Khyati Patel

Between December 30, 2019 and January 10, 2020, my team of 6 undergraduate students and I traveled to Rajasthan, India as part of a second assessment trip for EWB-GWU. During this trip, we solidified the project scope and selected a site for project implementation. We will be moving forward with a three-part project, consisting of an anicut structure (a dam native to India) in conjunction with a percolation pond and contour trenching to help replenish groundwater, mainly for agricultural purposes. During this time, we also spoke with community members regarding their water concerns.

Through my senior design project, I was able to directly build components towards a prosthetic device for a double transfemoral amputee. Several ideas were constructed, either through ordered materials (carbon fiber, aluminum, steel, etc.) or prototype materials (cardboard, styrofoam, paperclips, etc.). These materials helped us to create an upper leg spring system, which through testing, we ultimately decided to eliminate from our design. We moved forward with constructing a pylon created with lightweight tubing and a torsional spring design. Ultimately, we would have liked to attach this pylon to tank treads for a fully functional prosthetic device that would allow our client to more easily hike on uneven terrain.

Through my senior design project, I was able to directly build components towards a prosthetic device for a double transfemoral amputee. Several ideas were constructed, either through ordered materials (carbon fiber, aluminum, steel, etc.) or prototype materials (cardboard, styrofoam, paperclips, etc.). These materials helped us to create an upper leg spring system, which through testing, we ultimately decided to eliminate from our design. We moved forward with constructing a pylon created with lightweight tubing and a torsional spring design. Ultimately, we would have liked to attach this pylon to tank treads for a fully functional prosthetic device that would allow our client to more easily hike on uneven terrain.

Through my senior design project, I was able to research further aspects of engineering that were not covered in my courses. For example, magnetic locks and switches, aspects of currently available prosthetics, or tank treads. My courses taught me the physics behind these mechanisms, and with this knowledge, I was able to further my understanding of engineering design through hours of research. This research involved reading through textbooks, online material, speaking with professors and professionals, and watching numerous videos.

Through my senior design project, I was able to apply the knowledge learned in my undergraduate courses and develop my engineering skills through a hands-on approach. Through orientation/training, I learned how to work on a year-long capstone design project for a specific client. During these service hours, I interviewed my client, learned skills such as carbon fiber molding and steel cutting, and learned how to directly apply my engineering skills.

In order to progress our project after our initial assessment trip in January 2019 and second assessment trip in January 2020, my team and I researched ways to fulfill our three primary project objectives- reducing groundwater dependence in the village of Bhutiya, increasing supply of water, and improving efficiency of water usage. In order to do so, we utilized online resources from the Indian government, map data from Google Earth, and research provided to us by professional mentors. For 1 hour each week, during a team meeting, I collaborated with peers on how to best help to our partner community. As a Project Lead, I also spent countless hours outside of this time conferencing with local professors and professionals, and other EWB chapters.