Maker Space Build Along: Chain Reactions! (Ages 6-10)

This class is an ongoing cycle, and learners may join (or unjoin) at any time. The sessions are very interactive; each child chooses how hands-on they want it to be. Learners will have the opportunity to build and share their own machines and machine parts throughout the session, (although some children may benefit more from absorbing, and then building later on). I will be working on my own builds during each of these classes as well, sharing my ideas, as well as exploring, trying out, and developing ideas that the learners may provide.

I aim to present this material with all the creative passion that I feel for this work, and I hope to inspire learners with my energy, as much as with the content. There is often a fluid mix of first-timers and repeat learners throughout. You may enroll your learner in more than one section of this class, if once per week is not enough.

For first time learners to my class, I encourage also signing up for one of my one-time, (not hands-on) "Chain Reactions From Household Materials, Tools, & Toys" class first. That provides an entertaining and informative overview of chain reactions - specifically, Rube Goldberg Machines, while providing an introduction to many of the machine parts we'll be actually building here in this "Build with Jay" class. If timing isn't right to do that first, no worries, you can sign up for that class another time. At any time, you can also steer your child towards the example pages on my website: www.playfulengineers.com/videos ... 

Throughout the classes, I'll move through a large variety of chain reaction parts and techniques, along with a sampling of relevant force and motion concepts expressed therein. Friction, Momentum, Simple Machines (inclined plane, wedge, screw, lever, wheel & axle, pulley) Over the weeks, I'll also re-visit much of my favorite material, because that's what I do in real life - utilizing a relatively small set of common-sense physics principles - so there'll be plenty of repetition (of techniques and concepts) from class to class, though no two classes will be the same. Each learner will be following their own path, thus helping me shape each class to better fit their needs and interests. 

During each class, I will also build, demonstrate, and teach some of the specific techniques that I use in my own home-made chain reactions. To name just a few: "Booktop Ball Runs" and other kinds of "Track Feeders"; made from hardcover books, hot-wheels tracks, hand-made cardboard tracks, rubber bands, and pencils, "Rolling Cones" from drinking cups, tinker toys, or fruits and vegetables; "Carousels' from cans, pencils, pens, rubber bands, and popsicle sticks; 'Catapults' from plastic spoons; 'Tetherballs' from broomsticks, mop handles, or standing lamps; "Ball Bounces from ping-pong balls"; "Tube-Tape Wobbles" from the inside of a scotch-tape roll, and half a cardboard tube; "Domino Rallies" from dominoes of course, or books, or playing cards, or CDs; "Mini Zip-Lines" from string, key-rings, and action figures, and many others. As a sidenote, I don't teach robotics, or electronics, although I have been known to use a battery operated toy here and there in my builds!

There is no specific order in which I teach these specific techniques - that is to be determined class-by-class, based on factors such as enrollment number, previous experience (if any) of participants, and topic requests. I teach my methods through live demonstrations, as well as video examples, and I teach my methodology (keep simple parts simple, begin with the end in mind, etc...) through dialogue and repeated examples.

Because of the age-range (6-10) of this class, there are no tools other than a pair of scissors required for construction. All builds can be temporary - we'll rely on rubber-bands, rather than glue, screws, staples, or nails, although learners are free to use tools on their builds with adult permission and supervision as parents see fit. Having said that, I enjoy addressing the safe and proper use of hand tools for making and tinkering when student inquiry leads us in that direction. FYI, I don't use 3D printers, laser cutters, etc... in my builds (nothing personal!), so I don't teach the how or why of them.

Learners will share their progress if they wish, through their camera, for immediate feedback from the group, and from me. One of my favorite expressions is: DIY means "do it yourself", not "do it by yourself", and my goal here is to foster opportunities to think aloud with others, and to help elicit a team feeling, even though each learner is building their own contraption.

Because learners come to the class with different sets of gifts and challenges, skills and experience, and differing abilities to comprehend and work with the content presented, there are no specific milestones that any one learner has to meet in order for anyone, or everyone else, to progress. I work to match my own pace with my perception of the pacing of the group, but at the same time, there is definitely lots of room for quirky and atypical learners in my class; I am one myself. And when I become aware that a learner might seem anxious or disengaged, I enjoy the challenge of re-energizing the connection without calling undue attention to it.