Aranzazu M.

Caceres
(413) 221.4834 cacer009@umn.edu Room 237, 701 Fulton St SE Minneapolis, MN 55455
OBJECTIVE
To obtain a position as a Mechanical Engineer that will allow me to utilize my education and internship
experience while gaining valuable work experience.
EDUCATION
University of Minnesota Twin Cities, MN
2012-Present
Bachelor of Science in Mechanical Engineering, College of Engineering (May 2015)
GPA: 3.066
Villanova University Villanova, PA
2011-2012
AWARDS
Deans List
Presidents Education Award
RIT Innovation & Creativity Award

National Honor Society

Business Technology Award of Merit

EXPERIENCE
Community Advisor Minneapolis, MN
Fall 2014-Present
Developed a positive living environment among 34 residents, often resolving conflict
Upheld and enforced all University and Housing policies
Engineering Intern at Veolia North America Minneapolis, MN
May 2014-Present
Created Piping and Instrumentation Diagrams (P&ID) of steam plant using AutoCAD
Identified, classified, and created system component worksheets on MS Excel
Received safety training at the energy generation plant
Engineering Intern at United States Distilled Products Princeton, MN
Summer 2012&2013
Assisted in the creation of the safety Lockout/Tagout maps using AutoCAD
Worked on the team that introduced the first robot in the factory
Created three-dimensional representations of products using SolidWorks
Collaborated in creating FMEAs of different machinery
Work Study at Donahue Market Villanova, PA
Fall 2011-Spring 2012
Customer service, general maintenance, and money keeping
ACTIVITIES
Campus Activity Team: Event Organizer (Music)
SKILLS & EXPERTISE
MS Word/Excel
PowerPoint
C++
Adobe Photoshop

AutoCAD
SolidWorks
Pro/ENGINEER
MATLAB

LANGUAGES
English: Native Proficiency

2011-2012

Manufacturing
Teamwork
Communication
Leadership

Spanish: Native Proficiency

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R 2 -D ra w T o o
D e p e n d in g
p o s s ib le

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C a c e re s

D ecem ber

9, 2013

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Bill Of Materials
Item
1

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

Part Name/Number
K'NEX

Wood
Head Bands
Hot Glue Sticks
Cardboard
Screws
Screws
Washers
Dry Erase Marker
Dry Erase Board
12 Volt Battery
Pigtail Connector
270022YL
22RCLR12
11 TIP120
11 2N3904
13005-1K
13005-10K
13005-330
08L53RD
1700LM30
01ARDUINO
03MB801
2801BST
0702PL1351R
2800AK9
Breadboard
29GHM
60700
Straw
Tape
Paper
Total Parts

Quantity
Description
107 Assorted KNEX pieces (x12 K'NEX BRICK 2X4,
x4 K'NEX BRICK 2X8, x4 Micro Orange Adapter,
x8 K'NEX BRICK 2X4 FLAT, x4 K'NEX BRICK
2X8 FLAT, x3 Std White Connector, x4 Std Blue
Connector, x4 Std Metallic Blue Clip Connector, x2
Std Yellow Connector, x4 Std Silver Metallic
Connector, x7 Std Orange Connector, x8 Std
Yellow Rod - 3 7/16", x10 Std White Rod - 1 5/16",
x4 Micro Orange Rod 7.9", x4 Micro Purple
Connector, x4 Micro Red Transition Rod, x8 Micro
Dark Gray Rod 1.6", x4 Micro Yellow Rod 0.99",
x1 Std Red Connector, x2 Purple Hinge, x4 Gray
Pulley/Tire Insert 1 1/2", x2 Std Tan Connector)
1 Piece of wood weighing 2 lbs
2 Long thin elastic hair bands
15 4" Hot glue stick
1 Stiff paper made of pressed pulp
6 1.5" Long black screw
3 .5" Long silver screw
3 1/4" silver washer
1 EXPO 2 FINE Markers 4CT
1 QRT DRY ERASE BRD
1 Battery, 12V NiCD
1 Pigtail for battery
1 22 g solid yellow wire (25 ft.)
2 Relay DPDT, 12V
2 Darlington NPN bipolar transistor
2 NPN bipolar transistor, general purpose
4 Resistor, 1K ohm, 1/4 watt
1 Resistor, 10K ohm, 1/4 watt
1 Resistor, 330 ohm, 1/4 watt
1 LED, red, 5mm
1 Microswitch
1 Arduino Uno microcontroller board
1 Solderless breadboard, 3.3" x 2.1"
1 9V battery snap
1 Power plug for Arduino board
1 9V Alkaline battery
1 Solderless breadboard, 6.5" x 2.1"
2 Gear motor, 12 V
1 Tube of solder
2 Plastic straws
1 Scotch 3M 144 transparent tape
1 Blue paper for decoration
170

Source
www.knex.com

Basement
Wal-Mart
www.amazon.com
Basement
Basement
Basement
Basement
CVS
CVS
ME2011 Robot kit
ME2011 Robot kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Tool Kit
ME2011 Robot Kit
ME2011 Kits
ME2011 Tool Kit
Wal-Mart
Bedroom
Bedroom
Total Cost

Part Cost
$9.99

$0.50
$2.27
$1.00
$0.10
$0.50
$0.50
$0.50
$5.49
$7.29
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
NC
$1.00
$0.94
$2.00
$32.08

/*--------------------------------------------------FINAL ROBOT CODE 12-7-13

---------------------------------------------------*/
// constants
#define WATCHLED
2
// LED is pin 2
#define STARTBUTTON 3
// start button is pin 3
#define MOTOR1
6
// MOTOR1 on/off pin 6
#define ROTATE1
7
// MOTOR1 left/right pin 7
#define ROTATE2
8
// MOTOR2 left/right pin 8
#define MOTOR2
9
// MOTOR2 on/off pin 9
// variables
int i;
boolean startbutton;
void setup()
{ pinMode(WATCHLED, OUTPUT);
pinMode(STARTBUTTON,INPUT);
pinMode(MOTOR1,OUTPUT);
pinMode(ROTATE1,OUTPUT);
pinMode(MOTOR2,OUTPUT);
pinMode(ROTATE2,OUTPUT);

//
//
//
//
//
//
//

run once, when program starts

sets the LED pin as output
sets the button pin as input
sets MOTOR1 pin as output
sets ROTATE1 pin as output
sets MOTOR2 pin as output
sets ROTATE2 pin as output

void loop()
{ startbutton=false;
//-------------Watchdog code
while (! startbutton) {
// stay in this loop until button pressed
digitalWrite(WATCHLED,HIGH);// LED on
for(i=0;i<10;i++) {delay(25);
// wait a bit
if (digitalRead(STARTBUTTON) == LOW) // check button
startbutton=true;
// button is pressed }
digitalWrite(WATCHLED,LOW); // LED off
for(i=0;i<30;i++) {delay(25);
if (digitalRead(STARTBUTTON) == LOW)
startbutton=true;
}} // end of while loop
digitalWrite(WATCHLED,LOW);
// LED off
robotcode();
// go to your robot code} // return to top
void robotcode()
{delay(2000);
digitalWrite(ROTATE2,HIGH);
analogWrite(MOTOR2,80); //pen goes up
delay(2100);
digitalWrite(MOTOR2,LOW); //motor off
digitalWrite(ROTATE2,LOW);
delay(3000);
//step 1 done
digitalWrite(ROTATE1,HIGH);
digitalWrite(ROTATE2,HIGH);
analogWrite(MOTOR1,90);
analogWrite(MOTOR2,80); //diagonal up
delay(1000);
digitalWrite(MOTOR1,LOW);
digitalWrite(MOTOR2,LOW); //both motors off
digitalWrite(ROTATE1,LOW);
digitalWrite(ROTATE2,LOW);
delay(3000);
//step 2 done
analogWrite(MOTOR2,80); //pen goes down
delay(2220);
digitalWrite(MOTOR2,LOW); //motor off
delay(3000);
//step 3 done
analogWrite(MOTOR1,90);
analogWrite(MOTOR2,80); //diagonal down
delay(1000);
digitalWrite(MOTOR1,LOW);
digitalWrite(MOTOR2,LOW); //both motors off
delay(3000);
//step 4 done
digitalWrite(ROTATE1,HIGH);
analogWrite(MOTOR1,90); //pen goes left
delay(2150);
digitalWrite(ROTATE1,LOW);
digitalWrite(MOTOR1,LOW); //motor off
delay(3000);
//step 5 done
digitalWrite(ROTATE1,HIGH);

digitalWrite(ROTATE2,HIGH); //diagonal up
analogWrite(MOTOR2,100);
delay(150);//fixes lag on pen. better diagonal
analogWrite(MOTOR1,90);
delay(750);
digitalWrite(MOTOR1,LOW);
digitalWrite(MOTOR2,LOW);//both motors off
digitalWrite(ROTATE1,LOW);
digitalWrite(ROTATE2,LOW);
delay(3000);
//step 6 done
analogWrite(MOTOR1,90); //pen goes right
delay(2670);
digitalWrite(MOTOR1,LOW); //motor off
digitalWrite(ROTATE1,LOW);
delay(3000);
//step 7 done
digitalWrite(ROTATE2,HIGH); //pen goes up
analogWrite(MOTOR2,80);
delay(2150);
digitalWrite(MOTOR2,LOW); //motor off
digitalWrite(ROTATE2,LOW);
delay(3000);
//step 8 done
digitalWrite(ROTATE1,HIGH);
analogWrite(MOTOR1,90); //pen goes left
delay(3150);
digitalWrite(ROTATE1,LOW);
digitalWrite(MOTOR1,LOW); //motor off
delay(3000);
//step 9 done
analogWrite(MOTOR2,80);
delay(3290);
digitalWrite(MOTOR2,LOW); //motor off
delay(3000);
//step 10 done }

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Aranzazu Caceres
October 27, 2013

DATE:

NOVEMBER 10, 2013

ARANZAZU CACERES

SEE DETAIL B

A
20

6x

20
32

30
80

35

120

A
60
4xR1

R28.5

30
SECTION A-A

20
R3

2
Creo
Parametric
Tutorial
Lesson #8

5
DETAIL B
SCALE 0.044

Scale 0.020
TOLERANCES +/- 0.1

Tutorial pulley #1
Drawn by Aranzazu Caceres

ALL UNITS IN INCHES

MATERIAL: COPPER

Pulley
SCALE 0.200

Washers(2)

Bushings(2)

Axle

Brackets(2)

Bolts(4)
Base plate

SECTION A-A
A

Drawn by: Aranzazu Caceres

Novermber 27, 2013

Aranzazu Caceres
September 23, 2013
Miniature Stapler Description Sheet
The function of a miniature stapler is to secure two or more papers together with a staple in order
to keep them from getting separated. At the same time, a miniature stapler can be opened up so that it is
possible to secure a paper or a sign onto a wall, corkboard, or a presentation board. Much like its larger
counterpart, the miniature stapler has the possibility of stapling many pieces of paper together. The only
difference between a regular sized stapler and one that is miniature is that the miniature stapler is more
compact and easy to carry around in a purse or backpack.
For a miniature stapler to work, first there has to be staples inside the stapler. Once the staples are
in place, the stapler has to be closed. As the stapler closes, the spring inside the stapler goes into tension
and pulls the stapler pusher plastic piece forward. The staple pusher therefore pushes forward the staples
into place. When someone needs to staple two pieces of paper together, they put the corner of the papers
on the bump with the two indents in between the space found between the top and bottom of the stapler.
Then, the stapler is pushed down. As the person pushes down on the top of the stapler, the top metal part
connected to the top plastic casing is brought down and pushed into the staple. The top of the stapler
pivots on the pin joint and forces the staple down into the metal mold. The staple folds in on itself and
secures the two pieces of paper together.
There are three types of materials being used to make the miniature stapler. The first material is a
plastic injection mold. Although the material is not identified completely, it is probably a polycarbonate.
The plastic is used to create a casing to go around the metal materials and hold the stapler together. A
piece of plastic is also used to create the stapler pusher inside the stapler. Another material that is used
was aluminum sheet metal which is stamped and bent. The aluminum is used to create the inside structure
of the stapler. There is a top and bottom structure piece that are secured to the plastic casing and
immobile, while the middle metallic piece is on a hinge joint which allows it to move up and down when
stapling something. Aluminum is also used to create the pins that are connected the middle and bottom
piece of metal with the top piece of plastic. A steel spring is used inside the stapler to force the stapler
pusher forward.
Assembly begins with the creation of the plastic parts in molds and the stamping and bending of
the metallic parts. The formation of the parts is probably done by using robots. After the parts are made,
the assembly begins by hooking the spring to the stapler pusher plastic piece. Then the bottom metal piece
is snap fit into the bottom plastic piece. At the same time, the top metal piece snap fits into the top plastic
piece in the same manner. The stapler pusher plastic piece snap fits into the middle metal piece and gets
stuck in the track made for it. Next, the bottom metal piece and the middle metal piece have to align so
that the holes are matching, that way the pins on either side are able to fit in. The pins are put in place and
secured by snap fitting the top plastic piece over the pin heads. After that is done, the leftover end of the
spring is hooked onto the hook on the top metal piece. As a final step, the staples are put into their place
on the middle metal piece.
One thing I found interesting about the stapler is that there are many random holes throughout the
metal parts of the stapler. When I took the stapler apart that, I realized that many of those holes were used
to support other parts in the stapler. One such hole that I found on the side of the stapler is used to keep
the stapler in its closed state instead of having the top part of the stapler be able to swing freely. The long
oval holes on the side of the stapler are necessary in order to keep the stapler pusher in the right track.
Though I thought the holes were insignificant in the beginning, it was interesting to see that they are
necessary in the design.

Aranzazu Caceres
September 23, 2013
Miniature Stapler Bill of Materials

Item Number
001
002
003
004
005
006
007
008

Quantity

Description
1
1
1
1
1
1
2
1

Casing, top
Casing, bottom
Staple pusher, pushes staples into place
Structure, top
Structure, middle
Structure, bottom
Pin
Spring

Material
Polycarbonate(?), injection mold
Polycarbonate(?), injection mold
Polycarbonate(?), injection mold
Aluminum, stamped and bent
Aluminum, stamped and bent
Aluminum, stamped and bent
Aluminum, stamped
Steel, wound

Aranzazu Caceres
October 14, 2013
A110 Beam Bending
Experimentally Determined Youngs Modulus of a Plastic Coat Hanger
I.

Introduction: This experiment was done to determine the elastic modulus of a plastic
(polystyrene) coat hanger by carefully measuring the deflection of the hanger while it supported
different loads. The purpose of the experiment was to find the elastic modulus by using a linear
trend line in a Load vs. Deflection graph on excel.

II.

Methods: In this experiment, a coat hanger was used as a long slender beam. In order to
determine the elastic modulus, the coat hanger was placed across two chairs so that it was lying
horizontally. Since the coat hanger was 16.5 inches long, the two chairs were separated by a
distance of 15.5 inches. Two empty 500mL water bottles were then tied together using a long
string. The water bottles were tied at opposite ends of the string so that the string in the middle
could hang over the coat hanger. A ruler was placed beside the coat hanger on the chairs so as to
be a place mark to measure deflection for the beam (see Figure 1 for set-up). Using measuring
cups, a cup of water was poured into one of the water bottles. The deflection between the place
mark ruler and the plastic coat hanger was then measured
in inches using the calipers. a cup of water was then
added into the empty water bottle. The displacement was
measured again. The experiment went on with alternating
which water bottle had a cup of water added to it until
4.5 cups total were inside the two water bottles. This gave
nine data points and a deflection that reached the
requirement of 2 inches. The experiment was then run
again to determine the values for a second trial. Both trials
were plotted together into one excel scatter plot and a
linear trend line was found. The slope of that linear trend line
was later used to determine the elastic modulus.

Figure 1. Set-up of the experiment.

III.

Results:
Deflection for the beam was required to be between 0 and 2 inches.
Digital calipers were used in the measurement of the deflection. The digital calipers have a
resolution of 0.001 [in] and an accuracy of 1%.
A cup measuring cup was used to measure the load added to the beam. The cup has a
resolution of cup and an accuracy of 1%.
Equation used to determine load in pounds from measuring cups:

Aranzazu Caceres
October 14, 2013
A110 Beam Bending
Trial 1
Deflection
[in]
0.0
0.05
0.73
0.89
1.18
1.41
1.63
1.75
1.90
2.01

Trial 2
Deflection
[in]
0.0
0.06
0.75
0.90
1.19
1.38
1.61
1.76
1.87
2.00

Deflection vs Load
Deflection (inches)

Load
[lbs]
0.0
0.26
0.52
0.78
1.04
1.30
1.57
1.83
2.09
2.35

2.5
2
1.5
1
0.5
0

y = 1.1018x - 0.0768
R = 0.9529

0.5

1.5

2.5

Load (lbs)

Table 1. Data from experimental trials.

Figure 2. Deflection vs Load graph. The slope is used to determine E.

Equation to find the moment of the cross-section area of the coat hangeri:

Equation to find Youngs Modulusii:

y/P = slope in Figure 2
IV.

Discussion: In this experiment, a linear trend line was used in order to find the elastic modulus of
a coat hanger. A trend line was used to connect the data from all the different loads that were put
on the hanger, because if each individual point was used to calculate the elastic modulus, there
would be a big range of what the elastic modulus might be. By using the slope from the trend
line, it was possible to find that the experimental elastic modulus was .452 [106 psi]. If the elastic
modulus had been calculated for each point, the modulus would have ranged from .11 to .69 [106
psi]. The experimentally calculated modulus of .452 [106 psi] was more precise than having a
large range of values. In the book, Material Science and Engineering: An Introduction by
William Callister, the material polystyrene has an elastic modulus that ranges from .330 to .475
[106 psi]iii. The experimentally calculated value of the coat hanger falls within the range of the
elastic modulus found in the book. One limitation of the experiment is that there is no way of
stopping the beam from falling off the chairs. The beam must deflect at least 2 inches, so it is
forced to have the chairs as far as possible to enable the 2 inch deflection to happen. This forced
only the very ends of the beam to be on the chairs if the slender beam that was found was not
long enough (much like a coat hanger). The beam could also not be too thick or made out of a
material with a high elasticity modulus, because it would not allow the deflection of 2 inches to
occur without a load that is more than just two water bottles.

Kowalewski, T. (2013, 10 14). A110 beam bending experiment.

Kowalewski, T. (2013, 10 14). A110 beam bending experiment.
iii
Callister, W., & Rethwisch, D. (2010). Material science and engineering: An introduction. (8th ed.). John Wiley &
Sons, Inc.
ii

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Aranzazu Caceres
ME 3331 Section 003
March 6, 2013
The Otto Cycle

Figure 1: Drawing of the system (left) and p-v diagram of processes (right).

Objectives

The objective is to study the Otto cycle while varying either the compression ratio or
the heat that is added to the system. This study will focus on how those factors affect the
work of the cycle, the highest temperature, and the thermal efficiency.

Methods and Procedures

2.1

The thermodynamic cycle

The cycle which was studied was an air- standard Otto cycle. It consisted of four
processes which are defined below and can be seen in the p-v diagram of Figure 1.

1-2
2-3
3-4
4-1

adiabatic compression
constant volume heat addition
adiabatic expansion
constant volume heat removal

2.2

Assumptions
The system is a closed system.
Air going through the system is modeled as an ideal gas.
Specific heats are approximated at room temperature (cold air-standard analysis).
Kinetic energy and potential energy can be neglected.
Compression and expansion processes are adiabatic.

2.3

Model formulation
To model the system, each state has to be defined by two independent, intensive
properties. In the problem statement, the two properties for state 1 are given to be:

(1)
(2)
To define state 2, first the volume has to be found. This is done by using the given
function of the compression ratio.
(3)
After the volume is known, a second intensive property (pressure) can be found by
using the equation for an adiabatic process.
(4)
The in the equation is the specific heat ratio (
specific heats are approximated at room temperature,

). Since it is assumed that the

.

To define state 3, first it has to be acknowledged that

because process 2-3 is
constant volume. The internal energy of state 3 can be found with the equation:
(5)
Once it is known, EES can use specific volume and internal energy to determine pressure.
Pressure and specific volume can then be used to determine the temperature using EES.
To define state 4, the steps are similar to those of state 2 and 3. Since process 4-1 is
constant volume,
. Process 3-4 is adiabatic, so equation (4) can be used to find .
With each state defined by at least two different intensive properties, EES is used to
determine the each states missing temperature, pressure, or specific internal energy value.
To determine work of the cycle, the work for each process has to be determined.
Since processes 1-2 and 3-4 are adiabatic, there is no heat transfer. Also according to the
assumptions, potential and kinetic energy are neglected. Therefore, the equation to find the
work for these two processes is:
(6)
Since the processes 2-3 and 4-1 are constant volume, there is no work being done.
Therefore, the work of the whole cycle is:
(7)
To find the thermal efficiency of the system, the equation for a cold-air standard
basis can be used.
(8)
The highest temperature of the system can be seen in Figure 1 to be
2.4

Methodology
Equations (1)-(8) were executed in EES. The unit system was set so that the
temperature is in Kelvin [K] and the pressure in kilopascals [kPa], so that there isnt a

problem with unit conversions. The heat transfer and work on the system is set to the units
of [kJ/kg] since it is heat transfer and work per mass.
There are two parametric studies which are executed in the model of the system:
1. The compression ratio R varies from 2 to 15, for
2. The heat addition
varies from 200 to 1500 kJ/kg, for R = 12.

Results and Discussion

Figures 2-4 represent the parametric study where compression ratio R is varied
from 2 to 15, while heat added to the system is kept at a constant 1000 kJ/kg. Figure 2
demonstrates how work of the cycle increases rapidly as R increases. The rate, at which
increases, starts to decrease as R gets higher. As seen in equation (3), R affects
volume at state 2, and affects all the properties in that state. Figure 3 shows how thermal
efficiency is dependent on R. Thermal efficiency cannot increase above 1, so it is expected
to saturate asymptotically as R increases. Figure 4 demonstrates how the highest
temperature in the cycle will increase as R increases. As R increases, the dependency
between the two starts to become almost linear.
Figures 5-7 represent the parametric study where the heat added per mass to the
system is varied from 200 to 1500 kJ/kg, while R is kept at a constant 10. Figure 5 shows
how
linearly as more heat is added. This is expected because heat addition affects
the internal energy at state 2, which then affects the work that occurs during process 1-2.
Figure 6 shows how the addition of heat to the system has no effect on thermal efficiency.
The reason the graph remains as a horizontal line is because, as equation (8) shows, it is
only dependent on the compression ratio. Figure 7 demonstrates how the addition of heat
to the system increases the highest temperature in the system linearly.
4

Conclusions and Recommendations

An Otto cycle was modeled as an air-standard cycle with a specific heat
approximated at room temperature. The compression ratio R determines the work of the
cycle and the thermal efficiency. While a higher R would be favorable because it would
mean more efficiency, the R also causes the temperature to rise linearly.
The heat added to the system affects the work and the highest temperature of the
cycle linearly. It does not however affect the thermal efficiency in any way. The higher R
, the more efficiency and work output there is.
and
Considerations should be taken on the practicality of a high R or
since the
materials used would have to withstand high temperatures.

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