We’ve written on this blog about the completion, delivery, and feedback for PathPoint’s wheelchair computer desk, but what about the other project intended for Mrs. Jones? We’re glad to report that this project has now been constructed, assembled, and painted according to the student plans and delivered to a grateful 4th grade teacher!
Like all of our COVID-friendly projects this year, the design work was done by students: Alan, Davis, Eliana, Isaiah, Kaitlyn, Kassy, Sam, Zach, and Pedro. Their original concepts were submitted as sketches and miniature models back in October 2020.
Alan’s early LEGO concept (October 2020)
Mrs. Jones reviewed these concepts and filtered out the ones that were less suitable. The result of this, plus another online design charrette, was a series of simple sketches and a collaborative CAD model in Onshape, which can be accessed here.
The result of a design charrette in December 2020
The final collaborative CAD model emerges
Mr. Meadth acted as fabricator for this project, with Zach in 11th grade contributing a beautiful hand-finished red oak table surface. Angel, while not an actual member of this project, worked after school to attach caster wheels and paint according to Mrs. Jones’ requested color scheme.
The linear actuator motor, intended as a replacement for an
armchair recliner and capable of over 150 lb of force
The actuator is sandwiched between
two pieces of plywood
Zach’s table surface attached and
In retracted position
From the very beginning, these mechanical furniture designs needed to closely follow the advice given over two thousand years ago by the Roman architect, Vitruvius. Vitruvius was primarily concerned with buildings for home and public use, but his timeless principles seem to fit this project particularly well: firmitas, utilitas, venustas. Translated as “strength, utility, beauty”, this triad neatly underscores the challenges and requirements of Mrs. Jones’ desk.
Strength: Can a desk be put on wheels and still be stable and secure? How can you design a desk that changes its size and shape without risking damage to users and their property (like a laptop that slips off and smashes!)? When will a cantilever design be so audacious as to become a tipping hazard?
Utility: What features are necessary and useful for any teacher? How to incorporate a maximum amount of storage while allowing room for the electrical mechanism? What are the exact heights that Mrs. Jones requires for her sitting and standing? How much desk space is enough?
Beauty: How do you hide away the necessary mechanical equipment? What should be the focal point of this design to catch the eye? What color and trim will best fit a classroom and suit the client?
Carving out a shallow hole for the wooden handle
The wooden handle structure ready for installation
(note the dowels and holes)
A strap clamp to secure the handle while gluing
Angel attaches the caster wheels
The rubber stoppers are screwed into place after painting
With the door and shelving installed, this is ready for delivery!
In March 2021, after six months of work, it was finally time to deliver the finished product. With the help of Mr. Knoles, the Lower School Principal, Mr. Meadth surprised the entire class one morning with the desk delivery. Mrs. Jones was delighted to receive the desk, and promptly filled it with her hefty teacher editionsâ€”which definitely helped as a counterbalance to the cantilever design!
The crew proudly presents their product!
Mr. Meadth surprises Mrs. Jones with the
“So I just press here…?”
Loaded up and ready to go in 4th grade
This project shows us once again that engineers, mathematicians, scientists, and technologists are uniquely poised to love those around them. As we often discuss in the Providence Engineering Academy, it is only those with a particular type of training and set of skills who can turn good intentions into deliverable outcomes. To quote Christian philosopher Etienne Gilson, “piety is no substitute for technique.”
Thank you, Mrs. Jones for allowing us to partner with you in such an interesting project this year. It was an admirable test of the students’ skills as they sketched concepts, designed CAD models, collaborated interactively, calculated forces and moments, and put saw to wood. Well done to each student who contributedâ€”you are accomplishing great things.
Back in February, we posted a blog describing the completion and delivery of our wheelchair computer desk to PathPoint. After a few weeks, we were finally able to get Mr. Meadth and Mr. Gil Addison together with his team to go over the design and get that long-awaited feedback.
Feedback from the end user is critical to the entire design process. For this particular project, the Academy had all sorts of unanswered questions: will the design function as requested? Does the screen angle suit a typical wheelchair user? How convenient is the keyboard position? Is the mechanical motion safe enough for general usage? Would a typical PathPoint resident be able to operate the remote control? What improvements could be made? While we don’t currently plan on producing a Mk II, one project often leads into another and we improve our products by understanding their strengths and weaknesses.
Gil Addison (far right) together with his grateful staff
Mr. Meadth (center) joins in for the camera
Gil met Mr. Meadth together with six of the PathPoint staff members and together they went over the particulars of the design. You can watch the entire footage here, and a summary of design points is also included below.
As we draw this project to a close, thank you to PathPoint for being willing to work with us in an ongoing fashion! May our students always be inspired to use their God-given gifts with training and understanding, and we hope that the PathPoint residents are blessed through this simple gift.
Screen Angle: Although the older iMac that was tested tended to slip on its hinge, once kept in place, the screen was easily able to tilt downwards to any wheelchair user at a suitable viewing angle.
Gil tests out the seated angle
Standing Height: The PathPoint ambulatory staff members found the maximum standing height to be comfortable and sturdy.
PathPoint staff test the standing height
Motor Function: Although the motor sounds like it is straining to raise the desk, and there is a slight but noticeable bending of the wooden attachment, the motor appears to be able to operate the desk satisfactorily.
Desk Size: The PathPoint team felt that the final desk size was a little smaller than they would have liked; although the keyboard and mouse did fit on it, there was not much room to move the mouse. Possible solutions: use a trackpad instead, attach a larger plywood sheet to that desk, or rebuild that component.
Operability: It is very easy for an ambulatory user to operate, although the small remote with small buttons may be difficult for some users. The desk adjustment at the front might be hard to operate, but it probably doesn’t need to be used often after being set in one position. Possible solutions: rebuild the remote with larger buttons that still trigger the same microswitches, build an app that uses the same remote frequency.
Other Improvements: The iMac base barely fit under the clamp; the wooden piece at the back that gets in the way could be chamfered down. The same wooden piece that flexes slightly could be doubled up. A spherical router bit could carve out a channel in the desk for the keyboard to fit into. The carriage bolts for the rear clamp could be longer to permit a thicker desk.
Following on from our last post, we’d like to provide an update: the custom computer desk for Gil Addison at PathPoint was recently delivered, bringing that particular project to a close. This desk raises up and down to any given height using an electrically driven linear actuator. The wheelchair user carries the remote control key fob, allowing complete adjustment from near or far. The desk is intentionally designed to tip the computer forwards to face down towards the user, as many wheelchairs seat the occupant in a reclined position.
At the time of this writing, we are still waiting for feedback on the end result and photos of the desk in action. But in the meanwhile, enjoy some photos of the students as they put together the final product and examined the results. Thank you, Gil, for helping us execute such a meaningful project!
The final product assembled in the workshop, after some final modifications. The actuator placement had to be changed in order to create more torque to lift the table.
After disassembly, Nolan (senior) set to work applying the protective oil to the upper table surface
Abby (freshman) oils the lower base piece
After all pieces were oiled, Angel (sophomore) reassembled the entire structure together with Mr. Meadth
A few more bolts to go–almost there!
The finished product as attached to a typical household table, keyboard shown
The finished product in the full lowered position
Teleios, Hunter, and Abby (freshmen) get their first look at the end result on the day of delivery
Joshua and Nolan (seniors) test out the remote control
The whole team from left to right: Hans, Abby, Hunter, Teleios, Mr. Meadth, Angel, Joshua, and Nolan (James was also in this group); note an iMac computer attached as per intended use
Even in the midst of a global pandemic, the Providence Engineering Academy follows a particular philosophy that transcends circumstances. While many robotics clubs and engineering programs might teach physics, maker skills, CAD, and more, we believe that these elements—”fascinating as they may be—are only the means to an end. In the latest application form for the coming year, there are six “big ideas” listed; Big Idea Number 1 is that service matters:
As Christians, we have an obligation to turn our skills outward to the world around us; we learn not for our own sakes.
While we may not be allowed to mix cohorts or share equipment, the seventeen dedicated upper school students are committed to loving their community using their math, physics, coding, CAD, robotics, and maker skills.
Early on in the school year, we found two willing partners in this process: one was Mr. Gil Addison of PathPoint, an organization serving at-home and on-site residents, many of whom use a wheelchair each day due to their limited mobility. The other was Mrs. Christa Jones, 4th Grade teacher in the Providence Lower School. Both of these clients had distinct requests for custom-made furniture and it was the perfect opportunity for our students to put their new-found statics knowledge to the test (statics is the study of physically balanced situations where the net force is zero, such as buildings and bridges).
Mrs. Christa Jones, 4th Grade Providence Teacher
Mr. Gil Addison, PathPoint
Mr. Addison wanted a custom-made desk for an iMac computer that could be set to a lower height for a wheelchair occupant, and then back up to a standing desk height for an ambulatory user. Such a desk is hard to find in the current marketplace, and the engineering students saw an opportunity to provide something uniquely useful. The desk would be mechanically driven by a remote control, safe for an individual with limited dexterity, and functional to hold the computer at any height without concern.
By contrast, Mrs. Jones needed a new teaching desk at the front of her room to help meet the new style of a COVID year. This mobile desk would need to be equally useful in a standing or sitting position, for maximum versatility with her in-person and at-home students.
How to meet the needs of these clients in a year when the Engineering Academy is functioning in an independent-learning mode? How could we hold a meaningful design charrette when mixing between cohorts is prohibited? How can seventeen students come up with an agreed-upon detailed design and communicate it with the clients?
Answer: with creativity, technological tools, and a great attitude!
The students began by watching pre-recorded videos from the clients as they described their requests and necessary constraints to Mr. Meadth, the Academy Director. Mr. Meadth offered up some quick sketches and ideas in the videos to help sort through what would and wouldn’t work.
Early notes for Christa Jones’ project
Early notes for Gil Addison’s project
The students then used LEGO and other construction materials to make quick miniature mock-ups of their ideas, along with sketches to help show functionality. The images were sent to the clients to help them think through the possible solutions at hand. Another round of recorded video reviews with the clients, and then the real design work began!
Alan’s rolling cart concept
Kaitlyn’s desk concept with extendable platforms
Together with Mr. Meadth, the students worked together over Zoom and in their grade level cohorts, using the cloud-based CAD tools from Onshape. With each student taking ownership of several parts from the whole, they worked collaboratively to produce something that could be presented back to client as a visualization and to the fabricator as dimensioned drawings. Teleios in 9th Grade can create the top part of the desk, Angel in 10th Grade can make the support struts, and Nolan in 12th Grade can design the platform for the keyboard. All team members can see how the pieces fit together in advance, spotting potential problems before a single cut is made. This kind of ease, speed, and confidence in the design process simply did not exist even five years ago, and we are glad for it!
(The computer desk for Mr. Addison can be viewed live here, and the rolling cabinet for Mrs. Jones here. Both models are interactive.)
Mrs. Jones’ rolling cart CAD model
Mr. Addison’s adjustable computer desk CAD model
So where are we today? After purchasing the plywood, oak, mechanical actuators, caster wheels, and other bits and pieces, fabrication is underway. The clients are now eagerly awaiting the delivery of their prototypes. Gil Addison’s computer desk is nearly complete at the time of this article, and Zach in 11th Grade has put together a beautiful biscuit-joined red oak desk surface for Mrs. Jones’ rolling cabinet.
James assembles the clamping mechanism for Gil’s design
Teleios and Abby show off the parallel linkages
Nolan with the mechanical actuator
The vision nears reality for PathPoint!
Zach’s red oak table surface (3 ft long)
We’ll update this blog site as the projects are completed and delivered. For now, we’re just glad to be able to continue our exciting mission through a pandemic and out the other side. The exhortation in I Peter Chapter 4 seems particularly apt:
Each of you should use whatever gift you have received to serve others, as faithful stewards of Godâ€™s grace in its various forms. If anyone speaks, they should do so as one who speaks the very words of God. If anyone serves, they should do so with the strength God provides, so that in all things God may be praised through Jesus Christ.
Keep on serving with the strength God provides, engineering students! You’re making us all very proud.
There hasn’t been a lot of action on this blog site so far this school yearâ€”but not because there aren’t things worth writing home about! As you can imagine, I (Mr. Meadth) have been much busier on the ground each day with cleaning and supervision, let alone teaching the engineering class.
But some things are worth documenting and celebrating. So let’s jump in!
1. Four New Freshmen
We took four new engineering students into the freshman class. A big welcome to Hunter, Abby, Teleios, and Eliana. These junior engineers are hitting the ground running, despite all the challenges. They are learning trigonometry before their time, taking baby steps into the world of computer-aided design (CAD), and just generally being awesome. Welcome, freshmen!
Hunter, Teleios, and Abby (Eliana couldn’t make this photo, but she’s just as much a part of this group!)
2. College-Level Statics… From a Textbook
Despite my propensity to always design my own curriculum from the ground up, I tried something new this year: a textbook! It turns out this was the perfect year in which to do this, as it matched well to the statics studies that we’ve always done anyway. Don’t be led astray by the nameâ€”Statics for Dummiesâ€”the lighthearted tone helps high schoolers get through those pesky equations. For those engineering parents out there, you’ll find all of the fun you can handle in vector calculations, force couples, and free-body diagrams.
3. Independent Mode
This is a grand experiment, and one that we committed to from the start of the year. Can we commit to a full year of engineering studies in independent mode? Some would say that it’s never been tried, but this is the year to come up with new solutions! Despite the absence of stimulating classroom discussions, this has allowed students to take seven classes plus engineering, and it allows students to watch at their own pace. Students have watched 18 videos so far this year, and responded with written assignments and discussion boards. They are now eagerly discussing their community design project in a shared Google Doc, which brings us to Number 4…
Acceleration sums in three dimension, anyone?
If you can’t find the centroid of a composite area, you just can’t call yourself an engineer
4. Community Design Project
I’m so happy with how this project is rolling forward! We have two “clients”, Mrs. Christa Jones on the San Roque campus and Mr. Gil Addison at PathPoint, who works with residents in wheelchairs. Our student teams are busily designing an adjustable standing desk for Mrs. Jones and an adjustable computer desk for Mr. Addison. Both of these designs are required to involve electrical/mechanical aspects, such as motorized lifts or built-in LED lighting. Once the student teams finalize their designs, complete with drawings and CAD models, I (Mr. Meadth) will be building their designs myselfâ€”in the interest of staying as contact-less as possible.
5. Lots of Publicity
We’ve received a surprising amount of national-level publicity lately. Our students use the CAD platform Onshape, and Onshape reached out to us to record a video and write a blog article. The video has been up for a over a month now, and the blog article will be published soon. Our Academy was also mentioned in another national publication by the American Institute of Aviation and Aeronautics (AIAA), Aerospace America, because we won a $500 grant to help build our remote-controlled aircraft.
6. Major Grant Win
Is it just me that believes in our outstanding Providence engineering program? Is it just the university lecturers who receive our already-highly-trained students? Am I just blowing my own horn over here? Apparently not! The Toshiba America Foundation decided that our second-semester robotics project was something worth funding, and we are pleased to announce that over $4,000 of the very latest in classroom robotics equipment will soon be arriving on campus. This will be put to use in our Mars Rover project, where different student teams will design, build, and code different components of one big vehicle. I’m looking forward to this one. Thanks, Toshiba!
One of the advanced Vex V5 sets: coming soon!
As always, stay posted for more exciting announcements. Our junior engineers are doing something very different, but making the most of it. I’m confident that their skills and experience will remain at the very highest level amongst similar programs in our area. Keep it up, students!
(This is the sixth in a series of blog articles written by the Providence Engineering Academy students. In this article, 12th grade student Alena reflects on building machines inspired by God’s incredible design found in His natural creation.)
Watch what you say because the flowers are listening.
Sounds like Alice in Wonderland, right? Okay, so maybe the flowers canâ€™t listen to your conversation, but they do â€œlisten.â€ Sound is so fundamentalâ€”birds, wind, the waves at the beach, cars driving byâ€”that relying on it is essential to survival.
Researcher Lilach Hadany posed the question: what if flowers had this same necessary survival instinct? She concluded that they do and that they also respond to the sounds around them. Hadany and her team studied evening primroses (pictured) and discovered that when these flowers sense vibrations from beesâ€™ wings they temporarily increase the concentration of sugar in their nectar. They concluded that it would be too much for the flower to produce this amount of sugar in the nectar at all times, so they respond to vibrations to know when to produce â€œthe good stuffâ€.
Now picture this: twenty-four engineering students, sitting outside in the sun, 100% sure they had no idea about what todayâ€™s lesson will be. Then, Mr. Meadth hands out giant sticky notes. Confusion. Suddenly, Davis knows whatâ€™s going on (heâ€™s been keeping up with recent science). Articles are handed out, read, and reread. It all makes sense now.
The engineering students are split into teams of two and asked to design a machine that can do the same things this flower can. The lesson of the day was all about how many machines today are based on nature, and how we can gain inspiration from looking at Godâ€™s creation around us. As the students started designing their own flower, they realized how complex the components would have to be.
Take a minute, and think of what you would need. Done? Cool. You may continue.
Letâ€™s start at the top and work our way down. To replicate the â€œreceiverâ€ of the vibrations, you would need to replicate the petals. They were so precise that if you removed even one petal, the flowers didnâ€™t respond to vibrations at all. You would also need a place for the sugar to be distributed from, as well as a computer to know how and when to change the sugar content, and by how much. You would need something connecting all of the sensors, the computer, the sugar center, and the power. There are so many components that we probably donâ€™t even come close to listing them all here.
To replicate this phenomenon of nature in a machine is so complicated and precise, that it would take months or years to get even close to what nature can do. As we look at this flower as a microscopic portion of Godâ€™s creation and itâ€™s vast complexity, we should step back and remember that we are His creation too, and we should find the goodness in everything.
(Find the full article on this amazing discovery here at National Geographic’s website.)
(This is the second in a series of blog articles written by the Providence Engineering Academy students. In the light of our recent trip to Jet Propulsion Laboratory in Pasadena, Ben in 12th Grade describes some of the history and future of space exploration.)
The concept of space travel has captured the public eye since the late 1800s with science fiction. As humans learned to blow things up in a certain direction more effectively, what was once science fiction became science speculation and from there we continued in our search for what lies beyond.
The entire group poses inside the famous JPL facility
On September 25, 2019, the Providence Engineering Academy was given the opportunity to take a glimpse into our countryâ€™s efforts to see just what else God has created in our universe at the Jet Propulsion Laboratory in Pasadena. We humans, as stewards of creation, have a special role in discovery and advancement of our world, and this stewardship is taken seriously at JPL. They have produced deep space telescopes, orbital telescopes, weather telescopes, rovers, etc. for this exact purpose.
Our host stands next to the life-size (non-functional!) sister of the currently active Mars rover, Curiosity
Mankind continues our search for life on other worlds as JPL designs their next Mars rover, set for launch in 2020. This rover is designed to search the soil of Mars for any signs of life. As an engineering student, I am greatly inspired by the efforts that we as stewards make to find out more about our neighboring planets. Scientists are also hoping to research the seas of Europa, one of the largest moons of Jupiter, to see if there is any life below the outer icy shell. Since there are large bodies of water on Europa, many scientists wonder if creatures live there, just as there is sea life on earth.
Our host shares the incredible history of space exploration from this site, with a scale model of the Cassini probe in the background
Meanwhile, deep-space telescopes have been expanding the radius of what we know. There are upcoming missions for my generation to develop, based on all of the ground-breaking work done by the gifted scientists at JPL and other locations. One such mission is to develop a telescope to photograph other solar systems so that we can see if there are similar planets to Earth in those systems.
We deeply appreciated the enthusiasm and brilliance on display at JPL, and we wait with anticipation for what the future might holdâ€”perhaps we’ll be a part of it!
This summer, the Providence Engineering Academy once again hosted the very special Robot City summer camp. With assistance from four capable high school engineering students (Alena, Davis, Pedro, and Zach), Mr. Eves and Mr. Meadth put on an unforgettable experience!
(Please note that all photos in this article have been selected to avoid showing camper faces, since not all students are from Providence with a photo release. Apologies if you’re looking for your loved one’s smiling face!)
Day 1: Architecture After breaking into four teams, each group selected the theme for their quadrant of Robot City. The Green Team chose Time Travel, the Blue Team settled on a Medieval Castle, the Yellow Team laid out an Alien Attack on the Beach, and Red Team was Future City. A quick lesson of folding geometric nets, and all campers from 3rd to 7th Grade were ready to build!
The skyline emerges! A colorful mess of card and tape!
Red Team’s skyscraper went up and up and up, and needed to be tied down with guy ropes!
Blue Team’s “Nice No-Trap Castle”. Should we believe them?
With inspiring challenges like “Tallest Tower” and “Most Colorful”, each team worked hard to lay out their cities. Skyscrapers rose up six feet into the air, zip lines were strung out, and spaces carefully divided out.
Day 2: CAD and 3D Printing It might sound complex, but physically printing CAD (computer-aided design) models is something within the reach of any elementary student! Mr. Meadth taught the campers how to use Tinkercad, a free in-browser design tool created by AutoDesk. Designers can use simple shapes such as cylinders, cones, spheres, and prisms to create more complex models, such as houses and rocketships and characters.
Two of our campers work on their CAD models (Owen’s model on the right is shown in detail below)
This is a great tool to get kids thinking in terms of linear dimensions, negative and positive space, perspective, volume, and it’s just plain creative fun! Here are a couple of examples of what the kids came up with. We also had spaceships, tanks, flying cars, and castles. Wow!
Once created (the models above took the students less than an hour to build), the designs were sent to the 3D printer. At a small enough print size, most models were done in about an hour, in a range of colors. Of course, after the camp the students got to keep whatever they have printed!
It’s just as addictive as watching TV, but at the end of the program there’s actually something to show for. Thanks, Raise3D!
Day 3: Electrification Always a favorite! Mr. Meadth gave a quick lesson on simple circuits, explaining terms such as “LED”, “voltage”, “series”, and “parallel”. Each team was given a supply of copper tape, coin batteries, and LEDs, and shown how to connect them together to power their city. It wasn’t long before the entire room was lit up with red, blue, orange, white, and green!
A lovely beach paradise in the shadow of the skyscrapers (the tidal wave was added later)
The Green Team’s time travel zone included some helpful signs (because time travel can be confusing)
A scale replica of the Golden Gate Bridge, courtesy of Abigail
All teams took up the extra challenges as well, building working paper switches, including both series and parallel circuits, and working to match their lighting arrangements to their theme. Blue Team created “laser traps” for their medieval castle, and Green Team strung out a long neatly-lit road to mark out their different time travel zones. Billboard were illuminated and “stained-glass” windows lit from the inside.
Mr. Eves works on the Blue Team’s medieval quadrant
LEDs don’t come through well in photos, but you get the idea!
When parents arrived for pickup on Wednesday, the lights went out, and the party started!
Day 4: LEGO Robotics What’s a Robot City without robots? This year, Mr. Meadth and Mr. Eves guided the campers on how to incorporate LEGO Mindstorms robotics sets. Rather than creating robotic systems that would move around (and potentially destroy delicate buildings and circuits!), the teams focused on stationary mechanical systems. Mr. Meadth gave some lessons on essential mechanical systems (bevelled gears, gear reductions, universal joints, cams and cranks, etc.), issued some fun challenges, and away they all went!
Does this look like anybody’s bedroom floor? Times it by 16.
A futuristic monorail glides around Green Team’s city buildings
What’s a medieval world without an authentic, functional windmill?
We were blown away by all of the amazing creations that campers and their team leaders built: several working elevators (with tracks and with pulleys/windlasses); a slowly rotating time travel portal (sadly not actually functional); a crank-powered shooting spaceship; an amusement park ride; drawbridges; a merry-go-round; several demolition machines!
(P.S. For any parents of elementary students wanting a more cost-friendly version of LEGO Mindstorms, I highly recommend LEGO Boost. At about $150, it is a somewhat simplified system, still with sensors, motors, and fully programmable using a block-based system. The only downside is that it does always need a tablet/phone/computer app to be running via Bluetooth to make it work.)
Day 5: Do Over At this point in the camp, the kids have learned so many different things and have typically gravitated towards one or the other. Some of them think that LED illumination is the coolest thing, and others just can’t get enough of making CAD models online. So on the fifth day, Mr. Meadth and Mr. Eves issued a few more challenges of various sorts. The teams helped put together a welcome sign with their photo on it; they all constructed a wearable accessory lit up with more lights and batteries. Some made hats and funky glasses and others made glowing swords!
The fun keeps coming on Day 5!
Robot City continued to grow in complexity and variety. Some teams incorporated sensors into their robotic systems, using touch triggers and infrared detectors to more accurately control their elevators and bridges.
By the time parents arrived at 12:30, the teams were ready for the final wrap-up. All points were tallied, and the all-girl Green Team took the grand prize, much to their delight!
Parents were delighted to see everything the kids had accomplished… and that someone else was handling the cleanup!
Mr. Meadth and Mr. Eves would like to thank all families for making our third Robot City camp such a success! We intend to run this again in 2020 (new ideas are already in the works!), so please spread the word amongst family and friends. You can start by sharing this article with someone who might be interested! And remember, this camp is open to all students, not just those from Providence. We’re always glad to welcome new friends from outside our regular community.
Until next year, may these junior engineers keep on designing and keep on building!
(Our latest blog article comes courtesy of Joshua in the 10th Grade. Thanks, Josh!)
In the event of an emergency, robots may be called upon to enter into areas which have been devastated by natural disaster. The thirteen students from the Foundations of Engineering II class split up into four groups to build such robots, and testing came after eight weeks of work and dedication!
The original CAD model of the obstacle course, constructed over several weeks by our indefatigable teaching assistants, seniors Josh and Claire
The testing included nine phases (any of which could be skipped) all while carrying a payload. The teams would go through two gates of different sizes, over a gravel pit, up onto platforms of varying heights of 50 and 100 mm, push a block with the mass of one kilogram, go across a chasm, and make their way up a 45Â° incline. At the end of the run, the robot would be required to drop off the payload. The driver for each team would first do this routine while watching from nearby, and then once again using only a first-person camera view.
Davis gets his team’s robot up onto the 50 mm platform with no worries at all
The first robot to test was the “Trapezoidal Tankâ€. This robot was built by Nolan, Davis, and Alan. They felt ready for the first trial of the course, but decided to skip the 45Â° incline. Everything ran smoothly until the payload drop at the very end. They realized something was wrong.
The payload mechanismâ€™s motor came unplugged!
Davis, the driver, thought up an idea. The payload was resting on top of the robot. What if he just flipped the whole robot over? Using the tankâ€™s “tail”, he flipped the robot up onto its end and delivered the payload.
Although not able to climb the full 45 degree slope, with a slight modification the Trapezoidal Tank was make it at 40 degrees
A moment of pure glory! Davis upends the entire robot and performs the obligatory victory dance!
On the camera-only run, the course was successfully completed again with only one obstacle skipped.
Caleb taking things in his stride, as the long-legged robot effortlessly clambers over the gravel pit obstacle
Caleb attempts to steer by camera only– no easy feat!
Pushing the one-kilogram block away, the package waiting to be delivered is clearly seen on the right-hand side of the robot
This complex (and squeaky) maneuver involves a series of high-torque gymnastic activities
Next up was â€œDaddy Long Legs,â€ a robot with motorized wheels attached to extended legs. It was built by Caleb, Sydney, and Zach. Caleb, the driver, slowly completed the run, also skipping the very difficult 45Â° incline. On the camera-only trial, the robot was not able to place the payload in the designated area.
Anaconda brings its bulk to bear on a one-kilogram block of wood
This monster robot leaps 100 mm platforms with a single bound!
Next was â€œAnacondaâ€, built by Sam P., Isaiah, and Pedro. Itâ€™s most notable feature? The robotâ€™s tracks could rotate all the way around to point in the opposite direction. Sam P. took the wheel, and on his first run, he only skipped the smaller gate. On the camera-only run, he made it through the same obstacles without any issues.
James steers the Iron Horse through both gates and up onto the 100 mm platform
Finally, the “Iron Horseâ€ entered. This robot was built by Sam K., James, Joshua, and Kaitlyn. The design was simple yet effective. However, the extra mechanism they had added to their robot at the last minute broke! It was designed to help them get up onto the two platforms. Fortunately, there was enough power available for it to slowly assist with the obstacle it was built for.
Charging over the gravel pit with a huge ground clearance
Shortly after, that extra mechanism fell off and so did the payload. In a lengthy and complicated series of maneuvers, James used the one-kilogram block to push the payload over into the designated area.
End of the road: the Iron Horse capsizes while trying to free its jammed package (the small yellow catch was supposed to release and allow the hinged door to fall)
On the camera-only run, the Iron Horse’s payload wouldnâ€™t release. James used the gravel pit to try to get the payload to come loose, but the robot flipped over. He attempted to flip the robot back over, but it tipped over on its side instead. This run was incomplete.
The lesson to be learned for these four groups? Each problem can be solved in many different ways, but some are more effective than others. In every problem you encounter, consider those many solutions and then choose the most effective one.
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