On 12/08/25, XFYD Westminster hosted a hands-on STEM activity at Thomas House Family Shelter, where students learned about plant growth and ecosystems by creating their own mini terrariums. Using simple household and natural materials, students explored how living systems can grow and thrive in a sealed environment.

Hands-On Learning

To ensure each student had the correct materials, volunteers pre-portioned supplies into small bags, including potting soil, rocks, chia seeds, and moss. Students followed a step-by-step process: layering rocks at the bottom of their container for drainage, adding soil, sprinkling chia seeds and moss, lightly misting with water, and sealing the container to begin the growing process. Volunteers guided students throughout the activity, explaining the purpose of each layer and how the terrarium would sustain itself over time.

STEM Concepts in Action

Volunteers explained how a terrarium functions as a small, self-sustaining ecosystem. Students learned that plants inside the sealed container reuse water through a mini water cycle—water evaporates, condenses on the walls, and falls back into the soil. This process helps the plants survive with very little maintenance.

The activity also introduced students to basic concepts of plant growth, including how seeds sprout, the role of soil nutrients, and why light is essential for photosynthesis. By observing how each layer of the terrarium serves a purpose, students gained a better understanding of how ecosystems work together to support life.

A Thoughtful Wrap-Up

After all students finished building their terrariums, volunteers used the remaining materials to assemble additional terrarium kits, carefully measuring and packaging them for children who were unable to attend the event. These kits were left with the shelter so more students could still participate and grow their own terrariums.

Once the kits were completed, volunteers cleaned up the workspace and wrapped up the event. Each student was able to keep the terrarium they created, taking home a living reminder of the STEM concepts they learned and the care required to help plants grow over time.

On 12/1/25, XFYD Westminster partnered with Garden Grove High School (GGHS) MESA for a collaborative STEM event at Thomas House Family Shelter, where students explored engineering and problem-solving by assembling fun and technically challenging robotics kits. About 20 students participated, supported by 5 XFYD members and 5 GGHS MESA volunteers, working together to tackle each build.

Getting Started with Engineering

The event began with an overview of the robotics kit components and instructions. Volunteers introduced the students to the different projects included in the kits and explained the importance of patience, careful assembly, and following steps closely. Each kit required the use of tools such as mini screwdrivers, teaching students real-world engineering skills while emphasizing hand–eye coordination and problem-solving.

Students were excited to learn about how different mechanical parts—like gears, axles, and motors—work together to create motion and complete a functional model. Volunteers encouraged students to ask questions and think about how the designs could affect movement, balance, and efficiency.

STEM Concepts in Action

Mechanical Engineering & Gears

The kits featured a variety of mechanical elements that introduced students to gear ratios, rotational force, and motion transfer. Working with gears and moving parts helped students understand how torque and speed change depending on design.

Electrical & Motion Basics

Many builds included small motors and wiring, offering a foundation in electrical circuits. Students assembled motors that powered mechanisms like spinning propellers or walking robot legs, reinforcing how electric energy converts to motion.

Problem-Solving & Perseverance

Because the kits were more technically challenging, volunteers worked one-on-one with students, guiding them through tricky steps and offering support without giving answers outright. This fostered independent thinking and persistence—key scientific habits.

Hands-On Engineering Designs

The range of projects gave students exposure to multiple engineering principles:

• Windmill models that turned with airflow

• Walking insects that used spinning propellers to mimic locomotion

• Vibrating drawing machines that used marker legs to create art through motion

Each design offered a different challenge and learning opportunity, showing how engineering isn’t one-size-fits-all but a creative, iterative process.

A Rewarding Finish

As the session continued, every robotics kit was fully assembled, with all materials being used by the end of the event. The kits proved to be technically challenging, requiring careful assembly and the use of screwdrivers. Volunteers worked one-on-one with students throughout the process, helping them troubleshoot, follow instructions, and stay patient as they tackled complex builds such as windmills, walking insects powered by spinning propellers, and vibrating drawing machines that created art using marker “legs.”

By the end of the event, each student successfully completed a STEM kit and was able to keep the project they built, giving them a tangible reminder of their hard work and learning. The activity reinforced engineering skills, perseverance, and problem-solving, while showing students that challenging projects can be completed through focus and collaboration. Students left feeling accomplished and proud of the functional models they created from start to finish.

On October 20, 2025, XFYD Westminster hosted a hands-on STEM class at Thomas House Family Shelter, where students explored light, reflection, and symmetry by creating their own kaleidoscopes. About 10 students participated in the activity, combining science and creativity through an interactive and engaging build.

Starting with Curiosity

The session began with a brief introduction to kaleidoscopes and how they work. Students were encouraged to think about questions such as how mirrors can create repeating patterns and why shapes seem to multiply when reflected. Volunteers explained that kaleidoscopes are not just toys, but tools that demonstrate real scientific principles related to light and reflection.

Students were shown a completed kaleidoscope before beginning their own, sparking excitement and curiosity about how simple materials could create such complex and colorful designs.

STEM Concepts in Action

Reflection

Students learned that kaleidoscopes work using mirrors, which reflect light. When multiple mirrors are placed at angles to one another, they reflect images repeatedly, creating symmetrical patterns.

Light and Color

As light enters the kaleidoscope, it reflects off the mirrored surfaces and the colorful objects inside. These reflections combine to form vibrant, shifting patterns that change as the kaleidoscope is rotated.

Symmetry and Geometry

The repeating patterns seen inside a kaleidoscope are examples of symmetry. Students observed how shapes repeat evenly and discussed how angles between mirrors affect the number and appearance of the patterns.

Cause and Effect

By rotating the kaleidoscope, students saw how small movements caused large visual changes, reinforcing the idea that simple actions can produce different results in scientific systems.

A Lasting Impression

After completing their kaleidoscopes, students eagerly tested them by holding them up to the light and rotating them to observe the changing patterns inside. Each kaleidoscope was unique, reflecting the creativity and design choices of its creator.

The painted CDs were left outside to dry in the sun while the students rotated to other activities. Later, a second group of students joined in to complete their own suncatchers using the remaining materials.

The MARS program introduced students to three major areas of STEM:

• Mechanical Design: Students learned how to design 3D models in Onshape and brought their ideas to life with 3D printing. Many campers took home their very first printed creations.
• Coding: Campers dove into the world of Python programming, using it to build their own interactive games. For many, this was their first experience turning lines of code into something playable.
• Electronics: With breadboard circuits and motors, students discovered how electricity powers movement. Each camper built and took home a motor-powered robot.

On July 23, 2025, XFYD Westminster hosted another engaging STEM lesson at Thomas House Family Shelter, where students explored the science of light and color through a hands-on CD suncatcher activity. About 14 students participated in this creative and educational workshop, supported by 9 XFYD and Artify volunteers.

Kicking Things Off

The event began at 1:00 PM with volunteers setting up materials and preparing for the project. Before the students arrived, volunteers demonstrated how to turn old CDs into suncatchers by removing the reflective coating using tape and light scratching. This preparation allowed the students to paint directly onto the transparent surface of the discs.

As the first group of students arrived, they were introduced to the project and encouraged to try peeling the coating off their own CDs. Volunteers guided them through the process and explained how the shiny surfaces created rainbow reflections. These early conversations sparked student curiosity about how light works and how rainbows form.

Understanding the Rainbow

CDs Reflect & Diffract Light

Students learned that CDs are covered in microscopic grooves that bend and scatter light. These grooves act as a diffraction grating, separating white light into its individual colors.

White Light Contains All Colors

Volunteers explained that white light is made up of many colors mixed together. When that light is bent or diffracted, the separate colors become visible.

Diffraction and Rainbows

As the light hit the surface of the CDs, it bent and spread—creating rainbow patterns that changed depending on the angle. This hands-on observation helped students understand the concept of angle-dependent diffraction.

Everyday Science

The project demonstrated that even something as ordinary as an old CD can reveal complex science when viewed through a new lens.

Creative Reflections

Students decorated their prepared CDs using a mix of glass paint, permanent markers, glitter, stickers, and other art supplies. Their designs were colorful, creative, and unique—some even drew characters like Shadow the Hedgehog or designed fruit-themed patterns like watermelons.

The painted CDs were left outside to dry in the sun while the students rotated to other activities. Later, a second group of students joined in to complete their own suncatchers using the remaining materials.

By 3:30 PM, the event wrapped up. Volunteers cleaned the workspace, washed brushes, and packed up supplies. Each student left with a one-of-a-kind CD suncatcher—a project that merged science with creativity and left a lasting impression on everyone involved.

This class was led by Jake McGill and Jonathan Rios. Jonathan has years of experience with studying the legal system, being a leader in Whitney’s Mock Trial Team. Through this experience, Jonathan has been able to compete in student-led court cases like a real attorney, study court cases and legal doctrines, and even shadow law offices and LA courthouses! Jonathan is one of the nation’s top competitors — his team once placed third out of over 200 competitors!

XFYD’s Chess Program has continued throughout the 2024-2025 school year, bringing introductory chess to hundreds of students at both in-person and online classes. 

This isn’t the only chess event held recently. A group of 5 volunteers held an Online Chess Class in the Spring, led by Emmanuel Wu, our Chess Division Director. Tutoring over 20 students in chess, our teachers helped students grow systematically and intuitively. 

On March 20, 2025, XFYD Westminster hosted a dynamic STEM class at Thomas House Family Shelter, where students explored the science of motion through the hands-on construction of rubber band-powered cars. The event was designed to introduce young learners to core physical science concepts in a fun and memorable way.

Starting with Curiosity

The event kicked off with a warm welcome and ice-breaker questions designed to get the students thinking like engineers. XFYD volunteers posed questions such as:

• “If you could design any kind of car, what would it look like?”

• “How would you power a small car using everyday materials?”

• “What kind of wheels help a car go farther or faster?”

Students eagerly shared their ideas, earning candy for participation and setting the stage for scientific exploration. These opening questions sparked creativity and encouraged the kids to think about energy, design, and function before even picking up their materials.

From Blueprint to Build

Once everyone was ready, students teamed up with volunteers to construct rubber band cars using accessible materials like construction paper, CD wheels, wooden skewers, and, of course, rubber bands. Volunteers guided each step—from crafting a strong car base to setting up axles and installing the rubber band propulsion system.

As the building process unfolded, students not only followed instructions but also made design choices, enhancing their understanding of structural integrity and problem-solving.

STEM Concepts in Action

As the cars took shape, the focus shifted to the STEM principles behind them. Volunteers used simple, relatable explanations to break down key scientific concepts:

Elastic Potential Energy

Students learned that winding up the rubber band stores energy, much like stretching a spring. This energy is known as elastic potential energy.

Kinetic Energy

When the rubber band is released, it spins the axle and turns the wheels—transforming potential energy into kinetic energy, or energy of motion.

Newton’s Laws of Motion

The activity was also a practical demonstration of Newton’s Laws:

• 1st Law: The car remains at rest until the force from the rubber band sets it into motion.

• 2nd Law: A stronger or tighter rubber band results in greater acceleration.

• 3rd Law: As the rubber band pulls on the axle, the wheels push back on the surface, propelling the car forward.

Friction & Surface Interaction

Students discussed how different surfaces (like carpet vs. tile) affect how far the cars travel. They also explored how too little friction causes spinning in place, while too much friction can slow the car down.

Air Resistance

To maximize distance, students were encouraged to think about the shape and weight of their cars, learning how aerodynamics can influence performance.

Reflecting, Testing, and Improving

After test runs, students regrouped to discuss the results. They answered deeper questions like:

• “What changes would make your car go farther or faster?”

• “How did the surface you tested on affect the result?”

• “What would you try differently next time?”

These reflections not only reinforced scientific thinking but also introduced students to the concept of iteration—the process of improving a design through testing and feedback.

Sweet Science, Lasting Lessons

As a final treat, each student got to keep their rubber band car—an exciting, hands-on reminder of the lesson. More than just a fun craft, the cars symbolized an understanding of science in action and the joy of learning by doing.

Through this activity, students discovered that STEM isn’t just in textbooks—it’s in motion, in design, and even in the rubber bands hiding in kitchen drawers. The event left students empowered, curious, and excited to keep exploring.