January 21, Dr. Patrick Leung School of Engineering Science Simon Fraser University Burnaby, British Columbia V5A 1S6

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1 January 21, 2008 Dr. Patrick Leung School of Engineering Science Simon Fraser University Burnaby, British Columbia V5A 1S6 Re: ENSC 440 Project Proposals for a 3D-LED Plotting Device Dear Dr. Leung: The attached document, Proposal for a 3D-LED Plotting Device, outlines our project for ENSC 440 (Capstone Engineering Science Project). Our goal is to design and build a 3D display unit which can be used to create true 3D drawings by lighting individual LEDs in a cubic matrix via a navigational keypad. This document provides an overview of our proposed product, high-level analysis of the system design, anticipated budget and funding plan, as well as information on project scheduling and organization. We investigate alternative solutions for 3D design and display, as well as the consumer interest and social need for this device. consists of four motivated and talented fifth-year engineering students: Leah Finkel, Anna Seung, Julio Perez and Iman Shahsavani. We all have valuable real-world experience in the hardware and software industries which will considerably assist us in this project. If you have any further questions or concerns regarding this project, please do not hesitate to contact me by phone at (604) or by at ensc440- xteam@sfu.ca. Sincerely, Leah Finkel President and CEO Enclosure: Proposal for a 3D-LED Plotting Device 1

2 Proposal for a 3D Plotting Device Project Team: Contact Person: Leah Finkel Julio Perez Anna Seung Iman Shahsavani Leah Finkel Ensc440-xteam@sfu.ca Submitted to: Dr. Patrick Leung ENSC 440 Steve Whitmore ENSC 305 School of Engineering Science Simon Fraser University Issued date: January 21, 2008 Revision: 1.0 2

3 Executive Summary Human beings seek knowledge, and as technology advances, we develop better tools for understanding and conversing with the world around us. Consider the conceptual tool of 3D modelling. Using everything from pencil-and-paper sketches to advanced mathematics software, we have attempted to capture the world the way we see it in space. Nevertheless, the problem remains: a 2D representation, however realistic, is only a representation. Since most 3D modelling tools utilize a computer screen to display the image, there is a significant limitation in that the final image will remain in two dimensions. Building blocks are one alternate method of creating a true 3D image, but having the object already built arguably defeats purpose of modelling. Perhaps the closest we have come to realizing the Star Trek fantasy of holodeck -like projections is, naturally, holography. However, moving holographic imaging (cinematography) has yet to reach the commercial stage. We propose to eliminate these limitations by taking a best of both worlds approach. Computer programs for 3D modelling provide design capability in high resolution and a great deal of control for the user, while simple building block models can be viewed from all angles, leaving no room for misinterpretation of proportions. The 3D-LED plotting device does both, by employing a pre-programmed microcontroller to map user input from a navigational keypad to a cubic matrix of multicoloured LEDs. Plotting equations with up to three variables, modelling objects for manufacturing, and creating 3D sketches for plain entertainment are just a few of the projected functions of our product. The most significant challenge we face is with regards to the resolution of the displayed image. Since we are constrained by both time as well as funding, we have opted to build a 10x10x10 inch cube (1 LED per inch), which is fairly low resolution, bearing in mind that our main objective is to prototype the concept. engineers are knowledgeable and experienced with microcontroller programming and analog circuit design. We propose the design life-cycle of this project including research, design, and construction will be 13 weeks, with April 1, 2008 as the scheduled completion date for an operational prototype. The entire project is tentatively budgeted at $500.00, which we expect to obtain from a variety of sources. We aim to be a cornerstone of future research into low-cost, low-power, true 3D displays. The 3D-LED Plotting Device is only the beginning. ii

4 Table of Contents Executive Summary... ii 1. Introduction System Overview Possible Design Solutions Paper Drawing Computer Graphics Building Blocks Proposed Solution Sources of Information Budget and Funding Budget Funding Time Schedule Team Organization Company Profile Conclusion References iii

5 1. Introduction Any elementary school student over age 10 has at some point in their academic career encountered an equation in three variables. They may know how to solve it, but do they know what it looks like? For applications ranging from visual aids for basic algebra to engineering of complex objects, the hunt for a true and dynamic 3D display continues. Whereas this may sound like a physical impossibility, attempts to emulate the ideal have been made in markets targeting the entire above-mentioned spectrum of users. Educational toys as simple as building blocks can assist young kids in developing spatial cognition and hand-eye co-ordination, while mathematics software such as Maple enable students at the high school/university level to produce graphical representations of complex equations with ease, yet they are just that, representations, in 2D. Our objective is to design a display unit which will enable users to create and manipulate images in true 3D. A cubic matrix of multi-coloured LEDs will be used as the set of data points. The input to the device is a signal from a navigational keypad user interface to a single microcontroller, which will be pre-programmed to light the corresponding LEDs in the display matrix. The aim of our project is not to provide the complete functionality of mathematics software such as Maple. Instead, it is to prototype a more palpable experience in the manipulation of 3D images by employing low-cost, low-power, widely available LED and microcontroller technology. This device will serve as a great educational toy in its own right, providing children with a tool that can potentially expand their creativity and imagination, inspire curiosity in math and logic, and assist with the development of spatial cognition. However, we aim primarily to provide a foundation in research for creating true 3D displays, and hope that this prototype will be the first module of a set, eventually including interfaces for various computer graphics and math programs. The modular nature of this project will enable us to add valuable functionality with each design cycle, while ensuring a finished product at the end of every one. This document will summarize design considerations, sources of information, budgeting, funding, project scheduling and organization. We provide Gantt and milestone charts which detail the timeline for the development of our product. 1

6 2. System Overview The aim of our project is to create an easy to use, true 3D drawing surface for the development of spatial skills and to facilitate the visualization of 3D objects. To accomplish this, we have identified three main components: the 3D drawing canvas, the user-accessible controls, and the control unit. Figure 2.1 illustrates how these components will interact with each other. FIGURE 2.1 Component interaction & flow of information. 1 The user-accessible controls are the input mechanism by which images are drawn. The LEDs will be lit, one by one, in the direction enters by the user via the keypad. The control unit is programmed to interpret the signal from the keypad, mapping the user input to the 3D surface. The 3D drawing surface will display the user input in real time. 1 Controller image taken from 2

7 3. Possible Design Solutions There are several existing methods for consumer 3D modelling, ranging in cost from practically nil to thousands of dollars. Of those available in the consumer range, many fail to provide true 3D display, while others lack the fine control found in even the simplest of forms. 3.1 Paper Drawing Perhaps the most widely used, and probably the cheapest, method of teaching children to visualize 3D images is through the use of perspective techniques in drawing classes. Although a viable solution, it is limited to older kids that are able to understand drawing techniques and have a basic knowledge of geometry and mathematics. In addition the challenge of visualizing three-dimensional images on two-dimensional surfaces can be a difficult one. Figure 3.1 Image of a cube drawn using 2-point perspective. 3.2 Computer Graphics In recent years, the advances in computers have enabled programmers to create realistic three-dimensional objects, characters and even worlds. Most of today s video games include some kind of three-dimensional representations, which help children to visualize and rotate objects on a computer screen. However, the fact remains that these are simply projections on two-dimensional surfaces and do not provide the true three-dimensional experience necessary for younger kids. In addition, kids rarely have the opportunity of participating in the creation of these images. 3

8 Figure 3.2 Face of a Monkey generated in Blender, a 3D-drawing computer program. 3.3 Building Blocks One of the most popular toys for children and very popular hobby for adults, building blocks such as Lego Blocks, are a great way to introduce kids to spatial visualization. Models of everyday objects can be easily built from pre-packaged sets. However, building blocks do not provide the flexibility that the previous drawing methods have. More specifically, shape, color or simply the number of blocks necessary to create the perfect model usually limits the ability of building blocks to be an optimal 3D modeller. Figure 3.3 Example of objects built with Lego Blocks

9 4. Proposed Solution In combining the flexibility of software control with true 3D display, we have found a solution for the creation and manipulation of true 3D images. Figure 4.1 is a conceptual representation of what we expect the final product to look like. User-Control Module Protective Case LEDs Figure 4.1 Conceptual representation of prototype 3. This idea can be thought of as three-dimensional equivalent of the Etch-A-Sketch toy produced by the Ohio Art Company. Knobs or buttons will be used to drive a cursor and draw images on the canvas, which will be made up of a 10x10x10 LED matrix (1000 LEDs in total). A microcontroller will be used to turn on specific LEDs according to the knobs used and the current position of the cursor; this means that each one of the 1000 LEDs could be independently lit at any time. As mentioned earlier, the main limitation of a product like this is its ability to properly display images. And, although our implementation can potentially display images as well as an LCD screen; its major limitation is its resolution, which is governed by the number of LEDs included and the distance between each LED (since not all of the LEDs will be visible if they are too close together). However, we believed that once a prototype is created, it could be improved, in the future, to achieve a higher resolution. 3 Note that this drawing shows a 3x3x3 matrix, which is very small when compared to our proposed 10x10x10 matrix. 5

10 Potential additional features of this design include the following: On-board memory can be included to provide examples of the kind of images that can be drawn on to the LED matrix. Software could be created to alter the behaviour of the LED matrix, to be able to extend the functionality of the device. Examples of possible additions include: the creation of an interface to display mathematical equations and the manipulation of atoms and molecules for chemistry demonstrations. By the use of software, the 10x10x10 LED matrix can be thought of as a building block that could be stacked next to other LED matrices to create more complex displays. In addition to its applications in education, an LED matrix display can be of great benefit to the advertising industry. Electricity-driven displays are currently very popular in many events and venues, and the addition of a three-dimensional aspect to them could be well received. In particular, if the LED matrix could be made with RGB LEDs, the range of colors produced would be even more appealing to the user. For example, a full color LED matrix could be used in clubs to create sound-controlled visual effects and light shows. Similarly, with the proper resolution, a three dimensional LED display could be used by architects to easily display models of objects, buildings and even neighbourhoods. 6

11 5. Sources of Information The construction and programming of the LED Matrix display requires knowledge of circuit design and implementation, computer programming and interface design; topics which have been covered to some extent in our undergraduate career. In addition to course notes and textbooks, the main source of information will be the World Wide Web. There are a number of independent developers that have posted methods to implement some of the functions of our LED matrix. For example, there are descriptions of how to wire a 2-dimentional matrix and how to program different microcontrollers to drive LEDs. Similarly, websites for electronic components such as microchip.com and digikey.com are useful for budget calculation purposes as well as to obtain manuals and spec-sheets for electronic parts. 7

12 6. Budget and Funding 6.1 Budget Table 6.1 details a tentative budget for the 3-D LED plotting device. All costs have been estimated as closely as possible to actual costs based on prices listed at the supplier websites, and the separate Contingency category provides a 10% margin of freedom on the overall budget. Please not that the Miscellaneous category includes all small circuit components such as the external clock, as well as cables and a construction jig for the cube itself. There will be no software costs as it will all be developed in-house. Table 6.1: Tentative budget Item Estimated Cost 1000 multicolour LEDs $200 Custom PCB manufacturing $150 Microcontroller + Development kit $50 User interface $10 Housing $20 Miscellaneous $20 Contingency $50 Total $ Funding This project is eligible for funding from the Engineering Student Society Endowment Fund under the class category. We have applied to the ESSEF, and have also approached the Vancouver Board of Education for a financial contribution to this project. In the event that we can not raise enough capital to cover the costs of building our prototype, the members of our team have agreed to share these expenses equally. A record of all expenses and revenues will be kept in order to ensure that members are reimbursed to the maximum extent. Our team also believes that the 3-D LED plotting device has market potential both as an educational tool and a media tool for children of all ages, and we hope to generate additional revenues in this manner. Figure 6.1 below illustrates that 3D imaging tools are leading the Professional Media industry in sales. On the flipside of the market, we have 8

13 educational toys, currently a 2 billion dollar industry, accounting for 31% of the entire toy market. Figure 6.1: Compound Annual Growth Rates for Select Pro Media Tools 9

14 7. Time Schedule Our proposed schedule for the project is illustrated below. The Gantt chart in Figure 7.1 shows the amount of time to be spent on each of various project tasks, and the Milestone chart in Figure 7.2 shows completion dates of both project tasks and documentation. Figure 7.1: Gantt chart Figure 7.2: Milestone Chart 10

15 8. Team Organization Due to the small size of our group and the overlapping-task nature of the project, has decided to adopt an interactive organizational style. This will help to maintain a sufficient level of communication, collaboration and flexibility while ensuring that some one will always be in charge of overseeing the entire process. Although each person has been assigned a particular role in the structure of the company, we are all expected to participate in each of the project milestones, so as to gain knowledge in the areas that we are unfamiliar with and eager to learn about. All decision-making on the project will be carried out in a democratic manner, within reason. Leah Finkel, President and Chief Executive Officer (CEO), will keep track of overall progress of the project, ensuring that each member completes his/her tasks on time and each milestone is met. Julio Perez, Chief Financial Officer (CFO), will manage the finances of the project, making sure that expenses are kept within budget. In addition, he will be responsible for marketing and product management. Anna Seung will be responsible for hardware design development as Chief Technical Officer (CTO), and Iman Shahsavani, Vice President of Operations (VPO), will assist the CEO in overall project co-ordination while managing version control of our software development. has established two main forms of communication, to facilitate discussion and archival of ideas. Firstly, we have scheduled weekly meetings, and will call extra meetings as necessary. Secondly, has set up an on-line team forum, where meeting information (i.e. agendas, minutes, etc.), as well as all active and complete documentation, will be posted in order to maintain a written record of all group activity. This on-line forum will serve as an information hub for our team, as well as a support centre, where team members will be able to find each other quickly and easily if any problems should arise. team members are fuelled by our vision of true 3D display, and determined to become pioneers in this cutting-edge area of technology. We will see this project through successful completion as a cohesive unit. 11

16 9. Company Profile Leah Finkel, President and Chief Executive Officer (CEO) Leah Finkel is fifth-year Electronics Engineering student at Simon Fraser University. Over two previous co-op terms (White Monkey Design and Alti-tech Engineering), she completed several microcontroller-based projects with applications ranging from props for film and television to assistive computer devices for disabled people. Above all, she is a natural and experienced leader. Julio Perez, Chief Financial Officer (CFO) Julio is a fifth year Systems Engineering student at Simon Fraser University, interested in computer programming and systems design. Throughout his educational career, he has acquired skills in the design and implementation of embedded systems, as well as analog and digital circuits. With two years of experience in the software industry, Julio s knowledge of programming languages and quality assurance processes make him a valuable asset to. Anna Seung, Chief Technical Officer (CTO) Anna Seung is in her final year at Simon Fraser University, majoring in Electronics Engineering with a minor in Chemistry. Her primary interests lie in microelectronic power systems and mechanical design. With three hardware related co-op terms under her belt, Anna is well-equipped to oversee technical design of the 3D-LED Plotting Device. Iman Shahsavani, Vice President of Operations (VPO) Iman is also a fifth year Systems Engineering student at Simon Fraser University, with Co-op experience in hardware and software industry. His interests include software design and business management. By taking project courses in hardware design and software development, he has hands on experience with analog circuits, embedded systems and real time programming. He is the candidate for the position with four months experience at Vtech as a baseband design engineer and eight months at Eclipsys as a configuration management specialist. 12

17 10. Conclusion The 3D-LED Plotting Device by promises to be a first in low-cost true 3D imaging, by applying innovative concepts in 3D-modelling software to LED hardware, which exists in the same spatial reality we do, leaving no discontinuity between the subject and the medium of expression. Our prototype can serve as a valuable educational toy for children of all ages, and has potential, upon further development, as a powerful design tool for artists and engineers. It also finds applications in the advertising and entertainment industries. The 3D LED Plotting Device is far more cost-effective and power-efficient than any currently available attempt at true 3D display. As shown in the Gantt and milestone charts in the Time Schedule section, we will have an operational prototype built in the time frame allotted. Ultimately, we hope that the 3D-LED Plotting Device will initiate further exploration of this simple imaging technique for more advanced applications which require higher resolution. 13

18 11. References 1) Digi-key ( 2) Microchip ( 3) Electronic Goldmine ( 4) New Product Development Group 5) M2 Research 6) 7) 8) 14