Students Engineer Creative Solutions
In the upper school Engineering Drawing and Design class, students were challenged with a unique task: design and build a "fling machine.”
“What surprised me most was the variety of solutions that the students employed,” said John Chiodo, director of engineering, innovation and computer science. “There were variations of catapults, trebuchets and even a few ballistas.”
Chiodo explained how the students “created their own ‘fling machines’ and conducted data analysis to learn the difference between accuracy and precision.”
“Our design process involved sketching our concept, gathering materials, building it and then testing it,” said Mason Dwek ’26. “We used a VEX IQ kit, rubber bands and a plastic spoon.”
“Our design process involved sketching our concept, gathering materials, building it and then testing it,” said Mason Dwek ’26. “We used a VEX IQ kit, rubber bands and a plastic spoon.”
“Students initially built their devices to see who could toss a small beanbag the furthest. Then they had to redesign to make their machine achieve a set distance consistently. Lastly, they had to modify their machines to hit a target. Their ability to adapt was really something to see,” observed Chiodo.
Crystal Niu ’28 enjoyed “thinking of different ways to make it launch, applying a physics model to calculate the best angle and analyzing the data.”
“I learned that it's crucial to create a concept with as much velocity as possible and to not have any barriers preventing the spoon from reaching its full potential,” Dwek added. “As we use products daily that are designed by engineers, it's something that gives me a broader perspective of the world.”
What’s next for this group of designers? “The class is working on different ways of representing their ideas visually through concept and isometric sketches as preparation for 3D modeling,” Chiodo said. “Once students complete their 3D models, they can be pulled into a slicing program and prepared for 3D printing in the digital fabrication room.”
Crystal Niu ’28 enjoyed “thinking of different ways to make it launch, applying a physics model to calculate the best angle and analyzing the data.”
“I learned that it's crucial to create a concept with as much velocity as possible and to not have any barriers preventing the spoon from reaching its full potential,” Dwek added. “As we use products daily that are designed by engineers, it's something that gives me a broader perspective of the world.”
What’s next for this group of designers? “The class is working on different ways of representing their ideas visually through concept and isometric sketches as preparation for 3D modeling,” Chiodo said. “Once students complete their 3D models, they can be pulled into a slicing program and prepared for 3D printing in the digital fabrication room.”
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