Module 2 - “Raptor Hacking” - Turning eNABLE Hands into New Devices
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Module 2 Goal - To allow students to develop engineering and 3D designing skills in the creation of a fun and useful device that provides an engaging entry point into the world of 3D designed prosthetics.
Lesson 2.1: An Introduction to Raptor Hacking - Creating and Printing Files
Lesson 2.2: Building the Grab-tor (Grabbing Raptor)
Lesson 2.3: “Animalize” your Grab-tor
Resources Used in this Module
Videos
2.1 https://www.youtube.com/watch?v=BbyREvderUI
2.1 https://www.youtube.com/watch?v=Kwh_mO5xMP4
2.3 10 Amazing Animal Predators
2.3 Bird Feeding Adaptations
Powerpoints
2.1-2.3 Hack a Raptor Powerpoint
Rubrics and Student Assignments
2.1-2.3 Grab-Tor Assessment Checklist
Lesson 2.1: An Introduction to Raptor Hacking - Creating and Printing Files
Lesson 2.2: Building the Grab-tor (Grabbing Raptor)
Lesson 2.3: “Animalize” your Grab-tor
Resources Used in this Module
Videos
2.1 https://www.youtube.com/watch?v=BbyREvderUI
2.1 https://www.youtube.com/watch?v=Kwh_mO5xMP4
2.3 10 Amazing Animal Predators
2.3 Bird Feeding Adaptations
Powerpoints
2.1-2.3 Hack a Raptor Powerpoint
Rubrics and Student Assignments
2.1-2.3 Grab-Tor Assessment Checklist
Lesson 2.1: An Introduction to Raptor Hacking - Creating and printing the files
Note: Although the creating of the Grab-Tor files is presented as a single one-hour lesson, it is conceivable that it may take longer, depending on students familiarity with 3D designing and printing, the number of printers available at a school, etc. etc.. Consider needing some flexibility in terms of implementing this lesson.
Lesson Objectives: Following this lesson, students will have:
Lesson Intro:
Lesson body:
For this lesson you will need:
Lesson conclusion:
Discuss with students the schedule for printing all groups’ Grab-Tor pieces
Assess creation of files using the Grab-Tor Assessment Checklist
Note: Although the creating of the Grab-Tor files is presented as a single one-hour lesson, it is conceivable that it may take longer, depending on students familiarity with 3D designing and printing, the number of printers available at a school, etc. etc.. Consider needing some flexibility in terms of implementing this lesson.
Lesson Objectives: Following this lesson, students will have:
- Learned the principles of 3D designing using Tinkercad
- Followed a step-by-step guide for “hacking the Raptor Reloaded STL files” in order to design a grabber based on the components of a this hand (Grab-tor)
- 3D printed the components of a Grab-tor
- An appreciation for the process of designing an eNABLE hand
Lesson Intro:
- Show the video Creating the "Grab-Tor" - An introduction to "Raptor Hacking" and explain that this is what students will be building
Lesson body:
For this lesson you will need:
- Computers
- Calipers
- PVC pipe
- Class Tinkercad account
- Access to the Hack a Raptor Powerpoint
- Share the Grab-Tor Assessment Checklist with students so they are aware of goal
- Consider creating a class Tinkercad account - This will allow easy organization of and access to student designs. Please note that if multiple students are logged onto the same Tinkercad Account, when one logs off all are logged off
- Each student (if creating individually) or group (if working in groups) will need a computer, calipers, PVC pipe, access to the class Tinkercad account, access to the Hack a Raptor Powerpoint
- Slides 1-29 contain all the information that students will need to turn a Raptor Reloaded STL file into a Grab-Tor knuckle ring. Have students work through these slides, providing assistance where necessary. It may be helpful to also have a completed Grab-Tor available that will give students a sense of what the completed product will look like. Note: The larger the Grab-Tor, the easier it will be for students to build. This Powerpoint guides students to building a 120% scale Grabtor.
- Students will undoubtedly complete this section at different rates, depending on their designing abilities. Consider having students move to the “Animalizing your Grab-Tor” section (Slides 52-65 of the Hack a Raptor Powerpoint) if they finish early.
- Once the Grab-Tor knuckle ring has been created, consider having students also add fingertips, proximal phalanges, fingertip pins, and knuckle pins to the build plate so that these might print at the same time. Students can find these on slides 25-29 of the Hack a Raptor Powerpoint. Note: this Powerpoint recommends printing fingers and pins at 117% to reduce friction between the knuckle ring and proximal phalanges.
- In order to print files, have students follow slides 30-38 of the Hack a Raptor Powerpoint. Note: this Powerpoint guides students through the use of a MakerBot Replicator to print but these files may be printed on any model of printer.
- Note - Time to print may be a limiting factor in this project. Allow for 6 or more hours to print each set of Grab-Tor materials. Consider planning other activities and lessons that will be implemented during the time it takes to print the class set of Grab-Tor materials.
Lesson conclusion:
Discuss with students the schedule for printing all groups’ Grab-Tor pieces
Assess creation of files using the Grab-Tor Assessment Checklist
Lesson 2.2: Building the Grab-tor (Grabbing Raptor)
Lesson Objectives: Following this lesson, students will have:
Lesson Intro:
Lesson body:
Note: Building a Grab-Tor is an activity that can be done individually or in groups of 2 or 3. Teachers may find it difficult to have students equitably share the workload in groups larger than 3.
For each individual/group building a Grab-tor, students will need:
Note - A large-scale building event can be an effective way to involve a community in this work and to introduce eNABLE hands to them. If you are considering hosting such an event, consider the following tips:
Lesson conclusion:
Conduct a brief review of the status of each group's Grab-Tor construction. Assign completion work where appropriate.
Lesson Objectives: Following this lesson, students will have:
- Created a Grab-tor by assembling the printed components and mounting them to a piece of PVC piping
- Developed a good understanding of the basics of eNABLE hands and practiced the skills needed to build one
Lesson Intro:
- Remind students of the intended final product by showing a completed Grab-Tor or showing part of the video https://www.youtube.com/watch?v=BbyREvderUI
- Share the Grab-Tor Assessment Checklist
Lesson body:
Note: Building a Grab-Tor is an activity that can be done individually or in groups of 2 or 3. Teachers may find it difficult to have students equitably share the workload in groups larger than 3.
For each individual/group building a Grab-tor, students will need:
- 1 lengths of PVC pipes with a hole drilled through
- Elasticized cord (2 x 15cm pieces)
- Fishing line (2 x 50cm pieces)
- Scissors
- Needle nose pliers
- 3D printed Grab-Tor pieces
- 1 knuckle ring w/120% knuckles
- 2 fingertips @ 117%
- 2 proximal phalanges @ 117%
- 2 knuckle pins @ 117%
- 2 finger pins @117%
- Have students access slides 39 - 51 of the Hack a Raptor Powerpoint or print off hard copies of these slides.
- Provide students with a full set of the required materials
- The Hack a Raptor Powerpoint is designed so that students, depending on their familiarity with so-called “maker projects”, should be able to follow the steps and end up with a functioning Grab-Tor device. Encourage students to regularly refer to Grab-Tor Assessment Checklist
- Encourage any groups that finish early to develop a protocol including set of tests to test the effectiveness of the class’s Grab-Tors
Note - A large-scale building event can be an effective way to involve a community in this work and to introduce eNABLE hands to them. If you are considering hosting such an event, consider the following tips:
- Decide before hand what will happen to the Grab-Tors that will be built and ensure that this “endpoint” (take home, remaining on site, etc.) is made clear to participants
- It could be challenging for students much younger than 11 years old to build Grab-Tors without help from adults. Take this into consideration as you plan the event
- Print off enough “Building a Grab-Tor” packets from the Hack a Raptor Powerpoint
- Depending on experience, it could take from 30-60 minutes for a youth or adult to build a Grab-Tor
- Ensure that all parts are pre-printed and assembled into “building kits” including all 3D printed parts, bungees, cords, and PVC pipes
- Ensure that you have enough pairs of scissors, needle nose pliers, tweezers, and PVC pipe cutters on hand and that you have plenty of sandpaper.
- Pre cut and drill PVC pipes
- Consider creating progressive “work stations” with support at each station:
- Confirming parts, explaining overall approach and attaching knuckle ring
- Proximal phalanges, and fingertips
- Attaching bungees to both fingers
- Attaching cords to both fingers and trouble-shooting your Grab-Tor
- One of the best reasons for mounting a Grab-Tor building event is as an introduction to eNABLE and the 3D printed hand movement. Consider having a parallel booth/presentation, etc. that explains eNABLE hands and the connection between this movement and the activity in which participants are engaging.
Lesson conclusion:
Conduct a brief review of the status of each group's Grab-Tor construction. Assign completion work where appropriate.
Lesson 2.3: “Animalize” your Grab-tor
Lesson Objectives: Following this lesson, students will:
Lesson Intro:
Lesson body:
Lesson conclusion:
Invite students to design an activity using, featuring, explaining their animalized Grab-Tor - competitions, small video, graphic, etc.
Lesson Objectives: Following this lesson, students will:
- Have tested the effectiveness of their own and other students’ Grab-tors
- Have taking “Raptor Hacking” to a new level by adding various animal adaptations (claws, teeth, beaks, etc.) to the Grab-tor designs.
Lesson Intro:
- Show 10 Amazing Animal Predators or Bird Feeding Adaptations and discuss natural selection of claws, beaks, jaws, and talons
Lesson body:
- Have students access slides 52-65 of the Hack a Raptor Powerpoint
- Teachers may choose to have students design or find fingertip attachments to fuse to the Raptor fingertips based on a number of criteria (“prey” they will be grabbing, specific form/function relationships to explore, nature of “natural selection lesson” being explored, etc. etc.. If designing, Tinkercad is an effective tool. If finding attachment STL files, Thingiverse is a good resource.
- The Hack a Raptor Powerpoint focuses on one of these possible adaptations: a bear claw.
- Share Grab-Tor Assessment Checklist with students and discuss the “functionality test” in which students will be engaging. Teachers may choose to develop this independently or with class, deciding on such things as:
- What will constitute the prey
- How effectiveness of Grab-Tor will be analyzed
- The role of “time to complete” task in the functionality test
- Etc. etc.
- Have students follow the steps on slides 52-65 of Hack a Raptor Powerpoint.
- Following design of “Animalized” Grab-Tor, teachers will need to decide on the printing schedule and construction of the devices - refer to lessons 7-1 and 7-2 for information on creating, printing, and building Grab-Tors and the time constraints of each
- Complete the lesson/module by having all groups participate in the “functionality test”
- Have students assess the performance of their own and other groups’ “Animalized” Grab-Tors using the Grab-Tor Assessment Checklist
Lesson conclusion:
Invite students to design an activity using, featuring, explaining their animalized Grab-Tor - competitions, small video, graphic, etc.