ESC471H1
Engineering Science Capstone Design
Optical Tweezers Team Proposal
Date
October 1st, 2010
Group Members
Maryam Badakhshi
Shannon O’Keefe
Laura Poloni
Hasmita Singh
Instructors
Professor Foster
Professor Nogami
Table of Contents
Date ............................................................................................................................................................... 0
Group Members ............................................................................................................................................ 0
Instructors ..................................................................................................................................................... 0
1. Executive Summary ................................................................................................................................... 3
2. Background and Issues.............................................................................................................................. 3
3. Requirements, Criteria and Constraints.................................................................................................... 4
3.1 – Requirements of Proposed Solution ................................................................................................ 4
3.1.1 Laser Safety .................................................................................................................................. 4
3.2 – Criteria and Constraints for Proposed Solution ............................................................................... 5
3.2.1 Technical Constraints ................................................................................................................... 5
3.2.2 Experimental Constraints and Criteria ......................................................................................... 5
4. SURVEY OF EXISTING SOLUTIONS ............................................................................................................. 8
4.1 – Laser Safety Solutions ...................................................................................................................... 8
4.1.1 Engineering Controls .................................................................................................................... 8
4.1.2 Administrative Controls ................................................................................................................... 8
5. PROPOSED SOLUTION ............................................................................................................................... 9
5.1 – Laser Safety of Optical Tweezers System ......................................................................................... 9
5.1.1 – Protection of Laser: Enclosing the Fiber Optic Wire ................................................................. 9
5.1.2 – Safety of Users from Laser: Enclosing the open-beam region ................................................ 10
5.1.2.3 –Potential Solution #3 ............................................................................................................. 12
5.2 – Laboratory Experiment: Determination of Trap Stiffness.............................................................. 15
5.2.1 – Deliverables ............................................................................................................................. 15
6. PROJECT SCHEDULE ................................................................................................................................ 16
7. CONCLUSION ........................................................................................................................................... 16
8. REFERENCES ............................................................................................................................................ 17
APPENDIX A – Technical Components of Optical Tweezer System ............................................................ 18
APPENDIX B – Existing Experiments for Optical Tweezer System .............................................................. 21
APPENDIX C – Team Qualifications ............................................................................................................. 25
Relevant Educational Experience............................................................................................................ 25
Relevant Industry Experience ................................................................................................................. 26
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ESC471 – Optical Tweezers Team Proposal
Particular Technical Competencies and Other Relevant Experience...................................................... 28
Appendix D –Schedule for Implementation of Proposed Solution ............................................................. 30
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ESC471 – Optical Tweezers Team Proposal
1. Executive Summary
This proposal outlines the requirements and associated procedures necessary to ensure that the
newly acquired Optical Tweezer system for the Advanced Physics Laboratory at the University of
Toronto is safe for undergraduate student use. This cutting-edge research apparatus has been newly
acquired by the Physics Department and will provide students with the opportunity to combine
theoretical physics, nanoengineering, and bioengineering in a modern research environment. However,
prior to deployment of the experiment, provisions must be made to ensure that the laser beam used in
the experiment is secure and will not cause harm to the user.
We will eliminate the hazards associated with the laser source of the Optical Tweezer system by
implementing engineering and administrative laser safety controls. Our solution consists of enclosing
the portions of the system in which there is an open laser beam, while providing a mechanism that
allows the students to access these areas to align the laser at a reduced power. This will ensure that the
optical trapping apparatus is safe for students unfamiliar with the significance of laser safety. As well as
fulfilling the technical laser safety constraints, our experimental design also ensures that students will
still be able to manipulate the apparatus and employ the optical tweezers setup to determine trap
stiffness. A complete experimental protocol, mark composition, and teaching assistant lab manual will
also be provided.
2. Background and Issues
The Optical Tweezers Advanced Physics Laboratory will provide students with the unique
opportunity to practically apply sophisticated theory regarding both laser emission and beam calibration
in addition to that of optical trapping. Lasers are common tools in contemporary academic research,
often applied to spectroscopy, laser cooling, and microscopy techniques. Thus, this laboratory
experiment provides students with exposure to a modern field of research which will be integrated into
the academic curriculum. The optical tweezers apparatus itself is cutting edge research technology, used
most often for biological applications, such as cell sorting and cell motility. Utilization of this equipment
will therefore expose undergraduate students to both modern physical and biological research tools and
applications. The extensive range of applications for this apparatus makes the experiment ideal for the
diverse assortment of undergraduate students who currently participate in the Advanced Physics
Laboratory. Students majoring in the Nanoengineering and Physics Majors through the Engineering
Science program, as well as students majoring in Physics through the Faculty of Arts and Science will
greatly benefit from this experiment since it is directly applicable to their current academic studies.
The existing optical tweezers apparatus, Optical Trapping Kit by Thorlabs, is a new lab within the
Department of Physics that has been designed for use in an advanced teaching laboratory. The
equipment has been tested; however, there is currently no provision for laser safety. The optical
tweezers employ a 980nm trap laser with a maximum power output of 330mW. According to the
manufacturer, the laser beam is predominantly encased by lens tubes, is not operated at the maximum
power, and an exposed beam diverges after encountering the sample. As such, the system is considered
to be a Class 1 laser when fully assembled and functioning appropriately [6]. A Class 1 laser is enclosed
to prevent contact between a person and the exposed laser beam [5]. High-powered lasers are also
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ESC471 – Optical Tweezers Team Proposal
included in this classification, so long as the enclosure prevents exposure and cannot be opened without
turning off the laser. If the trap is not completely assembled or the laser beam is exposed, the system is
classified as a Class 3B laser (power is 5-500mW) and is considered hazardous. This may be the case
while a user performs beam alignment. Thus, this apparatus requires the inclusion of an interlock
system in order to be classified as a Class 1 laser, deeming it suitable for undergraduate use.
Furthermore, a protocol for the optical tweezers experiment was developed in Professor
William Ryu’s lab. This experiment will be utilized by the Department of Physics for the 3rd/4th year
Advanced Physics Laboratories (Engineering - PHY327/427/428/429, Arts and Science PHY424/426/428/429) which is offered to students from various departments within the University of
Toronto [7]. Thus, the provision of laser safety is critical and will enable a diverse range of students to
utilize the apparatus. The existing protocol will be updated to include safety precautions and additional
details as deemed necessary.
3. Requirements, Criteria and Constraints
3.1 – Requirements of Proposed Solution
3.1.1 Laser Safety
The Laser Safety program at the University of Toronto was developed to assist the University
community in the control of laser hazards, and must meet the following regulatory requirements [17]:




U of T Health and Safety Policy
Occupational Health and Safety Act of Ontario
ANSI standard Z136.1
ANSI standard Z136.1 for educational institutions
The laser diode that serves as the source for the Optical Tweezer system being improved has an output
power of 330 mW [8]. Therefore, this laser source is classified as a Class 3B laser and can pose many
risks to users of the system since a portion of the Optical Tweezer system has an open beam. In order to
remain compliant with laser safety regulations, anyone who uses the Optical Tweezer system must
participate in the University’s Laser Safety Program training prior to operating or working with the
system and participate in the University’s medical surveillance program. Since this lab will be part of the
third and fourth year Advanced Physics labs, in which the experiment would be carried out by a
maximum of three students, each for a three-week period, it is not feasible for the students to receive
this training. Therefore, the system must be reconfigured so that the laser beam cannot be exposed at
full power. In order to do this, the output power of the laser must be lowered to a maximum of 5mW,
thus making the laser risk a Class 3R, for which there is a low probability of injury, and the students using
the system will not be required to attend the full-day laser safety course.
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ESC471 – Optical Tweezers Team Proposal
3.2 – Criteria and Constraints for Proposed Solution
3.2.1 Technical Constraints
Table 1 lists the technical constraints for the optical tweezers apparatus, developed in
consultation with Professor Bailey, Professor Ryu, and Dr. Sandu Sonoc (Certified Laser Safety Officer,
Radiation Protection Service):
Table 1 Technical Constraints
Item Description of Constraint
ID
T1
The Optical Tweezers experiment must be made safe for undergraduate students who have not
taken the full day laser safety course and should be classified as a Class 1 laser.
The optical tweezers system employs a 980nm laser with a maximum power output of 330mW. If
the laser is exposed, it is considered a Class 3B laser. Appropriate measures must be taken to
enclose the optical path of the beam. If the enclosure is opened for beam alignment, the laser
power output must be reduced to 5mW (Class 1).
T2
The light path where the beam is exposed to air should be enclosed.
T3
The fibre optic should be enclosed. It would be helpful to be able to observe the fibre optic under
the enclosure.
T4
The reflected beam should not leak out from the sample stage, and the user must be able to
move the sample stage using the knobs.
There are x, y, and z knobs for sample stage movement. These must be accessible when the
beam is on.
T5
Budgetary constraints: Additional components added onto the existing apparatus should not
exceed CDN $1000.
T6
The design must prevent students from inserting an object into the path of the laser which could
cause the beam to diverge.
3.2.2 Experimental Constraints and Criteria
The optical tweezers experiment is designed for use by students in the Undergraduate Advanced
Physics Laboratories (APL). The goals for the APL include presenting the student with the “opportunity
to work on interesting and challenging experiments, deepen their understanding of the underlying
Physics, and to further develop laboratory, analysis and communication skills.” [7]. Additionally, the
“experiments in this course are designed to form a bridge to current experimental research. A wide
range of experiments are available using contemporary techniques and equipment. Many of the
experiments can be carried out with a focus on instrumentation.” [11]. As such, the following
development of constraints that constitute a “good laboratory experiment” ranging from experimental
constraints, to the experimental protocol and method of evaluation will reflect the objectives of the APL
as well as approaches considered in educational journals.
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ESC471 – Optical Tweezers Team Proposal
3.2.2.1 Experiment Constraints
Table 2 lists the Experimental Constraints for the proposed solution.
Table 2 Experimental Constraints
Item Description of Constraint
ID
E1
The experimental procedure should be within 18 hours over the course of 3 weeks.
Advanced Physics Laboratory structure.
E2
The room door must be closed and locked with a temporary “Laser Work in Progress” sign placed
outside the room door.
This sign can be provided by Sandu Sonoc, the Senior Radiation Safety Officer.
E3
Appropriate laser safety glasses must be worn at all times when using the equipment.
E4
The beam will not be pre-aligned prior to the student commencing the lab.
E5
The beam should be turned off when changing samples.
Changing the sample involves moving somewhat reflective material in and out of the beam path.
The beam must be turned off when this occurs. Normally, no light should reflect out when
changing the sample, but there is a chance that if someone sticks something in (eg. A pen to
indicate the beam position), then inserting an object may cause the beam to reflect wildly.
E6
The laser power supply key should be kept by the technologist.
E7
The experiment should be carried out individually.
In accordance with APL structure.
3.2.2.2 Student Assessment Criteria
Table 3 lists the Student Assessment Criteria for the experiments to be carried out on the Optical
Tweezers System.
Table 3 Student Assessment Criteria
Item Description of Criteria
ID
SA1 The mark composition for the laboratory should not be completely data-driven, and should
include a combination of data analysis within the student’s lab notebook as well as more general
questions pertaining to the lab that assess the student’s understanding. It should also include a
discussion with the TA/Professor regarding the results obtained.
This is in accordance with APL structure, and the consultation with the TA/Professor would
enhance oral and written communicability of technical material [12].
SA2 Adequate time must be provided to the student for completion of the lab write-up.
SA3 The write-up should include a brief discussion of a research paper that utilizes Optical Tweezers
to bridge the experiment to current experimental research [11].
3.2.2.3 Experimental Protocol Criteria
Table 4 outlines the criteria for the Experimental Protocol that will accompany any experiment to be
carried out on the Optical Tweezers System.
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ESC471 – Optical Tweezers Team Proposal
Table 4 Experimental Protocol Criteria
Item Description of Criteria
ID
EP1 Clear and succinct safety instructions must be given to the students through the experimental
write-up, from the instructor, and displayed on the wall near the equipment.
EP2 The experiment should present a challenge in figuring out the instrumentation and include more
general instructions rather than a detailed procedure so as to be more engaging.
This is in accordance with the APL structure.
EP3 The entire experiment should be divided into sections or a series of experiments that investigate
different concepts such that they can be carried out over the course of the 3-week lab.
The experiment should not be repetitive or tedious.
EP4 A more detailed experimental protocol should be provided to the TA/Professor to enable them to
assist the students when necessary. This should detail the potential pitfalls that may be
encountered [10].
EP5 The protocol should include the background and theory pertaining to the lab, as well as clearly
detailed schematics of the apparatus. [10]
EP6 A list of relevant websites that will aid the student in understanding the laboratory concepts or
equipment should be included.
EP7 The experiment should incorporate a variety of skills and techniques [10].
3.2.2.4 Training Criteria
Table 5 lists the criteria pertaining to the training that a user of the Optical Tweezers System will require.
Table 5 Training Criteria
Item Description of Criteria
ID
Tr1
The TA/Professor present during the laboratory session should be well acquainted with the
experimental procedure and apparatus and should be available for assistance.
Tr2
The student must require minimal initial training in order to execute the lab.
Tr3
An introduction to the lab should be given by the TA/Professor to acquaint the student with the
lab concepts, the equipment, expectations and clearly stated safety instructions.
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ESC471 – Optical Tweezers Team Proposal
4. SURVEY OF EXISTING SOLUTIONS
4.1 – Laser Safety Solutions
In order to control laser hazards, the design and implementation of engineering and
administrative controls are necessary. Engineering controls consist of physical barriers designed to
reduce the possibility of exposure of the eyes and skin and of other hazards associated with laser
operation [8]. Examples of such controls include protective housing around open beams, interlocks on
removable protective housing, key control, and the use of beam stops or attenuators. Administrative
controls are used to ensure the proper implementation of engineering controls. These include controls
such as standard operating procedures, output emissions limitations, training, and alignment
procedures.
4.1.1 Engineering Controls
The most common form of an engineering control for laser safety is the implementation of
interlocks. An interlock is a method of preventing a certain state in a machine. In terms of laser safety,
interlocks typically consist of physical barriers that must be in place in order for the laser to operate at
full power. For example, a laboratory door interlock would ensure that the laboratory door must be
closed in order for the laser to be turned on, thus preventing a person not wearing the proper protective
equipment from entering the room while the laser is being operated [8].
4.1.2 Administrative Controls
Administrative controls include Standard Operating Procedures (SOPs), use of personal
protective equipment (PPE), warning signs, laser hazard labels, and limited accessibility. SOPs for
hazardous equipment must begin with laser identification information and a list of possible hazards, and
the procedure must specify each step necessary to ensure that the laser is being used safely.
Additionally, laser protective eyewear must be worn for the specific wavelength and optical density of
the laser being used, and must be inspected before each use to ensure the integrity of the equipment.
Other personal protective equipment can include face shields, gloves, lab coats and jackets, depending
on the laser being used. Warning signs should be placed on the system that uses a laser, as well as in the
area surrounding the equipment.
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ESC471 – Optical Tweezers Team Proposal
5. PROPOSED SOLUTION
There are two main components to the proposed solution: the laser safety component and the
experimental component. The majority of the focus will be devoted towards ensuring laser safety for
undergraduate student use, so as to eliminate the need for enrolling in the full-day laser safety training
session. The experimental focus lies in the addition of the laser safety procedure to the pre-existing
experiment, following by a walk-through of the experiment to ensure that the interlock system
developed integrates well with the experiment.
5.1 – Laser Safety of Optical Tweezers System
The safety of the laser consists of two primary goals: making the laser safe for students to use and also
assuring that the laser itself is protected while in use.
5.1.1 – Protection of Laser: Enclosing the Fiber Optic Wire
The trapping source (1 in Figure 1) in the OTKB Optical Trapping Kit is a temperature stabilized 330 mW
(max) SM fiber-pigtailed laser diode with a central wavelength of 980 nm. The output of the laser is
collimated using a FiberPort (2 in Figure 1), which allows the aspheric collimation lens to be precisely
positioned along 5 axes (X, Y, Z, Pitch, and Yaw)[13]. The fiber optic wire connecting parts 1 and 2 is
usually made of very thin layers of glass like material (usually Silica), but other materials such as
fluorozirconate, fluoroaluminate, and chalcogenide glasses can also be used [14]. This wire must be
handled with extra caution due to its sensitive material. There are numerous ways to harm this wire,
including: pulling on the fibers, exceeding the maximum loading rate and bend radius, or twisting the
cable and dropping an object on the fibre [15]. Due to the potential occurrence of these situations, it is
an essential part of our design to enclose this section of the laser with a protective box. This protective
box will be mounted on top of parts 1 and 2, including the fiber optic wire.
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ESC471 – Optical Tweezers Team Proposal
Figure 1 Ray Optics schematic of Thor Labs Optical Trapping Kit [13]
It will also be controlled by a control button from the outside; students may only open the box when the
laser is on by pressing the button. This button is controlled by an internal switch that will be discussed
later.
5.1.2 – Safety of Users from Laser: Enclosing the open-beam region
As previously noted, this laser is currently classified as a Class 3B laser when the laser beam is not
covered by a physical barrier [16]. This occurs in the Optical Tweezers system between sections 2 and 4
as depicted in Figure 1. Persons operating an open-beam Class 3B laser are required to participate in
the full day laser training session [18], which is not feasible for students in the Advanced Physics
Laboratory course. If the open-beam sections of the apparatus are covered by an optically dense
material, this laser can be re-classified as a Class 1 laser and it can be handled by students wearing
appropriate laser safety goggles, and the laser safety training would not be necessary.
However, for polarization applications, the keyway on the FiberPort can be rotated about the optical
axis so that the orientation of a linearly polarized collimated beam can be set. A 2X beam expander (3 in
Figure 1) is used to fill the aperture of the focusing objective (6 in Figure 1) [13]. The laser diverges at
this section and thus increases the probability of occurrence of a harmful situation while re-aligning is
being performed. In addition, since the light in this wavelength (980 nm) is not visible to the human eye,
there is a high probability for harmful effects to occur without the knowledge of the student.
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ESC471 – Optical Tweezers Team Proposal
Therefore, it is necessary to enclose the open-beam region of the apparatus while the laser is being
operated at full power. However, it is also necessary that students are able to remove this enclosure to
align the laser, at which point the power output of the laser would have to be reduced to 5mW (Class 3R
laser) so that laser hazards are eliminated.
5.1.2.1 – Potential Solution #1
Electromechanical: Control of laser depending on enclosure state (open/closed)
It is one of our goals to make the laser safe for students by limiting the amount of power going through
the laser after it has gone through Fiber Controlled Laser Source (part 1 in Figure 1) and the fiber optic
wire. This can be done by inserting an optical density filter between the Fiber Port Collimator (part 2 in
Figure 1) and the Beam Expander (part 3 in Figure 1). The optical density filter would reduce the power
of the laser beam to the desired 5mW. This filter can be purchased from Thorlabs and mounted on the
laser [19] using the Magnetic Mount already available to us.
It is required by our clients that the students should not be able to open the enclosure around parts 1
and 2 when the laser is on and the power through the laser is more than 5mW. In order to address this,
we would attach a touch sensor plan on top of the magnetic mount of the filter that will be turned on
when the box is closed. The output of this touch sensor is input to an external control button. This
control button will allow students to open the enclosure when the laser is on. For example, if the box is
closed, the laser is on, and the magnetic mount is not inserted, the touch sensor will open the control
button’s circuit and the latch that is controlled by the button will not work.
Below is a rough schematic that demonstrates the connections:
Figure 2 Block diagram of the laser enclosure, the magnetic mount, and connection to the touch sensor and control button
Figure 3 demonstrates how the latch is controlled by the touch sensor:
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ESC471 – Optical Tweezers Team Proposal
Figure 3 Control of Latch using Touch Sensor
The addition of the enclosure to the pre-existing apparatus is estimated to be about CDN $100, including
the material and the latch. Since the magnetic mount has already been purchased, it will not be an
additional cost. The sensor is priced at about CDN $50 on the Thorlabs website, and other parts that
may need to be purchased (including circuit components, the control button, etc.) will cost about CDN
$200. We estimate the total cost to be about CDN $500, which meets the budgetary constraints of CDN
$1000.
5.1.2.2 –Potential Solution #2
Microcontroller: Control of laser depending on enclosure state (open/closed)
Another method of controlling the laser power output would be through a microcontroller design. The
controller (ITC510) would be interfaced with the IEEE488 that is based on the IEEE488.2 standard. This
includes the IEEE488.1 standard for the hardware settings [20]. This interface can be used to control
whether the laser is on or off by taking advantage of built in hard codes that can control the operation
status of the laser [20].
The microcontroller device would be controlled based on an electrical connection made when a
magnetically-mounted optical density filter (described in Potential Solution #1) is inserted in the laser
pathway. When the optical density filter is inserted in front of the laser, the microcontroller receives the
positive signal that the laser is safe. This would allow the laser to operate at its maximum power. If the
mount is removed while the laser is in “on” mode at full power, a negative signal will be sent through
the connection to the microcontroller which will result in a reduction of power or shut off the laser
completely. Through this direct control of the state of the laser through the microcontroller, the
experiment would be considered laser safe as the laser would be turned off in appropriate
circumstances.
As in Proposed Solution #1, the addition of the enclosure to the pre-existing apparatus is estimated to
be about CDN $100, including materials and fabrication. The cost of the microcontroller is estimated to
be CDN $100, with additional electrical components costing another CDN $50. This brings the total cost
of this proposed solution to CDN $250, which is within our budgetary constraints.
5.1.2.3 –Potential Solution #3
Mechanical: Control of laser depending on enclosure state (open/closed)
A third possible solution for ensuring the safety of the users from the laser depending on the enclosure
state is to use an enclosure that consists of two components: 1) A left half of box which would be fully
enclosed with plexiglass, and 2) A right half which consists of an optical filter and is not enclosed at the
top (Figure 4). These two components would be connected and placed on a track, which would allow
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ESC471 – Optical Tweezers Team Proposal
movement of the box along the track. When the experiment is in operation once the beam has been
aligned, component 1 would be in front of the beam as it is a fully enclosed box. It would protect laser
beam from being exposed to the human eye and causing harmful effects, as it will be operating at full
power (330mW). When the laser beam alignment takes place, the box must be slid along the track so as
to place component 2 in front of the beam. This component would filter the high power beam and
enable the student to safely perform beam alignment. The exposed top would allow appropriate access
to the apparatus once the filter reduces the power of the beam to the acceptable value of 5mW. Thus,
while the experiment is being carried out, the enclosed box would prevent exposure to the beam, and
while beam alignment is taking place, the optical filter will reduce the laser beam power. This would
enable the re-classification of the system to a Class 1 Laser. In addition, to prevent foul play, the entire
enclosure will slide along a T-Track which will include barriers at either end. This physically prevents the
box from being removed from the track and disables students from fiddling with the proposed interlock
system, ensuring their safety at all times (Figure 4).
The addition of the multi-component enclosure to the pre-existing apparatus is estimated to be about
CDN $250, including materials for the plexiglass and tracks, as well as fabrication of the unique design.
The cost of the optical density filter is estimated to be CDN $50. This brings the total cost of this
proposed solution to CDN $300, which is within our budgetary constraints.
Figure 4 Design of Proposed Solution #3; Mechanical Solution with 1) Fully enclosed plexiglass component, and 2) Optical
filter component
5.1.2.4 Comparison of Proposed Solutions
In order to select the most appropriate solution for the user safety design, there are a few key factors
that must be considered: timeline constraints, team member qualifications, simplicity, feasibility, cost,
and adaptability.
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ESC471 – Optical Tweezers Team Proposal
Timeline constraints are extremely critical to the successful implementation of any of the proposed
solutions. As seen in the schedule in APPENDIX D, the final run-through of the altered experiment will
take place in early December 2010. This allows the team one and a half months to implement the design
change to the system while allowing a sufficient amount of time to complete the deliverables for the
experimental portion of the design.
Team member qualifications are also extremely critical due to the timeline constraints. Team member
qualifications are summarized in APPENDIX C.
Simplicity is necessary for the maintenance of this system once it is implemented in the Advanced
Physics Laboratory courses, and feasibility is significant in having a successful solution by the end of the
term so that the system can be used as soon as possible.
The adaptability of the solution refers to the ability of the solution to successfully satisfy the design
requirements and constraints in the case that further modifications are made to the system. For
example, the Optical Tweezers system has an Atomic Force Microscope add-on that is currently not
being used. If this were to be added to the system in the future, it would be necessary for the laser
safety solution to be able to accommodate such a change.
For each factor, the proposed solutions were ranked from 1-3, 1 being the most preferred solution and 3
being the least preferred solution. The results from this analysis are shown in Table 6. Cost was not
included in this comparison since each proposed solution was estimated to cost much less than our
budgetary constraint.
Table 6 Comparison of Potential Solutions
Factors for
Consideration
Timeline Constraints
Team Member
Qualifications
Simplicity
Feasibility
Adaptability
TOTALS
Proposed Solution #1
Proposed Solution #2
Proposed Solution #3
2
2
3
3
1
1
3
2
3
12
2
3
2
12
1
1
1
6
5.1.2.5 Selection of Proposed Solution
As seen from Table 6, Proposed Solution #3 is the most viable solution since its final viability score is 6.
Since 3 out of the 4 members of the Optical Tweezers Team have previous experience with
electromechanical processes through the AER201H1: Engineering Design course, this solution is the
most feasible given the time constraints. Also, due to the lack of electrical components that would need
to be modified in the case of future additions to the system, this is also the most adaptable design.
Due to the high dependence on electrical components that can be interfered with by students using the
system, the Proposed Solution #1 received a ranking of 3 for Simplicity. This solution also received a low
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ESC471 – Optical Tweezers Team Proposal
ranking for Adaptability, since changes to the circuitry in the future would require a lot of work (more so
than changing the code for the microcontroller solution). Overall, this solution received a final viability
score of 12.
Since none of the team members are well-acquainted with hardware programming languages, the use
of a microcontroller device (Proposed Solution #2) would be a goal that may not be achievable in the
short period of time available to complete the laser safety procedure, perform the experiment and
obtain meaningful results. Due to this, this solution has received a ranking of 3 (least preferred) for
Timeline Constraints, Team Member Qualifications, and Feasibility, for an overall viability score of 12.
5.2 – Laboratory Experiment: Determination of Trap Stiffness
As this laboratory experiment was previously developed by a student under the supervision of Professor
Ryu in the summer of 2010, our client does not have a need for the development of additional
laboratory activities. The existing laboratory design can be found in Appendix II. Rather than creating a
new experiment and duplicating the work our client has previously produced, we will instead improve
upon the existing structure by providing our client with a more detailed procedure for students and
laboratory assistants. Through the provision of greater detail, we will ensure that students complete the
lab in a safe and secure manner.
5.2.1 – Deliverables
The following deliverables will accompany the reconfigured Optical Tweezer system.
5.2.1.1 Updated protocol including safety instructions
The laboratory experiment that has been developed does not include any instructions regarding proper
safety procedures. This document will be updated to include the relevant laser information and
potential hazards, and a detailed Standard Operating Procedure (SOP) will be provided for turning the
laser on/off and laser alignment. Any changes to the current apparatus will be included in the current
instructions.
5.2.1.2 Proper Signage
As a final step in ensuring that the Optical Tweezer system is laser safe, proper signage will be
implemented. This will include signs on the door to the room in which the system is placed as well as
warning signs on the system itself.
5.2.1.3 Evaluation of Existing Experiment
Since the existing experiment has not been carried out by students taking the Advanced Physics Lab
course, an evaluation of the existing experiment will be provided. This evaluation will focus on ensuring
that there is no way to work around the designed controls for laser safety at every step throughout the
experiment. This will also ensure that the implemented laser safety controls do not interfere with the
functionality of the system.
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ESC471 – Optical Tweezers Team Proposal
5.2.1.4 Teaching Assistant (TA) manual
Since this is a new experiment, the TA may not have experience with using the Optical Tweezer system.
Therefore, after evaluating the existing experiment, a detailed TA manual will be provided, containing
hints such as which settings to use, software usage, etc. Additionally, a detailed explanation regarding
how the laser safety controls work will be provided in this manual. These details will be left out of the
“student” version of the experimental procedure to prevent students from fully understanding how the
controls work, which would disable them from being able to work around the controls.
6. PROJECT SCHEDULE
See APPENDIX D for the Project Schedule. This schedule includes the implementation of the proposed
solution, the completion of the deliverables, and ESC471H1 assessment milestones.
7. CONCLUSION
Through this proposal, a solution was presented that would ensure the newly acquired Optical Tweezer
system for the Advanced Physics Laboratory at the University of Toronto is safe for undergraduate
student use. This solution consists of an enclosure around the open-beam portion of the apparatus that
consists of two components: one that allows the student to be fully protected from the laser while it is
operating at full output power, and another that allows the student with access to the open-beam for
alignment purposes with the laser at a reduced output power. This solution will ensure that the optical
trapping apparatus is safe for students unfamiliar with the significance of laser safety, without requiring
that the students participate in the full-day laser safety training.
As well as fulfilling the technical laser safety constraints, our experimental design also ensures that
students will still be able to manipulate the apparatus and employ the optical tweezers setup to
determine trap stiffness. An updated experimental protocol will be provided, including all relevant laser
safety and operation procedures, as well as proper laser safety signage and a teaching assistant lab
manual.
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ESC471 – Optical Tweezers Team Proposal
8. REFERENCES
[1] Neuman KC, Block SM (2004). "Optical trapping". Review of Scientific Instruments 75 (9): 2787–
2809.
[2] Ethier C. Ross, Simmons Craig A. (2007). “Introductory Biomechanics: From Cells to Organisms.”
Cambridge, New York. 41-42.
[3] Ashkin, A. (1970). "Acceleration and Trapping of Particles by Radiation Pressure". Phys. Rev. Lett.
24: 156–9.
[4] Gordon JP (1973). "Radiation Forces and Momenta in Dielectric Media". Physical Review A 8 (1):
14–21.
[5] “An Overview of the LED and Laser Classification System in EN 60825-1 and IEC 60825-1.”
Lasermet Ltd. http://www.lasermet.com/resources/classification_overview.php
[6] -http://www.thorlabs.com/newgrouppage9.cfm?objectgroup_id=3959
[7] http://www2.physics.utoronto.ca/~phy326/
[8] Laser Safety Course, Radiation Protection Service, University of Toronto.
[9] http://www.thorlabs.com/thorProduct.cfm?partNumber=PL980P330J
[10]E. Bell, “Laboratory Exercises”, Biochemistry and Molecular Biology Education, vol. 29, no. 3,
2001. [Online]. Available: http://onlinelibrary.wiley.com/doi/10.1111/j.15393429.2001.tb00086.x/pdf. Accessed Sept 26, 2010.
[11]Engineering Academic Calendar 2010 – 2011.
http://www.undergrad.engineering.utoronto.ca/Assets/UndergradEng+Digital+Assets/calendar1
011/Chapter+8.pdf
[12]Panel on Undergraduate Engineering Education, Committee on the Education and Utilization of
the Engineer, Commission on Education and Technical Systems, National Research Council.
Engineering Undergraduate Education. Washington, DC: National Academy Press, 1986, pp.82.
[Online]. Available: http://www.nap.edu/openbook.php?record_id=589&page=82. Accessed Sept
26, 2010.
[13]Optical Trap Application Setup, Thorlabs Inc., 435 Route 206, Newton, NJ 07860
[14]Wikipedia [Online], Available: http://en.wikipedia.org/wiki/Optical_fiber
[15]LANshack.com [Online], Available: http://www.lanshack.com/fiber-optic-tutorial-cable.aspx
[16]D. C. Appleyard, K. Y. Vandermeulen, H. Lee, M. J. Lang, Optical trapping for undergraduates,
Department of Biological Engineering, Massachusetts Institute of Technology, Cambridge,
Massachusetts 02139, 22 September 2006
[17]Wikipedia [Online], Available: http://en.wikipedia.org/wiki/Laser_safety
[18]University of Toronto Environmental Health and Safety [Online], Available:
http://www.ehs.utoronto.ca/services/laserpg/laserhome.htm
[19]Thorlabs.com [Online], Available :
http://www.thorlabs.com/NewGroupPage9.cfm?ObjectGroup_ID=3328
[20] Operation Manual ,Thorlabs Instrumentation,Laser Diode Combi Controller, Thorlabs Inc., 435
Route 206, Newton, NJ 07860
[21]Hartville Tool [Online], Available:
http://www.hartvilletool.com/product/11036
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ESC471 – Optical Tweezers Team Proposal
APPENDIX A – Technical Components of Optical Tweezer System
The following information has been obtained from the “Optical Trap” laboratory manual, published
August 9, 2010, by the lab of Professor William Ryu, of the Department of Physics at the University of
Toronto.
Basic Trapping components: The collimated IR beam (980 nm) from the _ber laser -red lines - is
expanded by the two Relay Lens to _t the objective lens and give the beam a higher Numerical aperture
(NA) - refer to [8] for an explanation of why the NA needs to be consider for optical traps. A beam
focused by the objective will trap objects near its bean waist which is adjusted to be slightly upstream
from the focal plane of the lens because scattering forces tend to push a beads upstream. The beam is
then collimated again by the Condenser and focused onto the Quadrant Detector so that high frequency
positional data may be recorded. The broad spectrum LED Light Source -blue lines-is separated from the
trapping light by the two Dichroic Mirrors and illuminates the image for the CCD Imaging Detector. LD
and TEC Controller: The THORLABS ITC502 Laser Diode Combi Controller is responsible for controlling
current to the _ber laser and thermoelectric cooling unit (TEC). The full operations manual may be found
on-line at the Thor Labs website.
Figure 1: Laser Diode Combi Controller. Thorlabs, 2006.
Instructions to turning on the trapping laser: Contact an instructor before turning on the laser to ensure
that all safety precautions are taken.
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ESC471 – Optical Tweezers Team Proposal
 Turn the Mains Control Switch to the ON position.
 Use Display Selections keys to select ITEC LIM and make sure that it is around 7 Amps.
 Select TSET and set the value to 10 k using the Main Dial TEC.
 Power on the TEC.
 Select ILD LIM and make sure that it is around 800 Amps.
 Select ILD and set the value to 0 using the Main Dial LDC.
 Power on the Laser
 Turn the Main dial LDC adjust the strength of the trapping laser.
Note: While currents of > 85 mA are needed to maintain a trapped bead, higher currents > 200 mA are
usually needed for the initial trapping.
Piezo sample stage: The NanoMax MAX311 piezo transition stage allows nanometric movements of the
sample in all three dimensions using piezo actuators. The stage is controlled through a T-Cube controller
on the THORLABS T-Cube USB Controller Hub. Two axis (X and Y ) of the stage's piezo actuators operate
in closed loop con_guration with strain gauge readers to give high precision position control. The system
maybe controlled through the APT software and
LabView ActiveX VI's. For the purpose of this lab, only the LabView VI OTcontroller.vi will be used.
OTKBFM module: The Force Measurement Module uses a quadrant detector and a high frequency Data
Acquisition (DAQ) Device to obtain force, sti_ness and position data from the base optical trap system.
The analog signal transferred as a digital signal to the computer by the DAQ device which is capable of
recording the data at over 10; 000 MHz.
Controlling the sample stage: All of the APT controls required in this lab may be found in the
OTControls.vi virtual instrument. The z-component must be controlled using the built in micrometer but
the other two components may be controlled to nanometer precision by the software. The output of the
position is set to 1-100% of the maximal extension of the piezo actuators which is 20 microns. When the
program is in Sine mode, you may change the SineO_set and SineAmplitude slowly to make sure that
the voltage output for the actuator is between �7 and +75 Volts.
CCD camera: The CCD camera is controlled through the uc480viewer software. After opening the
software, press the Open camera button to display the image, then press the Camera properties button
to con_gure the camera. Under the Format tab, the debayering method Direct raw bayer (Y8) and the
Hardware con_guration 3_3 should be selected. Once a bead is trapped, you should crop the image by
accessing the Size tab and changing both Width and Height to 120 pixels and adjusting Left and Top
accordingly to capture the trapped bead in the _eld of view. The Exposure time may be controlled under
the Camera tab should the need arise. To record a video from the CCD camera go to File>_>Record video
sequence and press the Create button. Once a _le path has been set, Change the JPEG Quality to 100
and Max Frames to 500 then press Record. The data will be saved in .avi format which may be processed
by positions.m (Appendix D).
Calibrating and using the quadrant detector: The quadrant detector is made up of four photo diodes
that divide the detector surface into 4 quadrants. The output XDi_ and YDi_ reports the combined
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ESC471 – Optical Tweezers Team Proposal
voltage di_erence between the X and Y quadrants respectively. The detector also measures the total
voltage for all four sectors -Sum- which will be divided into the XDi_ and YDi_ value to normalize them.
The data is sent to the computer through both the T-Cube USB Controller Hub and the DAQ device. The
lower speed USB data is displayed inside the OTControls.vi software while the high speed data will be
captured by the DAQ device when you press the Record button in the software.
To calibrate the voltage vs. position relationship of the quadrant detector, you will need to use a bead
that is stuck to the coverslip. Use the position controls to center bead in the trap - if the bead is
centered, you should notice linear de_ections in the X voltage as you tune the X positions and only very
small changes in the Y voltage. Once the bead is centered, change the controller to Sine mode and
oscillate the bead at a very low frequency and high amplitude and record the position and voltage data.
You may linearize the relationship around the center to get the normalized voltage to position
conversion.
Figure 2: Calibrating the quadrant detector. Appleyard, 2007.
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ESC471 – Optical Tweezers Team Proposal
APPENDIX B – Existing Experiments for Optical Tweezer System
The following information has been obtained from the “Optical Trap” laboratory manual, published
August 9, 2010, by the lab of Professor William Ryu, of the Department of Physics at the University of
Toronto.
Experiments
Optical traps operate best when the trapping laser wavelength and the diameter of the trapped bead
are comparable [4]. In this regime, neither of the two approximations are valid and theories regarding
trapping in this regime are very complex. Hence the stiffness of traps working in this regime cannot be
accurately predicted. Given the fact that different beads and laser powers will often be required during
experiments, empirical methods of determining the stiffness of an optical trap is crucial. The calibration
experiments outlined in this lab will take you through a variety of methods to determine the trap
stiffness. The first method will employ the equipartition theorem for a trapped bead undergoing thermal
fluctuations; the second method will seek to measure the detection of the trapped bead under external
forces produced by Stokes' drag; the third method will take advantage of the high data acquisition rates
offered by the quadrant detector to produce the power spectrum of a trapped bead and infer the
stiffness from theoretically predicted features.
Figure 3. Linear relationship of the displacement and velocity Appleyard 2007.
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ESC471 – Optical Tweezers Team Proposal
1) Equipartition
For each degree of freedom in the motion of particle, there will be 1/2kBT of thermal energy, where kB
is the Boltzmann constant and T is the temperature in Kelvin. When the bead is not trapped, the thermal
energy is converted into kinetic energy and the bead will undergo random walk in the medium. If the
bead is in a harmonic trap, the thermal energies become potential energies manifested in a small
displacement. Over large sample sizes the fluctuations will give the result:
(1)
where {x2} is the variance of the x displacements (Instructions on recording .avi videos from CCD camera
are given in Appendix A and instructions on converting the videos to positional data are in Appendix D).
2) Stokes' Drag
A more direct way of measuring the stiffness is simply to apply an external force and measure the
deflection. At low Reynolds numbers, external force may be applied to the trapped bead by oscillating
the sample stage. The liquid inside the will move in unison with the sample stage and for liquid velocity v
the drag force applied to the bead will be:
(2)
Since the strength of the optical trap decreases as you move further into the medium, the optimal
working distance for the optical trap is a few microns above the coverslip. Because of the proximity of
the trapped bead to the boundary, Stokes' drag will not be suffcient in calculating the drag coefficient B.
For a better approximation of the drag coefficient you will have to correct for wall effects with the
formula:
(3)
where r is the radius of the bead and h is the height of the center of the bead with respect to the
coverslip surface. (Directions on finding the height, h, are given in Appendix C).
Once the bead is trapped, you can begin recording the positional data from the CCD camera while
oscillating the sample stage (Refer to Appendix A). If the bead is assumed to be in equilibrium, then the
drag force, Fd, will be balanced by the trapping force, Ft = kx, from which the stiffness, k, may be
calculated.
The maximal deflections of the bead will correspond to the maximal external force from the surrounding
liquid. Thus you will need to measure the maximal deflections at several different frequencies and find
the displacement to force relationship to calculate the stiffness. The maximal deflection, xmax, should be
half the width of the data in the x-direction and the maximal force, Fmax, should correspond to the
maximal velocity Fmax= Bvmax.
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ESC471 – Optical Tweezers Team Proposal
3) Power Spectrum
In the low Reynolds number regime, the equation of motion for the bead will be that of a massless
damped oscillator:
(4)
Where x is the displacement of the bead and B is the drag coefficient.
The external Brownian force F(t) is random, and is essentially white noise with an amplitude of
(5)
The Fourier transform of equation (4) is:
(6)
Thus, the power spectrum of the position is given by:
(7)
Equation (7) is a Lorentzian with a cornering frequency of fc = k/ which will give the stiffness, k.
Since taking the power spectrum require high frequency components, the 30 fps acquisition rate of the
CCD camera will not be sufficient, thus a quadrant detector with a high data acquisition rate must be
employed (instruction for using and calibrating the quadrant detector are found in Appendix A). The
spectrums of many data sets (taken at a the same power and bead height) may be averaged to reduce
the noise level at high frequencies.
Figure 4. Ideal power spectrum with label of corner frequency
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Extra Experiments
Blur Correction for the CCD Camera
When using detection systems such as a CCD camera, it is important to note the precision of the
position measurements are limited by the exposure time of the camera [7]. The measured position X m, is
an average of the instantaneous positions X taken over a finite interval, W, which is the exposure time of
the CCD pixels. The simplest model is a step function exposure factor:
(8)
In the application of the equipartition theorem, this blur effect implies that {X2m} is less than or equal to
{X2}, which will lead to an over estimation of the trap stiffness. If we define the dimensionless
parameter,  in terms of the trap relaxation time,  and the exposure time W:
(9)
and the relaxation time, , is given by  = /k. The variance of X and Xm will be related by:
(10)
Where S() is the correction function:
(11)
Using the information above, correct for the blur effect in the equipartition experiment. Can you find a
way to calculate the correction term without knowing the drag coefficient ?
Using the Quadrant Detector
Perform the equipartition and Stokes' drag experiments using the quadrant detector. What are the
advantages?
Analysis Questions
1. Derive the expression for the gradient force for equation (3) in detail.
2. Show that the forces acting on the bead is in the low Reynold's number regime, and that the
assumptions of Stokes' drag are appropriate.
3. Derive equation (7), include an argument for the validity of equation (6).
4. Explain the disadvantages of the second method for determining trapping height
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ESC471 – Optical Tweezers Team Proposal
APPENDIX C – Team Qualifications
The following outlines the qualifications of the Optical Tweezers Team members that will be significant
in ensuring the successful implementation of the proposed solution for the Optical Tweezers system.
Relevant Educational Experience
Each member of the Optical Tweezers Team is currently a fourth year student in the Engineering Science
program at the University of Toronto.
Table C 1 lists each member’s chosen major, and the relevance of this educational background.
Table C 1 Optical Tweezer Team Members' Educational Background
Team Member Name
Hasmita Singh
Engineering Science Major
Biomedical Engineering
Laura Poloni
Shannon O’Keefe
Maryam Badakhshi
Nanoengineering
Electrical Engineering
Electrical Engineering
Relevance of Educational Background
Experience with the design of Molecular
Bioengineering lab protocols will aid in
understanding biological applications of the
Optical Tweezer system and in experimental
design.
Strong background in physics labs, quantum
physics and microscopy will provide the
necessary knowledge for understanding the
Optical Tweezer system and the significance
of the capabilities of the system.
Experience with electrical design and
electronics will aid in the design of electrical
components as required.
Table C 2 lists the courses that have been taken by one or more of the Optical Tweezer Team members.
Only courses that are relevant to understanding the Optical Tweezer system and implementing the
proposed solution to the system are listed.
Table C 2 Relevant Courses Taken by Team Members
Department
Aerospace Science and
Engineering
Biomaterials and Biomedical
Engineering
Biomaterials and Biomedical
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Course Code
AER201H1 S
Course Title
Engineering Design
BME340H1 S
BME395H1 S
Biomedical Engineering Instrumentation and
Technology
Cellular Molecular Bioengineering I
ECE159H1 S
Fundamentals of Electric Circuits
ECE259H1 S
Electromagnetism
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ESC471 – Optical Tweezers Team Proposal
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Electrical and Computer
Engineering
Engineering Science
Engineering Science
Engineering Science
Engineering Science
ECE318H1 S
Fundamentals of Optics
ECE350H1 F
Physical Electronics
ECE352H1 F
Computer Organization
ECE354H1 S
Electronic Circuits
ECE355H1 F
Signal Analysis and Communication
ECE356H1 S
Linear Systems and Control
ECE357H1 S
Electromagnetic Fields
ECE360H1 F
Electronics
ESC101H1 F
ESC102H1 F
ESC201H1 F
ESC301Y1 Y
Materials Science
Engineering
Physics
Physics
Physics
Physics
MSE358H1 S
Praxis I
Praxis II
Praxis III
Engineering Science Option Seminars (for the
Biomedical Engineering, Electrical Engineering, and
Nanoengineering options)
Structure and Characterization of Nanostructured
Materials
Classical Mechanics
Advanced Physics Laboratory
Introduction to Quantum Mechanics
Atoms, Molecules and Solids
PHY180H1 F
PHY327H1 S
PHY355H1 S
PHY358H1 S
Relevant Industry Experience
All members of the Optical Tweezer Team have completed a Professional Experience Year (PEY), which is
a program offered to undergraduate engineering students at the University of Toronto that allows
students to complete a 12-16 month internship. Participation in this program has provided each
member with valuable practical experience that will assist in completing any engineering design project,
and is summarized in Table C 3.
Table C 3 Relevant Industry Experience
Optical Tweezer
Team Member
Hasmita Singh
PEY Position
Relevant Experience
Quality Assurance
team member at
Canadian Institute for
Health Information


Performed functional testing of various healthcare
applications based on requirements and functional
specifications including defect investigation
Communicated with the various members of the
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ESC471 – Optical Tweezers Team Proposal
(CIHI)
Laura Poloni
Engineering Intern,
Project Management
Office at Ontario
Power Generation



Shannon O’Keefe
Electrical Engineering
Intern, Sustainment
Investment Planning
at Hydro One Inc.



Maryam
Badakhshi
Analog IC Intern,
Synopsys Inc.





interdisciplinary team located in multiple cities in
order to fully comprehend the projects and seek aid
from the appropriate individuals as necessary
Developed a database to manage purchased service
work for the entire Nuclear division of OPG,
eliminating inefficiency and errors resulting from the
previous manual process
Participated in the testing of new software
applications being integrated into the Nuclear Projects
and Midifications (P&M) division by conducting
configuration and functionality checks
Developed training guides for the new cost and
scheduling software being implemented to assist
Project Teams throughout the implementation of new
software applications
Created and standardized planned preventative
maintenance procedures for all Hydro One owned
power equipment
Analyzed data from the Enterprise Resource Planning
software, SAP, to provide maintenance justifications
and equipment recommendations for capital
replacement expenditures
Functioned cohesively with colleagues to develop,
publish, and teach seminars illustrating the uses of SAP
Performed as the main designer for MOSFET reliability
simulations; used and quality-analyzed the models as
well as created reports for the customers based on the
simulation results
Worked with SOI technology in most projects and
became familiar with the behavior of the device
Automated the setup and hold checking process for
flip flops and latches using VerilogA as well as the
creation of USB lanes using a PERL script
Created testcases and STARs; helped designers
overcome the simulation problems they encountered
Designed and modified parts of the USB design, made
sure some analog blocks were functioning as expected
by running testbenches and analyzing the results using
different post processing tools
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Particular Technical Competencies and Other Relevant Experience
Table C 4 lists the particular technical experience of each member, as well as other experience that will
aid in the development of the educational tools that will be included in the final design submission as
well as successful implementation of the proposed solution within the time constraints.
Table C 4 Other Relevant Experience
Optical Tweezer Team Member
Hasmita Singh
Laura Poloni
Shannon O’Keefe
Maryam Badakhshi
Overall Skills
Relevant Experience
 Electromechanical member of design team for AER201H1:
Engineering Design; use of iterative approach for system
development
 Experience with BME395H1: Cellular Molecular Bioengineering
lab protocols; designed a protocol for engineering nanoparticles
for this course
 Teaching Assistant at UofT’s da Vinci Engineering Enrichment
Program (DEEP) for Medical, Bio-medical and Chemistry courses
for students in grades 9-12
 Assistant teacher at Xincon College; developed course material
and lectures
 Tutored several middle-school students in Math, English, Social
Studies and French
 Electromechanical member of design team for AER201H1:
Engineering Design
 Completed the University of Toronto Radiation Protection
Service Laser Safety Course
 Experience with PHY327: Advanced Physics Labs course
structure and learning goals
 Participated in the Institute of Biomaterials and Biomedical
Engineering (IBBME) Undergraduate Summer Research
Program, conducting research in single cell microscopy; gained
experience in microscopy and use of lasers
 Responsible for designing and creating circuitry for AER201H1:
Engineering Design
 Experience with EDA tools such as HHSPICE, Cosmos, and
Cadence for circuit analysis
 Experience with theoretical analog and digital electronics
associated with practical design
 Electromechanical member of design team for AER201H1:
Engineering Design
 Through analog electronics courses, has experience with
electrical circuits
 Experience with EDA tools such as HHSPICE, Cosmos, and
Cadence for circuit analysis
 Tutor for First Year Undergraduate Engineering students
 Tutor for several students grades 1-12 for Math and English
 Strong leadership abilities and organizational skills
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ESC471 – Optical Tweezers Team Proposal





Ability to carry out tasks logically and systematically through
research and incorporation of client feedback
Experience working efficiently in a multidisciplinary team
Experience with development of technical documentation for
design projects and presentations to clients
Excellent oral communication and interpersonal skills
Proficiency in: MS Office 2007, MATLAB, CAD tools such as
SPICE, Cosmos, Cadence, and programming languages such as C,
C++ and PERL
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ESC471 – Optical Tweezers Team Proposal
Appendix D –Schedule for Implementation of Proposed Solution
The schedule on the following page outlines the timeline for the successful implementation of the
proposed solution. Milestones are listed in bold, and are represented by a diamond shape.
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ESC471 – Optical Tweezers Team Proposal