Over the course of this year nest specimens from four of the ve Colletidae subfamilies and annalyzed their properties. It was demonstrated by previous work at this institution that the nest cells of at least one specie of Colletidae were not in fact just layers of polyester, but a composite of polyester and silk. The aforementioned work culminated in a Masters thesis at the University of Bath by Rebecca Belisle (Belisle 2011.) The focus of this research was to compare nest cell characteristics with what we know about the nesting behavior of the bees across all subfamilies, the documentation of which is extensive. It was found that the nesting behavior of each subfamily heavily correlated to the cell characteristics observed under our testing.

For my research, I set out to create a vision system to enable an aqueous vehicle to autonomously navigate harbors. The application in mind for this system is for robotic (unmanned) research vessels for oceanic research missions. The vessel will contain appropriate sensors to whatever observations need to be made, whether it is testing chemical contents of the water, biomass moving through an area, or tracking various groups of animals. Eventually, my research scope expanded to working some on the architecture level to find ways to integrate two distinct architectures for seamless flow between low-level, small time-scale thinking with long-term analysis and planning.

Green building standards like the Living Building Challenge promote the construction of net-zero energy buildings. In order to meet these standards, alternative heating and cooling methods become necessary, especially for designs with high glazing percentages in temperate climates, such as for aesthetic purposes or use in greenhouses. The design and analysis of a low-cost heating and cooling system is being investigated to address these scenarios. Air-source heat pumps are now commonly used in super-insulated, net-zero energy building designs, and we explore the possibility of augmenting this configuration with an inexpensive seasonal thermal energy store to address the increased heating and cooling loads. A high-glazing building scenario was modeled in Revit to establish monthly loads for a proposed building design, and a heat transfer model of a thermal store coupled to a heat pump was simulated in COMSOL Multiphysics to test feasibility of this idea. The results suggest this strategy has potential but may be limited in application due to its large size.

Polyhydroxyalkanoates (PHAs) are a class of biodegradable polymers which can be produced via bacterial synthesis. They have garnered interest due to their potential as a biodegradable alternative to petroleum-based plastics. PHA molecules have been shown to have a helical morphology, which organize into spherulitic crystal structures. The most common, naturally occurring PHA, poly(3-hydroxybutyrate) (PHB), typically has a crystallinity of up to 75-85% in its homopolymer form. The resulting material is thus brittle and has a narrow processing window. However, a broad range of mechanical properties has been achieved with the inclusion of varying quantities of 3-hydroxyhexanoate (HHx) units to form the polymer P(HB-co-HHx).

The nature of this research is to prototype different types of perching landing gears for drones. Using natural mechanisms found in animals, our team created two bio-inspired designs of perching landing gears for unmanned aerial vehicles (UAV’s). These designs were able to demonstrate the feasibility of landing-gear systems that enable bird-sized UAV’s to perch and take-off from branch-like structures.

We have derived compact algebraic bounds for the limit behavior of the magnetic coupling coefficient, κ, for axially aligned multilayer coils. These bounds are validated experimentally. We have also found an expression based on the coil geometry that captures its long-range magnetic behavior. In particular, the limit behavior of the magnetic coupling coefficient is the same for any pair of axially aligned multilayer coils when the separation distance is normalized by this expression.

An engineer is defined as “a person who has scientific training and who designs and builds complicated products, machines, systems, or structures.1” This paper will explore a new definition of engineer—engineer as anthropologist and critical thinker.

Current robotic sailing relies on sensing wind direction and moving the sails to a position that is appropriate for that relative wind angle. The research to date shows that a correctly tuned sail in the classic wing shape is essential for maximum speed over water. This paper relates research on sensors used to determine when sail trim is incorrect. With improper sail trim, the sail luffs. This luffing produces turbulence which reduces the efficiency of the sail. By instrumenting the sail with sensors to detect when sails begin to luff, the robot can determine when the sail is improperly trimmed and, potentially, take corrective action.

Currently, when a blind person goes grocery shopping, the store management must provide an employee to guide the blind customer and heavily assist with most, if not all, of the shopping. This `dependent shopping' situation often makes the blind person uncomfortable since it calls attention to the handicap and strips him/her of self-sufficiency. The project's motivation is to improve the shopping experience of the blind such that the user can shop independently and efficiently simply by installing new software onto the electronics that they already use daily. This will be done with a combination of crowdsourcing (in which a human will identify the desired grocery item, i.e. object recognition) and computer vision (in which the device will track the item from image to image and navigate the user to the product).

Poly(methyl methacrylate), known commonly as acrylic, is a transparent thermoplastic polymer. Acrylic is a choice material for laser cutting due to the ease with which it is machined. Some desirable qualities of PMMA include high light transmission and the aesthetic appeal of transparency. PMMA is widely used for illuminated as well as non-illuminated display signs. Trophies and memorabilia often use cast acrylic as the base material due to the high visual contrast produced by engraving the material. Furthermore, acrylic is often used as a shatterproof glass substitute. It is more weather resistant than other plastics as polystyrene and polyethylene and therefore often found in outdoor applications.

The robotic revolution dramatically increased the number of tasks which robots perform. It continues to do so, especially within the maritime industry, where robotic applications are being developed across a wide variety of platforms from power to sail. One challenge faced when constructing sailing robots is the inability to determine the state of the sail if there is no human at the helm watching and reacting to constantly changing wind conditions. Traditional, flexible sails begin to “luff” or flap in the wind if are not set correctly. With this comes a decrease in sail efficiency and hull speed because the sails no longer generate maximum lift. In the worse case, the boat reaches a state of being in “irons” where it stalls in the water, bow to the wind. In previous research I showed sensors could be placed on the sail to detect this luffing. In this research, I present a quantitative comparison of three different methods of sensing sail luffing: piezoelectric vibration, air pressure, and acceleration. The relative effectiveness of these methods is compared against position data obtained using computer vision during sets of binary tests where the sail can be considered to luff or to hold its shape. Results are promising and show that each sensor is able to detect sail luffing. However, there are also clear use cases where one sensor is preferable.

Engineering for Humanity, an interdisciplinary engineering design and anthropology course at Olin College of Engineering, is a semester-long service-learning partnership between the college and nearby Councils on Aging. This paper examines the effects of this service learning on our students and their partners. Our research suggests that this service-learning curriculum has positively impacted students’ and elder partners’ behavior and attitudes. We collected data from student and partner surveys, from interviews with the community partners, and from student reflections. By comparing student behavior and attitudes before and after this course, we have observed the following behavioral and attitudinal changes: 1) development of empathetic knowledge and understanding, 2) increased appreciation for user-centered design, 3) redefinition of career trajectories. We also saw transformations in the lives of the community partners. Outcomes for elders were related to quality of life and wellbeing and included 1) decreases in isolation, 2) increased purpose and meaning, and 3) improved feelings of wellbeing. Lasting effects included continuation of decreased isolation through a sustained increase in social engagement, as well as positive thoughts about and mechanisms for aging in place. This paper also describes the curriculum and reports on these trends over three years of coursework.

Polyhydroxyalkanoates (PHAs) are a class of biopolymers capable of which can be produced through bacterial synthesis. Many PHAs have mechanical properties similar to those found in commonly used petroleum- based plastics and, as a result, have garnered interest as a potential as a more sustainable alternative to these materials. While PHAs are biodegradable, current techniques for large-scale biosynthesis require the use of large quantities of organic solvents that do not readily degrade in water and soil. As a result, the production process may incur additional environmental impacts, despite the use of more sustainable raw materials. Thus, recycling may further reduce the impact in the production and processing of PHAs.

Green building standards like the Living Building Challenge promote the construction of net-zero energy buildings. In order to meet these standards, alternative heating and cooling methods become necessary, especially for designs with high glazing percentages. The design and analysis of a low cost heating and cooling system with 100% solar fraction is being investigated to address this scenario. Following a literature review and visits to two Living Building Challenge certified buildings, a preliminary building configuration was created for the Living Lab project at Olin College of Engineering. Thermal modeling was conducted on three basic building configurations with different amounts of solar glazing to determine the peak thermal loads for the project‘s temperate building site. Future analysis will be performed using Green Building Studio and eQuest software to identify energy saving strategies and confirm a final proposed design.

Working memory is the memory that is stored briefly and manipulated. We use it to read sentences, do math problems, and remember what a room looks like when we look away. This type of memory is severely impaired for individuals with ADHD. Working memory deficit is identified as the core cause of ADHD. Working memory deficits are correlated with poor academic performance.

Laser Cut Like a Boss aims to aid you in bringing your project vision to life by providing informative and inspirational tips and tricks to prototyping with the laser cutter. Our goal is to help you apply design and engineering thinking toward utilizing your tool to develop your project efficiently and successfully.

Before coming to Olin, I knew I wanted one thing with my education: I wanted to help people. I believe that empathy is a defining aspect of who I am, and I want to harness this part of me to make some sort of change (which is broad, I know). I wanted to use my time at Olin to develop and pursue my passions, or at least, discover what they are. Over my four years at Olin, I believe I have found those passions, which I can summarize into three main categories: healthcare, design, and education. The stories that define my Olin experience have characteristics of one (if not more) of these themes, which I believe will shape the way I help people after my college career. Olin has given me the tools to make a difference in these categories, which these stories capture.

During the summer leading up to my first year at Franklin W. Olin College of Engineering, Alison Black, the Assistant Dean of Student Life, contacted all the incoming first-year students and requested that we each write a Statement of Interest that outlined what we wanted to accomplish when we got to Olin. My Statement of Interest outlined one dozen goals, eight of which are listed below: 1. Get Involved with leadership activities or student government 2. Help plan and organize school events 3. Volunteer with individuals with developmental disabilities 4. Work or volunteer with children 5. Take classes in business or management 6. Work on assistive technology 7. Have an internship ever summer (not always with the same company) 8. Get accepted into graduate school As I sat down to reflect on my Olin experience, I realized that much of it was summarized in the list above. I can honestly say that, with a few caveats, I reached and often exceeded all of the goals I outlined before I set foot on Olin’s Campus. In addition to reaching all of these goals, they all focused on a central theme: Engineering for Others. Below I break down the eight goals listed above and reflect on my experiences and how they all contributed to this central theme.

For as long as I can remember, I’ve found pleasure in making things. Things that moved, things that flashed, things that buzzed, things that whirred all have excited me to no end. I remember one of my first “inventions” was a handheld fan powered by an old electric toothbrush motor and a 9v battery. At the time, I did not understand the interworkings of the motor I was using, nor the chemistry of the battery, nor even how the shape of the propeller allowed it to move air. I did, however, understand what each piece did, and I found great pleasure in putting the pieces together to make something new. As I moved from grade school to junior high to high school, my knowledge of how things work grew, and with it grew my desire to make more things. When learning about kinematics in physics, my friend and I decided to build small coilguns using the circuits of discarded disposable cameras to see if the equations of motion worked out. Along the way, I unintentionally learned a lot about electricity and magnetism, RC circuits, and what a high voltage discharge across skin can feel like. Projects like this led me to be one of the founding members and vice president of my high school’s engineering club. I recognized that I not only did enjoyed making devices and contraptions, but I absorbed knowledge much more readily when I could use it to make something physical. For this reason, my choice to attend Olin College was a no-brainer. Olin’s focus on project-based learning and application driven education resonated with what I enjoyed, how I knew I absorbed information, and how I liked to apply myself. Through the whirlwind that has been my time at Olin, I have had the pleasure of taking part in many experiences that speak to the five curricular components of the Grand Challenge Scholars Program: a Grand Challenge Project, an Interdisciplinary Experience, an Entrepreneurial Experience, Global Awareness, and Service Learning. In this portfolio, I will be focusing a handful of projects and experiences that highlight these components of the program.

What drew me to Olin was the emphasis on learning through projects and experiences. Up until sixth grade, this was how I learned. In fact, the motto of my elementary school was “joyous work,” and after going to a more conventional high school that emphasized grades and test scores, I sought to return to this approach to learning. Learning through doing was surprising, challenging, and valuable for my growth as a person. Experiences that stand out are the failure of a website I tried to start for Lesbian, Gay, Bisexual and Transgendered(LGBT) students and perception-expanding experience of studying abroad in Japan. I came into these experiences not entirely prepared, but in the process I learned how much I did not know. Coming out of these experiences, I continue to learn using the skills I acquired.

My grand challenge at Olin was shaped in three main areas. Long-term research in the biology lab, interdisciplinary learning through many classes, but in particular User Oriented Collaborative Design, and participation in the campus organization Engineering Discovery. Doing research and participating in clubs in addition to classes helped me get to know others in different disciplines and learn more about their solutions to problems. Another large component of my learning involved giving and receiving feedback, both from people outside of the Olin community and within. This double dose of feedback allowed me and my teammates to better understand the problems were trying to solve. To get this feedback, many presentations were done, which gave me the confidence to stand up and present my methods and results with conviction and certainty. Many class projects were team oriented, which allowed me to learn how to work well with others. I also did work on my own with guidance in research. Doing both of these things taught me to work independently but always take others advice and criticism into account. Overall, I believe Olin provided me with an engineering education that will allow me to understand and effectively communicate with people in many disciplines with a variety of educational backgrounds.

The first twenty-five years or so of the modern successful American life has been fairly well defined by the country’s education system. Go to primary school. Get good grades. Go to college. Get good grades. Graduate with a degree in something you love. Find a good job. Make money. As a child, I was well-aware of this system. From an early age I fully intended to go to college and major in something lucrative, my thinking shaped by years of advice from parents who managed start-ups, real estate, and stocks. Well before high school I began searching for a dream, trying to decide what I should spend the rest of my life doing. I was smart. I was good at math and science. I was also good at art, theater, writing, philosophy, and other subjects that would leave me with a job that wouldn’t make the expense of college worthwhile. I also enjoyed playing Roller Coaster Tycoon. So I decided to become an engineer. Since I also grew up constantly being reminded about the virtues of running your own business, I also decided to go someplace where I could study business and entrepreneurship. This ultimately led me to Franklin W. Olin College of Engineering, a new engineering school near Boston that was on a mission to integrate entrepreneurial thought and action throughout its curriculum.

Psychologist Dan McAdams posed in a 1995 journal paper the question “what do we know when we know a person?” According to his research, there are multiple levels at which differences in personality may be described. One of them is the life story that we “[continue] to author and revise over time to make sense, for [ourselves] and others, of [our] own life in time.” (McAdams, 1995) For myself, that story takes shape somewhere around the time I’m 16 years old. I’m working in open source software communities. And I’m mistaken by one of my closest co-workers (who had not yet met me in person) for a teacher. My path since then has been shaped by a nontraditional educational institution: I’ve spent my time at Olin College of Engineering, a small school outside of Boston with the declared mission of transforming engineering education. At Olin, students engage in a largely problem-oriented, project-based curriculum and enjoy a significant amount of autonomy, allowing them to pursue their passions. These experiences have naturally shaped my relationship to my learning, which is exhibited in my narrative. As I’m about to graduate from Olin and leave this place that has made up so much of my life over the last four years behind, I want to reflect on my story in this portfolio.

A a middle school student answering the question "what do you think you'll study at college?", I was quick to cross medicine off my list. I believe my exact words were "I don't want to do anything that involves poking people." My disinterest in medicine remained largely unchallenged until I interned at Boston Device Development, a small product development consultancy in Newton, MA. As a college junior looking to develop experience in mechanical design, BDD's focus on medical devices was just the context for my work. As that summer progressed, I began to realize that medical devices are fantastic design problems becauses of their engineering challenges, human factors, and business needs. The experience reaffirmed my decision not to become a surgeon, but made me reconsider the way I viewed medicine, how innovations come to market, and how many opportunities there are to make better products. Undoubtedly it was this experience that led me to work with DePuy Synthes Mitek Sports Medicine for my senior capstone project. Our year-long project was to identify gaps in DePuys' portfolio of devices, consider the market opportunities and unmet needs of surgeons, generate new device concepts, and ultimately build a functional proof-of-concept. Because of these experiences and my hope to work on similar projects after graduation, my GCSP portfolio will focus on "Engineering better medicines."

Had you asked me why I was attending college when I first came to Olin, I likely would have answered, “Because I want to be an engineer.” Taken at face value, this would seem a reasonable answer, but my inability to better justify such an important decision just highlights my perspective at the time that college was simply a necessary step in a path to do the kind of work I thought I was interested in. Doing things because I thought it was expected of me fairly well characterized my first few semesters at Olin, be it the classes I took or the activities I engaged in. After having spent 4 years at Olin, my perspective on my education has changed radically. Rather than trying to meet external pressure, I aim to do things because they interest me. This has enabled me to explore a much broader range of topics and draw connections between a variety of fields which I otherwise would not have been exposed to. Ultimately, choosing to tailor my educational experience has led to me being far more engaged in my learning and developing significantly as a learner. Given the impact of this on me while at Olin and how I expect it to impact me after Olin, I chose to focus my GCSP portfolio on Personalized Learning.