Home
Student Gallery
Enrollment Academic Year Program Fall 2019 PreVu
About Us What is NuVu Calendar Team + Advisors Partners Blog Press Jobs Contact Us
Nuvu X What is NuVuX Offerings Partners
Reset Password
  • *ADVANCED STUDIO - Recommended for High School Students, Post-High School Gap Year Students and/or Returning NuVu Students*

    Sports is one industry that is pushing the capabilities of prosthetics technology, allowing athletes and others to achieve higher levels of performance while transforming lives. New advances are creating smarter prosthesis that allow individuals to store energy, absorb shock better, and maneuver in efficient ways. Harnessing brain waves to control prosthetics is providing amazing possibilities for amputees, paralyzed, and disabled individuals. With these technological advances, athletes can become “cyborg athletes” who have the potential to outperform athletes without these enhancements. What are the possibilities presented by robotic prosthetics in the sports world? And how will these transform sporting competition as we know it?

    In this studio, we’ll be exploring the future of sports prosthetics by creating adaptive robotic mechanisms for motion and sports. Using innovative textiles, materials and technologies, you will learn to how to design sports prosthetics that will improve the lives of people in the sports world. These devices will augment the capabilities of able-bodied individuals in addition to assisting those with disabilities. Based on the user group and challenges, students will design, build and program these prosthetics from the ground up, test them, and analyze how their products perform. Through this process, students will learn the basics of electronics, microcontrollers and computer programming. They will learn how to integrate external sensors (from simple switches and buttons to heat/temperature, light, gas, touch) and actuators (such as motors, lights, speakers, solenoids, valves, fans) into their designs to create responsive products. Students will also learn the engineering, 3D modeling, robotics, and programming skills to bring their vision to reality!

    REGISTER HERE!

    Focus Skills/Subjects/Technologies:

       Industrial Design

         Interaction Design

      Fashion Design

      Physics (Electricity, Magnetism)

      Engineering

      Programming

      Electronics

       Robotics (Arduino, Sensors, Actuators)

       Digital Fabrication (Laser-cutting, 3d Printing)

       3d Modeling

    Prerequisites:

    • Enrolling students must be any of the following:
      • High School Student
      • Post-High School Gap Year Student
      • Returning NuVu Student

    REGISTER HERE!

  • You will be creating your presentation on the NuVu Platform.

    Things to do/think about:

    • Your presentation should be located in the Portfolio tab of your project.
    • There should be (1) post titled with The Name of Your Project with all of the slides.
    • You should have (1) post of a video of your project in action. Chances are people wont be able to see your work from and we can project a video of your project working.
    • All slides should have a title. You can add titles when editing the post
    • With the exception of the Title slide NO TEXT SHOULD APPEAR ON YOUR SLIDES.
    • Only (1) image per slide. Images should be uploaded directly. Make sure that the images aren't pixelated! NO GOOGLE DOCS!!!
    • Be sure to add your team members as collaborators and make the (2) posts Public.
    • Only one team member can edit a post at a time!
    • Presentations should be no longer than 3 minutes. PRACTICE!


    1st Post : Title this post the Name of Your Project

    Absolutely no more than 9 Slides!

    1 Title/Intention Slide. For build projects, describe the Problem and Solution. For conceptual projects this can be expressed as Intention/Solution. The slide should include the name of the project and a one sentence statement of both the problem and the solution.

    Example:
    Segmented Vehicle
    Problem: Design a vehicle for a mountainous world with difficult terrain to traverse.
    Solution:  A segmented vehicle with a universal joint system handles mountainous terrain by conforming to the landscape.
     
    1-2  Precedent Slides
    • One slide to show conceptual idea. 
    • One slide to show mechanical or functional idea.
     

    1 Concept Sketch. This should be a clean sketch of your initial ideas. If you do not have a nice drawing or lost yours, create one now!

    2 Iteration Slides. These slides should show early prototypes of your design. Focus on big changes. You do not need to show tiny changes.

    2-3 Final Slides. These should show clean images of your final project (these should be taken in the photo booth).

    Text:

    The text of your post should have a strong narrative that ties together the Why, How and What of your project through clear, cogent writing. Tell the story of how your idea was born, developed, and manifest.

    The text should include the following 2 items:

    1. A 1-2 sentence project description for your transcript. This will serve as the basis of the Project Description that appears in your transcript. On Thursday you and your teammates will add this under project settings.
    2. A 1-2 paragraph brief for your project based on the description below.. The primary purpose of the text is to explain, entice, and convince the reader that your project is amazing and important. Imagine your project on display in the Museum of Modern Art. The text of your post is hanging on the wall next to your work. In 1-2 paragraphs, a viewer should understand what your project is, why it exists, and how you made it. More importantly, the viewer should be interested and care. You will draw them into your project through a compelling narrative.

    Things to think about:

    • The what is a clear statement of the thesis or problem+solution.
    • The why explains how your project changes the world. It is the reason your project exists – what social issue is it engaging, who is your project helping, how does the project change the world, and what important social, intellectual, or technical questions does it raise?
    • The how briefly explains what technical prowess, innovative methods, or cool materials you used in your solution.

    Here is an example from Penelope the Pain-O-Monster:

    Pediatricians and other doctors find it challenging to collect accurate self reported information from children about their level of pain due to lack of communication skills, fear, anxiety, and discomfort. Traditional 1-10 pain scales do not fully address these issues, often leading to uncomfortable children and inaccurate symptom information. Penelope the Pain-O-Monster is a cute plush toy that uses integrated pressure sensors to allow children to express their source and level of pain through play.     

    Our previous project, The EmoOwl, helped children with autism to express themselves by translating motion into color. As we sought to expand our children’s health menagerie, we thought about making a different stuffed animal to help kids in hospitals. We quickly realized that the pain charts that patients used to express their pain could be made more interactive and easier for a child to use. We read that playing with stuffed animals can take the children’s mind off the pain so we created an additional “Fun” mode to distraction from pain and anxiety. The handcrafted stuffed animal uses force sensors in different body parts that light up from blue to red depending on how hard they are pushed to show the child’s pain level. It is our hope that Penelope will help sick children feel safer while providing more useful information to care providers. We anticipate that Penelope and the EmOwl will soon have many more friends to help improve healthcare for kids.


    2nd Post: Video

    Upload a short video showing your project in action. Do not count on your project working as you expect during the presentation.

  • Theory

    Our standpoint is that present reality is not inherently binding. In order to escape the monotony and dullness of everyday life or draw unprejudiced conclusions about society, one has to find a way to step outside reality. The feeling of reality is much like an equation, where certain conditions yield certain outcomes. As one experiences the world, they become acclimated to the results that they see every day. People come to expect certain things:

    • Gravity causes things to fall down   
    • Feet go on the ground   
    • You see what is in front of you   
    • When you move your head left you will see more of what is to your left   
    • A sense of “thingness”  - the feeling of existence and control within a familiar reality

    The Trippy Goggles change or wholly disrupt each of these. By seeing yourself on the ceiling or wall, you become a step outside of reality, as you contradict the rules that reality sets in place. This step outside a normalized feeling of connection between actions and results disrupts the normal experience of corporeal existence and leads to a number of interesting results.

    Additionally, the goggles give the wearer a chance to take a step outside not only reality, but society. The experience of using the goggles is subjective, but it is not subject to the same terms as observation of a society from within. It is not subject to what the wearer would normally consider “normal.” This jump is necessary for an even-handed assessment of the merits of the society being observed.

    While wearing the goggles, one must consciously process experiences and actions that would normally come instinctively. This can be as simple as walking up stairs, or it can be as complex as manipulating an object with your hands. This prevents anything from truly feeling “normal” or “everyday” and allows for a higher level of generalized thought while observing societal interactions.

    This aspect of the goggles ties directly to psychogeographical theories about human movement. Instead of disrupting the normalized path of a human walking from point A to point B through the use of localized architectural or interaction-based interventions, the goggles use psychological and visual manipulation to change the experience of movement and existence.

    The experience of viewing something through the goggles should be more captivating and thought-provoking than viewing the same area with the naked eye. It should be a profoundly introspective experience that simultaneously forces you to rethink the society surrounding you, even down to extremely simple interactions like walking past someone on the sidewalk.

    By forcing the viewer to rethink their surroundings, the goggles enable them to observe present society not as a member, but as an outside, more objective observer. While the naked-eyed viewer may not give a second thought to someone avoiding eye contact or walking faster when they see someone else, the goggles force you to notice this and more. You need to notice all of it, because you’re forced to reprocess your surroundings.

    Wearing the goggles also gives you a chance to escape the repetitiveness of everyday life, again allowing for a chance to rethink life as it is today. Some experiences with the goggles feel powerful or existential, while others are simply entertaining or amusing. These experiences also provide an opportunity for escape from daily routines and schedules. This allows the wearer to think about whether they truly want to be a part of these sort of organized, repetitive patterns of life.

    As well as rigid patterns of time, the goggles make the wearer rethink rigid patterns of movement. As 

    Thoreau says:

    “Roads are made for horses and men of business. I do not travel in them much comparatively, because I am not in a hurry to get to any tavern, or grocery, or livery stable, or depot to which they lead” (Thorough, Walking Part 1, ¶19)

    Most people in modern-day capitalistic society have a place of residence and at least one place of work. They go from their place of residence to place of work without pausing to stop and take in the scenery, and with as little interaction with others as possible. They never have a chance to make an educated decision about whether society in its present form is correct for them - indeed, they never get a chance to truly observe society except as a member of it.

    Aesthetic

    The goggles should feel like they could lift you off the ground and into the sky. They should fade away while on your face and feel like they aren’t quite there (for a greater sense of immersion and reorientation instead of disorientation or confusion).

    Related Works

  • Our world is mountainous with difficult terrain to traverse. The ‘Segmented Mountain Climber’ is able to deftly maneuver up and down the steep mountainsides, and over their sharp peaks. Its Whegs, half wheel half legs, are able to climb over both small rocks and large boulders. It can also quickly reverse, turn and is able to continue movement even if flipped upside down. 

    Our original idea was a mountainous world with difficult terrain to traverse. We started by brainstorming many different models that could help climb mountains. We decided on a segmented car which could work best in a mountainous situation by conforming to the landscape. It’s called ‘Segmented Mountain Climber’.

         During the first few days, we thought of various shapes for the vehicle, drawing inspiration from existing creations including roller coasters, snakes and trains. Then we brainstormed various designs for the wheels, including tank treads, legs, many small wheels, and large powered wheels.

         In order to better visualize the connections and turning of the segments, we made our first prototype of the large-wheeled model. In essence, it was just a trio of cardboard boxes tied together with string, with an axle and pair of wheels through each segment. However, some clear problems came up: the connection was not sturdy enough, and the wheels failed to rotate. We discussed at length how to incorporate the right wheels and connectors into our design. We started looking at other possible wheel choices, and then we settled on wegs. A weg is essentially a spoked wheel with the rim removed. Deriving its name from the words "wheel" and "leg," it could use circular motion, but with legs. Compared to traditional wheels, they could climb over obstructions and had superior grip. We also decided to replace the strings. At first, we had considered ball joints by virtue of their versatility, however we chose to nix the ball joints in favor of universal joints, because they could be better incorporated into the segments. Universal joints are basically two axles intersecting at a point, offering flexibility in two dimensions. Furthermore, the ability to transfer torque is exclusive to universal joints, so they could prevent any one segment from falling over. 

        Taking these considerations into account, we replaced the string and wheels on our prototype with universal joints and wegs. Upon finishing, we realized that the wegs in the prototype had the right structure but would not rotate because of the material (cardboard), the number of legs (4), and the structure of the foot. We decided that a 6-legged wooden weg would work better, and we redesigned the shape of the foot to include rubber that could provide traction. Another problem was the turning, we considered models such as rack-and-pinion, which was too delicate and complicated, and exploiting right-and-left rotation differences, which wouldn't work as well in a multi-car design such as ours. We decided on using a servo to rotate the first compartment relative to the others, turning the rest in due course. We didn't know, however, how we could incorporate the servo into the overall design. We decided that the joints would be included into the design of the car segments, and the servo would be attached to the foremost universal joint via a 3D-printed attachment. Unfortunately, a problem inherent to servos was the elimination of one of the two axes of rotation; as a result, the first and second compartments would always stay firm on uneven ground.

    Finally, after considering all these issues, we crafted the final product, learning from our previous errors. We used wood, which is much sturdier than cardboard; we used wegs, capable of scaling obstacles, and we used a servo to turn and manipulate the vehicle. We connected the motors and servo to an Arduino controlled by a remote. Overall, we had many separate design challenges; in the end, however, all the components came together to form a polished final product.

  • The Shooter in Action

  • We were prompted to design and build an object that either flew or gave the appearence of flight. After a lot of brainstorming, we decided to make wearable wings that did not fly, but did extend and flap. After much consideration, we discarded the idea that they would extend, and instead decided to make them flap like actual bird's wings.

    Our final design was a laser-cut wing made of thin wood that had leaf-like designs on it. The whole thing was made of wood, and it was not covered by a fabric of any sort. This design added aesthetic and reduced drag. It was slightly heavier, but that was not a problem as it did not need to acutally fly. 

  • next