Kearny Engineering

Overview: First semester students became familiar with the way a motor works, and built a functional brushless DC motor. With that understanding, students moved into engineering and manufacturing second semester, and built (are building) microgolf holes that incorporate a moveable obstacle, powered by a motor and a solar panel. Throughout the year, students have been examining the role that invention has played in our lives, including the unforseen consequences, and potential dangers.

Project Initiation: The planning process that occurred over the summer, during the PBL Institute, helped to ensure that the first half of the project had a clear focus and deliverables for the students. Our essential question, which asks the students to focus on the importance and history of innovation within the US, was designed to create an authentic connection for the students. Since students will be entering a workforce where they will constantly be asked to innovate and improve, we believe that the project we created would help students gain relevant understanding and skills, while drawing their attention to important social issues. 

During the first semester, the project launched at Seaworld, where students listened to a presentation by some of Seaworld’s ride engineers, learning about motors and hydraulics. Students were then able to ask questions to help enhance their understanding of the topics, then proceeded to “test” the rides. Student engagement and excitement was very high after launch day. As a mid-point for the project, students participated in a formal presentation of learning, utilizing websites that showcased learning in English, History, and Physics class, the functional motors, and presented to an authentic audience that consisted of teachers, parents, and community members. Although the second semester component to the project regrettably wasn’t planned until the semester had already started, the project was intended to be a continuation of the first semester project. Where in the first semester students researched the history of invention and innovation in the US, and explored the very real consequences of such achievements, second semester students explored the hypothetical “what if we continue down this path” through their English class. Additionally, students applied their understanding of motors in the construction of a “microgolf course hole” in their Manufacturing course, and alternative sources of power (like solar) in Chemistry class. This project pushed students to demonstrate a variety of skills, both interpersonally–requiring new levels of collaboration, teamwork, and problem solving–as well as being academically rigorous.

Project Exploration and Development: This project was intended to challenge students and be academically rigorous. In Physics, students built a DC brushed motor, in order to understand the basic mechanics of how a motor works, coupled with the use of the right hand rule, which takes into consideration the direction of the magnets, the force, and the direction of the current. In History, students actively explored the constant drive to invent and innovate in this country, through researching the industrial revolution, the gilded age, and US involvement in the World Wars using multiple sources of information. Through literature, students gained an understanding of the consequences of these historical periods of growth and advancement, and the very real human cost associated with the drive to continuously innovate. In Chemistry, students learned about the chemical makeup of batteries (requiring a oxidation-reduction reaction, which creates electricity), and created an aluminum air battery in a lab. In their Computer Integrated Engineering class, students explored various manufacturing techniques including 3D printing, laser cutting, laithe, and milling. Their understanding of each of these components was assessed throughout the year (in formal and informal settings), and students were given ample feedback from teachers and community members. Lastly, students were asked to reflect on their learning and challenges that were overcome.

Project Revision and Exhibition: For the second part of this year long project, students have been given multiple opportunities to receive feedback and revise. After the microgolf component of the project was launched to the students, there were several checkpoints (planning, designing, prototyping) that required a conference with teachers to help refine ideas before students moved into actually machining and building their projects. Additionally, Kearny EID partnered with Montgomery Middle School and Taft Middle School to have students “test” out golf holes and receive feedback. After revising and refining their projects, students will be formally presenting their projects to a panel of EID teachers before the end of the year explaining their interdisciplinary learning, the build process, and a personal reflection.

Teachers and Subjects: Devon Bakaly & Eileen Huffer-Ege

Industry Sector: Engineering and Architecture