Cornhole, traditionally seen as tailgate entertainment, has rapidly risen in popularity since the launching of the American Cornhole League in 2016. However, it lacks robust quality control over large tournaments, since many of the matches are scored and refereed by the players themselves. In the past, there have been issues where entire competition brackets have had to be scrapped and replayed because scores were not handled correctly. The sport is in need of a supplementary scoring solution that can provide quality control and accuracy over large matches where there aren’t enough referees present to score games. Drawing from the ACL regulations as well as personal experience and testimony from ACL Pro players, a list of requirements was generated for a potential automatic scoring system. Then, a market analysis of existing scoring solutions was done, and it found that there are no solutions on the market that can automatically score a cornhole game. Using the problem requirements and previous attempts to solve the scoring problem, a list of concepts was generated and evaluated against each other to determine which scoring system design should be developed. After determining that the chosen concept was the best way to approach the problem, the problem requirements and cornhole rules were further refined into a set of physical assumptions and constraints about the game itself. This informed the choice, structure, and implementation of the algorithms that score the bags. The prototype concept was tested on their own, and areas of improvement were found. Lastly, based on the results of the tests and what was learned from the engineering process, a roadmap was set out for the future development of the automatic scoring system into a full, market-ready product.

The creative project was to create a working prototype kit that can teach multiple lessons of the curriculum that the schools or individual families could purchase. The curriculum would be centered on the engineering and science curriculum that is introduced from fourth to sixth grade classes. By creating an interactive kit with curriculum that the students could individualize and use for multiple lessons, the goal is to get them more engaged in the material. The project would consist of a week-long project kit that will introduce different engineering topics for three to four days of the week with mini projects and a final project that pieces together the topics they learned. The biggest take away from the project was how to best get user feedback and fast track the IRB process. The IRB process for a project focusing on minors and teachers will cause some catches in the process. Included is a discussion on the IRB process for a project like this and how to best go through or avoid IRB to ensure the project can progress, while still gathering valuable information.