
neurogenic communication disorders. A. Carts
The carts are constructed of steel frames with
TECHNICAL DESCRIPTION Plexiglas sides. Steel shelving inside the cases holds
The equipment housed in the carts consists of two the equipment. The exceptions to this are the
complete computer systems, plus peripheral drawers that hold the keyboard and mouse for each
monitoring and measurement equipment. The first computer system. Runners on either side of each
system, housed in Cart A, is the Stimulus drawer allow them to slide out as needed. The same
Presentation System, which is composed of a material used to build the frames for the cases is
computer, microphone, camera, scan converter and used to create compartments for each piece of

equipment to be stored. The shelves, which may be
rearranged to accommodate future equipment
needs, are bolted into the framing. The rear panel of
each case is held in place with bolts and clip-nuts,
which replace traditional nuts, so the panel may be
easily removed to allow access to the rear of the
equipment stored in each cart. The front of the
cases has two types of doors. The top portion of each
door is attached to hinges on the top of the cases, so
the door may be flipped to the top of the case. The
doors on the bottom portion of the Cart B open out
to the sides. Cart A contains not only the Stimulus
Presentation System, but also the drive system and
circuitry. Therefore, it has two stationary pieces of
Plexiglas attached to the frame in place of doors.
This is to prevent any injury to either a user or to the
equipment. When closed, the doors on both carts
may be locked secure the equipment inside. The
carts are connected both electrically and
mechanically. The mechanical connection allows
Cart A to tow Cart B. The electrical connection
between the carts allows the computer systems to
communicate with each other. A panel on the
outside of each case contains ports for any cables
which need to be connected between cases. Any
component that requires communication with a
component in the other case is connected first to a
panel in the side of the originating cart. A second
cable connects the panels in the carts, and a third
cable connects the panel in the second cart to the
second piece of equipment. This arrangement
facilitates equipment rearrangement within the carts
and reduces strain on connections between
components while in transit. Commercial surge
suppressors are installed in each case to protect the
equipment from dramatic changes in the power
supply. These surge suppressors have external
connections for a wall outlet. Fans installed in each
cart provide air circulation to prevent the equipment
from overheating. Adjustable nylon straps with D-
rings and Velcro closures, which allow the client to
easily move or adjust equipment, securely hold
individual components in each case.
B. Motors and Motor Control
Two motors are mounted in Cart A. Each motor
drives a single rear wheel of the cart. Steering is
accomplished by running one motor forward while
the other is stopped. For example, in order to turn
right, the left-hand motor is run forward while the
other is stopped. This is similar to the control found
Chapter 16: University of Connecticut 235
Top Top
Panel Panel
Interconnecting
Wires
AC Power
Connection
AC Power
Connection
Bottom Panel Interconnecting
Bottom Panel
Hitch
Figure16.22. Diagram of Rear of Carts.
on a wheelchair, where the user drives the back two
wheels, while the front two wheels rotate freely.
This design was chosen as the easiest to build and
control. Although this may be less maneuverable
than other designs, it supplies a turning radius
sufficient to enter a room from a hallway. The
motors used to drive the carts are DC gear motors
powered by a rechargeable battery, which is charged
whenever the cases are plugged into a standard wall
outlet. The motors are controlled using a radio
frequency (RF) remote control featuring a seven-
position keypad for user control. The seven options
are: Forward High, Forward Low, Left, Right,
Reverse, Lift Up, and Lift Down. An RF remote
control is preferable over infrared (IR) because RF
communication does not require line-of-sight use.
Furthermore, it may not be feasible for the user to
remain in one position relative to the carts at all
times. For example, while traversing a straight
hallway, the client may prefer to walk behind the
carts. When turning a corner, however, the client
may choose to precede the carts in order to better
steer and avoid obstacles. The output from the
remote control keypad is passed through a PIC
microcontroller to encode the signal for
transmission. The output from the microcontroller
is a four-bit word, transmitted by a LINX
transmitter. The pulse train is received by a
complementary LINX receiver and decoded by a
second PIC microcontroller. The outputs from the
PIC are connected to seven relays, two connected to
the motor lift, the other five controlling the motors,
one for direction, two for speed control, and two for
turning the motors on and off for high speed.
The approximate final cost for this project is $1700.
236 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

MONITOR LIFT
Designer: Thomas Nowik
Client Coordinator: Dr. Brooke Hallowell
Supervising Professor: Dr. John D. Enderle
Dept. of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION:
The Client is in need of a device to lift an 80-pound
21-inch Gateway computer monitor up 12 inches in
order to place a 10-inch tall camera in front of it.
The camera is required to present diagnostic
materials to patients with neurogenic
communication disorders. The patients will sit in a
chair in front of the computer monitor and a camera
will be placed in front of the computer monitor
where the keyboard would be. The patient will be
looking at the computer screen while the camera is
watching the patient’s visual response to what is
seen on the screen. Employees still have to use this
computer when the testing is done. Since they have
to look up to see the monitor, it can cause them to
strain their necks. Since this is a strenuous and
tedious process, the computer monitor is left on a
frame that has it permanently raised up 12 inches.
Once the test is finished and the patient has left, the
camera will be removed and the computer monitor
will be lowered back to its starting surface.

The monitor lift is raised and lowered 12 inches by
the use of a toggle switch on the side of the Roaming
Diagnostic Station and remote control. To raise the
monitor, the client presses the raise button on the
remote control or switches the toggle switch. When
the test is over and the camera is removed, the client
then presses the lower button on the remote control
or switches the toggle switch to lower the monitor
back to the starting surface.
The approach taken was to build a sturdy metal
frame with a linear actuator as the motor. Relays
were used to control the motor; a remote control and
a toggle switch control the relays that control the
motor. The Monitor Lift is designed of a sturdy
metal frame. The legs function with scissor-like
movements via a linear actuator that pulls the legs
together or pushes them apart. The frame material
is mostly aluminum with some steel. It was built to
be easy to use and sturdy enough to hold up to 115
pounds.
Figure 16.23. Monitor Lift inside the Roaming
Diagnostic Station.
SUMMARY OF IMPACT:
This project will help clinicians and researchers use
diagnostic equipment more easily and efficiently.
What was a tedious and difficult process that took a
few minutes is now an easy process that takes about
4 seconds. No more time is wasted lifting the
monitor by hand, and the diagnostic work is now
more enjoyable.
This lift is useful in that it takes minimal effort to
raise and lower the lift. The design is simple and
should last a long time with proper care.
TECHNICAL DESCRIPTION:
The Monitor Lift consists of three parts: The frame
and motor, remote control, and manual controls.
The frame was built primarily of aluminum and

some steel. The top, bottom, and legs of the frame
are aluminum, and the crossbars and wheels are
steel. A sketch of the frame is shown in Figure 16.24.
The motor is controlled by Magnacraft relays. These
relays control when the motor is turned on or off
and the direction of the motor. The remote control
has two buttons for the Monitor Lift, one to raise the
lift and one to lower it. The manual switch is a
three-position toggle switch with a neutral position
in the middle. When the switch is switched to the
up position, the lift raises, when the switch is
switched down, the lift moves down. The motor is a
Front View
Motor
Figure 16.24. Diagram of the Frame.
Chapter 16: University of Connecticut 237
Thomson Saginaw Performance Pak Actuator. It has
a 4-inch stroke and runs on 12 volts and up to 22
amps.
The design is simple. It uses a scissor-like motion to
raise and lower the lift. It is practical and easy to
construct. Aluminum was used to build most of the
frame because it is lighter and easier to use then
steel. The relay controls were used because they,
too, were easy to use and can handle more power
then an H-bridge circuit.
The total cost of the Monitor lift was $776. .
Wheels
Legs
238 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

iREMOTE: REMOTE ENVIRONMENT CONTROL

Designers: Zamir Khan
Client Coordinator: Bill Pruehsner
Supervising Professor: Dr. John D. Enderle
Department of Electrical & Computer Engineering
University of Connecticut
260 Glenbrook Road, U-157
Storrs, Connecticut 06269-2157

INTRODUCTION
The inspiration of iRemote, a remote environment
control system, is based upon the need to provide a
client with an indoor environment requiring little
movement on her part. The system entails the use of
radio frequency technology to control the lights,
lamps, thermostat, and the locking, unlocking and
opening of her front door. The client has reflex
sympathetic dystrophy syndrome, which involves
intense pain. iRemote will make many of the daily
movements within her apartment setting
unnecessary. The iRemote includes a digital
thermometer, allowing the client to manage the
temperature effectively. In addition, due the use of
radio frequency technology, the client will not need
a line of sight with any of the controllable devices.

SUMMARY OF IMPACT
The wireless remote environment control system
reduces the need for the client to travel in her
wheelchair from place to place within her
apartment. The system may be attached to her wheel
chair, but is detachable for operation anywhere
within the apartment. The system essentially
controls all the lights in the client’s apartment, as
well as her thermostat. In addition, locking and
unlocking commands are sent from the remote to an
existing door control system (Soni-Key). The system
has multiple security codes to prevent interference
from other devices, and addresses most security
issues pertaining to secured door locks.
TECHNICAL DESCRIPTION
The complete system is managed from a small
remote device with large buttons with a user
friendly layout. The remote is powered by a
rechargeable battery. The client’s activity within her
home environment will be greatly reduced, and she
may find new levels of comfort after the system is
implemented.
Figure 16.25. iRemote.
The remote control circuit entails components from
a system that has basic radio frequency transmitting
and receiving capabilities. Parts of this device were
used to ensure the transmitting of the signal to the
respected control devices is secured, constant, and
efficient. A Powerhouse Wireless Remote Control
System was modified with a control circuit that
sends an activate signal to the Soni-Key device. This
includes a Linx transmitter and receiver surface
mount chipset. A pushbutton device included on
the generic remote sends the control data. This
signal is received by another Linx module, which
decodes the signal and activates the door locking
mechanism. Consultation with the Soni-Key
 Chapter 16: University of Connecticut 239

production team in deciding the approach to this
transfer of signals was necessary.
The use of a remote thermostat controller that is
compatible with current home thermostats is
implemented in iRemote. The device receives a
signal from the remote control and the thermostat
records the input as though it is at a higher
temperature than it is. By activating this, the client
is able to turn the thermostat on and off at her
discretion without having to move from her current
position. The remote is compatible with the existing
thermostat system.

Thermostat/
LCD Displays Status
Thermometer

iRemote Door
Control Control

Receiver Receiver Receiver

Receiver Receiver Receiver

Figure 16.26. Diagram of iRemote.

240 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

SONI-KEY VOICE-CONTROLLED DOOR LOCK

Designer: Ethan Phelps
Client Coordinator: William Pruehsner
Supervising Professor: Dr. John D. Enderle
Dept of Electrical & Computer Engineering
University of Connecticut
Storrs, CT 06269-2157

INTRODUCTION
The SONI-KEY Voice Controlled Door Lock is a
door entry system that allows the user to lock,
unlock, open, and close the door on which the
device is installed, using only voice commands and
the touch of a finger to a sensor. The device was
designed for a client who has Reflex Sympathetic
Dystrophy (RSD), and uses a wheelchair. One
symptom of RSD is hypersensitivity, which can
make affected parts of the body difficult to use. This
device will virtually eliminate any physical
manipulation and interaction required in using a
door. Current door control systems are in existence,
but they are usually part of a complete computer-
based home environment control package, which
Figure 16.27. SONI-KEY Voice Controlled Door Lock.
costs, on average, over $4000. The device discussed
here is specialized for door control, and costs less
than other solutions. relay. The relay switches between the power supply
and the battery in the case of a power outage. There
is a large capacitor to stabilize the voltage during the
SUMMARY OF IMPACT
switching time of the relay. There is a 5V regulator,
The client uses a wheelchair. Prior to having this
so that the board can provide 5V and 12V outputs.
device, she had difficulty unlocking a door, turning
the doorknob, and pushing open the door. With this The microcontroller board has a ceramic resonator
device, for most operations, the user does not need and decoupling capacitors, some pull-up resistors
to touch anything or even get very close to the door. for certain inputs, and two dual 5-input NOR chips
To unlock the door from the outside, the user must to combine inputs from different devices. All inputs
simply touch the fingerprint scanner. from the input devices go to this board, and the
microcontroller outputs go to the output driver
TECHNICAL DESCRIPTION board.
The realization of this door entry system involves
the integration of the three output devices (the The output driver board consists mostly of
remote control door lock, the electric door strike, transistors and relays to drive the output devices.
and the door opener) with the input devices (voice The remote control to the door lock requires short
recognition, sound detectors, and the fingerprint circuits across two pairs of terminals, which would
scanner) and the control logic to control the devices. normally be produced by pressing a button on the
The power supply for the system is an remote. The short circuits are provided by relays.
uninterruptible power supply with 12V and 5V Similarly, activating the fingerprint scanner requires
outputs. a short circuit to replace pressing a button, also
provided by a relay. The door opener and the voice
The power distribution board receives inputs from recognition also require short circuits between
the 12V power supply, the 12V 20Ah sealed lead certain terminals to control them.
acid battery, and 120 VAC line power to switch a
 Chapter 16: University of Connecticut 241

The control program for the microcontroller has

three main loops: one to represent each of the three EXTERIOR
MICROPHONE
ADDER
INTERIOR
MICROPHONE

main states in the operation of the system. The first

state is the ready state, in which the system is LEVEL LEVEL

waiting for an input from the sound detectors. To DETECTOR

SWITCH VOICE
DETECTOR
SWITCH
RECOGNITION
make the system less prone to false detection, the UNITS
(VRU's)
control program detects a rising edge of the output
from the sound detectors. When this happens, the
program goes to the second state. The second state
is when the voice recognition has been activated, FINGER
USER
and the microcontroller is waiting for an output SCANNER
(FS)
MICROCONTROLLER
(MCU) INTERFACE

from the voice recognition. Once an input is

received, the program decides whether that
command is valid, considering the current status of
the door (open or fully closed, locked or unlocked).
Depending on what command was given, the DOOR
TRANSMITTER
TO DOOR
LEVEL
DETECTOR
LATCH
program either returns to the first state or goes to CONTROL
LOCK SWITCH

the third state. The third state is when the system

has activated the fingerprint scanner, and is waiting
for a positive ID. After the third state, the program Lock/Unlock
DOOR DOOR
returns to the first state. OPENER OPENER
Signal from
iRemote

The control program also involves time-outs to

return to the first state if the correct input is not Figure 16.28. Functional Block Diagram.
received after a certain amount of time, and also
pulse timing for the output pulses.

The only special parts that are integral to the design

are the iGuard FPS 110 fingerprint recognition
system and the VoiceDirect voice recognition kits
obtained from Sensory Inc. The approximate cost of
the parts in this complete device is $2,200.

Figure 16.29. Complete Door Lock System.

242 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 17
UNIVERSITY OF MASSACHUSETTS
LOWELL
James B. Francis College of Engineering
Assistive Technology Program
Department of Electrical & Computer Engineering
One University Ave.
Lowell, Massachusetts 01854

Principal Investigators:
Donn A. Clark, (978) 934-3341
Donn_Clark@uml.edu
Jason Bellorado (978) 685-8066
Gray Nigg (978) 828-7188

243
244 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE-ACTIVATED ENVIRONMENTAL CONTROL

SYSTEM
Designers: Adil Awad and Rami Khatatba
Client Coordinator: Prof. Donn Clark
Supervising Professors: Prof Donn Clark
Staff Engineer: Alan Rux
University of Massachusetts Lowell
Department of Electrical and Computer Engineering
1 University Ave
Lowell Ma, 01854

INTRODUCTION
An environmental control system (ECS) for a
residential house was developed. It enables a
person to control any house appliance by voice and
therefore is especially important for people with
limited physical ability.

In order to simplify the design work, an existing

remote controlled (X-10) ECS was modified to
become voice activated. This ECS is controlled via a
desktop personal computer, thus making it easier to
interface the speech recognition engine (Realize
Voice Lite) with the menu interface developed in
Visual Basic and the external hardware interface
built using simple electronic components such as
transistors, resistors and relays. Figure 17.1. Top View of the ECS.

The hardware and software were designed and TECHNICAL DESCRIPTION

documented carefully in order to make sure that if
simple modifications are needed to be made in the
future, the modifier will only have to modify the
Visual Basic code. The user does not need to have
any technical background.
SUMMARY OF IMPACT
This voice activated ECS was costume designed and
delivered to an elderly person who lives alone in a
house. She has severe arthritis, is overweight, and
has had several open-heart surgeries.
The external hardware was mounted inside an 8’’5’
by 8’’5’ by 4’’ box as shown in Figure 17.1 and
therefore fits easily on the coffee table inside the
living room.
The system has been installed and functioning for
about two weeks. Initial testing proved this design
to be worthwhile. Figure 17.1 shows top view of the
entire system.
The voice-activated ECS consists of two software
(voice recognition and Visual Basic implementation)
and three hardware (opto-isolating, decoding and
relay) circuits.
The software portion of this project consisted of two
Microsoft dependant programs: Visual Basic 6 and
Realize Voice Lite. Visual Basic was used to write a
user-friendly visual drop-down menu with an
embedded implementation program. Similarly,
Realize Voice Lite was used for speech recognition
purpose. Realize Voice Lite accepts discrete
commands, such as “TV-ON,” and therefore was
found to be the best voice recognition software for
this project.
When the user gives a discrete voice command such
as “TV-ON” to the system, the voice recognition
engine tries to match the inputted command with
one of the menu options. If a match is found, the
menu will display “TV-ON” on the screen and at the
same time will try to output a certain 4-bit binary bit

pattern through the parallel port. Since Visual Basic
doesn’t have input/output capabilities, a 32-bit
input/output dynamic link library that gives Visual
Basic the ability to write and read from the parallel
port was copied in the working directory. An
embedded program that includes subroutines for
each different command was then written. Each of
these subroutines, as in the “TV-ON” case, outputs
or writes a distinct 4-bit binary bit pattern to the
parallel port and at the same time displays the
command implemented on the screen. The 4-bit
output is then sent through an opto-isolating circuit,
which protects the parallel port from being damaged
by a sudden voltage spike in the relay circuit.
When a signal high or “1” is received at the anode of
the light emitting diode (LED) its corresponding
transistor turns on and lets the signal through.
Similarly, for an input of low or “0”, the
corresponding output transistor outputs a low, thus
letting the signal through. Therefore a four-input
opto-isolating circuit was used to isolate the external
circuit from the PC without changing the signal
output from the parallel port.
The output of the opto-isolating circuit was fed to a
4-16 decoding circuit built out of 74LS154 IC chip.
Chapter 17: University of Massachusetts Lowell 245
The decoding circuit decodes the four-bit signal and
outputs all high except for one output. This output
that remains low is thus the decoded output that
represents that specific voice command given by the
user. All 16 outputs are then inverted using a
74LS04 inverter to turn that decodes output to a high
“1” state and switches the rest to a low state. This
coded or high output is then interfaced with its
designated relay circuit.
The relay circuit is then interfaced with either the X-
10 ECS remote control or the universal remote
control, depending on what it is controlling, thus
serving as a switch. The two outputs of each relay
are hardwired into the remote so that, when a
decoded signal turns on a specific relay, the switch
inside the relay gets thrown, completing the circuit
in the remote control. If the transmitting remote
control is the X-10 remote control, the transmitted
signal is received by a transceiver. The transceiver
then sends a pulsating AC signal over the house AC
power line to the appropriate appliance module.
246 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE ACTIVATED ENVIRONMENTAL CONTROL

SYSTEM
Designers: Jason V. Bellorado and Gary C. Nigg
Supervising Professor: Donn Clark
Department of Electrical and Computer Engineering
University of Massachusetts at Lowell,
Lowell, MA 01854

INTRODUCTION
The Voice Activated Environmental Control System
(ECS) was designed to provide a control of common
household appliances by a person with paraplegia.
This system (Figure 17.3) gives a person the ability
to control multiple televisions, numerous lights, a
telephone, an automatic door, and various other
appliances.

SUMMARY OF IMPACT
Upon completion, the system was installed and
tested in the client’s apartment. The client, who has
limited upper extremity movement, is uses an
electric wheelchair. The system enables him to keep
himself entertained and safe when he is left alone
and unattended, often for as long as eight hours a
day. Prior to the installation of the system, the client
would often be left stranded in the dark while
watching a single television channel. When this
became tiresome, he would toggle the power of his
radio with a mouth stick to listen to talk radio. Now
that the system is installed, he can scan through the
channels of either of his televisions at the
appropriate sound level. He can also adjust the
lighting to meet his needs. Use of the telephone and
the automatic door not only ensure safety and
independence, but also a sense of freedom to
communicate with others from outside his
apartment.
TECHNICAL DESCRIPTION
Voice commands presented through a wireless
microphone (Sony WCS-999), which is connected to
the sound card of a personal computer. Microsoft’s
Speech Application Programming Interface (SAPI)
4.0 analyzes the data received by the sound card.
Microsoft’s SAPI parses incoming voice data and
creates tokens that control events in a Visual Basic
application. This application has a Windows-style
interface (Figure 17.3) that allows the user to
navigate through menus using voice commands.
Figure 17.3. Voice Activated ECS User Interface.
The Visual Basic program was written to handle the
voice commands and send the appropriate bit
pattern out the parallel port. For telephone control,
the Visual Basic program was written to interface
with Thought Communication’s FaxTalk
Communicator to allow both the initiation of
outgoing phone calls as well as receiving of
incoming phone calls through the use of Diamond’s
SupraExpress 56K Speakerphone Modem.
The controller circuit, shown in Figure 17.4, is
connected through the personal computer’s parallel
port. To protect the parallel port from unwanted
signals, an octal three-state buffer (74HC244) was
used. The outputs of the buffer were then connected
to a decoder. The 5-32 decoder was constructed by
combining two 4-16 (74HC154) decoders. By using a
decoder, a binary number input can be used to
assert just one of the 32 outputs. The outputs of the
decoder were then connected to an array of single-
throw, single-pole electrical relays (HE3600). These
relays contain two control pins and two contact pins.
A 5-volt signal was connected to one of the two
control pins while the other control signal was
connected to the appropriate output of the decoder.
 Chapter 17: University of Massachusetts Lowell 247

By driving the output of the decoder low, the relay

will close the contacts of the two contact pins, thus
acting as a switch. These relays were connected to
the buttons of two television remote controls, an X-
10 transmitter, and a door remote control. A power
supply was then constructed to supply the
appropriate voltage throughout the controller
circuit.

The door remote control requires 9 volts, the

integrated circuits use 5 volts, and the two television
remote controls use 3 volts. After a current draw
analysis, it was decided that a 9-volt 800mA DC
transformer would be used. This was connected to a
cascade set of voltage regulators. The LM317
adjustable voltage regulator was used to obtain 9 Figure 17.4. Voice Activated ECS Controller Circuit.
volts and 3 volts while a 7805 voltage regulator was
used for the 5-volt power supply. One red and one
green light-emitting diode were added to the plastic
casing to indicate the power and status of the circuit.

The total cost of the hardware was approximately

$250.
248 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

AUDIBLE BAR CODE SCANNER TO HELP

PERSONS WITH VISUAL IMPAIRMENT IDENTIFY
PRESCRIPTION BOTTLES
Designer: John Muir
Supervising Professor: Prof. Donn Clark
Electrical and Computer Engineering Department
University of Massachusetts Lowell
Lowell, MA 01854

INTRODUCTION
An audible bar code scanner was designed to
identify prescription medications for individuals
with visual impairments. A customized message is
played back each time a bar code on a prescription
bottle is scanned. The design allows for seven 12.8-
second messages to be stored. It can be configured
for other message lengths or quantities depending
on a client’s needs. When the device is given to the
user it is set up to only playback messages. The
client can put any information he or she wants in the
message, for example, the name of the medication,
dosage, time of day to be taken, and any
precautions.

SUMMARY OF IMPACT
The device will be used by an elderly man with
visual impairment, who cannot see well enough to
read his prescription labels. He wants to be able to
play a message corresponding to his prescriptions to Figure 17.5. Audible Bar Code Scanner.
tell the name and proper dosage. Having the
audible bar code scanner will reassure the client that indicating when the decoder IC has successfully
he is taking the proper dosage read the bar code.

The only comparable commercial device found costs
approximately $2,000. The current device can be
made for less than a quarter of that price, which may
enable a much larger population to have access to
this type of device.
TECHNICAL DESCRIPTION
The dimensions of the plastic enclosure of the device
are approximately 6” x 9” x 3”. The power is
supplied by an AC adapter. The scanner used is a
low current digital bar code wand scanner. The only
controls for the user are a power switch and a
volume control. There are two LEDs: one for
showing that the power is on and the other for
The functioning of the different stages of this design
can best be explained by following the flow of data
from the input to the output of the system. Once the
user scans the bar code using the wand scanner, the
circuitry inside the scanner outputs TTL-compatible
voltage levels corresponding to the bars and spaces.
This digital signal is input to the bar code decode IC
where it is converted to the ASCII equivalent binary
numbers. The parallel outputs of the decode IC are
used to access the data. The design uses the three
lowest order bits of the ASCII number since there
are seven different messages to play back. To
output the bits to shift registers, the write strobe,
which the decode IC asserts when it outputs the
data to the external RAM chip, is used as the clock

signal for the six shift registers, two in series for each
parallel output, to which the bits will be sent.
The different messages on the voice chip are selected
by applying different logic levels to the address
input lines of the corresponding chip. By knowing
where the bits for each number are in the shift
registers, the proper parallel output from each pair
of shift registers can be connected to the
corresponding address input on the voice chip. To
start playback of the message, a low pulse must be
applied to the chip enable input of the voice chip.
Conveniently, when the bar code decode IC
Chapter 17: University of Massachusetts Lowell 249
completes a successful bar code read it outputs a
series of low pulses to sound a beeper. This beeper
output is connected to the chip enable input of the
voice chip, so that when a bar code is scanned, the
address inputs are set to the right levels by the
process described earlier, then playback is initiated
by the beeper signal.
The cost of materials was approximately $300, most
of which was for purchasing the scanner.
250 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE-ACTIVATED BED CONTROL SYSTEM

Designer: Anlong Pham
Client Coordinator: Sam Afroh
Supervising Professor: Donn Clark
Electrical and Computer Engineering Department
University of Massachusetts at Lowell,
Lowell, MA 01854

INTRODUCTION
The Voice-Activated Bed Control System was
designed to help people who cannot use their hands
to operate an electric bed. This device is attached to
the bed near a patient’s head. To operate the bed, the
patient simply speaks a simple command, such as
“head up” to raise the head and the shoulders. The
device is trained by the users for voice recognition. It
can not recognize words that sound alike, such as
”head up”, “set up”, and “get up”. To train the
device, users must use distinct commands. The
device can be improved for general environmental
control. Figure 17.6. Voice Recognition Device.

SUMMARY OF IMPACT
Users can command the device to raise or lower
their heads, shoulders, backs, and legs. The degree
of elevation is flexible. The user can stop it at postion
he or she desires. This enables patients to feel more
comfortable, and provides greater independence
and mobility.

TECHNICAL DESCRIPTION
The voice recognition circuit (HM2007) receives a
voice command via the microphone. It compares the
incoming command with commands stored in
memory. If they are match, it outputs 8-bit signals. Figure 17.7. Voice-Activated Bed Control System.
However, only 4 bits are used for this device. The
decimal converter (4028 BPC) receives 4-bit signals speaker-dependent or speaker-independent. Speaker
and converts them to 10-decimal signals. Only five dependence has the highest recognition accuracy.
of them are used for five commands. The flip-flops Speaker independence enables the system to
(74HC74N) receive five input signals and keep them recognize the voice of more than one user. The
always high, even when extraneous noise occurs. system is set up to respond to five commands: to
The relay serves as a switch. It closes the bed switch raise the head and shoulder, lower the head and
when it receives a signal. When the switch is closed, shoulder down, raise the knee, lower the knee, and
the motor runs to operate the bed. stop at the current position. The cost of the parts is
about $250.
To use the device, the user must train it. The speech
recognition system can recognize the voice as
 Chapter 17: University of Massachusetts Lowell 251

Microphone

Voice 8 bits Binary to

Recognized Switches
Decimal Motors
Circuit Of the bed
4028 BPC
HM2007
10 Outputs

Flip-Flop Relays
74HC74N 5V DC

Figure 17.8. General Block Diagram.

252 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

CYBER-LINK MIND-MOUSE ENVIRONMENTAL

CONTROLLER
Designer: Vivek Santhana
Technical Resource: Dr. Andrew Junker
Brain Actuated Technologies, Inc. 139 E. Davis Street
Yellow Springs, Ohio, USA 45387
Supervising Professor: Prof. Donn Clark
Department of Electrical Engineering
University of Massachusetts
Lowell, Ma-01854

INTRODUCTION
The environment controller is an application
program designed to enable control of electronic
appliances through a computer interfaced with an
external device that uses forehead muscle
movement. This project was primarily a research-
oriented endeavor to demonstrate that such a
system could be achieved. The Windows-executable
program should be able to turn on lights, TV, radio
or any other electronic device plugged into an AC
outlet. The appliances would be triggered on or off
with X10 transmitter and receiver modules. Upon
completion of the project, a potential client will be Figure 17.9. Environmental Controller.
trained to use the system, and ultimately control his
or her home appliances via a headband attached to device and software trainer program were designed,
the computer. developed and produced by Dr. Andrew Junker of
Brain Actuated technologies. The cyber-link server is
SUMMARY OF IMPACT a DOS program developed to train users and adjust
The design criteria for the project to enable simple personal settings.
operation through an automated application
interface. This was successfully achieved. The The cyber-link has a C.A.T interface that is a
application interface directly scans the buttons that windows .exe program programmed to control
will be programmed to send X10 signals commands third-party applications. The cyber-link
on form load. Thus the user will never have to environmental controller (CEC) was therefore
navigate the interface, but simply lift his or hers integrated with the cyber-server to control CEC
eyebrow to send an ON/OFF command to a specific through the headband sensors. The C.A.T was also
appliance. implemented to start using a short-cut key (CLT-alt-
z) to start it. The C.A.T was further automated to
perform automatic scanning. A command button in
TECHNICAL DESCRIPTION the application section of the interface was
The cyber-link mind-mouse is the first of its kind
programmed to issue a command to initiate the
that uses forehead muscle movement along with
CEC. Automated scanning allows for hands-free
brain states to send mouse commands to the
control of appliances.
computer. The cyber-link consists of a hardware
device along with a headband with three sensory The total cost of the project was approximately
electrodes strapped to the forehead. The hardware $1000.
 Chapter 17: University of Massachusetts Lowell 253

Figure 17.10. CEC Application Interface.

254 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE ACTIVATED ENVIRONMENTAL CONTROL

SYSTEM
Designers: Chuong Tong and Thai Ly
Client Coordinator: Rod Dadcy
Supervising Professors: Prof. Clark
Department of Electrical and Computer Engineering
University of Massachusetts Lowell
Lowell, MA 01854

INTRODUCTION TECHNICAL DESCRIPTION

A Voice Activated Environmental Control System
(ECS) was designed to be a small, sensitive,
affordable, and easily operated by voice control. It is
also designed to be universal, controlling most of the
electronic systems in a house.
SUMMARY OF IMPACT
The device is used by a man with sever motor
problems due to ALS. It enables him to control
almost all of his household appliances. He can
control lights and fans, dial and answer telephones,
adjust the channel and volume of his TV, and
control his cable box. The overall ECS system is
shown in Figure 17.11.
The ECS involves both hardware and software. The
software consists of a pull-down menu interface,
with source code in Visual Basic programming
language. The pull-down menu interface is required
for monitoring the status of the house, such as what
appliances are on or off. The menu interface can be
accessed by voice or by mouse. For the purpose of
this project, Realize Voice sound recognition
software is used to control the menu interface.
When the pull-down menu is active, the computer
sends out an 8-bits signal through the parallel port
to communicate with the hardware, the controller
interface. The pull-down menu is shown in Figure
17.12.

The controller interface receives the 8-bits signal

What can I say?

Computer
Application X-10
CONTROLLER RF
Word Processor INTERFACE (0N/OFF)
Spreadsheet

Figure 17.11. The basic overview ECS’s system can control.

 Chapter 17: University of Massachusetts Lowell 255

from the parallel port and the decoder (74154)

decodes the signal to a 1-bit low signal. The output
from the decoder is active low; therefore, the
inverter (7404) is required. The 1-bit low signal is
inverted to a 1-bits high signal, which triggers the
corresponding relays. Each particular relay is
connected to each control button of the X-10
transmitter or the universal remote control. The
transmitter communicates with the receiver. The
receiver then communicates with a particular X-10
module using radio frequency (RF). The module
controls a particular appliance. By using the X-10, Figure 17.12. ECS Pull-Down Menu.
no hard-wire installation inside the house is
necessary.

For example, when the relay triggers the button of

the universal remote control, the remote control
becomes active, and it will control either the TV the
channel and volume or the cable box channel.

To ensure appropriate volume control two volume

control knobs are used, one for up and the other for
down. These two knobs are hardware-controlled,
making it more convenient and easier to use for the
user. Before the 8-bit signal is decoded, it must be
sent through the power protection circuit, the opto- Figure 17.13. Complete Controller Interface and X-10
isolator (CNY 74-4), which protects the parallel port Receiver.
and the device from damage. For additional
protection of the computer motherboard, the
secondary parallel port I/O, assigned at a secondary
address (&H278), is used. The complete controller
interface and the X-10 receiver are shown in Figure
17.13.
256 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE-ACTIVATED PHONE
Designer: Matthew Ciampaglia
Client: Chris Shanahan
Supervising Professors: Donn Clark and Alan Rux
Department of Electrical and Computer Engineering
University of Massachusetts Lowell
Lowell, MA

INTRODUCTION
A voice-activated phone was designed for an adult
who has limited use of his arms and hands. Via
voice commands, this phone can place and receive
calls as well as navigate through voice mail systems.
The device makes it possible for a person lacking
manual dexterity to use a phone because button
pushing is replaced by speaking.

SUMMARY OF IMPACT
The client has a clerical job in a university
maintenance department. He uses a wheelchair and
has limited use of his arms and hands. The Voice
Activated Phone enables him to place and receive
phone calls in a way that is easier for him. He now
uses the voice-activated phone to dispatch work
crews so they can attend to the university’s
maintenance needs.
TECHNICAL DESCRIPTION
The voice-activated phone consists of three separate
entities: a voice recognition system, a telephone, and
logic circuitry to connect them.
The heart of the voice-activated telephone is a
HM2007 voice recognition kit, a hardware-based kit
that can be trained to recognize and respond to
spoken words. The kit uses an Application Specific
Integrated Circuit (ASIC) that utilizes digital signal
processing techniques to characterize and identify
spoken words. These processed words are stored in
a memory chip. The ASIC and the memory chip
work in concert to compare spoken words with
stored words. The ASIC uses the memory to
implement a matching algorithm that determines
whether or not the spoken word is the same as any
of the stored words. Upon finding a match lack of a
match the ASIC produces a response. It is this
response that is monitored and used to dial a phone
number.
Figure 17.14. Voice-Activated Phone.
The phone’s user does not need to understand the
ASIS or the kit’s processing algorithms. All the user
has to do is turn the device on and place the kit into
training mode. Next, the user speaks a word into a
microphone and assigns it a number. Then, when
the kit is put into recognition mode, it will recognize
a trained word when one is spoken into the
microphone. It will then respond by displaying the
number that the word was assigned in the training
mode. It is this numerical output that passes
through the logic circuitry and acts as a key press on
the phone’s keypad.
The second major component in design is the logic
circuitry, which consists of a few commonly
available integrated circuits and a Programmable
Array Logic (PAL). The commonly available
integrated circuits include decoders, buffers and
opto-isolators. These parts are used to route the
voice recognition kit’s numerical output to the
appropriate opto-isolator, which electrically
performs a key press. The kit will not recognize a
word if there is excessive background noise or if a
word did not get properly trained. So that the
phone will not respond to one of these errors, the
PAL detects these errors and shuts off the logic

system’s output buffers before n erroneous signal
can be sent to the phone.
Opto-isolators are used in the voice-activated
phone’s logic circuitry. Opto-isolators are a type of
optical switch. When they are turned on, they
connect two leads. Since opto-isolators can be used
connect two leads the same way that pressing a
button connects two leads, opto-isolators can be
used to simulate the pressing of buttons on a phone
keypads. To successfully simulate a button being
pressed, the leads on the phone that are connected
when a button is pressed were extended from the
phone’s internal circuitry and fed into the opto-
isolators. When the opto-isolators are turned on, the
Chapter 17: University of Massachusetts Lowell 257
leads are connected, simulating the press of a
button.
The third major component of the voice-activated
phone is the phone itself. The phone used is one of
the standard-issue university phones, compatible
with the university’s existing telecommunication
network. The phone has a keypad and a set of four
memory buttons. All of these buttons were
interfaced to the logic circuitry and could be
activated using voice commands.
The cost of the material used to make this device
was approximately $230. Much of the cost is due to
the voice activation kit, which costs $140.
258 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VOICE-CONTROLLED HOSPITAL BED

Designers: Thomas Kelly and Paul Moskal
Client: Samuel Afroh
Supervising Professors: Prof. Don Clark and Alan Rux
University of Massachusetts Lowell
Lowell, MA 01854

INTRODUCTION
Once a person with quadriplegia is positioned in his
or her bed for the night, he or she must summon a
caregiver if there is a need to adjust positioning. A
semi-mobile universal voice recognition control for a
common hospital bed was designed for use by
people with physical disabilities. Most individuals
with restricted motor skills can utilize this type of
control.

Design requirements were that the device:

• Recognize commands from multiple people

(due to the high turnover of patients in hospital)
second,
• Not respond to random noise and conversations,
and
• Have a transportable microphone and display
(because certain patients have diseases that
require them to sleep on a different side each
night).
The designers are not aware of any other existing
device that meets these requirements.
SUMMARY OF IMPACT
The voice control unit has been installed on the bed
of a 45-year-old man with quadriplegia. Prior to the
installation of this unit, he would repeatedly have to
summon the caregiver during the night to reposition
the bed for a more comfortable position. Since the
installation of this system there have been no
additional trips into the bedroom by the caregiver
for the purpose of position adjustment. In addition
to the decreased caregiver workload, the client has
enjoyed the freedom of moving himself and
becoming more independent. He has mentioned
that sometimes, when bored, he will give commands
to the bed to practice and entertainment.
Figure 17.15. Voice-Controlled Hospital Bed
TECHNICAL DESCRIPTION
The device is made up of three components: the
microphone, the electronic unit, and the status
display.
The microphone is a noise-canceling unit, which was
chosen due to the requirement that the unit not
activate from random commands or background
noise. The status display is provided to allow the
user visual confirmation of the spoken command. It
also aids in the learning phase required for the unit;
all of the commands that are recognized by the
circuit are labeled here, and the start to finish
command sequence for a certain action is a natural
progression from left to right. The display, as
shown in Figure 17.5, provides 10 colored LEDs,
which illuminate when a specific state has been
activated.
The electronic unit, which is placed under the bed, is
made up of five separate modules. The first of these
modules is the power supply. The power supply is
comprised of a 5v voltage regulator (7805) and a
large capacitance (2mF), which is fed from a store-
bought 6v DC power supply. The capacitance was
required due to the inadequate ripple of the DC
power supply. This ripple was approximately 1.5v
and with a significant load, this circuit varies from
 Chapter 17: University of Massachusetts Lowell 259

≈400 to 500 mA, the input voltage would drop below

the threshold for the 5v regulator and the circuit R1 R2
would fail. 100k 1M 3 Vpp

0
C1
The second element of this device is an audio 0.1uF Co
amplifier. This amplifier was required to allow the 1/2 LM358
microphone to be placed a comfortable distance C in
RG RL
6.2k 10k
from the user’s head so there would be no R3
R4
obstruction of view. This circuit, shown in Figure V in 1M
100k
17.6, was implemented using an Lm 358 op-amp. V+
R1
C2 R5 AV = 1 +
This circuit was chosen so that a 5v source could be 10uF 100k R2
used and the output would have a positive offset of A V = 11 (As shown
1.5v so the lower portion of the voice wave would
not be truncated, which would effect the accuracy of Figure 17.16. Microphone Amplifier Circuit
voice recognition.

The next element, module three of the circuit, is the
most important, and the component most of the
design was framed around, the HM2007 voice
recognition chip. The chip, along with its circuitry,
can be programmed easily to a specific user. The
unit stores a voice signal in memory with a BCD
number location associated with it. When the circuit
recognizes a command the BCD number of that
command location is sent to a decoder. However, if
there was an error in the recognition, one of three
preprogrammed error codes is output to the
decoder. This is the signal that is input into the next
stage, the fourth of the design, the logic circuit.
The logic circuit decodes the HM2007 signal, which
is taken care of by two 74154 decoder chips (one
each for the most and least significant bits). It also
controls the display via the corresponding gates,
which enable various commands that are actually
displayed on the status display. The logic circuit has
been designed to act as a state machine made up of
the most commonly used ICs and D-type flip-flops
and is able to store the previous state or command if
there is an error in the recognition circuitry in the
middle of a command sequence. The logic circuit
has a double activation command, which requires
that there are two commands to be spoken in
succession to activate the system. A typical
activation scheme would be, “System”, followed by,
“Enable”. This activation is implemented using two
74174D flip-flops in series with the clear of the first
being activated by any command other than
“Enable”. This activation command sequence helps
aid in the requirement of no random activation of
the device. Finally, the logic circuit controls the six
relays that enable the six movements possible with a
hospital bed (i.e., shoulders up/down, legs
up/down, and bed up/down). The control of the
bed follows two-word activation followed by
“Shoulders”, “Higher”, or “Stop”. There is an option
of saying, “Lower”, so that the shoulders will lower;
or the user may simply start another command
sequence for a different section of the bed. When
maneuvering the bed, the command “Deactivate”
puts the unit in a rest mode until the activation
sequence is recognized.
The voice recognition chip has proven to be only
approximately 85% accurate. Therefore, it is
important that the logic circuit be able to save states
so as to not make the command sequence repetitive
and troublesome.
The cost of this project was approximately $300. This
price could be reduced considerably if multiple units
were fabricated.
260 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
DIGITAL ODOMETER
Designer: Aziz L'Bahy.
Supervising Professor: Don Clark.
Electrical Engineering department
University of Massachusetts Lowell
Lowell, MA 01854-9914
INTRODUCTION
This project involved producing a digital odometer
for a man who is paralyzed from the neck down. He
is vice president of residential operations for a
paving company. In addition to estimating job cost,
billing clients, and interacting with potential
customers, he is in charge of measuring areas to be
paved. The odometer enables the client to measure
areas with minimal help. Using his tongue to close
two switches, he starts, stops and saves
measurements to be viewed later. The odometer
keeps track of job numbers, measurement numbers
within a job, as well as actual measurements.
Some design specifications have changed
throughout the process of designing and testing the
odometer. At the request of the client, some
modifications had to be made, such as keeping track
of measurement numbers within a job and adding
warnings to alert the user of possible application
errors.
SUMMARY OF IMPACT
Before this digital odometer was developed, the
client was using a mechanical device to measure
distance. Using this mechanical device required his
nurse’s constant help. The nurse had to reset the
device after every measurement, record the
measurement and later dictate all measurements to
him so that he could record them on a spreadsheet
program. The digital odometer eliminates the
constant need for help. The nurse is only involved
when the odometer is to be turned on or off,
switched from measuring to viewing modes, and
put in the clear mode. The cleint, using only the two
switches that he controls with his tongue, does the
rest of the work.
In addition to displaying measurements, the
odometer’s display shows error messages if there
are any user errors. For easy viewing, the display is
mounted about two feet from the client’s eyes. The
odometer also has a data saving feature that
prevents data loss in case of electrical power loss.
TECHNICAL DESCRIPTION
The odometer design was divided into five
subsystems, each with different functions:
• Data gathering,
• Data control,
• Data processing,
• Data display, and
• Power supply.
Data Gathering
This subsystem consists of a rotary encoder and a
metal wheel. The basic operation of this sub-system
is as follows. The small metal wheel is spun by one
of the wheelchair wheels in gear-like fashion. The
rotary encoder is fastened to the small wheel by its
shaft and therefore is spun by the small metal wheel.
As the encoder’s shaft spins, it outputs an electrical
signal proportional to its shaft rotational speed. This
signal is made of electrical pulses emitted by the
encoder as it turns. The number of pulses per
revolution is 128. The surface of the metal wheel
that makes contact with the wheelchair wheel is
gnarled to avoid slipping between the two wheels.
Data Control
The data control system consists of three toggle
switches and two touch (tongue) switches. The
tongue switches are for the client’s use, while the
toggle switches and the power switch are for his
nurse’s use. A typical workday consists of eight jobs
(eight areas to be measured). To measure distances,
the nurse turns the ‘gather’ switch on and the client
uses the two tongue switches to start and stop
measurements, store measurements, and keep track
of job numbers. To view measurements stored, the
nurse puts the ‘process’ switch on and the client uses
the tongue switches (as scroll up or down keys) to
view measurements in memory. To clear memory,

the nurse turns on the ‘clear’ switch and the client
uses the tongue switches to clear all measurements.
Data Processing
The Micro-controller used for the odometer is a
Motorola HC6811. The software program that
controls odometer operations is written in assembly
language. The program’s S.19 file was burnt in an
8k EEPROM chip and installed on a Motorola Blue
development board NMIX-0021. The program relies
heavily on two hardware interrupts (tongue
switches 1 and 2) and one software interrupt (pulse
accumulator overflow). The program waits for the
user to activate a tongue switch, determines which
tongue switch was activated, investigates the status
of the three solid toggle switches, and then decides
what portions of the program to execute.
If tongue switch 1 closes and the ‘gather’ switch is
on (and the other 2 toggle switches are off), the
odometer starts measuring distance (if the
Start/Stop Flag is clear) and the LCD displays the
message ‘measuring.’ The odometer stops
measuring distance if the Start/Stop Flag is set, and
the LCD displays the measurement just taken. If
tongue switch 1 closes and the ‘Process’ switch is on
(and the other 2 toggle switches are off), the LCD
shows the next measurement stored in memory. If
Tongue switch 1 closes and the ‘Clear’ switch is on
(and the other 2 toggle switches are off), the LCD
sets a clear flag and waits for the user to close the
clear switch.
For clarity, anytime the user closes switch #2, the
LCD shows the message, ’Switch 2’. If tongue switch
2 closes and the ‘Gather’ switch is on (and the other
2 toggle switches are off), the odometer increments
the job number (unless the current job is 12, in that
case the next job number becomes 1). If tongue
switch 2 closes and the ‘Process’ switch is on (and
the other 2 toggle switches are off), the LCD shows
the previous measurement stored in memory. If
tongue switch 2 closes and the ‘Clear’ switch is on
(and the other 2 switches are off), the odometer
checks the status of the clear flag. If the flag is set,
the odometer clears all memory and displays the
following message on the LCD : ‘Cleared’. The
Odometer then clears the flag. If the flag is clear, the
odometer does not clear memory; the LCD displays
the following message: ‘Not Clear’.
If either of the tongue switches is activated and
more that one toggle switch are on, the LCD shows
Chapter 17: University of Massachusetts Lowell 261
error messages. The error messages also show what
switches are currently on.
Data Displaying
The data displaying system consists of an LCD that
is located close to the client’s eyes. The LCD and the
micro-controller are interconnected using serial
lines.
The LCD is backlit and the characters are clearly
visible indoors and outdoors. The program sends
appropriate data (ASCII characters and alpha
numerics) to the LCD to display measurements and
messages. This LCD needs only 3 wires to operate:
5V dc, Gnd and serial input. The LCD is enclosed in
a solid plastic box and is light enough to be mounted
using only Velcro.
Power Supply
Since a 12-volt dc source is available (two car
batteries in parallel to operate the wheelchair’s
motor) and all the electronics used need 5 Volts DC,
a (5 V - 1amp) DC voltage regulator was used.
When the odometer is at full power, all the
components draw about 180 mA. Therefore a 1A
regulator is more than sufficient. There are,
however, about 1.2 watts dissipated in the regulator,
so a heat sink was attached to keep it cool.
Software Summary
The software program saves the stack pointer and
associates the three interrupts with the appropriate
interrupt vector locations.
The program checks to see if the odometer is being
used for the first time. This is necessary because the
68HC1 EEPROM locations ($B600 to $B800) have
$FF from the manufacturer. If it is the first time that
the odometer is being used, all EEPROM is cleared
($00 is written to all EEPROM location). All
Interrupts are enabled and all Variables are
initialized. The program then investigates the last
measurement stored in memory, reads the job
number from that measurement, and increments it
by one to set the next job number. If there are no
measurements stored in memory, the next
measurement will be measurement 1.
Subsequently, the program waits for interrupts. This
is beneficial because the ‘Wait’ instruction puts the
68HC11 in power saving mode. Nothing else
happens until a touch switch is closed. In other
words, all other subroutines are called from the
262 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

three interrupt service routines. As soon as a subroutine. The program then determines which
hardware interrupt occurs, the program does a switch was activated and what appropriate
software debounce by jumping to a ‘delay’ subroutines to execute.

Figure 17.17. Digital Odometer.

 CHAPTER 18
UNIVERSITY OF NORTH CAROLINA
AT CHAPEL HILL
Department of Biomedical Engineering
152 Macnider, CB #7455
Chapel Hill, NC 27599

Principal Investigator:
Richard Goldberg (919) 966-5768
rlg@bme.unc.edu

263
264 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

TABLET FOR DEVELOPING HANDWRITING

SKILLS
Designers: Jeremy Ackerman and Eric Tanalski
Client Coordinator: Edie Kahn, Occupational Therapist
Durham Public Schools, Durham NC
Supervising Professor: Dr. Richard Goldberg
Department of Biomedical Engineering
University of North Carolina at Chapel Hill
Room 152 Macnider Hall, CB #7575
Chapel Hill NC 27599

INTRODUCTION
This device was designed for students who have
difficulty developing handwriting skills. A number
of children have difficulty forming letters of uniform
height that touch the top and bottom lines on lined
paper without crossing them. This includes
students both with and without a diagnosed
disability. As a result, teachers and therapists in
elementary schools devote a significant amount of
time and energy to help children develop their eye-
hand coordination for improved handwriting.

SUMMARY OF IMPACT
This device helps children develop handwriting
skills more independently. It presents students with
positive and/or negative stimuli that encourage
them to use accurately the lines on the page. They
can receive additional reward stimuli if they
consistently perform well. The teacher or therapist
can configure different combinations of visual and
audible stimulation, including: illuminating a smiley
face, playing music, playing a recorded message
(which cab be re-recorded anytime), sounding a
buzzer, and flashing a message on the LCD display.
Student may develop better eye-hand coordination
by repeating handwriting exercises independently
using this device. As a result, their teachers and
therapists can be free to do other tasks.
TECHNICAL DESCRIPTION
The device consists of two units: the tablet and an
interface box, as shown in Figure 18.1. The tablet is
a Wacom 9 x 12 graphics tablet. It comes with a
wireless ballpoint pen that does not contain a
battery and has the look and feel of a standard
ballpoint pen. The interface box acquires and
analyzes the data from the tablet, presents the visual
and audible stimulation for feedback to the student,
Figure 18.1. Interface Box (Left) with LCD display,
Programmable Menu Switches, and LCD stimuli.
and allows the teacher or therapist to change the
device configuration. The box is connected to the
tablet by a standard computer serial cable.
The Wacom graphics tablet has a slightly larger
writing area than an 8 ½ x 11-inch piece of paper.
The teacher or therapist places a standard piece of
writing paper on the pad and calibrates the device
by touching the pen to the top and bottom of the
first and last writing spaces on the page. This is
done on both the left and right side of the page.
From this information, the device determines the
orientation of the paper on the tablet, and the
locations of the legal and illegal writing spaces, as
shown in Figure 18.2. While the student is writing
in a writing space the positive feedback is active,
while in the non-writing spaces, the negative
feedback is active. The ratio of cumulative time
spent in the non-writing spaces to that spent in the
writing spaces is used to determine if the reward can
be activated.
 Chapter 18: University of North Carolina at Chapel Hill 265
The teacher then sets up the visual and audible
stimuli will be used for positive and negative
feedback to the student. This is done through a
menu-driven system in which the different options
are presented on an LCD display, and the user
chooses the desired option by pressing one of four
switches. This versatility accommodates the
preferences of different students. For example, one
student likes the sound of the buzzer, so it is
programmed to be a positive stimulus. However,
other students do not like the sound of the buzzer,
so the teacher reprograms the device to make the
buzzer a negative stimulus.
Once the system is set up, it starts analyzing the
student’s handwriting and presenting feedback. At
any time, the teacher or therapist can press the
“reward” button on the interface box, and if the
student has been performing consistently well, he or
she receives an extra reward stimulus.
The Wacom graphics tablet continuously streams
data to the interface box. This data contains the x
and y coordinates of the pen location, the amount of
Figure 18.2. Writing and Non-Writing Spaces.
pressure that the user is applying to the tip of the
pen, and the tilt angle of the pen. Currently, only
the pen location and pressure information is used.
A BasicX microcontroller collects this data
continuously and determines whether the user is
currently writing properly between the lines (the
BasicX is similar to the Basic Stamp but more
powerful). This information is then sent to a second
BasicX microcontroller, which activates the
appropriate positive or negative feedback.
With the versatility of this device and the power of
microcontrollers, other features may be added in the
future to provide more sophisticated evaluation of
the student’s handwriting.
The interface box prototype costs approximately
$200. The Wacom graphics tablet and inking pen
retails for $540, although it was obtained from the
company at a significant discount for this project.
writing space
non-writing space
writing space
non-writing space
266 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

TRACKING DEVICE FOR PEOPLE WITH VISUAL

IMPAIRMENTS
Designers: April Chambers and Tim Humble
Client Coordinator: Julie Olinic, Speech and Language Therapist
Durham Public Schools, Durham NC
Supervising Professor: Dr. Richard Goldberg
Department of Biomedical Engineering
University of North Carolina at Chapel Hill
Room 152 Macnider Hall, CB #7575
Chapel Hill NC 27599

INTRODUCTION
Remote control Robotic motion,
Visual tracking devices help stimulate and exercise keypad lights, sound
the visual system. Currently, teachers and
therapists engage students with tracking problems
in exercises by manually moving light sources across
the student’s field of view. Basic Stamp Basic Stamp
encoding decoding
SUMMARY OF IMPACT
This device is designed to improve the visual
tracking of students with disabilities. It encourages
them to track an object throughout their field of Transmitter Receiver
vision by providing visual stimuli (blinking lights)
and auditory stimuli (music or recorded messages). Figure 18.3. Block Diagram of Tracking Device.
The therapist uses a remote control to move the
stimuli through the student’s field of vision, and to
turn the stimuli on and off.
the central stimuli used to attract their attention.
This device has several improvements over current For others, the songs are used to reward the
tracking techniques. Since the therapist controls the students after successfully tracking an object.
device remotely, positioned behind the student, the
The cards are removable, and the bright pictures are
student can focus on the stimuli in front without
attached with Velcro for variety. Two stationary
being distracted. In addition, auditory stimuli
arms can also be attached so that multiple cards are
supplement the visual stimuli to help engage the
visible. This allows the teacher or therapist to have
student’s visual tracking abilities.
the student choose among cards.

TECHNICAL DESCRIPTION The robotic arm has motion in three directions:

The block diagram in Figure 18.3 shows the system
components. The prototype is shown in Figure 18.4.
The tracking device consists of four parts: the
transmitter, the receiver, the robotic arm, and the
stimuli. The stimuli are attached to the end of the
arm, and contain both visual and auditory
components. LEDs are arranged around bright
pictures on a card to provide the visual stimulation.
The auditory stimuli consist of well-known songs.
For the students with weaker vision, the songs are
vertical, horizontal along an arc, and horizontal
along a radius (towards and away from the student).
Motion in the vertical and horizontal dimensions is
controlled remotely by the therapist, and it moves
the stimuli across the student’s field of vision. Radial
position is adjusted manually, allowing the teacher
to decide how close the card(s) are to the student.
 Chapter 18: University of North Carolina at Chapel Hill 267

The mechanical design of the robotic arm consists

mainly of two vertical shafts and one horizontal
telescoping pole. The tall vertical shaft allows for
gross movement (up to six feet) through a rack and
pinion system, which the user controls manually.
This is to incorporate students who are sitting in
wheelchairs or standing up, strapped in the
standers. The shorter vertical shaft allows for
vertical movement via the remote control. The
range of vertical motion for this shaft is one foot. A
DC motor, obtained from an auto junk yard, drives
this movement by turning a screw, which then raises
or lowers the shaft. The horizontal movement is
controlled by a second DC motor using a pulley
system (Figure 18.5). When the motor is activated it
rotates the shorter vertical shaft to create right and
left movement. The telescoping pole is attached to
the end of the vertical shaft. The object card is
attached to the end of the pole, and the teacher can
manually control the distance from the card to the
student.

The transmitter circuitry is contained within the

hand-held remote control. When a key is pressed on
the keypad, a Basic Stamp microcontroller sends out
a code containing information about the row and
column of the key pressed. A Linx transmitter chip
amplitude modulates this signal at 300MHz. Figure 18.4. Tracking Device with Sensory
Stimulation Card, Long (Far Left) and Short Vertical
The receiver demodulates the 300 MHz signal from Shafts, and Enclosures (Center Left) Containing
the remote control. A Basic Stamp microcontroller Power Supply, Circuitry, and Second DC motor.
(Parallax) interprets the received code and activates
the appropriate secondary circuits. The DC motors
are controlled through relays, and additional
circuitry activates the playing and recording of
messages and music.

The device cost approximately $500 in electrical and

mechanical parts.

Figure 18.5. Enclosure with DC Motor in

Foreground and Power Supply Behind.

267
268 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

HEARING LOSS SIMULATOR

Designers: Jason Edwards
Supervising Professor: Dr. Richard Goldberg
Department of Biomedical Engineering
152 Macnider, CB #7455
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599

INTRODUCTION card. Contained within the sound card is an analog

The hearing loss simulator is a computer program
that modifies a sound clip based on a child’s
audiogram. The therapist enters the audiogram data
into the program, characterizing the child’s hearing
loss. The program then records, modifies and
replays a voice or a music clip as the child would
hear it.
SUMMARY OF IMPACT
This program will provide a means by which
parents of a child with hearing loss can understand
what their child is capable of hearing. It
demonstrates the severity of hearing loss through
the comparison of the original sound clip with a
sound clip based on the child’s audiogram. This
program will help the audiologist and parents have
realistic expectations of the child’s future
performance. Additionally, the program will aid in
the formation of individualized education plans
through providing a more accurate representation of
hearing loss. Currently, hearing loss is classified as
profound, severe, moderate and mild. Most
individuals have difficulty in applying these
generalized terms to what a child can hear. Current
audio examples of hearing loss are not specific to the
child and may give only an approximate idea of the
type of sounds that a child is able to hear. This
program gives a more exact, personal replication of
the child’s audio environment.
to digital converter that transforms information
from the microphone into a form usable by a
software program on the PC. Based upon
information taken from a patient’s audiogram, the
program processes the recorded audio. This altered
digital signal is then transformed back into analog
format by a digital to analog converter housed on
the sound card and ultimately played by a speaker.
The programming is in Visual Basic 6 and requires a
computer running windows 9x or NT at 266MHz or
higher. To hear the modified sound clip, a 16-bit
A/D sound card, a microphone, and speakers are
needed. Components of the device are shown in
Figure 18.6. Audio is recorded via a microphone and
converter into a digital form. Data from an
audiogram is entered into the PC. The digital signal
is modified, then converted back into an analog
signal, which is then played through a pair of
speakers.
Initial testing of the simulator has proven that it is
qualitatively accurate. Several simple scenarios,
such as filtering all high frequencies or all low
frequencies, have generated the expected results.
The initial impression by people in the audiology
field is very optimistic. Although further testing is
needed to prove that the simulator is quantitatively
accurate and clinically useful, the outlook is
promising.

TECHNICAL DESCRIPTION
The Hearing Loss Simulator consists of five primary
components: a microphone, a PC, a sound card, a
software program, and a speaker system.
The audiologist must first enter data from the child’s
audiogram into the simulator. A polynomial
function is matched to the data points, then used to
apply the appropriate attenuation at selected
frequencies to the recorded audio signal. The PC
receives input from the microphone via the sound
The current limitations of the device are that only up
to seven data points may be entered from an
audiogram and that audio must be recorded and
modified before being played back. One major
possible enhancement might be to allow the audio to
be modified and played as it is being sampled, thus
allowing for a real-time system. As it stands, the
Hearing Loss Simulator appears that it could prove
to be very beneficial in communicating the level of
hearing loss in a child to a parent. The total cost of
this project was $505.
 Chapter 18: University of North Carolina at Chapel Hill 269

A /D

M ic ro p h o n e

PC D /A

In p u t fro m A u d io g ra m

H eadphones

Figure 18.6. Hardware for Hearing Loss Simulator.

269
270 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

INFANT PATTING DEVICE

Designers: Dan Cooney and Brian Rucker
Supervising Professor: Dr. Richard Goldberg
Department of Biomedical Engineering
152 Macnider, CB #7455
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599

INTRODUCTION:
An infant patting device was developed to simulate
a hand patting motion during bottle-feeding in a
neonatal intensive care unit (NICU). A hand patting
motion calms the baby to facilitate bottle-feeding. It
may also decrease the probability of food aspiration
into the lungs during feeding. This device provides
an easy, safe way to comfort patients in the NICU,
while providing relief to their caregivers.

SUMMARY OF IMPACT:
Some NICU infants require two nurses to feed them:
one to hold the infant and the bottle, and another to
pat the infant’s back. This device performs the
patting task, allowing a single nurse to manage all
feeding tasks in a safe and timely manner. The
patting, used independently of feeding, may allow Figure 18.7. Infant Patting Device.
the infant to remain calmer during a stay in the
NICU. Currently the device is waiting for clinical
approval.
Pressure Frequenc
TECHNICAL DESCRIPTION: Adjust y Adjust
Knob Knob
The system works by providing puffs of compressed
air to an inflatable bladder that is held up to the
infant. Compressed air sources are available
Air Bladder
throughout the NICU. An air input hose connects
this air source to the system. A timer circuit turns a
solenoid valve on and off to provide puffs of air.
These puffs flow along the air output hose (25 ft.
long, ½” inner diameter) to the inflatable bladder
that provides the patting motion. The bladder can be
suspended in foam padding or placed directly on Output
the infant. An escape hose attaches to the bladder to
direct the airflow out of the bladder and away from Pressure Gauges

the baby.

The system is encased in an aluminum project box Figure 18.8. System Block Diagram.
(12” x 12” x 8”) equipped with wheels to facilitate
movement. A power switch and large knobs allow
the user to control the air pressure and patting rate. diameter tubing, large enough so that it does not
A commercial 24V wall transformer provides restrict air flow, is used.
electrical power. Throughout the system, ½”
 Chapter 18: University of North Carolina at Chapel Hill 271
The puffs of air are provided by a pressure
regulator, timer circuit, and solenoid valve. Since
the compressed air source has a pressure of 60-85
pounds per square inch (psi), a regulator is
necessary to lower the pressure. The user can adjust
the regulator output pressure to the range of 2 to 60
psi. A solenoid valve opens and closes to provide
puffs of air to the inflatable bladder. The solenoid
has a large 5/8” aperture to maximize the flow of
air, and runs off a standard 24V plug in power
supply. To switch the solenoid on and off, a 556
timer circuit is used. This timer uses a 5V power
supply, which is provided using a 24VDC to 5VDC
voltage regulator. The frequency at which the timer
operates is controlled by a potentiometer, which can
be adjusted using the frequency knob on the box.
The patting motion is provided using a custom
neoprene bladder. The bladder is circular, with a 3
½” diameter, and has connections for an air supply
hose and air escape hose.
Figure 18.9. Neoprene Bladder.
271
When the valve is open, the puff of air from the
solenoid causes the bladder to expand. The air
leaves the bladder passively through an open tube.
The tubing is 25 ft long to enable the nurses to freely
move with the device, and to ensure that the air
released from the bladder flows away from the
infant.
Safety was the most important feature to address.
The system needed to be safe for use with infants,
and easy to clean and sterilize. The metal box
provides an effective casing for the electrical
equipment, and effectively separates the infant and
the caregiver from the electrical circuits. Neoprene
was chosen for the bladder to avoid any possible
side effects from latex allergies.
Aesthetic concerns were addressed by decorating
the plain aluminum box with child friendly,
decorative Sesame Street stickers.
The total cost of this project was $667.
272 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

JOYSTICK-CONTROLLED POWER WHEELS JEEP

Designers: Todd Atwood, Jeremy Bowman and Covey Lathan
Supervising Professor: Dr Richard Goldberg
Department of Biomedical Engineering
152 Macnider, CB #7455
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599

INTRODUCTION
Commercial Power Wheels vehicles cannot be easily
controlled by children with poor muscle control.
This project involved the modification of a Barbie
Jeep for use by an 8-year-old girl with cerebral palsy.
A joystick control and supportive seat were added
to facilitate use and promote independence.

SUMMARY OF IMPACT:
The modified Barbie Jeep will allow the client to
gain experience for future operation of joystick-
controlled wheelchairs and provides client increased
independence. The modifications allow the client to
practice her fine motor control skills and visual-
spatial skills, and encourage active play and outdoor
activity. The joystick controls allow
forward/reverse motion, with future additions to
include left/right control. The modified seat
provides leg and torso support and a seat belt to
ensure child safety.
Figure 18.10. Modified Barbie Jeep with Supportive
TECHNICAL DESCRIPTION: Seat and Joystick Control.
Analog based circuitry was chosen to provide a The maximum speed of the modified car is slightly
comparable driving experience when operating the less than before the alterations. The speed is
car. The original 12-volt battery that comes with the distributed evenly over the range of the joystick, and
car is maintained to operate the original propulsion seems to be a safe velocity for both forward and
motors, which require high currents. Two 9V reverse movement. The proportionality of the
batteries are used to power the joysticks and circuit control will eliminate any jerky motions from the
components in the modified design. The batteries motors and provide for a smoother ride and
are located under the hood and have a power switch acceleration.
to turn the system on and off to preserve the
batteries. The main limitation of the car is that the joystick
does not control the left/right motion of the car.
The joystick outputs a speed signal corresponding to Because of the inability of the client to use the
the position of the lever. The signal range of the manual steering wheel, a parent or therapist must
joystick is +2.6V to –3.0V as it moves along the y- control the steering.
axis. A comparator checks whether the signal is
positive (forward motion) or negative (reverse The seat of the car is specifically designed to provide
motion), then relays number one and two are torso support and hip support. A 6” semicircle used
triggered to set the selected direction of motion for to separate the client’s knees and an armrest is
the motors. positioned on the left side to enable better joystick
control. 1/8’ plywood is used as a base and back,
 Chapter 18: University of North Carolina at Chapel Hill 273

and 1” x 6” quadrilateral pieces of wood were used

for the hip supports.

Comfort and aesthetic value were important when

incorporating the seat. Two layers of foam were
added to each surface that contacts the client and the
foam covered with pink vinyl to match the color of
the jeep. This redesigned seat has the same
dimensions as the original seat and will meet the
client’s needs.

The approximate cost of the modifications to the car

was $110. This excludes the price of the car itself.

Figure 18.12. Modified Seat.

Figure 18.11. Wheel Propulsion Circuitry Located Under the Vehicle Seat.

273
274 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 19
WAYNE STATE UNIVERSITY
College of Engineering
Department of Electrical & Computer Engineering
5050 Anthony Wayne Drive
Detroit, MI 48202

Principal Investigator:
Robert F. Erlandson, Ph.D., (313) 577-3900
rerlands@ece.eng.wayne.edu

275
276 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
REDESIGN AND PROCESS IMPROVEMENT
PROJECTS FOR A VOCATIONAL CLASSROOM
Overall Project Coordinator: Ms. Kathy Wells
Coordinating Professor: Dr. Robert Erlandson
Department of Electrical and Computer Engineering
Wayne State University, Detroit, Michigan, 48202
The following description contains details about
four student design projects completed at a school in
the 1999-2000 academic year. The projects described
are a redesign of a vocational classroom and three
process improvement projects. Two address a
recycling process and one revises the process
involved in creating cement stepping stones. The
process improvement projects also include design of
devices related to these processes.
INTRODUCTION
This project is a multi-semester effort to improve the
educational effectiveness of activities conducted in
an old shop classroom converted for use as a special
education classroom at. Improvements will enable
students to function more independently, make the
room safer and more accessible, and allow staff to
engage in less non-value-added activity.
Activities within the multi-purpose vocational
classroom include pre-vocational training, recycling,
arts and crafts, and the making of items ranging
from dog collars to garden stepping stones. Due to
the variety of activities and the range of abilities of
the students, it is imperative that the facility be not
only safe and accessible, but also adaptable to the
current needs of the students and future students
and activities. The project involves the planning and
actual redesign of the vocational classroom and
improvements to the processes involved in the
vocational activities of recycling, including a can
crushing operation, making stepping stones, and
overall classroom organization and utilization
procedures.
SUMMARY OF IMPACT
The redesign of the previously existing layout of the
classroom makes it both accessible and more
efficient. By increasing width of aisles, replacing old
tables with adjustable height tables and moving the
location of various activity stations, the designers
made the classroom adaptable to the needs of all
students, including those who use wheelchairs. This
adaptation gives each student the opportunity to
participate fully in daily activities, thereby
enhancing their educational experiences. The
effective use of space and strategic placement of
activity workstations increases efficiency and
eliminates safety hazards caused by unnecessary
traffic and congestion of materials and devices.
Establishing a more controlled flow of students and
materials not only addresses safety issues, but also
reduces unnecessary student traffic and the
associated opportunities to engage in disruptive
classroom behavior. Such workplace organization is
a critical component in maintaining a consistent,
supportive, predictable, non-disruptive classroom
environment so necessary when dealing with
students who have learning disabilities, emotional
impairments or other cognitive disabilities. The
creation of standardized work procedures for the
various activities being conducted in the room also
facilitates the creation of the desired environment.
All of the devices designed as part of the overall
project are based upon an analysis of the activities
and needs of the center’s students and enhance the
independence and participation of the students in
vocational activities. In addition, changes in the
work processes, in many cases, eliminate the need
for teacher approval or intervention and thus allow
the teacher to more efficiently work with the
students. These changes impact the education of the
students and assist the students in gaining practical
skills, increasing their ability to fully participate.
As a result of increasing student independence and
creating an environment that supports competent,
safe participation by the students, staff time and
energy can be redirected. Instead of dealing with
disciplinary issues, or constantly answering
questions and providing instructions, or moving
and positioning supplies and materials for the
students, staff members can spend more time on the
education and training of universal work skills such
as communication, social and behavioral skills.

TECHNICAL DESCRIPTIONS:
Redesign of Kennedy Center Vocational
Classroom
Designers: Erica Hudson-Biggens, Elizabeth
Flis, Vince Fayvusovich
Supervising Professors: Dr. Robert
Erlandson, Dr. Leslie Monplasir
An analysis of room use and the creation of three
alternative redesign plans were the first steps in this
project. Teachers formed a redesign committee that
worked closely with the students. Following the
Kaizen "5 Ss," strategy the first major activity was to
initiate a room clean up. The redesign team red-
tagged everything that was to be removed and other
staff had the opportunity to visit the room, claim,
and move to another location anything they wanted
to save. Concurrently, the students worked with the
redesign team to develop a projected use
questionnaire which was distributed to all staff that
would be using the room. The intent was to
determine who would be using the room and for
what activities.
After the specific room activities were specified, the
redesign team prioritized the order of events for the
redesign activity. The student team, in collaboration
with the teacher redesign team, conducted detailed
process analyses of the activities to be housed in the
redesigned classroom. The students observed and
recorded on a Process Analysis Form the elements of
each job. From these data the students could identify
non-value-added activities, such as excessive lifting
Chapter 19: Wayne State University 277
or moving of materials, student traffic to obtain tools
or supplies, teacher interventions, and steps in the
process that generated errors and the type of errors.
Based on the process analysis results the students
recommended two to three alternative designs for
the job or activity that could be incorporated into the
new classroom.
The students also conducted a detailed facilities
layout analysis and created a detailed AutoCAD
diagram of the room that showed the location of all
power outlets, lights, sinks, water drains, fixed
equipment (fans, blowers, etc.), doors, windows,
and storage areas. The AutoCAD diagram was
layered so that the redesign committee and students
could conduct “what if” scenarios to discuss and
evaluate alternative redesign plans.
As all of this information converged and the
AutoCAD diagrams were in place, students and
staff explored a wide variety of alternative redesigns
for the room. They were able to analyze room
utilization with different combinations of classes,
students and activities. Based on these analyses, a
room scheduling strategy emerged and staff
identified combinations to be avoided. Staff
members also developed an activities layout plan.
They specified the location of the students' job
board, areas for recycling, stepping stones, and pre-
vocational and arts and crafts activities. Storage
areas for each activity were specified.
This activity took place when a final budget had not
been allocated for the overall redesign project. The
students, therefore, prepared three redesign
alternatives: modest, medium and expensive.
278 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

Figure 19.1. Vocational Classroom Before Redesign.

Staff members continued the cleaning process. A
new wheelchair accessible sink was delivered and
the room was painted. Additionally, staff
established a workplace organization strategy based
on the redesign proposals. Each job was color coded:
purple for recycling, yellow for stepping stones, and
red for pre-vocational. A student job assignment
board was created and implemented. Where
feasible, icons were incorporated into the job or
activity process to identify tools, materials and
supplies. Figure 19.1 is an image of the vocational
classroom before the redesign. Figure 19.2 shows
the redesign of the classroom with the wheelchair
accessible sink in the foreground.

Figure 19.2. Redesigned Vocational Classroom.
Improvement of Recycling Process and
Design of Related Devices
Designers: Osman Akyalcin, Rebecca
Angott, Charlotte Pringle
Supervising Professors: Dr. Robert
Erlandson, Dr. Gary Wasserman
Staff members selected the recycling job as the first
activity to be integrated into the new classroom. As
part of the recycling job, students gather paper,
glass, plastic and metal cans from the school’s
classrooms. Previously, the material was collected
in a large cart and then separated and processed.
The glass material and paper products were placed
into special, separate containers for disposal. The
paper products were shredded if feasible and then
placed into a special paper receptacle for disposal
while the metal cans were manually crushed. The
four collection containers were then taken outside to
a pick-up area on scheduled pick-up days.
A process flow analysis of the recycling job was
conducted to verify the process flow analysis
conducted for the facilities planning phase. Based on
this analysis the process was modified. A Creform
pick-up cart containing four removable bins, each
bin for a specific product (glass, plastic, paper or
cans) was designed and fabricated. Creform is a pipe
and joint technology for constructing agile devices.
Students now pick up and sort the material at the
same time. This is safer and requires less handling
of glass, plastic and metal materials.
Chapter 19: Wayne State University 279
Figure 19.3. Recycling Cart and Removable Bins.
The glass and plastic materials can be placed
directly into the collection container in the storage
area. The paper material bin on the Creform cart is
removed and taken to the paper processing area.
The bin containing the cans is taken to the can
crushing area. Since cans must be washed before
crushing, a recycling work area is now designated
near the new, wheelchair-accessible sink.
The material must be stored until trash pick-up days
and then moved outside to the pick-up area;
therefore old shelving units were removed and new
flexible storage units provided. In addition, a paper
shredding work area was designed and functional
specifications for a switch-operated can crushing
system developed. The can crushing system is an
additional student design project described below.
The recycling work area is color-coded purple.
Figure 19.2 shows the room redesign with the
recycling bins are in the top right corner. Figure 19.3
depicts the Creform recycling cart and removable
recycling bins.
280 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
Recycling Process Improvement Device:
Can Crusher Design and Fabrication
Designers: Brandon Cooksey, Allison
Lardie, Darren Van Houzen, Jarret Zablocki
Supervising Professors: Dr. Robert
Erlandson, Dr. Evgeny Rivin
The process analysis of the recycling job highlighted
problems with the current manual method of can
crushing. The purpose of this project was to design
and build a self-contained, one-button-controlled
can crusher for use in the cleaning, crushing and
recycling of aluminum cans that are waste products
of the on-site art rooms and commercial kitchen.
The students currently crush cans by stepping on
them after removing the tops and bottoms and
cleaning the inside (see Figure 19.4). The automated
can crusher is designed to eliminate danger to the
students and to allow for fuller participation in the
activity by students who are physically or
cognitively unable to crush cans using their feet. The
goal was to design, fabricate and test a mechanism
that is user-friendly, safe and able to crush cans of
Figure 19.4. Student Crushing Can with Foot.
sizes ranging from small, fruit-snack size to large 7”
and 9” diameter cans. The crusher must be reliable
and able to crush approximately 10 cans each day.
This limitation reflects the current manual process
and if productivity could increase there is the
possibility of providing can crushing services for
other schools in the school district.
The designers analyzed various can crusher
concepts, including those of patented can crushers.
The designers tested cans to determine the necessary
crush load and the options for crushing the cans.
The final design of the can crusher uses a
pneumatic-driven system with a cylinder capable of
providing the necessary 1300 pounds of compressive
force and the required stroke of at least seven inches.
The school provided an air compressor to drive the
can crusher.
The can crusher is mounted on a mobile Creform
cart also designed by the design team. A lid covers
the opening to the crushing chamber. This lid must
be opened to insert a can into the crushing chamber.
After the can is inserted the lid can be closed. The
student then presses a switch and the crushing

cylinder advances to crush the can. When the can is
crushed the cylinder retreats and the lid can be
opened and the crushed can removed. The position
of the lid, user switch and device placement on the
Creform cart allows ergonomically sound human
operating procedures, which are also accessible to
students in wheelchairs.
Safety is a major concern. The device has a number
of built-in safety features. The first feature prevents
the lid from being physically opened when the
crushing cylinder is advancing. The second safety
feature is a pneumatic/electronic control system
designed to force the crushing cylinder into an open
position if there is a valve or power failure. The
third safety feature prevents the crushing cylinder
from advancing when the lid is open for insertion of
cans, as the open lid is constructed to physically
block the cylinder. Finally, when the lid closes it
activates a door closure sensor. This door closure
Chapter 19: Wayne State University 281
sensor must be activated before the student-
operated switch can start the crushing process.
Furthermore, the lid must be fully closed or it will
physically prevent the crushing cylinder from
advancing. Figure 19.5 is an image of the can crusher
on the cart.
In keeping with the overall facility plan, the can
crushing system is mounted on a mobile Creform
cart. The air compressor is also mounted on wheels.
This allows both units to be moved to a secure
storage area for safe out-of-the-way storage. The
cart also has space for storage of the tools necessary
for the can crushing operations. This follows
through with the “kitting” strategy employed
throughout the classroom.
The final cost of the can crusher system is $1,303.74.
This includes the crushing device, the Creform Cart
and the air compressor.
282 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

Improvement of Stepping Stones Creation

Process and Design of Related Devices
Designers: Rubab Hans, Taissa Meredith,
Jaime Rutt
Supervising Professors: Dr. Robert
Erlandson, Dr. Olugbenga Mejabi

The students make cement stepping stones with

inlayed glass designs. The previous process for
constructing the stepping stones is difficult,
inefficient and requires a great deal of strength, a
limitation that particularly reduced independence of
students with physical disabilities and required
teachers and staff to perform many of the process
steps. A major goal of this project was to create a
process environment that supports and increases
student independence. To accomplish this goal, the
assembly process and ergonomic demands of the job
were modified.

In the older process, students were required to seek

approval from the teacher twice before the
completion of the stepping stone—once after laying
precut glass onto a design paper and again before
applying contact paper to the glass design, which
will later be placed in the cement of the stepping
stone. The new process eliminates the need to first
lay the glass pieces upon the design paper and to
seek teacher approval. Instead, the glass pieces are
placed directly on the contact paper, which is now
Figure 19.5. Can Crushing Device and Cart.
imprinted with the design pattern. Students need
only seek teacher approval after laying the glass on In addition to the introduction of the portable
the contact paper and then again after laying the workstation into the stepping stones creation
glass into the wet cement mold. process, a Creform material handling cart replaces
the wheelbarrow previously used to transport
Changes in the stepping stones process include the cement. The material handling cart is half a foot
addition of two devices. The portable workstation lower in height than the wheelbarrow, reducing the
was constructed using Creform, a pipe and joint amount of stress on the backs of students who stir or
technology system comprised of sturdy plastic mix cement in the bowl of the material handling
coated metal piping and metal and plastic joints. The cart. Because the cart rests on four wheels and is
workstation can accommodate up to six students equipped with a handle, the cart can be easily
simultaneously and is wheelchair accessible and pushed by applying force only in a horizontal
therefore allows for fuller participation by students direction, unlike the wheelbarrow, which requires
with varying abilities and limitations. The Creform force in the horizontal and vertical planes for
frame is covered with a yellow Formica top as part transport. Due to portability, the pouring of cement
of the color-coded classroom. The portability of the can now be done under a hood in the classroom,
workstation increases the speed of the process and thereby reducing cement dust in the air. See Figure
minimizes danger of injury by decreasing the 19.7.
distance that cement must be carried. The
workstation, shown in Figure 19.6, also has storage
space for related tools.
 Chapter 19: Wayne State University 283

Figure 19.6. Portable Workstation for Stepping Stones Creation Process.

In addition, the portable workstation provides a material handling/wheelbarrow cart have locking
stable yet movable surface, facilitating emptying of wheels to increase stability.
the cart into the stepping stones molds on the
workstation table. Both the workstation and the

Figure 19.7. Material Handling Cart.

284 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

RADIO FREQUENCY TECHNOLOGY FOR

MANIPULATIVE PLAY
Designers: Jeffrey L. Morin and Vamsi Ramakrishna Penmecha
Client Coordinator: Dr. Robert Erlandson
The Enabling Technologies Laboratory
Supervisor: Dr. Robert Erlandson
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION introduced an inexpensive anti-collision RF tag

One of the challenges in introducing new technology
into educational environments is that teachers,
therapists, and other support staff are usually
unfamiliar with and reluctant to try the new
technology. A previous project created a prototype
manipulative play system based on Radio
Frequency (RF) hardware with a Visual Basic
interface. Teachers and therapists who have played
with this system had fun and more importantly,
observed how this technology can be expanded and
utilized to help all children develop mathematical
skills through manipulative play. The children who
used the prototype system were immediately
engaged. Younger children were caught up in the
dialogue and process while older children wanted to
know how it worked.
system. Version 2.0 of the RF Technology
Manipulative Play System utilizes this new anti-
collision technology to create a system that supports
simple selection games as well as a host of pattern
recognition and sequencing games.
SUMMARY OF IMPACT
Special education teachers and staff who saw a
practical application of RF technology are now more
comfortable with it and are encouraged to
brainstorm over uses for the technology. In the case
of the sample application, they suggested several
applications for using RF technology to aid their
students with disabilities. Version 2.0 of the RF
Technology Manipulative Play System is the result
of previous field testing.

Testing of the prototype demonstrated the potential TECHNICAL DESCRIPTION

of using RF technology with manipulative play to
teach students, including those with physical and
cognitive disabilities, the concepts of relative size,
color differentiation, and other skills. Laws such as
IDEA 97 mandate more integration of general
education and special education students and
require that we develop educational materials and
resources that enable diverse student populations to
naturally participate in classroom activities. The RF
Technology Manipulative Play System addresses
this growing need.
Feedback from prototype testing indicated that the
implemented activities were too simple to sustain
interest. The technology allowed the selection of
only one item at a time. Teachers indicated that the
development of pattern recognition skills and
sequencing skills requires more selections. The
original RF tag technology would not support such
patterned and sequenced activity. Furthermore, the
RF tag manufacturer stopped making the RF tag
product line. Fortunately, Microchip recently
Version 2.0 of the Manipulative Play System uses
Microchip 13.56MHz RF anti-collision tags and the
associated reader/scanner. The reader/scanner is
connected to a PC via a RS 2323 serial line. Visual
Basic 5.0 is used for the control and user I/O
software. To encourage manipulative play, the
interface is designed as a game with several options.
The Version 2.0 prototype uses a collection of
wooden blocks, cubes, rectangles, triangles, and
circles. The blocks are a variety of colors. An anti-
collision tag is embedded in each block and each tag
has a unique code that is programmed by the
manufacturer. A game requires a player to respond
to a verbal or visual instruction from the computer
by selecting a specified block and placing the block
on a stand. Figure 19.8 shows some of the blocks and
stand. Figure 19.9 shows a block and an RF tag. The
stand contains an antenna which is connected to the
scanner/reader. Figure 19.10 shows the bottom of
the stand where the antenna and reader/scanner are
mounted.
 Chapter 19: Wayne State University 285

There is a variety of single selection game options.

For example, the user is prompted to choose a
specific color, choose a specific shape, choose the
largest, smallest or middle sized cube, and choose
the largest, smallest or middle sized rectangle.
Pattern game options include picking specific
combinations of cube or rectangle sizes or colors.
For example, select all the circles or select the largest
cube and the smallest rectangle. Sequencing game
options require an ordered selection process. For
example, the user must pick the largest cube, the
smallest rectangle, the purple circle, the red triangle,
and the green cube. The pattern and sequencing
game options can be made more or less difficult,
depending on the number of selections required of
the user.

The RF tag’s anti-collision feature allows monitoring

Figure 19.8. Colored Blocks and Stand.
of multiple selections for the pattern and sequencing
tasks. The Visual Basic program can monitor which
blocks have been selected and in which order. The
user can then receive verbal feedback to support
correct responses and notify the user of an error and
the need to make a correction.

The cost of the microchip development kit and RF

tags is $1,079.00. The development system has been
used for three student design projects. The RF tags
cost about $1.50 each and a reader/scanner can be
purchased for about $300.00.

Figure 19.9. RF Tag and Opened Block.

Figure 19.10. Antenna and Scanner Mounted on

Bottom of Stand.
286 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

FITTS’ LAW GAME SYSTEM FOR TEACHING

ACCESSIBLE DESIGN
Designer: Vamsi Ramakrishna Penmecha
Supervising Professor: Dr. Robert Erlandson
Department of Electrical and Computer Engineering
Wayne State University
Detroit, MI 48202

INTRODUCTION
MT = K 1 + K 2 log(2D/A)
Fitts’ Law is one of many scientific laws that
influences accessible design strategies. Current Target Size = A Target Size = A
federal legislation mandates the use of accessible
design in a variety of services and products, yet a
large number of university faculty and students are
generally not aware of these legal mandates. The
Fitts’ Law Game System is designed to raise student
Target Distance = D
and faculty awareness of accessible design
principles in general and Fitts’ Law in particular. Figure 19.11. Components of Fitt’s Law.

SUMMARY OF IMPACT
In addition to raising awareness of accessible design
issues, the system serves two other purposes in
illustrating Fitts' Law as well. First, teachers and
therapists use a variety of augmentative
communication devices for their special education
students and clients. These devices typically use a
series of overlays that the users touch to produce a
message or computer action if the device is used as
an alternative keyboard. The overlay design is a
specific example of the application of Fitts’ Law, and
hence overlay designers need also to be aware of the
implications of Fitts’ Law on the design of their
overlay products. Second, the mathematical
expression of Fitts’ Law was developed using the
general population as experimental subjects. The
Fitts’ Law Game System will allow data collection
for a variety of users. This will enable data to be
gathered for individuals with disabilities in order to
test the validity of Fitts’ Law for diverse user
populations.
TECHNICAL DESCRIPTION
Fitts' Law basically states that the bigger the target,
the easier it is to hit. The law can be described by an
equation that specifies the relationship between
movement time (MT), movement distance (D), target
size (A) and various characteristics of the person,
method and task modeled by two parameters, K1
and K2. It has the following basic form shown in
Figure 19.11.
There have been many refinements and applications
of this basic equation. Part of the appeal of the
equation is that it is intuitive for those who
understand the mathematics. The further one
moves (D), the longer it takes. The bigger the target,
the shorter the target acquisition time (MT). The
non-linear, logarithmic equation is typical of models
describing human performance.
Examples of Fitts’ Law can be found in pushbutton
TV and VCR remote controllers where the size and
placement of the pushbuttons make operation more
or less difficult. Other examples include the controls
on car radios and light switches. Processes such as
placing groceries into a shopping bag, inserting an
ATM card into the receiving slot, and pulling a car
into the garage all exhibit principles of Fitts' Law.
A universal example of Fitts’ Law is a computer’s
cursor control via a mouse or other input device.
Because this is such a fundamental task the Fitts’
Law Game System is built around cursor control on
a computer monitor. The player can select one of six
levels of difficulty. The lower the difficulty, the
larger the target area. The higher the level of
 Chapter 19: Wayne State University 287

difficulty, the smaller the target’s area. The system

always brings the cursor to a home position in the
lower right corner of the screen. A given target is
then randomly presented on the screen. The player
must move the cursor into the target area and click
the mouse, or perform an equivalent operation that
signifies a mouse click if using an alternative input
device.

There are six different target areas and 10 different

distances. For a given target, one of the distances (a
direct line from the home position to the target) is
randomly generated. A given distance falls along an
arc with the home position as the center of the arc.
The system generates a random position along the Figure 19.12. Reaction Time Versus Target Area.
arc. This scheme prohibits placement patterns yet
provides data for fixed target areas and specified
distances.

A player can specify the number of targets that will

be presented and can play the game six times per
setting, one game for each target size or level of
difficulty. The following data is automatically
collected: target area, distance moved, and
movement time (time from the appearance of the
target until the user clicks the mouse within the
target area). When the player is done, the system
provides an option to see a plot of the results which
can be displayed in one of the following ways:
movement time versus target area (with distance as Figure 19.13. Movement Time Versus Distance.
a parameter) or movement time versus distance
(with target area as a parameter), as illustrated in
Figures 19.12 and 19.13.
experimenter identifies the subject via a code. The
The system is designed as a game, but can be experimenter selects the difficulty level and number
configured to formally gather performance data. In of targets to be presented. Data are automatically
the experimental (data collection) mode the collected and saved into a subject data file.
288 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

MULTIMEDIA ASSESSMENT TOOL FOR

CHILDREN WITH DISABILITIES
Designers: Muralikumar Krishnamurthi and Kalpana Muralikumar
Client Coordinators: Patricia Nizio, Detroit Institute for Children
Supervisor: Dr. Robert Erlandson
Department of Electrical and Computer Engineering
Wayne State University, Detroit, MI 48202

INTRODUCTION of logical connectives such as “AND.” For example,

A client agency provides specialized medical,
dental, and rehabilitative care high-tech adaptive
equipment for children. Therapists and teachers
there have difficulty assessing the language and
mathematics competencies of children with multiple
disabilities because standardized assessment tests
typically require generalizing of skills beyond the
scope of the assessment tests, generalizing from
concrete examples to abstracted drawings,
verbalizing answers, and pointing to respond. Such
requirements are beyond the physical and motor
capacities of many. Therefore, this multi-purpose,
multimedia-based computer system for early
language and mathematics knowledge and skills has
been designed to allow staff to evaluate such skills
in this population.
Field testing of an earlier version of this program
established the efficacy of the concept, but
highlighted several areas for improvement and
prompted the staff to request additional functions.
Inclusion of the new functions resulted in a
complete redesign of the original program. The
program looks and feels like the original but
includes the requested performance enhancements
and functional additions.
SUMMARY OF IMPACT
The children using the Multimedia Assessment Tool
(MAT) are primarily between the ages of five and 15
years and have severely limited physical
capabilities, most due to cerebral palsy. Most of
these students cannot sit independently, walk, or
use their hands to communicate. They can, however,
use 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. A second task has
been added to this version of the program. It
involves short term memory and an understanding
a child might be asked to select a cow and a horse
and a bird. These activities allow staff to determine
each child's level of receptive language development
and provide the children with the opportunity to
demonstrate their capabilities given the appropriate
forms of assistive technology. MAT also allows the
children to practice the motor skills associated with
listening, watching, and maintaining attention, all of
which are necessary for operating computers and
improving communication skills.
The original field testing was so successful that the
agency will be adding these activities to their
collection of assessments and a record of client
performance will be included in the client’s
treatment files. Based on field testing, a new report
generating system was designed and developed.
This activity was completed as a second project for
the same design group.
TECHNICAL DESCRIPTION
MAT offers two types of task activities, each
addressing different language and cognitive
processing skills. In one case the child is simply
asked to pick an object or an animal from the
pictures presented on the monitor. In the second
group of tasks the child is asked to make selections
based on increasing memory demands and logical
connections. The task implemented in the current
version of the program uses an “AND” connective.
For example, the system asks the child to pick the
square and the circle, or perhaps the cow and the
bird and the lion. The program supports up to six
pictures on the screen and five connectives. The new
design allows the simple addition of additional
tasks. In addition to “AND,” therapists want to use
the “OR” connective and combinations of
connectives.
MAT can be run in two different modes: learning
mode and assessment mode. In the learning mode,
 Chapter 19: Wayne State University 289

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 rm by MAT’s
multi-functional report generator.

The example depicted in Figure 19.14 may be used

for two different activities. In both cases the
program displays four different animals from which
the child will be required to make a selection. In one
activity the child receives a verbal prompt to select Figure 19.14. MAT 3.0 Selection Screen.
one particular animal from the set. For the second
activity the child is asked to select two or more
specific animals. For example, select the horse and
elephant, or select the cat and the horse and the
elephant.

Since many of the children cannot use a mouse, the

program supports a visual scanning mechanism for
switch users. The child makes a selection with a
single switch or a mouse when a choice is
highlighted. In the learning mode, if a selection is
correct, the program will move to the next exercise.
If the choice is incorrect, the same exercise will be
repeated. In the assessment mode, the program
simply moves on to the next exercise and records the
child’s responses. In all activities, verbal prompting
is provided to maintain the child's attention and to
guide the child through each exercise.

The number of pictures displayed in the program

depends on the level of difficulty specified by the
staff. As the level 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 (see Figure 19.15). 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.
In addition to the report generator, MAT maintains
a database of student and staff information. This
offers controlled access to student information,
which is available via password only to staff
members assigned to that student. While preparing
Figure 19.15. Session Settings Screen for Setup of
Individual Student Settings.
MAT sessions for their assigned students, staff may
record new audio prompts, play or overwrite
existing audio prompts, or preview the images
associated with each audio file before starting a
session.
MAT is implemented in Visual Basic 5.0. To function
optimally, MAT requires a Pentium-grade CPU with
Windows 95, 98, 2000 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 is necessary.
290 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 20
WRIGHT STATE UNIVERSITY
College of Engineering and Computer Science
Department of Biomedical and Human Factors Engineering
Dayton, Ohio 45435-0001

Principal Investigators:
Chandler A. Phillips (937) 775-5044
chandler.phillips@wright.edu

David B. Reynolds (937) 775-5045

Richard J. Koubek (937) 775-5044

291
292 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

INTERVIEWING TABLE AND CHAIR TO

ACCOMMODATE AN INDIVIDUAL WITH
DWARFISM
Designers: Bret E. Hartzell, Robert D. Hoskins, Bethany R. Wilson
Client Coordinator: Ms. Julie Williams (Wright State University)
Supervising Professor: Dr. Blair Rowley
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
An interviewing table and chair to accommodate an
individual with dwarfism was designed to be used
by the client who was born with diastrophic
dysplasia (DTD). DTD is a well-characterized,
recessively inherited form of osteochondrodysplasia,
which is a family of genetic diseases affecting the
skeletal system. Some of the more common
orthopedic characteristic anomalies of DTD are a
shortened, disproportionate stature, or dwarfism,
and a progressive curvature of the spine (scoliosis).
Most individuals with DTD also have short, broad
fingers with the presence of symphalangism, which
is when the small bones in the hand fuse together at
the interphalangeal joints causing reduced Figure 20.1. Client Using Interviewing Table and Chair.
functional grip and limited hand motion. The bones
of the pelvis and tailbone are also deformed as well
client, and most of the desired modifications of the
as the head of the humerous and femur, causing the
design team. The desk is scaled to the proportions of
joints in these locations to become easily dislocated.
the client’s office, which was small. It contains
All of the aforementioned problems combine to additional retractable work surfaces. The desktop is
create accessibility and range of motion issues for larger than the previous desktop, so that the client
the client. With this in mind the design focus is may display all test materials for the student she is
based on accommodating the client’s stature and testing. To accommodate students with disabilities,
range of motion as well as her specific occupational the desk is wheelchair accessible (with no
duties. Because the client holds a position where she baseboards to prevent a student in a wheelchair
is required to administer both oral and written from sitting closer to the desk and client). Also, the
examinations to students in an interview setting, the desk is portable and easily moved from place to
design also accommodates the students whom she place.
may be testing, many of whom are individuals with
The specifications for the chair focus on modifying
wheelchairs.
the seat, back, and armrests to fit the client's
The client’s previous workstation consisted of a proportions. It can raise and lower automatically
modified general-purpose computer desk and chair from an accessible seating height for the client to a
set that supplemented some of her disabilities. height where her elbows can rest comfortably on the
Based on the client’s implied and expressed needs, a desktop. The chair swivels so that the client does not
list of specifications for the design and modification have to get out of her seat each time she needs to
of the desk and chair was produced. The final obtain items to the side or behind her. The chair also
products meet all of the requirements given by the has an integrated, retractable footrest so the client
 Chapter 20: Wright State University 293

has a place to put her feet when the chair is in the wear of the bearings resulting from increased
raised position. Like the desk, the chair is also friction
portable.

SUMMARY OF IMPACT
The client is very pleased with the final products.
They improve her efficiency at work, and thus
improve her quality of life. The modifications also
improve the accessibility of students in wheelchairs
to the work surfaces of the desk.

TECHNICAL DESCRIPTION
The chair is a modified office chair. It employs a
lifting mechanism that uses a linear actuator to
move the chair up and down. Slide rails sustain the
non-vertical loads applied so that strictly vertical
loads are applied to the actuator. A turntable Figure 20.2. Turntable Bearing
bearing allows the chair to swivel. A rocker switch is
toggled to move the unit up and down. A bar on the
right side of the chair enables the client to move the
footrest. The lifting component of the chair design is
evaluated for its ability to prevent failure. The safety
factor is determined by dividing the load capacity of
the lifting system by the actual applied load. The
load capacity is 500 lbs. The actual load applied
encompasses both the portion of the chair's weight
supported by the actuator as well as the client's
weight. The combination of these two yields a 110
lbs applied load. Thus, the safety factor for this chair
is approximately 4.5. This value significantly
ensures that the lifting system will not fail under the
conditions for which it was designed.

Several safety measures are incorporated into the

chair design to prevent injury to the client or others.
All electrical components are enclosed and insulated
to prohibit contact to the client. In addition, a three
amp circuit breaker was incorporated into the
central electric box. When blown, this breaker can be
easily reset by pressing the button on top of the box.
The other means of regulating the current was done
with a Ground Fault Circuit Interrupt (GFCI). The
GFCI will cut off the power supply when it detects a
4-6mA difference between the switch and outlet. The
activation of this process occurs within 25ms of
current drop detection. Another safety feature is the Figure 20.3. Actuator and Slide Rails.
use of bellows to cover the slide rails. These bellows In consideration of the forces that would be applied
prevent injury to the client or those around her to the chair, components were carefully chosen to
while the chair is in motion. The bellows also reduce sustain these loads. These components include the
the maintenance of the slide rails. By covering the linear actuator, slide rails, and turntable bearing.
rails, protection against foreign particle The linear actuator has a lift capacity of 500 lbs. The
accumulation occurs. This in return reduces the applied load to this device is only 110 lbs. The slide
rails have a load capacity of 600 lbs. With a distance
294 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
of 18 inches between its two central points of
attachment, the rails can therefore sustain a moment
of 1220 N-m. The turntable bearing has a load
capacity of 750 lbs. The manufacturer recommends
that this load be distributed within a diameter of 35
inches. The chair design does so in a diameter of 24
inches. The chair's range of motion is 11 inches. At
its lowest point, the top of the seat cushion is at a
height of 11 inches as well. When raised to its
maximum height, the chair enables the client to
work at desktop heights up to 30 inches. The
transition time between these two heights is
approximately 10 seconds.
The footrest of the chair is designed to be retractable.
This is controlled by the user with an accessible level
on her right hand side. These components, along
Figure 20.4. Chair Lowered (Left) and Raised (Right).
with such features as a tension control knob, seat
depth adjustment, lower lumbar support, and
swivel function, combine to generate a final product
that surpasses the client's requests.
The desk is constructed primarily of particle board
wood, finished with mahogany sheet laminate. The
desktop is steel-cased, with steel case end panels.
The desk has two slide-out work surfaces, which use
variable drawer slide rails. The collapsible leaf is
attached to the unit using folding leaf hinges, and a
locking mechanism to keep the leaf in place when it
is in the up position. The entire unit is proportioned
to meet the client’s physical requirements and the
size of her office.
The combined cost of the desk and chair is $1218.
 Chapter 20: Wright State University 295

Figure 20.5. Desk from Behind (Left) and Above (Right).

296 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

SENSORY FEEDBACK STIMULUS RESPONSE

BOARD AND VIBRATION BOARD
Designers: Parul Kapur, Erin Bartling, Fred McDougle
Client Coordinators: Occupational Therapy Department (Gorman Elementary School)
Supervising Professor: Dr. Blair Rowley
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The Sensory Feedback Stimulus Response Board and
Vibration Board were developed to provide sensory
feedback for students with multiple disabilities who
exhibit the cognitive ability of children three to six
months old. This design provides tactile, auditory,
vibratory, visual, and olfactory sensory stimulation.
Wheels and straps have been added to make both
units easy to roll and comfortable to handle.

SUMMARY OF IMPACT
The products were reviewed by six students. They
students exhibit excitement when interacting with
both units. In general, the occupational therapists
are also pleased with the final design. The
therapists, however, gave the following
Figure 20.6. Student Using Vibratory Board.
recommendations: the sensory board should have
bigger or brighter lights, and the weight of both the
sensory and vibration board should be lessened, as
they are heavy and hard to roll.

TECHNICAL DESCRIPTION
The vibratory board is constructed of plywood, and
is stained with two coats of Minwax Wood Finish
and Minwax Fast Drying Polyurethane. The two
vinyl-covered areas allow the child to lie
comfortably on the unit. The smaller area is
designed as a pillow. The larger area provides the
vibration stimulus with two 12-volt unbalanced
vibration motors spaced equally apart, two layers of Figure 20.7. Student Using Sensory Board.
foam on top and under the motors, plywood on the
bottom, and foam stuffing on the top. The motors A mechanical shut-off spring timer is included
are glued to the foam. Vinyl is wrapped around the because it is efficient for the occupational therapists
areas and stapled to the bottom of the plywood. The to use. The timer includes a knob, time dial plate,
pillow is made the same way, excluding the motors. timing region, and a standard junction box. The
Two supports (2' L* 2' W) are situated under the motors vibrate when the timer is set from 1 to 15
plywood piece of the pillow and four under the minutes. Only the larger vinyl covered area will
vibration area. To protect the child from edges and provide vibration. Once the timer reaches zero
hardness of wood, foam pad vinyl covering can be minutes, the vibrations cease. The timer can be
attached via Velcro and can be detached if needed. heard so that the therapists know when the unit is
 Chapter 20: Wright State University 297

on. The power supply used in this device is a 120- constrains the aroma source to ensure that the aroma
volt AC to DC converter, which can handle from 800 can be detected only when the button is pressed.
to 1500 milli-Ampere. Other features include a
handle and 4 wheels for moving the board. The combined cost of both units is $643.

There are three buttons on the sensory board that

feature tactile, auditory, visual, and olfactory
stimuli. The auditory and visual button produces a
classic door chime sound and sequences five red
lights until released. The door chimes are produced
from a CMOS LSI sound chip situated inside the
circuitry. Two RC networks modulate the sound.
The sound chip operates on 5 volts, pulling 2 uA of
current. An 8-Ohm 1-watt speaker is located on the
right edge of the sensory board so that the sound
can be heard. The tactile and visual button becomes
cold to the touch when pressed, and the five red
lights located above the button sequence. In the
middle of the button is a thermoelectric cooler, or
TEC, which works on the Peltier Effect, based on the
fact that when a DC current is applied to two Figure 20.8. Vibration Board.
dissimilar metals, one side will heat up while the
other cools off. The TEC’s outside plate is lined with
a thin piece of aluminum foil, which is the button
interface the child presses. With this design, the heat
transfer is at a maximal rate.

Attached to the TEC are a heat sink compound and a HOSE

12-volt DC fan. The TEC takes a few seconds to
return to ambient temperature. If the button is
pressed repeatedly, there will not be a noticeable
temperature difference. A 10-second time out is
included in the circuitry, ensuring that the TEC
shuts off if the button if pressed more than once in BUTTON
10 seconds. This prevents overheating of the TEC FAN
and endangering of the child.

The olfactory button produces a strong aroma when

pressed. Holes are located on top of the button to GLADE PLUG-IN
allow the aroma to escape into the atmosphere. A
24-volt DC fan is placed in a circular (outside Figure 20.9. Internal System of Olfactory Button.
diameter as 4" and inside diameter as 3.7") PVC
plumbing pipe. When the button is pressed, the
aroma is pulled by the fan through a ducting system
into a vacuum fan hose that surrounds the holes and
thus spreads the aroma. A variety of aroma sources
may be used. A Glade Plug-In cartridge is
recommended. The aroma source can be easily
replaced via a door that opens and closes. The door
is attached by hinges and is located on the back of
the sensory board. There is ample space in the pipe
to place various types of aroma source. This casing
298 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

12V
+V

5V
+V

S
D Q
CP QN
R

555 1.4M
Gnd Vcc
Trg Dis
Out Thr
Rst Ctl 14.4k

.1uF
.1uF

4017
Q5-9
Q9
Q8
Q7
Q6
555 Q5
Gnd Vcc 130k CP1 Q4
Trg Dis CP0 Q3
Out Thr Q2
Rst Ctl MR Q1
500k Q0

.1uF
.1uF 3.9k

1k

Figure 20.10. Wiring diagram for Tactile/Visual button.

 Chapter 20: Wright State University 299

4017
Q5-9
Q9
Q8
Q7
Q6
555 Q5
Gnd Vcc 130k CP1 Q4
Trg Dis CP0 Q3
Out Thr Q2
Rst Ctl MR Q1
500k Q0

.1uF
.1uF 3.9k

1k

Figure 20.11. Wiring Diagram for Auditory/Visual button

300 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

RAISING AND LOWERING MAT BOARD

Designers: Timothy Webb and Anthony White
Client Coordinator: Mr. Jack Whitson (Gorman Elementary School)
Supervising Professor: Dr. David Reynolds
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION part of the new unit, consists of a metal base that

The Raising and Lower Mat Board is designed to be
used as a changing table in a school restroom. The
board is a modified hospital board that contains a
hydraulic lift system. The Mat Board has a height
range of 8 inches, and is foot-operated. Extra struts
and the pre-existing metal frame provide ample
support and prevent tipping. The Mat Board is
designed to reduce health risks to the caregivers.
The board is adjustable to reduce strain on the
caregiver’s back and to accommodate various
wheelchair heights. The foot-operated system allows
the caregiver full use of both arms in helping the
student. The unit is mechanically operated because
an electric unit poses too great a risk for electrical
shock due to the unit’s use in the restroom.
The Mat Board replaces the existing changing table.
The previous apparatus was an old hospital bed for
which the hand lift mechanism had been disabled.
The mattress was replaced by a piece of plywood
and the turning arm that raises and lowers the bed
had been removed. The main problem with this unit
was the low height of the bed, and the lack of
adjustability to accommodate various situations.
SUMMARY OF IMPACT
The Mat Board performs its expected functions well.
Test subjects, ranging in weight from 120 pounds up
to 200 pounds, are able to use the board without a
problem. It is noted that the board will not lower if
the person being changed is not at the center of the
board. Caregivers express satisfaction with the
improved model, and indicate that the new unit
helps to relieve some of the problems that occurred
with the old unit.
TECHNICAL DESCRIPTION
A hospital bed is used for the base material of the
design. The bed measures six feet by three feet. It is
made of a heavy wood and has several metal
supports underneath. A barber chair lift, the other
encases the hydraulic cylinder. The lifting rod is
approximately one inch in diameter. The chair also
has a metal plate to help support the base. This plate
was machined at an angle to help with the seating of
a chair, so it was necessary to have the plate
reworked. A metal piece was welded to the pre-
existing plate to level it. The rod and plate were
attached directly in the center of the bed. Two
support struts were added to help dampen any
forces applied away from the center of the bed, and
to help avoid tipping. The foot pedal is located in
the center of the bed on one of the sides. To raise the
bed up, the operator pumps the pedal until it
reaches its maximum height (8 inches above the
lowest setting). To lower the bed, the pedal is
depressed fully, allowing the weight of the person
on the bed to lower it back down. It is very
important to load the children on the bed as close to
the center as possible, because forces applied away
from the center could eventually lead to the rod
being damaged by being bent
The main engineering problem associated with the
design of the board was the moment applied to the
rod if a force was applied away from it, such as on
the edge of the board. This moment could cause the
board to tip over or the rod to bend, which would
prevent it from raising and lowering. Pre-existing
metal supports under the board, which help
distribute the force applied to the board over a
greater area, helped to distribute the forces that were
causing the damaging moment. Two struts are also
added to the design to help dampen these damaging
forces before they cause a problem. These
modifications allow for the child to be moved from a
position that may damage the board to a more
centrally located spot. Several weights were also
installed to help prevent tipping of the board.
The total cost of the Raising and Lower Mat Board is
$752.
 Chapter 20: Wright State University 301

Figure 20.12. Student and Caregiver Using the Mat Board.

302 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

HAND TOOL SYSTEM FOR TYING CARDBOARD

BALES
Designers: Susan Ellison, Kelly Kidd, and Jeffrey Ratliff
Supervising Professor: Dr. J. Galllimore
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The Hand Tool System for Tying Cardboard Bales is
a specialized drill bit that is used to twist the ends of
the baling wire together. The bit attaches to a
cordless power hand drill.
The new hand tool system eliminates the
shortcomings of the original hand method by
continuously twisting the wires until they are
secure. The hand tool system helps to eliminate the
need for strong upper body strength, so it is
operable by workers with disabilities.
SUMMARY OF IMPACT
The Hand Tool System improves the process of
tying cardboard bales together. It securely ties the
wires, requires minimal upper body strength to
operate, and is safe to use. Results of a questionnaire
for users that have tried the system indicate that
they consider the system safe and easy to operate,
and that it accomplishes the task of securely tying
the baling wires. However, the system is not as
efficient as originally envisioned in the design
stages. Overall, the system is useful, but it may be
improved.
TECHNICAL DESCRIPTION
The drill bit is constructed of a block of aluminum, a
bolt, two washers, and a nut. The aluminum block
has dimensions of 15mm x 35mm x 15mm. There are
three holes in the block: one hole for the shaft of the
bolt and two holes that will hold the ends of the
baling wires when using the bit. The holes for the
baling wires are 2mm in diameter and spaced 25mm
apart. The shaft of the bolt is 15mm long, and 5mm
wide. The hole for the bolt is seated off-center
between the two holes for the baling wires.
Two drills that are favored for use with the drill bit
are the Makita 18-V cordless driver-drill kit and the
Panasonic Predator cordless drill. These drills are
ideal for use with the drill bit because both drills are
lightweight, have adjustable torque and speed
settings, are well-balanced in the hand, and have
powerful, quick-charging batteries. The Makita
model features a high-performance Makita motor
and a powerful 18-V battery with 25% longer run-
time than competitive brands. The total controlled
trigger enables precise variable speed control.
Model 6343DWAE is well balanced for easy
handling. The two-speed (0-450 rpm or 0-1400 rpm)
gear selection slide switch is conventionally located
on the top, and the forward/reverse button can be
operated from both sides of the tool. Other features
include industrial metal gear housing, 18 torque
settings, and an industrial ½” keyless chuck. The
5.5-pound drill is 10.125” long.
The total cost of the system using this drill is $416.
The Panasonic Predator compact drill and driver kit
features a high torque of 174 inch pounds,
maximum torque at all speeds and variable speed
control. This reversible tool has a 22-stage clutch, a
3/8” heavy-duty keyless chuck, an electric break,
and a two-speed gearbox. Speed at no load is 180-
1300/50-350 rpm. Clutch torque is approximately
4.3-39 inch pounds (1.7 inch pound per stage for 21
stages). Battery charging time is 20 minutes. The
Predator is 8.7” x 8.5” x 2.3”, and weighs 3.8 pounds
including batteries.
The total cost of the system using this drill is $482.
 Chapter 20: Wright State University 303

Figure 20.13. Top: Left and Side Views of Drill Bit; Bottom: Left and Side Views of Drill.
304 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

WHEELCHAIR ACTIVATED GAME WITH LIGHTS

AND SOUND
Designers: Philip Marascalco, Christopher Savage, and Jayson Zadzilka
Client Coordinator: Ms. Patty Taggert (United Rehabilitation Services)
Supervising Professor: Dr. Chandler Phillips
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The Wheelchair Activated Game with Lights and
Sound helps teach individuals with disabilities such
concepts as cause and effect, following directions,
coordination, identification of symbols, and
meanings of words. The device incorporates the use
of six sensor pads linked to a central processing
station that allows the user to select specific target
pads. A number, object, or color that is placed
within it can identify the target pads. The user must
be able to reach the specified target and, upon
completion, that person receives a reward of sound
and lights.

SUMMARY OF IMPACT Figure 20.14. Student using the Wheelchair

The Wheelchair Activated Game with Lights and
Sound exhibits a wide range of uses. The device can
be operated by both the individual and/or the
therapist. The individual can use this device to
improve wheelchair maneuverability skills by
striving to reach the target platform. A child can use
the device as a game. A therapist can use the device
as a teaching aid by placing objects on the platform
and having the individual locate and activate the
correct platform based on a set of clues or a given
number. This allows the therapist to teach
fundamentals such as numbers, shapes and colors.
The wireless platforms are durable, portable, and
easy to store. Durability is achieved by constructing
the platforms of strong yet light materials. The
device is fun and useful for everyone involved.
TECHNICAL DESCRIPTION
The design incorporates two main pieces of
equipment. There are the six target pads and one
console. The console is placed on a surface close to
the operator and the target pads are laid on the floor
in any desired pattern. The pads are stand-alone (no
external wire connections). The center of each pad
has a 30”' x 30” recessed area. A clear vinyl chair
Activated Game.
mat protects this area. Under the vinyl sheets are
identifiers ranging from numbers to pictures of
animals. This allows the device to be used as a
teaching tool. The sides of the platforms are cut at
16.5-degree angles to allow a wheelchair to roll up
onto the vinyl surface, which activates the
transmitter. When the user rolls onto the correct
pad, the console gives a reward in the form of a
yellow strobe light and selected sounds from a
cassette player. A switch is placed inline with the
strobe light to enable the light to be turned on and
off as desired.
Located directly in the center of the faceplate of the
main control console is the segment LED display.
The purpose of this display is to indicate which
target pad has been selected. The rotary switch is
located in the upper right-hand comer of the
faceplate and is used to select the target pad. The
"GO" button is in the upper left-hand comer. Once
the correct target pad has been selected using the
rotary switch, the "GO" button can be pushed to
begin the game. The speakers are located in both the
lower right and left-hand comers of the faceplate.

These are used to output the reward of sound when
the correct target pad has been reached.
The outer casing of the main console has a power
indicator light located on the top left corner. The
strobe light (reward of lights) and switch for the
strobe are located on the top center of the casing,
and the audio device is located on the right-hand
side of the rear casing. The power indicator light
should always be on if the main control console is
being supplied power via the 12-volt adapter. Also
located on the rear of the case is a power jack where
the 12-volt adapter is connected to the console. An
audio signal plug where the audio device is
connected to the console is in the rear, along with an
audio power plug that supplies power to the audio
device, and a jack for the "GO" button extension.
Located on the right-hand side of the outer casing
are the audio controls for power, volume, and tone.
Housed inside of the main control console are five
circuit boards: the audio control circuit board, the
receiver, the BSII microprocessor, the display driver,
and the central I/O board. The audio control circuit
board contains the controls for speaker volume,
tone, and power and the amplifier to boost the audio
signal. This circuit board was manufactured by
Kinyo®, and was included with the speaker
package.
The microprocessor-encoded receiver detects the
signal coming from the transmitters located within
the correct target pads. It then relays signal
procurement to the microprocessor via a NPN
transistor. The BSII microprocessor is the brains of
the system. It encodes the receiver and display,
receives inputs from the receiver, rotary switch, and
"GO" button, and outputs to the strobe and audio
Figure 20.15. Main Control Console.
Chapter 20: Wright State University 305
relays. The BSII has 16 I/O pins: five are used as
outputs and six are used as inputs.
The central I/O board routes all of the inputs and
outputs to the microprocessor. It also provides
power input for all circuitry. The two voltage
regulators (5V and 12V) are located on the top of the
board. The power comes into these regulators from
the 120VAC/12VDC transformer. The 12V regulator
feeds current to the 7-segment display and the 5V
regulator provides current to the Basic Stamp II, the
relay board (through two voltage reducing diodes),
the rotary switch, "GO" button, and the strobe light
relay. There is also an unregulated 12V going to the
strobe light, speakers, and tape player relay.
The rotary switch and the “GO” button work on the
principle that the Stamp II normally reads a high
(5V). When the rotary switch is changed or the "GO"
button is pressed, then the Stamp II pins read a low
(~0V). This is accomplished by shorting the pin-
connected side of the switch to ground, thus
yielding a low. The "GO" button reads 1 pin (pin0),
and the rotary switch reads 4 pins (pins8-11). The
Stamp II then encodes the 4028 and the 4051 through
pins 4-6, which enables the 7-segment display and
the receiver. It then waits for the receiver to signal
receipt of transmission from the target pads. The
Stamp II reads this through pin 15 via a 2N2222
transistor. Next, the Stamp II triggers the strobe light
and the audio source via 2N222 transistors coupled
to relays. All connections are made through SIP
connectors to facilitate easy dismantling of the main
control console.
The total cost of the Wheelchair Activated Game
with Lights and Sound is $1204.
Figure 20.16.Top View of One Target Pad
306 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

HANDS-FREE COMPUTER INTERFACE SYSTEM

Designers: Mohammed Asfour and Michael Ingram
Client Coordinators: Outpatient Services (United Cerebral Palsy)
Supervising Professor: Dr. Ping He
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The Hands-Free Computer Interface System
addresses the problem of computer input for
individuals with upper extremity disabilities. The
design utilizes head motion to replace hand-
operated mouse input.

SUMMARY OF IMPACT
The system proved very reliable, and provides an
alternate form of clicking in case of muscle fatigue.
The user simply touches anywhere on the screen,
and the electrons being projected onto the screen
complete a circuit since the user shares a common
ground with the computer. The high amplification
of the head signal processor (HSP) (50,000) increases
this signal sufficiently to actuate a click. The rise Figure 20.17. User with the Hands-Free Computer
time is less than 10 ms since the timer has a period of Interface System.
10 ms and actuations faster than this were observed
when the system was crashing. The final signal
amplitude was within 5% of the projected amplitude tilt are greater than 5 degrees to avoid normal
(5 V). The signal to noise ratio (SNR) is 25. The EMG unintentional head motion. The switches are
signal is filtered by ECG components in the same adjustable in their position for this purpose. The
band by amplitude. The SNR is low due to the low circuit is designed so that the signal to move is
amplitude of the original signal (0.1 mV). There is no continuous as long as the head is titled and the
command overlap between antagonistic motion pointer maintains its position when the head is
signals, which is an improvement over Mindtel's returned upright.
own tilt switch, which has a high steady state error
The signals are sent to the computer via the RS232
due to constant opposing signals.
serial communication COM. This is accomplished by
All design requirements were met; however, it is the use of the TNG3B interface box, built by Mindtel,
preferable that the entire system be wireless. User that digitizes the signals. The signal from the TNG3B
feedback included the statement that "The head is then exploited within the computer using an
band was nice and not intrusive." object-oriented programming environment called
Neattools developed by The Center for Really Neat
TECHNICAL DESCRIPTION Research (CRNR). Clicking is accomplished by
sensing EMG voltage from the frontalis muscle
The motion apparatus receives only mechanical
using a Cyberlink headband. This signal is
input from head tilt, and is therefore independent of
processed using circuitry, and then applied in a
the monitor or any other external motion detection
driver program written in Neattools. The EMG
system. The head position is sensed by mercury
signal is one that is not commonly occurring
switches attached around the head. The switches
unintentionally, such as eyelid blinking or yawning.
sense rotation about the y-axis up and down (pitch)
A modified Cyberlink headband containing dry
and tilt about the x-axis left and right. The angles of
 Chapter 20: Wright State University 307

electrodes in the desired arrangement is the base for
the design. Attached by Velcro to the headband are
four mercury tilt switches with adjustable tilt angles
to move the mouse pointer on the screen. All the
data are sent through a 15-pin din cable to the head
signal processor (HSP). To move the mouse pointer,
head tilt in four directions is sensed by the mercury
switches mounted on the head. +5 volts are fed to
the switch from the computer. The switches are
normally open. As the head is titled, the switches
close, returning a voltage across a resistor, thus
producing a digital high signal. This digital high
signal opens a gate and allows a pulse train from a
timer to go to a one-pixel per pulse mouse
controller. Opposing switches (e.g. left and right) do
the same with the addition of multiplying the
number of pulses by –1.
Clicking is accomplished by sensing the contraction
of the occipito-frontalis muscle using 3 dry
permanent surface electrodes mounted to the part of
the band that contacts the forehead. Since different
individuals have different amplitudes of their
occipito-frontalis EMG signal, there is a need for a
self-adjusting gain. This was accomplished via a
control feedback loop. The resulting signal is then
processed using an instrumentation amplifier to
remove common-mode noise such as 60 Hz ambient
power-line capacitance. The signal is then further
processed using a second-order active band pass
filter to remove all unwanted signals. Once the EMG
band is captured, the negative nature of the signal
requires it to be rectified. The processed signal is
amplified to obtain the ideal voltage for NeatTools
to utilize (2 - 5 volts). This signal is then fed into the
TNG3B to be digitized for the RS232 serial
connection. Once the signal reaches the software,
and EMG contraction is pseudo-integrated, and a
combination of high amplitude and contraction time
produces a click.
Due to the fact that the user shares the same ground
with the computer, and the amplifier feeding the
signal from the user into the computer has a gain of
50,000, the electrons being projected onto the
computer screen can create a current back into the
computer sufficient to create a click simply by
touching the screen. This can serve as an alternate
clicking method since many people with
quadriplegia have some arm motion. It is completely
safe since the current is insufficient to cause a micro
or macro shock.
The total cost for the design is $470.

R9 6.3k

R8 47k V3 R11 1k
A3
A4 D1

R1 1 AD620AN UA741 R10 2k

black UA741 R12
A1 R6 3k 3k
V2 R7 3k
C3 C4
R2 1 R1 50 0.1uF 0.1uF
red
R4 47k R5 21.2k

V1
A2
R3 1 C1 C2
white 0.1uF 0.1uF R14 270k
UA741
A5
V5 input to
R2 R3 R13 2.7k
TNG3B
10.6k 10.6k UA741

Figure 20.18. Complete EMG Signal Processing Circuit.

308 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

ELECTRONIC BOARD GAME FOR CHILDREN

WITH LIMITED MOBILITY
Designers: Mohammad Almubaslat, Aaron Smith, Heather Steigerwald
Client Coordinator: Ms. Elaine Fouts (Gorman Elementary School)
Supervising Professor: Dr. Chandler Phillips
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The Electronic Board Game for Children with
Limited Mobility is designed as an electronic game
board with automatic functions for children with
limited mobility due to physical disabilities. Three
main functions of the game are automated. The
marker pieces, which originally need to be moved
by hand, are replaced by fixed LEDs that light in
sequence to simulate the moving piece. The
mechanical spinner of the board game, which
generates a random number from 1 through 6, was
automated so that it spins (using a DC motor) when
activated by the player switch. Special digital
circuits were incorporated to detect the number
given by the mechanical spinner after it stops.
Through this detection capability, the game "knows"
the number that the player obtains from the spinner
and limits the spaces the player can move on the
game board to the number he or she obtained. When
the player reaches the correct space, the game
switches automatically to the next player, and
continues until a player wins. All the functions of
the game are fully automated, and any role by the
player is limited to using a simple push button to
spin and move on the game board. The design is
based on the specifications given by the instructor, a
preschool teacher. The concept for the design was to
automate all functions of a normal board game so
that they can all be activated using a single switch
for the player.
SUMMARY OF IMPACT
The game benefits everyone in a class since all user
types can play it.
Although the button was designed for all
capabilities, minimal player arm and hand
movement manipulation are still required. Therefore
a player with no or extremely minimal arm or hand
Figure 20.19. Three Children Playing the Electronic
Board Game.
movement will not be able to play the game without
assistance.
TECHNICAL DESCRIPTION
A simple DC motor is used to rotate the pointer on
the spinner unit. Six IR emitter-detectors (IRED) are
used for detecting the position of the pointer after it
has stopped spinning. The IREDs are arranged in a
circular fashion 60° apart to allow the detection of
six positions. The advantage of using these IREDs is
that one of them can be made open (the current
pointer location) and the rest kept closed at any
given time. This is accomplished using a simple,
circular disk that attaches to the motor shaft and
rotates with it. From this disk, a 60° sector was cut
out to make the IRED that corresponds to the
location of this sector to become open. Subsequently,
the 6 IREDs were connected to a special circuit that
would convert the position of the pointer (i.e. the
IRED that is open) into a binary number suitable for
the microprocessor. Through this method, a
detection of the position of the mechanical spinner is
possible. The DC motor attached to the spinner
 Chapter 20: Wright State University 309

pointer is designed such that a pulse from the

microprocessor activates it. However, an optical
isolation between the microprocessor and the motor
is implemented to prevent any spikes from the
motor coil to be fed back to the microprocessor or to
affect its power source. Suitable transistors are used
to amplify the current to the motor after the optical
isolation. The spinner unit case is made of wood,
giving it a weight of 4 pounds. Figure 20.20. Game Board.
The game board unit consists of the game board
with its 135 fixed LEDs connected by a matrix of six
sequencers and 285 feet of wire wrap. The game
board case also houses the CMOS circuit controlling
the LEDs for each player. This circuit is designed
using six 10-output Johnson counters that can
operate the LEDs for the three players using pulses
from the microprocessor through 3 separate lines,
one for each player. This design is advantageous
because it makes the spinner and control unit
universal units; if a different game board (with
different spaces or different game) is designed
similarly in the future, the spinner and control unit
will easily operate it. The control unit consists of two
main circuits: the microprocessor board, a Basic
Stamp II, and the necessary hardware connections to
the pins (e.g., resistors and LEDs). The Figure 20.21. Spinner Case.
microprocessor was programmed using PBasic
programming language.
chosen so that the instructor can use her own mono
The connections necessary for operation include the jack buttons if she wishes.
power, the game board-to-spinner connection, the
connection between the two halves of the game A problem arose with storage of the game board.
board, and the players’ push button plugs. The Since the board has fixed LEDs, it could not be
power connection is a 9-volt AC-DC converter with folded for storage purposes. To solve this problem,
a maximum current of 800mA. This allows for motor the game board is divided into two halves, and then
activation, which requires a high current while special bases are carefully designed for each half so
spinning (only 1.5 seconds). that one of the halves stacks perfectly on the other
using grooves on the edges. The bases are large
The game board to spinner connector is an RS-232 enough to fit the circuitry underneath and permit
(9-pin) serial cable. This provides six different input stacking. Each game board half is 2 inches high. Due
and output communication lines between the to its larger size, the game board base weighs
microprocessor and the game board CMOS circuits. approximately 10 pounds. The cross sections of the
The connection between the game board halves is base differ for each board. This is due to the
done via a 50-pin IDE connector. This allows for the stacking. The top board has to allow room for the
42 wires (14 each player) to cross over into the next bottom board's LEDs.
half of the board. The final connections are the
players’ buttons. These are simple mono jacks that The total cost of the Electronic Board Game for
are labeled for each player. This type of plug was Children with Limited Mobility is $667.
310 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

VISUAL TRACKING DEVICE

Designers: Mercades Blue, Raymond Lacson, and Brooke McNally
Client Coordinator: Karla Reichart (Gorman Elementary School)
Supervising Professor: Dr. Thomas Hangartner
Department of Biomedical, Industrial and Human Factors Engineering
Wright State University
Dayton, OH 45435-0001

INTRODUCTION
The Visual Tracking Device is designed to help
children develop their visual focusing abilities and
their ocular muscle control. The focal point of the
device is a ball that rolls down a series of ramps,
creating a left-to-right motion. It is the left-to-right
motion of the ocular muscles that is needed as a
precursor to essential skills such as reading. Light
stimulus is incorporated into the design to hold the
users’ attention. The stimulus is triggered when the
ball rolls down the ramp over a reflective optical
sensor. The ball is then returned to the top ramp by
a fan-driven transport mechanism when the
operator touches a switch. The main users of the Figure 20.22. Visual Tracking Device.
Visual Tracking Device are children with low
cognitive skill levels (between two and three years). switch is used by the student or teacher to operate
It is hoped that some day these children may the transport system. The third switch allows for the
develop the capability to read. Autistic children also use of the lights. Having multiple switches allows
may benefit from using this device by increasing for more versatile use. The options are lights only,
their focusing abilities, by being motivated to relate air transport only, and transport/lights. A jack is
to their tangible surroundings. installed so that if the child pulls on the power cord
it will detach itself from the jack. This is to prevent
SUMMARY OF IMPACT the device from being pulled off the table, and thus
The design of the device satisfies the needs of the endangering users. Another safety feature is the
client. The users follow the progress of the ball bottom-heavy design. This helps provide stability
intently, and are pleased when the ball returns to the and makes it difficult to topple the unit.
top of the device via the air lift system. The principal
Figure 20.23 shows the main circuit diagram for the
of the client school suggested that the LEDs be of
light sensors. The oscillator serves to set the
larger size and greater quantity. She also suggested
frequency of the internal LED of the sensor. The set
that the device be made smaller. Still, the final size
frequency is 2000 Hz. The optical sensor sends out a
satisfied the specific needs of the user. The final
beam of light and the reflection of light (at that
product is reliable, entertaining, and guides ocular
particular frequency and wavelength) triggers the
muscle and attention exercises.
sensor. The yellow ball serves to reflect that light.
The high pass filter hinders frequencies less than
TECHNICAL DESCRIPTION 2000 Hz from sending their signal on to the next
The base of thee case is composed of basswood,
element. Having such a filter prevents unwanted
while the ramps and inside walls are composed of
light from triggering the LED at the end of the
balsa wood. The transport system is made of Shop-
circuit. The Full-Wave Bridge Rectifier causes the
Vac tubing and a fan with a motor from an ordinary
negative side of the sinusoidal AC signal to become
blow dryer. The device has three different switches.
positive. The 0.01uF capacitor serves as an
The first is a switch that the teacher/therapist uses
integrator. In this sense, it flattens out the AC signal
to turn on the lights. The red and yellow detachable
 Chapter 20: Wright State University 311

to look more like a DC signal. This DC-like signal is comes through it sets a high at the output leading to
needed to trigger the light. The comparator controls the LED at the end.
when the LED comes on. When an input voltage
The cost for the whole unit is $790.

Oscillator
1.5M 8V +V

100k

555
Gnd Vcc
Trg Dis
Out Thr
0.25nF Rst Ctl

Optical 12V 12V

Sensor +V +V
270 Full-Wave
Bridge Rectifier 12V
270k
+V
1nF
100k
0.01uF 1k LED
10k 1M
100k

High Pass Filter Comparator

Figure 20.23. Sensor Circuit Diagram.

312 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities
 CHAPTER 21
INDEX

, viii, 5, 12, 20, 58, 66, 67, 77, 80, 92, 96, 110, 124, 125, 148,
5 188, 220, 221, 222, 223, 224, 226, 228, 230, 232, 234, 235,
555, 68, 92, 118, 227, 228 236, 238, 240, 291
555 Timer, 68, 118, 227, 228 Control, 15, 20, 59, 64, 68, 69, 71, 80, 81, 83, 85, 90, 91, 98,
100, 101, 102, 109, 110, 120, 124, 128, 129, 130, 136, 137,
140, 148, 150, 171, 174, 175, 182, 184, 185, 214, 215, 216,
A 218, 220, 221, 224, 226, 228, 230, 231, 232, 233, 234, 235,
Alarm, 92, 118, 180 236, 237, 238, 240, 241
Amplifier, 15, 69, 71, 120, 180 Controller, 58, 91, 109, 110, 128, 129, 148, 149, 239
Antenna, 118, 142, 143, 222
Armrests, 58, 96, 98, 99 D
Arthritis, 160
Audio, 66, 67, 68, 69, 71, 74, 75, 124, 184, 185, 188, 214, 215, Database, 3, 12, 67
216 Deaf, 114, 180
Autistic, 222 Decoder, 226
Desk, 58, 59, 60, 61, 96, 188
Diode, 68, 92, 180, 181
B Door Opener, 172, 240
Backpack, 182 Driving, 144, 160
Battery, 59, 80, 81, 91, 92, 116, 122, 130, 140, 142, 145, 214, Drum Set, 100
215, 216, 222, 226, 233, 235, 238, 240
Bed, 108, 109 E
Belts, 98, 99, 104
Bicycle, 79, 162, 170, 171, 179 Encoder, 226
Blind, 1, 9, 77, 141, 160, 184 EPROM, 129
Board, 1, 2, 11, 19, 21, 22, 24, 25, 110, 120, 143, 218, 240
Brace, 65 F
Button, 55, 67, 76, 81, 91, 110, 111, 114, 122, 128, 129, 130,
140, 141, 142, 150, 214, 215, 216, 223, 224, 226, 236, 240 Feed, 184
Feedback, 3, 7, 10, 11, 14, 15, 66, 69, 81, 114, 116, 120, 166,
184, 221
C Fiberglass, 88, 89, 108, 109
CAD, 11 Foot, 64, 84, 85, 86, 100, 103, 104, 124, 175, 234
Calculator, 74, 75, 122
Camera, 124, 188, 214, 215, 216, 234, 236 G
Car, 91, 110, 111, 148, 149, 180
Cart, 66, 67, 151, 182, 234, 235 Gait Training, 82, 83
Cause-Effect, 3 Gear, 62, 140, 150, 151, 165, 174, 175, 235
Cerebral Palsy, 104, 220, 224, 226, 228 Glove, 232, 233
Chair, 54, 56, 58, 59, 60, 78, 88, 89, 96, 98, 99, 104, 136, 145,
158, 166, 174, 175, 186, 218, 236, 238
Chassis, 5
H
Child, 55, 70, 71, 99, 102, 103, 106, 110, 136, 137, 150, 162, Head Switch, 218
170, 171, 220, 222 Hysteresis, 68
Children, xi, 1, 55, 58, 68, 70, 98, 99, 102, 104, 106, 136, 142,
148, 150, 162, 170, 171
Clutch, 101 I
Communication, xi, 12, 13, 14, 15, 17, 19, 20, 68, 110, 221, 222, Incentive, 21, 136
226, 234, 235, 236 Infrared, 1, 80, 81, 92, 220, 221, 228, 235
Comparator, 68 Intercom, 124, 226, 227, 228
Inverter, 180

313
314 NSF 2000 Engineering Senior Design Projects to Aid Persons with Disabilities

K , viii, 2, 9, 10, 68, 82, 84, 85, 114, 116, 120

Relay, 71, 85, 128, 129, 143, 151, 215, 231, 237, 240
Keyboard, 17, 66, 67, 76, 77, 221, 224, 234, 236 Remote, 20, 90, 91, 110, 128, 129, 130, 145, 148, 149, 220, 221,
Knee, 84, 85, 102 222, 223, 224, 226, 228, 230, 231, 234, 235, 236, 237, 238,
239, 240
Remote Control, 90, 91, 128, 130, 148, 149, 220, 221, 224, 228,
L 230, 231, 234, 235, 236, 237, 238, 239, 240
Lazy Susan, 63, 137 RF, 124, 130, 142, 143, 221, 222, 228, 235
LCD, 70, 122, 214, 215
LED, 19, 69, 77, 81, 90, 92, 128, 129, 130, 140, 148, 215, 216, S
220, 226
Leg, 63, 64, 85, 102, 108, 109, 144, 145, 171 Saddle, 99
Safety Factor, 97, 106
Scanner, 11, 66, 67, 240, 241
M Scanning, 67
Magnet, 58, 60 Sensor, 80, 81, 92, 124, 185, 240
Microcontroller, 110, 111, 128, 129, 130, 218, 222, 231, 232, Ski, 144, 228
233, 235, 240, 241 Speech, viii, xi, 1, 11, 12, 23, 114, 116, 120, 181, 214, 222, 226,
Microphone, 69, 111, 114, 116, 120, 180, 181, 188, 214, 215, 233
216, 222, 223, 234 Springs, 59, 140
Microprocessor, 4, 11, 70, 71, 74, 75, 80, 81 Standing, 102, 124
Modulation, 58 Steering, 104, 148, 164, 165, 235
Motor, 15, 55, 58, 59, 61, 71, 81, 90, 91, 98, 109, 110, 136, 137, Support, xi, 1, 8, 9, 12, 13, 15, 20, 59, 76, 89, 96, 99, 102, 104,
148, 149, 150, 151, 160, 164, 174, 175, 177, 180, 181, 218, 106, 129, 137, 162, 166, 168, 169, 171, 175, 176, 177, 186,
226, 228, 230, 231, 232, 233, 235, 236, 237 218, 232
Mounting System, 66, 67 Swing, 58, 64, 150, 162
Mouse, 188, 221, 224, 234 Switch, 59, 69, 71, 81, 85, 120, 128, 129, 130, 136, 137, 142,
Multiple Sclerosis, 124, 158, 218 143, 145, 149, 151, 160, 174, 175, 180, 181, 185, 214, 215,
216, 218, 220, 223, 231, 236, 237, 240

O
T
Orthosis, 18
Oscillator, 92, 228 Table, 62, 63, 106, 129, 151
Telephone, 1, 12, 67, 124, 128
Thermometer, 129, 238
P Timer, 70, 71, 92, 140
Page Turner, 218 Toy, 55, 62, 70, 71, 110, 142, 148, 150
Paraplegic, 83 Toys, 62, 70, 142, 148
PC Board, 17 Train, 180, 214, 216, 235
Photography, 10 Trainer, 68
Plexiglas, 56, 63, 96, 97, 234 Transmission, 56, 74, 75, 130, 226, 235
Plywood, 106 Transmitter, 92, 110, 118, 124, 130, 142, 143, 215, 216, 220,
Polyethylene, 84, 144, 176 226, 235, 238
Posture, 96 Transportation, 64, 80, 144
Potentiometers, 82, 83, 148, 149, 215 Tray, 96, 106, 140, 141
Power Supply, 11, 84, 124, 180, 215, 216, 218, 222, 231, 232, Tricycle, 104
235, 240 Tub, 174, 175
Pulley, 79, 82, 83, 84, 136, 137
Puzzle, 158 V
PVC, 140, 150
Velcro, 62, 63, 102, 104, 144, 158, 171, 232, 235
Visual Impairment, 66, 74, 76, 122
R Voltage Regulator, 233
Radio, 142, 143, 181, 226, 235, 238
Radio Shack, 143, 181 W
RAM, 111, 129
Reading, 58, 66, 129, 158, 159, 176, 218 Walker, 176, 177
Receiver, 1, 15, 91, 92, 118, 124, 130, 142, 143, 214, 215, 216, Wheel, 55, 56, 78, 79, 88, 89, 90, 110, 111, 137, 145, 164, 179,
220, 221, 226, 231, 235, 238 235, 238
Recreation, 162 Wheelchair, 18, 56, 58, 59, 78, 80, 81, 88, 90, 96, 97, 102, 140,
Reed Relays, 228 141, 142, 144, 145, 148, 156, 157, 164, 165, 166, 172, 178,
Regulator, 82, 182, 240 179, 186, 220, 235, 238, 240