ICC ABET

ABET Portfolio
2013
Prepared by Daniel Burg

Table of Contents:
I. Objective one
A. Truss Analysis
II. Objective two
A. Bart’s Cabin Beam
III. Objective three
A. Internal Flow Lab
IV. Objective four
A. ASEE autonomous robotics competition
V. Objective five
A. Thermodynamics Group
VI. Objective six
A. Ethics Presentation
VII. Objective seven
A. 555 Timer Lab
VIII. Objective eight
A. Capacitor Lab
IX. Objective nine
A. Danish Exchange Presentation

Objective 1:
Apply knowledge of mathematics, science and engineering.
Criterion 1:
Has the ability to obtain pertinent information, concepts, and equations.
Criterion 2:
Once pertinent information is located, students are able to manipulate that
information to reach the desired result.

Objective one
Truss Analysis
Statics mechanics
Mason Hanson
May Block 2012
Description:
I am submitting the final lab of the statics mechanics course for objective one. My
partners and I were given the task to design, analyze, and construct a truss bridge.
The bridge had to span over a three foot gap, and be made out of eight wire clothes
hangers. The connections at the joints could only be tied and/or soldered. We then
had to calculate the force in each member of the bridge with a hypothetical 3
pound weight.
Criterion Reached:
This covers all the desired criteria for objective one. In order for us to complete our
task, we had to apply our knowledge of engineering to design and build the best
bridge. To fully analyze our bridge we needed our skills in mathematics to apply
the appropriate equations and follow through to find the desired information. This
lab covered concepts throughout statics.

OBJECTIVE 2:
Perform engineering analysis
Criterion 1:
Has the ability to correctly identify the result that is the desired end product of the
analysis.
Criterion 2:
Has the ability to proceed through and present their analysis in an organized
manner.
Criterion 3:
Has the ability to select the equations that are appropriate to the analysis problem.
Criterion 4:
The analyses should be mathematically accurate including the proper use of
significant digits.
Criterion 5:
Show the ability to properly interpret the results of their analysis including
performing a “reality check” if appropriate.

Objective two
Bart’s Cabin Beam
Mechanics of Materials
Bart Johnson
Spring 2013
Description:
This submittal is a lab from Mechanics of Materials. In this lab, my group and I
needed to analyze a floor joist that held up the loft in Bart’s cabin. To complete our
beam analysis we needed to find the internal loadings, deflection across the beam,
and redesign the beam using different materials and different shapes. Many of our
constrictions and known values came from industry standards that we looked up in
hand books or the internet.
Criterion Reached:
This submittal demonstrates a high level of engineering analysis that covers all of
the criteria for this objective. Step by step, the analysis was done in an orderly
manner to find all of the desired results. It was necessary to have correct values
after each calculation because many values were needed to find other desired
results.

OBJECTIVE 3:
Design, conduct, and evaluate experiments
Criterion 1:
Student shows the ability to design an experiment that will address a stated
hypothesis or problem.
Criterion 2:
Has the ability to carry out experiments in a safe and efficient manner.
Criterion 3:
Student has the ability to evaluate experimental results and effectiveness.
Criterion 4:
Student is able to effectively communicate their experimental findings.

Objective three
Internal Flow Lab
Fluid Mechanics
Mason Hanson
Spring 2013
Description:
I am submitting my first Fluid Mechanics lab for objective three. For this lab, my
group and I needed to set up an experiment to determine the time it takes a bucket
of water to reach steady through a piping system. The experiment brought together
many topics about internal flow covered in Fluids Mechanics.
Criterion Reached:
This was an extremely intensive lab that required proper experimental skills to find
a correct answer. We had to take many steps in this experiment to find the time,
and if one step was off it could throw off our answer. We used both empirical and
analytical methods to come up with the final answer.

OBJECTIVE 4:
Design a system, component or process to meet a need subject to
constraints
Criterion 1:
Students should be able to clearly and concisely identify the need that the system,
component or process is to meet as well as identify the constraints that limit the
acceptable design approaches.
Criterion 2:
Students should carry out a conceptual design that generates multiple possible
solutions that address needs and constraints, that evaluates and compares the
feasibility of the various solutions and that selects the most appropriate solution.
Criterion 3:
Students should carry out a detailed design using appropriate tools and
methodologies. The design should be mathematically accurate and precise.
Criterion 4:
Students should document the design process and the final design as appropriate
for the discipline and the specific problem.

Objective four
ASEE autonomous robotics competition
EPD 3/ PBL
Bart Johnson
Fall 2012
Description:
This submittal is my yearlong PBL project where we are going to compete in the
ASEE autonomous robotics competition. At the beginning of the year we formed a
group with the common interest of building a robot. We found this competition
that gave us well defined objectives and constraints. Our mission was to design and
build the best autonomous robot that can collect golf balls and deposit them in
under 60 seconds.
Criterion Reached:
This project covers all criteria for objective four. We need to design our robot to
execute tasks needed all while staying within the constraints of the competition. In
order to do so, we used many methodologies to narrow our design to being the
most reliable and efficient. We broke down each system on our robot and weighed
out the different ideas to create the best design.

Danny Burg, Jake Pullar,
Peter Gorecki, Andrew Nelson,
and Jake Mehsikomer
TEAM

Competition:
ASEE Autonomous Robot
Description:
• Size constraints: 8” X 12” X 10”
high, but the robot may expand
to any size once the clock starts.
• Teams will have 60 seconds to
collect all the peaches and dump
them in the center basket.
Objectives:
• Design and build the best
autonomous robot that will
collect 12 orange golf balls and
deposit them in the box in the
center of the course.
• Win
Location: Atlanta, GA
Date: June, 24, 2013

Course
Track for the 2013
competition in San Antonio
15th Annual
ASEE Model
Design
Competition
“Peach
Harvest”
Atlanta, GA
June 24, 2013
Sponsored by the ASEE
Two-Year College Division
Dimensions:
Total: 8’ x 8’
Center: 8” x 8”

Design
Components:
• Sweeper/picker
• Drive System
• Guide Arms
• Bucket
• Programming

Sweeper/Picker
Conveyor Belt
(Picker)
Sweeper Drum wheel
Pros • Lifts balls to
correct height
• Simple
• Few moving parts
• Consistent
• simple
Cons • Complex
• High Chance of
error
• Requires a lot of
space
• Not consistent • construction

Drive system
Rear wheel drive
W/ powered
caster
Tank Drive Front wheel drive
W/ ball caster
Pros • Motors in back
• More room in
front
• Most powerful
option
• Turns about
front axel
Cons • Only one
wheel driven
• Size
• Power usage
• Limited room
in front

The bucket layout and system
8” front 12” front Compression
Springs Under
Lifting Platform
Tension Springs
On Sides of
Lifting Platform
Pros • More room
for back
components
• More room
for drive
system
• Wider base
• simple • Easy
assembly
cons • Less room in
front
• Less room
bucket
• Takes up
space
• Requires
support
structure

Tests
Sweeper test Drum Wheel test

What’s Next
• Finish prototyping
• Programming/sensors
• Construct final robot
• Testing
• Retesting

OBJECTIVE 5:
Work effectively in teams and learning communities
Criterion 1:
Students should be able to work in groups of two or more and produce a high
quality result.
Criterion 2:
Groups should be able to equitably distribute the work load for a given tasking,
each member should effectively complete their portion, and the group should be
able to analyze the quality of the group process.
Criterion 3:
Each student should be able to communicate the definition of a learning
community and provide an example of how they have benefited from being a
member of a learning community.

Objective five
Thermodynamic Groups
Thermodynamics
Mason Hansen
Spring 2013
Description:
This submittal is the block long thermodynamic group. At the beginning of the
semester, groups were assigned to complete a block long thermodynamics project
along with presenting weekly teachings out of the book.
Criterion Reached:
This is a good demonstration of one’s ability to work in an effective team and
learning community. In order to complete the given assignment, it could only be
accomplished with a group effort.

Thermodynamics Final Project Document
Tidal Wave Power Generator
Itasca Community College
Thermodynamics
Spring 2013
Mason Hansen
Dan Burg,
Tim Lockard,
Jake Crosby,
Jade LeCocq,

Table of contents
Abstract............................................................................1
Project goals/Objectives..................................................1
Project Proposal..............................................................1
Bill of Materials.................................................................2
Project Summary..............................................................2
Test results........................................................................3
Thermodynamic Analysis..................................................3
Real Life Feasibility...........................................................4
Conclusion.........................................................................4
Appendix (Pictures) ............................................................5

Abstract
This document presents the final report of the block long thermodynamics project. The
thermodynamic project was developed for students to follow the engineering design process to
produce a device of high level of complexity. Student groups must imagine, plan, create, test,
improve, and evaluate their designs to have a successful project. A final demonstration will
occur on May 13th, 2013.
Project Goals/ Objectives
Our primary goal is to enhance our knowledge, skills, and abilities as engineers through
creating a device that exposes us to new concepts. To accomplish our goal, we must use the
engineering design process and knowledge gained from our classes to produce a working
model that demonstrates various concepts. By building a working model of a tidal wave power
plant we can expand our knowledge of some basic concepts, and then dive into a deeper
thermodynamic understanding.
Project Proposal
We proposed to construct a device that simulates a tidal wave power plant. Our project
is to create small scale waves that will subsequently be captured in our scale model power
plant. The entire system that will be designed, constructed, and analyzed will consist of a
capturing chamber and a turbine generator housing unit. By creating the model, we will be able
to further our engineering knowledge while having a working representation of thermodynamic
principles that we studied in this class. We will use a device that causes waves to flow back and
forth, but otherwise the system being analyzed is independent from interactions. We intend to
analyze many aspects of how this system operates.
We will analyze how this concept works by using the created prototype consisting of a
water tank, where we will create small scale ocean waves that will turn our small turbine by
creating a difference in pressure across the turbine blades. We will harness this energy and use
it to light a small light bulb or get a reading off a volt meter, which will demonstrate the
feasibility/validity of the project. We will also use a voltmeter to see exactly how much electrical
current we can obtain from our small scale project, and use the results to approximate how
much electrical power could be obtained from a full scale model.

Bill of Materials
We had a $125 budget for the project to spend on materials. Most of the materials were found
and recycled from various locations.
Fish tank - obtained in wenger
plexiglass - obtained around shop and recycled
Acrylic sheets - $20 for 6 square feet
Ball Bearings - $20 for two
Check valves - made from scrap balsa wood and small hinges
Hinges - $4
Turbine - Recycled microwave fan
Generator - Found in electrical room
Light bulb/LED - Provided by circuits room
Total- $44
Project Summary
To begin our project we gathered our materials needed. We aquired a 4x2x1 ft aquarium
that simulates the ocean or shoreline where the waves/ tides would be interacting with our
system. A piece of plexiglass was then positioned about 12 inches at an incline to create a seal
with the water level separating the air chamber from the outside environment. Using a man
powered wave maker, an under current was generated causing the water level to naturally rise
and lower, acting as a piston head, inside the air chamber. This natural flow simulates the
ocean tides washing up on shore or crashing into a cliffside and compressing the air contained.
This kinetic wave energy can be harnessed and turned into electric power using a turbine and a
generator. When the air is compressed, check valves open to allow the compressed air through
a channel and pass over turbine blades. As the tide lowers, a vacuum is created and sucks air
from the outside environment through another channel and check valves to the same turbine.
This maximizes performance due to a continuous flow of air on the top and bottom of the
turbine.

We found that the most important aspect of our project was the efficiency of the turbine
in our case. A key aspect of our project is the turbine housing. In real life applications,
companies use a Wells turbine to harness the bidirectional flow. Unfortunately, Wells turbines
are inefficient due to their blade design. Therefore, we wanted to design a more efficient way to
capture bidirectional flow. We utilized check valves to direct the bidirectional flow to either the
top or bottom of the squirrel cage turbine. The unique situation that the driving forces for the
turbine are bidirectional makes the turbine construction key. The turbine shaft is then connected
to a generator to create a voltage output.
Test results
The final experiment that we worked towards came when we had all the components in
position. Our main goal on this project was to get our turbine to turn the shaft. If we achieved
that, we knew the validity of the idea and that it would still be valid on a larger scale. We got the
shaft to spin at roughly 4 revolutions per second, and this supplied .214 volts and .0182 amps.
This reading was based off the shaft speed when the shaft was not connected to the motor
because we did not have means of connecting the motor to the shaft without drastically
increasing resistance. We felt it was necessary to do this because in a real life application, there
will be better machining techniques available and the generator will be able to run off the shaft
with very little resistance. The analytical results of the final test are summarized below, and the
detailed analysis is included in the appendix.
Thermodynamic Analysis
The desired result of the analysis was to calculate the efficiency of our system.The input
of our prototype consisted of the boundary work done by the air, due to the fact that the waves
are “free” energy for a real life application, even though we added the input to create them. The
boundary work was determined using Wboundary=P𝛥𝑉, and was calculated to be .007722 Joules.
To convert this to power, we divided the energy by the amount of time it took to displace the
volume. This gave us a power of .00594 Watts. To find the useful output, we used a multimeter
to measure voltage and current coming from the motor, then used the equation Power=IV to find
the real power of the motor. We then looked up the efficiency of the motor to calculate the ideal
motor output. This output was calculated to be .004752 Watts. After using the
𝜂 = 𝑢𝑠𝑒𝑓𝑢𝑙 𝑜𝑢𝑡𝑝𝑢𝑡/𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑝𝑢𝑡 equation, we determined that the efficiency of the system was
about 80%. The inefficiencies are due to pressure build up in the chamber, leaky check valves,
air passing over the top of the turbine, and slight friction between the shaft and bearings. Many
of these deficiencies could have been reduced if we nozzled the air better, made the top and
bottom of the turbine chamber smaller, and created a tighter seal with our check valves.
Real Life Feasibility
Based on the results we observed from our prototype, it appears that the concept is very
feasible. Especially after considering thousands of terawatts of wave power hit the shores of

cities all around the world every year. The incentive to find a consistent non-polluting energy
source is in high demand for this generation of engineers and generations to come, and wave
power has advantages. Companies around the world have started investing in technologies
similar to the concept we built our model from.
Conclusion
We were very pleased with the end result of our project. Our main goal was to get the
shaft to rotate, and by the end of the semester the shaft was rippin’. The analysis portion of the
project showed us that the apparatus we built was of good quality due to the relatively high
efficiency, and the high voltage output shows that the concept we demonstrated is very feasible,
effective, and applicable to real life situations.

Appendix
(Pictures)
Turbine housing Air capture and compression chamber
capture chamber and turbine turbine housing

OBJECTIVE 6:
Understand and appreciate professional and ethical
responsibilities
Criterion 1:
Students should, through their actions, demonstrate an understanding of their
professional responsibility to the community at large.
Criterion 2:
Students should communicate their understanding of the consequences of
choices in engineering design.

Objective six
Ethics Presentation
EPD 4
Bart Johnson
Spring 2013
Description:
This submittal is an ethics poster from the 2013 engineering ethics conference. My
group had to come up with an ethical topic to present to the engineering student
body. We decided to hit the subject of how people treat people based on
preconceived notions and how as an engineer to avoid that.
Criterion Reached:
Throughout this project we covered the criteria for objective six. My group’s
discussion on knowing how to treat other people properly will go a long way for an
engineer. In this presentation, we covered things typically considered weak aspects
engineers, and explored why that was. We also explored how, as an engineer, to
treat other professionals in an ethical manner.

OBJECTIVE 7:
Communicate effectively and professionally in a variety of
media
Criterion 1:
Ability to identify the readers and/or audience for a communication task and assess
their previous knowledge and information needs.
Criterion 2:
The communication should be organized in a manner that clearly meets the needs
of the readers/audience while being sensitive to their previous knowledge.
Criterion 3:
The content of the communication should be factually correct, supported with
appropriate evidence and/or referenced and be carried out with sufficient but not
excessive detail.
Criterion 4:
The communication should contain an acceptably low number of errors (spelling,
punctuation, grammar, usage, etc.)

Objective seven
555 Timer Lab
Circuits
Ed Damiani
Fall 2013
Description:
For this submittal, I decided to use my 555 timer lab from Circuits. The lab
required me and my partner to connect a 555 chip multiple ways to accomplish
different tasks. We then had to present our schematics, calculations, and findings in
a document.
Criterion Reached:
This document demonstrates my ability to communicate effectively and
professionally. With the given assignment, it was appropriate to choose a formal
write-up followed by schematics arranged out on engineering paper. It clear states
all pertinent information with minimal errors, and conveys the information to our
audience in a proficient manner.

OBJECTIVE 8:
Use the techniques, technologies, skills and modern engineering
tools necessary for engineering practice.
Criterion 1:
Students should be able to select the technique, technology, etc. that is most
appropriate to the particular task that is being undertaken.
Criterion 2:
Students should demonstrate a command of the techniques that is of sufficient
detail for the current task.
Criterion 3:
The techniques should be applied with a minimum of errors.

Objective eight
Capacitor Lab
Circuits
Ed Damiani
Fall 2013
Description:
The submittal for objective eight is my Capacitor Lab from Circuits. For this lab,
my partner and I had to both; imperially and analytically find the charge and
discharge rate of a capacitor using two different resistors. Then it was our
assignment to present our found information.
Criterion Reached:
This submittal covers all criteria for objective eight. My partner and I were given
the task to come up with a way to present our findings in a clean and professional
manner. We used excel to spread sheet our data and calculate our results. Using
our results we generated a graph to visually show what the numbers are doing.

OBJECTIVE 9:
Display recognition of the need for, and an ability to engage in
life-long learning.
Criterion 1:
Students develop the understanding that technology and practices are continually
changing.
Criterion 2:
Students should understand multiple learning methods and which work best at the
individual level.

Objective nine
Danish Exchange Presentation
Independent
Glen Hodgson
Summer 2012
Description:
This submittal is a presentation I put together during the summer for the Hibbing
Upward Bound program. The program director asked me to give a talk to her
students on my study abroad experiences. She wanted me to portray to the students
the importance broadening their horizons and how it is a possibility for all of them.
Criterion Reached:
The reason I chose this as my submittal for objective nine is because of the whole
Denmark experience. I think the single most important thing I did while attending
ICC was the Danish study abroad program. The experiences during the program
gave me a broader prospective on life and warrant recognition of my desire to
continue to learn.

My Euro trip 2012
Back in 2012…

Cost
• $2900 for the trip
• Transportation, hostels, tours, allowance
• $1000 spending money
• $2000 college fees (19cr.)
• Tuition, books

Schedule
• January-March (Block 1)
• March 7th – March 14th (Arrive/Host family)
• March 14th – March 29th (School starts)
• March 29th – April 9th (Spring Break trip)
• April 9th – May 3rd (school/ weekend trips)
• May 3rd – May 7th (leave hostel/ trip home)

Schooling• International and cultural studies (3cr.)
• Danish language and culture (3cr.)
• AutoCAD (2cr.)
• Fitness Walking (1cr)
• Teknologi
• Field trips

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