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June 22, 2020
June 22, 2020
June 26, 2021
Interdisciplinary Senior Design Project to Develop a Personal Blind Spot Information System In recent years there has been a big push to get students into the STEM fields. However, what seems to be lacking in this academic push is the hands on side of it. Engineering simply just isn’t about equations, but actually design and developing as well as fabricating a physical product. Something you can touch and in most cases see work. The Engineering Technology field fits into STEM academics and is very important. In order for companies to compete in the global marketplace, employers in the 21st century require their engineers couple the traditional engineering design skills with new skills in design and development, as well as the ability to function multi-disciplinary. With learning the importance of prototype development and manufacturing, the Senior Design team at Drexel University's Engineering Technology Department have decided to take on a challenge in operator safety which is paramount in any industrial environment, and the Personal Blind Spot Information System (P.B.S.I.S) has been designed to reduce the risk of injuries on the job. The easy to use system incorporates a heads-up display (HUD) controlled by a machine vision camera and microcontroller. The camera detects objects of interests, whether they be potentially hazardous vehicles or expensive company assets, that are labeled by a color-coded tag. The system is an attachment that has been designed to fit comfortably on standard hard hat models. The major goal of this project is to offer customers a turnkey solution to operator safety. There are currently no systems on the open market that augment the user’s perception to increase safety. The student design team have gone through multiple design iterations with the final version having just two main components. This compact design makes the system lighter and ultimately easier to use. The target material cost for each unit is $131 with a selling price for $350. The significance of the methodology to be applied in this capstone course project is to combine theory and practice to prepare the students to become better problem solvers and obtain practical solutions to real life/simulated problems using a project based approach. Senior Design capstone project has the following major goals. 1) Raise student awareness of contemporary issues as they relate to the Engineering Technology field. 2) Enhance student decision-making and problem solving skills in a multi-attribute and team setting. Students in the Mechanical, Electrical, and Industrial fields along with many others can learn many new skills from multi-disciplinary projects such as the design and development of the Personal Blind Spot Information System. There were many obstacles the student design team needed to overcome in order to produce the working prototype such as hardware breaking, components not seating correctly in the housings and too little power to guarantee 8 hours of use. Such projects and challenges show students how to use different types of technology and demonstrate how advanced technology can be used in an innovative product development. Overall, many different fields of engineering can benefit from this application, enabling the development of skill and knowledge in many different engineering aspects and developing open-ended problem-solving skills. This capstone design project stimulates the students’ interest in real-world product realization. Expected student learning outcomes assessment in this capstone course was performed using written reports and oral presentations as well as an evaluation of each student’s contribution to the project. Oral presentations and written technical reports are assessed at the end of each three-quarter terms. Both written reports and oral presentations were assessed by all faculty members and a number of outside assessors from regional industries. The assessment of individual student contributions was performed by the project advisor and co-advisor. The students’ performance was assessed using a set of performance indicators that are also used to assess the program’s student 1-5 outcomes (ABET). Each indicator is assessed according to a Likert-type scale and the results weighted to emphasize technical qualities of the work and scaled to produce a score from 0 to 100 in order to determine the students’ final grades.
Ertekin, Y., & Ciobanescu Husanu, I. N., & Stine, M., & Forbes, D. B., & Cohen, B., & Buckley, R. (2020, June), Interdisciplinary Senior Design Project to Develop a Personal Blind Spot Information System Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34864
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