EGR101 – Introduction to Engineering Design
Syllabus, Section 05
(Robotics)
Winter 2006
Instructor:
KL-341F
Phone:
229-3178 (office)
Email:
rhardie@udayton.edu
Teaching Assistant:
Mr. Ashish
Godbole
KL-332
(229-4974) or KL-351C
Email:
godbolas@notes.udayton.edu
Course Description from
EGR 101. INTRODUCTION TO ENGINEERING DESIGN. A team taught integrated introduction to engineering design. Emphasizes problem-solving skills, team work, multi-disciplinary approaches to engineering projects and problems, experiential hands-on experience, and structural programming.
None – an introductory course for first-year engineering majors.
Required Texts and
References: The
instructor will provide handouts and assigned readings appropriate to the focus
of the section. Most of the course
material will be provided at the following website (bookmark it now!):
http://homepages.udayton.edu/~hardierc/EGR101/EGR101.htm
Information on
the First Year Experience can be found here:
http://quickplace.udayton.edu/fyesoe.
Class location and
hours:
-- KL 213, TTh 1:30 PM – 2:45
PM
-- Other locations and times
as announced by instructor as required.
-- Up to three evening
sessions will be scheduled for special topics.
Course Objectives: This is a hands-on, can-do course that helps students
learn by doing. Course objectives
include:
1.
Learning problem-solving skills and the design process; beginning with
requirements analysis, using an open-ended approach to concepts, deciding among
alternatives, and completing a sound conceptual design.
2.
Developing interpersonal skills in a major team project lasting most of
the semester.
3.
Learning basic concepts and tools of project management.
4.
Experiencing multi-disciplinary experimentation and engineering
analysis.
5.
Strengthening skills in technical communication, including oral and
visual presentation
skills, technical writing, and
collaborative methods for group decision.
6.
Understanding, and internalizing, ethical behavior for engineers.
7.
Appreciating, and designing for, professional public responsibility:
safety, environmental, etc.
8.
Participating in a real-world service learning project or
intercollegiate challenge
problem, with opportunities to
transform “can-do” spirit & teamwork into project success.
9.
Discovering the excitement of meeting engineering challenges, and the
camaraderie and
fun possible when engineers team to
overcome obstacles.
10. Fostering an innovative spirit and applying
innovative solutions to real-world problems.
Class Focus, Structure
& Policies:
- Focus: This course
teaches the engineering design process with a focus on real-world design
considerations through technical presentations, lab demonstrations, hands-on
team projects for robot design, a competition against other teams, and
engineering trials against standards set by the instructor.
- Structure: Each student will work on a design team
consisting of two or three students.
- Attendance: You are
required to attend all classes and other assigned meetings. If you cannot, due to illness or some other
valid reason, expected professional behavior is to email the instructor before
class. If you must unavoidably miss a
team meeting, you should email your team members and arrange to complete work
required to support them. Use the buddy
system for mutual support.
- Team Learning Projects:
Teams will be working with
the Lego RCX microprocessor based system to develop autonomous robotic vehicles
for two specific tasks.
- Grading:
--
Design project 1(team grade, 100 points): 20%
---Robot demonstration (50 points)
---Design report (50 points)
--
Final design project (team grade, 100 points):
50%
--- Robot demonstration (50 points)
--- Final report (45 points)
--- Gantt chart (5 points)
--
Individual effort and performance: 30%
---Peer
reviews (each student submits a confidential evaluation form assessing his/her
own performance & that of other team members)
---Class
attendance and participation
---Individual
class assignments
Formation of Teams:
Teams will be formed by
instructor.
In this course students will
demonstrate that they have, at the introductory level:
j. a knowledge of contemporary issues
k. an ability to use the techniques, skills,
and modern engineering tools necessary for engineering practice.
Russell C. Hardie, Ph.D.
David A. Herrelko, Ph.D.
1. Introduction to Lego Mindstorms
2.
3. Basic robot construction (Roverbot)
1. Loading & compiling
2.
3. Controlling motor outputs
4. Learning exercises
1. Lego technic construction
2. Drive train and steering
3. Motor torque vs. speed (pulse width modulation)
4. Gears, belts, gear ratios, types of gears, etc.
1. Design specifications
2. Demonstrations
3. Brief final report
Passive Sensors
1. Sensor input model and reading RAW sensor values on RCX
2. Simulated sensor using 50k potentiometer (voltage divider)
3. Ambient light sensor: CdS photoresistor
4. PSPICE simulation of voltage divider
5. Faster more consistent light sensor: Phototransistor
Active Sensors
1. Using an o-scope to see the light sensor signal (8V 3ms, 5V .1ms with no sensor).
2. Introduce analog input circuitry for new sensors (guarantees 0-5V to RCX)
3. PSPICE simulation of input circuitry
4. Construct and test input circuitry
5. Applying test voltage to get various RAW values
6. Construct and test sound sensor
a. View microphone signal on o-scope
b. Build Op-amp circuit
c. Interface with input circuitry
d. Simulate in PSPICE
7. Other sensors?
a. Differential light sensor
b. Tone decoder for remote control via audible tones (possibly using a phone)
c. Students can design their own sensor that produces a voltage 0V-5V or produces a variable resistance (or can select from information on the web).
Other Sensor
Concepts
1. Multiple sensors on a single input
2. Proximity detector
Using Motor Outputs
to Drive Other Loads
1. Relay
2. Transistor switch
1. Review problem specifications