Latest news with #F1inSchools
Khaleej Times
3 days ago
- Automotive
- Khaleej Times
'Inspired by eagle shape': How 20cm-long F1 car hit 80kmph on Yas Marina track
A group of students from a Dubai school are making waves ahead of the F1 in Schools™ UAE National Finals with a miniature racing machine that blends smart engineering with real-world racing inspiration. Their car, designed and built entirely by the student team known as Team Founders, is a sleek aerodynamic marvel and it's built for one thing — speed, reaching up to 80kmph. The team's entry, developed under the rigorous guidelines of the F1 in Schools™ competition, is powered by a single 8-gram CO₂ cartridge. When launched, it sprints down a 20m track in just over a second. Hannan Ali, head of enterprise at Team Founders, a six-member team, shared insights into the team's design process, as they gear up for the international STEM competition. He said, 'The dimensions of the car are about 209mm long, 61mm wide and 70mm tall in accordance with the regulations. Additionally, the car weighs 50.1g which is just above the minimum weight,' said the Year 12 student at GEMS Founders School - Al Barsha. 'The key factors that influenced our car's design were the minimisation of drag, reduction of friction in the wheel system, and overall stability. We took inspiration from nature — specifically the streamlined shape of an eagle — as well as winning F1 in Schools teams and real-world motorsports like F1 and NASCAR.' To bring their concept to life, the team turned to professional-grade tools. The car was fully designed in Fusion 360, a powerful 3D CAD/CAM software platform widely used in the engineering industry. They then ran simulations in Ansys CFD, a leading computational fluid dynamics tool that helped them fine-tune the car's aerodynamic profile. 'Ansys gave us incredibly realistic data,' said Hannan. 'With guidance from NIO engineers, we were able to navigate complex simulations and refine our design to a professional standard.' For fabrication, the team followed competition regulations by machining the car body out of polyurethane modeling foam. To further enhance performance, they used ceramic bearings, which offered lower rolling resistance compared to traditional options. But it's their 'Dual Bearing System' that truly sets this car apart. 'We use two different bearings per wheel — one between the axle and wheel, and another between the axle and support,' said Hannan. 'This dramatically reduces energy loss and improves race time. It's our most innovative feature to date.' Assembly was just as meticulous as the design and fabrication stages. The team employed custom 3D-printed alignment jigs to ensure everything was perfectly placed. They also went through multiple rounds of sanding, painting, and bonding to create a car that looks as fast as it moves. 'Each step took days of refinement,' Hannan said. 'Achieving the required balance, smoothness, and regulatory compliance isn't just about aesthetics; it directly affects speed and performance.' Testing at Yas Marina Circuit Testing their car at the Yas Marina Circuit, the team had the rare opportunity to trial their creation on an official F1 in Schools™ racetrack. The experience not only validated their engineering work but also connected them with local experts and officials. 'Testing at Yas Marina was a highlight, not just for performance validation, but for the incredible feedback and encouragement we received.' The journey hasn't been without its challenges. Mastering industry-standard tools, ensuring millimeter-precision, and innovating within strict competition rules demanded relentless effort and adaptability. 'Every fraction of a millimeter counts,' said Hannan. 'We had to innovate constantly to remain compliant and competitive.'
The Herald Scotland
16-05-2025
- Science
- The Herald Scotland
Why creativity is key to realising Scotland's tech potential
It all feels like something that has been built to help bridge the present and the future, which makes sense, because this is the National Robotarium, a multi-million facility funded by the UK and Scottish Governments through the Edinburgh and South-East Scotland City Region Deal. For many, the name will conjure up images of hermetically sealed, sci-fi inspired laboratories filled with men and women glued to code-filled computer screens. Some might assume that a place like this is concerned with theoretical advancements from people with narrow but hugely advanced specialisms. The reality is quite different. Ultimately, the people who come to work here every day are in the problem-solving business, and success is just as much about creativity as it is technical knowledge. In one section of the building, a full mock-up of an assisted living home has been created in order to explore solutions to existing, real-world problems. Idea to make life easier for people in need of support, such as assistance robots that can follow people around, or worktops that are automatically height-adjustable, are conceived, developed and tested here using some of the world's most advanced robotic and AI technology. Along another corridor, an expert is working on a medical diagnostic machine that will hopefully enable diseases such as Parkinson's to be detected much earlier; in a large workshop space, a team is developing an advanced machine to sort recycling more effectively and efficiently. Scotland has an extensive history in developing new ideas and technologies to solve problems, and many believe that it can once again be a world leader in the field, but the country is struggling to create the networks and pathways necessary to turn that dream into a reality. Problems with access to, and uptake of, some STEM subjects – especially Computing Science and Design & Manufacture – are well known, but some argue that a subject-specific solution to this particular real-world problem isn't the answer. According to Blair Wilson, Industry and School Engagement Lead at the National Robotarium, an alternative approach – project based learning – might be better suited to this particular task. He name-checks a number of such scheme – LEGO League, F1 in Schools, Vex Robotics – that allow students to combine their learning from various different subjects with their real world interests, before pointing out that the National Robotarium also hosts its own programmes: 'We have an event tomorrow called the First Tech Challenge. It allows students to explore subjects in an environment where you're in a team, so you're not necessarily failing if you don't understand something, and every year there's a different theme which relates to the real world. So you could be talking about archaeology, health, underwater science. The project takes your team through the whole engineering process, the whole design process, and includes things like fundraising, communication and teamwork. It teaches you in a way that is transferable to a working environment, because these are the things that happen in the real world of work.' 'I would say definitely the way that the world is going in terms of the world work, the careers available - coming out of high school with five A's in the Highers is great. But having a couple of Highers, and a skill set that is transferable to the world of work or to the world of college or university or apprenticeships, currently is probably a little bit more valuable.' Put simply, Wilson argues we don't need schools to create exam-answering machines with high grades – we need them to create learners with real interests and creative curiosity. Wilson points out that even at the very top of the field, creativity is vital. Disney, he explains, employs a team of 'hardcore roboticists' to develop technology for theme parks and films. Their job title is 'imagineer'. He explains that one of his colleagues, who is currently working on a type of pet-like robot to support and monitor people living alone, previously worked in high fashion, but that many of the creative and developmental skills he acquired in that industry transferred brilliantly to working in robotics and AI. In order for Scotland to realise its potential and take a leading role in a rapidly changing world, the country will have to produce people who can examine complex problems and conceptualise new solutions that cut across traditional divisions. Wilson says that we need people who are driven to 'explore', and who can be creative in the pursuit of solutions to real-world problems. 'But the key word there is create.'
