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Project 1 Activity 1 Idea Exploration Activity
Using the "Useful Resources" links for finding ideas,
Thingiverse: https://www.thingiverse.com/
Instructables: http://www.instructables.com
Make https://makeprojects.com/home
Make Zine Projects https://makezine.com/projects/
YouTube Search: https://www.youtube.com
or via your own searching and reading, locate a project idea that you think would be useful or interesting in a makerspace or fab lab. Post here to the Idea Exploration Activity discussion board about the project idea that you've found, including in your posting:
1) a picture/sketch/visualization of the project, and
2) a description of the technologies and resources needed to create this project, and
3) any other relevant information about the project, such as any limits you would place on who can do this project (such as age limits, prior skills/experience required, etc.
4) Also cite the source where you found the project (if online, include the link, or if in a book or other published source, include the citation.)
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Project Idea: Puzzle Board Idea from: https://www.youtube.com/watch?v=pgih7ZCBPBI
This idea originated from often 2- 3 puzzles being worked on at the same time in our library, which takes up alot of space on tables. Yet, this would allow us to move the puzzles, from the table, without disrupting the worked on puzzle, as well as allowing the table to be used for other purposes at any moment in time.
1) https://www.amazon.com/Puzzle-Board/s?k=Puzzle+Board
2) Main technologies needed would be a circular saw, a sander, nails, and wood such as the below:
Track Saw: https://amzn.to/3mo1kMQ
Quick & Thick Glue: https://amzn.to/31Rnjm1
Nail Gun: https://amzn.to/3mmZtrQ
1 1/4" 18GA Brad Nails: https://amzn.to/2Q0bTKb
1" 18GA Brad Nails: https://amzn.to/3dJ1BpI
Felt Pads: https://amzn.to/3uq2muI
Brushing Lacquer: https://amzn.to/39NUlIh
Hand Sander: https://amzn.to/2Q4PWcB
Sandpaper: https://amzn.to/2Q4PWcB
I do see the listed tools as guide rails as below in creating the sides of the puzzle tray:
Guide Rail (long): https://amzn.to/3dLm0uC
Guide Rail (short): https://amzn.to/2PXbO9Y
Rail Collector Kit: https://amzn.to/2Px6cUb
but I feel in a Maker Lab, it would be a better idea to have tables/ counters made that have guide rails that can be folded up, and folded down, to use for such projects.
3) Age limits would be, I feel, for someone 16 or older and supervised as well with an adult due to the use of power equipment. Additionally, I would like to see ad added on version of this board, created where using our 3D printer, we could not just make a puzzle board, but create a added on section to this, that would be hollowed out storage openings for some of the pieces. I think this add-on to the puzzle board, at the bottom, or sides, would be a good addition to a puzzle board allowing some extra pieces to be placed in areas off the main surface, to allow room for manipulation of some of the other pieces. I found something similar to this idea here: https://www.myminifactory.com/object/3d-print-stacking-tray-for-puzzles-119024
but I would like to create a puzzle tray that contains maybe sliding or pull pull out trays as part of the puzzle board that can be slid in and out maybe under the puzzle tray? It would be similar to this: https://www.marymaxim.com/products/puzzle-plateau-table?currency=USD&variant=39393088176295&utm_medium=cpc&utm_source=google&utm_campaign=Google%20Shopping&gclid=CjwKCAjw7eSZBhB8EiwA60kCW0ESG_SEADAHA6EvIKKRSDuKnKtug-xUV5y0eqFVnmBn7iZhHSHKMRoCRKYQAvD_BwE
or
4) I searched several sites for 3d printing projects, but did not find a project there. I searched Youtube and found this project and found it to be something functional for our library that could be used and visible every day. The sites I found above come close to the idea we are trying to make in a Fab Lab or Makerspace.
Project 2
Create a bristlebot project using battery, motor, foam tape and toothbrush from your class supplies. You can add other things (tape, glue, paint, string, metal, decorations such as googly eyes etc.) or create a different configuration/design if you wish, but the bot moving around must be a primary part of the design. Write up what you did with a minimum of 500 words of text instructions (materials needed, tools used, any specifications on items used, step by step instructions of how to put the project together, and any additional instructions or comments explaining the results or suggesting improvements that could be made. Include at least one visual element that documents the design/creation process (schematics, drawings, photos, or video) and post your 'how to' instructional guide here.
https://www.makerspaces.com/how-to-make-a-bristlebot/
https://www.makerspaces.com/how-to-make-an-art-bot/
Materials needs for this project are as follows:
1 medium toothbrush
1 three-volt battery
1 motor with negative and positive wires
2 googly eyes
Double-sided tape (recommended)
Two pipecleaners
Insulation strip tool (optional)
My biggest fear in building a bristelbot was breaking the toothbrush. This turned out to not be as difficult as I had conjured up, the trick is break off as close to the base of the toothbrush as possible. Step one in the process is to ensure that you have all of the necessary equipment.
Once the first step of breaking the handle from the base of the toothbrush is achieved,
the second step is to find a location on the back of the toothbrush, flush with the back of the toothbrush, to secure the battery with double-sided tape, leaving room for the small motor. The battery should be able to have a portion of the positive and negative side showing. I used as a test in using athletic tape to secure the battery and motor to the flat side of the toothbrush. I found this to be less dependable and less stiff than the double-sided tape.
With room left to attach the motor, the third step is to use double-sided tape to secure the motor beside the battery. This needs to be in proximity to allow the wires to touch both sides of the battery. The fourth step is to attached the positive (red) and negative(blue) wires to the positive and negative sides of the battery as marked. I used tape on the wires to secure the wires to each side of the battery, and had to cut a small portion of insulation to allow enough wire to be secured.
Step four is to attach the positive and negative wires to the positive and negative parts of the battery. There will be text and a plus sign on the positive side of the battery, and the negative side will be blank. The positive wire will be red, while the negative wire will be blue. Using a piece of adhesive, wrap the adhesive around the battery so that the wires can be attached to the battery. Make sure not to push the wire too deep into the adhesive. The reason for this is that you need the exposed wire to contact the battery, and it won't be able to if the wire is not making direct contact with the battery. Optionally you may use a wire stripper to create more exposed wire for the battery to connect to. Once both sides are connected, the robot should begin moving! Make sure that one of the wires is easily removable. That way you can turn the robot off when you want.
Trial Runs I:
The first time I built this – I used athletic tape for all parts, which caused a slight problem of wearing loose after so many times of moving. Additionally, I used no pipe cleaners, which caused the problem of not being able to stand up straight on the bristles but falling to the side repeatedly with vibrations.
In testing with the cat, at first the cat just was interigued, finally, the cat was caught up in picking up the item.
https://youtube.com/shorts/9Nqxh6ZoFBs?feature=share Video 1
https://www.youtube.com/watch?v=ptZtj5o2H7o Video 2
https://www.youtube.com/watch?v=EQ4vIvvdYa8 Video 3
https://www.youtube.com/watch?v=QhX_pZ8gjfc Video 4
Project 3
Make a project using electronic circuits such as in using the batteries, copper tape, paper and LED or chibi lights from your class supplies, or a squishy circuits playdough recipe as shown in class on Oct 6. You can incorporate other things (tape, glue, paint, string, metal pieces, playdough etc.) but the electronic circuit completing some task (such as lighting up LED lights) must be a primary part of the design. Write up what you did with:
1) a minimum of 500 words of text instructions (materials needed, tools used, dimensions of parts or specifications of items used,
2) the step by step instructions of how to put the project together, and
3) any additional instructions or comments explaining the results or suggesting improvements that could be made.
4) Include at least one visual element that documents the design/creation process (schematics, drawings, photos, or video)
For ideas:
Tinkering Studio: Paper Circuits
Ji Qi's Circuit Sticker Sketchbook
also see Tinkering Studio full PDF
other Circuits Useful Links
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Materials:
Conductive Copper tape (double-sided)
Chibi style lights or gumdrop LED lights (positive/negative leg)
Paper- any kind
Coin Cell battery (positive/negative)
Scissors
Introductory video -
https://www.youtube.com/watch?v=ha1Bp03fe88
Directions:
Create a path for the conductive tape to follow, then peel back side of tape and lay down on path but following steps 2 and 3 below at the same time.
During the path of your conductive tape, have the start touch one side of the battery, and the end of the tape, touching the opposite side of the tape to complete the circuit.
ALSO during the path of the conductive tape, make one small break to allow enough room for the long leg of the gumdrop LED light to the positive leg to the short leg (negative) to connect the circuity with the light, or the same using the chibi light.
To allow the light to come on, all connections need to be made, for a challenge, try to find a way to have pressure applied to the tape to touch the battery, to allow light to go on and off.
Process:
In having a metal Christmas tree, I wanted to not only allow LED lights on the tree to operate, but something from below. I traced a circle of the base of the metal tree, followed my path with conductive tape (to the enjoyment of my feline Suzy).
I next made sure the circuit operated correctly with the gumdrop light, then applied an amount of tape lightly to the top of the battery, but slightly off to the side. I did this both on the LED light leg and the battery, so that the light would only come on if pressure was applied from the tree onto the connections.
See Video:
This process allowed me to complete a circuit, but also to show how pressure can be the on and off for the circuit involving when the tree was on the circuit itself, difficult to see from above since the base was the same shape of the path.
Extensions:
For a small one-gallon aquarium, it would be attractive to use the chibi lights, as they are a flat surface, and draw the base of the small aquarium, and sit the aquarium on top of that path, applying pressure to the chibi lights, allowing light to light up the tank from the bottom, with the battery just off to the side of the base, to allow disconnecting the circuit. Without a top light needed, the light from below would illuminate up through the aquarium and allow an individual to disconnect at will. This would be small enough, and strong enough to work for such a small aquarium, usually the gallon or smaller for a betta fish that can be bought.
Additional Comments:
The only difficulty was being careful to peel back the double side of the conductive tape, but not too far ahead as it is very easy for the tape to become tangled and intertwined. At first, the light I connected did not come on but this was due to not having a clear, definite connection to the both legs. Making sure the circuit is closed and connected securely on all points is a major factor in a successful connection being made, before putting into place for your project.
Project 4
Print a small 3-D printed object, either by printing through 3D PrinterOS
to the iHub or by printing to a 3D printer you have access to elsewhere. You can use an existing file or a file you have found and modified such as a downloaded STL file, or a file you have created entirely yourself such as in TinkerCAD
. When printing to iHub, name the file with your last name + LIS5486 + some indication of what the item is that I need to look for - color of your item will also help me find it for you (e.g. I would name my file of a duck printed on a printer with yellow filament: MonLIS5486yellowduck). Using a minimum of 300 words and a minimum of 1 visual (picture, video, sketch, drawing etc), provide the details on what you did - how you found or created the file, any changes or adjustments you made in getting to a successful print, and any instructions, comments on the process or results, or suggestions of improvements. Include visuals (pictures or video) documenting the process and your final item, and post your discussion of the project here (note: if you have printed to iHub, I will retrieve the item and take pictures that I will send to you, also mailing the final printed item to you). You can alternatively host this on your online portfolio site, posting the link to your portfolio site page here. (10 points) Due Weds, Nov 2 at 11:59pm - EXTENDED TO WEDS, NOV 16.
See the iHub's How To Info and Video
Looking for ideas?
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Having a Makerbot 3D printer at our Media Center, I was somewhat familiar with ThingVerse, but have to admit was intrigued by the ability to create remotely and using the program 3DPrinterOS. This truly redfines the connectivity of 3D printing with remote students, LOVE. The early stages of the process were pretty easy due to familiarity, but what was the most difficult was not realizing how to place this item in queue.
Adding files and being able to choose a printer was relatively easy, though I found I need to learn more about the specific abilities of the varying 3D printers. I did not realize until much later in the process, that to go to another menu to save and then print actually places the item in the actual printing process.
The choice of these two items, both topographical maps, were to be of use to a blind student in our school. The ability to feel the contour of a country, as well as be able to do so in a relatively compact space, is ideal for representing how a 3D printer can be functional and a tool to every student’s learning process. After sending two files to the iHub, I want to try the remaining files, that represent the whole world, on our 3d printer to complete the process. All projects were printed on the Dremel3d45. The cost of the South American model was $.85 and the cost of the North American model was $1.38.
Being able to discover how to do this bot on a remote and on-site location to me is similar to learning how to manipulate a MAC and PC platform. Being able to have versatile experiences with a 3D printer only makes the manipulation and troubleshooting, when you are not at a correct window, more likely. AT first the whole intimidation of a new platform and new process can be just that, but being encouraged to delve into the program and explore options, helps the user discover many varied ways to approach an actual print.
Project 5
Create a Scratch
coded exploratory project of your choosing - examples of ideas for Scratch creations include: a game, an interactive story, an artwork that evolves and changes, etc. Using a minimum of 300 words and a minimum of 1 visual (picture, video, sketch, drawing etc), provide the details on what you did - description of what sort of project you created and what the project does, any changes or adjustments you made to your original idea in getting to a successful final result, and any instructions, comments on the process or results, or suggestions of improvements.
For Ideas:
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DASL Scratch Project #5
https://scratch.mit.edu/projects/769631428
The Idea:
My idea for this project originally went to a logo I was helping to add to, for the DASL organization (Delaware Association of School Libraries) - and I wanted to utilize this graphic as I was working on this currently. After working with a student who added a detail to it to differentiate it from the logo used by our state Association (Delaware Library Association), I knew this was a fresh start for soinf a project with Scratch.
The Process:
I loaded the graphic replacing the current sprite in Scratch (bottom right menu)- you can upload a graphic to replace the current sprite. After loading this up, I know I also wanted a different "stage" to match a theme of librarianship, so adding a new stage, also on the bottom right screen was perfect, and there were alot to choose from.
Scratch is color coded as well as has headings to help organize a wide range of contols for what you would like to manipulate.
I knew to start I wanted to activate as clicking on the sprite to begin. As I result, I did activate initally with clicking on the green flag (under the EVENTS heading). I needed to search google to understand how other aspects of Scratch worked, such as using variable, learning how operators and controls worked. I had watched the tutorials, but still needed more help from the tutorials I searched through on Google. At this point, I felt fatigued so left Scratch to pick up tomorrow.
When I came back in to Scratch the next day, what I realized was I had NOT created an account. Bad Move. This made me realize I had nothing saved, so I repeated all of the above over :) At this point, I changed the start from clicking on the green flag, to being able to activate all by clicking on the sprite of the DASL logo. ( I DID create an account this time and amazingly!- things were saving!)
After I tested the DASL logo being able to put out LOOKS - saying a message to the viewer, and being able to set the parameters based on a time frame! Love it! The puzzle piece shapes help guide anyone on what can come next sequentially-wise, etc..
I found I could pause between commands, using the options under EVENTS again. Exploring what is possible under MOTION options, I could simulate a greeting coming back and forth to the viewer and the interface. I realized to continue a somehwat conversation, I could extend a few more options under the LOOKS options, and provide information that could take viewers to another location, such as a website to add to what they are discovering at this initial stage.
The last LOOKS prompt allowed me to imagine one more addition to the STAGE overall, that of adding music. However, before this, (before I saved and created an account) I had attached an external speaker, and tied to record my own sounds, thinking I would have the DASL logo spin when clicked on, and have the sound of wind. This was an epic fail. On many attempts I made to record sound effects, with an external microphone, using the internal microphone, anything, it just came out garbled. ANYTIME I used my voice, voice came out recorded perfectly, just not sounds. I relented and gave in and used the sound of brief music, that Scratch provided, with the speaker sprite added (yes, you can add multiple sprites to a STAGE!) - and this made the whole experience a little more interactive.
Reflections:
I stood back and what seemed simple, a short list of commands was deceiving. There is a lot more to what occurs before you, and the complexities of what seems easy, is actually a little more work on the back side of the coding/keying part. I think this is a spectacular opportunity to see how aspects of strategy, planning, math, arts, language, and more combine together - parts that make a sum of a synthesis. This is a GREAT approach to learning and teaching - love this approach. I had snags with not realizing I needed to create an account before having my project save, trying to bring external recordings into the project, and some diffcult issues with learning on my own the way specific operations help. Gaining feedback from forums outside of the tutorials helped alot; overall time into Scratch was about 5 hours total, allowing mistakes, learning, experimentation, etc..
Project 6
Write a grant proposal for the purchase of 5 resource/tool purchases not already shown to be part of the makerspace that you suggest for improving the operations and services of the makerspace. The 1500 word grant proposal will
1) describe each of the five items you have selected for purchase, and
2) the cost and functions of each item, why this item was selected (both in terms of the functionality it adds to the makerspace, and also why you selected this brand and model of item as opposed to other similar items/brands), and
3) explain how these purchases together are intended to be used to improve the operations/services of the makerspace. Due on Thu, Dec 8 at 11:59pm (10 points)
Helpful Resources -
Having trouble thinking of things to write? Here are some helpful ideas from class ppt
for grants including Learning Labs
and YOUMedia
; also practitioner's guide
Reading: Willingham, Theresa. (2017) "Makerspace Inventory
.," Chapter 7, Library Makerspaces : The Complete Guide, Rowman & Littlefield Publishers, 2017, pp. 167-187. https://fsu-flvc.primo.exlibrisgroup.com/permalink/01FALSC_FSU/pag4dr/alma990359550950306576
see: Makerspace Directory
see: Makerspaces in US Universities
see: FabLabs List
see: Hackerspaces
searching for journal articles for more info about your makerspace? try: Academic Search Complete ; ProQuest; Library Literature; Google Scholar
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