Wireless Sensor Networks: An
Interdisciplinary Topic for Freshman Design
Jeff Frolik (EE) and Tony Keller (ME)
University of Vermont
Abstract: Wireless sensor networks are a nascent technology
that build upon the recent decade’s advances in electrical and
mechanical engineering including wireless communications,
low-power embedded systems, MEMS-sensor design,
network architectures and instrumentation applications.
These networks promise a means by which to better monitor
and understand our industrial, military and natural
environments. Using wireless sensor systems as a motivating
technology, UVM has developed a cross-listed, freshman
design course for electrical and computer engineering (EE)
and mechanical engineering (ME) students.
Course Structure
Example Student Projects
Seminars that feature practicing
engineers on work related to wireless
sensor systems: MEMS sensors, realworld applications, embedded
systems, rapid prototyping and
wireless communications, etc.
Early laboratory assignments develop
basic skills, e.g., soldering and
machine shop use and revisit skills,
e.g., data analysis, CAD and
teamwork.
“Coming up with our own
concept and making it a
working design”
Multi-parameter Wireless
Sensors
Examples include wind speed and
direction, wind speed and
temperature (for wind-chill) and
temperature and humidity (for
heat index).
Electronic Caddy (2005)
UVM EE/ME 001 lab kit
Left: CricketSat wireless temperature sensor. Right: Example student
project, a wireless sound level measurement system (2005)
The course provides a hands-on design experience in which
interdisciplinary teamwork, technical communications and
systems development is emphasized. Using the low-cost,
CricketSat as a project platform, a wide variety of student
defined wireless sensor projects have been enabled.
Teamwork Activities
Competition: Clay
launch device for
accuracy and
distance
Brainstorming: ABS
product needed by
freshman
Wireless Sensor/Actuator
Systems
Examples include turning on a
remote lamp or alarm when a
door is opened, and turning on a
fan when room heat index is too
high.
Course Objectives
 Provide students with a better understanding of the electrical
and mechanical engineering disciplines. Historically, ~40% of
UVM engineering freshman are undecided.
 Provide students with an appreciation for the interdisciplinary
nature of engineering, while stressing the importance of
structured problem solving.
 Provide students with an opportunity to develop practical
skills through self-motivating, hands-on, team-based design
activities.
 Develop a sustainable course structure and requisite
infrastructure.
 Develop a sense of community and excitement about
engineering. Pre-course freshman engineering retention rates
at UVM were less than 60%.
Results to Date
Course was offered in Spring 2004 and 2005 to 62 and 68
students, respectively (~2/3 ME and ~1/3 EE).
Survey Question
SP 2004
Students having a good idea after
36%
taking the course of what engineering
(an additional
entails and what practicing engineers do 52% already had
a good idea)
Students more or much more enthused
about their choice of studying
engineering after taking the course
Course was too electrical in focus
Were wireless sensors a good choice
for an interdisciplinary theme?
Do you plan to pursue an engineering
major in your sophomore year?
56%
(20% less
enthused, 24%
same level)
67% (ME
respondents)
25% (EE
respondents)
53% Yes
9% No
38% Neutral
84% Yes
Communication Skills Activities
Oral project presentations: Brainstorming
Results, Interim Design Review, Final
Project and Open House
Written project design portfolio: Problem
Statement, Design Constraints, Design
Operation, Technical Drawings, Test
Procedures and Results.
Use of Rapid Prototyping
The pre-requisite for this class is a
course in CAD. Building upon this
experience, students develop project
enclosures and components in
SolidWorks. Parts are then built using
a Dimension 3-D printer. Resulting
ABS parts are durable and can be
machined, painted, etc.
Other!
Parking lot car counter, noise level
measurement system and a
musical instrument.
Ton-a-Tone (2004)
Acknowledgements
 UVM’s Center for Teaching and
SP 2005
51%
(an additional 44%
already had a
good idea)
70%
(10% less
enthused, 20%
same level)
70% (ME
respondents)
14% (EE
respondents)
70% Yes
10% No
20% Neutral
90% Yes
Dorm Door Alarm
w/ Portable Receiver (2005)
Wind and Temperature Probe (2005)
Enclosure for Smoke and Temperature
Monitor (2005)
Learning
 EE and ME Departments for
grant match and 3-D printer lease
M. Fortney at UVM for CricketSat
circuit support, info:
www.uvm.edu/~cricksat
HP’s Technology for Teaching
(TfT) grant for Tablet PCs in
engineering lab and design
environments
Tablet PCs used to deliver
enhanced assembly instructions