{"id":29810,"date":"2026-06-03T13:52:14","date_gmt":"2026-06-03T13:52:14","guid":{"rendered":"https:\/\/retotech.fundacionendesa.org\/multisite\/?p=29810"},"modified":"2026-06-03T13:52:14","modified_gmt":"2026-06-03T13:52:14","slug":"duna-palleta-pintada-de-negre-al-pmma-la-nostra-manera-dentendre-la-tecnologia","status":"publish","type":"post","link":"https:\/\/retotech.fundacionendesa.org\/multisite\/2026\/06\/03\/duna-palleta-pintada-de-negre-al-pmma-la-nostra-manera-dentendre-la-tecnologia\/","title":{"rendered":"D\u2019una palleta pintada de negre al PMMA \u2013 La nostra manera d’entendre la tecnologia"},"content":{"rendered":"\n
Hola, fam\u00edlia Retotech!<\/p>\n\n\n\n
Us volem explicar com hem passat d’enviar emocions amb una palleta de pl\u00e0stic pintada de negre a fer-ho amb peces dissenyades per l’alumnat amb Tinkercad i un material que fins fa poc ning\u00fa del grup sabia ni pronunciar: el PMMA<\/strong>.<\/p>\n\n\n\n
Tot va comen\u00e7ar amb cartr\u00f3 i molta imaginaci\u00f3 (i poca vergonya)<\/strong><\/p>\n\n\n\n
\n
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Quan vam decidir que el nostre dispositiu d’emocions es comunicaria amb llum \u2014perqu\u00e8 les plaques que fem servir no tenen ni WiFi, ni Bluetooth, ni res semblant<\/strong>\u2014 la primera pregunta va ser \u00f2bvia: \u00abI com fem viatjar la llum d’un lloc a l’altre?\u00bb<\/p>\n\n\n\n
La resposta intel\u00b7ligent hauria sigut buscar fibra \u00f2ptica de qualitat. La resposta nostra va ser agafar el que ten\u00edem a m\u00e0.<\/p>\n<\/div>\n\n\n\n
\n<\/figure>\n<\/div>\n<\/div>\n\n\n\n
I el que ten\u00edem a m\u00e0 era: cartr\u00f3 d’una capsa de bobina de PLA, silicona, i una palleta de refresc que alg\u00fa va tenir la brillant idea de pintar de negre per \u00abcrear un tub per que pogu\u00e9s viatjar la lla llum\u00bb.<\/p>\n\n\n\n
\u00bfFuncionava? Doncs\u2026 una mica s\u00ed! El LED enviava la llum, la canya la condu\u00efa (amb molts problemes i molta paci\u00e8ncia) i el sensor de l’altre costat en rebia alguna cosa. No gaire. Per\u00f2 alguna cosa.<\/p>\n\n\n\n
Era lleig. Era fr\u00e0gil. S’esqueia cada dos per tres. Per\u00f2 era nostre, i funcionava prou b\u00e9 per demostrar que la idea tenia sentit.<\/p>\n\n\n\n
I aqu\u00ed \u00e9s on va passar la cosa m\u00e0gica dels projectes reals: l’error et porta a la soluci\u00f3.<\/p>\n\n\n\n
<\/p>\n\n\n\n
El PMMA entra en escena (o com un material desconegut va canviar-ho tot)<\/strong><\/p>\n\n\n\n
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\n<\/figure>\n<\/div>\n\n\n\n
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Investigant alternatives a \u00abla palleta negra\u00bb, vam descobrir el PMMA: acr\u00edlic transparent, tamb\u00e9 conegut com a plexigl\u00e0s o vidre acr\u00edlic. I vam aprendre una cosa fascinant: la llum no nom\u00e9s passa a trav\u00e9s del PMMA, sin\u00f3 que viatja per dins per reflexi\u00f3 interna total, igual que en la fibra \u00f2ptica professional.<\/p>\n\n\n\n
Quan ho vam provar per primera vegada la reacci\u00f3 de l’alumnat va ser un \u00abOHHHHH<\/strong>\u00bb col\u00b7lectiu.<\/p>\n<\/div>\n<\/div>\n\n\n\n
De la capsa d\u2019una bobina de PLA a Tinkercad: el salt qu\u00e0ntic del disseny<\/strong><\/p>\n\n\n\n
Amb la part de la llum resolta, va tocar pensar en les caixes. Els dispositius necessitaven una carcassa: alguna cosa que aguant\u00e9s els components, que qued\u00e9s b\u00e9, que l’alumnat se la sent\u00eds seva. I aqu\u00ed va entrar Tinkercad<\/strong>.<\/p>\n\n\n\n
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Per a la majoria era la primera vegada que dissenyaven en 3D. Les primeres versions eren\u2026 generoses en creativitat i generoses en errors. Hi havia caixes on el forat pel cable quedava just al mig d’una paret s\u00f2lida. Botons que no tenien forat per sortir. Un disseny que, en imprimir-se, va resultar que tenia les mides en mil\u00b7l\u00edmetres quan hauria d’haver sigut en cent\u00edmetres (aquella pe\u00e7a podia servir de casa per a una formiga, per\u00f2 no per a la placa i els components del kit).<\/p>\n<\/div>\n\n\n\n
\n<\/figure>\n<\/div>\n<\/div>\n\n\n\n
Per\u00f2 cada error era una lli\u00e7\u00f3. I cada lli\u00e7\u00f3 donava lloc a una versi\u00f3 nova, millorada, amb criteris propis: per on ha de sortir el cable de fibra, com ha de quedar el display visible, en quin angle s’ha de veure el led\u2026<\/p>\n\n\n\n
El resultat final? Caixes impreses en 3D, dissenyades des de zero per l’alumnat, amb el pas de llum integrat, els forats calculats i fins i tot alguns amb el nom del projecte a la tapa.<\/p>\n\n\n\n
De la palleta pintada de negre a les caixes impreses en 3D.<\/p>\n\n\n\n
<\/p>\n\n\n\n
I ara parlem dels bugs. Molts bugs<\/strong><\/p>\n\n\n\n
Perqu\u00e8 no seria honest dir que la part de la programaci\u00f3 ha sigut un cam\u00ed de roses. Ha sigut m\u00e9s aviat un cam\u00ed de roses\u2026 per\u00f2 d’aquelles roses que tenen moltes espines.<\/p>\n\n\n\n
\n
\n<\/figure>\n<\/div>\n\n\n\n
\n
El problema principal: com sap el dispositiu de la mestra quan ha acabat de rebre la llum? Com distingeix \u00abel LED ha acabat de parpellejar\u00bb de \u00abel LED encara parpellejar\u00e0 m\u00e9s\u00bb?<\/p>\n\n\n\n
Primera soluci\u00f3: \u00abEsperem 2 segons i ja.\u00bb Resultat: si l’alumne anava una mica lent, el sistema pensava que havia acabat quan encara no havia enviat tots els parpelleigs. Si anava r\u00e0pid, comptava de m\u00e9s.<\/p>\n<\/div>\n<\/div>\n\n\n\n
Segona soluci\u00f3: \u00abAfegim una variable que compti els per\u00edodes de foscor.\u00bb Resultat: millor, per\u00f2 si hi havia una mica de llum ambient, el sensor \u00abveia\u00bb llum on no n’hi havia i el compte s’espatllava.<\/p>\n\n\n\n
Tercera soluci\u00f3: fer servir una difer\u00e8ncia de temps d’1 mil\u00b7lisegon<\/strong>. El dispositiu de l’alumne envia llum 200 ms i foscor 200 ms. El de la mestra mesura la llum cada 200 ms i la foscor cada 201 ms. Aquell mil\u00b7lisegon de difer\u00e8ncia \u00e9s suficient perqu\u00e8, quan s’acaba la transmissi\u00f3, el comptador de foscor superi el de llum i el sistema entengui que ja ha acabat.<\/p>\n\n\n\n
1 mil\u00b7lisegon. Menys d’un batec de cor. I canvia absolutament tot.<\/p>\n\n\n\n
<\/p>\n\n\n\n
I ara ve … el festival<\/strong><\/p>\n\n\n\n
Tot aquest cam\u00ed \u2014la palleta, el cartr\u00f3, el PMMA, les caixes 3D, els bugs, els \u00abOHHHHH\u00bb, els errors de Tinkercad i els 201 ms salvadors\u2014 ha desembocat en un projecte que funciona de veritat, que l’alumnat ent\u00e9n de veritat i del qual estan orgullosos de veritat.<\/p>\n\n\n\n
Tenim moltes ganes d’explicar-ho. D’ensenyar les caixes. De fer parpellejar el LED davant de tothom. De veure la cara que posen quan la llum recorre el tub d’acr\u00edlic i al display de l’altra caixa apareix un n\u00famero.<\/p>\n\n\n\n
De demostrar que entre una palleta pintada de negre i un sistema de comunicaci\u00f3 per fibra \u00f2ptica dissenyat per alumnat de prim\u00e0ria i secund\u00e0ria, la dist\u00e0ncia \u00e9s exactament la que es triga a aprendre.<\/p>\n\n\n\n
Ens veiem al festival!<\/p>\n","protected":false},"excerpt":{"rendered":"
Hola, fam\u00edlia Retotech! Us volem explicar com hem passat d’enviar emocions amb una palleta de pl\u00e0stic pintada de negre a<\/p>\n","protected":false},"author":6265,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-29810","post","type-post","status-publish","format-standard","hentry","category-blog-retotech"],"yoast_head":"\n
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