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Activity Tracker for Stroke Rehabilitation Device Kaelin Martin, Rafeal Cases Jr., Dr.Peter Lum, Department of Biomedical EngineeringThe scientific methods consist of six steps, ask questions, do background research, hypothesis, conclusion, and result. This help organize the research and make it more accurate.The poster is about (Could Stroke activity be tracked?)Background is to design a device to monitor the hand movement by determining the numbers of flexion and extension (xyz), also measuring the duration of the procedure. This will give the clinics a better idea of the patient process.This the device is used to track movement using the magnetic tracker to measure the proportional representation of the reordered field. It measures the xyz-planeThe hypothesis, this device uses Arduino to record magnetometer reading on SD card by converting the rotation of the metacarpophalangeal Joints (MCP) and proximal interphalangeal Joints.Testing and data analysis using two magnometer to dismiss the Earth’s magnet field also, the algorithm rejects the changes of the magnet field at the sensor.MATLAB have been used to collect data of the different angle positions. However, the accuracy of the magnet and sensor was compared to the potentiometer values.The novel algorithm analyzes a full flexion and extension of the hand and at what speed.In conclusion, the device has been able to measure the movement of the patient hand in the motion of the flexion and extension. Also, by using algorithm have been able to convert the data to the angle rotation.Result, Each patient has its customized algorithm by altering angle change, peak height and distance parameters to record the majority of the movement. also marking the slow, fast and partial movement.
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Guidelines
Design two complete, novel bioinstrumentation systems using biosignals that are relevant to an
important health problem. Novel means not introduced in class and not able to be found on the
internet. Each of your solutions should contain the following elements:
1) a labeled block diagram of a full instrument to acquire the signal, process it, and convert
to a measurand.
2) block diagram must include a sensor, sensor circuit, processing circuitry (active and/or
passive), and output (digital, analog, LED, alarm, etc.).
3) state a reason for each choice of bioinstrumentation element.
4) define signal range, instrument resolution, sensor sensitivity.
5) state guidelines for detecting healthy vs. unhealthy levels of the biosignal. How should a
clinician interpret the measurand?
6) what modifications would be needed to make this a senior design project? What is the
ideal team (student expertise? Faculty expertise? Experts outside the university)?
Answers should be submitted in one clearly labeled word document, with your name and
student ID, a title for each instrument, and responses to questions 1) through 6) clearly
marked as such. The rubric below will be used to grade:
Points given
0
1
2
3
1)
No block
diagram.
Two or more
blocks/labels
are missing.
One block is
missing.
Block diagram
is complete.
2)
No labels or
only very
generic labels of
components.
Lack of detail.
Two errors or
omissions
prevent strong
and clear signal
from flowing
from biosignal
to measurand
to output.
One error or
omission in
specific
components
prevents strong
and clear signal
from flowing
from biosignal
to measurand
to output.
Instrument
components
work together,
signal flows
correctly.
3)
No rationale
provided or only
very general
and generic
information
provided.
Three or four
mistakes in the
justification of
use of
instrumentation
components
One or two
mistakes in the
justification of
use of
instrumentation
components.
Each
instrumentation
component is
well explained.
Element #
4)
No equations
are provided,
and no
characteristics
are given
justifiable
numeric values.
Two
characteristics
and/or two
equations to
describe them
are missing.
One of the
three
characteristics
is missing. One
equation is
missing.
Range,
resolution, and
sensor
sensitivity are
defined and
correct.
Equations are
given.
5)
No ranges of
values
discussed, and
false readings
not discussed.
Healthy and
unhealthy
ranges are
provided but
with no
explanation.
False readings
mentioned but
with limited
explanation.
Healthy and
unhealthy
ranges of
output are
defined. No
discussion of
errors (false
readings), or
only very
general
discussion
without details.
Healthy and
unhealthy
ranges of
output are
defined. The
rates of false
positives and
false negatives
are estimated,
justified, and
ways to reduce
them are
discussed.
6)
Omitted.
No discussion of
resources and
timeline, only
general features
of team
discussed.
Some efforts
made to
translate to
senior design,
but team
members are
not discussed in
detail.
Translation to
senior design
project (limited
time and funds)
is discussed.
Essential
features of the
best team of
students and
faculty +
outsiders is
discussed.

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