As an innovative approach to providing physical demonstrations in the engineering classroom, we present the haptic paddle: a low‐cost, single‐axis force‐feedback joystick. Using the paddle in the laboratory component of an undergraduate course on dynamic systems, students not only learned to model and analyze dynamic systems, but they also felt the effects of phenomena such as viscous damping, stiffness, and inertia. By interacting with virtual environments using their sense of touch, students improved their understanding of dynamic systems, modeling and control. In addition, the paddles added entertainment and excitement to the course. In this paper, we describe the purpose and design of the haptic paddle, show examples of how the paddle was integrated into the course, and present the results of preliminary student evaluations.
A method of identifying the friction of real devices for haptic display is presented. The method is suitable for identifying both the friction and inertia of a system simultaneously. This paper begins with a brief survey of common friction models and identification procedures. After the identification method is outlined, results are presented for experiments conducted to identify the friction and mass of an aluminum block sliding on sheets of brass, teflon, and rubber.
Low cost, single-axis force reflecting joysticks were used to teach students about electromechanical systems, dynamics and controls. The students assembled the devices from kits, tested and analyzed them, and used them to interact with computer models of dynamic systems. The devices helped students to appreciate such phenomena as equivalent inertia, friction and the effects of changing control system parameters. They also generated high enthusiasm among the students, particularly when used in cooperative “haptic video games” at the end of the course.
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