535.782.81 - Haptic Applications

Mechanical Engineering
Summer 2024

Description

An introduction to the required theoretical and practical background in the design and development of haptic applications. Haptic technology enables users to touch and/or manipulate virtual or remote objects in simulated environments or tele-operation systems. This course aims to cover the basics of haptics through lectures, assignments, and readings on current topics in haptics. Prerequisite(s): Recommended course background: graduate and senior undergraduate students who are enthusiastic to learn about haptics and basic familiarity with MATLAB.

Instructor

Default placeholder image. No profile image found for Fariba Khosravian.

Fariba Khosravian

fkhosra2@jhu.edu

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the menu. A module will have several potential sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted on the Course Outline page. You should regularly check the assignment due dates. 

Course Topics



Course Goals

To describe essentials of the human haptic system and haptic perception and learn about several current hardware/software that has been used in the development of haptic applications. In addition, to learn about the background on the design, construction, and use of machines to replace or augment human touch as well as haptic rendering and interaction techniques. 

Course Learning Outcomes (CLOs)

Textbooks

There is no specific required textbook. 

Other Materials & Online Resources

Optional Software 

MATLAB is the only required software for this class. You will need access to a recent version of MATLAB. A license is provided at no cost to you, through JHU. 

Visit the JHU IT Services Portal. Log in with your JHED ID and type “Matlab” in the search bar. Click on “Matlab for Students” in the search results and follow the instructions provided. 

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned paper(s) (approximately 3–4 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 1-2 hours per week), and writing and/or development assignments (approximately 4–5 hours per week). 

This course will consist of four basic student requirements: 

Preparation and Participation (Module Discussions) (15% of Final Grade Calculation) 

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the posted paper(s) for each module. 

Depending on the number of students, one or more students are assigned to each module to initiate a discussion about the module topics and materials. The student(s) should make an up-to- five minutes presentation in form of voice over power points slides about one or more related topics from the posted paper(s) by the evening of day 3 for that module week. At the end of each presentation, the assigned student(s) should come up with one or two questions related to Module learning objectives and one or two questions would be your choice of questions related to Module material. Each presentation will be posted to a separate forum thread of the module. All other students should watch the presentation(s) and post their responses to the discussion questions for each thread by the evening of day 5 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness). 

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. 

Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive. 

Instructors will monitor module discussions and will respond to some of the discussions as discussions are posted. 

Evaluation of preparation and participation is based on contribution to discussions. Preparation and participation is evaluated by the following grading elements:

  1. Timeliness (50%) 
  2. Critical Thinking (50%) 

Preparation and participation is graded as follows: 

100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis]. 

89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place]. 

79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace]. 

Assignments (30% of Final Grade Calculation) 

The weight of all assignments is equal. Reading and literature review should include a cover sheet with name(s) and assignment identifier. Also include name(s) and a page number indicator (i.e., page x of y) on each page of your submissions. If there is a solution for a problem, you should present the problem statement, assumptions, computations, and conclusions/discussion delineated. All possible Figures and Tables should be captioned and labeled appropriately. 

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors). 

If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade. 

Qualitative assignments are evaluated by the following grading elements: 

  1. Each part of question is answered (20%) 
  2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content). 
  3. Rationale for answer is provided (20%) 
  4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a particular question, then you are to provide analogies versus examples).
  5. Outside references are included (15%)

Qualitative assignments are graded as follows: 

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis]. 

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place]. 

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace]. 

<70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed]. 

Quantitative assignments are evaluated by the following grading elements: 

  1. Each part of question is answered (20%) 
  2. Assumptions are clearly stated (20%) 
  3. Intermediate derivations and calculations are provided (25%) 
  4. Answer is technically correct and is clearly indicated (25%)
  5. Answer precision and units are appropriate (10%)

Quantitative assignments are graded as follows: 

100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate. 

89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate. 

79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate. 

<70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing. 

Course Project (30% of Final Grade Calculation) 

One term project will be completed. Students will choose an individual or team project and complete it. Students will select a project topic and start brainstorming and literature review by the end of module 9. They will fill out a proposal form that includes the description of the project and the potential tasks to complete the project. The project progress will be reported in three milestones by the end of modules 10, 12, and 13. The final project report and presentation will be submitted by the end of module 14. The presentations and written reports will be evaluated using a posted rubric. 

The course project is evaluated by the following grading elements: 

  1. Student preparation and participation (as described in Course Project Description) (40%) 
  2. Student technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description) (20%) 
  3. Possible or individual preparation and participation (as described in Course Project Description) (20%)
  4. Possible team or individual technical understanding of the course project topic (20%)

Course Project is graded as follows: 

100–90 = A—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Zoom; individual/ team work product(s) agreed to, well prepared and available to all team members/ instructors]; Student Understanding/ Team Understanding [rich in content; full of thought, insight, and analysis]. 

89–80 = B—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Zoom; individual/ team work product(s) agreed to and prepared]; Student Understanding/ Team Understanding [substantial information; thought, insight, and analysis has taken place]. 

79–70 = C—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities agreed to; individual/ team well versed in use of Zoom; individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [generally competent; information is thin and commonplace]. 

Exam[s] (25% of Final Grade Calculation, combined from 10% for Midterm and 15% for Final) 

Students will write two exams, including one midterm (10% of total grade), and a final exam (15% of total grade). The midterm exam will be available in Module 8 and the final exam will be available in the last Module. You will have one week to complete the exams and they will be due by 5PM exactly one week from their release. 

The exams are evaluated by the following grading elements:

  1. Each part of question is answered (20%) 
  2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content). 
  3. Rationale for answer is provided (20%) 
  4. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples).
  5. Outside references are included (15%)

Exams are graded as follows: 

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis]. 

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place]. 

79–70 = C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace]. 

Grading Policy

Student’s performance will be evaluated through exams, assignments, and a term project. 

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Assignments in the corresponding modules. Instructors will post grades by one week after assignment due dates. 

Instructors generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade. 

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week. 

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course. 

Score RangeLetter Grade
100-98= A+
97-94= A
93-90= A−
89-87= B+
86-83= B
82-80= B−
79-77= C+
76-73= C
72-70= C−
69-67= D+
66-63= D
<63= F

Final grades will be determined by the following weighting: 

Item 

% of Grade 

Preparation and Participation (Module Discussions) 

15% 

Assignments 

30% 

Course Project 

30% 

Exam[s] (Midterm + Final) 

25% (10% + 15%) 

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.