Report on the Stanford/Ames direct-link space suit prehensor

Researchers at the Center for Design Research at Stanford University, in collaboration with NASA Ames at Moffet Field, California, are developing hand-powered mechanical prehensors to replace gloves for EVA spacesuits. The design and functional properties of the first version Direct Link Prehensor (DLP) is discussed. It has a total of six degrees-of-freedom and is the most elaborate of three prehensors being developed for the project. The DLP has a robust design and utilizes only linkages and revolute joints for the drive system. With its anthropomorphic configuration of two fingers and a thumb, it is easy to control and is capable of all of the basic prehension patterns such as cylindrical or lateral pinch grasps. Kinematic analysis reveals that, assuming point contacts, a grasped object can be manipulated with three degrees-of-freedom. Yet, in practice more degrees-of-freedom are possible

Design, development and evaluation of Stanford/Ames EVA prehensors

Space Station operations and maintenance are expected to make unprecedented demands on astronaut EVA. With Space Station expected to operate with an 8 to 10 psi atmosphere (4 psi for Shuttle operations), the effectivness of pressurized gloves is called into doubt at the same time that EVA activity levels are to be increased. To address the need for more frequent and complex EVA missions and also to extend the dexterity, duration, and safety of EVA astronauts, NASA Ames and Stanford University have an ongoing cooperative agreement to explore and compare alternatives. This is the final Stanford/Ames report on manually powered Prehensors, each of which consists of a shroud forming a pressure enclosure around the astronaut's hand, and a linkage system to transfer the motions and forces of the hand to mechanical digits attached to the shroud. All prehensors are intended for attachment to a standard wrist coupling, as found on the AX-5 hard suit prototype, so that realistic tests can be performed under normal and reduced gravity as simulated by water flotation

Meaningful age-friendly design. Case studies on enabling assistive technology.

The world population is steadily ageing and the World Health Organization recently stated that 8.5 percent of people worldwide are aged 65 and over. This cohort is projected to account for 1.6 billion people by 2050. Assistive Technology has been developed over previous decades with a particular aim to support people with disabilities. With the evolution of the market and the introduction of wearable technologies and IoT-based (Internet of Things) appliances, Assistive Technology has been influenced by the discipline of Age-Friendly Design, which has been applied to meaningfully improve the autonomy of a larger segment of the population, including older people. In order to discuss how Age-Friendly Design can influence the response of the market, and how users can better engage and benefit from Assistive Technology, this work aims to critically review, through a case study research methodology, a series of recently developed devices that have the potential to change user perception around Assistive Technology. As a conclusion, the reported case studies represent a preliminary validation of how Age-Friendly Design can represent a meaningful solution for enabling a wider group of people with different ages and abilities. Findings show that user experience, satisfaction and Emotional Design are the key drivers for developing marketable solutions in the area of Assistive Technology

Design, development and evaluation of Stanford/Ames Extra-Vehicular Activity (EVA) prehensors

A summary is given of progress to date on work proposed in 1983 and continued in 1985, including design iterations on three different types of manually powered prehensors, construction of functional mockups of each and culminating in detailed drawings and specifications for suit-compatible sealed units for testing under realistic conditions

A framework for understanding the workspace activity of design teams

Abstract ’ Small group design sessions were empirically studied to understand better collaborative workspace activity. A conventional view of workspace activity may be characterized as concerned only with storing information and conveying ideas through text and graphics. Empirical evidence shows that this view is deficient in not accounting for how the workspace is used: a) in a group setting, rather than by an individual, and b) as part of a process of constructing artifacts, rather than just a medium for the resulting artifacts themselves. An understanding of workspace activity needs to include the role of gestural activity, and the use of the workspace to develop ideas and mediate interaction. A framework that helps illustrate an expanded view of workspace activity is proposed and supported with empirical data

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Using Dedal to share and reuse distributed engineering design information

The overall goal of the project is to facilitate the reuse of previous design experience for the maintenance, repair and redesign of artifacts in the electromechanical engineering domain. An engineering team creates information in the form of meeting summaries, project memos, progress reports, engineering notes, spreadsheet calculations and CAD drawings. Design information captured in these media is difficult to reuse because the way design concepts are referred to evolve over the life of a project and because decisions, requirements and structure are interrelated but rarely explicitly linked. Based on protocol analysis of the information seeking behavior of designer's, we defined a language to describe the content and the form of design records and implemented this language in Dedal, a tool for indexing, modeling and retrieving design information. We first describe the approach to indexing and retrieval in Dedal. Next we describe ongoing work in extending Dedal's capabilities to a distributed environment by integrating it with World Wide Web. This will enable members of a design team who are not co-located to share and reuse information