Facilitating Iterations & Drafts in Tinkering · Youth engage deeply with STEM practices when...

Facilitating Iterations & Drafts in TinkeringProfessional Development Workshop Guide

+ NEXT PAGEWhat do we mean by “iterations & drafts in tinkering”?

Table of Contents

Introduction ! 1!!

What Do Iterations & Drafts Look Like? ! 2!!

Activity: Open-Ended Vs. Step-By-Step ! 3!!

Facilitator Tips & Extra Resources! 4!!

Acknowledgements! 5!!

Works Cited! 6!!

Appendix A: Jitter Bots (Step-By-Step) !

7!

Appendix B: Jitter Bots Lesson Plan (Open-Ended)! 13!

+  What do we mean by iterations & drafts in tinkering? +  Design and redesign are built into activities: students brainstorm, assess materials,

sketch plans, build and test, reflect, redesign, rebuild, and so on.

+  Projects have multiple possible solutions and trajectories.

+  Projects are open-ended – students’ projects don’t all turn out the same.

+  There is safe space for trial and error and learning from unexpected “mistakes.”

+  Students can build on each other's learning over time by sharing iterations & drafts

with one another.

+  Projects may never feel “done” as students see new ways for their ideas to evolve.

+  “Failure” is not another word for “iteration.” The word “fail” can make students feel

uncomfortable because of the way failure is defined in school.

+  Design iterations come authentically from students as they pursue their ideas.

Iterations do not result from prescriptive step-by-step instructions.

Introduction Iteration is a practice in which engineers and scientists test ideas, make observations, and revise their work in a cyclical process toward improved solutions. Supporting students in this practice not only is meaningful for STEM learning, but also emphasizes ongoing process rather than final products so that youth can feel comfortable exploring different ideas and following multiple pathways in their own time. This resource defines "iterations & drafts" and describes a professional development activity to support educators to facilitate iterations & drafts in both formal and informal learning settings.

+  How are iterations & drafts described in research?+  Iteration is a common intellectual approach of non-Western scientists and is embraced

in visual and linguistic arts (Turkle & Papert, 1990).

+  Iterations & drafts can capture students’ ideas and hunches as they experiment with

ideas (Soep, 2006).

+  Valuing iterative processes privileges ideas over final products. This stance can

reorganize students’ relationships with moments of struggle as students take

ownership of the process and build confidence in their work (Vossoughi, Escudé, Kong, & Hooper, 2013; Ryoo, Bulalacao, Kekelis, McLeod, & Henriquez, 2015).

+  When learning spaces feel safe enough to allow students to experiment, edit, and try

again, iterative design and redesign (common to engineering) allow for deep

intellectual engagement (Blikstein, 2013).

+  Iterations & drafts allow people to monitor increasingly effective or elegant design

solutions (Petrich, Wilkinson, & Bevan, 2013).

+ NEXT PAGEWhat does it look like?

1

+  What do iterations & drafts look like in real-life science? Check out the California Academy of Science’s video, “Science in Action”:

https://www.youtube.com/watch?v=Jj9iNphbY88

What Do Iterations & Drafts Look Like?Youth engage deeply with STEM practices when creating iterations & drafts. Young learners carry out cycles of building models, asking questions, testing hypotheses, rebuilding, and testing again. This page shows examples of students’ iterations & drafts from California Tinkering Afterschool Network tinkering programs.

+  What do iterations & drafts look like in afterschool tinkering programs?

Iterating with making a clockGirls at the Techbridge afterschool tinkering

program build four versions of a “wave shield” as they design their own alarm clock. With each draft, the girls iteratively solder various parts of

the wave shields to get them to function the way they want. Even though none of the versions "work," the girls proudly display

their drafts at a local Maker Faire.!!

Iterating with light drawingsStudents at the Boys & Girls Club make drawings with light and

take notes on the process in their design journals. A pair of students create three iterations of an ice cream cone (above) while another student reflects on his iterative process of drawing a star (below).

Iterating with bicycle buildingYoung boys and girls collaborate with facilitators over several

weeks to design a bicycle at the Community Science Workshop. These photos (left) illustrate how the students incorporate

different parts and ideas with each iteration.

2

+ Break participants into two groups. Allow 30 – 45 min for building.

+ Give Group 1 step-by-step instructions to create a Jitter Bot (Appendix A). Introduce activity materials and allow the participants to start.

+  Show Group 2 a variety of Jitter Bots examples. Introduce materials and ask participants to draft a plan for how they will create their Jitter Bot. Then, provide time for people to build based on the designs. Have participants reflect on how they work and draw notes or sketches (See Appendix B).

+ As people work on projects, go around the room, make observations, ask questions, and offer assistance.

+ Consider implementing some of the facilitator tips on the following page.

+ After project time is over, ask participants to share their experiences. Consider asking the following discussion questions:

+ How did it feel to have instructions to follow? Did you feel secure or constrained? Did you follow or depart from the instructions?

+ How is the learning different in the step-by-step activity vs.the open-ended version?

+ Did any of you want to create something different fromwhat was suggested by the instructions? Or try to? If so, why and how?

+ How did it feel to have room to do whatever you wanted?

+ Did you make more than one iteration of the project? If so, when and how?

+ What time allowances must be made for open-ended activities?

+ When is it helpful to use step-by-step or open-ended activities? In what contexts would one or the other, or both, be useful?

+ What kinds of supports could students need in the step-by-step activity that differ from the open-ended activity? What did we (professional development facilitators) do during the activity? Did we do anything that pushed your thinking or supported iteration & drafts?

+ At the end, have participants brainstorm key questions to ask or facilitation moves they can use to support iterations & drafts and ensure that students are given space to be creative and critical thinkers.

Open-Ended vs. Step-by-StepProfessional Development Activity This activity allows educators to experience step-by-step versus open-ended tinkering in two separate groups. The groups share projects and discuss differences in their experiences as a way to brainstorm facilitation strategies for supporting iterations & drafts with students.

3

+  EXPECTED TIME1.5 – 2 hours

4

Extra Resources

Facilitator TipsUse the following tips to encourage iterations & drafts during professional development workshops with educators or when facilitating activities with young learners.

+ Describe the activity as a process of experimenting and generating ideas.

+  Show a range of examples, both functioning and works in progress.

+  Encourage people to view each other’s work and processes or to share ideas.

+ Make connections to professional drafting practices: prototyping, using cardboard as a drafting material, drawing out designs, taking notes on changes over time, etc.

+ Model the activity by building your own version that incorporates iterations & drafts.

+  Talk about the materials you choose for early attempts that support iterating (for example, “masking tape is useful because it can be removed easily”).

+ Notice when people are struggling, and reframe these moments as opportunities to discover something new and different.

+ When something isn’t working, guide people through observations of the problem rather than showing them the solution.

+  Provide space and time for people to struggle, offering support and encouragement instead of full solutions.

+ Offer your own story of Making that focuses on the process, not just the product.

+ Ask questions to understand what people are thinking as they build rather than assuming you know the direction of their projects.

+  If people seem “done,” encourage them to walk around and look at others’ work for further inspiration.

+  The Jitter Bot professional development activity, designed by the Techbridge afterschool tinkering program, is based on the Cardboard Automata activity by the Exploratorium’s Tinkering Studio.

+ Other automata activities (by the Community Science Workshop) include:

+  Sound Automata

+ Diving Board Automata

+ Micro Automata

+ Got extra time? Try the Comparing Approaches workshop from the Exploratorium Institute for Inquiry. This 3.5-hour workshop is designed to allow educators to experience and compare various approaches to science teaching.

______________

Acknowledgements

This resource was created by the California Tinkering Afterschool Network (CTAN), a collaboration involving educators and researchers from the Exploratorium (San Francisco), Techbridge (Oakland), Discovery Cube (Orange County), and Community Science Workshop (Fresno and Watsonville). Learn more at exploratorium.edu/ctan.

CTAN partners who contributed to this resource include Jean Ryoo, Michelle Choi, Emily McLeod, Meg Escudé, Emilyn Green, Linda Kekelis, José Sandoval, Bronwyn Bevan, Nicole Bulalacao, Veronica Cortez, Melody Felten, Erin Gutierrez, Ben Henriquez, Manuel Hernandez, Paul Pooler, Shu Ping Quan, Mia Shaw, Molly Shea, and Kayla Shields.

This resource was made possible by funding from the S.D. Bechtel, Jr., Foundation and the National Science Foundation.

5

Works Cited

Blikstein, P. (2013). Digital fabrication and ‘making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 1 – 21). Bielefeld, Germany: Transcript Publishers.

Petrich, M., Wilkinson, K., & Bevan, B. (2013). It looks like fun, but are they learning? In M. Honey & D. E. Kanter (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp. 50 – 70). New York, NY: Routledge.

Ryoo, J. J., Bulalacao, N., Kekelis, L., McLeod, E., & Henriquez, B. (2015). Tinkering with 'failure': Equity, learning, and the iterative design process. Paper presented at FabLearn, Stanford, CA.

Soep, E. (2006). Critique: Assessment and the production of learning. Teachers College Record, 108(4), pp. 748 – 777.

Turkle, S., & Papert, S. (1990). Epistemological pluralism: Styles andvoices within the computer culture. Signs, 16(1), 128 – 157.

Vossoughi, S., Escudé, M., Kong, F., & Hooper, P. (2013). Tinkering, learning & equity in the after-school setting. Paper presented at FabLearn, Stanford, CA. Retrieved fromhttp://fablearn.stanford.edu/2013/papers

!

6

Handout: Jitter Bot Instructions: Cam and Cam Follower

1.5 inches

Front of 12oz cup

In this activity, you will build a jitter bot using the following step-by-step instructions. This version of the jitter bot uses a cam and cam follower. The cam and cam follower look like two flat gears connecting. As the cam and cam follower connect, they transform the circular motion of the jitter bot’s handle into reciprocating (up and down) motion as the figure on top moves.

Things to remember: • The shape of the cam will determine how the jitter bot will move. Try different shapes and sizes!

Assembly Instructions for a cam and follower jitter bot:

Assemble Cam:

1. Cut a 1.5-inch tear- shaped piece of foamboard (or another shape of your own design). This will be the cam. Remember the shape of your cam will affect how your jitter bot moves.

2. Insert a 4-inch skewer through the center of the cam.

3. Glue the tear-shaped cam to the center of the skewer.

Assemble Follower:

1. Cut a circle with a 1.5-inch diameter out of cardboard.

2. Glue the circle to the end of a 6-inch wooden skewer. Do not puncture the skewer through the cardboard. This is now the follower. The follower is the part of your jitter bot that will move according to shape of the cam. (For example, if the cam has a teardrop shape, the follower will move up and down.)

Punch Holes:

1. Dixie Cup:

• Turn the Dixie upside down and use the skewer to punch a hole in the center of the Dixie cup.

2. 12-ounce cup:

• Cut a 2-inch by 3-inch window on the front of the cup. This will give you access to the inside of the jitter bot, making it easier to work on.

• Puncture three separate holes on the 12-ounce cup:

1st hole: Turn the cup upside down and puncture a hole in the center of the bottom of the cup.

2nd & 3rd holes: Puncture two additional holes, two inches from the bottom of the cup.

1.5 inches

6 in

ches

Dixie Cup

Back of cup

1st hole

2nd hole 3rd hole

APPENDIX A(Appendix A) 7


2 in

ches

Was

her

2 in

ches

Follower

Cam

Assemble Mechanical Bot

1. Attach the Dixie cup to the bottom end of the 12-ounce cup.

2. Insert the follower into the top hole of both cups. Make sure the skewer sticks out at least two inches from the top of the Dixie cup (see diagram).

3. Insert the camshaft into the holes located on the side of the 12-ounce cup.

4. Adjust the cam so it’s located off to the side of the follower (see diagram).

5. Use the foam board to cut out two square washers. Secure the camshaft by gluing both washers to the outside of the cup. Be careful not to glue the cam directly to the cup.

6. Create a fun figure to attach to the end of the follower.

12oz cup

Dixie cup



Final Jitter Bot



Front of 12oz cup

Back of 12oz

Two slits

1st hole 2nd hole

In this activity, you will build a jitter bot using the following step-by-step instructions. This version of the jitter bot uses a crankshaft. The crankshaft looks like a crooked bar with high and low indents. As the crankshaft rotates the circular motion of the jitter bot’s handle is transformed into reciprocating (up and down) motion as the figure on top moves.

Things to remember: • The shape of your crankshaft will determine how the jitter bot will move. Try different shapes!

Assembly Instructions for a crankshaft jitter bot:

Assemble Rods:

1. Cut a five-inch piece of wooden skewer.

2. Glue the bottom of the skewer to a crafting bead.

3. The rods are now completed. They will be attached to the crankshaft and will move according to the shape of the crankshaft.

Assemble Crankshaft:

1. Cut a 12-inch piece of 2.0mm Aluminum wire.

2. Bend and shape the wire into U shape indents. Each indent will hold one rod. Make sure each indent is wide enough for the rod to move freely.

Punch holes in the Dixie cup and the 12-ounce cup

1. Dixie Cup:

• Turn the Dixie upside down and cut two rectangular slits across the bottom.

2. 12-ounce cup:

• Cut a 2-inch by 3-inch window on the front of the cup. This will give you access to the inside of the jitter bot, making it easier to work in.

• Puncture two holes and make two separate slits on the cup:

Two Slits: Turn the cup upside down and cut two parallel slits on the bottom of the cup. Make sure the slits are wide enough for a wooden skewer to move freely.

Puncture two holes two inches from the bottom of the cup. The holes should be located on the side of the cup so the crankshaft can be placed perpendicular to the slits (see diagram).

5 in

ches

U Shape Indent

U Shape Indent

Dixie Cup

Crafting Beads

Wooden Skewers



Assemble Mechanical Bot

1. Attach the finished rods to the crankshaft. Place each rod into one of the U shape indents. Make sure the rods can rotate freely.

2. Attach the Dixie cup to the 12-ounce cup. Make sure the two cut slits are placed directly on top of each other.

3. Insert the completed crankshaft into the 12-ounce cup through the hole. As you insert the crankshaft make sure the rods come out the two slits. You might need to make some minor adjustments to the crankshaft to make sure everything fits perfectly.

4. Bend one end of the crankshaft to secure the crankshaft in place.

5. Create a fun figure to attach to the end of the follower.

12oz cup

Dixie cup

Rods

Crankshaft

2 in

ches



Final Jitter Bot


Mechanical Engineering

Jitter Bot In this activity, kids will build a device that uses a cam and cam follower or a crankshaft to make a figure dance and twirl. Kids play with a pre-made jitter bot and use their observation skills to develop a theory about how the jitter bot moves. Using what they have learned, kids then construct their own jitter bot.

Activity Type Intermediate

Grade Level Grades 5 – 8

Activity Time 2 �-3 hours

Preparation Time 1 hour

Grouping Pairs

Framing Questions • How can I design a mechanical device to make a toy that moves?

Learning Objective As a result of this activity, kids will be able to:

• Develop, test, and modify a mechanical device • Design a mechanical device that transforms rotary motion into reciprocating motion • Apply Newton’s 3rd Law to describe the motion of two colliding objects

Key Terms Cam

Crankshaft

Cam follower

Reciprocating motion

Rotary motion

Materials Individual:

• For groups using Option 1 (see Advance Preparation): Jitter Bot Design handout • For groups using Option 2 (see Advance Preparation): Jitter Bot Instructions handouts • One Dixie cup • One 12-ounce paper cup • Two wooden skewers • Four-inch by four-inch piece of foam board

APPENDIX B(Appendix B) 13

Jitter Bot • 12 inches of 2.0 mm aluminum wire (bonsai wire) • Three or four crafting beads with holes large enough to fit over the aluminum wire • Optional for groups using Option 1 (see Advance Preparation): Additional building materials such as

cardboard boxes, small pieces of wood, and more aluminum wire

Per Pair:

• Hot glue gun • Hot glue sticks

Per Class:

• One pre-built jitter bot for each team of four (see Advance Preparation) • Optional: A digital projector and computer connected to the Internet (see Advance Preparation) • Optional: Video showing toys made with cams and cam followers (see Advance Preparation) • A variety of decorative materials such as:

o Glue sticks o Puff balls o Wiggly eyes o Pipe cleaners

o Feathers o Rubber bands o Construction paper

Advance Preparation • Follow the steps on the Jitter Bot Instructions handouts to create one jitter bot for every four kids in

your group. There are two versions of the Jitter Bot—one uses a cam and cam follower mechanism and the other uses a crankshaft. Make sure to make half of the jitter bots using a cam and cam follower and the other half using a crankshaft. The inner components of the 12-ounce cup should be covered so kids can’t see how they work.

• Set up one glue gun for each pair. • Determine whether you will have kids design and build their bots on their own using the models as a

guide (Option 1) or using step-by-step instructions (Option 2). In Option 1 (recommended), kids design their own jitter bot using the engineering design process. If you are working with younger kids who need some guidance, you can use the step-by-step instructions in Option 2.

• If your group is using Option 1, decide if you want to give kids the option of using materials other than those found in the sample jitter bots, such as cardboard or wood, and collect those materials.

• Determine whether you will show kids a video that shows toys built with cams and cam followers (see Resources for a link). Kids can use the video for inspiration as they design their jitter bots.

Introduction (30 minutes) 1. Observe j itter bots. Divide the group into teams of four. Give each team one of the mechanical bots you

have prepared, scratch paper, and pencils. Explain that they will observe the jitter bots and develop a theory about how they move. Tell kids to pay close attention to the movement of their hand as they turn the handle and to the movement of the jitter bot.

Have teams do the following:

• Play with the jitter bot


Jitter Bot • Observe how the jitter bot moves (e.g, up or down, right or left) • Observe any differences between the motion of their hand turning the crank and the motion of the bot • Draw a sketch of what they think is making the jitter bot move inside the cup

2. Share and discuss observations. Have a few teams share their observations and sketches with the group. As they share, you can ask the following questions:

• What observations did your team make that led you to your theory? • Look around the room, what similarities and differences do you see? How does your jitter bot’s

movement compare to other jitter bots in the classroom? • What difference in motion do you notice between the motion of your hand and the motion of the jitter

bot? What do you think is causing this difference?

Possible answers: Kids should see their circular hand motion transferred into reciprocating (up and down) motion as the jitter bot moves.

3. Look inside the j itter bot. Have teams work together to do the following:

• Explore the jitter bots’ mechanics by looking inside the 12-ounce cup • Play with their bot and discuss what they see • Note the similarities and differences between the versions of jitter bots • Draw a sketch of the mechanical components

4. Discuss how the bots work. Have a few teams share their findings with the group. Highlight the two versions of the jitter bot (cam and crank shaft). Ask kids:

• What are the two main differences between the cam and cam follower and the crankshaft?

Possible answers: Cam and cam followers look like a wheel and axle and a crankshaft is a bent wire.

• What mechanical components have you seen before?

Possible answers: If kids have completed activities in this unit related to simple machines, they should be familiar with wheels and axles.

• Which mechanical components are new to you?

Possible answers: Kids probably have not seen a cam or follower before, and may not have seen a crankshaft.

5. Introduce kids to cams and followers. Hold up a bot that uses a cam and follower and explain that the vertical wheel inside the bot is a cam, and the horizontal wheel is called a cam follower. Cams are rotating links that push against followers to convert rotary (circular) motion into reciprocating (up-and-down) motion. As the cam rotates, friction makes the follower turn.

Ask kids:

• Why do you think the cam is shaped like a teardrop? How would the movement of the jitter bot change if we changed the shape of the cam?

Possible answer: The teardrop shape of the camshaft is what controls how high the follower will move. Differently-shaped cams will move in different ways. For example, a cam that is circular will not move up or down; up and down motion requires an irregular shape.

• What other machines can you think of that use cams and followers?


Jitter Bot Possible answers: Cars, merry-go-round, and robots

Tip: See Science and Technology Background for more information about cams and cam followers. If kids are struggling to understand how a cam and follower works, you can show them a YouTube video. See Resources for links.

6. Introduce kids to crankshafts. Hold up a bot that uses a crankshaft and explain that crankshafts are also used to convert rotary (circular) motion into reciprocating (up-and-down) motion.

Ask kids:

• How does the movement of a crank differ from a cam and follower?

Possible answers: The jitter bot moves back and forth as well as up and down.

• What simple machines can you identify in the crank mechanics?

Possible answer: Levers, wheel and axle

Example:

• Can you describe how a crank works?

Possible answer: Crankshafts convert circular (rotary) motion into up and down (reciprocating) motion.

7. Describe the activity. Tell kids that in the next part of the activity, they are going to act as mechanical engineers. Mechanical engineers create machines and tools that help make the work we do easier. Tell the group that they will create and build a jitter bot that looks similar to one of the models.

8. Optional: Show the video of toys built with cams and cam followers, and ask kids the following questions:

• What different kinds of motion did you notice in the toys? • How were the cams shaped? • What kind of figure(s) do you want to use for your jitter bot?

As the crankshaft rotates the rods move up and down. The location of the rods determine how high the rods move.

Rods

Crankshaft

The wheel and axle

As the crank rotates it acts like a lever pushing the rod up and down


Jitter Bot

Hands-on Activity: Option 1 – Design and Create (2 hours) 1. Make pairs and distr ibute materials. Divide the group into pairs and give them the Jitter Bot Design

handout and materials for making jitter bots. Explain that although kids will all make their own bots, they should work with their partners to problem-solve and help one another.

2. Discuss the engineering design process. Point out the engineering design process diagram on the handout. If kids have used the process before, ask volunteers to describe the different steps. If this is the first time kids are using the process, you can describe each of the steps and how they will use it to design jitter bots. Then ask:

• Why do you think the engineering design process is an important tool for engineers and product designers?

Possible answers: The engineering design process provides structure for the design process and builds in time for testing and redesign, which are crucial steps in creating a successful product of any kind.

3. Identify and brainstorm. Have kids identify what they want their jitter bot to do and brainstorm ideas, using Steps 1 and 2 on the handout. Encourage them to think about the story or idea they want their jitter bot to express (e.g., two horses running in a race or a dancing ballerina), and how to modify the jitter bot design (e.g., do they need to move two figures? Do they need to change the shape of a cam so a figure moves differently?)

Tips:

• If you are giving kids the option of using materials besides cups, wires, and dowels, be sure to show them the additional materials and have them think about how they might use them as part of their design.

• Be sure to have kids think about whether their design will use a cam/cam follower or a crankshaft as they brainstorm.

4. Choose and sketch. Have kids follow Step 3 on the handout to choose and sketch one design. Have kids use the models and the handout to help them as they create a detailed sketch of what the mechanics inside their jitter bot will look like.

5. Build Jitter Bots. Once kids have finished sketching their design, have them build their jitter bots (Step 4) and then create one or more figures to attach to the end of the followers or rods. Tell kids to be sure not to make their figures too heavy. Encourage pairs to help one another as they work.

6. Test and redesign. Have kids do the following (Steps 5 and 6 on the handout):

• Test and observe their finished jitter bots • Make notes on what they’d like to change • Trade their jitter bots with their partner, make observations, and give and receive feedback on their

designs and how they might change them • Make changes to their design based on their notes and the feedback from their partner


Jitter Bot

Extensions Have kids build jitter bots with multiple figures. They can use their journal entries as a jumping-off point.

Career Connections This activity is a good opportunity to invite a mechanical engineer to visit the class and explore how other machines move.

Science Background Cams and Cam Followers

The jitter bots’ movements are a direct result of Newton’s third law; for every action there is an equal and opposite reaction. When the cam rotates it pushes against the horizontal wheel or cam follower, making it move. The teardrop shape of the camshaft is what controls how high the follower will move. For example a cam that is circular will not move up or down, while a cam that has a high point will. The rotation of the cam also moves the follower in a circular motion (see diagram below).

Crankshafts

Newton’s third law can also be applied to the crankshaft. Crankshafts convert rotary (circular) motion into reciprocating (up and down) motion.

As the crankshaft rotates, the rods move up and down. The location of the rods this will determine the height the rods move.

As the cam rotates it creates friction between the cam and follower. This friction is what makes the follower turn.

As the teardrop shape cam rotates it pushes against the follower moving it up and down.

Cam Follower

Cam

Rods

Crankshaft


Jitter Bot

Resources • Video of toys that use cams and cam followers: www.youtube.com/watch?v=qDxwP5v9ZQw • Video of how valves and camshaft work: www.youtube.com/watch?v=5k8sLCN80IE • Video of how a crankshaft works: www.youtube.com/watch?v=9AOCHgNE2LI • Video of cam and follower mechanism in an engine: www.youtube.com/watch?v=YbjmphKVVpA • Video of how a four-stroke engine works: www.youtube.com/watch?v=OGj8OneMjek • The Exploratorium Tinkering Studio—Cardboard Automata:

http://tinkering.exploratorium.edu/cardboard-automata


Handout: Jitter Bot Design

As you work on your jitter bot, you will think like a mechanical engineer. Mechanical engineers create machines and tools that help make the work we do easier. You will use your observation skills to create a jitter bot using a model and this list of helpful tips.

As you create your jitter bot, you will use the engineering design process:

Helpful Hints • Make sure that the holes that support the cam or crankshaft are directly across from each other. • The cam or crankshaft should be able to rotate easily. Make sure there are not moving parts rubbing

against the bigger cup. • Remember that the rods on the crankshaft should also be able to move freely inside the two slits. Make

sure the slits are cut wide enough for the wooden skewer to move in. • The slits on the Dixie cup and bigger cup should be directly above each other and facing the same

direction. • The aluminum wire can bend easily. If the crankshaft is too big, the wire will bend, altering the design of

your crankshaft.

Step 1: Identify a Need

Think about what you want your jitter bot to be used for. Will it tell a story? Will it be a toy? Will it be a piece of art? Complete the following sentence:

My jitter bot will be used for: ____________________________________________________________________________________________________________________________________________________________________________________

Step 2: Brainstorm

Brainstorm ideas for what you want your figure(s) to look like, how you want them to move, and whether to use a cam or crankshaft.


Handout: Jitter Bot Design

Step 3: Choose and Sketch a Design

Choose one of your ideas and sketch out your design here:

Step 4: Build Your Design Build your jitter bot, using your design as a guide.

Step 5: Test and Share

Try out your jitter bot. Does it move the way you want it to? Does it look like you’d imagined? Share your design with your partner and get their feedback on changes you might make.

Step 6: Redesign Make changes to your design based on your testing and the feedback from your partner.


Facilitating Iterations & Drafts in Tinkering · Youth engage deeply with STEM practices when...

Documents

Transcript of Facilitating Iterations & Drafts in Tinkering · Youth engage deeply with STEM practices when...