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
- Apply human-centered design principles to identify and define a user-centered problem statement based on client needs
- Analyze smart servo capabilities and constraints as they relate to assistive technology applications
- Program basic servo movement patterns using Circuit Python and evaluate their potential application
- Design and plan initial prototypes for a stabilized utensil holder considering technical and human factors
- Practice professional communication skills through client interviews and design documentation
MATERIALS NEEDED
- Smart Servo units (1 per 2-3 students)
- Programmer's Kits (1 per team)
- USB C Programming Cables
- Assorted buttons and switches (AT Test Buttons, Jelly Bean Buttons)
- LocLine flexible connectors
- 10mm framing pieces
- M5 screws and fasteners
- Allen wrenches and screwdrivers
- LocLine pliers
- Access to OnShape CAD software (free classroom license)
- Notebooks or tablets for design journals
- Video recording device for client interview (smartphone/tablet)
- Printouts of Empathy Interview Guide
1. ENGAGE
How might we design for users with specific physical limitations that differ from our own experience?
Activity: "Walking in Harold's Shoes"
- 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
- 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
- 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
- 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:
- Students can identify the main components of the Smart Servo platform
- Students can explain basic servo movement capabilities (range, speed, torque)
Understanding Checkpoints:
- Students can describe how Parkinson's disease affects fine motor control
- Students can articulate both physical and emotional challenges Harold faces
- Students have prepared thoughtful questions for the client interview
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"
- 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
- 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
- Teams load and run example programs to understand servo capabilities:
- 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
- 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:
- Teams can successfully load and modify example programs
- Students can create simple servo movement patterns
- Teams can connect and test different input devices (buttons, switches)
- Students understand torque limitations and movement constraints
Understanding Checkpoints:
- Teams have identified key parameters affecting utensil stability
- Students can explain how servo movement could counteract tremors
- Teams have created initial technical requirement lists based on user needs
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:
- Active Dampening: Servo moves in opposition to detected tremor
- Passive Stabilization: Mechanical design absorbs tremor energy
- User-Controlled Assistance: Button-activated stability modes for critical moments
- 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:
- Is user-centered, not technology-centered
- Identifies the specific need and context
- Avoids prescribing a solution
- Provides clear direction for ideation
Activity: "Problem Definition Workshop"
- 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
- 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?"
- 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"
- 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
- 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
- Teams evaluate ideas against smart servo capabilities:
- 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
- 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:
- Client Understanding: Depth of empathy and insight demonstrated in understanding Harold's challenges
- Problem Definition: Quality and user-centricity of problem statements
- Technical Exploration: Thoroughness in exploring smart servo capabilities
- Concept Generation: Creativity and diversity of solution concepts
- Design Process Documentation: Quality of design journal entries and documentation
- Next Steps Planning: Clarity and feasibility of proposed development path
Activity: "Concept Presentation and Feedback"
- 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
- 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
- 5-minute presentations including:
- 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
- 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
- Teams develop detailed project plans including:
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 |