Reverse Engineering
What did we do?
Our group had to choose an object that we were going to need to take apart. At first, I chose to take apart a turtle speaker. Eventually, however, my group decided that taking apart my fellow teammate's headlamp would be better. We ran into a few obstacles at first that raised a few questions:
1. How does the headlamp circuit work?
2. How does the circuit board carry out the different light modes, and how does that connect back to just pressing the "on" button?
3. How do LED's work?
4. How do batteries work?
To answer these questions, we researched the background of LED's, and connected that to our research of circuit boards. The Manufacturing and Functional Analysis slides were then compiled with that information, so that we could clearly understand it. Basically, by pressing the "on" button you complete the circuit, which allows the energy from the batteries to flow through, which in turn activated the LED's. This led us to our next question: How do batteries work? We investigated several sources, and concluded that it was a similar circuit. The battery is powered by oxidation and reduction reactions, which drive current from negative to positive, powered by the changing of electrons. This seemed like quite a bit of information to handle, so we turned to a very helpful video to help demonstrate it better (you can watch it below). At this point, we finally understood what went on behind the scenes in this seemingly simple headlamp.
1. How does the headlamp circuit work?
2. How does the circuit board carry out the different light modes, and how does that connect back to just pressing the "on" button?
3. How do LED's work?
4. How do batteries work?
To answer these questions, we researched the background of LED's, and connected that to our research of circuit boards. The Manufacturing and Functional Analysis slides were then compiled with that information, so that we could clearly understand it. Basically, by pressing the "on" button you complete the circuit, which allows the energy from the batteries to flow through, which in turn activated the LED's. This led us to our next question: How do batteries work? We investigated several sources, and concluded that it was a similar circuit. The battery is powered by oxidation and reduction reactions, which drive current from negative to positive, powered by the changing of electrons. This seemed like quite a bit of information to handle, so we turned to a very helpful video to help demonstrate it better (you can watch it below). At this point, we finally understood what went on behind the scenes in this seemingly simple headlamp.
How do Batteries Work? |
What is the Headlamp? |
Want to See Our Presentation?
Want to know more about how LED's work? Of course you do!
The process of creating an LED has several steps:
- Creation of the semiconductor wafer: a crystalline semiconductor is grown in a chamber mixed with chemicals and there is so much pressure that they are pushed into a solution. This is then cooled and solidified, now called a boule.
- Cutting: The boule is sliced repeatedly into thin wafers, 1 single crystalline thick.
- Adding layers: Additional layers are melted onto the wafer, and now it is several microns thick.
- Adding metal: Metal contacts are melted onto the wafer, depending on whether it will be used alone or with other LEDs. Metals are then vaporized and condense onto the wafer, and go through an annealing process so they chemically bond together.
- Repetition/ additional cutting: The metal melting process can be repeating over 6000 times if necessary, depending on the size and function desired. The diodes can also be cleaved or sawed into additional ¨die¨.
- Mounting & Packaging: If it is a single LED, it will be put onto two metal leads and molded. If it is meant to be one of many, they will be molded together at this stage. Finally, this is packaged and shipped off to where it will be used.
Concepts:
conceptual sketch: a detailed sketch of the project without the actual engineering process that serves as a first step; establishes the functional connections between parts and their relationships as well as how subsystems are connected to form the system
exploded view: diagram, picture, schematic or technical drawing of an object, that shows the relationship or order of assembly of various parts
ingenerate: to generate
research & data analysis: to improve and record the project, detailed analysis of all numbers, measurements, and functions must be understood
materials: the in-depth research of all of the parts of a machine and how they are made
motion: an understanding of how the machine moves and works
energy: how the machine gets power (batteries, outlet, solar, etc.) and anything associated with it to function (circuits and/or efficiency)
information: the knowledge of the background of the whole system
systems: the components, connections, and parts that have specific functions, but work together to allow the machine to work
input => system => output
statement of work (SOW): client's description of the problem / product
work breakdown structure (WBS): the tasks associated with the project that must be completed to accomplish the final product
linear responsibility chart (LRC): allocation of tasks between the group
program review and evaluation technique (PERT): how the project will be tested
critical path: the sequence of tasks
GANTT chart: the graphic schedule of all tasks and their deadlines
percent complete matrix: the method to check the progress of the project
exploded view: diagram, picture, schematic or technical drawing of an object, that shows the relationship or order of assembly of various parts
ingenerate: to generate
research & data analysis: to improve and record the project, detailed analysis of all numbers, measurements, and functions must be understood
materials: the in-depth research of all of the parts of a machine and how they are made
motion: an understanding of how the machine moves and works
energy: how the machine gets power (batteries, outlet, solar, etc.) and anything associated with it to function (circuits and/or efficiency)
information: the knowledge of the background of the whole system
systems: the components, connections, and parts that have specific functions, but work together to allow the machine to work
input => system => output
statement of work (SOW): client's description of the problem / product
work breakdown structure (WBS): the tasks associated with the project that must be completed to accomplish the final product
linear responsibility chart (LRC): allocation of tasks between the group
program review and evaluation technique (PERT): how the project will be tested
critical path: the sequence of tasks
GANTT chart: the graphic schedule of all tasks and their deadlines
percent complete matrix: the method to check the progress of the project
Reflection
Overall, our group did a great job working together. We all got along really well, since we were all good friends. For example, when I was struggling a little with my section of the research, I was able to FaceTime Jake and ask him questions, and he helped me through it. It was really great knowing that I could go to him right away, and being friends made that easier and more effective. Another thing our group did really well was communicate. We could be open about critiques to each other's work without being overly aggressive or shy. In this case, Andrew was having a bit of a hard time explaining his part on the materials analysis. Jake, Emma, and I were able to help him find a few additional sources that made it easier for him to interpret all of the data necessary to properly explain all of the materials.
In regards to struggles, my group was no stranger. We had a hard time with many of us being absent on different days. The peak of this hardship manifested on the day we were supposed to present--only Andrew and I were there. Even though we had a good understanding of all of the parts of our project as a whole, we could have done better with our presentation. To try not to do this next time, I will make sure that I go over all of the information from my group earlier, and test that if I were the only one that would be presenting, I would be able to breeze through it. Another struggle that my group faced was getting off task. If you'll recall in my previous paragraph, I had articulated that our group seamlessly worked together due to our friendships--this also provided an attached negative effect. We would sometimes get lost in a conversation instead of putting all our attention on working on the project, and that was detrimental to us. To better deal with this in the future, I will try to branch out to other people in my class that maybe I'm not as close with so that I could see if it may work better. In addition, I will work on a stricter goals checklist that allows me to stay organized and focus on completing what I need to.
In regards to struggles, my group was no stranger. We had a hard time with many of us being absent on different days. The peak of this hardship manifested on the day we were supposed to present--only Andrew and I were there. Even though we had a good understanding of all of the parts of our project as a whole, we could have done better with our presentation. To try not to do this next time, I will make sure that I go over all of the information from my group earlier, and test that if I were the only one that would be presenting, I would be able to breeze through it. Another struggle that my group faced was getting off task. If you'll recall in my previous paragraph, I had articulated that our group seamlessly worked together due to our friendships--this also provided an attached negative effect. We would sometimes get lost in a conversation instead of putting all our attention on working on the project, and that was detrimental to us. To better deal with this in the future, I will try to branch out to other people in my class that maybe I'm not as close with so that I could see if it may work better. In addition, I will work on a stricter goals checklist that allows me to stay organized and focus on completing what I need to.