Hello! This is Yuri Makada from the Hakusanroku office. Today, I would like to introduce the final presentations of the 1st year Engineering Design IB course, held on Friday, January 30th, 2026.
In the 1st year Engineering Design I course, students spent the entire year working toward the goal of creating things that are useful to people. In the second semester, students were divided into six teams. Through interviews with target users and other research activities, they identified underlying problems and needs, developed devices to solve them, and presented their ideas.
The six teams chose their project topics from the following facilities: the hot spring “Hime no Yu,”, the school gym, the Maker Studio, and the laboratory.

【Maker Studio: Pika-Pika Cleaner】

This team developed the Pika-Pika Cleaner, a cleaning device for the various machines in the Maker Studio. The Maker Studio is where students work on a variety of manufacturing and robotics activities. Students who are involved in Robocon use it almost every day.
Because of the wide variety of machine shapes and mechanisms, cleaning them requires significant time and effort, which has been an issue for both faculty and students who manage the space. To solve this problem, the team created a cleaning device equipped with three tools:

Rotating Brush: A spinning brush is attached allowing fine debris to be removed even from hard to reach areas.
Long Brush: Available in two sizes to collect scattered debris efficiently.
Lubrication Unit: Dispenses and replenishes machine oil, helping maintain machine performance, longevity, and precision.

Previously, users had to switch between different tools depending on the machine part they were cleaning. With the Pika-Pika Cleaner, it is possible to use a single device to clean machine parts more efficiently.

【Laboratory: Lab Helper】

This team interviewed with the faculty member in charge of the chemistry course, who manages the laboratory. They found that students often asked the same questions repeatedly, such as how to use equipment, where items were stored, how to clean up after experiments, or what procedures to follow. This often required students to wait until the instructor was available.
To solve this issue, the team created a website that consolidates all essential laboratory information in one place. On this website, users can check safety precautions and procedures for conducting experiments, and students can also submit questions directly to the instructor. In addition, it includes a feature that allows students to record and share what they learned during experiments, enabling them to exchange knowledge with one another. Furthermore, to ensure safe operation during experiments, the tablet case is made of acrylic, allowing students to use the touchscreen even while wearing laboratory gloves.

【Gym: TEE SWEEPER】

This team interviewed Health and Physical Education instructor Philip Cadzow sensei. Through the interview, they identified several issues related to cleaning the training equipment in the gym. Users had to hold a cloth and a spray bottle separately, making the cleaning process inconvenient because both hands were occupied. In addition, the cloths did not dry quickly, which made them unhygienic.
To address these problems, the students developed a portable cleaning device that integrates the spray bottle and the wiping tool into a single unit. They designed an easy to grip handle for one handed use and attached a fast drying sponge to the wiping section. Furthermore, they created a mechanism that automatically refills the remaining spray liquid, resulting in a more efficient and hygienic cleaning tool.

【Gym: PYM】

This team interviewed Philip sensei about the issues occurring in the gymnasium. Through the interview, they discovered that although the gym was sometimes left in a messy state and could not be used by other students, it was impossible to identify who had caused the mess. Therefore, a system to track gym usage was needed.
To solve this problem, the students developed a tracking system that manages entries and exits from the gym. When a student holds their ID card over a scanner, a buzzer and LED light indicate that the scan has been completed. To make the scanning process easier, the team also used a laser cutter to create a dedicated 80cm tall stand for mounting the card reader. Furthermore, when a student scans their card, their name is automatically recorded on a website, allowing users to check who used the gym and at what time. This system made it possible to track gym usage accurately.

【Hot Spring “Hime no Yu”: Bye-Bye Stink Bugs】

This team focused on the issue of stink bugs inside the hot spring facility, based on interviews with the staff and observations of the site. Stink bugs are commonly found in mountainous areas and are attracted to warm places. Because they emit a strong and distinctive odor, they can be unpleasant for both guests and staff.
To keep the facility clean and comfortable, the students developed a device that allows stink bugs to be removed easily without having to touch them directly. The device uses fruit, which stink bugs are attracted to, as bait placed inside the container. After this, a double layered sliding lid mechanism then causes the stink bugs to fall into a water chamber below.

【Hot Spring “Hime no Yu”: 3D Facility Model】

This team learned from interviews with the hot spring staff and on-site observations that there was a need for a clear and effective way to explain how to use the hot spring facility especially for people who have never visited a hot spring before and for international guests.
The students created an easy-to-understand explanatory tool by modeling the layout of the onsen facility and presenting it visually. They also added guidance in both Japanese and English so that anyone can understand it easily. A visitor to the onsen can consult a list and if they have questions about a specific part they can press a button next to the item on the list that relates to the question. Then an LED light flashes to indicate where in the layout of facility is related to the guidance. The LED light also indicated the location of various amenities within the onsen. In addition to providing useful information about the onsen, it also allows users to understand the layout of the onsen at a glance.

In the previous semester’s team project, the students observed their daily lives and identified “the item they use every day that they find the most inconvenient.” They then devised ways to solve those personal challenges. Throughout the project, they encountered differences of opinion and various difficulties within their groups, and I think they developed the ability to collaborate while accepting and working through those challenges.
In the second semester, with newly formed teams and the experience gained from the first semester, the students were able to better understand what they could contribute and in what situations they could make the most of their strengths. They worked together in ways that allowed each student to utilize their individual abilities effectively.
I look forward to seeing how the students will continue to grow and what they will achieve in next year’s Engineering Design course.

Yuri Makada