I began by saying: “Hello worker bees. Welcome to pollination training. My name is Melissa and I am the Queen Bee. Every training session we start by buzzing, so on the count of three, let’s buzz together.” I then led the four of us in a communal buzz. Miles is in 1st grade, and was very much down to buzz. Wyatt is in 3rd grade and is already too cool to buzz.
I asked them some questions, like, why do bees collect pollen? How do bees collect pollen? I was surprised that Miles already knew about the pollen baskets that some bees have on their legs.
Then I got to the heart of the matter—the order that we will choose to pollinate the flowers. I started by drawing three flowers on a whiteboard and asking them to figure out how many different paths there were. After I modeled a couple of paths, they were able to figure out that there were 6 different orders, or permutations. They were pretty engaged when using whiteboard markers to show me the different paths.
I asked them if bees would want to take the path with the longest distance or shortest distance. Again, Miles surprised me with a thoughtful answer: “They would want to take the shortest distance so they could have more energy to make honey next time.” This was a huge success—with very little prompting on my part, Miles produced a damn good definition of optimal foraging theory.
It was clear that they had the most fun when they were running around, pollinating the “flowers”, which they did by picking up the sticks (our flower stand-ins) and rubbing them on their legs (to get the pollen in the pollen baskets). Wyatt said that he wanted to take the path with the longest total distance, and Miles wanted to find a “medium” distance. I believe Wyatt was trying to be contrary, and Miles wanted to have a unique task. I’m perfectly happy with the kids experimenting with the kinds of paths they choose, but it was clear that Miles and Wyatt weren’t strategizing while they were pollinating. They just wanted to run as fast as possible.
- Greg suggested that instead of modeling paths and permutations on a whiteboard, the kids should figure it out themselves by pollinating a smaller number of flowers as many different ways as they can in a demo round
- I still don’t know how to get the kids to realize on their own, in their own language, that the more flowers we need to pollinate, the number of permutations increases exponentially.
- I didn’t get a chance to have Miles and Wyatt compare paths and make predictions, which is an important part of the interaction. This is mainly because after the “fun stuff” was over, it was basically impossible to get them to return to the “math stuff”
- They wanted to do the “pollinating” again and again. This was really because of the “racing” element and not the “paths” element, but repeat interaction is still a win!
Figuring out how to embed the arcade button into the center of the flower posed difficulties. The arcade button has a threaded plastic casing that allows you to secure it to a flat surface, like an arcade cabinet. I wanted to attach the button to the stem in a way that would be stable but not necessarily permanent (in case I would like to repurpose the buttons in the future). This was the best I could come up with:
I bent the armature wire to create a cradle for the arcade button, while still leaving the metal lugs exposed so I could add wiring after I’d finished constructing the flower. Then I wrapped the whole situation in gaffers tape. It’s not attractive, but it’ll work for now.
The next step was to add all the petals. Because I had issues with the floral tape in my 3-petal iteration I decided to mostly use gaffers tape to hold the petals in place.
I went to visit Ben Light to get some advice on the best way to fabricate the other flowers. He had two main concerns:
- Armature wire is too flexible and not strong enough for stem material. He suggested getting something with the same materiality as flexible tent poles.
2. In order for the flowers to stay upright, I need a base with a larger footprint (and the basic clay flower pot that I bought isn’t going to cut it).
Lindsey suggested using PVC pipe for the stem, and planting it in a super huge flower pot, then potentially weighing down the flower pot with a layer of concrete. Because I don’t have the time or the money to purchase 7 huge flower pots and fill them with concrete, for my proof-of-concept installation I’ve decided that the flowers will be stemless and place them directly on the floor.
Wire up a 12v LED Arcade Push Button. The buttons will be embedded in the center of the giant flowers and will be the proxy for “pollination”.
I was able to get correct HIGH and LOW readings in the serial monitor for the push button, with the LED lighting up while the button was HIGH. However, the big challenge I had was keeping the LED turned on, even when the button was not being pressed. After searching around online for solutions, I found a blog that included a circuit diagram with a transistor. I modified my circuit to include a transistor, and voila! Here is my own diagram of the arcade button test circuit:
The reason this is important is because during the interaction I would like the kids to “pollinate” a flower by pushing on the button—and have the LED remain on to signal that the flower has already been pollinated.
The button works! Now I need to figure out how to mount the button and decide how best to disguise the wires (I will probably run the wires down the stem and stick the battery in the pot).
You can see the button proudly featured in my 100 Days of Making Post below.
The first image that struck me when conceptualizing my thesis was a room full of colorful gigantic flowers. My intention was to help transport the kids into the “honeybee mindset” by allowing them to interact with flowers that are more to scale with a bee’s POV.
Fabrication is not my strength so I consulted the Patron Saint of Crafts: Martha Stewart. Her website has an excellent tutorial on how to construct giant flowers using fabric. I modified the template a little bit based on the fabric swatches that I had purchased so I could get the most petals out of each swatch. Each petal is about 14 or 15 inches long, and made of two pieces of fabric bonded together with iron-on adhesive. In the center of each petal is a 20 inch piece of floral wire—this allows me to bend the petals into a desirable shape.
The tricky part has been securing the petals to the stem, which is made of armature wire. The blog recommended using floral tape, which adheres to itself very well, but adheres to wire very poorly. It was difficult to place the petals at equidistant points around the stem. I’ve only attached three petals so far because I need to leave room in the center for my arcade button!