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Issue 15, Spring 2016
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A Journey With Venetia Phair, The Girl Who Named Pluto,
   Jeannine West Paull
A Test That Teaches Trust,
   Don Mackay
Three Inadequacies,
   Mike Amarillas
Does Deeper Learning Make A Difference? Yes It Does!,
   Kristina Zeiser, Mette Huberman, Jennifer O’Day, and Michael Garet
Redefining Well-Behaved In The 21St Century Classroom,
   Sharon Fargason, Melissa Han, and Sarah Imbriaco
Uncovering The Why In The Way We Teach,
   Aleya Cunningham and Roxanne Tuong
The Case For Collaboration,
   Pam Reynolds Baker
Student Consulting Disrupting Student-Teacher Hierarchies,
   Anna Chiles, Ben Sanoff, Chloe Larson, Janie Griswold, and Julia Rosecrans


1: The Haunted Arcade Interactive Halloween Carnival Games
2: Cyclic Machines
3: Syrian Refugee Simulation
4: The Meals and Muppets Project
5: The Complete Works of William Shakespeare (Abridged)
6: Coded Structures, Decoded Identities
7: College Knowledge
8: Walk In Their Shoes
9: Mind The Gap
10: Through The Wire
11: Seed Dispersal Challenge
12: Explorers of the World

Cyclic Machines

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Seniors at HTHNC received a simple prompt: “Create a machine or kinetic art piece that operates cyclically. Consider using a motor or human power to drive the mechanism(s).” Drawing inspiration from various real-life and online sources, students designed machines in a wide variety of domains. Some student groups made marble mechanisms with rollercoaster-like tracks, while others made gear-based art, and a few made motorized bicycles. After initial planning and prototyping, each group sat down with their engineering teacher to draft goals for the machine’s functionality and aesthetics. During the build phase, groups utilized the resources in the HTHNC Makerspace that best suited their needs. Most relied heavily on the laser cutter and a handful incorporated 3d-printed parts. Some basic materials were available to all groups, with the option to source additional materials online and make requests for purchase orders. In the first iteration of the project in Fall of 2015, students had just four weeks to build and very few groups met their goals by the time of school-wide exhibition. The current semester of HTHNC seniors will have roughly four times that long and will exhibit their work in June of 2016.

Teacher Reflection
I hoped this project would allow students to express themselves through design and technical work. I appreciate when science, technology, engineering, art, and math are deeply blended and not merely set up to complement one another.

Student Reflections
It was really cool to see the differences in other students’ projects as compared to mine and see the challenges and difficulties they faced. And it was a lot of fun. —Kira M.

The cyclic machine project was an opportunity to use hands on experiences and physics concepts to make machines that didn’t just display learning but were fun to use. —Ryan G.

To learn more about this project and others, visit