EdmondsLibrarian
Forum Replies Created
-
Posts
-
Is there a work around to the sb2 file format issue to use Scratch and Makelangelo?
Much better. Not overheating.
Clockwise is higher. Counter clockwise is lower.
One symptom worth noting in too little current, is that the counter weights will come up but not go back down if there isn’t enough electricity.Can I confirm- clockwise = increase; counterclockwise = decrease
My stepper motors are extremely hot.
DCV 2,000m shows 602 DCV 20 shows 0.60https://mcr.dozuki.com/Guide/Makelangelo+5+construction/3?lang=en
Step 15 shows how to measure voltage which I think I followedI wonder if this is for Makelangelo 5?
I find that I have to move from the computer to the Makealngelo board and “click” in the button (same as navigating the LCD menu) to get things going.I like it too.
One feature that I’ve thought might be cool for a while (in a Makelangelo) is the ability to add a sensor that reacted to hand gestures- left/right, up/down. Kind of like a Jedi “use the force” exercise. Etch a Sketch for gestures.
Possible product? https://www.sparkfun.com/products/13162
Of course, more input is more coding… Hope that lots of other users would add to the discussion to make sure there is demand for this kind of feature.I really like the GCode list. Thank you.
As a progression at school, the Cartesian grid is the place to start. Eventually (like in Middle School), I hope my students would understand GCode, much like html. Don’t know if there are any like-minded educators. For example, having students draw a picture from GCode on paper would be a good offline experience.As a Librarian, I don’t have the opportunity to structure a class or progression of activities, so my comment might not be as specific as you need.
Generally, I find that student (and staff) don’t have a high tolerance for things that don’t work. If something is working, then they are reluctant to “break” it, even if they know how to fix it. If something is “broken,” then it isn’t likely that a strong effort can be made to “fix” it.
One challenge I can offer is an activity summarized by “Can you find the one thing I changed?” I use this is training my crew for the school sound system. We send a group out of the room, pull one cord (or push one button), and then watch the troubleshooting skills begin when they return. (Then switch.)
My slogan in fixing equipment around the building is “I only have to know one thing.” The problem is usually that I don’t know which “one thing” is needed for the situation (physical button/wire or control panel). Students (and staff) are more willing to make a list of things that don’t work, when they know that there is only “one thing” to fix.If you are not familiar with the drawing machine (Makelangelo), then I HIGHLY recommend it as a “robot” system. The output is concrete and inexpensive. It is easily approachable for beginners, yet has as many layers of complexity as you could want to add. While the machine is at work, it is mesmerizing- even for me. It’s WAY cooler than “blink.” By choosing a machine that I like, I can keep bringing it to students again and again.
