Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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Description
In a conscious effort to combat the low enrollment of women in construction management, a program was created to retain women through a mentorship program - Advancing Women in Construction. A qualitative analysis, facilitated through a grounded theory approach, sought to understand if the program was indeed successful, and what value did the students derive from the programs and participating in the mentoring process.
ContributorsEicher, Matthew (Author) / Wilkinson, Christine Kajikawa (Thesis advisor) / Calleroz-White, Mistalene (Committee member) / Gibson, Jr., G. Edward (Committee member) / Arizona State University (Publisher)
Created2013
Description
One of the main challenges in planetary robotics is to traverse the shortest path through a set of waypoints. The shortest distance between any two waypoints is a direct linear traversal. Often times, there are physical restrictions that prevent a rover form traversing straight to a waypoint. Thus, knowledge of the terrain is needed prior to traversal. The Digital Terrain Model (DTM) provides information about the terrain along with waypoints for the rover to traverse. However, traversing a set of waypoints linearly is burdensome, as the rovers would constantly need to modify their orientation as they successively approach waypoints. Although there are various solutions to this problem, this research paper proposes the smooth traversability of the rover using splines as a quick and easy implementation to traverse a set of waypoints. In addition, a rover was used to compare the smoothness of the linear traversal along with the spline interpolations. The data collected illustrated that spline traversals had a less rate of change in the velocity over time, indicating that the rover performed smoother than with linear paths.
ContributorsKamasamudram, Anurag (Author) / Saripalli, Srikanth (Thesis advisor) / Fainekos, Georgios (Thesis advisor) / Turaga, Pavan (Committee member) / Arizona State University (Publisher)
Created2013
Description
A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy it. A romanticized relationship with literature proves to be an obstacle that hinders a deeper and richer engagement with texts. Primary research consisting of personal interviews, observations, and surveys, form the source of data for this dissertation project which was designed to examine how literature teachers engage their students with texts, discussion, and assignments in the university setting. Traditionally text centered and resolute, literature courses will need refashioning if they are to advance beyond erstwhile conventions. The goal of this study is to create space for a dialogue about the need for a pedagogy of literature.
ContributorsSanchez, Shillana (Author) / Goggin, Maureen (Thesis advisor) / Tobin, Beth (Thesis advisor) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2013
Description
As the complexity of robotic systems and applications grows rapidly, development of high-performance, easy to use, and fully integrated development environments for those systems is inevitable. Model-Based Design (MBD) of dynamic systems using engineering software such as Simulink® from MathWorks®, SciCos from Metalau team and SystemModeler® from Wolfram® is quite popular nowadays. They provide tools for modeling, simulation, verification and in some cases automatic code generation for desktop applications, embedded systems and robots. For real-world implementation of models on the actual hardware, those models should be converted into compilable machine code either manually or automatically. Due to the complexity of robotic systems, manual code translation from model to code is not a feasible optimal solution so we need to move towards automated code generation for such systems. MathWorks® offers code generation facilities called Coder® products for this purpose. However in order to fully exploit the power of model-based design and code generation tools for robotic applications, we need to enhance those software systems by adding and modifying toolboxes, files and other artifacts as well as developing guidelines and procedures. In this thesis, an effort has been made to propose a guideline as well as a Simulink® library, StateFlow® interface API and a C/C++ interface API to complete this toolchain for NAO humanoid robots. Thus the model of the hierarchical control architecture can be easily and properly converted to code and built for implementation.
ContributorsRaji Kermani, Ramtin (Author) / Fainekos, Georgios (Thesis advisor) / Lee, Yann-Hang (Committee member) / Sarjoughian, Hessam S. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study used exploratory data analysis (EDA) to examine the use of a biofeedback intervention in the treatment of anxiety for college students diagnosed with an Autism Spectrum Disorder (ASD) (n=10) and in a typical college population (n=37). The use of EDA allowed for trends to emerge from the data and provided a foundation for future research in the areas of biofeedback and accommodations for college students with ASD. Comparing the first five weeks of the study with the second five weeks of the 10 week study, both groups showed improvement in their control of heart rate variability, a physiological marker for anxiety used in biofeedback. The ASD group showed greater gains, more consistent gains, and less variability in raw scores than the typical group. EDA also revealed a pattern between participant attrition and a participant's biofeedback progress. Implications are discussed.
ContributorsWestlake, Garret (Author) / McCoy, Kathleen M. (Thesis advisor) / Brown, Jane T (Committee member) / DiGangi, Samuel A. (Committee member) / Caterino, Linda K (Committee member) / Arizona State University (Publisher)
Created2013
Description
Chemistry as a subject is difficult to learn and understand, due in part to the specific language used by practitioners in their professional and scientific communications. The language and ways of representing chemical interactions have been grouped into three modes of representation used by chemistry instructors, and ultimately by students in understanding the discipline. The first of these three modes of representation is the symbolic mode, which uses a standard set of rules for chemical nomenclature set out by the IUPAC. The second mode of representation is that of microscopic, which depicts chemical compounds as discrete units made up of atoms and molecules, with a particular ratio of atoms to a molecule or formula unit. The third mode of representation is macroscopic, what can be seen, experienced, or measured directly, like ice melting or a color change during a chemical reaction. Recent evidence suggests that chemistry instructors can assist their students in making the connections between the modes of representation by incorporating all three modes into their teaching and discussions, and overtly connecting the modes during instruction. In this research, chemistry teachers at the community college level were observed over the course of an entire semester, to evaluate their instructional use of mode of representation. The students of these teachers were tested prior to and after a semester's worth of instruction, and changes in the basic chemistry conceptual knowledge of these students were compared. Additionally, a subset of the overall population that was pre- and post-tested was interviewed at length using demonstrations of chemical phenomenon that students were asked to translate using all three modes of representation. Analysis of the instruction of three community college teachers shows there were significant differences among these teachers in their instructional use of mode of representation. Additionally, the students of these three teachers had differential and statistically significant achievement over the course of the semester. This research supports results of other similar studies, as well as providing some unexpected results from the students involved.
ContributorsWood, Lorelei (Author) / Baker, Dale (Thesis advisor) / Ganesh, Tirupalavanam G. (Committee member) / Colleen, Megowan (Committee member) / Sujatha, Krishnaswamy (Committee member) / Arizona State University (Publisher)
Created2013
Description
To address the need of scientists and engineers in the United States workforce and ensure that students in higher education become scientifically literate, research and policy has called for improvements in undergraduate education in the sciences. One particular pathway for improving undergraduate education in the science fields is to reform undergraduate teaching. Only a limited number of studies have explored the pedagogical content knowledge of postsecondary level teachers. This study was conducted to characterize the PCK of biology faculty and explore the factors influencing their PCK. Data included semi-structured interviews, classroom observations, documents, and instructional artifacts. A qualitative inquiry was designed to conduct an in-depth investigation focusing on the PCK of six biology instructors, particularly the types of knowledge they used for teaching biology, their perceptions of teaching, and the social interactions and experiences that influenced their PCK. The findings of this study reveal that the PCK of the biology faculty included eight domains of knowledge: (1) content, (2) context, (3) learners and learning, (4) curriculum, (5) instructional strategies, (6) representations of biology, (7) assessment, and (8) building rapport with students. Three categories of faculty PCK emerged: (1) PCK as an expert explainer, (2) PCK as an instructional architect, and (3) a transitional PCK, which fell between the two prior categories. Based on the interpretations of the data, four social interactions and experiences were found to influence biology faculty PCK: (1) teaching experience, (2) models and mentors, (3) collaborations about teaching, and (4) science education research. The varying teaching perspectives of the faculty also influenced their PCK. This study shows that the PCK of biology faculty for teaching large introductory courses at large research institutions is heavily influenced by factors beyond simply years of teaching experience and expert content knowledge. Social interactions and experiences created by the institution play a significant role in developing the PCK of biology faculty.
ContributorsHill, Kathleen M. (Author) / Luft, Julie A. (Thesis advisor) / Baker, Dale (Committee member) / Orchinik, Miles (Committee member) / Arizona State University (Publisher)
Created2013
Description
The development of advanced, anthropomorphic artificial hands aims to provide upper extremity amputees with improved functionality for activities of daily living. However, many state-of-the-art hands have a large number of degrees of freedom that can be challenging to control in an intuitive manner. Automated grip responses could be built into artificial hands in order to enhance grasp stability and reduce the cognitive burden on the user. To this end, three studies were conducted to understand how human hands respond, passively and actively, to unexpected perturbations of a grasped object along and about different axes relative to the hand. The first study investigated the effect of magnitude, direction, and axis of rotation on precision grip responses to unexpected rotational perturbations of a grasped object. A robust "catch-up response" (a rapid, pulse-like increase in grip force rate previously reported only for translational perturbations) was observed whose strength scaled with the axis of rotation. Using two haptic robots, we then investigated the effects of grip surface friction, axis, and direction of perturbation on precision grip responses for unexpected translational and rotational perturbations for three different hand-centric axes. A robust catch-up response was observed for all axes and directions for both translational and rotational perturbations. Grip surface friction had no effect on the stereotypical catch-up response. Finally, we characterized the passive properties of the precision grip-object system via robot-imposed impulse perturbations. The hand-centric axis associated with the greatest translational stiffness was different than that for rotational stiffness. This work expands our understanding of the passive and active features of precision grip, a hallmark of human dexterous manipulation. Biological insights such as these could be used to enhance the functionality of artificial hands and the quality of life for upper extremity amputees.
ContributorsDe Gregorio, Michael (Author) / Santos, Veronica J. (Thesis advisor) / Artemiadis, Panagiotis K. (Committee member) / Santello, Marco (Committee member) / Sugar, Thomas (Committee member) / Helms Tillery, Stephen I. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Human fingertips contain thousands of specialized mechanoreceptors that enable effortless physical interactions with the environment. Haptic perception capabilities enable grasp and manipulation in the absence of visual feedback, as when reaching into one's pocket or wrapping a belt around oneself. Unfortunately, state-of-the-art artificial tactile sensors and processing algorithms are no match for their biological counterparts. Tactile sensors must not only meet stringent practical specifications for everyday use, but their signals must be processed and interpreted within hundreds of milliseconds. Control of artificial manipulators, ranging from prosthetic hands to bomb defusal robots, requires a constant reliance on visual feedback that is not entirely practical. To address this, we conducted three studies aimed at advancing artificial haptic intelligence. First, we developed a novel, robust, microfluidic tactile sensor skin capable of measuring normal forces on flat or curved surfaces, such as a fingertip. The sensor consists of microchannels in an elastomer filled with a liquid metal alloy. The fluid serves as both electrical interconnects and tunable capacitive sensing units, and enables functionality despite substantial deformation. The second study investigated the use of a commercially-available, multimodal tactile sensor (BioTac sensor, SynTouch) to characterize edge orientation with respect to a body fixed reference frame, such as a fingertip. Trained on data from a robot testbed, a support vector regression model was developed to relate haptic exploration actions to perception of edge orientation. The model performed comparably to humans for estimating edge orientation. Finally, the robot testbed was used to perceive small, finger-sized geometric features. The efficiency and accuracy of different haptic exploratory procedures and supervised learning models were assessed for estimating feature properties such as type (bump, pit), order of curvature (flat, conical, spherical), and size. This study highlights the importance of tactile sensing in situations where other modalities fail, such as when the finger itself blocks line of sight. Insights from this work could be used to advance tactile sensor technology and haptic intelligence for artificial manipulators that improve quality of life, such as prosthetic hands and wheelchair-mounted robotic hands.
ContributorsPonce Wong, Ruben Dario (Author) / Santos, Veronica J (Thesis advisor) / Artemiadis, Panagiotis K (Committee member) / Helms Tillery, Stephen I (Committee member) / Posner, Jonathan D (Committee member) / Runger, George C. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Electromyogram (EMG)-based control interfaces are increasingly used in robot teleoperation, prosthetic devices control and also in controlling robotic exoskeletons. Over the last two decades researchers have come up with a plethora of decoding functions to map myoelectric signals to robot motions. However, this requires a lot of training and validation data sets, while the parameters of the decoding function are specific for each subject. In this thesis we propose a new methodology that doesn't require training and is not user-specific. The main idea is to supplement the decoding functional error with the human ability to learn inverse model of an arbitrary mapping function. We have shown that the subjects gradually learned the control strategy and their learning rates improved. We also worked on identifying an optimized control scheme that would be even more effective and easy to learn for the subjects. Optimization was done by taking into account that muscles act in synergies while performing a motion task. The low-dimensional representation of the neural activity was used to control a two-dimensional task. Results showed that in the case of reduced dimensionality mapping, the subjects were able to learn to control the device in a slower pace, however they were able to reach and retain the same level of controllability. To summarize, we were able to build an EMG-based controller for robot devices that would work for any subject, without any training or decoding function, suggesting human-embedded controllers for robotic devices.
ContributorsAntuvan, Chris Wilson (Author) / Artemiadis, Panagiotis (Thesis advisor) / Muthuswamy, Jitendran (Committee member) / Santos, Veronica J (Committee member) / Arizona State University (Publisher)
Created2013