One of the strengths of our Engineering Academy is the opportunity to assign older students to act as teaching assistants for the younger group. This year, we are privileged to have Josh and Claire, both seniors, working behind the scenes day in and day out. Josh and Claire take care of so many important things, freeing me up (Mr. Meadth) to focus on teaching and assisting students.
Following on from the highly successful robotic arm project, our current robotics challenge is to design and build a search and rescue robot. This idea has been widely explored by many universities and private companies. We are proud to have four separate teams, each developing a unique solution for a robot that can navigate a defined obstacle course and deliver a survival package to a person on the other end. Such a robot might be used in an earthquake scenario.
No more talk from me! Let me simply share some excellent photos taken by Josh (thanks once again!) We’ll send out an update once this project is completed, so stay posted.
Sam and Pedro arrange the motors around a differential gearbox
Zach, Sydney, and Caleb working on some very secret plans!
Sam, Pedro, and Isaiah can’t wait to add tracks to their creation!
Nolan and Alan looking for bugs in the program
Sydney gears up for safety!
Sam compares his custom 3D-printed pentagonal wheels as James looks on
Kaitlyn and Josh hard at work writing lines of code
Davis completes some highly necessary modifications to his team’s tracked robot
Mr. Meadth undertakes repairs to one of Zach’s electric motors
James reattaches the front wheels again
Alan considers his 3D-printed component: a rotating “jack” to tilt their robot up and down
The Providence Engineering Academy seeks every year to put skills to use for the benefit of the community. From designing playground equipment to running science lessons, “we have an obligation to turn our skills outward to the world around us; we learn not for our own sakes” (quoted from the Engineering Academy application).
This year, the Advanced Engineering I students took on a challenge from our very own fitness guru, Scott Mitchell. Mr. Mitchell, who teaches middle school P.E. and runs our outdoor education program, is passionate about his craft. He wants students to understand the human body, in terms of both structure and motion. Mr. Mitchell has long used tensegrity structures as an analogy to help students visualize these principles.
What’s a tensegrity structure, you ask? While a formal definition is somewhat elusive, you know it when you see it. Popularized by the architect Buckmister Fuller and his student, sculptor Kenneth Snelson, these structures feature “compression members floating in a sea of tension.” Still confused?
The engineering class began with some small models, using elastic bands for the tension elements and wooden dowels for the compression struts.
Victor with the most simple of all tensegrity structures: three sticks not touching
Victor and Todd with a six-member icosahedron
Josh finds a new use for the 12-stick version
As simple as these look, they take a great deal of effort to plan and assemble. But this was not the end goal; our class aimed to build a giant version of the icosahedron, with compression members 8 feet long!
Attempt 1: A lot of knots tied to create 24 rope members. Attached lag bolts to 20 lb beams. Got it together and realized that everything was way too loose. Too much sag. Took it apart.
Alena carefully loops the non-slip knot over the bolt
Ben gets those bolts secured
Inital success and exuberance, but everything is far too loose
All rope connections shortened by 5 inches to tighten things up. Unfortunate result: humanly impossible to pull together. Mr. Mitchell attempted to complete the final connections under great duress. Failure, bent bolts, and an abandoned attempt.
Attempt 3: Straightened out bolts. Loosened all rope lengths by 2 inches. Realized that we can do this the easy way, working with the structure and not against it. Beams held in different orientation. Pulled it all together, but some bolts bent again. Much tighter, much easier, good result!
Colby and Todd compare the 8-foot version to the 12-inch!
Practice makes perfect! Rechecked all ropes, and found a few that were too long. Replaced all bolts with thicker ones twice as strong in bending. Worked in new orientation and got it together in under 10 minutes! (Compare this video to the last.)
Mr. Meadth tests it out before anyone else–in the name of safety, of course!
Todd climbs inside once everything is approved
In case it’s not clear from the pictures and videos alone, it has to be emphasized that none of the wooden beams you see are touching each other. Each of them is “floating in a sea of tension”, held in place by the 24 ropes. This is despite the fact that the entire structure weighs about 160 lb (73 kg).
Here’s another interesting observation: in the interest of safety, we strapped a force gauge to the ropes, and measured 150 lb of tension. (These ropes are rated up to 300 lb, so no problem!) But when Mr. Meadth climbed up on top, weighing about 155 lb himself, the rope tension only increased to 190 lb. How fascinating that 155 lb of live weight does not increase the rope tensions by that amount.
In fact, three people at one time were able to climb up on the structure (totalling more than 300 lb), but the max load reading never exceeded 250 lb, with no evidence of any structural problems.
It’s stable, folks! It beautifully and naturally distributes extra load all around to find equilibrium, much like the human body. Even as it moves, it naturally corrects, distorts, and stabilizes. Watch Todd roll a few feet in the following video.
Needless to say, Mr. Mitchell was delighted with the outcome, and brought his middle school P.E. students over to see, touch, and feel its dynamic responses. He taught them that the wooden beams are analagous to our bones, and the tensioned ropes are like our ligaments and tendons and muscles. Inspired by the work of Anatomy Trains, it’s easy to see what happens when our bodies are injured or out of alignment.
Great work, students! Keep on dreaming, designing, calculating, and serving others! Please share this article freely with friends and family.
In the Providence Engineering Academy, we take care of a lot of serious business. We use trigonometry to calculate vector components. We learn how Rene Descartes’ philosophy paved the way for a flawed view of “the ghost in the machine”. We learn how to identify fixed, hinged, and simple supports in typical static structures.
And some days, we just get out there and have head-to-head robot wars!
James gets excited as teammate Nolan drops one in the bucket!
The challenge: set up a metal remote-control robot to collect as many tennis balls as possible in eight minutes.
The setting: the wooden deck behind Mr. Rottman’s room.
The outcome: a whole lot of high-energy fun! (And possibly some learning along the way.)
One robot encounters the harsh realities of the laws of physics… a quick flip of the claw and it’s back in the game!
After a week of careful coding, mechanical modification, and practice, each of the four teams was ready to enter The Pit. Programmers had gone over scores of lines of code in search of errors and optimizations. Extra bits and pieces were judiciously selected and bolted on. Optimistic 9th and 10th Graders jubilantly walked their robots across the yard to be tried against each other: head to head to head to head!
What do you do when your claw stops working in the middle of the game? Teacher to the rescue!
The first round was not without its upsets. The whistle blew, and three robots sprang to life, but Sam’s robot just refused to launch. Mr. Meadth waded through a morass of error messages to find that Sam had inadvertently typed extra characters into his code as he had walked over. A quick fix and back in business!
Sam brought the team back to life despite the time lost, scoring double points along the way to finish with seven total. But nothing could touch Pedro, who expertly picked up no fewer than ten balls!
Joshua places his ball with infinite caution as Pedro and Sam look on
With help from Claire and Josh, our dedicated senior teaching assistants, the field was reset, and new operators stepped up. After a quick reminder of which buttons did what, the robots roared to life again. Sydney managed to best her teammate’s score from four to five, but no one could touch Pedro’s teammate, Joshua, who matched his performance with another ten!
James steadies the bucket while Caleb drops another one in–illegal move?
For the final round, the controls were passed to James, Alan, Sam, and Kaitlyn. Kaitlyn managed to score six, which was impressive enough, but Alan beat her out by one to make seven… and James roared from behind to lead his team to a victorious ten!
Sydney and Kaitlyn felt this way after each and every ball
Well done to all team members! You coded and designed and built and redesigned and rebuilt. Well done on working together towards the end goal. Final scores are as follows:
Well done to Pedro, Joshua, and Sam, winning two out of three rounds and getting the highest cumulative score overall. Our next major robotics project will turn our attention to more sober-minded matters. How can robotics technology be used to help the weak and unfortunate? Stay tuned to find out!
It was such a roaring success the first time that we just had to do it all over again! The second annual Providence Engineering Summer Camp finished today, and the brightly lit robot city took wings with our special theme: SPACE. We all know it’s the final frontier, and our fifteen campers interpreted this idea in a multitude of ways. Alien invasion… meteorite shower… rocket launch… solar system buildings… 3D printed rockets and planets… so much fun!
Todd helps his team with some simple geometric designs
High school engineering students Joshua, Todd, Alena, and Sam led the charge each day teams of devoted campers from Providence and the broader community. We also had a good deal of help from Isabela! These excellent engineers taught the campers how to build electronic circuits, program robots, 3D print fantastic creations, and design out-of-this-world architecture. Illuminated buildings towered high above the cityscape as tiny robots darted to and fro. Electrified copper rails ran this way and that carrying power to critical components, with printed sculptures dotting the landscape.
Success! A single 3 V coin battery powers nine blue LEDs… or is it only eight?
There was no messing around, eitherâ€”these elementary students learned their stuff! You can ask them what “LED” stands for, and what a “forever loop” might be used for. They know how to build a working switch out of paper and copper foil, and some of them even used their movie-making skills to record short action videos!
The Robot City landscape continues to become increasingly illuminated
As the days went by, the creations became increasingly complex. First was the skyscraper that was literally taller than Mr. Meadth. Then came the red/orange/green traffic light by the illuminated airstrip. 3D printed costumes were designed (by the campers, of course) for the tiny Ozobots in the shape of cars, rockets, and trains. Andâ€”of courseâ€”there was the obligatory fiesta of robot dance parties, all happening in perfect synchronization.
A delightful blue flower stands bold and tall
The end of each day came all too quickly. With lots to take home, we hope these happy campers will continue to code, invent architecture, and design circuits all summer long! Enjoy the rest of the photos, and we hope to have as many of you as possible back next year!
The 3D CAD model (computer aided design), becomesâ€”by magic!â€” a brightly lit reality
A tall rocket stands beside a crashed alien spacecraft
Our campers working hard to create all manner of new buildings
The tallest skyscraper in the room, complete with embedded meteorites and emergency beacons
The Copper Rocket throws an eerie light out onto the empty streets
A new record was set this semester, with the biggest group ever signing up for Intro to Engineering in Room 202. The eighth cohort to take this class, they were full of excitement as they spent the last four weeks of class designing and building a LEGO robot to respond to Mr Meadth’s latest Final Challenge.
In some ways, this was the most difficult challenge yet: the robot would be placed in a square walled ring, collect a colored item, and deposit it outside of the ring. Sound simple? To scoop up a smooth plastic object on a smooth wooden floor and get it over that mere 3.5″ of height is far more difficult than it sounds! How does the robot know when it has the item in hand? How can it lift it up? How to release it? Should it be able to steer? How does it know when it hits the wall? Will it behave the same way every time?
The game area: an 8 ft wooden square, with 3.5″ high walls; five items were scattered for collection and removal
Mr Meadth’s advice to the students was plain: the robot that won this competition would be fast, simple, and reliable. Fast: this is a race against the clock, with only 30 seconds to beat the other robot in the ring. Simple: every additional moving part is one more thing that can go wrong. Reliable: it must do the same predictable thing time after time.
Left to right: Zach and Sam show their formidable forklift machine
After the last frantic rush of finishing work, eight complex machines lined up to take the floor. Bedecked with an impressive array of forklifts, scoops, and shovels, the robots stared each other down with baleful red eyes (ultrasonic sensors, actually, but the lure of personification is hard to overcome!).
Ruby and Brooklyne’s robot finds its way into the corner, missing the yellow item by a whisker!
After an intense Friday of preliminary rounds, it was clear that one team’s robot stood out head and shoulders above the rest; Emma and Donna’s machine was indeed fast and reliable. Spearing the item every time, undefeated in every round, they were placed in pole position. Honors also went to Avala and Isabela, who did excellently on the first day.
Left to right: Emma and Donna sit proudly after another winning round!
Emma and Donna (rear) narrowly beat out Avala and Isabela
Teams were given a chance over the weekend to regroup. Any programming or mechanical fixes could be carried out, in time for the elimination rounds. Several teams took advantage of this, and fine-tuned their bot in the hopes of gaining victory.
Left to right: Masa and Ma.kaha pause for the camera while the competition rages on behind them!
On the big day, it was made clear once again just how challenging this task was. Several teams did not score even onceâ€”it really is that hard! Many teams found their robot just didn’t know when to lift the item over the wall. The lesson was hard learned: a robot is utterly deaf, dumb, and blind except for proper sensors and programming.
Left to right: Isaac and Josiah carefully plan their attack vector
After several rounds, Emma and Donna once again distinguished themselves as undefeated at the top of the pack. Avala and Isabela also scored solid victories. Josiah and Isaac also scored a victory, as did Sam and Zach. Caleb and Harry deserve an honorable mention; in the last round they were finally able to remove an item from the field… but it hit the ground a quarter-second later than their opponent!
The semi-final was swift and to the point. Emma and Donna maintained their winning streak by pushing Avala and Isabela out of the competition. Isaac and Josiah beat out Sam and Zach and advanced to the final round.
Would Emma and Donna meet their final match? Sadly for the boys, not this time, and not ever! In an astounding display of consistency, the girls won yet againâ€”with a personal best of 4 secondsâ€”while the boys swung wide and missed the target altogether. Flawless victory!
The final victory! Our photographer Isaiah captures the winning moment an instant before the item hits the ground.
As always, congratulations to all participants, and to the many parents, staff members, and friends who came out to see the competition across both days. We were thrilled to have you, and we look forward to seeing what the next Final Challenge will be.
From left to right: Caleb, Harry, Zach, Josiah, Zach, Isaac, Brooklyne, Ruby, Avala, Isabela, Emma, Donna, Cameron, Alan, James, Ma.kaha, Masa, Isaiah, Sydney, Abby, Mr Meadth
There was a mixture of feelings in the Advanced Engineering II class last week, as they put the finishing touches on their gliders. These thirteen students had conceived, planned, and brought forth finely-tuned creations over the past nine months. The thought of nowâ€”literallyâ€”throwing them to the wind was somewhat concerning, to say the least.
Aaron throws his team’s glider from the roof to the field
Aaron, Caleb, and Megan had worked on a design with the shortest length from nose to tail, which resulted in the lowest weight of all four teams: 281 grams (a bit more than half a pound). They pulled cellophane over 3D printed ribs to create an aerodynamic lifting wing, and they opted for a balsa tail and body, connected by two carbon-fiber rods. Their team was also the only one to decide against undercarriage, relying instead on the rounded fuselage itself to land safely on the grassy field.
In total, this smooth sailplane made about four throws, with some repairs along the way! Sporting flashy silver and gold control surfaces, they reached a maximum distance of 68 ft. It also bears mentioning that the cumulative report with the conceptual and detailed design, plus appendices, came out to a whopping 23 pages. Well done!
Megan, Aaron, and Caleb standing proudly
Kylie, Luke, and Josh had the great honor of building the largest plane, dubbed by some The Spruce Goose. Click here for some serious aviation history behind that name! With a wingspan of 100 cm, a chord length of 22 cm, and a total nose to tail length of over 80 cm, it took to the air for an historic maiden voyage, with Luke at the helm.
Unfortunately, things did not fare so well for this 502 gram glider (a little more than 1 lb), which only made it 17 ft out into the field. Mr Meadth also tried his hand at throwing this one, but this was hampered by some sticky undercarriage. The good news is that the egg onboard was well protected!
Kylie proudly holds the Goose aloft
Luke, showing some signs of stress before the big throw
Left to right: Colby, Mikaela, Tys, Victor, Luke, Kylie, and Josh
Next in line was the Banana Grinder, so named in honor of some typographical errors early on in the design process. Tys, Mikaela, Victor, and Colby also chose to pull cellophane over printed ribs, but decided to rely heavily on the CAD skills of Tys and Colby to construct many other components of the aircraft, resulting in a high construction precision.
Colby and Tys did great work on matching the CAD model to the real thing
The team worked powerfully together to build a sleek-looking machine. Others commented on the slender, low profile, the extensive use of carbon-fiber rods in wings, tail, and body, and Mikaela’s cover page artwork! The Grinder’s best launch took it an impressive 60 feet.
Colby waits for the wind to pass before making the throw
Our final team boasted several different features not seen on any other glider. Blue Wonder was the only glider to have a dihedral angle (where the wings slope upwards), it was the only one with a T-tail instead of conventional, and it had the longest wingspan of 120 cm, resulting in the highest aspect ratio. Aspect ratio is a comparison of the wingspan to the wing chord. The students had been taught in class that a high aspect ratio would lower the induced drag. Other teams had aspect ratios around the 4 to 8 mark; Blue Wonder was 12.6.
Eva, Gabe, and Claire also made extensive use of 3D printing and carbon fiber, much like Banana Grinder. Finally, they chose to skin the wing with tissue paper soaked in dope (a kind of glue that dries hard and pulls the paper tight). This resulted in a smoother, tougher lifting surface compared to the cellophane. Click here for the CAD model of their components.
The completed 120 cm wing and T-tail (not yet skinned), connected by a carbon-fiber rod
It is an unfortunate fact of history that the maiden voyage of this aerial acrobat was a complete disaster. After several successful short-range tests, Gabe hurled the machine into the air… only to have it bank around to port and crash violently into a row of bleachers! With a total distance of only 4 ft and a broken tail, Claire brought out the masking tape to get it ready for another flight.
Gabe hefting the Blue Wonder down on the ground
A second throw left the crowd speechless, as the Wonder curved gracefully into the breeze. After gaining a dozen feet of altitude, it swooped down across the field, showing none of its port-side tendencies, and landed smoothly at 97 ft! Gabe and Mr. Meadth were both able to make a few more flights just as successfully before a few rough landings left it crippled and grounded like the others.
At the close of the experiments, Victor commented that he would never look at an aircraft the same way again; he now sees the c.g. and the balance and all of the work that went into it. And needless to say, Eva and Gabe and Claire were glowing with pride.
Soâ€”what was learned?
It is better to have high accuracy construction, which 3D printing perfectly lends itself to.
A dihedral wing angle really does promote roll stability.
The planes’ distances were directly linked to their wing aspect ratios (how slender they were).
Lighter planes flew further and better.
The doped tissue paper seemed to lower the drag compared to the cellophane.
Carbon fiber really is as awesome as it sounds.
With only a few weeks of school left, the students are now turning their attention to a special project, funded by a grant awarded by the EnergyPartners Fund. Broken out into five new teams, they are assembling electronic components for a quadcopter drone. They will design and 3D print the body of the drone, holding all the pieces together. More to come!
The annual Middle School Science & Engineering Expo was a huge success once again, thanks to the hard work and positive attitudes of so many students, parents, teachers, and staff. This year’s theme of The Human Machine inspired a range of hands-on explorations, from Masa and Cameron’s tennis and baseball clinic, to Heidi and Ella’s eye dissection, to robotic prosthetic hands built by the Intro to Engineering class.
Harry, Ruby, Isabela, and James show off their robotic hands
Elementary students get in on the action!
Masa shows Mr. Sunukjian how it’s done!
Mr. Alker worked hard with every 8th Grade student over a period of several weeks to hone their demonstrations to perfection. With such a rich inspiration as the human body itself, students were well able to explore athletics, biology, physics, and engineering.
Never too young to begin! Providence class of 2033?
Mr. Alker explains the human lung to a captive audience
Maya walks her family through the inner workings of the human digestive system
Zach, Isaiah, and Sam with their lung test apparatus
Mr. Meadth also brought some high school engineering students to show off their recently completed gliders. High school 3D printers were running hot all the while, courtesy of Todd and Alena, producing Providence keychains for our guests.
Mr. Hurt, high school science teacher, measures his heart rate alongside Ava
Heidi and Ella showing the inner workings of a cow’s eyeball, much to the delight of visiting parents
Todd and Alena busily keeping those printers running on behalf of the high school Engineering Academy
With sweet treats provided by parent volunteers (thank you!) and Mrs. Luy welcoming guests at the gate, there were plenty of smiles all around. Good things are happening at Providence! For more information about middle school science, please contact Mr. Alker. For more information on our engineering programs, please contact Mr. Meadth. Don’t forget to check out the other articles on this blog, and subscribe for automatic updates.
Ella helps two elementary students fill out their scavenger hunt
Abby and Liza calculated the energy delivered in tasty snacks
A quick update on our Advanced Engineering II glider project: the students are currently hard at work translating their theoretical calculations into hand-made reality. The problem is at first daunting; how do you create the various parts of a flying machine, according to a specific design? There are dozens of materials that might be chosen for each component, and the production needs to be accurate enough and cheap enough and quick enough and repeatable enough!
Aaron lines his twenty ribs carefully
in place, ready to glue
All teams have settled on a 3D-printed rib-and-spar design for the wings, although the exact rib profile varies in size and shape. All teams are using carbon fiber square tubes for the spars (the long beams that run through from wing tip to wing tip). Some teams are planning on skinning their wing with cellophane, and others are planning on tissue paper and dope (a kind of glue that tightens and hardens the paper).
Kylie and Josh and Luke are producing the largest, thickest ribs of all teams (sounds delicious, in fact)
To see some interactive CAD models that Tys and Mikaela and Colby and Victor are working on, click here. Other components, such as the undercarriage and fuselage and tail, are being made from 3D-printed parts, balsa sheets, more carbon fiber, and even colorful pipe cleaners.
Victor, Colby, and Mikaela go over the particulars of their CAD
model with Dr. Nathan Gates, retired aerospace engineer
Megan and Caleb receive valuable
advice from our classroom mentor
To help with the design process, we asked retired aerospace engineer Dr. Nathan Gates to visit our classroom. Dr. Gates moved around the different teams to consult with them. Each team explained their design, and received valuable feedback as to their construction plans. Dr. Gates’ area of expertise was structural mechanics; he was doubtlessly overqualified for this role!
Proud Providence alumna Willow looks over Gabe’s and Eva’s
To further sweeten the deal, we also asked Willow Brown, Providence alumna (2015), to come by on the same day. Willow’s sister, Kylie, is on a team with Luke and Josh. Willow is currently studying mechanical engineering at Loyola Marymount University. Did this give Kylie and her team an unfair advantage? Only time will tell.
The maiden voyage is fast approaching, so watch this space. There’s more coming up later this year, tooâ€”students will design, print, and build quadcopter drones. Stay posted, and thank you to Dr. Gates and Willow!
The Advanced Engineering II group has a unique and challenging task in front of them. In fact, it is quite possible that none of the students has ever undertaken something quite like this: a group project that lasts from September to Marchâ€”designing and building a model glider!
The students have been hard at work learning the fundamentals of aerodynamics, as applied to conventional aircraft. They understand Bernoulli’s principle, the momentum shift theory of lift, what induced drag is, and why most modern aircraft have those little turned-up ends on their wings. They know the value of the theoretical lift curve slope, and how much lift an uncambered airfoil produces at a zero angle of attack, and they can check it all in a virtual wind tunnel test! Impressed yet?!
Luke (11th) and Kylie (12th) consult their extensive course notes as they work on the detailed design spreadsheet
Divided up into four teams, the students have just put the finishing touches on their complex design spreadsheet, which describes in precise detail the various features of the glider they are going to build. Each glider will be thrown from the top of the science lab building onto our field, carrying a single (unboiled!) egg to safety as far downfield as possible. The plane that successfully flies the farthest and lands safely wins!
Tys (12th), Victor (11th), Colby (11th), and Mikaela (12th) happily nearing the end of their design calculations after several weeks
The students will be using a variety of materials and techniques; we are currently amassing a stockpile of carbon fiber tubes, balsa wood pieces, tissue paper, cellophane, lead weights, aluminum wire, and other bits and pieces. The teams are creating CAD models of their wing cross-sections, intending to 3D print them in the coming weeks. Most of the gliders are about three feet across the wingspan, about two feet long, and weigh a bit more than half a pound. (By the way, all of our work is done in metric units, to be in keeping with international physics standards!)
In order to get a real hands-on feel for the work, the group also took a special visit up to the Santa Ynez Airport, where they were shown a variety of gliders and powered aircraft. This was the perfect chance to connect theory to practice, and it no doubt helped inspire the students as they move into the manufacturing phase.
Josh and Gabe look at the cockpit
of an older glider
Dave and Colby, employees of the airport, graciously showed us around the couple of dozen light aircraft sitting on the runway, answering student questions about wing design, gliding techniques, and the pilot license process.
Megan and Caleb dreaming big as they stand by another one of the gliders
The students look on as Colby describes the sleek and elegant
Cirrus light aircraft
As more airplanes took off and landed around them, the students got up close views of a shiny Cirrus, many older Cessnas, and an unusual-looking Long-EZ. Colby described to us the great thrill of flying, being in perfect solitude up in the sky; he is working towards his powered pilot license.
Is it a spaceship of some sort? The Long-EZ design is not recommended for the students to imitate for their glider design
The class’s six seniors from left to right: Tys, Mikaela, Caleb, Megan, Aaron, and Kylie; our guide Colby on the right
With plenty to fill their heads about glide paths, turbulent flow, night navigation, wing construction, parachutes, and fuel pods, the students took one final pose on an aircraft they were allowed to sit in! Thanks very much to Dave and Colby and all of the crew up at Santa Ynezâ€”perhaps we’ll see you again sometime soon! Airport Day is coming up on Saturday, May 20th, and all are welcome.
In the Providence Engineering Academy, we emphasize the idea that technology ought never to be an end in itself. Technology for technology’s sake rings hollow, and as Christians we ought to see all things as being good and useful for God’s kingdom purposes. A very real question for us is this: how can we use engineering, design, and technology to love others? As engineers, are we perhaps able to serve others in ways that others cannot?
This year, the entries were just as exciting. We start with several geometric demonstrations for Mrs. Smelley, our 7th and 8th Grade mathematics teacher, designed by Ava and Peter. Ava created some simple trapezoid area demonstrations, as well as a cubic volume demonstration. Peter built a folding box that opens up to show how a 2D net is created from a 3D shape. Mrs. Smelley was delighted, telling the students “you have really supplied the tools for our class.”
Mrs. Smelley gratefully receives the cubic volume project from Ava
Peter’s folding box design: click here to view the online version
Next up was Sam, with his large model of a cell for Mr. Alker’s middle school biology class. Sam created each piece as separate, so students can pull it apart, and really “feel” what they have seen in the textbook.
Sam looks on as Mr. Alker identifies the various bits and pieces
Todd produced a somewhat unique request: an anti-theft device! Mr. Hurt finds that his classroom calculators tend to go “missing”, and so he is embarking on a social experiment. Will fastening a distinctive 3D printed science-themed design to the back of them change the outcome? Only time will tell. At the very least we appreciate this practical use of the scientific method.
Todd’s design features a striking gold-on-black circuit board pattern
Next in line is Caleb, who designed something along more structural lines: a replacement door handle for a cabinet in our science and engineering lab. This project was a good lesson in meeting external constraints; it had to be strong enough, match up with the existing screw holes, and allow for screws to actually take hold of it. Caleb also added some extra pizzazz.
The new door handle, with Providence logo, in place and ready to go!
Madison designed some calendar labels for Mrs. Penton, enabling her to easily highlight different events as the year rolls by. The labels are removable and have pre-printed words on them for common activities and events.
Mrs. Penton shows off her new designs!
Ben also went the structural route by creating some shelving brackets for Mr. Meadth. Why go store-bought when you can have custom-made? Mr. Meadth greatly appreciated Ben’s creativity, as he created dozens of “bubbles” and carefully placed holes to match up with the existing bolt locations.
Ben’s brackets support a display shelf for the Calculus class
Pedro helped complete a design that was begun last year by 11th and 12th Graders. The idea was to build a column compression demonstration, showing how compressed columns form a variety of buckling modes, depending on end fixity conditions. Pedro adroitly designed a sliding attachment, which keeps the end of the column from rotating while allowing one-dimensional translation. This will see use next year in classes!
The column testing device is finally complete, thanks to Pedro
Alena chose to work on the Engineering Academy keychains for next year. We have a tradition of producing simple keychains for everyone in both classes, and Alena is working on something that echoes next year’s themes of robotics and structural engineering.
A miniature wrench, courtesy of Alena
And finally, Josh designed a caddy for Ms. Svoboda in middle school. Ms. Svoboda teaches between different classrooms, and this caddy allows her to quickly bring some essential items for her afternoon class. In this case, Josh worked to supplement an existing file holder with customized attachments. Ms. Svoboda was delighted with the results!
Have caddy, will travel!
As a final word, Mr. Meadth and Claire (our 11th Grade T.A.) also worked to produce some pieces for the Providence Preschool. Our new director, Cheri Diaz, wanted some “natural” items, so we printed a starfish, a seashell, a honeycomb, and some ice cubes (all but the ice cubes were found online on Thingiverse). We hope the children enjoy playing with them!