Powell, H. C., & Dugan, J. B. (2015, June), BYOE: Student-designed Advanced Laboratories for Embedded Computing Concepts, Hardware, and Design   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23655

\bibitem{asee_peer_23655}
  Powell, H. C., \& Dugan, J. B. (2015, June), \emph{BYOE: Student-designed Advanced Laboratories for Embedded Computing Concepts, Hardware, and Design }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23655

Harry Courtney Powell and Joanne Bechta Dugan.  "BYOE: Student-designed Advanced Laboratories for Embedded Computing Concepts, Hardware, and Design ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23655 Internet.  27 Jul, 2024

\bibitem{asee_peer_23655}
  Harry Courtney Powell and Joanne Bechta Dugan.
  "BYOE: Student-designed Advanced Laboratories for Embedded Computing Concepts, Hardware, and Design ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23655 Internet.  27 Jul, 2024

@INPROCEEDINGS{asee_peer_23655
author = "Harry Courtney Powell and Joanne Bechta Dugan"
title = "BYOE: Student-designed Advanced Laboratories for Embedded Computing Concepts, Hardware, and Design "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23655}
number = {10.18260/p.23655}
}

TY  - CPAPER
AB  -         BYOE: Student Designed Advanced Laboratories for Embedded                Computing Concepts, Hardware, and DesignOur “Introduction to Embedded Computing” course has been implemented with a heavylaboratory and experiential based methodology. This course motivated an understanding of basiccomputer interfacing techniques, fundamentals of programming techniques, data representation,and debugging skills as are appropriate for a typical embedded environment. Experiments werealso planned to emphasize skills and concepts from throughout the balance of the Electrical andComputer Engineering curriculum. This course has been extremely well received by our studentsand led to numerous requests for more courses like it. This has motivated the development ofseveral new courses in which the laboratory/experiential component is even more emphasized,and presented within the context of experiments for which there is a student design activity.These have taken the form of laboratory courses for 4th year students with our introductorycourse as a prerequisite. Uniquely, the course experiments and laboratory experiences aredesigned by the students themselves. We will discuss 2 courses in which the student design oflaboratories and experiments is undertaken.In the first course, “Design Your Own Embedded Experiment”, we explore embeddedinterfacing techniques within the context of the design of student-conceived experiments.Students work in teams to develop new artisanal hardware, compatible with our existingembedded computing infrastructure; these new experiments will become part of our experimentsequence in the introductory course. Students perform a hardware design, including a printedcircuit board, design example code, and write up a complete experimental procedure includingexpected goals and outcomes. These experiments cover topics that include industrial RS485networks, embedded Wi-Fi (the Internet of Things or IoT), multi-axis stepper motor control, anda sound controlled light display. Each of these experiments is also intended to reinforce generalelectrical engineering principles. For example, the industrial RS485 network not only presents anexperiment that deals with communication protocols in harsh environments but also withtransmission line reflections and termination, topics critical to embedded design but seldom seenin a typical laboratory experiment.The second course, “Real Time Concepts” uses the iRobot Create™, controlled by a myRIO™to investigate higher level issues. The myRIO is programmed in LabVIEW™ (which thestudents also learn in this class) to control a set of iRobots to simulate a traffic managementsystem. Individual robots play the role of vehicles and pedestrians that interact with smart trafficsignals (also controlled by myRIO) via sensors and equipped with video cameras. No datamessages are passed, rather the robots and traffic light communicate visually and with othersensors. The development of this example system evolved into the development of a moregeneral platform for the iRobot/myRIO interaction with sub-modules for visual imaging, collisionavoidance, and staying-inside-the lines for example. We plan to use this platform for a lower-level (2nd year) class in the spring, and will construct the class such that it is available to EE,CpE, and CS students, introducing these students to concepts in embedded systems and graphicaldataflow programming.Figure 1 Student CAD work for multi-axis stepper control      Figure 2 Embedded WiFi boardFigure 3 Multi-axis stepper control                             Figure 4 Industrial RS485 boardFigure 5 advanced robots navigating course                 Figure 6 robots responding to stop signal
AU  - Harry Courtney Powell
AU  - Joanne Bechta Dugan
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - BYOE: Student-designed Advanced Laboratories for Embedded Computing Concepts, Hardware, and Design 
UR  - https://peer.asee.org/23655
DO  - 10.18260/p.23655
ER  -