Debuting its yearly tree lighting at the Twilight Parade, Parker School surprised everyone by abandoning its comical “pickle tree.” Yet, unbeknownst to many, this was far from a simple task. Approaching the Design & Modeling class in September, Head of School Stephen Dunn had two goals in mind: economic efficiency and redemption. Noticing a valuable opportunity to learn, Dunn presented the idea to the class with the hope that the class's ambition would persist, noting, “This was a great project for students–an authentic assessment. And, there was a clear problem statement: pickle tree. Students could come and save Christmas.” With the class ultimately agreeing, an adventurous but arduous four months began.
Separating into two main groups, the class worked efficiently. Pioneering the testing group, senior Trey Thomas (‘25) led Jalyssa Castaneda (‘25) and Camden Main (‘25) to measure and refine the lights’ strength. From playing tug-of-war with light strands to harshly wetting bulbs, the group pushed the lights to their limits, ensuring their longevity. Castaneda explains, “There were ups and downs trying to work with these lights, of course. There were changes every time we went to class–cooperating with the weather and whatnot.” Additionally, the group facilitated communication with their manufacturer in China, struggling with deadlines undermined by the six-hour time difference. Coordinating the production of the lights proved difficult, requiring the class to meticulously measure the spacing of lights, strategically design power supply locations, and more.
The lights’ support, the tree, is incredibly tall. Consequently, installation necessitated careful mathematical calculations. Fittingly, group two consisted of Ivy Rickards (‘25), Anders Ostner (‘26), and Aaron Renauer (‘26). Together, they utilized a theodolite to trigonometrically measure the tree’s height. This complex tool allowed the group to put what they had learned in Algebra II/Trigonometry to use in conceptualizing its process. Ostner outlined the process, explaining that first, they were required to level the tool with its leveling component before aiming it at the top and bottom of the tree. With this, the theodolite automatically computed the tree’s height. However, Ostner reflects on a few key challenges they had to overcome: “We had to account for the height of the theodolite on the ground and possible inconsistencies in the ground from the tree to the theodolite.”
After the plan had been confirmed, the class played the waiting game–diverting their attention away from the project for almost six weeks. After this anticipatory period, the class received their lights and stepped into the final stretch. Design & Modeling teacher Lillian Reyad illustrated these few days, reflecting, “We spent Tuesday, Wednesday, and Thursday preparing the lights: numbering parts, organizing climbers, making sure the connections worked.” The project soon began to feel real, with Reyad attributing this to the fact that it was the first time the student body had seen them–sprawled across the grass near the FHB building. After confirming the lights’ function, they were ultimately installed by climbers brought in by the school.
On Saturday, December 7th, 2024, the lights were turned on. While the school graciously congratulated the team, work was not done. For the next few weeks, the team is tasked with observing the lights and documenting them in the pursuit of measuring and ensuring their longevity. Parker School’s intention is to keep the lights permanently installed so that from now on, the school will have the ability to situationally endow the tree in relevant colors: red, white, and blue for the 4th of July, red and green for Christmas, and any of the endless combinations representative of shared moments.
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