Spinning Lamp version 2
WHAT WILL YOU MAKE?
A small decorative lamp that spins, and casts beautiful light around the room when plugged in.
WHAT WILL YOU LEARN?
You will learn to use woodworking and other construction techniques to create an artful lamp housing. You will also learn to wire and solder the electrical components for a lamp and motorized base.
STEPS
STEP 1
Use the compass to draw 2 four-inch
diameter circles onto the cardboard.
Use the protractor to divide one of the
circles into twelve equal pieces.
STEP 2
Cut both circles out.
Measure and mark one inch of PVC pipe.
Cut it off with the hack saw. Sand the sawed
edges down.
STEP 3
Center the PVC over one of the discs
and trace its outer edge. Cut out what you
traced. Repeat this step with the other
cardboard disc.
Make sure both discs fit snugly over the
PVC.
STEP 4
Measure and cut six mini craft sticks in
half.
Measure and mark the midpoint of the
sticks that you cut in step 7, but do not cut
them this time.
STEP 5
Glue the sticks upright along the 12
dividing lines so that half of each stick goes
past the edge of the disc.
Now apply glue to the top edges of the
sticks and glue the other cardboard disc on
top
STEP 6
Push the PVC through the center and
make sure that your gear is as level as
possible.
Once it is level, glue the PVC pipe in
place. The PVC will help reduce friction as
this gear spins over the lamp socket.
STEP 7
Use the compass to draw 2 two-inch
diameter circles onto the remaining
cardboard.
Use the protractor to divide one of the
circles into fifths.
STEP 8
Measure and cut five 1.5" long pieces
from the wooden dowel. Sand the edges
down.
Mark the halfway point on each of the
five pieces.
STEP 9
Use your pencil to poke a small hole
into the center of each small cardboard disc.
You will eventually attach the motor shaft
here, so don't make the holes too big!
Glue each dowel piece to the 5 dividing
lines so that half of each dowel extends
beyond the edge of the disk.
STEP 10
Apply glue to the top of each dowel and
press the other cardboard disc on top.
Please refer to the PDF from week 9 of
the Fall 2015 Maker Camp After School
Program to see how to make this lamp
base.
STEP 11
Find a piece of plywood large enough to
hold the lamp that you want to design. Ours
is 10" x 11". Drill a hole large enough for the
lamp socket to fit through.
Drill another hole that is large enough
for your motor. Before you drill this second
hole, arrange your gears on the board to see
where the hole placements should be.
STEP 12
Glue the lamp base to the bottom of
the plywood so that the lamp socket pokes
out through the other side. Your larger gear
will spin on this.
Glue the smaller gear to the shaft on
your motor. Make sure it is not glued to the
base of the motor and that it is parallel to
the ground when the motor is upright!
STEP 13
Mount your smaller gear so that the
dowels will hit the craft sticks directly in the
middle of each stick. Glue the motor in place
once you have found the correct height it
should be at.
Glue wall supports to your plywood
that are the same height as the base you
made in step 20. We made two notches in
one of our walls: one for the lamp cord and
one for the switch.
STEP 14
Glue the battery holder to the bottom
so that it is near the switch and motor.
Solder your circuit. The switch should
connect the red wire on the battery holder
to the red wire on the motor. The remaining
black wires should be soldered together.
STEP 15
This part is where you can really let
your creativity flow! What design do you
want to make to go over your bulb? We
made a cozy, A-frame cabin.
Use tissue paper or vellum to give
your spinning designs a surface to project
onto.
STEP 16
What will you have spinning on your
gears? We cut out paper children to run
through the cabinv. Make sure your design
is on a thick piece of paper like cardstock.
To attach your design, cut and strip
some hookup wire and bend it at a right
angle. Glue one side of the angle to your
cutout.
STEP 17
Next apply hot glue to the corrugated
space on your large gear and wedge the
other side of your hookup wire angle in
between the layers of corrugation.
Make sure your design is above or on
top of the craft sticks, not suspended
between two sticks. You can bend the wire
into the desired placement that you want.
Materials:
- corrugated cardboard
- vellum or white tissue paper
- mini craft sticks
- 3/16" wooden dowel
- 1.5" inner diameter PVC
- lamp socket
- lamp cord
- fluorescent bulb
- 25-30 RPM 6V motor
- hookup wire
- switch
- four AA batteries
- AA battery holder
- pencil
- craft knife
- scissors
- hot glue gun and glue
- protractor
- compass
- ruler
- hack saw
- phillips screwdriver
- drill
- 1.5" hole saw bit
- 15/64" bit
- sandpaper
- soldering iron + solder
- wire strippers
- 10" x 11" plywood
- two 1" W x 3" L x 1/2" D pieces of plywood
- two 1" W x 2" L x 1/2" D pieces of plywood
- four 1" W x 10" L x 1/2" D pieces of plywood
- one 3" x 3" piece of bass wood
- wood scrap
- cardstock
- misc. decorations
- paint
Please Note
Your safety is your own responsibility, including proper use of equipment and safety gear, and determining whether you have adequate skill and experience. Power tools, electricity, and other resources used for these projects are dangerous, unless used properly and with adequate precautions, including safety gear and adult supervision. Some illustrative photos do not depict safety precautions or equipment, in order to show the project steps more clearly. Use of the instructions and suggestions found in Maker Camp is at your own risk. Make Community, LLC, disclaims all responsibility for any resulting damage, injury, or expense.
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more.Forces and Motion
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).Geometry
- Grades K-2
- CCSS.MATH.CONTENT.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
- CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
- CCSS.MATH.CONTENT.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
- CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.
- CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
- CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
- Grades 3-5
- CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
- Middle School
- CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
- CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
- CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
- CCSS.MATH.CONTENT.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
- CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations.
- CCSS.MATH.CONTENT.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
- CCSS.MATH.CONTENT.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS HS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
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