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    Refer to the following folder

    Dina Chehab

    Found on the main page of the school's platform 

    Embedded Circuits : LED Light

    Embedded LED Circuits

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    Description 

    We will be creating a simple LED circuit.

    Instructions 

    Learn the basics of electricity, battery voltage, switches, and LED polarity to prototype a simple circuit. Then, consider the possibility of embedding electronics into your vehicle

    Deliverables

    Photograph your explorations with circuits 

    Embedded Circuits : Motors

    Embedded Circuits

    Motors

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    Description 

    This activity introduces the technology of DC motors as a possible component to use in prototyping. Motors automate rotational motion in your projects

    Instructions 

    The electrical circuit that powers the motor consists of four basic elements: the battery, the wire, a switch, and the motor. There are a variety of motors, batteries and switches that can be used. You must ensure that the voltage supplied by the battery is within the operational range of the motor. 

    Deliverables 

    Once the motor is spinning an element of your project, record and upload a video of the prototype in action. 

    Feedback & Critique

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    Feedback is a crucial step in the design process, as it exposes you to new ideas, methods, and techniques for developing your ideas further. Continuous feedback throughout the design process also creates a collaborative studio culture, where ideas are shared across projects, which leads to more exciting, developed, and innovative ideas!

    You will provide feedback to your peers. Be thoughtful in your feedback, and refer to the guide below when giving feedback to your peers:

    Guiding Questions for Giving Feedback:

    1. Feedback should never have mean intentions! You can be positive and critical at the same time.
    2. Be as specific as you can.
    3. What kind of feedback would you find helpful if it were your project? Try to give the type of feedback that you would like to receive.
    4. Always elaborate with WHY. Instead of just saying, "your idea is great," explain what part of their project you like and why you think it is interesting.
    5. Ask questions! If something doesn't make sense to you, ask a question about that part of the project or idea. This is an excellent method for getting someone to think about new ideas, different perspectives, and new approaches. 

    Skill Lab: Mechanisms

    Mechanisms

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    Spur Gears.pdf

    Prompt

    Today, we'll dive into the world of mechanical engineering by exploring various mechanisms made entirely from cardboard. From cams and linkages to pulleys and gears, we'll learn how these mechanisms work and how they can be applied in real-world applications.

    Duration: ~2 hrs

    Materials: Cardboard (various thicknesses), Scissors, Craft knives, Rulers, Glue, or tape Markers or pens

    Instructions

    1. Begin by familiarizing yourself with the different mechanisms we'll be exploring: scissor lift, gears, lever, fan/expanding, waving/bending, curving, grabbing, and tentacle motion. There are two extra challenging mechanisms that you can try too: cam & linkage and the pulley system.
    2. Take some time to research and understand how each mechanism functions. 
    3. Choose one mechanism that you find most intriguing or relevant to your interests to start with. Using the provided cardboard and craft tools, start prototyping each chosen mechanism. You may want to sketch out your designs first to visualize how each mechanism will work. 
    4. Experiment with different shapes, sizes, and configurations to optimize the performance of your cardboard mechanisms. 
    5. Test your prototypes to see how well they function. Make adjustments as needed to improve their efficiency and effectiveness.

    Bonus Point

    1. Make another mechanism, think about the difference, and try to combine your two mechanisms (e.g. one mechanism leads to the motion of the other one, one action to actuate both the mechanisms, etc.) 
    2. In your group, consider incorporating your mechanism(s) into a drone: the connection, the scale, etc.

    Deliverables

    Take photos of your prototypes and post them on the Response Tab.

    What is Prototyping

    Saba Ghole

    What is Prototyping ?

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    Cardboard 101: Cutting, Shaping, and Joining

    Kate James

    PROTYPING

    Cardboard 101

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    Teacher's Guide

    Before the Activity

    • Set up a whiteboard or large collaborative surface where ideas can be visually grouped and categorized
    • Ensure students have access to sticky notes and markers
    • Emphasize that brainstorming is a judgment-free zone. All ideas—no matter how wild or impractical—are valid and welcome at this stage.
    • Explain that the goal is quantity over quality at first. This is about generating as many ideas as possible to find creative gems.
    • Provide examples of futuristic vehicles or energy systems to inspire students before they start brainstorming.

      • Make sure students understand the flow of the activity:
        • Individual brainstorming: Rapid idea generation.
        • Group brainstorming: Collaborative clustering and refinement.
        • Narrowing down ideas: Selecting feasible options for further exploration.

    During the Activity

    • Use a timer to create urgency for generating 10+ ideas. Encourage students to focus on creativity, not perfection.
      • Suggest prompts for those who feel stuck, such as:
        • What would transportation look like in a world without gravity?
        • What new renewable energy systems could power vehicles?

    • Part 2: Whiteboard Brainstorm

      • Guide the group discussion as a facilitator, not a director. Let students share their ideas freely, but:
        • Help categorize and cluster similar concepts on the whiteboard.
        • Identify patterns and gaps to stimulate further discussion.
      • Pose open-ended questions to expand on ideas:
        • “What makes this idea futuristic?”
        • “How could this solve a specific problem in the world you imagined?”
        • “Could this work on a larger or smaller scale?”

    • Part 3: Group Formation

      • Encourage diverse groups with complementary skills and perspectives.
      • Offer support to teams struggling to narrow down their ideas. Help them weigh options by asking:
        • “Which idea excites you most?”
        • “Which idea feels most feasible or impactful?”
      • Suggest that each group sketch rough ideas rather than aiming for polished drawings. The focus is on clarity and vision.

    After the Activity

    • Have each group share their selected idea and briefly explain why they chose it. This can spark excitement and provide accountability.
    • Ensure students understand that this chosen concept will be the foundation for the rest of their studio work.
    • Take photos of the whiteboard or digital workspace to document the brainstorming session.
    • Collect individual and group sketches for reference as students move into the next phases of the studio.

    Precedents Guide

    Before the Activity:

    • Familiarize yourself with the prompt and instructions to effectively guide students through the research and analysis process. 
    • Set up the classroom or designated workspace with access to computers or tablets for student research and collaboration
    • Gather resources and materials needed for the activity
    • Make sure each student has access to a device to research on, this activity can be done in pairs if we have limited devices.

    Throughout the Activity:

    • Research: Encourage students to pick a transit system they find interesting or that connects to their personal experiences. 
    • Provide students with resources or suggested websites (e.g., travel blogs, transportation websites, academic papers) to get them started.
    • Offer advice on what key features to focus on: geography, capacity, technology, environmental impact, and user experience.
    • Discussion: Emphasize the importance of discussing both the pros and cons of the system. This helps develop critical thinking and problem-solving skills, leading to meaningful suggestions for improvement.
    • Make it clear that this activity is purely research-focused and not meant to brainstorm ideas for their own projects. This should be an exercise in understanding and analyzing existing transit systems, not developing new ones.
    • Improvement Phase: Now that they have a deep understanding of the system, they can consider what might make it more effective, efficient, or sustainable. This could involve:
      • Addressing environmental or accessibility issues
      • Leveraging new technologies or materials
      • Enhancing the user experience

    After the Activity:

    • Allow space for other students to react and ask questions to their peers

    Students Past Projects

    Dina Chehab

    So, we made a high-altitude mother ship to enable fast travel to Outerspace, powered by the wind from stratosphere and the temperature difference, thus reducing the pollution occurring by the use of gasoline to fuel up the ships.

    STUDENTS PAST PROJECTS:

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