In preparation for our new lower school innovation space, the Launch Pad, I have constructed a magnetic marble run wall that will serve as one of a several interchangeable walls used by students to explore, write, design, build and play.

I used sheet metal and some lightweight 2'x4's  to construct the wall, and have embedded small magnets into each marble run component so that it can be easily placed and moved around the wall.  While these components would work fine with PVC, cardboard or other material, since we have access to 3D printers and design software, this seemed the more enjoyable option. I have experimented with a few models using 123D design and our Taz 6 printers, and in the fall will work with my 7th grade technology students to fabricate 3D components of their own design. 

My challenge for next year's students will be to design their parts in such a way that as a team they must build a run that will last at least 10 seconds on the wall from top to bottom. Components will be assessed on the basis of creativity, marble run duration, and a minimal use of material.

Below is a short clip showing a test of the initial components. I realized in working with these prototypes that two magnets side by side don't provide enough stability for the parts to stay in place on the wall. As you will notice in subsequent models, I've created a tab located in the top-center of the piece to allow a third magnet to serve as the last point in a more stable triangular shape.

Here is a recent run, including some of the latest printed components. As mentioned above, the newer parts have a small tab at top-center to accommodate a third magnet.

We had our first opportunity to use the sandbox with students in science class this past week. Working with the 5th grade science teacher, Ms. Waid, students reviewed the key elements of topographical maps and explored live changes to topography as they recreated real-life maps in the sandbox. They replicated the Santa Monica mountains and coastline, and rebuilt Crater Lake in Oregon. 

The groups discussed contour lines and intervals, what it meant when lines were closer together or farther apart, and what the different colors on the map represent. In addition to reviewing these core topographical elements, students were asked about water sheds, where local water sheds reside, and how rain water should flow given certain geographical formations. We then ran the rain simulator so that students could test whether their hypotheses regarding water shed locations were true, and discussed the impact of unusable rain water that drains to the ocean, and scarcity of water in times of drought.

Discussion also included the formation of Crater Lake, an existing caldera, and how over time, rain water and snow fall can build up to form a lake.

Below, students are generating rain fall by placing their hands above the surface. At the right height, the XBox Kinect sees these objects differently, and the software is directed to run the water simulator.

I look forward to future classroom uses of the sandbox. Volcanos are a natural fit with this tool, but as new software is developed, I am hopeful there will be many more avenues for inclusion at different grade levels and subject areas.