Browsing by Author "Orono, Peter"

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    HARDWARE DESIGNING OF A SMART ROBOTIC PET
    (Office of the Vice Chancellor for Research, 2011-04-08) Yang, Heng; Ren, Xiang; Terry, Isaac; Beigzadeh, Ilnaz; Tunc, Azize; Du, Eliza; Orono, Peter; Long, Michael
    Human have dreamed to have robot since ancient time. Aristotle wrote of the idea in 322 BCE as a perfect measure to bring equality to civilization by removing the need for labor. Modern robots have permeated the very way of life in all aspects of human activity, particularly after the creation of the microprocessor. In this poster, the process of developing the hardware of an autonomously movable robotic pet will be introduced. Four steps were followed when designing the hardware for robotic pet – 1) identify the need, 2) research the need, 3) develop possible solution and select best solution, 4) test and evaluate the solution, and 4) optimize the design. In particular, three major factors need to be taken in consideration—structure of the base, driving system, and power required. To ensure an efficient and economic design, all possible solutions for driving system and structure are compared by matrix chart. The power and torque needed is calculated based on the weight and speed of the robotic pet. After identify the driving system and chassis, CAD software is used to sketch the blueprint for the hardware. In addition, we need to do face recognition using the camera mounted on the robot. However, the motion of the robot may severely degrade the image and signal quality. To mitigate noise effect, special effort is made such as using special type of wheel to decrease shock of the robot.
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    Project enhanced learning in challenging engineering courses
    (2012) Nalim, M. Razi; Li, Lingxi; Orono, Peter; Helfenbein, Robert; Yu, Whitney; Mital, Manu
    Many sophomores and juniors perform poorly in traditional lecture presentation of challenging engineering science courses, and this may present either a threat or opportunity for retention. Examples of such core ‘gateway’ courses in mechanical engineering and electrical engineering curricula include Thermodynamics, Signals and Systems, Probabilistic Methods, Statics, and Dynamics, among others. Test scores, surveys, and classroom assessments indicate that many students completing these courses did not really understand the fundamentals, even if they could apply the 'formulae’. A supplemental or alternative approach such as project-enhanced learning has been effective. The authors have implemented project experiences in three different courses, based on initial experience in a course on Thermodynamics. In Fall 2011, project-enhanced learning was introduced in two other courses: Probabilistic Methods In Electrical And Computer Engineering, and Dynamics in mechanical engineering. One or two major projects based on systems, objects, or activities that are familiar to the students are designed and assigned to apply key course topics. The goals are to motivate and improve learning of abstract concepts and to provide a realistic application that anchors and helps retain learning. Teamwork and professionalism were also emphasized. This paper will present the projects developed and the experience of the instructors in conducting the projects. Observed student reactions and learning will be discussed. Online discussion forums helped in project guidance and peer discussions. Each student team was required to submit a final project report at the end of the semester.