Last semester, I attempted to have the 3rd through 6th grade young makers create ScribbleBots from recycled parts, motors and batteries. I quickly realized this was a difficult task for the smaller hands, particularly when trying to attach motors and connect the leads to the batteries. The resulting chaos inspired me to create a 3D printed model that I used the following week (more info here). 

This semester I decided to swap activities, and instead start with the 3D model so that students could first get an understanding of what the ScribbleBot does without having to focus much on the build process. For the second activity, they built their own from recycled parts. Having the background of how the circuit worked, they could spend their time on the actual creation of the bot. In addition, to help ease the process of connecting motor leads to the battery, I sought the help of a local bike shop that donated used tire inner tubes. Cutting these down in thin slices provides the perfect wrap for a battery so that wire leads can more easily slip into each end. See photos below. 

Prior to soldering in the LEDs, we all tested the directionality of the tilt switch so that we could understand which position was necessary to turn the light on and off. Once we were ready, we completed the soldering, and assembled our draailampje. Below are some pictures of the final outcome. In the future, I'd like the soldering to be done by the students, even if just a few of them were to man the stations and have the others go through an assembly line. 

This week's session focused on laser cutting and engraving. After viewing and handling a few projects done on wood and acrylic by students here at St. Matthew's, we looked at a few samples online of other projects in wood, acrylic, metal, leather and rubber. We discussed the difference between engraving and cutting, both visually and technically. 

In order to make this project work within two meeting times, I decided to limit the amount of graphic design work involved. Rather than focus on using a vector-based design program, like Illustrator, I opted for hand-drawings. Students were given templates (boundaries) on paper inside which they could design an object. They could choose from circular and rectangular medallions that could be attached to a backpack or hung on a Christmas tree, to name plates and business card sized drawings. They could also create a shape from scratch if they wanted to make something different than what was available. We brainstormed ideas on what to draw, what would visually represent who you are, what you are passionate about, and what hobbies and interests you have.

After completing a sketch on these various templates in pencil, students selected one to finalize. They used a thin sharpie pen to outline and fill in all parts of the drawing that they wanted engraved. These pages were turned in by the end of the session. We also attempted to explore just a small portion of Adobe Illustrator, but even that limited tool set was a bit overwhelming, particularly for the younger students. I may revisit vector drawing through Pages next week.

With all of the hand-drawn items ready, I scanned these and inserted the images into Illustrator after class. Using Live Trace, these scanned drawings were then converted to vector images. While scans and other bitmap images can actually be engraved, I felt the vector-based versions looked better. The final Illustrator files were laser engraved and cut, samples of which are seen in the photos below.

After trying out TinkerCAD and printing some first draft ideas, the class moved on to a new project. I designed an inner shell for a pocket flashlight in Illustrator, giving students the option of using a keychain-able version, or simply a pocket version. All students opted for the keychain version. Here are all the materials we used for this project:

• Laser cut wood shell
• Foam for outer layers, that students cut to specs based on shell
• One LED light, color of choice
• One coin cell battery (CR2032)
• Scissors and Glue

Prior to the assembly of our pocket flashlights, students saw some examples of light painting with the pocket flashlight. I used the Slow Shutter Cam app on iOS for the photos. I also brought them into PIRL Terrace to see a laser cut in process. We discussed what's going on as the laser both engraves and cuts the wood.

Students then selected their options for color LED, color of foam, and went to work putting everything together. Here are some photos of students light painting and the work in progress. Thank you to Mr. Macias for some amazing photos!

Just prior to the winter holiday, students completed their spin art machines. They gave them a test run, which you can see through photos and a video below. This was a wonderfully fun project, and we are thankful to the faculty here at St. Matthew's for the re-use of their iPhone boxes.

If you are catching this post first, please be sure to read the previous post to see how these were made.

Inspired by this project from Make Magazine, our Little Creators started their build of the mini Spin Art machine this week. In preparation for this activity I
gathered the following parts:

1. 9V battery and battery clip
2. Pushbutton switch (great variety from Adafruit)
3. Heat shrink
4. Old computer/printer fan
5. A sturdy box

I also used some alligator clip lead wires so that students could test their circuits before we wired them up permanently. After each student received the necessary materials, we tested our fan and battery first. Using the alligator clips, we connected the battery to the fan, making sure to connect red to red, and black to black. Unlike ordinary DC motors, which will run in either direction based on how you hook up the leads, fans can only work in one direction. This is expected, as fans are designed to push air in one direction.

Once all fans were tested, we inserted the switch (pushbutton) into the circuit. Having experienced simple circuits already in class, we reviewed why it was necessary to have a closed circuit in order for electricity to travel through the wires and the components. The switch allows us to cut off power, and turn it on when needed.

With our circuits tested and ready, students decided where they wanted to place their fans and pushbutton on the box. We used old iPhone boxes, donated by our faculty, which work very well for projects like this that require a sturdy frame. Using one student's project,  I showed how the circuits would eventually be soldered (I am doing the soldering), and how heat shrink can be used to cover the exposed wires to avoid a short circuit.

Next week, we return to create some cool works of spin art!

Based on an activity from Howtoons, this week the Little Creators built Ripcord Rotor Choppers using PCV, wooden dowels, kite string and emery boards. This was tremendous fun, but there were some challenges too.

This activity is the first in this series to allow students the opportunity to use the miter saw and drill press, all with supervision of course! While I pre-cut the PVC beforehand (it is loud and dusty), students cut the wooden dowels down to size, and drilled small holes into their makeshift handles. My design of the rotor chopper differs slightly from the Howtoons article. I added a handle to the end of the string, which provides more stability for students to pull hard on the ripcord. They also cut strings to proper length and hotglued their propellers. 

I knew the greatest challenge would not be in the build, but rather the use of the chopper. It took some practice winding the string correctly around the chopper, and learning how much force was necessary to get lift. We used the meadow so that students could launch the chopper from an elevated position.

Here's a slow mo vid of one in action. Love the diving attempt to catch it in the end.

Inspired by the activity from Science Bob, this week the Little Creators built hovercrafts from old compact discs, pop-tops from water bottles and a balloon. Using hot glue guns, the students attached the pop-top over the hole in the CD. Once dry, they could blow up a balloon, and place it over the pop-top, making sure the top was closed ahead of time. This proved to be the most challenging part of the activity and often required the assistance of a classmate to get the balloon sealed over the pop-top.

When ready, students could then open the pop-top, give the hovercraft a little push and watch the disc move over the surface of the tables. We talked about how this could work, and how the air coming from the balloon created a cushion between the disc and the table, a cushion that allowed the disc to "float".

As this was a fairly quick build and test, I added the wind tunnel activity into the day. Using our home-made wind tunnel and some light every day objects (foam peanuts, puff balls, cupcake cups, pipe cleaners, etc.) students were tasked with creating an object that could float slowly up the tube.


These activities were a great test of the resources in the room, as we used the fold & nest tables to quickly create stations for hot glue gun use, wind tunnel build, and hover craft testing platform. I am eager to try more station work in the weeks ahead.

This week our after school Li'l Creators worked on their ScribbleBot, version 2. The first go round last week was a bit of a challenge, I discovered, for some of the younger students. We tried building ScribbleBots from scratch, using recycled items we have in PIRL Terrace. For the older students, manipulating the tiny pieces, using glue guns and masking tape, and holding multiple items in place was manageable. For the littler ones, these tasks could be quite frustrating.

I decided to try a new approach, using Autodesk 123D to design a ScribbleBot body, and have since posted my final design on Thingiverse so that others might also benefit. It seems to work well, while still allowing the students freedom to add on to the design. I purposefully placed holes in the body, so that other pieces could be attached, like pipe cleaners, pen caps, and all sorts of small objects. For class, we used dry erase markers on a large white board table, but the students took their bots home with regular marker pens.

Next week, BristleBots!