HAROLD'S STABILIZED UTENSIL HOLDER

HAROLD'S STABILIZED UTENSIL HOLDER

OVERVIEW

This introductory lesson guides students through the initial phases of the human-centered design process as they begin their engineering capstone project. Students will connect with Harold, an 82-year-old with Parkinson's disease, to understand his challenges with hand tremors during mealtimes. They will learn to apply empathetic design thinking, explore smart servo capabilities, and begin conceptualizing a stabilized utensil holder that can improve Harold's dining experience and independence. This entry-level project serves as a foundation for their capstone experience while introducing them to assistive technology development.

Client Profile

Name About Me My Challenge
Harold, 82 I'm a retired high school physics teacher who loves to spend time with my grandchildren and participate in a local book club. I was diagnosed with Parkinson's disease five years ago. I've always been independent and prefer to do things for myself. My hand tremors make eating difficult, especially with soup or foods that require precision. I often spill food and feel embarrassed when dining with others. I want a solution that would help me eat independently without drawing attention to my condition.

Learning Objectives

MATERIALS NEEDED

1. ENGAGE

How might we design for users with specific physical limitations that differ from our own experience?

Activity: "Walking in Harold's Shoes"

  1. Introduction to Harold's Situation:
    • Present Harold's profile to the class and discuss Parkinson's disease tremors
    • Show video examples of how hand tremors affect everyday activities, particularly eating
    • Discuss the social and emotional impact of dining difficulties
  2. Tremor Simulation Experience:
    • Students pair up for a simulated dining experience
    • One student wears weighted wrist bands and attempts to eat soup or another challenging food
    • Partner observes and documents challenges faced
    • Students switch roles and reflect on the experience
  3. Introduction to Smart Servo Platform:
    • Demonstrate the Smart Servo's basic functionality
    • Show examples of assistive devices built with the platform
    • Explain how this technology might address Harold's challenges
  4. First Client Interview Planning:
    • Guide students through preparing questions for their first meeting with Harold
    • Emphasize respectful, empathetic questioning techniques
    • Help teams organize their approach to gather meaningful insights

Basic Servo Control Demo

import time
import board
import pwmio
import servo
pwm = pwmio.PWMOut(board.A2, duty_cycle=2 ** 15, frequency=50)
my_servo = servo.Servo(pwm)
while True:
    my_servo.angle = 0
    time.sleep(1)
    my_servo.angle = 90
    time.sleep(1)
    my_servo.angle = 180
    time.sleep(1)

Checkpoints & Assessment

Technical Checkpoints:

Understanding Checkpoints:

Connections

Connections to Standards Connections to CAD Skills Connections to HCD Skills
STEL 4P: Evaluate technology impacts on individuals, society, and environment CAD 1.1: Technical Vocabulary - Understanding design terminology HCD Skill #1: Problem Framing - Analyzing situations from multiple perspectives
STEL 1N: Explain how the world guides technological development and engineering design CAD 1.2: Design Process - Following structured design processes HCD Skill #6: Stakeholder Dialogue - Gathering requirements

2. EXPLORE

How do we translate user needs into technical requirements for our Smart Servo solution?

Activity: "Servo Capabilities Investigation"

  1. Setup:
    • Organize students into design teams of 3-4 members
    • Distribute Smart Servo units, programming cables, and input devices to each team
    • Provide access to pre-loaded example code
  2. Code Exploration:
    • Teams load and run example programs to understand servo capabilities:
      • Basic Servo Control (position control)
      • Toggle Button (changing servo position with button press)
      • Servo Sweep (creating smooth motion patterns)
    • Teams document observations about servo movement characteristics
  3. Harold's Utensil Challenge Analysis:
    • Teams brainstorm how tremors affect utensil movement
    • Identify critical parameters: tremor frequency, amplitude, direction
    • Research existing commercial solutions for tremor compensation
    • Determine initial design requirements based on research
  4. Mechanical Movement Experiments:
    • Teams attach lightweight objects to servos to simulate utensils
    • Program different response patterns to button presses
    • Test different mounting configurations using LocLine components
    • Document which configurations provide the most stability

Toggle Button Servo Control Example

import time
import board
from digitalio import DigitalInOut, Direction, Pull
button = DigitalInOut(board.D2)
button.direction = Direction.INPUT
button.pull = Pull.UP
import pwmio
import servo
pwm = pwmio.PWMOut(board.A2, duty_cycle=2 ** 15, frequency=50)
my_servo = servo.Servo(pwm)
toggle = 0
while True:
    if button.value == 0 and toggle == 0:
        my_servo.angle = 0
        time.sleep(0.5)
        toggle = 1
    elif button.value == 0 and toggle == 1:
        my_servo.angle = 180
        time.sleep(0.5)
        toggle = 0

Checkpoints & Assessment

Technical Checkpoints:

Understanding Checkpoints:

3. EXPLAIN

How do we translate our understanding of Harold's needs and servo capabilities into a clear problem statement and design criteria?

Key Concepts

Understanding Parkinson's Tremors

Parkinson's disease tremors typically occur at rest and decrease with intentional movement. They have distinctive frequency patterns (4-6 Hz) and can vary in intensity throughout the day. Tremors not only affect physical capability but also impact psychological wellbeing and social interactions, particularly during mealtimes where they become most visible to others.

Servo Stabilization Principles

Smart servos can detect and respond to movement through programming and input sensors. For tremor compensation, several approaches can be considered:

  1. Active Dampening: Servo moves in opposition to detected tremor
  2. Passive Stabilization: Mechanical design absorbs tremor energy
  3. User-Controlled Assistance: Button-activated stability modes for critical moments
  4. Adaptive Response: Servo adjusts based on detected tremor intensity

Human-Centered Design Process Application

The "Define" phase in HCD requires synthesizing observations into actionable problem statements. A well-crafted problem statement:

Activity: "Problem Definition Workshop"

  1. Client Interview Synthesis:
    • Teams compile insights gained from client interview
    • Create empathy maps showing what Harold says, thinks, feels, and does
    • Identify unspoken needs and pain points
  2. Problem Statement Development:
    • Guide teams through creating "How might we..." problem statements
    • Refine statements to be specific, actionable, and user-centered
    • Example: "How might we help Harold maintain dignity and independence during meals by stabilizing his utensils in response to hand tremors?"
  3. Design Criteria Workshop:
    • Develop measurable criteria for successful solutions
    • Consider both technical requirements (servo capabilities, power needs) and human factors (ease of use, social acceptability)
    • Prioritize criteria using a decision matrix approach

Understanding Checkpoints:

  • Teams have created well-formed, user-centered problem statements
  • Students can explain how Parkinson's tremors differ from other types of tremors
  • Teams have developed clear, measurable design criteria
  • Students can articulate both technical and human-centered requirements

4. ELABORATE

How can we generate and evaluate innovative design concepts for Harold's stabilized utensil holder?

Extension Activity: "Concept Generation and Evaluation"

  1. Divergent Thinking Exercise:
    • Teams conduct rapid ideation sessions (8-10 concepts per team)
    • Use sketching to visualize different approaches to stabilization
    • Consider various input methods appropriate for users with tremors
    • Explore different mechanical configurations using LocLine components
  2. Technical Feasibility Analysis:
    • Teams evaluate ideas against smart servo capabilities:
      • Torque limitations (13 Kg-cm)
      • Programming complexity
      • Power requirements
      • Input device options
    • Create simple proof-of-concept programs to test key functionality
  3. Concept Selection Process:
    • Teams develop evaluation criteria based on Harold's needs
    • Create decision matrices to compare concepts objectively
    • Select 2-3 concepts for further development
  4. Initial CAD Exploration:
    • Introduction to OnShape CAD for designing mechanical components
    • Teams sketch basic mounting solutions for their selected concepts
    • Identify components that would require 3D printing or fabrication

Simple Stabilization Test Program

import time
import board
import pwmio
import servo
from digitalio import DigitalInOut, Direction, Pull

# Setup servo
pwm = pwmio.PWMOut(board.A2, duty_cycle=2 ** 15, frequency=50)
my_servo = servo.Servo(pwm)

# Setup button
button = DigitalInOut(board.D2)
button.direction = Direction.INPUT
button.pull = Pull.UP

# Stabilization mode variables
stabilize_mode = False
center_position = 90

while True:
    # Toggle stabilization mode with button press
    if button.value == False:  # Button pressed
        stabilize_mode = not stabilize_mode
        time.sleep(0.5)  # Debounce
    
    # When in stabilize mode, maintain center position
    if stabilize_mode:
        my_servo.angle = center_position
    # When not in stabilize mode, allow some movement
    else:
        # Simulate slight movement (would be replaced with actual input)
        my_servo.angle = center_position - 10
        time.sleep(0.5)
        my_servo.angle = center_position + 10
        time.sleep(0.5)

Technical Checkpoints:

  • Teams have created at least one simple test program for their concept
  • Students can explain how their design addresses tremor characteristics
  • Teams have identified key components needed for their concept

Application Checkpoints:

  • Teams have generated diverse solution concepts
  • Students have applied decision matrix techniques to evaluate concepts
  • Teams have selected concepts based on both technical feasibility and user needs
  • Students can articulate how their chosen concept addresses Harold's specific challenges

5. EVALUATE

How will we assess our design approach and plan the next steps for Harold's utensil holder solution?

Assessment Criteria

This initial phase of the capstone project will be evaluated on the following:

  1. Client Understanding: Depth of empathy and insight demonstrated in understanding Harold's challenges
  2. Problem Definition: Quality and user-centricity of problem statements
  3. Technical Exploration: Thoroughness in exploring smart servo capabilities
  4. Concept Generation: Creativity and diversity of solution concepts
  5. Design Process Documentation: Quality of design journal entries and documentation
  6. Next Steps Planning: Clarity and feasibility of proposed development path

Activity: "Concept Presentation and Feedback"

  1. Preparation Phase:
    • Teams organize their findings, insights, and concepts
    • Create visual aids to explain their design direction
    • Prepare questions for Harold to validate their understanding
  2. Presentation Structure:
    • 5-minute presentations including:
      • Demonstrated understanding of Harold's specific needs
      • Clear problem statement and design criteria
      • Technical feasibility analysis
      • Selected concept with justification
      • Key questions for client feedback
      • Proposed next steps
  3. Peer and Instructor Feedback:
    • Structured feedback session after each presentation
    • Focus on technical feasibility, alignment with user needs, and innovation
    • Teams document feedback for incorporation into their next iteration
  4. Next Steps Planning:
    • Teams develop detailed project plans including:
      • Prototype development timeline
      • Required materials and resources
      • Key milestones and checkpoints
      • Risk assessment and mitigation strategies
      • Testing methodologies

Assessment Rubric

Criteria Level 1 Level 2 Level 3 Level 4
Client Understanding Demonstrates superficial understanding of Harold's challenges Identifies basic physical challenges but misses emotional/social aspects Shows good understanding of both physical and emotional aspects of Harold's situation Demonstrates deep empathy and insight into Harold's specific needs, priorities, and context
Problem Definition Problem statement is vague or technology-focused Problem statement identifies user need but lacks specificity Clear, user-centered problem statement with good specificity Exceptional problem statement that captures complexity while remaining actionable
Technical Exploration Limited exploration of servo capabilities Basic understanding of servo functions demonstrated Thorough exploration of multiple servo capabilities Innovative approaches to utilizing servo capabilities for tremor stabilization
Concept Generation Few concepts, limited variation Multiple concepts with some variety Diverse range of thoughtful concepts Highly innovative concepts showing exceptional creativity and technical understanding
Design Process Minimal documentation of process Basic documentation of key steps Thorough documentation with good reflection Exceptional documentation showing deep reflection and learning
Next Steps Planning Vague plan with few details Basic plan with major milestones Detailed plan with clear timeline and resources Comprehensive plan including risk assessment and contingencies