Sophomore Year Projects
EK210: Introduction to Engineering Design
In EK210, my group and I designed a bike light that adjusts its brightness based on ambient light levels. Building this project from scratch, with considerable freedom and limited guidance compared to EK131, provided me with valuable insights into various aspects of engineering, including project management, research, prototype development, troubleshooting, and documentation.
I also honed my skills in utilizing online resources for research and problem-solving, particularly when faced with product issues or calculations for components. Additionally, I gained a deeper understanding of the preliminary design stage, which involved creating tools such as the Glass Box Diagram, PCC Table, and a Morph Table. Keeping all these documents organized was crucial in streamlining the process of compiling the final report.
EK301-Engineering Mechanics I
In Engineering Mechanics I, I gained a deep understanding of fundamental statics concepts, allowing me to analyze various structures, including machines, frames, and trusses. This involved comprehending reaction forces, supports, and the principles of shear and bending for internal forces.
One of the semester's highlights was the truss project, where we were tasked with designing and building a truss within cost and time constraints while meeting specific load-bearing requirements. To aid in this endeavor, we developed a MATLAB-based analysis tool capable of calculating member forces, determining failure points, assessing maximum load capacity, and analyzing cost ratios, among other factors.
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The project unfolded in three main phases:
1. Buckling Lab: Here, we measured the buckling strength of acrylic strips (subsequently used in constructing the final truss) as a function of their length.
2. Preliminary Design: In this phase, we devised potential truss designs that adhered to the specified constraints and created a program for truss analysis.
3. Final Design: We refined our optimal design from the Preliminary Design phase and proceeded to construct the physical truss.
I thoroughly enjoyed collaborating with my group to craft a unique truss design that optimized load-bearing capacity. Additionally, working on the code and physically building the truss were valuable experiences. As I prepare to take a dynamics course, I look forward to applying the concepts I've learned in this class and further enhancing my knowledge in mechanics
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**You can access detailed reports for each of these project phases by clicking on the links to the right.
ME306- Introduction to Material Science
Among all the classes I've taken this semester, the topics covered in this class were entirely new to me, as I had never been exposed to material science before. I thoroughly enjoyed delving into concepts such as crystallography, defects, phase transitions, strengthening and failure mechanisms, mechanical properties, and the fundamental principles of materials, including ceramics, polymers, metals, and composites.
In this course, I had the opportunity to complete two projects: one individually and one as part of a group.
For my individual project, we were tasked with writing an article on a topic of our choice. Out of all the options, I chose to explore graphene, as I was keen to learn about 2D materials and their applications, especially in the biomedical field. I relished applying the concepts I learned in class, such as Young's Modulus and vacancy diffusion, to a real material, especially one on a 2D scale.
In our group project, we focused on researching Metal Organic Frameworks (MOFs). It was fascinating to discover the diversity of MOFs, driven by the various organic linkers and metals that could be combined to create different MOF compositions. Additionally, learning about the applications of MOFs, particularly in gas storage due to their large pores, was enlightening.
Material Science emerged as one of my favorite courses this semester, and I look forward to taking more material science classes in the future. I'm also eager to apply the concepts I've learned in my research lab, the Material Robotics Lab.
ME304- Energy and Thermodynamics
In Energy and Thermodynamics, I had the opportunity to both refresh my knowledge of fundamental concepts, such as the conservation of energy for closed systems and the use of PV and TV diagrams, and to learn new and exciting concepts. These included open system mass and energy balance, Carnot cycles, isentropic processes, heat pumps, refrigeration cycles, vapor power systems, and gas power systems.
Our first lab focused on boiling, and initially, I had reservations about how this seemingly basic process could deepen our understanding of energy and thermodynamics. However, upon analysis, I was pleasantly surprised by how well the concepts I had learned in class, particularly the first law of energy conservation and the significance of liquid-vapor domes in PV and TV diagrams, applied to the simple process of boiling. I also discovered how this seemingly straightforward process has applications in numerous real-world scenarios and machines, reinforcing my comprehension of classroom learning.
Our second lab involved analyzing the HVAC system on the BU campus using live online data. At first, I was intimidated by the prospect of analyzing a complex real-world system. Nevertheless, as I delved into the analysis, I was amazed to find that many of the concepts I had learned aligned seamlessly with the workings of the actual refrigeration system. It was gratifying to realize that the knowledge I gained in class empowered me to dissect and understand a crucial HVAC system, one that significantly impacts our daily lives. Comparing theoretical and actual results, including calculating the coefficient of performance, added an extra layer of interest to the lab.
Overall, I thoroughly enjoyed this course, especially the opportunity to analyze real-life systems that I encounter daily. Being in this course, alongside ME306, which caters to MechE students, has reinforced my passion for Mechanical Engineering, complementing my background in BME (Biomedical Engineering).
EK307-Electric Circuits
In Electric Circuits, I had the opportunity to learn fundamental concepts such as series vs. parallel circuits, nodes, Thevenin's theorem, capacitors, amplifiers, feedback systems, clipping circuits, and more. Prior to this class, I had never taken a circuits course, so delving into circuit theories and applying them to create functional circuits was particularly intriguing.
For my final project, I designed an LED alarm clock circuit. Essentially, I created a circuit that responds to ambient light levels–this circuit takes ambient light as an input and, based on its voltage range, lights up either a green, yellow, or red LED. When the green LED is lit, indicating ample ambient light, a buzzer also activates to mimic the sound of a real alarm clock. While the use of LEDs in an actual alarm clock may be unconventional, I employed these three LED colors to demonstrate that the circuit behaved as expected and to visualize the concept.
Overall, the project was a great success, and I'm pleased that I was able to integrate concepts learned throughout the semester to create this functional circuit.
