Master Classes for High School students 高大連携講座

In high school-university collaborative lectures, university students (mainly from the engineering field) give a presentation on topics from their own major at a partner high school.

High school student perspective

By participating in a lecture on engineering topics, high school students can learn about research conducted at universities, an experience they cannot gain from their usual classes. Furthermore, the students can see how things taught at the science classes in high school connect to university research and how research is applied and used in society. Such experience can trigger their interest in engineering and help them consider pursuing a degree in this field later.

University student perspective

Giving an explanation about their own research not only helps the university students organize their knowledge, but also urges them to reconsider the meaning and purpose of their research. Besides, as the lecture is given to high school students, it has to be easy-to-understand so planning the presentation itself develops communication skills and requires working on a team.






Activities Report activities "Master Classes for High School students"

  • August 20, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 summer

     On Thursday 20th August, 25 students from 5 high schools in Saitama Prefecture accompanied by 10 teachers gathered in Hongo campus to discuss their own versions of “future aircraft”.
     This was a part of the 5th Boeing High Scholl and University Collaboration Cours, a course, supported by the Boeing Company’s Boeing Higher Education Program, ran by the University of Tokyo since 2013 aiming to develop leading scientists or engineers of the future. The key characteristic of the course is in how the courses are designed: the courses are designed based on high schools’ demands for courses that emphasize on learning after university entrance exams, and are made sure that they are not merely a unilateral communication of university’s resources. Some topics were covered in previous courses, and this time it was “aeronautics”. With the main topic being “aeronautics”, the course was organized by Division of University Corporate Relations, Department of Aeronautics and Astronautics, and Global Center for Innovation in Engineering Education.
     The course started off with an opening speech by Prof. S. Suzuki (Dept. of Aeronautics and Astronautics, also leader of the Course). The course was then followed by an online questions and answers session with a Japanese engineer currently developing a new Boeing aircraft in Seattle, WA, a tour of laboratories in the Dept. of Aeronautics and Astronautics, and group work where the high school students discussed and presented their own versions of “future aircraft”. Some of the topics discussed during the questions and answers session were; what made the engineer pursue a career in the aircraft industry, and the advantages about working abroad. During the lab tour high school students visited labs majoring on 4 basic aspects of aeronautics: aerodynamics, structures and materials, propulsion, and control. The experiments and explanations during the lab tour were carefully planned out so that it built on ideas learnt during science classes in high school. During the group work, the high school students combined what they learnt during the lab tour using the jigsaw method, and with some help from faculty members, came up with extremely unique ideas. The groups then presented their ideas, and voted for the best idea.
     The course, by focusing on the relationship between university’ research society, and high school education, was successful in attracting students’, especially those who were not so enthusiastic about engineering, interest in engineering. Comparison of questionnaires taken before and after the course clearly showed this. The average score given for “interest in engineering” (with 5 as highest and 1 as lowest) rose from 4.5 to 4.6 for male students, whilst the average score for female students leapt from 3.8 to 4.8.

    Takuma Hino
    Aerospace Company, Kawasaki Heavy Industries Ltd. (Loaned to CAESCO)
    Yasuko Nakamuta
    School of Engineering,
    Institute for Innovation in International Engineering Education (IIIEE)

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  • August 20, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 summer Report 1

     On August 20, I participated in the Boeing Higher Education Program. I touched the new technology, and also deepened my understanding of engineering.
    In the morning, we had a conversation with a Japanese engineer who works in America. We were able to know the real situation of the aeronautics industry. We also visited study rooms. I operated the flight simulator which was based on the hydrodynamics. It was a valuable experience for me.
     In the afternoon, we designed the future airplane. Because we learned expertise in advance, we could consider many points. The group was formed by jigsaw method, so I was able to participate with a sense of responsibility. All of the group members expressed their opinion without hesitation, and that enabled us to do a heated debate. Moreover, graduate student's support helped us to discuss the expertise. It was difficult to consider control and engine, but it was my first time to have a realistic discussion to realize an ideal. I thought that actual engineering is the same with this.
     This program was worthwhile for me in many meanings. I would like to express my gratitude to those who prepared this interesting program.

    Yuka Kurosaki, Kawagoe Girls' High School

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  • August 20, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 summer Report 2

     I took part in a summer session of Boeing Higher Education Program, held at the University of Tokyo on August 20th in 2015. I knew next to nothing about airplanes before joining this program. In fact, I have only boarded a plane two times and the last one was 9 years ago. But in this program, I learn a lot of things.
    First, we learned the basics of aeronautics through a lecture by Professor Shinji Suzuki. After this, we talked with a Japanese technical expert via Skype, who is working for Boeing in Seattle. He answered our questions concisely, such as what are the good points about working abroad as well as matters on the aviation industry.
     Over the lunch break we visited two of the research labs at the Department of Aeronautics and Astronautics at UT. One lab is concerned with the structure of airplanes, and the other is with jet engines. I already knew that carbon fiber is a very strong light material, but I was surprised to know that CFRP, which consists of carbon fiber, is also used for building huge airplanes like the Boeing 787. At the second lab we visited, we saw a real jet engine. The structure of the engine seemed very complex, but a graduate student explained to us clearly how the engine works, so I understood the basics of the jet engine. Also, we experienced firsthand the noise coming from a jet-propulsion airplane. I realized that it is very loud. This noise causes many problems, he explained, and I thought that as of now we have few effective measures to completely solve them. But I also found that in the study of engines researchers are working hard to reduce the noise by using micro jets.
    Finally, we were divided into several groups and worked together to come up with an idea for future airplanes by utilizing the knowledge we gained in the previous sessions. All ideas were very interesting.
     This program was very rewarding, because I had not only firsthand experience on the latest studies of aviation but also exciting interactions with researchers, engineers and friends from other high schools. Now I have come to be interested in engineering overall. I’m very glad to have had this rare opportunity.

    Sho Mikuriya, Urawa High School

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  • August 20, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 summer Report 3

     On August 20, I attended a Todai-Boeing lecture for high school students about contemporary aeronautics. Before the lecture, I had no scientific knowledge about airplanes. I simply liked airplanes.

     After I joined the lecture, I got more interested in airplanes. Now, I want to learn more about airplanes because the lecture was very interesting! Especially the explanation about the engine left a strong impression on me.

     I was wondering why such a big aircraft could fly through the air, or even run on the ground. During the lecture I had a chance to see an experiment of noise control in an anechoic chamber. There, I heard the extraordinarily loud sound of wind that was artificially made by a machine. I was told that the power of the wind there was only one-sixtieth of the power that a real engine generates. I also had a chance to feel a really huge engine. Then, I was finally convinced that such a huge and powerful engine enables an aircraft to run and fly.

     In the afternoon, we were told to do a group project to design a future airplane. Our group had four members. One of the girl students proposed that we design a passenger cabin just like an overnight express train. When I heard her idea, I liked it and I wanted to ride in such a cabin at once.

     The group members cooperated with each other very well to win the first prize in the project. I was very happy. I was also happy to have interacted with students from other schools.

     Later, Mr. Suzuki told us that we had to design an aircraft that many people would want to ride in. I regretted that I was not thoughtful enough to think of other people while working on our project. It is a difficult task to design a good aircraft. I learned to understand that aircrafts fly, carrying the wishes of developers, designers, pilots, cabin attendants, and many more people.

    Sachiyo Fujiwara, Omiya High School

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  • August 20, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 summer Report 4

    I took part in Boeing Higher Education Program for the first time and had a very beneficial time.
    First, we took the lecture about how a jet engine works and how to reduce the noise of it. Then, we experienced a flight simulation, and I found it hard to operate an airplane.
    Second, I designed an airplane in the future and I learned that it was interesting to design something, taking advantage of what I have learned. This activity seemed new to me because we scarcely did this type of activity. At first, I was nerves because I would talk with the other schools' students, but I had a good time as it began.
    Thank you for planning and holding this great program.

    Hara Yuhi, Urawa Girls' Upper Secondary School

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  • August 20, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 summer Report 5

     On August 20, we participated in the Boeing Higher Education program hosted by University of Tokyo.
     We learned about aeronautical engineering and international situation of aircraft through this program.
    In the morning, we got a chance to talk with a Japanese engineer living in United States.
     We asked a lot of questions about his work on aircraft and the difference between Japan and other countries. Nowadays, Boeing and Airbus have enormous share in the aircraft industry, and they are familiar with the aircraft technology. So it would be fruitful for engineers to study in the U.S he said. I want to study in the foreign university near future. So his words are very exciting for me.
    After that, we visited two laboratories. Aeronautical engineering has four field. Material, Engine, Wing, and Control. I learned about Material and Engine.
     First, I visited “Aoki-Yokozeki” Laboratory. They research about the material. We saw frame of air plane and experiments of CFRP(Carbon Fiber Reinforced Plastic). Today, airplanes use a lot of combined materials such as CFRP, which is light and strong. It is very interesting for me to research about it.
     Next, I visited “Watanabe-Himeno” Laboratory about Engine. Then, I watched two shocking experiment.
    One is about the speed of sound. We got a chance to listen to the sound of air when the air blows at almost the same speed as sound. When I heard that loud sound, I felt strong excited.
    Another is about engine. I saw the inside of a real engine for the first time. I learned how to turn turbines. This was the best experience in this program.
     Last, we thought about what a new aircraft and made a presentation about it.
     Talking with a lot of students and preparing for the presentation was very interesting.Everything in this program is very interesting and useful for me. I want to have a success in the future by using what I learned.

    Ryo Nemoto, Kawagoe High School

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  • March 30, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 spring_Report1

    Today I attended the 4th lecture of High School–University Coordinated Program as TA, with students from Urawa High School and Urawa First Girl’s High School. The goal of this lecture was to have a look at data analysis, to learn to use some tools to analyze the great amount of GPS data collected in school trips and to try to design a new travel route after that.

    In the morning time, Associate Professor Fujio Toriumi from the School of Engineering and Associate Professor Toshihiko Yamasaki from the Graduate School of Information Science and Technology explained the scope of the study of the Department of Engineering, and the importance and practical value of large-scale data analysis respectively. Then, under the guidance of two teachers, high school students and us learned several methods of analysis and visualization of GPS data, such as using Excel to analyze the data and generate graphs, or making using of some existing online tools, like Google Earth, Google Map, Heatmap, to reproduce journey moving scene.

    In the afternoon, after the simple exercises, the students are quickly mastered the use of these analysis tools, and started to analyze the GPS data captured from the school trip of Urawa High School in Kyoto and the excursion of Urawa First Girl’s High School in Tokyo. The students are divided into groups and participate enthusiastically in discussion. In addition, teachers from the two high schools also joined them. After one hour of intense preparation, each group was required to present their analysis results, most of which were really interesting and creative.
    I hope the high school students become more interested in engineering through this program and think more about the future. I had an enjoyable time talking with the students.

    Jiani Hu
    Graduate School of Information Science and Technology

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  • March 30, 2015

    High School/University Joint Program supported by the Boeing Company in 2015 spring_Report2

    As an instructor for the high school students, I participated in the Boeing Higher Education Program with the students in Urawa High School and Urawa First Girls’ High School. I gained much knowledge and hearts move through this program.

    Before I came to Japan, I had been always hoping to communicate with Japanese high school students, since I want to know what the high school life is like in Japan and what the differences are between Chinese and Japanese high school students. In fact, as a graduate school student instructor, I felt a little worried from the beginning. Because I worried that if I could communicate well with the high school students. But all the worries disappeared after the event started, fortunately, we communicate without obstacles.

    The main purpose of this program is to let the high school students to learn the usage of geography information data and to instruct them make a brief presentation. The main process was done by the high school students. I offered them some help and suggestions. We felt a little difficult at the beginning since there was a large amount of data to be dealt with. We encouraged each other and chatted in a relaxed atmosphere and gradually, we confirmed the topic and made out the presentation slides.

    During the presentation time, I watched the high school students making the presentation, although it was not perfect, but they are glad to express their various interesting ideas and made all people smile. By talking with the high school students, I learnt that they had various after-school activities and can learn a lot of professional knowledge through these activities. At last, the teachers from Urawa High School also showed impressive presentation.

    Thanks for the Boeing Co. to organize such an educational program, which let us international students learn more about Japanese high school life. We had many aspects similar with each other, which makes the students in two countries feel emotionally closer.

    Zyakubun OU
    Graduate School of Information Science and Technology

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  • March 30, 2015

    Student Report 1 [Urawa High School]

     On March 30, 2015, I participated in the Boeing Higher Education Program hosted by the University of Tokyo. This program truly encouraged us to understand the importance and joy of learning in a collaborative way.
     The program was on information engineering. I did not know much about it, but through this program I realized how important it is to utilize a huge amount of information in today’s world.
     At the beginning of the one-day program, we listened to two different lectures on the basics of information engineering and data analysis. Those lectures, given by Associate Professor Yamazaki and Associate Professor Toriumi, were extremely interesting and thought-provoking.
     In the afternoon session, we had a two-hour workshop on data mining. In this workshop, the participants were divided into small groups and were, then, given the task of coming up with a one-day excursion plan. Each group consisted of four people, two from my male-only school, and two from Urawa Daiichi Girls’ High School. By analyzing the GPS data gathered in Kyoto and the downtown area of Tokyo, we calculated the difference of walking speed between boys and girls. Working on this task together improved our teamwork and helped work out a good travel plan. This workshop was so exciting that I felt our time passed very quickly.
    At the end of the session, we made a presentation on our travel plan. I was too nervous to do well in the presentation, but I was happy when we received the Special Recognition Award.
     I was not particularly interested in information engineering at first, but I now find this field very exciting. Also, I came to understand that one effective way of learning something deeply is to work on a complex problem in a collaborative way.
     Through this program, I’m now aware of a new way of learning. This experience is a priceless asset for me. I hope to have more opportunities like this in the future.

    Sakichi Baba, Urawa High School

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  • March 30, 2015

    Student Report 2 [Urawa High School]

     I had the good fortune to learn a lot about the latest research on information technology and about what students’ life was like in the University of Tokyo. The lectures given in the morning session were mainly about "data analysis", where we were able to learn and experience firsthand what the field of data analysis is by using a tailor-made software. Furthermore, the lectures and the following workshop gave me a chance to think well about the mysterious thing called “data”, which seems all too familiar in our daily lives.
     I can’t write fully about what I experienced in this program, but it is sure that the experience will have extremely positive effects on my future career.
    I would like to express my gratitude to the intellectually stimulating lecturers, Associate Professor Yamazaki and Associate Professor Toriumi, and those who prepared this interesting science program.

    Takahiro Ono, Urawa High School

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  • July 23, 2014

    High School/University Joint Program supported by the Boeing Company in 2014 summer

     Today I visited Urawa Daiichi girl’s high school for the High School – University Coordinated Program. This program was aimed to let high school students’ experience making an English presentation in order to develop competent scientist and engineer resources that take part in global world.
     In advance, forming several groups, students from the school and Urawa high school have conducted research about Udon (one kind of noodle in Japan) in various regions and made an English presentation poster about it regarding its origin, recipe and so on. They have also prepared for their oral presentation in English. I and the other invited students, mainly overseas students from The University of Tokyo, listened to their each rehearsal of presentation and told some advice to improve it.
     Before the real presentation, we moved to a kitchen of the school and actually made the Udon with the high school students, communicating by only English. The Udon was very chewy and delicious.
     After the cooking, the high school students performed their presentations. Listening to each presentation, we made some evaluations in order to determine the group which performed the best presentation. Experiencing speaking English during the rehearsal check and the cooking, students seemed to have gained some confidence in the real presentation.
     In the end, overseas students from the university made their English presentations about themselves and their homelands.
     I hope the high school students become more interested in English through this program and succeed globally in the future. I had an enjoyable time talking with the students. Thanks for inviting me today.

    Shun Fujioka
    Department of Aeronautics and Astronautics

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  • July 23, 2014

    Student Report 1 [Urawa High School]

     I think Boeing Higher Education Program was a very successful program for Urawa High school and Urawa Ichijo High school to do together from my experience. I joined this program because of 3 reasons: finding new people, Udon’s information, and a connection between Urako and Ichijo.
     First, I wanted to find new people who are interested in English. I have just gotten back from America and I wanted to keep my English skill that I gained while I was in America. So to make this happen I thought I needed friends who were interested in English and this connection can lead to an improvement for both of our English skills. I didn’t know many people from other classes so I thought this program was a great opportunity. When I went to Ichijo, there were many people from Urako that I didn’t know and I was both excited and surprised to see many people with the same interest. I made sure to talk with them and I became good friends with a couple of them.
     Second, I wanted to know a lot of things about Udon from this program. I wasn’t in Japan for 5 years and this caused me not to be able to touch with a Japanese culture. So when I heard we had to make a presentation about a certain Udon, I felt very happy inside my heart. I was surprised to hear many kinds of Udon that exists. I learned a lot of new things like when Udon was imported to Japan, or how to make Udon. I also gained more information when everyone was presenting what they had researched on. I didn’t realize how much I didn’t know about Udon!! I also learned how to make Udon and it was a lot of fun making them with everyone. The Udon which we made was filled with the effort that we put in and it was delicious.
     Lastly, I wanted to have a connection with Ichijo students. In our class, we had a group between 1-5 and their 1-5, but the group has been deleted and we didn’t have a connection between each other. We will work on something together with Ichijo in the near future, so I thought I needed a connection between us. So I talked with the girls that were in my Udon making group and I got the connection between one of them.
    In conclusion, this program was a big step for me in a lot of ways. This experience will be a good use in the future and things that I learned from this can lead my high school life in a better way. I hope to join this program again next year. Thank you for holding this program between Urako and Ichijo.

    1528 Yuto Haba

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  • July 23, 2014

    Student Report 2 [Urawa High School]

     I had two reasons for joining the 3rd Boeing Program: to experience making Udon and to communicate with others about it in English. I achieved these things in an attractive way through this joint program.
     My grandfather has been making Udon by himself for two decades. I have been eating his Udon since I was a little child and I sometimes help him step on Udon (stepping on Udon is one of the necessary steps of making it). I decided to join this program because I’m very fond of Udon and I had never made Udon by myself. When I was cooking Udon for the first time during this program, it went smoothly because I remembered how my grandfather made it. At last the Udon which our group made were in different sizes. But we managed to make delicious Udon and I compared ours with my grandfather's, which I had brought for our group that day. I really enjoyed this cooking session.
     The second reason why I joined this program was that I wanted to communicate with others in English. This program gave us the mission to explain Udon in English to those who cannot speak Japanese. In fact, this was the best opportunity to train my communication skills in English. We had the task to make a presentation in English about certain kinds of Udon. We made a large poster for the presentation and practiced making a good speech. The lecture on how to deliver an effective presentation, which was given by Associate Professor Kumiko Morimura in the preliminary session, helped us a lot. As a result of our hard work, our team did a nice presentation and got the 1st prize in the competition. I was so glad!
     At first, I had a strange impression; why was this called “BOEING” program? Finally, however, this program made me realize that it is essential for us to have various, unusual experiences when we are young. Thank you for planning and holding this great program.

    3737 Kodai Yasuda

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  • March 27, 2014

    Every river related issues have something to do with what you learn now !! 〜 Urawa & Urawa Daiichi Joshi High School students’ visit to the University of Tokyo 〜


    This program was organized by one laboratory named River Environment and Engineering Laboratory that belongs to Department of Civil Engineering, School of Engineering, the University of Tokyo. Our mission to be performed was as follows.

    1. Inform that the school of Engineering is tackling broad topics by using diverse techniques, but there are still many topics even in one of many laboratories of one department in school of engineering.
    2. Inform that subjects they learned in the high school are not for examinations, but are essential to solve the real world problems by integrating the knowledge.
    3. Make students join experiment, discussion and field excursion as well as classroom lectures. Moreover, make them observe the practical business.
    4. Make students interest international issues as well as domestic ones.
    5. Make students understand that there are more answers to solve the real world problems.

    In order to perform these missions, we created 10 hours program in which students can understand river related issues by referring the subjects taught in the high school.

    School of Engineering, Faculty of Civil Engineering
    Assoc. Prof. Takeyoshi CHIBANA

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  • March 27, 2014

    Seminar1 [Group discussion about Yamba Dam construction]

     Before starting this program, some assignments were provided to students for studying about the Yamba Dam construction by using the document that we summarized about the dam construction process.

     High school students were divided into four groups consisted, and two groups are the promotion side and other two are opposition side against the dam construction. We asked them to consider the reason why they agree or disagree with the dam construction. After having explained the point of the argument first, we divided each group into about four small groups, talked about their opinions freely and made them gather up each opinion.

     Finally we prepared the opportunity of the whole discussion in Arakawa river office of Ministry of Land, Infrastructure, Transport and Tourism. Students presented the opinion as the group of promotion or opposition. Afterward, they discussed freely for each opinion. It was their first experience that they had to discuss on the topic without clear answer. Firstly they needed some time to understand what they should do, but their discussion had become active gradually. Finally, we could not close the whole discussion, because both boys and girls continued to say their opinions. We were impressed by their opinions pointing out the essence of the problem or our overlooking points.

    (Assoc Prof. Takeyoshi CHIBANA & Assist Prof. Makiko OBANA)

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  • March 27, 2014

    Seminar2 [Flume experiment]

     In this program, we conducted flume experiment to describe how the river morphology is formed. Firstly, the flume run was started and multiple bar was formed in the flume.
     Secondly, I introduced my research activities, which is to revel the boundary condition of multiple bar and single alternative bar, and explained what is research and what kind of contribution for residents or societies are possible in this research.
     Then, I showed numerical simulation results to form the multiple bars and single alternate bars. Both merit and demerit of flume experiment and numerical simulations are explained respectively.
     During these expositions, multiple bars in the flume have transformed into single alternate bars, which surprised students. And finally, the relationships between these bars and bio diversities are explained.

    (Doctor course student, Daisuke HARADA)

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  • March 27, 2014

    Seminar3 [International Projects]

     For the international projects part, we started the session by introducing our laboratory in terms of the work we do in relation to water. The water cycle and hydrology was also introduced as well as the basic steps of the scientific method in relation to how we conduct international projects.
     We proceeded by first having a short video on the AWCI and the AFWCCI then with the introduction of some of the completed/ongoing projects and studies in the Philippines, Vietnam, Indonesia, Pakistan and Nepal. We also discussed some of the challenges we have encountered in conducting international projects as well as some of the fun things we have experienced during the work.
     We concluded our talk with an exchange of ideas regarding 2 prepared questions on 1. which part of the steps in conducting international projects they find most important and 2. how they can contribute in solving the world's problems. All in all, the talk was quite refreshing and enjoyable. We are very eager to share our experiences with the young generation in hopes of encouraging them to not only explore conducting international projects but to think in a more global scale when tackling relevant problems and issues in the world!  

    (Assist Prof. Patricia Ann Jaranilla-Sanchez)

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  • March 27, 2014

    Seminar4 [Free talk with Todai students]

     High school students and undergraduate/graduate students had a free conversation for about 20 minutes in each group of 4 or 5 students. At first, high school students seemed to be a little nervous, but gradually got relaxed, and made a lively discussion about studying, college life, and so on.
      One high school student said he was interested in many academic fields, and asked for advice on how to decide his career path. After he was told that there are many chances in university to come in touch with interdisciplinary studies such as civil engineering, he said he could broaden his horizons.
     Another high school student had a clear vision and talked eagerly about academic fields which she wanted to study in university in future, and we university students couldn’t help admiring her for her enthusiasm. In this way, this event was stimulating for both high school and university students.

    (Master course student: Yosuke HASHIGUCHI)

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  • March 27, 2014

    Seminar5 [Field Excursion]

     In this field work, we walked around Arakawa river basin to realize the history of its overflow and river management.
     Started from AkabaneIwabuchi station, we observed Yakumo Shrine, some mitsuka (raised ground to escape from flood water), and so on, comparing the map in Meiji period.
     Second, we observed the tide embankment of Sumida river, walking through cherry trees on the bank of Arakawa river. Third, in Amoa (Arakawa Museum Of Aqua), we got visual information about flood simulation, Arakawa drainage canal project and so on.
     After that, we watched both new and old Iwabuchi water gate so that we could realize the scale of the project and structure that we had learned in Amoa. Through the whole process, we had many discussions, so it was substantial field work in which we used both our sense and mind.

    (Master course student, Junpei ASAI)

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  • March 27, 2014

    Student Report 1 [Urawa High School]

     What do you think about Dam construction? Do you agree or disagree? Tell me your opinion.
     This was the subject we got at this program. Dam construction is a great problem that has been becoming more and more serious. Nowadays those living where Dam is planned to constructed is opposed to Dam construction, so Dam construction has not been accomplished yet. I didn't know much about Dam construction, but through this program I considered so much about this problem.
    First we took lessons about "Geography for River" and "Physics and Ecology for River" for two hours. The former one was to learn faults around rivers all over Japan. I was surprised to learn faults have much to do with rivers. The latter one was to learn living things in rivers. Also we learned shapes of stones in the river by considering the power of friction. It was sometimes beyond my description because it came to physics of the university. But the teacher's lessons were so intelligible and interesting that I could have a good time.
     Second we saw some experiments to study the conditions of curves of the river which was carried out by graduate students. There were many things I had never seen such as prediction by calculation with a computer. Now I had also been carrying out some experiments of physics in Urawa high school, but this one was much more complex and difficult.
     Third we discussed the idea about Dam construction that I had researched beforehand with other students. The opinion of our group was for Dam construction. The reason was to overcome a problem of shortage of water, and to prepare for typhoons which are predicted to come in the future. To be sure, there are some contrary opinions such as we need a lot of money or it has a bad influences to inhabitants and the environment, the predicted typhoons is supposed to do a great damage to a metropolitan area. Not to recur to a tragedy such as the Great East Japan Earthquake, we thought to construct Dam just in case.
     At last we searched around the Ara Kawa River. There we saw a lot of structure which is concerned with the Ara Kawa River, for example a well in a park and houses whose floors were a little higher than the height of ground in order to be safe when the flood would occurred.
     Through this program I got a lot of knowledge of physics and geography of rivers, and with which I learned to consider about Dam construction. The problem of Dam construction is just one of those which is being occurred all over the world. I think I will face much more problems in the future, so by making use of what I experienced at this program, I want to be able to contribute to the world a little.

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  • March 27, 2014

    Student Report 2 [Urawa High School]

     This report is about my opinion through Boeing program on March 11. This topic is about rivers. What do you think about rivers? I guess you come up a lot of things. Before I got this lecture, I thought problems of rivers were related to only nature around it. However, actually, more things are related. I’ll explain it.
    Japan has a lot of rivers and mountain and Japanese have lived on the benefits. The landform in Japan is specific; owing to many steep slopes, the current of river is more rapid than those in the other countries. In addition, it often rains and sometimes unexpected torrential rain happens. These things cause serious accidents harmful to people. For example, in 1999, 18 people were washed away by the rapid current and 13 in 18 drowned in Kurokura River. The cause was unexpected torrential rain. So, we, people in Japan should face and solve these problems.
     In this program, especially, we focused on “Yanba Dam” problems and discussed the solution. Do you know this? If you don’t, please check once on the website. The construction of Yanba Dam has both profitable and non-profitable aspects. The good points is the control of river( we could adjust amount of water, in other words, we don’t have to suffer from lack of water, floods and so on). In the other hands, the bad point is destruction( of nature around there, place of residence, ecosystem). Through enthusiastic discussion of this problem, unique idea was come up. I’ll introduce a especially unique opinion of them. First is disagreement of construction and that in the future we would control the climate, so we should cost money to develop science priority. I felt this idea is promising and hope to realize it.
     Lastly, I tell you the most important and valuable learning from this project. As I said at the beginning, the river is related to a lot of knowledge about physics, geography, biology and so on. Even if we learn only one subject thoroughly, we never solve problems.. Recently, the subdivision of knowledge has progressed and that produced people who adapt in only special situations. Most of the social problems in the world cannot be solved by specific knowledge(because if we solve like that, the problems have must been solved)
    So, we need wide and flexible insight. This problem taught us the importance of that. Owing to it, I became eager to study a lot of unknown things to me. I really appreciate the stuff supported this program and Boeing company offered funds.

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  • March 27, 2014

    Student Report 3 [Urawa High School]

     In this Boeing Higher Education Project, I learned mainly two things.
    First, I found it through the lectures by Mr.Chibana and the excursion to Ara kawa River that various kinds of learnings are closely connected each other. For example, about rivers, to understand and apply the laws of physics makes it easy to expect the current of rivers and improve the safety of infrastructure. So I thought we needed to get a broad knowledge of various subjects. Besides, in order to solve problems at hand, we should not only expand our knowledge but develop our ability to think comprehensively. I will make efforts so that I can learn to see things comprehensively.
     Second, I found out the fun of discussion by experiencing it. In the Project, we discussed whether Yamba Dam should be built or not, and our group stood on the ground to oppose the construction of it. While discussing, I came into contract with a lot of diverse opinions. Then I found it difficult to make our consensus and object to various opinions based on the opposite ground. To be sure they were difficult, I was able to enjoy them. Even if the ways of thinking are different from person to person, it was possible for us to understand others, and I was pleased to have my opinion heard by others.
     In this project, I learned so many things other than these two things. I could spend quality time. I am grateful to all the people for arrangement of this opportunity. I will attend opportunities like this actively from now on.

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  • March 27, 2014

    Student Report 4 [Urawa daiichi girls' high school]

     I am very satisfied with this Boeing Program. I was interested in the lecture on rivers and enjoyed exchanging ideas with the students of Tokyo University. Especially, it was more exciting for me to learn from going to the area around the Arakawa.
    Besides, having a talk with Tokyo University students gave me a good chance to know about the entrance exams, their studies and their campus lives. This stimulated me to think more of my future.

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  • March 27, 2014

    Student Report 5 [Urawa daiichi girls' high school]

     I took part in Boeing Higher Education Program for the first time. I was able to soak up so many things for 10hours.
     First, we took the lecture about rivers in the morning. It was interactive and gave me presence, and covered a lot of ground: geography, history, physics and biology. We had a great time that we connect what we had learned in school with each other. lt was interesting to integrate knowledge with the practical society, improving it to higher-grade.
     In the discussion about Yamba Dam construction, we spent a great time noticing the viewpoint. I overlooked before by polite guidance from Assoc, Prof. CHIBANA and college students. I understood that there are more answers to solve the problems.
     What impressed me was the introduction of the AWCI and the AFWCCI. According to the latest products on MDGs, A study of 25 sub-Saharan African countries indicates that, in 71 percent of households that did not have water on premises, women and girls bore the burden of collecting water. I really expect international community to make use of the vast observation data of projects mentioned above for international cooperation.
     When we went to Ara River in order to visit the lower reaches of it, we found so many things, thanks to visiting Office of MLIT, guide by college students and so on. I realized the history of the overflow and river management by local people.
     I got the most satisfaction and pleasure out of feeling a sense that subjects we now learn in the high school links to the real world from various directions. I'm profoundly grateful to everyone for providing such a precious opportunity. I would like not only to satisfy this experience, but also make use of it in the future.

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  • September 27, 2013

    High School/University Joint Program supported by the Boeing Company in 2013 summer

    The University of Tokyo and the Boeing Company have been collaborating to foster “promising scientists and engineers who will lead the world’s future” under the Boeing Higher Education Program. As a part of this program, we held the 1st Aeronautical lecture at Hongo Campus including an internet live lecture with Seattle on the 2nd of August. 48 students from Urawa High school in Saitama Prefecture joined this event.

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  • September 27, 2013

    Future Aircraft_team 9&10_Urawa High school

    It is important to use the latest technology and to pursue high speed, but if that plane doesn’t meet the market’s demand, it is just a so-called “useless treasure”. So, we designed an airplane which has what the users want it to do and reflecting the needs of our times.
    To be concrete, we designed our plane under this concept: “from town to city”. Only if people could use the airplane easily, we could meet the demand of people to want to travel faster, because planes can travel faster than any other transportation. Thus, our plane has a seating capacity of 40(cf: Figure.1).
    From the following four aspects, we considered the way to achieve the above-mentioned things.

    ―――――Materials and Structures―――――
    1, Material of an airplane
    CFRP (carbon fiber reinforced plastics) is mainly used. They are used for the body, part of wings, etc.
    Compared with a body of an aircraft made of duralumin, we can achieve a great cut in the weight of the body of an aircraft by using CFRP. However, since it is not the best way to manufacture all the bodies by CFRP in the safety aspect, the junction of wings between the body, etc. are safely considered when using GFRP.

    2, Structure of the body
    The lattice structure made from CFRP is adopted as the body of our airplane. By this we achieve a great cut of the weight of the body, and we can also realize lower costs than before. Moreover, the body performs integral molding by lattice structure, and it solves the problem of destruction by the rivet part, currently used for semimonocoque structure while it attains the improvement of efficiency of manufacture.
    3, Structure of wings
    As a form of wing that can be changed their form freely, what is called MORPHING WING is adopted. When a flap is moved up and down, air resistance always occur in the moving portion. On that, since form of wings can be freely changed during a flight if the morphing wings of the corrugated structure are used, morphing wing can reduce air resistance and then the efficiency of the airplane and fuel efficiency would rise.

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  • September 27, 2013

    Future Aircraft_team 7&8_Urawa High school

    Concept: For better environment
    To complete this concept, we made this plane.
    ・ Our plane is efficient in consuming fuel.
    ・ Our plane makes less noise.
    ・ Our plane emits less gases.
    ・ Our plane is low in cost.

    Please let us introduce our plane to you from four points of view.

    1. Aerodynamics…To reduce drag and consume less fuel.
    ・ The shape of our plane is very SMOOTH.
    ・ Our plane has RAKED WINGTIPS on its wings.
    ・ The nose of our plane is STREAMLINE.

    2. Material and Structures…Stronger, lighter, and with less defects.
    ・ Our plane is mostly made from CFRP——Carbon Fiber Reinforced Plastic.
    ・ Our plane introduces MORPHING WINGS.
    ・ Our plane has MESH STRUCTURE at the body. It reduces the number of bolts.
    ・ GFRP——Glass Fiber Reinforced Plastic——is used at the nose and junctions between the body and the wings of our plane to produce flexibility.

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  • September 27, 2013

    Future Aircraft_team 5&6_Urawa High school

    I was able to enable that it increased buoyancy because a body part of the middle with a little buoyancy disappeared by having had a flying wing.
    In addition, I can reduce the former air resistance of the wing by making the form of the wing one called the spiroid wing tip.

    The body is only made from CFRP,because CFRP is light and strong.
    Ofcourse there is a portion of an airplane which CFRP is not appropriate now.
    But this type of problem has already been solved,because this is the future.
    Lattice structure is used for the body of plane.
    We can lower cost by use of lattice structure.

    [ ENGINE ]
    This engine has a microjet system. Therefore we can reduce noise from the engine.

    [ CONTROL ]
    In the future,ordinary people will be able to control a plane like a car.So, we designed this cockpit so everyone can control. First,we reduced gages and switches. Second, we equipped the cockpit AI that continues to learn.Third,we emphasized a eye-pleasing desingn.

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  • September 27, 2013

    Future Aircraft_team 3&4_Urawa High school

    ・Put the upper and lower plates together to form a wing, then you will get
    a hollow space between them.

    You can place an engine in this space, and turbulence will be prevented
    ・This airplane's engines are installed between the dual wings. Thanks to
    this construction, we can reduce the noise of this airplane.

    ・Good engines is eco-friendly and gentle.

    For example, good mileage, little exhaust CO2,little noise and so on.
    The high ratio of turbine to fan find a key to the settlement of matter of
    It enable engine to take much air. And engine can get more population power
    with little fuel.

    ・By using biofuel instead of oilfuel,we can prevent global warming.
    ・Chevron nozzle and micro jet mix around air. It is possible to lower the

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  • September 27, 2013

    Future Aircraft_team 1&2_Urawa High school

    About control:
    This airplane has a "Learning Computer." Even if some parts or devices of the airplane malfunction, this "Learning Computer" helps compensate. However, the main purpose of the "Learning Computer" is to pilot an airplane automatically.
    The way to train a "Learning Computer" to pilot by itself is by doing a lot of flying experiments in advance. During the experiments, we break some parts of the airplane intentionally and observe the movement of the plane. Then, we make the computer memorize the best way to control the plane in such situations. Maybe it would be able to "learn" by itself in the future.

    This airplane has a computer which integrates the date of geomagnetism, atmospheric pressure, GPS, and IMU.
    Using this date, this airplane knows its own position exactly.
    This is why this aircraft can fly more efficiently than a traditional one.
    This aircraft uses elevons instead of ailerons and elevators.

    About Structure and Material:
    Morphing wing
    A morphing is a wing whose shape can be changed while flying.
    It can reduce air resistance and aircraft weight.
    It is made of CFRP(Carbon Fiber Reinforced Plastic).
    ※CFRP is a light and strong material.
    The airframe is made of CFRP. We use a lattice structure in the airframe.For these reasons we can reduce the weight of the aircraft and give the strength of the aircraft.
    Only the front of the body is made of duralumin ,so that it does not break even if the birds hit it.

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  • August 02, 2013

    Urawa High School1

    In this program, I was in charge of escorting high school students, overall assistance and the facilitation in the discussion process for the students to design their original future aircraft. Though I was unable to successfully manage the time, I found that the students actively expressed their ideas from beginning to end, and discussed how their aircraft should be like, despite the difference in the grade. It was impressive that the students aggressively asked questions about the safety management systems of the aircraft, the cutting-edge technologies of the aircraft structure and so on. It was also memorable that the students then quickly summed up ideas in groups, which are essential to design the future aircraft.

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  • August 02, 2013

    Urawa High School2

    The Boeing Higher Education Program was held on 2nd August at the University of Tokyo, students of Urawa high school joined the program. In the beginning of the event, the member of the Boeing Company gave a lecture. Thereafter, students visited laboratories of four fields related to aircraft technologies (structural mechanics, aerodynamics, control, and engine) in groups.

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