Edu-Model – Electric Parking Brake (EPB) Calliper

Let’s start with the project itself – how did the idea of creating an EPB calliper model come about? Were you inspired by any particular industrial application?

The idea was born during one of our discussions about modern automotive solutions. Electric parking brake callipers (EPB) are becoming increasingly common, yet they remain rather “mysterious” – their operation is hidden inside the vehicle and difficult to demonstrate without specialist equipment. This inspired us to create a model that would allow people to understand how they work – both mechanically and electronically. We partly drew inspiration from real-world applications in the automotive industry, especially in companies such as BORG Automotive.

What was the work on the control system like? Was using Arduino and programmable operating modes a challenge?

Yes, this was one of the most challenging stages. We had to select the right microcontroller, write the software, and test different operating modes of the calliper. Arduino gave us flexibility – for example, we were able to programme a diagnostic mode. A major challenge was synchronising the electronics with the mechanics of the calliper. To solve this, we made many attempts and visited the company several times. One key task was setting the correct operating time for the motor inside the calliper.

What makes your project innovative? How did you manage to “bring to life” a calliper that normally only works when mounted in a car?

The innovation of our project lies in the fact that we created a fully functional EPB calliper model that works outside of a car. Thanks to Arduino and our own control system, we managed to replicate the calliper’s operation as if it were mounted in a vehicle. What’s more, the model has a cross-section and disassembled components, which makes it an excellent learning tool. When a company recruits new employees, it needs to familiarise them with the structure and operation of the EPB calliper. Our model is perfectly suited to this purpose. In addition, the model shows the same calliper taken apart, which can also help more experienced employees when dealing with design challenges.

The model contains not only a working calliper but also a cross-section and dismantled components. How did you come up with such an educational and demonstrative form?

We wanted the model to be not just a technological showcase but also an educational tool. We wanted anyone – even someone not connected with the automotive world – to understand how such a brake works. The idea of including a cross-section and disassembled parts came naturally – it is the best way to show how the mechanism works from the inside.

How did you build the team? Had you worked together before on other projects, or did this competition bring you together?

We know each other from technical school and had already worked together – whether on school projects or personal ideas. However, this competition was our first major joint challenge, and it showed clearly that we can collaborate effectively as a team. Adam took care of programming the Arduino microcontroller and designing the wiring, while Jakub and Filip focused on designing the component layout on the model and creating the 3D design of the control panel.

What was the most difficult aspect for you – technically, organisationally, or in terms of teamwork? Were there moments of crisis?

The hardest part was balancing school, private life, and intensive work on the project. There were stressful moments, especially when something didn’t work or deadlines were approaching. Thanks to good communication and a clear division of tasks, we were able to support one another and find solutions together. Looking back, these difficulties only made us stronger.

While working on the project, you collaborated with BORG Automotive – what were the meetings, visits, and consultations like? What exactly did you learn from the company’s specialists?

The meetings with experts from BORG Automotive were extremely valuable. We had the chance to see what professional regeneration and testing of callipers looks like. Employees shared practical knowledge that cannot be found in textbooks – for example, how faults are diagnosed or what the regeneration process involves. Their advice helped us improve the project and avoid many mistakes.

How much influence did BORG Automotive have on the quality and direction of the project? Did anything change in your approach thanks to these consultations?

Without this cooperation, the project would certainly not have reached such a high standard. Thanks to the consultations, we were able to choose the right components, better understand the mechanics of the calliper, and improve some of our solutions. We also began to see our model more professionally – not just as a school project, but as something with real-world application. When we brought our model to the company, some minor errors in the control programme and component labels became apparent. Fortunately, we could count on the patience and help of Borg Automotive employees, who assisted us in correcting them.

What were the successive stages of building the model – from the idea, through design and ordering parts, to programming and assembly?

We started with a concept and a sketch of how it should work. Then we collected the necessary parts – some were provided through our cooperation with BORG, others we ordered or made ourselves. The largest part we produced was the housing for the control panel. We designed it, while the 3D print was carried out by a company. The next step was designing the control system, programming the Arduino, and testing the calliper’s operation. Finally, we focused on aesthetics and the final assembly on a neat base. We worked on our model at home, at the company, and during school classes.

You also took care of the aesthetics of the model, which is rare in technical projects at school level. Why was the visual aspect important to you?

We believe that form matters – especially if you want to reach a wider audience. An attractive presentation catches attention and makes it easier to understand how the model works. We also wanted to show that a technical project can be both functional and visually appealing.

Congratulations – you won first place in the “Young Innovators” competition and presented your project at Innovation Open Day at Lublin University of Technology! What does this success mean to you?

It was an amazing feeling. The project had taken many weeks of work, so just reaching the final was already a great honour. When it was announced that we had won first place, we felt euphoria, disbelief, and enormous satisfaction. This success is not only a reward for our work but also motivation to keep developing in engineering.

You presented your project at Innovation Open Day at Lublin University of Technology. How do you assess this experience – contact with researchers, questions, opinions?

It was very inspiring. We had the opportunity to speak with scientists, engineers, and students, who asked specific technical questions and offered valuable suggestions. This experience showed us that our project has real potential and is well received by people with considerable expertise. As for our chosen topic, we were the only team to take it on. Our competition, meanwhile, consisted of solutions to other problems proposed by companies. We were a little nervous before the presentation, but we already had some experience, having taken part in the competition the previous year and winning second place.

Lublin is a city with growing technological potential – do you see your professional future here?

We definitely see potential in Lublin. We are thinking about studying engineering here, and perhaps even starting our own business in the future. Lublin has excellent infrastructure, universities, and an increasing number of companies in automation and automotive – it is a good place to develop. For now, our priority is finishing technical school, passing the A-levels and vocational exams. The next step will be to get into university – then we will be in the right environment to broaden our horizons, and perhaps at that stage we will launch our own business venture.

What other technological projects would you like to realise as a team? Are there already new ideas on the horizon?

We already have a few ideas, but we’ll keep them to ourselves – as professionals say, it’s a “trade secret”. But we’re sure you’ll hear about us again, because this is our passion and we want to keep developing it 🙂

Finally – what would you say to other students who want to do something interesting but don’t know where to start?

Just start – even with small things. Don’t be afraid to ask questions, seek support, and make mistakes. It’s worth working in a team, because teamwork means not only faster progress but also stronger motivation. And above all – don’t wait for the “perfect moment”. The perfect moment is now!

Thank you for the conversation, and we wish you every success in your future development!