Towards the beginning of the year, the

class was introduced to a project hosted by

ExploraVision. The project had to include an

abstract, description, bibliography, and five

sample Web pages of the proposed future

concept or innovation. The first step in this project

was finding an innovation that we envisioned 

becoming a reality in the near future. Once

finished with the brainstorming, students would

research their topic, learning about the past,

present, and future of their concept.

We were then encouraged to test the mode and 

change the model accordingly. Finally, the last portion consisted of presenting the work and submitting our findings and process to ExploraVision.

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           My partner, August, and I (in addition to the entire class) was assigned this project and immediately began researching and exploring possible innovations. My team concluded that streetlights, specifically solar-powered streetlights, was a topic that we would enjoy working on. We learned the history of the streetlights dating as far back as 500 B.C. in Peking (Beijing), China. Through the entirety of this project, we grew our knowledge of the streetlight and mastered the process of innovation and the EDP (Engineering Design Process). By the end, August and I had a 21 page representation of our work and a working model of a solar-powered LED, including multiple solar panels, rechargeable batteries, an LED light, and wiring. This represents some of my best work in this class because we worked for nearly 3 months almost solely on this project. Due to this, it showcases what I am able to do over a large span of time with lots of time, resources, and materials. Not only does this project demonstrate the class's capability as students, it also shows what we are able to do as engineers.