8 minute read
Avery Alperin ’21 Patents Walknet
Carrying ingenuity from design concept to patented invention, Alperin ’21 shares her passion for innovation and why she created this safety device
By Joshua Neudel P ’30, Head of Upper School and Kathryn Lee P ’32, ’34, Director of Innovation & Design
At Brimmer, innovative ideas constantly flow through the minds of our students, weaving into our curriculum and driving our community forward with limitless possibilities. One exceptional idea, however, has transcended the classroom to become a nationally recognized invention, showcasing the ingenuity and persistence of its creator. Avery Alperin ’21, now a senior at the University of Rochester, obtained a patent this past spring from the United States Patent and Trademark Office (USPTO) for a project she began in the Brimmer Innovation Space.
The journey began in 2018 in the Problem Solving Through Design II class, a unique elective that challenges students to collaborate and design solutions to real-world problems. It was within this hands-on, creative, and entrepreneurial-driven elective that Alperin discovered her passion for innovation and embarked on a project that would impact her own life and potentially the lives of others. Through this process, she and her team spent hours of time researching, designing, and prototyping. The result? The Walknet, a modified walker that uses sensors to deploy additional support legs when a forward fall-motion is detected. This device elevates the safety measures of a standard walker by preventing users from falling forward and risking further injury.
We reached out to Alperin for a glimpse into this remarkable story and how this incredible achievement has impacted her career path. Tap into your innovation mindset as she takes us down the road from the challenges faced during the patent-filing experience, to the emotions of receiving official approval, and the invaluable skills learned along the way.
Why did you choose to take Problem Solving Through Design II?
I took Problem Solving Through Design I because I have always thought of myself as someone who likes to craft inventive ways to solve problems and as entrepreneurial. Problem Solving Through Design II was a logical extension of the first class and allowed me to work through a problem from concept to prototype to a presentation to mock investors. I enjoy learning by doing, and this class surpassed my expectations. The fact that I was able to obtain a patent on the product that I conceptualized and built in this class demonstrates how impactful learning by doing can be.
Can you describe the inspiration behind the Walknet? What motivated you to create it?
My cousin was in a car accident, and she had to use a walker during her recovery. My mother went to Philadelphia to help and shared with me the troubles and dangers associated with using the walker. After some research, I discovered that falls with walkers are quite serious and occur more frequently than they should due to misuse and poor design. Walkers tend to become top-heavy because people lean over and bend their hips to move forward. At a certain angle, the walker becomes too unstable to support the weight of the user and tips forward, causing the user to fall. This motivated me to create the Walknet to help prevent these serious injuries, ensuring that walkers aid in recovery rather than posing additional risks. By adding legs that thrust outward when the walker tips forward, the walker stabilizes and prevents the user from falling forward.
I am a rising senior at the University of Rochester majoring in Neuroscience with a minor in Bioethics. I am on the premed track and have been a coxswain for the Women’s Varsity Rowing Team since freshman year. I have worked as a research assistant at both Boston Children’s Hospital, studying the enteric nervous system (the nervous system of the GI system), and at the University of Rochester Medical Center, studying chronic pain. I am a participant in the Biotechnology Certificate program and the NAE Grand Challenge Scholars Program, which is a program that consists of “a combined curricular, cocurricular, and extracurricular program with five competencies that are designed to prepare the next generation of students for addressing the grand challenges facing society in this century.” The problem I chose to focus on is engineering better medicines. Additionally, I have been a teaching assistant for Intro to Neurobiology Lab and Biochemistry. This past summer, I had the opportunity to study abroad in Copenhagen, work at The Hole in the Wall Gang Camp—a camp dedicated to children with serious illnesses—and participate in research at a biotech company.
—Avery Alperin ’21
Given the class’s collaborative nature, what leadership techniques did you find most useful as you spearheaded the team?
Active listening was critical to ensure that everyone’s ideas were heard and included in the design. Additionally, clear communication helped give everyone a task and kept us on track. It also allowed us to delegate tasks based on what we were good at.
What challenges did you face during the design process, and how did you overcome them?
The biggest challenges that we faced were determining the proper angle at which the legs would automatically deploy and how to have the legs automatically deploy. At first, we thought that there wouldn’t be a universal angle where the user would feel they would fall because people are of all different heights and weights. To determine the proper angle, we asked many different people to lean forward until they felt as though they would fall forward.
We also had to figure out how to get the legs to automatically deploy. Unfortunately, we never figured this out and settled for a springloaded string that we pulled with a string.
What was the process like for filing a patent with the USPTO, and how did you feel when you learned that your product had received a patent?
The process of working with the lawyers was a little confusing because I didn’t always understand what they were asking. The lawyers were very nice and patient and took the time to explain things. Also, my mother is an attorney, and she was able to answer most of my questions. When I received the patent, I was very excited and proud of our accomplishment. Receiving the patent was validation of all our efforts and gave me confidence in our idea and problem-solving abilities.
How has receiving a patent impacted your view of your own capabilities and future aspirations?
Receiving a patent reinforced my belief that I can create impactful solutions to real-world problems. This achievement has also inspired me to pursue and explore other innovations and entrepreneurial opportunities. I have a patent pending on a stabilizing apparatus for coxswains in a specific type of crew boat. Receiving this patent has shown me that with dedication and perseverance, I can bring my ideas to life and potentially make a meaningful difference in people’s lives.
What skills did you learn while at Brimmer that were most helpful in developing the Walknet and seeing it through to the issued patent?
Brimmer was instrumental in teaching me research skills, computer-aided design, and presentation skills.
How has your Brimmer experience and the development of the Walknet influenced your path since graduating?
I’m fortunate to have received an excellent education at Brimmer and to receive the support of my teachers and peers in all my endeavors, especially the Walknet. This was instrumental in instilling me with the confidence to pursue my dreams and not to be discouraged by roadblocks. Brimmer prepared me for success at the University of Rochester and the Walknet process has opened doors and provided talking points in interviews. The skills required to see Walknet from concept through patent are the skills that research labs and professors are looking for when hiring their assistants.
What advice would you give to other high school students with innovative ideas who want to bring them to life?
My advice is to stay curious and persistent. Don’t be afraid to take risks and make mistakes; failure is just as valuable as success. Seek out mentors and resources—whether it’s teachers, online communities, or local organizations—to gain guidance and support. There are many resources out there for young entrepreneurs. Collaborate with others and be open to feedback, as different perspectives can enhance your ideas. Most importantly, believe in yourself and your vision. With dedication and hard work, your ideas can become a reality. ■
