Embedded Systems Design
Though Curriculum
Jacqueline Bannister
Luke Harvey
Jacob Holen
Jordan Peterson
Problem Statement
The Department of Computer Engineering has found that
underclassman students are struggling to see the connection
between concepts learned within the curriculum and real
world applications. Additionally the curriculum of each course
tends to be compartmentalized, therefore not providing a
birds eye view of the entire field. This Computer Engineering
field encompasses the areas of embedded systems, computer
architecture and software systems.
Additional Issues:
• Little student involvement in clubs related to the program
• Students quickly lose interest in the program because of
the difficulty of the curriculum and lack of encountering
real world applications or design experiences
Need Statement
Design an inquiry-based learning module that focuses
on the use of course curriculum in the area of embedded
systems for the Computer Engineering department.
As outlined in the ADEPT proposal this program should:
• Motivate students to learn new material
• Provide alternate learning methodologies to address
different learning styles
• Increase the design experience in the computer
engineering program
• Motivate students to create a community of learners
focused around problem solving
System Design - Requirements
• Projects must effectively integrate knowledge expected of
students for that given year
• The courses will define checkpoints and milestones for
students while still allowing for a design experience
• The proposed modules must engage student interest
• Should accommodate for various levels of skill sets and
learning styles
• Should demonstrate area of embedded systems using
robotics application
Course
Breakdown
System Design – Sophomore Class
Dry Erase Bot Competition
• Goal: Color more squares than
opponent in time limit
• Avoid obstacles, boundary,
enemy robot
• Team’s robot designs will be
their own choice using given supplies
System Design – Junior Class
D-Bomb Robot Competition
• Goal: Autonomously find “Bomb” object in a
room filled with various obstacles
• Avoid obstacles, boundaries, danger
• Deactivate “bomb” once located
• Map path made around room
Class Outline
Introduction to competition
Students given tutorials for all components
Students loaned a box of components
Project milestones due every 3-4 weeks
Final Report
Competition
Platform
• NI Compact Rio 9073
–
–
–
–
Up to 8 modules
Onboard FPGA
Heavy Duty
Expensive
• NI Single Board
Compact Rio
–
–
–
–
Up to 4 modules
Onboard FPGA
Not so heavy duty
Cheaper
Software/Hardware
• NI LabVIEW
– Real-time
– FPGA
– Embedded
• Libraries
• NI Smart Camera
– Image Recognition
•
•
•
•
•
•
Servos/Linear Actuators
IR Sensor
Sonar
Light Sensor
Chassis (body, wheels, etc)
Breadboard/Electronics
Cost of components
Component
Quantity Price
Total
cRIO
1
1500
1500
Modules
6
300-1000
3150
Smart Camera
1
2000
2000
Servo/Stepper
2
20
40
Linear Actuator
2
40
80
DC motor
2-4
20
60
IR Sensor
1
10
10
Chassis
N/A
?
?
Compass
1
30
30
Electronics
N/A
Cheap
cheap
Wireless
1
N/A
N/A
Success Metrics(Test)
Execution of course material
Each component implemented
Prototype robot
Assure robots can perform required tasks
Experimental Course