If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
Automatic Catapult for Throwing Pet Food, Balls, and More!
MATERIALS
Arduino Uno R3 - any Arduino will do the job though
2 x 180 degree servos
1 x continuous rotation servo
Limit switch
10k ohm resistor
4 x AA batteries and case
1 x 6 volt lantern battery - can be (and I will) replaced with 5 x AA batteries wired together
2 x switches - any kind will do, even the simplest
Connecting cables - plenty of these ;)
Breadboard - for testing
MATERIALS - IF CREATING PERMANENT
Perf board 2 x 2 pin connectors - optional, you could hard wire the battery enclosures.
SERVOS
LED Earrings
STEP 1:
Make the Template
Trace your battery onto a piece of cardboard with the approximate thickness of your battery and cut it out. This will serve as a template to help hold your LEDs in place while you solder.
STEP 2:
Align LEDs
Slide the cardboard template in between the legs of each LED. Arrange them neatly until they make the shape you want for you earring. Make sure to align all the positive legs on one side of the template, and negative legs on the other. If you are unsure of the polarity of your LED, you can always check using your battery.
STEP 3:
Solder the LEDs Together
Starting on the side with the positive legs, solder a length of single stranded wire as close as you can to the top, across the LED legs, connecting them all together. Trim the excess wire.
Our "MAKER CAMP" site will hold a two week hands-on technology, science, and art camp designed for students ages seven to seventeen. Participants will be engaged in technology, science, and art projects that emphasize building, tinkering and exploring. Students go on weekly virtual field trips and will be immersed in hands-on themed projects and activities: with Art, Science, and Technology educators exploring some of the latest technological trends.
This year we will feature two 3D printers and VR Camera & viewers for our campers to utilize & to MAKE camp AWESOME!!! Our program will be facilitated by an AP Art and Technology teacher from Brazosport High School in Freeport, Texas.
2D Digital Fabrication Workshop@Centro Cultural Hispano de San Marcos
*original resource list compiled by Dr. Shaunna Smith at Texas State University-San Marcos, Texas (edited and amended by Rhonda Viola Church graduate student at Texas State University, and art educator at Brazosport High School Freeport, Texas)
Notice the differences between approaches to teaching and learning. With transdisciplinary learning, a framingtopic/big idea or "burning issue" serves as an overarching theme for the inquiry process.
(Source of image:www.hent.org/)
Crossdisciplinary: Viewing one curricular subject from the standpoint of another (for example physics of music and the history of math). (1)
Multidisciplinary: The combination of several content areas that are concerned with one problem, but without intentional integration. (2)
Plurdisciplinary: The combination of content areas that are somewhat related; e.g. math and physics, French and Latin. (3)
Transdisciplinary: “Beyond the scope of the disciplines; that is, to start with a problem and bring to bear knowledge from the disciplines.” (4)
Curriculum integration and thematic teaching are also terms used to describe teaching methods that include interdisciplinary studies. (5)
Meeth, L.R. (1978). "Interdisciplinary Studies: Integration of Knowledge and Experience." Change. 10, p. 6-9.
Piaget, J. (1972). The Epistemology of Interdisciplinary Relationships. Paris: Organization for Economic Cooperation and Development.
Piaget, J. (1972). The Epistemology of Interdisciplinary Relationships. Paris: Organization for Economic Cooperation and Development.
Jacobs, H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development, p. 8.
Through my research on transdisciplinary abilities and visual-reasoning abilities my beliefs in interdisciplinary learning were reinforced and enhanced. As an educator we must look beyond our own specific content in order to help students to make connections through their learning that will best serve them in the challenges of living, working, and thriving in an ever-changing global community.
Transdisciplinary Abilities:
Recognizing geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life.
Visual Reasoning Abilities:
Identifying and building a three-dimensional object from two-dimensional representations of that object.
2D digital fabrication of artifacts is definitely transdiciplinary, and it requires students to be able to use visual-reasoning abilities to solve problems.
The transdisciplinary approach focuses on the inquiry or process itself through the lens of those disciplines covered. A transdisciplinary model of instruction focuses on authentic learning, new perspectives, current issues within the context of multiple disciplines.
In Basarab Nicolescu's “The Transdisciplinary Evolution of Learning, “transdisciplinary learning is described as a new kind of education for the 21st Century emphasizing four pillars:
Learning to know - This is the capability of making connections, adapting to changes and knowing how to learn. Most notably, this refers to the inquiry-based approach to learning such as the scientific process or research and information fluency.
Learning to do- Transdisciplinary learning is framed in the idea of project-based learning or performance tasks that demonstrate the ability to apply knowledge in a creative manner.
Learning to live together- The interconnectedness of the world makes this aspect even more urgent for a need to be able to collaborate on a local and global scale.
Learning to be- The life-long journey of self-discovery must be part of the process of learning.
WHAT IF YOU DO NOT HAVE ACCESS TO 2D OR 3D PRINTER???
First for 3D printing you could Utilize one of the online 3D model printing services mentioned above:
3D HUBS: Less expensive, localized, printing material capabilities (ABS, PLA, and colors) range from printer to printer
SHAPEWAYS: More expensive, shipping fees required, but has full color and SLS (multiple medium capabilities)
FOR 2D Artifacts
Go old school using traditional methods:
paper
pencils
scissors
Xacto knifes/box cutters
For 3D Artifacts Without Using a 3D Model Printing Service Provider
Going old school works here as well, you can use many different sculptural methods to arrive at a 3D artifact after student creation of 3D model using digital fabrication software:
This is your Sidebar, which you can edit like any other page in your workspace.
This Sidebar appears everywhere on your workspace. Add to it whatever you like -- a navigation section, a link to your favorite web sites, or anything else.
PC%203BROWNING.png)
PC%205%20JOHNSTON.png)
%20PC%20STENCIL.png)
PC%20PK.png)
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
Comments (0)
You don't have permission to comment on this page.