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Dec09-11 Embedded Systems Design Though Curriculum

Dec09-11 Embedded Systems Design Though Curriculum. Jacqueline Bannister Luke Harvey Jacob Holen Jordan Petersen. Problem Statement.

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Dec09-11 Embedded Systems Design Though Curriculum

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  1. Dec09-11Embedded Systems Design Though Curriculum Jacqueline Bannister Luke Harvey Jacob Holen Jordan Petersen

  2. Problem Statement The Department of Computer Engineering has found that underclassman students are struggling to see the connection between concepts learned within the curriculum and real world applications. Additionally the curriculum of each course tends to be compartmentalized, therefore not providing a birds eye view of the entire field. This Computer Engineering field encompasses the areas of embedded systems, computer architecture and software systems. Additional Issues: • Little student involvement in clubs related to the program • Students quickly lose interest in the program because of the difficulty of the curriculum and lack of encountering real world applications or design experiences

  3. Need Statement Design an inquiry-based learning module that focuses on the use of course curriculum in the area of embedded systems for the Computer Engineering department. As outlined in the ADEPT proposal this program should: • Motivate students to learn new material • Provide alternate learning methodologies to address different learning styles • Increase the design experience in the computer engineering program • Motivate students to create a community of learners focused around problem solving

  4. System Design - Requirements • Projects must effectively integrate knowledge expected of students for that given year • The courses will define checkpoints and milestones for students while still allowing for a design experience • The proposed modules must engage student interest • Should accommodate for various levels of skill sets and learning styles • Should demonstrate area of embedded systems using robotics application

  5. Concept Sketch - ADEPT

  6. Concept Sketch • Knowledge learned during the Freshman and Sophomore years is used as input to the First Term course (CprE 286X) • Knowledge learned from the Junior, Sophomore and Freshmen years as well as the CprE 286X course is used as input to the second term course (CprE 386X)

  7. Platform Approaches Autonomous Vehicle Build your own robot Cell phone MP3/Video Player Lego Mindstorm Robotic Competitions Wii-Motes Wireless Sensor Networks Etching System Autonomous Sentry Gun Robotic Arm IR Tracker

  8. Market Survey -Gave survey to computer engineering students currently taking embedded systems courses (Cpre 388 and Cpre 488) -Asked them to “Please pick three projects below that you  find the most interesting and exciting. Rank 1-3, with 1 being the most interested.” -A more detailed description of the projects was given on the survey form.

  9. Results from Market Survey Based on the results from market survey as well as input from the design through curriculum team members and their advisors the team decided to pursue a robotics platform. • Runner Up: • Handheld electronics device:Open source cell phone and MP3 player • Winner: • Build your own robot: Robotics platform

  10. Course Breakdown • Small rectangles denote names for each module • Ovals denote curriculum topics covered by each module

  11. System Design – Sophomore Class (286X)

  12. Dry-Erase Bot Competition • Goal: Autonomously color more squares than opponent in time limit • Requirements & Restrictions: • Avoid obstacles, boundary and enemy robot • Robot design will be each team’s choice using given supplies • Limited battery supply, forcing efficient design implementation • Robots start outside course, therefore must locate entrance to course

  13. System Design – Junior Class (386X)

  14. D-Bomb Robot Competition • Goal: Autonomously find and disarm a single “Bomb” object in a room filled with various obstacles • Requirements: • Multiple “dummy bombs” in room, must deactivate only the armed bomb • Bomb must be deactivated in under a certain amount of time • Avoid obstacles and boundaries, layout of room is not known • Must return to starting location after bomb is deactivated

  15. Class Outline Introduction to competition Students given tutorials for all components Students loaned a box of components Project milestones every 3-4 weeks Final report Competition Midterm Dead week (Demo) Semester Ends Semester Begins

  16. Platform • NI Compact Rio 9073 • Up to 8 modules • Onboard FPGA • Heavy Duty • Expensive • NI Single Board Compact Rio • Up to 4 modules • Onboard FPGA • Not so heavy duty • Cheaper

  17. Software/Hardware • NI LabVIEW • Real-time • FPGA • Embedded • Libraries • NI Smart Camera • Image Recognition • Servos/Linear Actuators • IR Sensor • Sonar • Light Sensor • Chassis (body, wheels, etc) • Breadboard/Electronics

  18. Cost of Components Based on a total of 75 students enrolled in the course and a maximum of 24 students per lab section

  19. Schedule for CprE 492

  20. Success Metrics (Test Plan) • Execute course material • Implement each component • Prototype robot • Assure robots can perform required tasks • Evaluate experimental courses (Cpre 286X, Cpre 386X)

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