Embedded Files
In addition to the many crafts and personal projects I've made, I have also completed some significantly larger-scale and more involved projects at both an academic and personal level. Here I have written up some descriptions of big projects I've made, along with subpages demonstrating particular skills I learned along the way.
Table of Contents:
Adjustable Pediatric Wheelchair
Adjustable Pediatric Wheelchair
Project Overview
Project Overview
As part of Rose-Hulman's biomedical engineering program, all students complete a capstone design project where they (in teams of 3 or 4) are paired with a local client to develop, prototype, and fabricate a solution to their client's proposed issue. The student teams are responsible for all facets of the engineering design process, including client communication, translating needs into design inputs, creating documentation, and testing the prototype.
In 2018 my team worked with Dr. Brittney Millspaugh-Storms, a professor in the department of Applied Medicine and Rehabilitation at Indiana State University, who requested the development of an adjustable pediatric wheelchair that could increase in size to accommodate a child's growing body over the span of 3 years from age 6 to age 9. To meet basic functionality, the wheelchair would need to be functional, adjustable, and easy for a caregiver or parent to adjust.
Through the course of our project, we were able to design and fabricate the U-Bolt Adjustable Wheelchair, which not only met all feasibility criteria (functional, adjustable, easy to adjust) but also met all merit criteria in that it included multiple safety features, was lightweight (18 lb), could be used on a variety of terrains, and allowed the user to recline (a useful feature for redistributing body weight and preventing pressure sore formation).
Demonstrating Skills I Learned
Demonstrating Skills I Learned
I performed the majority of the milling processes during our fabrication period as I had the most machining experience.
The capstone design project was a learning experience at all levels, from managing client communication and team progress/milestones to physically constructing our prototype and documenting instructions for use, assembly, and maintenance. We also had to work around several major design changes, including a redesign of the seat covers and addition of a movable rear chassis. Working through these challenges provided invaluable real-world engineering experience, however, helping us all develop skills relevant to our post-graduation careers.
The following are excerpts (for which I was responsible) from our capstone project work demonstrating various skills that I developed over the course of the project:
Pictures from the Adjustable Wheelchair Project
Pictures from the Adjustable Wheelchair Project
After the wheelchair passed all safety tests with weight analogues and stand-ins, a faculty member's child (who fell within the size and age ranges for our device) tested out the chair. The test shown in this video still demonstrated that the chair would not tip backwards when in a loaded and reclined position.
Close up of the U-bolts holding the side of the seat together. To increase the size of the frame, an adult or caregiver would remove the U-bolts from both sides of the section of interest, telescope out the interior hollow bar and securely replace the U-bolts. The seat surfaces could also be adjusted in size via hook-and-loop straps.
A member of the facilities team helped us with the aluminum TIG welds on the frame as we did not have enough TIG welding experience to weld the thin aluminum bars accurately.
Pieces of the aluminum frame during the welding process.
Handing off the wheelchair to our client
(L-R): Barbara Arhin, Dr. Brittney Millspaugh-Storms, Tiffany Yang, Caroline DeBrotaGiant Elephant Origami Project
Giant Elephant Origami Project
Whenever I learn a new technique or craft, I always feel drawn to push that technique to its limits somehow--whether by recreating it on a large scale or in miniature, or with nontraditional materials. In the case of origami, I always wanted to make gigantic origami, inspired by legendary origami artist Robert Lang.
In 2018, I finally made that dream a reality when I created a giant origami elephant for my school, using a 9 foot square of paper supported by an aluminum and plastic substructure I designed in SolidWorks and 3D printed.
The process of creating the giant elephant origami sculpture was filmed by the campus videographer, and can be seen in the short video to the right.
The completed elephant and me at Hatfield Hall!
The finished elephant is 18 times larger than the original model, which was folded from a 6" square of paper.
The scanned crease pattern from the original (small-scale) elephant that I made. I unfolded it and marked which creases were "mountain" (outward, red) and which were "valley" (inward, green) folds. From this crease pattern, I made individual thin shapes in Solidworks, which I mated together to model the whole elephant.
The full elephant modeled as a series of 14 thin, connected sheets in Solidworks. If I repeated the project, I would seek out software specifically intended for modeling continuous, folded surfaces, as this method, while functional, was very complex. I used this model to design the aluminum framework that supported the piece.
The "skelephant" framework, midway through the design of the 3D-printed connectors. This step was particularly difficult, as the connectors needed to be durable enough to support the cantilevered 1/4" aluminum rods in a variety of irregular angles, while still having low enough profiles to avoid tearing through the outer paper shell.
The final SolidWorks model of one of the connectors I 3D printed. This one was at the bottom of the structure, so I made it solid and heavy to help prevent the elephant from tipping over.
Due to the way the heavy paper hangs on the final model, the front two connectors peek out slightly from the elephant's "feet". Despite this, I am extremely happy with the final product.
As it happens, the elephant wasn't the only giant origami work I created in 2018 — I also made a giant modular origami cuboctahedron out of upcycled posters!
Nitric Oxide Nanosensor Research Poster
Nitric Oxide Nanosensor Research Poster
Me with my final research poster at the REU symposium!
Project Overview
Project Overview
During the summer of 2016, I conducted research in the biomedical engineering department of the University of Nebraska-Lincoln through the UNL REU (Research Experience for Undergraduates) program. Our lab’s research focused on the detection and quantification of nitric oxide in inflamed and cancerous cells through the use of novel carbon nanotube sensors. My personal research goal was to analyze a large data set and develop an equation to relate relative fluorescence readings from the nanosensors to the absolute concentrations of nitric oxide present in the cells. I created a formal research poster, excerpts of which appear on the linked page below, to summarize the results of my research and present my findings to an audience of fellow researchers as well as public visitors at a symposium at the conclusion of the REU program.
Demonstrating Skills I Learned
Demonstrating Skills I Learned
The REU program was an important learning experience for me, particularly in that it helped me realize that I probably did not want to pursue formal academic research following my graduation, as the many levels of bureaucracy required in the academic world (through grant-writing, publishing papers, etc) somewhat stifle the spontaneity and responsiveness of the design process that I have grown to appreciate. Nonetheless, I learned a ton about how to perform such research, as well as a lot about experimental design and how to analyze datasets. A particularly demonstrable skill I feel I developed is using visuals to relate information, as shown through the research poster I created in the link on the left.
Bricks 4 Kidz LEGO® STEM Kit
Bricks 4 Kidz LEGO® STEM Kit
Project Overview
Project Overview
During the fall of 2016, I worked on an extensive group project for my Technical and Professional Communication class. We were tasked with developing an activity module for 8-10 year old children that would teach a STEM (Science, Technology, Engineering, and Math) concept through a short lesson and associated LEGO® brick build. The activity module would be used at Bricks 4 Kidz, a nearby business providing educational day camps and after-school programs through the use of LEGO® projects.
Demonstrating Skills I Learned
Demonstrating Skills I Learned
My group chose to focus our project and associated build on the basic engineered features of earthquake-resistant buildings. In addition to an illustrated instruction set, PowerPoint presentation, and fact sheet for parents, we needed to create a teacher’s guide that could provide relevant background details about the STEM concept being illustrated to the instructor that would lead the children in completing the activity. Through my portions of the Bricks 4 Kidz Teacher's Guide, linked at left, I demonstrate my skills in writing in an appropriate and accessible way for a non-technical audience.
Adjustable Dress Form Project
Adjustable Dress Form Project
Note: This project is still ongoing! Check back in the future for more updates as my progress continues.
Project Overview
Project Overview
Adjustable dress forms are used in sewing as models for fitting clothing to your particular body shape. You adjust the size of the dress form to your particular measurements, then dress it in whatever you are altering/creating while you pin or mark new features to be sewn. Using a dress form is far easier than the alternative of trying on a garment-in-progress to check the fit after each new seam!
This year, I finally found an adjustable dress form at a thrift store after searching for one for months. Despite being 70 years old, it is in incredible condition and will be indispensable in my future sewing and costuming work. There is just one main problem--how do I adjust it to match my measurements?
Challenge #1: Too Many Degrees of Freedom!
Modern fiberglass dress forms adjust with external dials that clearly indicate how large a particular measurement is currently set to. My form, however, is merely an assembly of 12 thick papier-mâché "shells" that are connected internal sliders, bolts, and wingnuts. As I disassembled the form, the crux of the problem became clear: The form has so many axes of adjustment! Each "shell" can be moved in the X, Y, and Z planes to a certain degree depending on the length of its slider.
Why is this an issue?
Garment measurements are typically taken as a series of lengths and circumferences, such as waist size, hip circumference, across-shoulder distance, etc. A measurement for, say, a hip circumference of 42" unfortunately lacks the information about how that 42" is distributed on one's body--you could have wide hips but be relatively thin front-to-back, or you could have narrow hips and be wider front-to-back, depending on your unique body type. This distinction is important, however, in adjusting a dress form to truly reflect your shape.
Challenge #2: Implicit (yet unknown) Adjustment Order of Operations
The interior-adjustment mechanism of my dress form forces me to change certain measurements first (or risk not being able to reach a hidden wingnut). Hoping it would shed some light on the ideal order, I searched fruitlessly online for the manual to this dress form, but unfortunately its instructions have never been archived.
After examining the form extensively, I have tentatively concluded that I should adjust its width first, then its height, then its depth based on my ability to reach its interior sliders.
Challenge #3: How to Confirm the Sizing
Because this form lacks the convenient numbered dials of a modern dress form, I will have to measure each adjusted dimension with an old-fashioned tape measure, then compare the resulting number to my own measurements.
My general method for confirming sizing will be to first adjust the "shells" of the form relative to each other, then "take its measurements" externally with a tape measure. Once I am close to reaching the right sizing, I will try dressing the form in some of my clothes (that fit me closely) to ensure that it fills them out properly.
My Proposed Solution:
My Proposed Solution:
After puzzling through how I could solve these various problems, I decided to approach it in a way that would allow me to build new skills in my old favorite program: SolidWorks. This is my plan:
- Have a costumer friend take my measurements, so I have them as a reference.
- Model my dress form in SolidWorks via the following method:
- Take a series of circumferential measurements of the front and back "shells" of my dress form at various heights along each "shell" segment
- Use these measurements to build an approximate model of each shell in SolidWorks (with the dress form simplified into 8 pieces, rather than 12)--an exciting opportunity to try out complicated surfacing and lofting features!
- Manipulate the dress form pieces relative to each other in a SolidWorks assembly until they reflect my sizing (confirmed via matching against front/side reference photos of me)
- Adjust the real dress form shells relative to each other in the following order: width, height, then back-to-front thickness (due to the placement of the sliders and wingnuts).
- I will base the size of the gaps between the shells on the measurements from the SolidWorks model.
Measuring the arc lengths of "slices" of the real dress form at various heights along the front and back "shells", to learn the "true" shape I should model in SolidWorks.
At first, I tried modeling the individual "slice" measurements, ensuring each slice was its true measured value by making it a fixed-length spline. As you can see, however, this is not true to the actual dress form shape, as the gaps between quadrants have varying widths in this model.
In my second attempt, I combined several "slice" measurements into one "quadrant" drawing. This, however, couldn't be extruded successfully as a lofted base due to the sharp corners at the "shoulder"
I tried "fleshing out" the slice model with some interpolated extra slice drawings. I wanted to constrain the lofting on all sides, and include a flat armhole face if possible. It was at this point that I started learning about "boundaries" and "surfaces" in SolidWorks.
If at first (or second, or third, or fourth...) you don't succeed... try, try again! I learned firsthand that the surfacing/boundary tool is VERY finicky and occasionally refuses to accept certain guide curves, causing bulges and twists in the model.
Finally! A bounded surface shape that resembles my dress form, without strange bulges or twists! I didn't manage to create the shoulder/armhole as part of this surface, however.
Current Results
Current Results
After a lot of hard work, I managed to create the 3D model seen at left using the Boundary Surface and Lofted Surface tools in SolidWorks. The model shown is composed of 8 separate "shells", which I will later move relative to one another using the mating function in the assembly.
I am not entirely satisfied with the model yet (particularly in that I was unable to model the armholes as part of one continuous boundary surface), but it's a great start and I've already learned a ton about the more complex SolidWorks functions from this exercise alone.
I look forward to working further with this model and with my real dress form as I continue to learn and work through the challenges of this project!
"Caroline," you may be thinking, "it sounds like this is far more trouble than it's worth. Why not just buy a modern dress form that meets all of your needs right out of the box?"
Dress forms are very expensive. More importantly, a modern dress form wouldn't give me this many fun problem-solving opportunities! 😊 Check back on this page in the future to see more of this project as it progresses!
Page updated
Google Sites
Report abuse