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Kien Truong 1089 23rd Ave SE
Minneapolis, Minnesota
Phone: 763-267-3743
Email: [email protected] ----------------------------------------------------------------------------------------------------------------------------- ---------------
Education
Bachelor of Mechanical Engineering, Expected May 2019
College of Science and Engineering, University of Minnesota-Twin Cities
GPA: 3.1
Coursework includes Statics and Dynamics, Material Science, C++ Programming, Intro to Mechanical
Construction, and High-Powered Rocketry
Skills
Languages: C++ (In Progress)
Software: Microsoft Word, PowerPoint, Excel, PTC Creo, Mathematica (In Progress), Matlab (In
Progress), Cura 3D Printing Slicing Software, Makerbot Desktop
Machinery: Band saws, Drill Press, Table Saw, Radial Arm Saw, Surface Grinder, Rotary Power tool, 3D
printer
Laboratory Techniques: Acid/base titration, solubility tests, flame tests, computer probes (electrical,
spectroscopy, temperature, conductivity), and compound synthesis.
Projects
Solid-Fueled Rocket Project, High-Powered Rocketry September 2015- December 2015
Led a team of 3 students to construct a rocket capable of reaching a least 4000 feet and deploying
two separate parachutes at different altitudes safely
Researched different rocket materials and simulated rocket trajectory
Presented construction results and rocket post-flight analysis to 40 students an instructor
Compiled reports at various stages of construction and on flight readiness
Random Distribution Machine September 2016- December 2016
Construct a robot that randomly distributes skittles into one of 5 containers
3D print each individual part with the use of Cura 3D printing software
Construct an electronic subsystem with an Arduino Uno microcontroller
Present the robot at a public demonstration to hundreds of people and be evaluated by a panel of
judges
Other experience
Student Security Monitor August 2015 -November 2016
Security Monitor Program, Minneapolis, MN
Escort individuals home and around campus
Keep buildings secure by locking doors and checking student access
Provide accurate documentation of incidents
Serve as ambassadors of the University of Minnesota Twin-Cities campus by providing assistance
to visitors and members of the University
Activities
Member, American Society of Mechanical Engineers Fall 2015-Present
Member, University of Minnesota Quizbowl Fall 2015-Present
Member, American Institute of Aeronautics and Astronautics Fall 2016-Present
3D Printed Random Distribution Robot Kien Truong
December 12, 2016
The purpose of this robot is to randomly distribute candy into each the 5 containers. First candy is poured into the top container, then at the press of the switch, the small top gear motor spins in a 50-loop cycle of 250 milliseconds followed by a 250 millisecond pause. The candy falls through the top gear, landing on the yellow spinning gear. As the yellow gear and white gear is spinning, the candy will fall through the hole and land in one of the containers.
Page 1 of 1
Kien Truong
December 12, 2016
Random Distribution Robot Bill of Materials
Material Cost
1x Arduino Uno micro-controller (From robot kit)
1x breadboard (From robot kit)
3x NPN bipolar transistor (From robot kit)
2x 9V battery snap (From robot kit)
Power plug (From robot kit)
2x 9V batteries (From robot kit)
1x LED, red (From robot kit)
1x Microswitch pushbutton (From robot kit)
22 g solid yellow Wire (From robot kit)
3x 1k Ohms Transisitor (From robot kit)
1x 10k Ohms resistor (From robot kit)
1x 330 Ohms Resistor (From robot kit)
3D printed parts $ 9.95
1x 2’x2’ Wooden board $ 4.44
3x DC gear motors $ 22.50
Total $ 36.89
robot code// constants#define WATCHLED 6 // LED is pin 6#define STARTBUTTON 2 // start button is pin 2
// variablesint i;boolean startbutton;
void setup() // run once, when program starts{ pinMode(WATCHLED, OUTPUT); // sets the LED pin as output pinMode(STARTBUTTON,INPUT); // sets the button pin as input}
void loop(){ startbutton=false; while (! startbutton) { // stay in this loop until button pressed digitalWrite(WATCHLED,HIGH); // LED on for(i=0;i<10;i++) // repeat process 10 times{ delay(25); // wait for 25 milliseconds if (digitalRead(STARTBUTTON) == LOW) // check button startbutton=true; // button is pressed} digitalWrite(WATCHLED,LOW); // LED off for(i=0;i<30;i++) // repeat the process 30 times{ delay(25); // wait for 25 milliseconds if (digitalRead(STARTBUTTON) == LOW) // check button startbutton=true;}} // end of while loop digitalWrite(WATCHLED,LOW); robotcode();} void robotcode(){ digitalWrite(5,HIGH); // start the top motor for(i=0;i<30;i++) // repeat the process 30 times{ digitalWrite(3,HIGH); // start the yellow gear digitalWrite(4,HIGH); // start the white gear delay(250); // run the yellow and yellow gear for 250 milliseconds
Page 1
robot code digitalWrite(3,LOW); // stop the yellow motor digitalWrite(4,LOW); // stop the white motor delay(250); // pause the yellow and white motor for 250 milliseconds} digitalWrite(5,LOW); // stop the top motor}
Page 2
KIEN TRUONG
DECEMBER 1 2016
KIEN TRUONG
DECEMBER 1, 2016
A
A
GENERAL TOLERANCES UNLESS NOTED
MODELDRAWN DATE
CHECKED
APPROVED DATE
DATE DRAWING NAME
SCALE SHEET
NEEDHAM, MA
A
B
C
D
E
F
G
1 2 3 4 5 6 7 8 9
SIZE
C
.XXX .XX ANGLES PTC
TYPE 1/2PART 1.750
ENGINE-BLOWER_MODELS
ENGINE_BLOCK
STUCKER
KIEN TRUONG
0.500.010.001
SECTION A-A
SEE DETAIL A
SCALE 10.500DETAIL A
GENERAL TOLERANCES UNLESS NOTED
MODELDRAWN
CHECKED
APPROVED DATE
DATE DRAWING NAME
SCALE SHEET
NEEDHAM, MA
A
B
C
D
E
F
G
1 2 3 4 5 6 7 8 9
SIZE
C
.XXX .XX ANGLES PTC
TYPE
A
A
62
12
8
7
2626.5
R28
8
5.5
88.5
27
45°
814
12
24
3
9
12
5
0.5
2/2PART 2.500
ENGINE-BLOWER_MODELS
CRANKSHAFT
STUCKER
DATE
12-1-2016KIEN TRUONG
0.500.010.001
Kien Truong
9/28/16
Description of a Staple
The stapler is meant to provide a way to attach multiple sheets of paper together with minimal
alterations to the papers. It does this by taking a short piece of malleable steel and while pressing
it against the pile of paper, forcing it through the paper via a two-hole puncture where the metal
piece is bent into mold where it is folded in a mold to hold the papers together.
To attach a pile of papers together, first the metal staple slide pushes against the supply of staples
inside the metal case to hold the staples in place. Then the top metal slide presses on the supply
of staples and presses out one staple onto the pile of paper held in place by the top of the staple
and the metal base of the staple. The individual staple is pressed through the paper puncturing
through each sheet. Then the edge of the staple is bent into itself to hold the staple in place.
To make the staple, first the top and bottom case are made by pouring plastic into molds. Then
the metal casing is made by melting steel and shaping them via stamping. To make the staples, a
flat sheet of metal is hammered out and cut into individual staples. The staple is assembled by
attaching the metal casing to the plastic covers and the supply of staples is placed into the metal
casing.
One of the most interesting feature of the staple is the way that the stapler can fold the staple
back into itself without breaking the staple or deforming it. By keeping the staple properly
pressed each time it’s used is not easy feat because the malleability of the staple must be kept
constant so that it doesn’t break and that the staple doesn’t bend out of shape.
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Elastic Modulus Analysis of a Wooden Ruler
Kien Truong October 19, 2016
Introduction
The elastic modulus is a property of a material that tells how stiff the material is. This value
depends on the length, width, and thickness of the material. The purpose of this experiment was to
calculate the elastic modulus of a wooden ruler by measuring the deflection of the ruler under
different loads, and then to compare the calculated value to the literature value.
Methods
For the experiment, the ends of a wooden ruler were placed on two chairs positioned 9.25
inches apart. A textbook was placed next to the ruler on the chairs and was used as the zero point
for the deflection measurements. One end of a shoe lace was tied to the center of the ruler and the
other end was tied to a four-liter pitcher. The experimental setup is shown in Figure 1. The pitcher’s
weight was looked up on the Sterilite website and found to be 0.5 pounds. The pitcher was filled
with varying levels of water for each trial. The mass of water was calculated using water’s density
of one gram per milliliter. The mass of the water in grams was then converted to pounds and added
to the weight of the pitcher. For each trial, the ruler was set on the chairs with an equal length of the
ruler overhanging the chair on each side. The deflection of the ruler was measured, in inches, by
measuring the distance between the bottom of the ruler and the bottom of the textbook with a dial
calipers. The experiment was done two times with eight trials each time. The volume of water was
increased by 500 mL between each trial and went from zero to 3500 mL. The same volume was
used in the corresponding trials of both experiments. In order to calculate the elastic modulus of the
ruler, a single deflection versus load plot containing the data form both trials was created using
Excel. A linear trendline was added to the plot, and the slope of this line along with the ruler’s
dimensions were used to calculate the elastic modulus.
Figure 1: Experimental setup for deflection measurement.
Ruler
Chair
Pitcher
y = 0.0461x - 0.0237R² = 0.9896
-0.1
0
0.1
0.2
0.3
0.4
0 2 4 6 8 10
Def
lect
ion
(in
)
Load (lb)
Results
Table 1: Measured deflection of Figure 2: Plot of deflection versus load data for all
ruler under different loads. 16 trials along with linear trendline fit to data.
All of the deflections of the ruler measured in the experiment are show in Table 1. A plot
of the data and a linear trendline of the data is shown in Figure 2. The R2 value of the line of best
fit was 0.9896, and the slope of the trendline was 0.0461. The elastic modulus of the ruler was
calculated using the equation 𝐸 =𝐿3
48𝐼(𝑃
𝑦) with 𝐿 being the length of the ruler between the chairs,
𝑃 being the load, and 𝑦 being the deflection. In this equation, 𝐼 is equal to 𝑏ℎ3
12 where 𝑏 is the
width of the ruler and ℎ is the thickness. For the calculation of the elastic modulus of the ruler,
the dimensions were measured to be 𝐿 = 9.25 inches, 𝑏 = 0.967 inches, and ℎ = 0.134 inches.
The slope of the trendline is equal to 𝑦
𝑃, so
𝑃
𝑦 is the inverse of the slope which was found to be
21.7. Using these values, the elastic modulus of the ruler was calculated to be 1.84 × 106 psi.
The resolution of the dial calipers used in the experiment was 0.001 inches and the resolution for
the pitcher was 100 mL. The accuracy of the measurements was 10 percent.
Discussion
The material the ruler was made of was assumed to be pine. The literature value of the
elastic modulus of pine along the grain is 1.31 × 106 psi according to The Engineering ToolBox
website. The percent difference between the calculated and literature values was 40.5 percent.
The most likely reason for this high percent difference is that the ruler was a different type of
wood than what was used to calculate the literature value. There was also a thin metal strip along
the edge of the ruler that may have changed the elastic modulus of the ruler as a whole. The data
from the experiment is reliable because the R2 value of the trendline was very close to one. Even
though the trendline fit the data well, there were some limitations to the experiment. The part of
the experiment that may have impacted the results the most was that it was difficult to get a
measurement of the beam deflection without moving the beam. The deflection values were all
under half an inch as well. The calculated elastic modulus may have lost some of its accuracy
due to this small range of deflections. Another limitation that may have affected the results was
the fact that the pitcher only had measurement marks for every 100 milliliters which made it
difficult to know when there was the exact amount of water in the pitcher that was needed for
each trial. Because the data was linear as predicted, the limitations of the experiment most likely
did not affect the results significantly.
Load
(lbs)
Experiment
1 Deflection
(in)
Experiment
2 Deflection
(in)
0.5 0.006 0.004
1.6 0.047 0.043
2.7 0.093 0.090
3.8 0.141 0.152
4.9 0.194 0.211
6.0 0.236 0.228
7.1 0.313 0.317
8.2 0.361 0.373
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TRUONG
Analysis of Buckling Force on a Wooden Apparatus
Kien Truong
September 21, 2016
Introduction
In the real world, engineers use various tests and simulations to make sure that their designs are
functional and able to support themselves. The purpose of this experiment is to give a first-hand
look into the process in which engineers test their products. This experiment will involve
stacking various items on a structure, finding when it buckles and using mathematics to find
when the structure should buckle.
Methods
Take a 14.20-inch wooden kitchen spoon, and balance it with the spoon at the bottom and the
narrow handle end in the air. Use both hands to hold the base of the spoon steady while
balancing the books to make sure that the spoon doesn’t tip over. Carefully place books on top of
the spoon until the stem seems to visibly buckle. Record the weight that causes the spoon to
buckle. Repeat the process 3 more times to get a more accurate results. To measure the
hypothetical force required, use the mathematical equations below to compare the experimental
buckling weight to the hypothetical buckling weight:
𝐹 =𝜋2𝐸𝐼
𝐿2 𝐼 =
𝜋𝑅4
4
To measure E use the value given on engineerstoolbox.com.
Results
In the experiment, the wooden spoon buckled at an average of 3.575 lbs. Using the mathematical
equation, the hypothetical maximum force that the spoon could hold before buckling is 10.36 lbs
with E being 1.3x106 psi, and R being 0.12 inch and L being 14.20 inch.
Discussion
The experimental value for the buckling weight was much lower than the hypothetical buckling
weight since the experimental weight was 3.575 lbs and the hypnotical bucking weight is 10.36
lbs. The results could have been off because of several sources of error in the experiment. One
source of error could have come from inaccurate measuring of the wooden spoon itself. this
could have thrown off the buckling weight when using the equations. Another source of error
could have been from the way that the books were placed on the spoon. The books weren’t able
to balance on top of the wooden spoon by itself so it had to be supported. This could have thrown
off the amount of weight that the spoon could have been supported since the books had
additional support to keep balance. The purpose of this experiment was to get initial experience
into the work that engineers do when creating their products.