CATAPULT FINAL PRODUCT
The Second Amendment Air Cannon Group
We knew that building an air cannon would be an out of the ordinary catapult compared to the class, so we took the risk to build it because we wanted a lasting product that set itself apart from the rest of the team. I know many think it was a cheater move to build it, but we decided in the beginning that our class needed a variety of catapults and it would also be interesting to analyze for the math calculations. The empathize phase in the design thinking methodologies process was used in our case to assume what types of catapults that were most likely going to be built.
Then our next step was to define our audience, which was people who wanted to see something different, and mostly ourselves. We also came to some conclusions on what we wanted in our catapult, such as being a different design, powerful, and a grand final product that could be displayed for other science classes.
After we had made some concrete objectives, we transitioned to the ideation phase. This is when we brought out the big pieces of paper and let the group freely discuss. We didn’t structure this discussion as much because we wanted it to be more of a conversation, with friends sharing their ideas and asking questions. We made it clear that this was not a time to shut down each others ideas, instead we had one person record the ideas in writing on one page and then another page was left for people to translate their ideas for better communication through sketches.
Later, we had the prototyping phase which I feel we could have better utilized, to construct a functioning air cannon. However we had a group member test the actual air cannon at home at low pressures. Eventually when the parts were all at school, it was an easily assembly. So we decided as a group to decorate our air cannon and make it looked polished. We then spray painted it with our logo. Not until a few days before the final launch date, was it when we changed our air cannon from being powered by an air tank to a generator and air compressor. When we were preparing to fill the tank for the official launch, we thought it would be smarter to use a generator and air compressor so we could have unlimited shots instead of a limited few with the air tank.
Since we were not allowed to launch large or heavy projectiles with the air cannon on campus, we had to test with circular wood cut outs and tennis balls at low pressures. We did not know how well it would hold up if we launched a projectile of a larger mass, such as a baseball, until the official launch day. On launch day we found out that we were not launching baseballs, but rather tennis balls for safety precautions. However we did decide to increase the PSI greatly, and launched tennis balls out of sight which was exciting. However we were not able to predict how much kickback there would be from the air cannon when we launched multiple tennis balls, or even a single grapefruit. Luckily since we used a simple design for our stand it was able to stay stable on the concrete even with a last-minute change of location, from grass to concrete.
As much as I loved constructing The Second Amendment with my group, I sometimes wished we had tried other types of catapults because I think I would have learned more from struggle. However, I feel I did learn a lot more about modern technologies and how air pressure works, which is something I’d always been curious to see for myself and finally have. Surprisingly I got to do simple things that I had actually never recalled doing before but always wanted to try, like making a stencil, spray painting, and launching an air cannon. But even though I didn’t get to create a catapult similar to everyone else in the class’ I discovered many new things by witnessing my other classmates make their own catapults. I realized how resourceful and ingenious people could be; like how they used certain everyday materials to replace expensive materials, or how one group used notches and joints in their wood beams to reduce the use of screws and increase gluing surface area. I saw how many people struggled to create what seems as simple products, because they had difficulties implementing their original ideas to real life scale, and I would have enjoyed that struggle. I think since we had so much extra time, we could have also figured out a better way for transportation or even explored more styles and designs for the stand.
I think my group members and I functioned really well as a group. We were all attentive and willing to listen to each others ideas. When someone had an idea and carried it out, they made sure everyone else agreed upon it and was informed about why the decision was made. I feel like since many of us had similar visions for the catapult it turned out to be an easygoing and flowing work environment.
I think that starting off with a project that went relatively well, has made it an easier transition to Design class. I feel that it helped orientate me with my fellow classmates, the work space, and building tools. The art classroom feels a lot less intimidating than it did the first day, and I am super excited to challenge my thinking and creativity in the next upcoming projects. The design methodologies process has encouraged me to excercise my own creativity, and also has taught me how to conduct myself when ideating for other areas of my life.
Then our next step was to define our audience, which was people who wanted to see something different, and mostly ourselves. We also came to some conclusions on what we wanted in our catapult, such as being a different design, powerful, and a grand final product that could be displayed for other science classes.
After we had made some concrete objectives, we transitioned to the ideation phase. This is when we brought out the big pieces of paper and let the group freely discuss. We didn’t structure this discussion as much because we wanted it to be more of a conversation, with friends sharing their ideas and asking questions. We made it clear that this was not a time to shut down each others ideas, instead we had one person record the ideas in writing on one page and then another page was left for people to translate their ideas for better communication through sketches.
Later, we had the prototyping phase which I feel we could have better utilized, to construct a functioning air cannon. However we had a group member test the actual air cannon at home at low pressures. Eventually when the parts were all at school, it was an easily assembly. So we decided as a group to decorate our air cannon and make it looked polished. We then spray painted it with our logo. Not until a few days before the final launch date, was it when we changed our air cannon from being powered by an air tank to a generator and air compressor. When we were preparing to fill the tank for the official launch, we thought it would be smarter to use a generator and air compressor so we could have unlimited shots instead of a limited few with the air tank.
Since we were not allowed to launch large or heavy projectiles with the air cannon on campus, we had to test with circular wood cut outs and tennis balls at low pressures. We did not know how well it would hold up if we launched a projectile of a larger mass, such as a baseball, until the official launch day. On launch day we found out that we were not launching baseballs, but rather tennis balls for safety precautions. However we did decide to increase the PSI greatly, and launched tennis balls out of sight which was exciting. However we were not able to predict how much kickback there would be from the air cannon when we launched multiple tennis balls, or even a single grapefruit. Luckily since we used a simple design for our stand it was able to stay stable on the concrete even with a last-minute change of location, from grass to concrete.
As much as I loved constructing The Second Amendment with my group, I sometimes wished we had tried other types of catapults because I think I would have learned more from struggle. However, I feel I did learn a lot more about modern technologies and how air pressure works, which is something I’d always been curious to see for myself and finally have. Surprisingly I got to do simple things that I had actually never recalled doing before but always wanted to try, like making a stencil, spray painting, and launching an air cannon. But even though I didn’t get to create a catapult similar to everyone else in the class’ I discovered many new things by witnessing my other classmates make their own catapults. I realized how resourceful and ingenious people could be; like how they used certain everyday materials to replace expensive materials, or how one group used notches and joints in their wood beams to reduce the use of screws and increase gluing surface area. I saw how many people struggled to create what seems as simple products, because they had difficulties implementing their original ideas to real life scale, and I would have enjoyed that struggle. I think since we had so much extra time, we could have also figured out a better way for transportation or even explored more styles and designs for the stand.
I think my group members and I functioned really well as a group. We were all attentive and willing to listen to each others ideas. When someone had an idea and carried it out, they made sure everyone else agreed upon it and was informed about why the decision was made. I feel like since many of us had similar visions for the catapult it turned out to be an easygoing and flowing work environment.
I think that starting off with a project that went relatively well, has made it an easier transition to Design class. I feel that it helped orientate me with my fellow classmates, the work space, and building tools. The art classroom feels a lot less intimidating than it did the first day, and I am super excited to challenge my thinking and creativity in the next upcoming projects. The design methodologies process has encouraged me to excercise my own creativity, and also has taught me how to conduct myself when ideating for other areas of my life.