This paper focuses on a transdisciplinary research project in a historically underrepresented public school in Toronto, Canada. At the intersection of elementary science, technology, and arts-based curriculum, the project employs the feminist new materialist practice of "diffraction" (Barad, 2007) in an after-school robotics club. Following a Baradian ethics, an emphasis is placed on the process of designing machines, which illuminates the need for different modes of measurement in educational research that account for the ongoing relationships within collective learning environments.