Students at Trask River High School serving Camp Tillamook and Tillamook Youth Correctional Facility had the opportunity to participate in a 16-week hands-on engineering challenge to create pedal cars that could race each other around the facility track.
Led by Trask teachers Mark Roberts and Aaron Yarnell, two teams of students took on the task of building pedal-powered cars from the ground up—learning teamwork, leadership, design, and perseverance along the way.
The project was part of an effort to build collaborative learning into core education goals. The result was something far more powerful than just a set of working wheels.
Real-World Problems, Real-World Skills
Teacher Mark Roberts said the class was designed to combine construction skills with group-based project learning—while also meeting engineering standards that align with state education goals.
The challenge was simple in theory: design and build a human-powered car that could withstand four full laps around the track. The execution? Not so simple—and that was the point.
“So that was really kind of the idea for the students,” said Roberts. “To help them see that you’re never going to get a prototype that’s perfect. And if you persevere, you kind of develop resilience and grit and you work towards something that’s better.”
The students had to solve real-world problems using limited resources. They navigated setbacks, tested new ideas, and adapted as they went—all critical components of engineering.
A Different Way to Learn
Aaron Yarnell, who co-led the challenge, said the project was intentionally designed to spark different kinds of learning. For many youth, hands-on projects open up new pathways to growth—especially when traditional forms of learning have been a challenge in the past.
“I think just hands-on learning in general engages your brain, your body,” said Yarnell. “For learners who maybe don’t succeed in normal education in the same way, this gives a way for them to find success in a different pattern—and I think that’s great.”
The pedal car project brought together not just technical skills, but teamwork, communication, and problem-solving. Youth had to work as a team to create a cohesive product, rather than working on individual assignments—an experience that’s more aligned with what they’ll face in jobs and community life after OYA.
Race Day and Reflections
On December 19, students presented their designs, shared what they had learned, and raced their completed cars around the track.
One car came out ahead—but both teams came away with something more valuable: experience, pride, and the knowledge that they’d built something with their own hands.
Roberts said the class was a success, even if his team didn’t take first place.
“Yeah, we lost. We lost,” he said with a laugh. “But, you know, it’s okay to lose some and let some other people win some. We did our best, and it was a cool project. So I was happy to be a part of it.”
Both teachers say they’d love to do it again—and plans are already in the works to keep the momentum going.
“Absolutely. I hope next year we’ll get a chance to run it again,” Roberts said. “And we’re going to do another group-based class next term where we do some garden design and some masonry.”
