As I grabbed the 10K resistor1） and screw from the Styrofoam2） cup， I glanced at the other kids in my Intro to Robotics class at HEROES Rutgers. HEROES is an academy that offers a variety of classes to talented students. It was my second class. I saw my classmates scurry3） around for their equipment. Most of them were geeky4）， with professional computers， software and laptops loaded with every video game.

\"Ahem5）， let's move on with our robot sensors ...\"

Before attending HEROES， I had never been exposed to \"making\". I never expected that kids of my age would be interested in inventing and robotics. But soon after my first class， I discovered the world of \"makers\".

Makers are a subculture6） of people who invent and explore new technologies to create something of their own. There are many different types of people who fall under the category of makers. Makers can include builders， designers， manufacturers， architects， inventors， hackers7） and more. A maker can be as high-tech as a 3-D printer designer， or as simple as someone making a DIY birthday card. A hacker， a type of maker， is someone who takes everyday items and hacks （modifies） them to make something new.

As I researched the movement， I found magazines like Make， which now has over 100，000 subscribers and holds annual Maker Faires， with attendees from tinkerers8） to engineers to artists. The Maker Faire has many kids and adults set up their own projects on a stand9）， and explain them to their audience. The stands include jewelry， robots， clothing， music and models. I wondered if the increasing population of makers would affect the future of our society. After all， the Wright Brothers started out as boys who tried making a toy helicopter. I always knew that scientists create their own technologies and programs. Steve Jobs invented and built his own computer with a partner in his garage！ Steve Jobs is highly respected in the maker movement now—he was an innovator like many makers hope to be today.

My robotics teacher at HEROES， David Peins， is another example of a talented maker. David is the founder and president of Robodyssey Systems， a company that develops educational robotic programs for children. As a young child he liked working on10） things and taking them apart. After working in many manufacturing companies in engineering， he started teaching electronics classes at the high school level. He started Robodyssey when he asked students to make something move with the circuits11） they built.

\"They started building things that moved very poorly at first，\" David said in class， \"but they started asking how they could make things more precisely so that they could gain mobility and function for their robots. My school did not have machine shop12） but my friend Charlie did， so on personal days and holidays I filled the requests of my students and Robodyssey was born.\"

Every one of his students counts as a maker， because each student uses his or her imagination to make， design or create some product.

HEROES， believing in the imagination of kids， encourages young makers by offering classes in programming， breadboarding13） and inventing. I took Intro to Robotics and Intermediate Robotics， where our goal was to make a line-following robot—a robot that is programmed to follow a certain line. I entered that class with no knowledge of robots， resistors， transistors14）， LEDS， voltage regulators15） or circuits， but my teacher guided us through every step.

Robotics is only one of the many facets16） of \"making\". There are many faces of making， including urban gardening， 3-D printing or knitting. On Make magazine's website， there are projects in art， craft， engineering， music， food， green design17）， science， technology and health. Simply making a DIY Halloween costume counts as making！

During class， I realized that kids can be makers too. As my teacher David Peins told me in class， they can create devices that engineers would have trouble imagining. A maker can be anyone， a kid， an expert， a scientist， an adult. When I realized this， I noticed that kids are a big part of the movement. There are countless DIY YouTube channels run by kids， and a large number of kids who like to create their own stuff， such as bracelets.

At my robotics class， my line-following robot consisted of a red plastic base， an arduino18）， a bunch of wires and some wheels. It was a process that took over two months to finish. When half my robot was finished， I felt proud to have gone from knowing nothing to making a functioning robot.

We had to learn how to use a soldering iron19）， when I wasn't even allowed to iron my own clothes. We had a competition to see whose robot would make it to the end of the line without stopping. On the first try， none of the robots could make it more than a few steps. But after trial and error20）， my robot was acing21） the test.

A few months after my robot was finished， my family was throwing out an old ceramic bowl and I began to think of ways I could hack the bowl into something useful. I thought about making the bowl into a flower pot， or using it as a sound projector22） for my iPod. After seeing all the astonishing projects created from simple items， I began to look at objects in different ways. I was inspired after watching others make things， and from the pride I felt after making my own robot. Making has no limits—all it requires is some imagination， determination and a bit of work.

我從塑料杯里取出10K的電阻器和螺絲，順便瞄了瞄其他孩子——我們都在上羅格斯大學(xué)精英學(xué)院機(jī)器人學(xué)的入門課。精英學(xué)院專門為有天賦的學(xué)生提供多種課程。這是我的第二堂課。我看到我的同學(xué)們都在匆匆忙忙地?cái)[弄各自的器械。他們大都對(duì)電腦極為癡迷，擁有專業(yè)的計(jì)算機(jī)、軟件和裝有各種電子游戲的筆記本電腦。

“呃哼，我們接著來(lái)講機(jī)器人傳感器……”

沒(méi)來(lái)精英學(xué)院之前，我從未接觸過(guò)“創(chuàng)制”，也從未料到與我同齡的孩子會(huì)對(duì)發(fā)明創(chuàng)造和機(jī)器人學(xué)感興趣。但剛上完第一堂課，我就發(fā)現(xiàn)了“創(chuàng)客”的世界。

創(chuàng)客指的是一類亞文化群體，該群體的人通過(guò)發(fā)明和探索新技術(shù)來(lái)創(chuàng)造自己的事物。許多不同類型的人都可以歸到創(chuàng)客這一范疇，創(chuàng)客可以是建造者、設(shè)計(jì)師、生產(chǎn)者、建筑師、發(fā)明家、改客等等。創(chuàng)客可以是像3D打印機(jī)設(shè)計(jì)者那么有高科技范兒的人，也可以是像生日賀卡制作者這般普通的人。改客也是創(chuàng)客的一種，指那些通過(guò)拆解（改裝）日常物品創(chuàng)造新事物的人。

隨著我對(duì)創(chuàng)客運(yùn)動(dòng)的深入了解，我還發(fā)現(xiàn)了像《創(chuàng)制》這樣的雜志。該雜志現(xiàn)在（編注：英文原文發(fā)表于2014年11月）已有十萬(wàn)多名訂閱者，每年都會(huì)舉辦創(chuàng)客大會(huì)，參會(huì)者從喜歡擺弄小玩意的業(yè)余愛(ài)好者到工程師再到藝術(shù)家都有。創(chuàng)客大會(huì)讓許多兒童和成人都可以在展臺(tái)上搭建自己的發(fā)明創(chuàng)造，并向觀眾進(jìn)行解說(shuō)。展臺(tái)分為珠寶首飾區(qū)、機(jī)器人區(qū)、服裝區(qū)、音樂(lè)區(qū)和模型區(qū)。我在想，創(chuàng)客群體的不斷壯大會(huì)不會(huì)影響社會(huì)的未來(lái)發(fā)展。畢竟，萊特兄弟也是從少年時(shí)期嘗試制作玩具直升機(jī)起步的。我一直都清楚，科學(xué)家們總是開(kāi)創(chuàng)自己的技術(shù)和設(shè)計(jì)。史蒂夫·喬布斯就是在自家車庫(kù)里和一位伙伴一起發(fā)明并做出了自己的電腦！當(dāng)前的創(chuàng)客運(yùn)動(dòng)對(duì)史蒂夫·喬布斯推崇備至——他是如今很多創(chuàng)客都想成為的那種革新者。

在精英學(xué)院，給我上機(jī)器人學(xué)課的老師戴維·佩恩斯也是一位有才的創(chuàng)客。他是羅博迪斯系統(tǒng)公司的創(chuàng)始人兼總裁，他的公司旨在開(kāi)發(fā)面向兒童的具有教育性質(zhì)的機(jī)器人項(xiàng)目。他從小就喜歡拆東西和修理東西，曾在多家工程制造公司供職，之后改行當(dāng)了老師，教授高中水平的電子學(xué)課程。羅博迪斯系統(tǒng)公司的創(chuàng)建緣起于他給學(xué)生布置的一項(xiàng)任務(wù)：用自己搭建的電路做出一個(gè)會(huì)動(dòng)的裝置。

“他們剛開(kāi)始做出的裝置動(dòng)不了幾下，”戴維在機(jī)器人學(xué)課上說(shuō)，“于是就提出疑問(wèn)，想知道怎樣才能讓裝置更精密，從而做出會(huì)動(dòng)且運(yùn)轉(zhuǎn)良好的機(jī)器人。我教書(shū)的學(xué)校沒(méi)有機(jī)械加工車間，但我的朋友查利那里有，所以我就利用個(gè)人時(shí)間和節(jié)假日滿足學(xué)生的需求。羅博迪斯系統(tǒng)公司就這樣誕生了?！?/p>

戴維的學(xué)生個(gè)個(gè)都稱得上是創(chuàng)客，因?yàn)槊總€(gè)學(xué)生都用自己的想象力來(lái)制作、設(shè)計(jì)或創(chuàng)造一些東西。

精英學(xué)院相信孩子們有豐富的想象力，并通過(guò)提供編程、模擬電路板制作和發(fā)明方面的課程來(lái)鼓勵(lì)小創(chuàng)客們。我參加了機(jī)器人學(xué)的入門課和中級(jí)課，課程目標(biāo)是做一個(gè)巡線機(jī)器人——就是指沿著程序設(shè)定的線路移動(dòng)的機(jī)器人。初進(jìn)課堂時(shí)，我對(duì)機(jī)器人、電阻器、晶體管、發(fā)光二極管、穩(wěn)壓器和電路這些東西一無(wú)所知，不過(guò)有老師一步一步引導(dǎo)我們。

機(jī)器人只是“創(chuàng)制”的諸多方面之一。創(chuàng)制的涵蓋面很廣，包括都市園藝、3D打印、針織等?！秳?chuàng)制》雜志的網(wǎng)站上有藝術(shù)、工藝、工程、音樂(lè)、美食、綠色設(shè)計(jì)、科學(xué)、技術(shù)和健康多個(gè)版塊。就連自己動(dòng)手制作一套萬(wàn)圣節(jié)服裝也算是創(chuàng)制！

在課堂上，我意識(shí)到小孩子也可以成為創(chuàng)客。正如我的老師戴維·佩恩斯在課堂上告訴我的那樣，小孩子可以做出工程師難以想到的裝置。人人都可以成為創(chuàng)客，創(chuàng)客可以是小孩、專家、科學(xué)家，也可以是成年人。明白這點(diǎn)之后，我注意到小孩子是這場(chǎng)運(yùn)動(dòng)的重要組成部分。YouTube網(wǎng)站上，由小孩子負(fù)責(zé)運(yùn)營(yíng)的DIY視頻頻道數(shù)不勝數(shù)，而且許多孩子都喜歡為自己制作東西，比如手鐲。

在機(jī)器人學(xué)課上，我制作的巡線機(jī)器人由一個(gè)紅色塑料底座、一個(gè)arduino平臺(tái)、一堆電線和若干輪子構(gòu)成。我前前后后耗費(fèi)兩個(gè)多月才做出來(lái)這個(gè)機(jī)器人?？吹轿业臋C(jī)器人已有一半成形時(shí)，我真為自己從一無(wú)所知到能夠做出一個(gè)像樣的機(jī)器人而深感自豪。

我們還得學(xué)習(xí)怎樣使用電烙鐵，而那時(shí)我的父母甚至都不準(zhǔn)我自己熨衣服。我們舉行了一場(chǎng)競(jìng)賽，看誰(shuí)的機(jī)器人能夠一口氣走到線路終點(diǎn)。第一次比試時(shí)，沒(méi)有一個(gè)機(jī)器人能做到，頂多就是走上三四步。但經(jīng)過(guò)一番摸索和試驗(yàn)之后，我的機(jī)器人以優(yōu)異的表現(xiàn)通過(guò)了測(cè)試。

在我完成這個(gè)機(jī)器人數(shù)月后，家里有人準(zhǔn)備扔掉一個(gè)舊瓷碗，于是我開(kāi)始琢磨怎樣將這個(gè)碗改造成實(shí)用的物品。我考慮過(guò)將碗做成花盆，或是將其用作我的iPod的揚(yáng)聲器。見(jiàn)過(guò)用簡(jiǎn)單物品做出種種不可思議的玩意兒之后，我開(kāi)始以別樣的視角審視各種事物。當(dāng)我看著別人制作東西，或因自己做出機(jī)器人而十分自豪時(shí)，我感到備受鼓舞。創(chuàng)制無(wú)止境，你所需要做的只是發(fā)揮一些想象，肯下決心，以及付出一點(diǎn)點(diǎn)努力。

1.resistor [r??z?st?（r）] n. 電阻器（一個(gè)限流元件）。10K = 10000，因此10K電阻相當(dāng)于10000歐姆的電阻。

2.Styrofoam [sta?r?f??m] n. 聚苯乙烯泡沫塑料（尤用于制造器皿）

3.scurry [?sk?ri] vi. 急匆匆地走；趕忙

4.geeky [ɡi?ki] adj. 癡迷于電腦的

5.ahem [??hem] inj. 呃哼（用于書(shū)面語(yǔ)中表示諷刺意味或用于引起注意）

6.subculture [?s?bk?lt??（r）] n. 亞文化群，指社會(huì)中某一群人的理念、藝術(shù)觀和生活方式不同于主流社會(huì)所形成的文化。

7.hacker [?h?k?（r）] n. 改客。我們一般所了解的hacker指的是入侵電腦搞破壞的人，即黑客。但在家庭計(jì)算機(jī)應(yīng)用中，hacker還可以指自行動(dòng)手創(chuàng)建、改造或修改自己電腦中的軟件或硬件的人，這樣做通常是為了讓電腦運(yùn)行更快，或?yàn)殡娔X添加新的功能以滿足自身需要。在本文中，hacker明顯是后一種含義。

8.tinkerer [?t??k?r?] n. 喜歡搗鼓小器具的人

9.stand [st?nd] n. （供放置某種物品的）架，臺(tái)

10.work on： 修理；改善

11.circuit [?s??k?t] n. 電路；（電流的）回路

As I grabbed the 10K resistor1） and screw from the Styrofoam2） cup， I glanced at the other kids in my Intro to Robotics class at HEROES Rutgers. HEROES is an academy that offers a variety of classes to talented students. It was my second class. I saw my classmates scurry3） around for their equipment. Most of them were geeky4）， with professional computers， software and laptops loaded with every video game.

\"Ahem5）， let's move on with our robot sensors ...\"

Before attending HEROES， I had never been exposed to \"making\". I never expected that kids of my age would be interested in inventing and robotics. But soon after my first class， I discovered the world of \"makers\".

Makers are a subculture6） of people who invent and explore new technologies to create something of their own. There are many different types of people who fall under the category of makers. Makers can include builders， designers， manufacturers， architects， inventors， hackers7） and more. A maker can be as high-tech as a 3-D printer designer， or as simple as someone making a DIY birthday card. A hacker， a type of maker， is someone who takes everyday items and hacks （modifies） them to make something new.

As I researched the movement， I found magazines like Make， which now has over 100，000 subscribers and holds annual Maker Faires， with attendees from tinkerers8） to engineers to artists. The Maker Faire has many kids and adults set up their own projects on a stand9）， and explain them to their audience. The stands include jewelry， robots， clothing， music and models. I wondered if the increasing population of makers would affect the future of our society. After all， the Wright Brothers started out as boys who tried making a toy helicopter. I always knew that scientists create their own technologies and programs. Steve Jobs invented and built his own computer with a partner in his garage！ Steve Jobs is highly respected in the maker movement now—he was an innovator like many makers hope to be today.

My robotics teacher at HEROES， David Peins， is another example of a talented maker. David is the founder and president of Robodyssey Systems， a company that develops educational robotic programs for children. As a young child he liked working on10） things and taking them apart. After working in many manufacturing companies in engineering， he started teaching electronics classes at the high school level. He started Robodyssey when he asked students to make something move with the circuits11） they built.

\"They started building things that moved very poorly at first，\" David said in class， \"but they started asking how they could make things more precisely so that they could gain mobility and function for their robots. My school did not have machine shop12） but my friend Charlie did， so on personal days and holidays I filled the requests of my students and Robodyssey was born.\"

Every one of his students counts as a maker， because each student uses his or her imagination to make， design or create some product.

HEROES， believing in the imagination of kids， encourages young makers by offering classes in programming， breadboarding13） and inventing. I took Intro to Robotics and Intermediate Robotics， where our goal was to make a line-following robot—a robot that is programmed to follow a certain line. I entered that class with no knowledge of robots， resistors， transistors14）， LEDS， voltage regulators15） or circuits， but my teacher guided us through every step.

Robotics is only one of the many facets16） of \"making\". There are many faces of making， including urban gardening， 3-D printing or knitting. On Make magazine's website， there are projects in art， craft， engineering， music， food， green design17）， science， technology and health. Simply making a DIY Halloween costume counts as making！

During class， I realized that kids can be makers too. As my teacher David Peins told me in class， they can create devices that engineers would have trouble imagining. A maker can be anyone， a kid， an expert， a scientist， an adult. When I realized this， I noticed that kids are a big part of the movement. There are countless DIY YouTube channels run by kids， and a large number of kids who like to create their own stuff， such as bracelets.

At my robotics class， my line-following robot consisted of a red plastic base， an arduino18）， a bunch of wires and some wheels. It was a process that took over two months to finish. When half my robot was finished， I felt proud to have gone from knowing nothing to making a functioning robot.

We had to learn how to use a soldering iron19）， when I wasn't even allowed to iron my own clothes. We had a competition to see whose robot would make it to the end of the line without stopping. On the first try， none of the robots could make it more than a few steps. But after trial and error20）， my robot was acing21） the test.

A few months after my robot was finished， my family was throwing out an old ceramic bowl and I began to think of ways I could hack the bowl into something useful. I thought about making the bowl into a flower pot， or using it as a sound projector22） for my iPod. After seeing all the astonishing projects created from simple items， I began to look at objects in different ways. I was inspired after watching others make things， and from the pride I felt after making my own robot. Making has no limits—all it requires is some imagination， determination and a bit of work.

我從塑料杯里取出10K的電阻器和螺絲，順便瞄了瞄其他孩子——我們都在上羅格斯大學(xué)精英學(xué)院機(jī)器人學(xué)的入門課。精英學(xué)院專門為有天賦的學(xué)生提供多種課程。這是我的第二堂課。我看到我的同學(xué)們都在匆匆忙忙地?cái)[弄各自的器械。他們大都對(duì)電腦極為癡迷，擁有專業(yè)的計(jì)算機(jī)、軟件和裝有各種電子游戲的筆記本電腦。

“呃哼，我們接著來(lái)講機(jī)器人傳感器……”

沒(méi)來(lái)精英學(xué)院之前，我從未接觸過(guò)“創(chuàng)制”，也從未料到與我同齡的孩子會(huì)對(duì)發(fā)明創(chuàng)造和機(jī)器人學(xué)感興趣。但剛上完第一堂課，我就發(fā)現(xiàn)了“創(chuàng)客”的世界。

創(chuàng)客指的是一類亞文化群體，該群體的人通過(guò)發(fā)明和探索新技術(shù)來(lái)創(chuàng)造自己的事物。許多不同類型的人都可以歸到創(chuàng)客這一范疇，創(chuàng)客可以是建造者、設(shè)計(jì)師、生產(chǎn)者、建筑師、發(fā)明家、改客等等。創(chuàng)客可以是像3D打印機(jī)設(shè)計(jì)者那么有高科技范兒的人，也可以是像生日賀卡制作者這般普通的人。改客也是創(chuàng)客的一種，指那些通過(guò)拆解（改裝）日常物品創(chuàng)造新事物的人。

隨著我對(duì)創(chuàng)客運(yùn)動(dòng)的深入了解，我還發(fā)現(xiàn)了像《創(chuàng)制》這樣的雜志。該雜志現(xiàn)在（編注：英文原文發(fā)表于2014年11月）已有十萬(wàn)多名訂閱者，每年都會(huì)舉辦創(chuàng)客大會(huì)，參會(huì)者從喜歡擺弄小玩意的業(yè)余愛(ài)好者到工程師再到藝術(shù)家都有。創(chuàng)客大會(huì)讓許多兒童和成人都可以在展臺(tái)上搭建自己的發(fā)明創(chuàng)造，并向觀眾進(jìn)行解說(shuō)。展臺(tái)分為珠寶首飾區(qū)、機(jī)器人區(qū)、服裝區(qū)、音樂(lè)區(qū)和模型區(qū)。我在想，創(chuàng)客群體的不斷壯大會(huì)不會(huì)影響社會(huì)的未來(lái)發(fā)展。畢竟，萊特兄弟也是從少年時(shí)期嘗試制作玩具直升機(jī)起步的。我一直都清楚，科學(xué)家們總是開(kāi)創(chuàng)自己的技術(shù)和設(shè)計(jì)。史蒂夫·喬布斯就是在自家車庫(kù)里和一位伙伴一起發(fā)明并做出了自己的電腦！當(dāng)前的創(chuàng)客運(yùn)動(dòng)對(duì)史蒂夫·喬布斯推崇備至——他是如今很多創(chuàng)客都想成為的那種革新者。

在精英學(xué)院，給我上機(jī)器人學(xué)課的老師戴維·佩恩斯也是一位有才的創(chuàng)客。他是羅博迪斯系統(tǒng)公司的創(chuàng)始人兼總裁，他的公司旨在開(kāi)發(fā)面向兒童的具有教育性質(zhì)的機(jī)器人項(xiàng)目。他從小就喜歡拆東西和修理東西，曾在多家工程制造公司供職，之后改行當(dāng)了老師，教授高中水平的電子學(xué)課程。羅博迪斯系統(tǒng)公司的創(chuàng)建緣起于他給學(xué)生布置的一項(xiàng)任務(wù)：用自己搭建的電路做出一個(gè)會(huì)動(dòng)的裝置。

“他們剛開(kāi)始做出的裝置動(dòng)不了幾下，”戴維在機(jī)器人學(xué)課上說(shuō)，“于是就提出疑問(wèn)，想知道怎樣才能讓裝置更精密，從而做出會(huì)動(dòng)且運(yùn)轉(zhuǎn)良好的機(jī)器人。我教書(shū)的學(xué)校沒(méi)有機(jī)械加工車間，但我的朋友查利那里有，所以我就利用個(gè)人時(shí)間和節(jié)假日滿足學(xué)生的需求。羅博迪斯系統(tǒng)公司就這樣誕生了?！?/p>

戴維的學(xué)生個(gè)個(gè)都稱得上是創(chuàng)客，因?yàn)槊總€(gè)學(xué)生都用自己的想象力來(lái)制作、設(shè)計(jì)或創(chuàng)造一些東西。

精英學(xué)院相信孩子們有豐富的想象力，并通過(guò)提供編程、模擬電路板制作和發(fā)明方面的課程來(lái)鼓勵(lì)小創(chuàng)客們。我參加了機(jī)器人學(xué)的入門課和中級(jí)課，課程目標(biāo)是做一個(gè)巡線機(jī)器人——就是指沿著程序設(shè)定的線路移動(dòng)的機(jī)器人。初進(jìn)課堂時(shí)，我對(duì)機(jī)器人、電阻器、晶體管、發(fā)光二極管、穩(wěn)壓器和電路這些東西一無(wú)所知，不過(guò)有老師一步一步引導(dǎo)我們。

機(jī)器人只是“創(chuàng)制”的諸多方面之一。創(chuàng)制的涵蓋面很廣，包括都市園藝、3D打印、針織等?！秳?chuàng)制》雜志的網(wǎng)站上有藝術(shù)、工藝、工程、音樂(lè)、美食、綠色設(shè)計(jì)、科學(xué)、技術(shù)和健康多個(gè)版塊。就連自己動(dòng)手制作一套萬(wàn)圣節(jié)服裝也算是創(chuàng)制！

在課堂上，我意識(shí)到小孩子也可以成為創(chuàng)客。正如我的老師戴維·佩恩斯在課堂上告訴我的那樣，小孩子可以做出工程師難以想到的裝置。人人都可以成為創(chuàng)客，創(chuàng)客可以是小孩、專家、科學(xué)家，也可以是成年人。明白這點(diǎn)之后，我注意到小孩子是這場(chǎng)運(yùn)動(dòng)的重要組成部分。YouTube網(wǎng)站上，由小孩子負(fù)責(zé)運(yùn)營(yíng)的DIY視頻頻道數(shù)不勝數(shù)，而且許多孩子都喜歡為自己制作東西，比如手鐲。

在機(jī)器人學(xué)課上，我制作的巡線機(jī)器人由一個(gè)紅色塑料底座、一個(gè)arduino平臺(tái)、一堆電線和若干輪子構(gòu)成。我前前后后耗費(fèi)兩個(gè)多月才做出來(lái)這個(gè)機(jī)器人?？吹轿业臋C(jī)器人已有一半成形時(shí)，我真為自己從一無(wú)所知到能夠做出一個(gè)像樣的機(jī)器人而深感自豪。

我們還得學(xué)習(xí)怎樣使用電烙鐵，而那時(shí)我的父母甚至都不準(zhǔn)我自己熨衣服。我們舉行了一場(chǎng)競(jìng)賽，看誰(shuí)的機(jī)器人能夠一口氣走到線路終點(diǎn)。第一次比試時(shí)，沒(méi)有一個(gè)機(jī)器人能做到，頂多就是走上三四步。但經(jīng)過(guò)一番摸索和試驗(yàn)之后，我的機(jī)器人以優(yōu)異的表現(xiàn)通過(guò)了測(cè)試。

在我完成這個(gè)機(jī)器人數(shù)月后，家里有人準(zhǔn)備扔掉一個(gè)舊瓷碗，于是我開(kāi)始琢磨怎樣將這個(gè)碗改造成實(shí)用的物品。我考慮過(guò)將碗做成花盆，或是將其用作我的iPod的揚(yáng)聲器。見(jiàn)過(guò)用簡(jiǎn)單物品做出種種不可思議的玩意兒之后，我開(kāi)始以別樣的視角審視各種事物。當(dāng)我看著別人制作東西，或因自己做出機(jī)器人而十分自豪時(shí)，我感到備受鼓舞。創(chuàng)制無(wú)止境，你所需要做的只是發(fā)揮一些想象，肯下決心，以及付出一點(diǎn)點(diǎn)努力。

12.shop [??p] n. 工廠，作坊，車間

13.breadboard [?bredb??d] vt. 制作模擬電路板

14.transistor [tr?n?z?st?（r）] n. 晶體管

15.voltage regulator： 穩(wěn)壓器，指電子工程中自動(dòng)維持恒定電壓的裝置。

16.facet [?f?s?t] n. 部分；方面

17.green design： 綠色設(shè)計(jì)，也稱生態(tài)設(shè)計(jì)（ecological design）、環(huán)境設(shè)計(jì)（environmental design）、環(huán)境意識(shí)設(shè)計(jì)（environmentally conscious design）等，是一種環(huán)保設(shè)計(jì)理念，指在設(shè)計(jì)產(chǎn)品時(shí)著重考慮產(chǎn)品的環(huán)境屬性（可拆卸性、可回收性、可維護(hù)性、可重復(fù)利用性等），在滿足環(huán)保要求的同時(shí)保證產(chǎn)品應(yīng)有的功能、使用壽命、質(zhì)量等要求。

18.arduino： 是一個(gè)開(kāi)放源代碼的單芯片微控制器，它使用了Atmel AVR單片機(jī)，采用了基于開(kāi)放源代碼的軟硬件平臺(tái)，建構(gòu)于簡(jiǎn)易輸出/輸入（simple I/O）接口板，并且具有使用類似Java、C語(yǔ)言的Processing/Wiring開(kāi)發(fā)環(huán)境。

19.soldering iron： 電烙鐵，主要用于焊機(jī)元件及導(dǎo)線。

20.trial and error： 反復(fù)試驗(yàn)，試錯(cuò)法

21.ace [e?s] vt. 在（測(cè)試、考試）中考得很好

22.sound projector： 揚(yáng)聲器