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Christopher J. Lowrance

Publications and source records attributed to Christopher J. Lowrance.

2 recordsLinked to original sources

A Computer Vision Pipeline for Iterative Bullet Hole Tracking in Rifle Zeroing

Adjusting rifle sights, a process commonly called "zeroing," requires shooters to identify and differentiate bullet holes from multiple firing iterations. Traditionally, this process demands physical inspection, introducing delays due to range safety protocols and increasing the risk of human error. We present an end-to-end computer vision system for automated bullet hole detection and iteration-based tracking directly from images taken at the firing line. Our approach combines YOLOv8 for accurate small-object detection with Intersection over Union (IoU) analysis to differentiate bullet holes across sequential images. To address the scarcity of labeled sequential data, we propose a novel data augmentation technique that removes rather than adds objects to simulate realistic firing sequences. Additionally, we introduce a preprocessing pipeline that standardizes target orientation using ORB-based perspective correction, improving model accuracy. Our system achieves 97.0% mean average precision on bullet hole detection and 88.8% accuracy in assigning bullet holes to the correct firing iteration. While designed for rifle zeroing, this framework offers broader applicability in domains requiring the temporal differentiation of visually similar objects.

cs.CV↗

Stimulating Higher Order Thinking in Mechatronics by Comparing PID and Fuzzy Control

Many studies have found active learning, either in the form of in-class exercises or projects, to be superior to traditional lectures. However, these forms of hands-on learning do not always lead students to reach the higher order thinking skills associated with the highest levels of Bloom's Taxonomy (analysis, synthesis, and evaluation). Assignments that expect students to follow a prescribed approach to reach a well-defined solution contribute to a lack of higher order thinking at the college level. Professional engineers often face complex and ambiguous problems that require design decisions for which there is no straightforward answer. To strengthen the higher order thinking skills demanded by such problems, we developed a project in a semester-long mechatronics course in which students must evaluate two automatic control methodologies without being given explicit performance criteria or experimental procedures. Specifically, the project involves determining the superior control method for leader-follower behavior, where a ground vehicle autonomously follows a lead vehicle. Laboratory exercises throughout the semester expose students to the skills required for the project, including using sensors and actuators, programming proportional-integral-derivative (PID) and fuzzy controllers, and applying computer vision to detect an object signature. In the final course project, students go beyond implementing individual controllers and create their own evaluation criteria and experiments to make a design decision between PID and fuzzy control. We implemented this approach over three semesters and found that students value working on a real-world, open-ended problem, develop creative performance criteria and evaluation methods that demonstrate higher order thinking, and discover that comparative studies are nontrivial due to the many factors influencing performance.

cs.CY↗