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ACADEMIC PROJECTS

Robotics Studio

In my first semester at Columbia (2024) I took the class ‘Robotics Studio’ where we were tasked to design and create a robot with the ability to walk. This was a group project (pairs) optional class which I challenged myself to complete alone. The robot ran off a raspberry pi, was coded in python, and used 8 servo motors to control the legs. My design was inspired by Theo Jansen’s Strandbeests and ambitiously used 3d printed gears, elastics and strings to translate the rotation from the servos into the leg into a forward and back and up and down motion to create a smooth stride when timed correctly.

I was moderately successful and received an A- in this class, getting the robot to move but not take full steps or walk smoothly.

Bamboo Wheelchair

In the last year of my undergraduate degree we were tasked with a group project to design a bamboo wheelchair for use in Kenya. As a group we completed 3 stages of design analysis and submissions, a product design specification (PDS), a preliminary design review (PDR) and a critical design review (CDR) which together outlined the context we were designing for, the product we designed, including all the details of proposed manufacturing methods and material sourcing methods, and a review of the success of our product within the context against the specification with the goals we were aiming for, produced at the start of the project. The initial stages of the project included lots of research into the available infrastructure, terrain and existing products in the same market, considering maintenance and shipping methods as well due to the location of our target market.

This project took place over two semesters and concluded with a presentation to our peers. Each week we had a formal meet with our supervisor to share the progress made and our project timeline and among ourselves we met 2-3 times a weeks, taking minutes and notes so we had a record of what was discussed. Over the course of the project acted as the group leader to effectively designate tasks and maintain a wholistic view of the project and how everyone’s sections interacted to form a cohesive design while working within a budget.

My section of the design focused on making the wheelchair adjustable. I went through several iteration of different mechanisms and presented them to the group for discussion of which methods would integrate best with what others were working on, interactions with the frame, the seat, the wheels etc. all factored into the decision and overlapped with every member of the group to some extent.

Once a design was selected, specific materials were chosen based on FEA analysis conducted, prioritising longevity, ease of maintenance and cost as well as strength. Generatively designed parts were also considered as they would optimise for strength under load and weight requirements, however due to the complex geometries produced, manufacturing was deemed not cost effective.

This module was partly graded in group submissions however the majority was individual submissions where we detailed our individual sections and contributions to the project, with each submission accompanied by an unmarked executive summary to clarify overarching details across everyone’s writing. I got 70% (~A) in this project overall.

Identifying circadian rhythms in skin temperature data

As my undergraduate dissertation at the University of Surrey I chose to work with Professor Daniel Abásolo to create a Matlab script with the ability to identify and quantify circadian and ultradian rhythms within noisy skin temperature data collected previously in a study conducted by the Dr Sophie Wehrens at my university. This was a collaboration between myself and Dr Abásolo from the Mechanical Engineering Sciences department and Dr Jonathan Johnston and Dr Daan van der Veen from the Faculty of Health and Medical Sciences to create a tool which could identify underlying patterns within a study which purposefully disrupted them.

The study protocol induced a 4 hour ultradian cycle onto 27 subjects, measuring skin temperature at 200 second intervals in four locations, two distal (ankles) and two proximal (clavicles) through i-buttons attached to the skin.

This module was graded taking into account organisation, minute taking, a progress presentation we gave at the halfway point and the final project dissertation produced. I concluded the module with a grade of 71% (~A).

Introduction to Ceramics

During my study abroad at California State University, Los Angeles (2022), I took the class introduction to ceramics where we learnt the basic processes of creating ceramic objects, how they should be fired and technical sculpting basics without the use of wheels to throw.

We experimented creating different variations of vessels, applying coiling to build up walls with ropes of clay and creating different kinds of feet to prop up each piece. Once bisque fired we customised the finish of each piece using different glazes, underglazes and coloured slips. This class was also graded and I finished the semester with an A.

A Level Design and Technology: Product Design

As part of my A level Coursework (2020), we were given an open ended task to identify a problem and design a product to address this issue. This was graded on several areas including the identification, investigation and outline of designs options, the designing and making of prototypes and the analysis and evaluation of designs which included creating a design specification and comparing our final designs against this.

For my project I chose a large scale redesign of an area of my school which had been rendered inaccessible due to safety issues, with my redesign aiming to utilise the space while maintaining the integrity of the original features, namely the original flint wall which was displaying structural issues.

I investigated a range of new and sustainable materials, drew inspiration from existing buildings and architects which inspire me, and created a range of design which I presented to my client for review. During this process, I researched different manufacturing processes and concluded on a final design which was within budget, sustainable, efficient and visually pleasing (the main categories identified in my specification).

Extended Project Qualification

Alongside my A levels (2020) I also completed the extended project qualification, this was supplemental and open ended. I chose to investigate a topic close to heart and relevant for the future, posing the question: Is the Kowloon Walled City a suitable and feasible model for future cities?

This was my first large scale research project and I was excited to get the opportunity to explore topics which interested me. I researched the history of Hong Kong and the unique situation which led to the birth of the Kowloon Walled City, its ecosystem, and whether that could be the path the future take.

I explored Hong Kong’s representation in media as a cyberpunk fetishistion of Asian urban spaces, its depiction of a future dystopian while simultaneously romanticising coping method of overpopulation. I compared this to real buildings which have been called futuristic such as the Nakagin Capsule Tower by architect Kisho Kurokawa and its success or lack thereof, as well as modern living solutions like co-living, nanoflats and hostels which also romanticise shared spaces and sub-divided apartment.

I came to the conclusion that while it feels like when left unchecked, densely populated, less regulated and lower income areas trend towards creating similar communities. I wouldn’t go so far as to say recreating the Kowloon Walled City would create instant solutions, but if combined with thoughtful planning, research and appropriate technologies it could produce self-sufficient and even more carbon neutral cities.

University of the Arts London, Product Development Short Course

In the summer of 2019 I participated in a product development short course ran by the University of the Arts London at their Central Saint Martins campus.

As the week progressed we each followed an individual concepts through the design process. It began with an introduction to the brief accompanied by research and strategising to understand and better cater to our prescribed target audience. This was followed by generating designs, sketching and further elaborating on concepts as well as iterative prototyping under time constraints. Throughout the process crit sessions were held to ensure clarity in idea communication and the incorporation of feedback.

GCSE Design and Technology: Product Design

As part of my GCSE Coursework we had to select a context from a list of design tasks and design a product which addressed the scenario presented. I chose the ‘self-assembly products’ task and designed a flatpack storage unit. I created it using jigs that I designed and CAM routers to simulate large scale production associated with this style of furniture, keeping in mind the budget of comparable products already on the market to stay on theme.

The design process consisted of analysing the problem, analysing products and creating a mood board. I followed this with a profile of my consumer/customer to address specific needs then conducted research into topics including joining methods, materials, sustainability and manufacturing processes. From the generated specification, designs were generated and scale model prototypes made.

To supplement the design I also made an instruction manual and detailed packaging to take into consideration transportation requirements. This concluded with a critical evaluation against the specification and the creation of the final product.

Victoria Tong