We here at MakeToLearn continually strive to push the envelope. Thus, we present to you, a 3D / 2D Fabricated Mechatronic Skier!

We were inspired by a gingerbread house competition in one of the offices at the UVa. What better way to enhance a gingerbread house than with an automaton that cross-country skis powered by a stepper motor and an Arduino?

A skier that combines 2D and 3D fabrication and mechatronics

Click here to watch a video / hear a description.

Here are the components:

Hardware in the Design:

• Arduino Uno (necessary wires are included)
• Modkit Shield
• Small Stepper Motor
• Cardstock

Files:

• The Rack & Pinion 3D file (STL)
• The tray that holds the skier, 3D file (STL)
• Printable / cuttable skier body, 2D (STUDIO)
• The Arduino sketch that runs the motor (PDE)

NOTE: All files have been renamed to TXT files. Download and alter the file extensions to STL, STUDIO, and PDE as necessary.
Hardware required for Fabrication:

• Inkjet Printer
• 3D Printer
• Silhouette Cardstock Die Cutter

Enjoy!

Ken Murphy, a self-proclaimed tinkerer and author of Blinky Bugs, recently teamed up with Radio Shack and Popular Mechanics to produce a series of videos that feature crafty, mechatronics-esque projects. All of the videos are well-produced, but Ken says that the videos aren’t currently linked to a parts list or instructions (these are apparently coming soon).

• Blinky Bugs: Cute spiders that have blinking eyes that are controlled by moving antennae
• Atari Punk: An analog digital synthesizer that makes different sounds when twisting knobs
• LED Art: A framed light art piece that displays an ever-changing color pattern
• Soft Circuit: A wearable scarf that blinks when turned on

This post is also available on the Edu180Atl blog.

I don’t know Anthony Petrosino. Yet, Anthony taught me a powerful lesson today: Asking students the right type of question is extremely important.

Anthony was what some might consider a progressive science teacher. He pushed the envelope by incorporating hands-on, project-based lessons that were highly engaging for students. One such project was entitled “Mission to Mars” that involved building and launching model rockets. Students loved the project, and the local media attended many launchings.

When Anthony asked students what they learned from the experience, their responses troubled him. A typical student reply to a question about the purpose of the project was “You know, to build [the rockets] and see how high they will go” (Barron et al., 1998, p. 274). Absent were the types of reflections that revolved around what Anthony wanted students to know and understand: experimentation and the science of flight. Nevertheless, many outside observers commended his efforts, in part, due to obvious student enthusiasm and eye-popping launchings.

Anthony was unsatisfied with what students learned during the first iterations of the “Mission to Mars” project. In subsequent years, he began asking students driving questions that focused on engineering design and the scientific method. Questions like, “Does a rocket with three wings fly higher than one with four? How can you test this?” He found that students were not only engaged, but they also learned far more curricular content.

Anthony’s story was personally illustrative of the point that driving questions matter. I believe that asking the “right” driving questions matter even more. What questions are you asking? Why?

Digital fabrication involves translation of a digital design into a physical object. There is an intrinsic satisfaction in creation of a physical object. Digital fabrication makes it possible to replicate and share digital designs. The site www.DigitalFabrication.org was established to facilitate and support this type of collaboration. This digital fabrication blog provides a space to share ideas related to this topic.