Materials used: 3V Batteries, Copper tape, LEDs

This stimulated the question: could I integrate magnetism into this design? I was following MIT Edgerton's guide at this point to make "Magnetic LED Tiles" by Diane Brancazio.

It was exciting to learn how to use the laser cutter (thanks, Marc Raila)! However, I athis circuit wasn't successful, because I didn't separate the LED ends into different 'holes' causing short circuiting. Thanks to Diane Brancazio for helping me understand that.

Special shout-out to Jessica Herzog and Iman Rastegari for all of their help making this video! Here I used stop-motion to film scenes, and experimented with lighting and CapCut's editing software. I also became curious about how to integrate storytelling into electronics leading to...

With Dr. Jim Bales, I learned how to power a nightlight using an 'op-amp' and a light sensor. This led me to be curious about how I might use Arduino to use code to selectively power a device. There was a lot of back-and-forth to make this work, shoutout to Kelsey!

I've always been curious about the potential of integrating Arduino, a microprocessor, into designing with students. I  spent hours initially working on one that was broken. But finally, and using ChatGPT for code snippets and work I've learned in CS50 with Brian Yu, I got a motion sensor to turn on a light...which led to..

Using this motion sensor, I was able to create an homage to the "Expecto Patronum"! moment in Harry Potter, in which he expels demontors by summining his Patronus, a white stag. Here, a motion detector senses a laser-cut dementor, and the light turns on and the deer "appears". 

I am now most curious about researching in the future what teachers want in terms of preparation  to make maker projects happen more often. I also wonder about scale: we need projects to work for 25+ students, not just a single person. How might I work on framing lessons to give teachers inspiration on how to organize as well as teach complex electronics projects?