Problem-solving and improvisation were put to the test as students tried to use household materials (apart from Duck Tape) to create working models of their favorite Roman inventions for their final projects in Roman Technology, part of AUR鈥檚 Archaeology and Classics program.听 听
Actually, Duck Tape was not expressly prohibited, but Professor Jens Koehler was awarding points for use of authentic materials 鈥� or reasonable facsimiles 鈥� over pre-fabrications. Models were also judged on their complexity, attention to detail, durability and functionality.
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Everything from bottle caps to the soles of shoes, along with paper clips, pencils, and bits of fabric went into making miniature bridges, key-stoned archways, columns, stone mills, and battering rams.
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But not all the projects were in 3D. Student Sean M. used the virtual reality of computer graphics to design a Roman arch which could be spun 360 degrees.听
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Other strokes of genius included student Roderick R.鈥檚 鈥渂ireme鈥� or galley ship with moveable oars -- made of chopsticks 鈥� and the siege tower by Eran E., with aluminum axles and wheels --- made from four filter baskets of an espresso machine.听听
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Students also demonstrated their engineering talents, showing cranes that lifted weights and catapults that hurled objects.
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Speaking of onagers (or catapults), classmate Sofia V. took no chances to find the right stuff for her design and shopped Home Depot while on spring break in the USA two months ago. (It was a safer bet than the Italian version, Leroy-Merlin).听 Built with solid wood, screws, twine, leather and a metal hook, it sprang into action with a loud WHACK! as the arm hit the cross bar and sent a paper cannonball flying.
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Other durable traits could be seen in the 鈥淩oman Bridge Under Construction鈥� by Paige H. who layered her cardboard structure with white paint, to make it look like travertine, the favorite building stone of the Romans. And the Aqueduct Traiana, by Kiely D., with clay walls etched with lines to replicate the bricklayers鈥� intricate patterns.听
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Making and presenting the models was a bit of fun, but also a way to review key points before the final exam. Each student also wrote a research paper supporting their model, describing its design, materials used, problems of construction, and the history and faults of the technology over time. 听听听
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For example, the catapult could come up short on hitting its mark and instead kill soldiers advancing in front of it with 鈥渇riendly fire,鈥� noted Professor Koehler. It was also unstable, lifting and pounding back down after firing, so it could not be used atop city walls.
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Roman Technology, like many AUR courses, takes full advantage of the city for on-site learning.
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This semester students explored aqueducts, visited the Baths of Caracalla, and donned helmets to walk Roman drainage tunnels at Lake Nemi. They also saw the exhibit, 鈥淭he Genius of Leonardo da Vinci,鈥� with machines and working models made from da Vinci鈥檚 codes, giving them insights into what the great inventor made himself, and what he borrowed 鈥� from the Romans.
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If you are interested in exploring Rome and ancient monuments then consider applying for AUR鈥檚 B.A. Archaeology & Classics this Fall with courses like鈥�
- Arts of Antiquity
- Etruscan Art & Archeology
- Roman Archeology On-Site
- Archeology of Roman Identity
- Forensic Geo-Archeology: Materials and Methods
- Learning Latin through Inscriptions
- Magna Graecia with trip to Eastern Sicily
