Description 

Now that we've explored the possible futures and developed strong project ideas, it's time to create your first prototypes (remember: prototypes are rapidly-made models created with easily-manipulative materials that demonstrate the simplest version of your idea in physical form). 

 This is an opportunity to test out design shapes, sizes, and techniques of making before we create our final prototypes!  

Instructions 

Begin by sketching the pieces needed to construct your project. Then assemble the materials needed and create quick mock-ups in paper and cardboard.

Deliverables

Photograph your sketches and cardboard prototypes and assemble them in your Design Journal to record your first creations. Add your thesis statement to the description in your Journal. 

Goal:
This activity gives you a chance to improve your prototype. Iteration means making your project better step by step—both how it looks and how it works.

How it works:

1. Make a prototype.

2. Get feedback from classmates or your teacher.

3. Make your prototype better.

4. Repeat until your project is finished.

Part 1: Think About Your First Prototype

• What materials and tools will work best for your next version?

• What parts of your prototype are strong or weak? How can you make it stronger?

• Does it look neat? Can you hide glue or tape?

• Do all the pieces fit together well? How can you make it cleaner?

• Ask classmates or your teacher for feedback.

Part 2: Add Advanced Features

• Think about adding electronics, moving parts, or 3D printing to make your prototype work better or look cooler.

Part 3: Build Your Final Prototype

• Use your best materials.

• Cut and assemble carefully.

• Make it look neat and finished.

Deliverable:
At the end of this project, you will have your final, improved prototype ready to show!

Prompt

First, students will work in their project groups to generate initial ideas about their concept in the form of sketches. Then, they will write their concept thesis and draw a storyboard about how your transport works.

Instructions

Part 1:In your group, finalize your concept idea.

Part 2: Begin to develop sketches to their final concept idea.

Part 3: Once each sketch is complete, share your sketches with your instructor.

Part 4: Start by looking at your sketches with your partner/ in your group. Together, decide on the main idea and form of your project. Have a draft of a project name and a draft of a project concept thesis sentence by the end of class.

Part 5 : Create a storyboard that visually explains how your project functions. Use at least 4–6 frames to illustrate:

• The problem your project solves.
• How users interact with your concept.
• Key features or technologies.
• The impact of your solution on the future of transportation.

Deliverables

Upload your storyboard, sketches, title, and concept statement to the Responses tab above. 

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. 

 Safety Standards

The following guide outlines best practices for safety in a hands-on making environment. Its intent is to establish a methodology towards common safety procedures, and not be exhaustive.

Rules to follow: 

• School should consider holding an orientation to the Studio and maker space and consider its approach towards requests for access and use of the resources within. 
• School should confirm that it has appropriate insurance as required. 
• All coaches should be trained on, and be comfortable with, using makerspace and making tools. 
• The makerspace manager oversees the safety in the makerspace, runs safety trainings, enforces safety rules, and acts as the resident expert to help students to acquire specialized skills with tools, tool safety, and other aspects of hands-on fabrication.
• He also needs to show students where basic materials are kept and establish a culture around safety that balances safe practices with a freedom to explore new tools. Students should understand that there are no stupid questions, and that if you don’t know how to use a tool, ask.
• Makerspace equipment, tools, and software will likely require training for proper use and operation. Users should refer to the manufacturer’s information for best practices, the safety guide, or seek out resources to properly use and operate the tools that are unfamiliar. 
• All staff and teachers who will be using the Studio and makerspace space should receive training in basic First Aid and CPR. They should know the emergency procedures for the building and facility, access to nearest exits, and emergency contact numbers for local health facilities and public safety. 
• School should establish a procedure for securing makerspace areas when not attended or in use. Students should not be allowed to use makerspace space unless a teacher is present (It is only for Students who are calm and respectful, for middle and high school)

Basic Safety Practices

• Students should receive a general safety orientation on their first day. 
• For elementary students, you will teach them how to draw lines and curves on paper. Additionally, you will sit with each child to observe how they hold the scissors and ensure they are using them correctly.
• "For middle school and high school students, their first encounter with prototyping usually occurs during the introductory activity on day 1. In this session, you will present the first two presentations we have prepared about prototyping. During the presentation, it is important to explain why we use a cutting mat, a metal ruler, as well as the properties of a cutter and glue gun.
• After the presentation, you should personally engage with every student. Demonstrate the proper use of the cutting mat, metal ruler, cutter, and glue gun, ensuring they understand the techniques involved. Allow the students to try these techniques themselves under your supervision and guidance.
• Subsequent tutorials or lessons around using specialized equipment will be presented as the tools are introduced in the curriculum.
• Work spaces should be well lit.
• Paths to exits should be well marked and kept clear.
• Use tools only for their intended purposes.
• All tools should have a “home”.
• Mount basic user instructions and safety guidelines next to all complex equipment or power tools (laser cutter, 3D printer, etc).
• Have safety posters in studios and the makerspace.
• Check the list of materials allowed in the studio, before introducing any material inside the room.
• Cleaning up and putting extraneous tools and equipment away should be part of daily culture. 
• Backpacks, phones, loose clothing and other distractions should be kept out of the way in the Studios and makerspace. 
• Extension cords and other tripping hazards should be kept to a minimum. If necessary, cords should be neatly secured to the floor and identified with bright colors. 
• For coaches: Our storage area contains dangerous machines and materials. Please ensure that you read the labels carefully before moving anything around. All these items have yellow caution tape around them to indicate their hazardous nature. It is crucial to be cautious and not use or expose these materials when students are present in the center (also you should be careful when handling those items).
• All scrap pieces like cardboard, acetate, odds and ends will be kept in a “recycle box” for you to use in other projects. We need to be mindful that we have limited resources and that we need to make sure that nothing goes to waste.

Safety equipment

Safety equipment should be placed in a highly visible location and clearly identified to students and teachers as part of their orientation.

• First Aid Kit
• Gloves should be worn at all times
• Eye protection (Safety Goggles)
• Safety Goggles are required to be worn in the makerspace at all times, by every user. 
• Ear plugs
• Wear only shoes that cover the entire foot, no open-toe shoes or sandals.
• Fire extinguishers

Makerspace Rules

• To enter the makerspace you must: Wear eye protection /Have hair, jewelry and sleeves secured/removed/ Wear closed toe shoes
• Use of equipment is a responsibility that is earned. Follow work guidelines, slow down, think it through and ask for help.
• Seek supervision from a coach or makerspace manager when using powered cutting tools or chemicals.
• Take what you need to work at your desk if possible, return tools and materials always.
• Maintain good awareness of your surroundings.
• Never use a tool unless you’ve been trained to use it safely.
• Use tools only as they were designed to be used. 
• Never walk away from a tool that is still on.
• Never use a broken tool, and report any broken tools or machines immediately.
• Clean up your work area and return all tools to where you got them.
• Mop up spills immediately.

Rules and procedures for common tools

• Cutting/ Box Cutter/Exacto Knife
• Cutting tools: When working with cutting tools, plan your posture and actions thoughtfully to avoid inflicting self-harm.

Elementary 

Elementary students are not allowed to have dangerous cutting tools,  they can use scissors and canary cutters. usage has to be done under supervision and only to cut light material, like paper and flexible light objects that won’t snap when cut. For the use of scissors/cutters please do a little "seminar" with them, where they are cutting along a spiraling line on a sheet of paper, and have to supervise them to make sure their hands are in the correct position. I think this might be a skill that requires a bit of dedicated attention/ skill-building time, since it's so fundamental to their studio work..

Have them wear gloves as well, and safety glasses.

Middle school & High school 11+

• Always use a cutting mat and metal ruler with an edge guard.
• Always retract your cuttter blade when not in use.
• Keep material secure with a clamp and keep hands and fingers out of blade path. Keep body out of blade path.
• Cut in a controlled way, watch what you are doing.
• Using dull blades can be more dangerous than sharp blades. Regularly change out blades or snap blades with a set of pliers. Always dispose of blades immediately in sharps disposal.
• Return tool when you are done.
• The box you take to the studio is gray and contains 14 cutters, numbered from 1 to 14. Make sure you have all numbers before dismissing students. Same for scissors, make sure you have all scissors before dismissing students. 

Hot Glue Guns

Elementary 

They are not allowed to use glue guns, they are only allowed to use UHU stick glue. 

Middle school & High school 11+

• Glue sticks should not be  accessible for students, and are only carried by the coaches. 
• Students can use the glue gun after completing the safety orientation on day 1.
• Do not glue directly on the table or a cutting mat. Use butcher paper or scrap paper underneath the project.
• Run power cord in a safe manner that doesn’t present a hazard to others. We are placing tables according to electrical plugs, where the electrical cord will be connected to.
• After gluing, unplug the glue gun and leave to cool.
• Wrap cord and return tool when you are done.

For extra blades, cutters, and glue gun, you will find a transparent box in the top closed shelve on the right on top of the paint/strings. There you will find extra types of glue and the super glue. 

Electronics 

• When bringing electronics into the studio, please take only the number of pieces you need, corresponding to the number of students or groups you have. For basic electronics, you can find them in the large transparent boxes with compartments. For additional basic tools, look for the transparent box with blue tape. If you require more advanced pieces, check the white box with a green post-it note and the small drawers in the orange compartment.
• Use electrical tape to connect electrical components. No glue gun or any type of tape. 
• When using alligator cables, make sure students are aware that current goes through the metal part; as such, this part should be covered with the plastic part.
• No soldering piece, unless it's an advanced project in Open innovation or capstone. Also, solder in a ventilated space.
• Take care of Arduinos and make sure they are always intact.  

For Bigger and more powerful tools

• Cutting tools: When working with cutting tools, plan your posture and actions thoughtfully to avoid inflicting self-harm. Clamp work and create stability. If it is going to be loud, make a plan with the makerspace manager about when and protect your ears and the ears of those working around you. If you get cut, report to staff.

Hand Drill 

• Ensure that sleeves, jewelry and hair are tied back and secure.
• Before drilling, confirm that drilling is not into a table.
• Clamp material and ensure that material is secure.
• Return drill bit and drill when you are done.

Laser Cutting

• Respect the queue. 
• Respect the material. Don’t put your cut in the middle of the material; Position your cut to maximize the potential use of the offcut by another user. 
• Always monitor the cut in progress. Know the procedure for addressing flare-ups and fires in the cutting bed. 
• Allow for vent time, at least 30 seconds.
• After your cut, clean the bed with brush/vacuum.
• Process the offcut. Store in proper place, or discard responsibly.

Hack Saw/ Coping Saw/ Miter

• Ensure that sleeves, jewelry and hair are tied back and secure.
• Wear safety glasses. 
• Clamp material in a stable fashion, close to where you are cutting.
• Use a controlled sawing motion. Keep limbs and hands out of blade path. 
• Ask for help if the offcut will fall uncontrolled.
• After cut is complete: Sweep dust; Process offcut; and put tool away.

Dremel 

• Ensure that sleeves, jewelry and hair are tied back and secure.
• Wear safety glasses and a dust mask. 
• Clamp material in a stable fashion, close to where you are cutting.
• Inform others around you of the activity you intend to perform before you start. Ask others to leave or wear personal protection.
• Always operate Dremel at the speed needed to accomplish the job, and no faster.
• Demonstrate a clear strategy for handling the material after it has been heated.
• Leave material to cool. 
• Clean up dust and debris. 
• Return Dremel when you are done.

Other Hot Tools (Irons, Soldering Irons, etc)

• Soldering: Use fume extractors to help clear your breathing air when working with solder and vapors.
• Set up work space in a safe, thoughtful manner: Do not run cords through pathways, and inform neighbors of the use of the hot tools. Always be present with the tool while it is hot.
• Only use materials that have been approved by a teacher. 
• If noxious fumes are created, use only in the makerspace with a fume extractor.
• Demonstrate a clear strategy for handling the material after it has been heated.
• Unplug and switch off as soon as work is finished. Place tool in a safe place to cool.
• Once cool, put tool away.

Creating Dust (Sanding, Filing, Cutting with a power tool)

Sanding: Releases particulates into the air that can be inhaled. For this reason, wear a dust mask. Good management of this will prevent respiratory issues from forming or worsening.Ensure that sleeves, jewelry and hair are tied back and secure.

• Wear safety glasses.
• Set up work space in a safe, thoughtful manner: Do not run cords through pathways, be considerate of the activities going on around you (i.e., do not attempt to sand while your neighbor is painting).
• Inform everyone in the area that you are about to create dust that can not be breathed. People must either exit the makerspace or wear appropriate protection (dust masks and goggles)
• Clean up dust and debris. 
• Return tool when you are done.

Using Chemicals:

 Certain chemicals can cause irritation or be harmful, including sprays, glues and solvents. Read labels, wear the correct type of gloves and consult staff about properly ventilated work stations and procedures. Be aware, certain vapors can co-mingle with the plastics in contact lenses and toxify them. In the event of a spill, seek help from staff immediately