Hello, this is Michihiro Hayashi, and I am in charge of the Engineering Design I course. Throughout the year, 1st year students have been working in this course with the goal of creating useful products for people. On Friday, January 24th, 2025, the students made their final project presentation. Each team conducted interviews with their target users to identify underlying issues and needs. Based on their findings, they developed devices to address these problems and presented their solutions.

 I would like to introduce each team’s projects.

【Hot Spring (Onsen) Facility Hime no Yu Team A: Ocket】
Ryotetsu Sano, Madoka Nakazawa, Kotori Mae and Pantawat Lapananrat

 The first team presented the Hot Spring Facility English Guide System.
 On Hakusanroku campus, there is an onsen facility called "Hime no Yu," which is used by students, local residents and tourists. Through interviews with the onsen staff, students discovered that many foreign visitors who come to Hime no Yu for the first time struggle to understand the admission fees, ticket purchasing process, and onsen etiquette. They also found that it was challenging for the onsen staff to explain these details in English.
 To address this issue, the students developed a system called “Ocket” that provides video explanations with English audio and subtitles on how to pay for admission and use the onsen properly. The tablet running the application is decorated in an inviting manner and includes a motion sensor that detects people approaching, triggering the guidance.
 Additionally, the video features Mr. Pantawat Lapananrat, an international student from Thailand, making this project truly global.

【Hot Spring (Onsen) Facility Hime no Yu Team B: Okojo L’Arc】
Shuntaro Tanaka and Chihiro Fukumoto

 The next team presented the "Onsen Information Guide Mascot." Similar to the Onsen Team A, this group also developed a product to assist onsen staff. The Hime no Yu onsen staff frequently explain the facility’s features to customers. Through interviews, students discovered that onsen staff often struggle to communicate with foreign visitors and effectively convey the charm and appeal of the onsen.
 The “Onsen Information Guide Mascot” is modeled after the Stoat (okojo), a native of Hakusan, and holds pamphlets and other goods in a tub in Stoat’s hand. The mascot also has a built-in speaker and can play messages recorded in English and Japanese by students to introduce the onsen. The original goal was to create a robot that could move around the onsen facility, but due to the number of students in the team, the plan was changed to stationary robot. Maybe they can try building a robot when they become upperclassmen.

【Gym Team: Shuttlecock Collector】
Soma Ioroi, Hajime Tani and Seiya Fujiwara

Badminton Club Practice

 The next team introduced the "Badminton Shuttlecock Collection Robot" to assist with gym cleanup. Through interviews with teachers who frequently use the gym, the team found that maintaining cleanliness was a common concern. At the Hakusanroku campus, the badminton club practices in the gym after school. After practice, collecting scattered shuttlecocks and placing them back into their cases is a tedious task. To address this, the Gym Team attempted to build a robot that would automatically place shuttlecocks into their tubes when thrown in the robot. Although they were unable to achieve full automation, they gained valuable insights into the challenges of transporting objects automatically. In particular, they realized that the feather of a shuttlecock makes it difficult to handle with an automated system. Reviewing and analyzing what didn’t work is just as important as achieving success—it will certainly be useful for their future projects.

【Maker Studio Team: Black Dame Dame】
Kaisyu Ishiharada, Ayane Ito and Ikki Hashimoto

 The last team is the “Cleanup Time Notification Robot”. ICT has a mini factory called Maker Studio as a facility for making things. After school, it is always bustling with students who love to making things such as robots. However, when students are deeply focused on their work, they often do not start cleaning up even when the faculty managing the Maker Studio reminds them to do so. Additionally, they sometimes become so absorbed in their work that they forget about dinner and miss their meals. To address this, Marker Studio Team built a robot that moves around the Maker Studio when clean-up time approaches, displaying the current time and letting students know it’s time to clean up. The robot had large time display and a speaker to broadcast messages. Since several students on this team had participated in the NHK ROBOCON College of Technology contest , they were able to build a robot that was able to perform multiple functions such as moving by tires and displaying the time. I thought it was good that they were able to make use of what they had learned in their daily activities.

 All teams delivered their presentations in English, and naturally, the Q&A sessions with foreign faculty members are also conducted in English. Students who had attended Japanese middle schools sometimes struggled to find the right English words, but they confidently presented their self-made products using the English skills they had developed over their first year of study.

I look forward to seeing what new ideas students will come up with in future Engineering Design courses.

Michihiro Hayashi

Hello this is Kuroda, one of the Japanese language teachers at ICT. I would like to introduce some of the 2nd year students’ stories created in Japanese Expression IIB.
 In this class, instead of starting to write a story straight away, they wrote the main character's background and personality on a character sheet in the first lesson, wrote how the main character's problems would be solved on a story map in the second lesson, and finally started to write the main text in the third lesson. The character sheets for the teaching materials were created with reference to Eishi Otsuka's Character Maker (ASCII Shinsho, 2008) and the story maps were created with reference to Shigeki Yamamoto's Story Map for Creating Japanese Language Lessons (Toyokan Shuppansha, 2014).

 Yoh Nieda's work “Smoked Friendship” tells the story of the protagonist Chris P. Bacon, who loves bacon so much that he plots to ‘baconise all mankind’, but his friends, the roast pig man and Sal S. Chorizo stop him and return him to normal.
 I liked the ending, in which the protagonist's perverse wish is prevented by his friends, their friendship grows, and the culminating scene flows well. The work was also highly praised by other students.

 In Ruuna Nakazawa's work “Star Voyagers”, the main character is an alien who has lost his home planet. At the character sheet stage, the story seemed too grandiose, so she decided to cut out the scene where he lands on Earth first. Then, during writing the story map stage, she came up with the idea of transforming the protagonist into a police dog. This sci-fi-like story style setting makes me want to read the rest of the story.

 The protagonist of Kaya Yasuda's work “One Man and One Cat” is about an old man who lives by a lake. Since the death of his wife, he spends his days feeling as if he is neither alive nor dead, but an encounter with a cat brings about a small change. It is a quiet, heart-warming work, like a ray of light shining through an open window. Kaya says it was difficult to choose words that matched the atmosphere of the story. It is proof that he paid attention to every detail.

There were many other unique pieces of work. One student included his own rap lyrics. Another student included an image of an example of an Instagram anniversary story. Some students projected their personal problems onto the main character.
Although the class time was short, everyone seemed to concentrate on their creation.
 One student commented: ‘It was difficult to make the dialogue natural, professional writers are amazing’.
 There is no correct method for creating a story. However, in this assignment, I hope they were able to experience a process similar to engineering, such as designing the overall structure in advance and adjusting the detailed expressions. I hope that students enjoyed making the stories as much as they enjoy making things.

Kuroda

From left, 2nd year students, Ruuna Nakazawa, Hiroko Takeda, Rinse Okiyama, and Kaya Yasuda左から、2年生 中澤 琉月さん、武田 洋子さん、沖山 琳世さん、安田 萱さん

Meguru Ito sensei and Michihiro Hayashi sensei, who are in charge of Physics and Engineering Design classes, would like to introduce the ICT 3D Modeling Contest 2024.

 The ICT 3D Modeling Contest is a 3D CAD-themed contest for 1st and 2nd year students at the Hakusanroku Campus. ICT students begin using Autodesk Fusion 3D CAD software in their 1st year, and use 3D CAD modeling and 3D printers to output parts for use in classes and projects to improve student 3D CAD modeling skills. ICT holds a yearly competition called the ICT 3D Modeling Contest.
 The theme of this year's contest was “What You Want to Bring to an Evacuation Shelter.” Many victims of the Noto Peninsula Earthquake on January 1st, 2024 were forced to live in evacuation centers for a long time. We chose this theme because we wanted students to think about what they need while imagining such a situation and creating their models. Students at Hakusanroku Campus completed and submitted their models as their summer vacation homework. After being reviewed by several judges, four students were selected as Excellence Award winners.
The following are the comments of the four students.

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2nd year student, Hiroko Takeda
Title: Hardtack and Sugar Shimaenaga (a bird called Long-Tailed Tit) Candies

Production time: about 4 hours for the package, about 8 hours for modeling
Points of particularity: package
I created a shimaenaga version of the packaging to resemble the hardtack packaging that I remember from when I was a child. (The product information on the back of the package was faithfully reproduced down to the line breaks.)
Another key point is that I drew the Striped Shimaenaga to resemble the color scheme of the character on the original hardtack.

Modeling:
・When I creating the lid part of the can, I utilized both surface(*1) modeling and sheet metal(*2) techniques. (I didn't know how to do this, so I asked a question on the forum where I learned about it during the Fusion workshop last year, and they gave me detailed instructions.)
・I created the design for the hardtack package pattern myself and applied it to achieve a more realistic texture, striving to make it as authentic as possible.
・I tried to apply the decals to the package, but the image was cut off because of the curved surface. As a solution, I enclosed the solid (*3) with a surface, and then applied the package in two parts on top of the solid.

Judges’ Comments:
The modeling closely resembles the actual can shape, including how the lid bends when opened. The textures have also been meticulously created, making the overall work very impressive. The contents, the hardtack, have been designed in the style of Shimaenaga, showcasing creative attention to detail. However, the arrangement of the hardtack appears somewhat unnatural. Next time, you could try using features like physics simulations to calculate a more realistic stacking arrangement.

(*1) Surfaces: Function to make objects without thickness exist and express shapes in software.
(*2) Sheet metal: Function to bend, cut and change the thickness of plate-like objects.
(*3) Solid: Function to express a three-dimensional object as if it were packed inside.

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2nd year student, Rinse Okiyama
Title: Bag

Production time: 2 days
Points of particularity:
The theme of this modeling contest was “What You Want to Bring to an Evacuation Shelter,” so I aimed to create a backpack that would be fun to prepare in everyday life. Therefore, I decided to add a unique face design to the front of the backpack while keeping in mind its need for a simple structure and portability. I spent about two days in the production process, paying particular attention to the backpack's three-dimensional shape, cloth-like texture, and easy-to-use zipper. I carefully adjusted the thickness and roundness of each part to give it a three-dimensional feel and to pursue realism. Since, I am a Fusion beginner, I faced many challenges during the production. Each time, I utilized the well-known forum function and quickly solved the problems that I did not understand. By referring to the advice of other users, I was able to learn as I went along. I am very happy that my work won an award for my persistence.

Judges’ Comments:
I think the soft impression of curved surfaces, which is a weakness of mechanical CAD, was well modeled. The fasteners are modeled a little larger than usual, but this may have contributed to the prettier impression. Whenever there was something unclear in the operation, she was able to ask a question to the forum and solve the problem, and I felt that it showed her willingness to learn independently. It would have been even better if the zipper was slightly opened to show the inside.

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2nd year student, Ruuna Nakazawa
Title: Slim Compact Fan

Production time: about 5 hours
Points of particularity: The focus of my work is the shape of the internal propeller. I adjusted the direction, angle, and length of the propeller from a three-dimensional perspective in order to express the propeller's unique bend. I also tried to make the design as patterned as possible so that it would be close to the actual product I used as a reference.

Judges’ Comments:
I thought that the designer made good use of CAD functions, such as setting up “joints” for the parts where the handy fan folds up, and modeling “curved surfaces” with twists and turns. Also, she seems to have an excellent ability to carefully and in detail observe the actual objects and express them in CAD. The modeling of propellers, etc., is useful for fluid dynamics analysis, and I hope that she will be able to use even higher level CAD/CAE functions in the future.

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2nd year student, Kaya Yasuda
Title: Home Fire Extinguisher

Production time: 6 hours
Points of particularity:
The main focus of this work is the parts that actually operate the fire extinguisher, such as the handle and pins. In this part, instead of combining the moving elements into a single shape, I separated them into individual parts and later assembled them. By doing this, I was able to create gaps and shadows between the parts and make them look good. I also spent a lot of time on the handles. It was difficult to create not only the shape and size, but also a complicated shape that was not filled in, so I made it little by little, changing the way it was made.

Judges’ Comments: I liked how the model was divided and modeled for each component used in an actual fire extinguisher. I think the model shows how each part is combined and how it moves to perform the function of a fire extinguisher. I also felt that the modeling conveys that the shape of the handle was carefully observed and balanced in terms of size and bend. I think it would be even better if the “joints” were set up to actually simulate movement in the screen, so please give it a try next time.

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Judges' General Comments:
Continuing from last year, the 3D modeling contest was held again, and we received a large number of strong entries from students. Many of the models had curved surfaces, which are difficult to model, or were carefully textured or had rendering settings that made them enjoyable to look at. Among them, we have selected a few works that particularly caught our attention. we hope they will serve as a reference for everyone's future 3D model production.

All student models

 We were surprised again at this year’s students excellent work, and we are looking forward to next year’s contest.

Meguru Ito
Michihiro Hayashi

 This is Michihiro Hayashi, Engineering Design teacher at Kanazawa campus. From Wednesday, December 4 to Friday, December 6, 2024, I took a business trip to Sapporo, Hokkaido to participate in the international conference, IDW’24(The 31st International Display Workshops).

 Starting from this year, an I4D Contest (Demonstration Contest for College of Technology Students) was held as part of the conference. One of our 4th year students, Shogo Izumiya, gave a demonstration and a speech there. The theme of the presentation was “Differences in Gaze Direction of 3D- and 2D- Avatars: from Viewpoint of ‘Mona Lisa Effect.’” In a painting of a person on a flat canvas, the “Mona Lisa effect” occurs, where the depicted person appears to be looking at the viewer, whether viewed from the front or a slightly oblique angle. How does this effect manifest in a virtual reality environment using a Head-Mounted Display (HMD)? Our task was to demonstrate this through a practical demonstration. HMD is a device worn on the head like a helmet, which provides computer graphics with a realistic three-dimensional vision right in front of your eyes.

 Right after Shogo arrived at the venue, he was very busy preparing the HMD device, displays and other equipment, and putting up his posters on the walls. This was an international conference that used English as the official language. In this regard, Justin Han sensei, who also teaches Engineering Design with us, provided the language support for the posters and the presentation. Therefore, presentations were also primarily given in English. Sometimes we used Japanese for the Japanese speakers, but all posters and other notices were written in English.

Once the presentation started, other students and researchers visited his booth, listened to his instructions, and tried the HMD devices. Even though he looked a bit nervous at the beginning, he got used to it and gave a better presentation. Besides, his efforts to explain his ideas effectively in English were remarkable and easy to understand. This event took nearly four hours, but he was deeply concentrated on it, unaware of the passage of time. However, he seemed quite tired afterward and recovered his energy by eating a lot of Hokkaido food for dinner. In addition, the best and most excellent presentations were selected by the judges. Although our presentation missed out on being selected, after the awarding ceremony, the executive committee chairperson said, “It was a very close decision. Please come to IDW’25 as well. We are looking forward to seeing you.” The next IDW’25 will be held in Hiroshima in December 2025. We will be able to see Shogo senpai presenting with the new 4th year students there. I am looking forward to going with the group again and enjoying Hiroshima food such as oysters and Hiroshima-style Okonomiyaki.

Hello everyone. I’m James Taylor, one of the English teachers at Hakusanroku Campus. I’d like to tell you about a couple of Christmas events that took place in the neighbourhood during December, 2024.

 First, on Tuesday, December 10th, the workers from the Oguchi Social Welfare Council – one of whom was dressed as Father Christmas – delivered Christmas cakes to every household with children. This year we got a snowman, a Santa, and a reindeer. My children ate the snowman and reindeer, and I had the Santa.

 Then, on Wednesday, December 18th, I went to Oguchi Community Centre, which is just down the road from ICT, to participate in the annual English Café Christmas party. This year we had 11 children and 4 adults from the Oguchi, Yoshino, and Shiramine areas. We started the party by decorating the tree and taking pictures when it was finished. Earlier in the afternoon, the staff from the Oguchi and Shiramine Community Centres spent hours making pancakes using a British recipe. After we’d finished decorating the tree, everybody was given a pancake and some ingredients to decorate it with, like cream, fruit, and sprinkles. While the guests were eating, I read them a story: ‘The Snowy Day’ by Ezra Jack Keats. When everyone had finished eating, I read ‘Don’t Let the Pigeon Drive the Bus’ by Mo Willems, which was as popular this time as it had been in Shiramine in the summer!

 We played bingo and a game called Stick the Nose on Rudolph, where players had to stick a red magnet on a picture of Rudolph without looking. The children got much closer to the right spot than the adults! The party ended with a visit from Father Christmas, who brought a small present for everyone.

 As ever, the staff from the Oguchi and Shiramine Community Centres worked really hard organising the event and preparing bingo prizes, presents, and food and drink for the party. I always appreciate their efforts.

James Taylor