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Benchmark 1: Research and Design Draft
Benchmark 1: Research and Design Draft
Accomplishment: Conduct research on common challenges middle school students face with physics concepts (energy, motion, friction). Meet with Ms.Walker to align with the curriculum. Create at least 2-3 initial design sketches of the learning tool.
Success Criteria: I have a document summarizing research, teacher feedback, and sketches that show potential models. I can explain clearly how my tool will support specific parts of the middle school curriculum.
Progress 1: Expert interviews
Progress 1: Expert interviews
I have conducted research on common challenges and further ideas for the project. As stated in the success criteria, I have research and teacher feedback to support my product development. For more information, please visit the Research page.
Progress 2: Design Draft
Progress 2: Design Draft
Design 1 Sketch
This sketch focuses on a modular inclined plane system, utilizing a stable frame with an adjustable slope and interchangeable surfaces to allow students to directly manipulate the variable of friction and observe its effects on motion. To effectively address the difficulty students have connecting abstract physics concepts with mathematics, the system integrates an Arduino microcontroller (Nano/Uno), which, along with IR Obstacle Avoidance Sensors positioned along the track, measures the precise time intervals and displays them instantly on a Liquid Crystal Display (LCD). The test object is a durable 3D printed car designed to hold manipulable weights, enabling students to study the relationship between mass, acceleration, friction, and Newton's Second Law by calculating speed and acceleration from the collected distance and time data.
Design 2 Sketch
This sketch focuses on a flat plane system, utilizing similar factors as design 1. Most aspects are identical to the previous design, except that this design utilizes a rubber band to exert a force on the car. Unlike the inclined plate, this method is simpler and visually appealing when kids manipulate the force.
Simplified Arduino Model Sketch
This is the ideal system provided by TinkerCad for Arduino, which integrates an Arduino Uno, two IR sensors, an LCD, and a breadboard. As my design requires LEDs, further modifications and improvements are needed for the sketch. Moreover, throughout the second benchmark, I will develop my understanding of Arduino basics and apply my knowledge to my final product.
Final sketch
As previously stated, I decided to develop the second design for the following reasons.
First, the first design does not align with the current middle school science curriculum, as it includes trigonometry and advanced physics notions to mathematically calculate the force applied.
Second, it is difficult to properly account for the car's mass when manipulating the calculation because different weights on the inclined plate would apply different forces. Instead, applying a force with a rubber band does not change the force by the mass, as required by Hooke's Law. This information was provided by Mr.Todd from the FDR High School science department.
This is the TinkerCad file and an image of a 3D-modeled sketch of Design 2. Each colored element represents a different factor of the design:
Yellow: 3D printed car that has a space in the middle to place the weight plates.
Blue: Weight plates of equal masses
Orange: The rubber band and the poles to stabilize it.
Green: Arduino sensors
Red: Interchangeable surface
Benchmark 1 Reflection
Benchmark 1 Reflection
Through my research and expert interviews, I determined the most effective design for my learning tool and developed the final sketch. The research helped identify students' difficulties with physics and understand the necessity of incorporating visual components. The interviews with Ms.Walker and Ms.Castro provided the instructions when working with middle school students and the technical requirements for integrating Arduino into my system. Because of these reasons, I chose the flat-plane rubber-band design as it aligns more effectively with the curriculum and allows for clearer manipulation of force. This benchmark has successfully led me to the next steps by providing a strong foundation for my prototype.
Benchmark 2: Learning Arduino and applying
Benchmark 2: Learning Arduino and applying
Accomplishment: Complete an Arduino fundamental tutorial series, and successfully gain adequate knowledge of Arduino for the building process.
Success Criteria: I have a small, dimensionally accurate Arduino project that serves a specific purpose. I can confidently apply the knowledge I have acquired to my product without difficulty.
This is an image of an Arduino tutorial book provided by Ms.Castro. The following understanding of Arduino and practices is based on this book.
These are the components provided.
This is the first small project that utilizes LED and helped me understand the basic mechanism of breadboard and Arduino. I was able to successfully turn on and turn off the red LED. This video demonstrates the final result. At first, I found it slightly confusing to place the wires in the correct rows on the breadboard. I also made a small mistake in my code, which prevented the LED from turning on. However, after checking my connections and reviewing the program carefully, I was able to identify the problem and fix it. This simple project allowed me to better understand how hardware and software work together. It also increased my confidence in building more complex Arduino projects in the future.
IMG_8210.MOVIMG_8215.MOVThis is the second project that uses an IR obstacle sensor to detect an object and turn on the green LED. By coding this project, I developed my understanding of digitalRead(irSensorPin) function and learn the necessity of the resistor in an Arduino circuit. One difficulty I had was that the IR sensor was not detecting objects well. I overcame this problem by researching possible causes online and ultimately replacing the faulty sensor. This project strengthened my troubleshooting skills and taught me the importance of systematic problem-solving. It also helped me understand how sensors interact with microcontrollers in real-world applications.
The final project, which involved using an LCD screen, was initially developed in Tinkercad. Since I lacked the necessary component to connect the breadboard to the LCD, I used the Circuit feature in Tinkercad to design and test the system virtually. After eventually purchasing the required component, I was able to assemble and implement the project in a physical setup. This experience allowed me to understand the functionality of online simulation. It also helped me practice writing and debugging code in a virtual environment before applying it to a real circuit.
Screen Recording 2026-01-26 at 9.10.55 PM.movBenchmark 2 Reflection
Benchmark 2 Reflection
Studying and experimenting with Arduino was definitely one of the most exciting activities I have done during the break. Even though I knew nothing about robotics and encountered many difficulties, I continued to pursue my passion for learning through research and testing. Exploring different components and sensors allowed me to develop a deeper understanding of how individual parts work together as a system rather than as isolated elements.
Throughout the process, I learned invaluable lessons from my mistakes. Whether it was misplacing wires on the breadboard and accidentally breaking the LEDs, or making mistakes in the code, the mistakes themselves and the process of finding the solution myself helped me grow as a better learner in general, as well as in robotics. Additionally, working with both physical components and virtual tools, such as Tinkercad and online tutorials, expanded my perspective on engineering design. By the end of these projects, I had built confidence in my ability to independently learn new concepts and apply them effectively. This experience has helped me explore more advanced projects and continue developing my engineering skills.
Benchmark 3: Prototype Development
Benchmark 3: Prototype Development
Accomplishment: Build a prototype of the tool using 3D printing and laser cutting. Test basic functions (e.g., demonstrating motion or friction) and adjust the design based on usability and accuracy.
Success Criteria: I have a model that can physically demonstrate a working version of the product and gather feedback from middle school students or teachers later on.
IMG_8601.MOVThis is the final Arduino circuit that will be inserted into my final project.
After discussing with Mr. Krisch, the board consists of two layers: one fully filled and the other partially filled. This approach allows me to have a rectangular hole in the middle where students can put different types of surfaces. The area at the top is where the Arduino will be located.
Size dimensions: 45cm x 20cm
Link to download the SVG file.
Mainboard design for laser cut
Box desing that will store Arduino inside
Regarding the design aesthetics, I concluded that the Arduino circuit should be housed in a box. This way, the intricate breadboard does not keep the product chaotic. The box has fingers that benefit the stability and overall structure. This design was developed in Makercase and further improved in Illustrator. Each hole has its specific role.
The big rectangular box connects the circuit to a computer to power it.
The circle on the right is where the LCD cables (the screen that displays the measurements) will go through.
The small boxes and the holes are for the IR sensors to stick out to be able to measure the speed.
Ms. Nutter from the High School science department has shown me the wheels and 3D-printed holders that keep the wheels stable that her students used for a physics project in the past. My plan was to attach the 3D printed holders below my car. Notwithstanding, as discussed below, this plan was quickly altered.
As mentioned, ne difference in the initial design and the 3D model I finalized is that the car does not have a wheel. After receiving advice from Mr. Wagenaar in the FDR high school science department, I learned that having more surface area would demonstrate a clearer effect of the difference in friction. Therefore, instead of having actual wheels, the bottom part is fully touching the surface, and the wheels shown are for aesthetics. The two middle cylinders hold the weights. The weights are 50g nuts that would stay stable with the cylinders.
Car design using TinkerCad
Using the designs, the components were cut on the laser cutter in the Fablab. The thicker wood than usual, later cutting was chosen to leave enough thickness to insert different surfaces into the space. Nonetheless, using this thick wood resulted in a significant amount of black ash in the cut area, contaminating the design. Although this was partially overcome by swiping with a cloth soaked in alcohol, the design is not clean enough.
The laser cutted mainboards and box for Arduino
Final laser-cut prototype
With Mr.Krisch's assistance, I sawed the two poles that will be holding the rubber bands.
3D printed Car
One idea Mr.Krisch and I discussed was having a launch pad for the car, just like the rubber component of a slingshot, so that it can perform consistently and accurately. Nonetheless, the 3D printed launch pad was too small for the car and I did not have enough time to print another one; thus, I explored different approaches, coming up with the idea of having the band tied with two layers as shown in the photo below. The new method showed surprisingly good accuracy and consistency.
Finalized Prototype with the band added to the poles.
Another change from the plan was that the car was too low for the IR sensors to measure, so new holes for the sensors had to be drilled. After modifying the breadboard and carving the holes, the change was successfully adopted.
To secure the band to the pole, I used thick tape above and below it.
Three different surfaces with different friction levels that will fit into the mainboard. The top corner of each surface is missing to facilitate surface transformation.
Left: Shoes Carpet
Middle: Cardboard
Right: Plastic
WhatsApp Video 2026-03-20 at 22.54.33.mp4Demonstration
Benchmark 3 Reflection
Benchmark 3 Reflection
The learning experience in Fablab with the laser cutter and 3D printer has been special for me. The feeling of making what I only imagined come to real life kindled my interest in STEM even further and will help me pursue my passion. Despite the difficulties I had to overcome, exploring the solutions gave me deeper lessons. For example, because the 3D-printed launching pad was smaller than expected, I had to explore different approaches to launching the car, and I came up with a double-rubber-band approach. I am very satisfied with the outcome, as it turned out as planned, and I am excited to further improve based on feedback from middle school students and experts.
Benchmark 4: Classroom testing & Feedback collection
Benchmark 4: Classroom testing & Feedback collection
Accomplishment: Bring an improved prototype into one FDR middle school science class for testing. Observe how students interact with it and collect written and verbal feedback from students and the teacher.
Success Criteria: I have real classroom evidence showing how the tool helps students understand physics concepts. Feedback is documented and guides the final adjustments, ultimately leading to the completion of the final product.
The class presentation was scheduled on March 24th 9:15 pm with Ms.Walker's help.
The survey that I prepared to document feedback (link).
Classroom Presentation
Jade Video 2.MOVA video of myself demonstrating the project to middle school students
For approximately 25 minutes, I visited Ms.Walker's 8th-grade classroom and presented my projects to 24 8th-grade students. I was in the middle, and students were sitting around me. I went through the slides to introduce myself and explain what my project is about, and then demonstrated it. For the demonstration, I had two students come to the front to read aloud the speed and test how my tool works. At last, I gave out snacks to students who completed the survey.
The real classroom presentation was a unique experience for me. Although I expected middle school students to be much more chaotic, they showed me great integrity and responsibility, which also helped me present well. As I demonstrated how the product works and ran multiple tests, students made guesses about the results and asked great questions. This made me feel enthusiastic about teaching and thankful for the opportunity to do this project during my High School year.
This is the spreadsheet where the survey data was collected.
Key takeaways from the survey are
The level of engagement of the presentation was an average of 4.4 out of 5.
The rating of the product was an average of 4.8 out of 5.
The students mentioned that
The presentation effectively showed how Newton's second law and friction work, using a good example of how friction changes a car's speed on different surfaces. Respondents noted that the demonstration was simple, easy to understand, and very accurate.
Many found the presentation engaging, dynamic, and interesting, with several citing the presenter's great job, clarity in explanation, and the interactive elements (especially when they got to participate).
Students recognized the significant time and effort involved, noting that the project was professional, well-made, and didn't seem easy to create, specifically mentioning the complex speed sensor that provided accurate information.
The presentation led to new learning and provided unpredictable, surprising results, such as the car going slower on glass than expected, challenging initial assumptions.
Students have provided me following feedback:
Participation and Engagement: One respondent suggested making the demonstration more engaging through increased participation and allowing most, if not all, students to use the materials.
Overall Positive Feedback: The majority of responses offered no suggestions or feedback, with several explicitly stating that the presentation was "perfect," "good," or "great."
Expert Feedback on the prototype
Expert Feedback on the prototype
Mr. Wagenaar
Mr. Wagenaar is a high school physics teacher. As a physics expert, he has provided me with valuable feedback on the prototype.
For the surface with the highest friction and the heaviest weight, the acceleration is too slow for it to reach the end of the speed detector. This can be improved in the future by placing the speed detector Arduino in the middle to measure speed more quickly.
Not just the precision of the speed detector, but also its accuracy, could be checked using technology.
One thing he cautioned about is that the shortcoming of using an IR sensor might be that it might detect the natural infrared light in a place that is too hot instead of its own reflected infrared light.
When further developing the product, I could also display the acceleration on the LCD screen by measuring the time difference between when the first sensor is on and off. With the same process for the second sensor, I could get an acceleration that was not too accurate.
Ms. Walker
Benchmark 4 Reflection
Benchmark 4 Reflection
Presenting my project in a middle school classroom was a meaningful way to evaluate whether my physics learning tool actually achieved my purpose. As I introduced concepts like speed and friction, I noticed that students were much more engaged when they could see the experiment firsthand. This was also mentioned in the survey, ".... it demonstrated Newton's 2nd law in a simple, easy to understand, but very accurate way. It also looked very professional and well-made." The hands-on demonstration using the Arduino speed detector helped students feel science as more engaging rather than a subject with calculations and abstract notions. As mentioned, I felt a sense of satisfaction for the project while talking with the students and answering their questions, as they showed great interest in the tool, and they mentioned its effectiveness.
Some areas to improve in the future were also present in my product. While the engagement level was high, I realized that increasing student participation, such as allowing more students to directly interact with the device or providing them work sheet to complete, would make the experience even more effective.
I would like to thank Ms. Walker for helping me with this incredible opportunity.
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