Project #2 is under way. In this unit, students are creating their own mechanical motion piece, or Automata. After a brief introduction to the concept of Automata, students are tasked with creating their own cardboard automata using iPhone boxes, foam, wood skewers and their imagination. Through the introduction, students learned about key components, like shafts, cams, gears, bearings, and cranks. They viewed a number of sample automata on youtube. They explored wooden examples in class.
The project criteria is as follows. Project must:
After initial sketches during the design phase, students gathered their materials and began building out preliminary models. I discovered in this project that it was much harder to pre-measure in the sketches. Students didn't really know how big or small their parts needed to be until they started testing things out with real materials. Given that we primarily use cardboard and foam, this method of prototyping was still cost effective, as designs changed as a result of testing.
Students used new tools in this unit, including eyelets and eyelet crimpers. These helped to allow for a smooth channel through which their shafts travel, and to provide greater support within the cardboard walls. With one more day of iteration and building, I look forward to final products and student blog posts next week.
The project criteria is as follows. Project must:
- fit on top of the box provided
- be no larger than 8” tall x 8” wide x 8” deep
- include the following mechanical elements:
- at least one horizontal shaft with handle
- at least one vertical shaft for movement above
- at least one cam, gear or crank
- represent something in real life
After initial sketches during the design phase, students gathered their materials and began building out preliminary models. I discovered in this project that it was much harder to pre-measure in the sketches. Students didn't really know how big or small their parts needed to be until they started testing things out with real materials. Given that we primarily use cardboard and foam, this method of prototyping was still cost effective, as designs changed as a result of testing.
Students used new tools in this unit, including eyelets and eyelet crimpers. These helped to allow for a smooth channel through which their shafts travel, and to provide greater support within the cardboard walls. With one more day of iteration and building, I look forward to final products and student blog posts next week.
