Hello. My name is Kaishu Ishiharada, and I am a 2nd year student at ICT. I want to talk about our class, "Engineering Design II." In this class, we have two teams. The Agri-Business team grows "KOSEN Beniharuka" sweet potatoes to make a profit. The Tech team uses technology to protect the farm from wild animals like monkeys. I am a member of the Tech Team.

The Tech teamhas three teams: IoT, Drone, and Rover. We want to make a system to protect the farm. First, the IoT system watches for monkeys. Then, it sends a message to the user’s phone. After that, we use a drone to drive the animals away. If it is raining and the drone cannot fly, we use a robot called Rover.

IoT team

The IoT team makes the communication system. This year, they changed to a new message service because the old message service went out of service. They built the new system, but next year they need to test it more to see if it is useful in daily life.

Drone team

The Drone team uses drones to stop the animals. This year, they changed some parts on the drone. The old parts were difficult to program, so they put in new parts that were easier to program to better control the drone. In the future, they want the drone to fly and use its camera.

Rover team

The Rover team started last year. We use the rover when the weather is bad. This year, we improved the rover using what we learned in math and physics classes. In the second semester, we made a waterproof cover for the rain. It was a new challenge and very difficult, but we made a prototype after talking with our teachers and classmates.

I was a member of the Rover team and helped design the reduction gear. The old rover was too fast, and the vibration loosened the screws. So, I designed gears to make the motor slower. I am usually on the Robocon team and work on electronics, so mechanical design was hard for me. I had to choose the right gears and think about the velocity. It was difficult, but I learned the basics of mechanical design. I want to use this experience in my future work.

I hope the next students will continue our work and complete the system. Thank you for reading.

Kaishu Ishiharada

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

Hullo, I’m Ian Stevenson, an English teacher at the Hakusanroku Campus.
The 2nd Semester has finished, and that means it is time for tie-dye t-shirts. Making tie-dye t-shirts is an activity that ICT students have done almost every year since ICT began. See here and here for past tie-dye events. This year, the tie-dye activity was a mix of old and new patterns and designs, and it was spread over 2 days (February 17th and 19th, 2026).

On February 17th, 2026, after the students arrived at the Project Booth on the 2nd floor, they made an apron with a garbage bag and put on a pair of gloves to protect themselves and their clothes from the dye. Then, the students were shown 5 patterns that they could use to make their tie-dye t-shirts. 4 of these patterns had been used in the past; spiral, bullseye, stripe and crumple. There was also a new pattern, heart. I had never made a heart pattern tie-dye t-shirt, so I included a link to a YouTube video that demonstrated how to make it. 

One student (Reika Kubo, a 1st year) decided to try this heart-shaped pattern and to use light green and blue dye. Another student (Hiroki Yatsuo, a 1st year) saw that the video also had information about making a star-shaped pattern and made a t-shirt with a dark red and blue star. The other students used the 4 previously used patterns, with crumple and spiral being the most popular choices.

The t-shirts were then hung to dry for 2 days. On February 19, 2026, the students returned to further decorate their t-shirts with fabric markers. Some students (Shunta Tamura, a 1st year and Ayane Ito, a 2nd year) drew characters on their t-shirts. Shunta drew hamsters, which I originally thought were frogs, and Ayane drew (Kino Kino) a mushroom character. Other students (Toshimune Izumiya, a 1st year and Hajime Tani, a 2nd year) used the fabric markers to write their names into the tie-dye patterns.

After another 2 days, I soaked and wrung out the excess dye from the t-shirts before washing and returning the t-shirts to the students. They seemed quite pleased with the results of their work. Some students (Kotori Mae, 2ns year and Ayane) asked teachers and friends to further decorate their t-shirts with messages and drawings.

Ian Stevenson

Hello, I’m Kentaro Takano, a 3rd year student. This is the second time to write a journal from New Zealand. My journal topic is about our trip to Christchurch from Wednesday, January 14, to Friday, January 16.

On the first day of the trip, from midday to evening, we went to the Christchurch Gondola and New Brighton Beach. After getting off the gondola, we could see a view that stretched far into the distance. We could also find the direction of New Brighton Beach, which is about one hour away by bus. In addition, on the opposite side, the bay was spread out, and the scenery was beautiful. After that, when we arrived at New Brighton Beach, I said, “Can we see the peak of the gondola that we were on?” We did not know whether we could see it or not.

At night, we went to New Regent Street. The street around 21:30 was very beautiful because it was lit up. We really wanted to eat gelato while watching the tram, but we found out that the trams run only until around 18:00, so we decided that we would eat gelato the next day. After walking a little, we found a store that sold waffles, and I ate a waffle with vanilla ice cream. I felt that the waffle and ice cream I ate late at night were more delicious than when I eat them at a normal time.

On the second day, we took a shuttle bus from Cathedral Square and went to the International Antarctic Centre and Willowbank Wildlife Reserve. At the International Antarctic Centre, we experienced very strong winds with snow and low temperatures like those in Antarctica, and I felt that making a living in Antarctica would be very hard. In addition, we could see penguins as if they were in Antarctica, and the equipment that people use there was displayed. I noticed that all of it was heavy.

At Willowbank Wildlife Reserve, which we visited afterwards, we could see many varieties of animals like birds, horses, and cows. My friends fed to the animals, but I was afraid to bring my hand close, so I gave them food by throwing it. Lastly, we could see the kiwi, which is the national bird of New Zealand. It was hard for us to see them because they were in a dark place; however, I felt good because I could see the kiwi.
Afterwards, around 16:30, we went to New Regent Street, but unfortunately, it was raining there. We expected that we could see the tram from the outside seating area with a roof at the store where gelato is sold. However, unfortunately, the tram did not appear until we finished eating gelato.

In the evening, we went to Riverside Market and the Bridge of Remembrance, which is near Riverside Market. The market has many stores, and we were quite torn about where to eat as our opinions differed. Finally, we decided to go to a Chinese food restaurant. I felt that even though we can eat Chinese food anytime, the Chinese food we ate there was especially delicious. When paying, we received a coupon from the store that sells ice cream in Riverside Market, so I thought that choosing Chinese food was a good decision. I was still hungry, so I bought a parfait from the ice cream store.

On the morning on the 3rd day of the trip, we rode the tram and went to the Cardboard Cathedral and the Art Centre of Christchurch. During the journey, we passed through Cathedral Square, which we had visited the day before, and we could also see New Regent Street, which we had visited on the 1st day and the 2nd day of the trip. The view from the tram was different from the view when we walked, and it felt very fresh.

At Cardboard Cathedral, the entire building had a sacred atmosphere. The building was built instead of Christchurch Cathedral, which was damaged by an earthquake in 2011, and we learned that the Cardboard Cathedral was built by a Japanese person. It was the first time I had entered a cathedral, and it left a very strong impression on me. I thought that I would like to visit a cathedral in Japan as well.
At the Art Centre of Christchurch, we could see many works of art. When I was looking at the paintings, it was fun to imagine many things. I found a swing that was very colorful, so I wanted to ride on it. However, I gave up riding it because the swing was wet due to the rain.
During the day, we went to a store where pasta was sold. I ordered pasta with a lot of seafood. It was very creamy, and the level of saltiness was very good, and it tasted really good.

This Christchurch trip was the best memory I have had since coming to New Zealand. I don’t think this trip could ever have been realized by me alone. I appreciate my parents who let me go on the trip and my friends who went with me.

Kentaro Takano

Hello! I'm Kotori Mae, a 2nd year student at the International College of Technology.
This time, I'd like to introduce part of our Engineering Design IIB (ED) class.
First, in the 2nd year ED course, we engage in activities aimed at regional revitalization. As part of this, we cultivated Beni Haruka sweet potatoes in the fields and learned about business while selling roasted sweet potatoes at the Roadside Station Sena. Then, aiming to expand new sales channels, we collaborated with Kuru,ru. in Ono to sell Kosen Beni Haruka sweet potatoes baked in clay pots and original goods at the end of November.

The Kosen Beni Haruka project in ED has been passed down and refined by seniors from the second cohort, but initiatives like collaborations were new to us. Despite some nerves, we put a lot of effort into creating a new logo for the collaboration and expanding our merchandise lineup.

Kuru,ru. specializes in clay pot-baked sweet potatoes, and this time we borrowed their method to sell Kosen Beni Haruka sweet potatoes baked in clay pots. We sampled them ourselves and found that even though they were the same Beni Haruka variety, they were creamier and sweeter, really highlighting the difference between regular baking and pot baking.

Furthermore, building on improvements made since our sales at Roadside Station Sena, we sold merchandise as capsule toys this time. Seeing the children who came to the store excitedly saying, “I hope I get this one!” or “This one's cute!” while excitedly spinning the capsule toy machines. Seeing increased recognition not just for the baked sweet potatoes but for the Kosen Beni Haruka characters themselves really boosted the brand, which made us very happy. Also, the people who visited our shop showed great interest not only in the sweet potatoes but in the ICT itself. We were able to share information about our initiatives and the college in Ono, creating opportunities to talk about each other's regions and fostering valuable exchanges.

As a side note, since we took turns selling, we had time to explore Ono during breaks. The folks at Kuru,ru. lent us rental bikes, so we cycled along the coast and tried Ono's famous soy sauce soft serve. Experiencing this unique Ono tourism made me realize anew, “We've successfully spread our Kosen Beni Haruka brand to a new place.”

As the business team, it was rewarding to directly contribute to regional revitalization and gain sales experience while still in technical college school. The Kuru,ru. staff actively communicated with customers visiting the shop. They also kindly shared tips with us about pot-roasting and roasting sweet potatoes, engaging in conversations. Seeing their attitude of enjoying interactions with various people while sharing the same goal of regional revitalization made me realize that simply selling isn't enough. Even small exchanges create opportunities to learn about each other's regions and highlight the importance of communication. I want to apply this lesson to our future regional revitalization activities. We also sold roasted sweet potatoes at the Platinum Festival and came up with special menu items for our visitors. I was really happy that so many people enjoyed it!

Kotori Mae