It’s so brilliant and useful and we would not have thought of that as something to give these students to do, so that was a really amazing moment in the week. The last one was actually an idea that the students came up with themselves. The students picked as their equipment to build: laser, differential scanning calorimeter, precision balance, coding an oscilloscope program, water distiller, and fume hood.
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To be honest, we hadn’t though the 12 middle and high school students would be able to do much in the seemingly short 2 weeks, 5 hours a day that we had with them, but they exceeded our expectations and so quickly that we didn’t even have time to set new expectations in our head! Here’s a short run-down of the class:ĭay 1: Intro to science equipment and science labs in Rwanda, skype with Kepler students, take apart old electronics (desktops, computers, oscilloscope)ĭay 2: Brainstorm more equipment ideas and pick projects and groups, begin learning about their specific equipment and brainstorm ideas for how to make it do-it-yourself, get feedback from peersĭay 3: Draw designs, get feedback from coaches, redraw, prototype, get feedback from coaches, prototype, etc.ĭays 4-9: Buy/order materials, build more prototypes, test equipment We hadn’t considered that, but we had to admit it was actually a really really good idea 😉
It would also mesh better with the way the other Nuvu classes (or studios, as they call them) are run. We initially approached Nuvu back in January about doing a pilot class there, but Rosie at Nuvu had an even better idea of having the students help us make our science equipment, to be used in the experiments. For the past 2 weeks, we’ve been teaching a studio Nuvu studio in Cambridge on do-it-yourself science equipment.
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