Project
Materials

Cardboard Automata

WHAT WILL YOU MAKE?

A simple machine made with cardboard and powered by a hand crank.

WHAT WILL YOU LEARN?

You will learn to employ simple mechanical elements such as cams, levers, and linkages to create a moving scene.

STEPS

STEP 1

Create the frame
Cut all the flaps off of a small cardboard box. » Cut a square out of one of the flaps. » Cut the square diagonally so that you get two triangles. » Cut a second square and make a second set of triangles. » Hot glue each of the triangles to a corner on the box to create a sturdy frame.

STEP 2

Make the cam and cam follower.
Cut an oval that's about 2.5 inches tall from foam or cardboard. This is your cam. » Cut a foam circle that's a bit smaller than the oval. This is your cam follower. » Cut a small square and glue it on the center of your cam. » Pierce through the center of your cam with a wooden skewer. » Repeat this process for the cam follower. » Reinforce joints of the cam follower with glue.

STEP 3

Install the cam.
Create two small holes on either side of your frame using a craft knife. » Thread the cam skewer through the holes so that the cam is inside the box. » Cut a small square of foam. » Pierce the small square through the skewer on the outside of the box. » Glue the square to the skewer.

STEP 4

Install cam follower guide.
Cut a hole in the center of the top of the frame using the craft knife so the straw can fit through. » Insert the straw through the hole and leave about 2 inches below the frame. » Thread the cam follower through the straw. » Cut the excess straw off. » Glue the straw in place.

STEP 5

Add a handle.
Cut a cardboard rectangle that's about 1x2 inches. » Glue the edge of the rectangle on the outside of the frame to the skewer that's connected to the cam. » Cut off the remaining piece of skewer. » Glue the skewer you just cut off to the opposite side of the rectangle handle.

STEP 6

Create a character.
Create a character or object to animate using your automata. » If your object is flat, it can be glued directly to the frame, but if your object is 3D, then you can create a platform to glue onto the cam follower. » Experiment with different cam shapes. Does it change the motion of your cam follower?

Materials:

  • Small Cardboard box
  • Thick foam or cardboard scraps
  • 2 wooden skewers
  • 1 straw
  • Scissors
  • Craft knife
  • Hot glue gun
  • Decorations to create automata top

See More Projects in these topics:

Arts & Crafts Engineering Games Paper Crafts

See More Projects from these themes:

Art/Craft Studio The Shop (Makerspace)
Maker Camp
Maker Camp is a do-it-yourself online resource to help leaders like you organize a summer camp that engages children in making. Our goal is to provide you and your campers with the inspiration and the helpful resources, along with many possible projects to fit a wide range of interests and abilities. The idea is to focus on making as a playful, social activity. Maker Camp provides enough support for anyone to get started. Making provides experiences that help children become self-directed learners and good problem-solvers.
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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:
  1. Generate and conceptualize artistic ideas and work.
  2. Organize and develop artistic ideas and work.
  3. Refine and complete artistic work.
  4. Select, analyze, and interpret artistic work for presentation.
  5. Develop and refine artistic techniques and work for presentation.
  6. Convey meaning through the presentation of artistic work.
  7. Perceive and analyze artistic work.
  8. Interpret intent and meaning in artistic work.
  9. Apply criteria to evaluate artistic work.
  10. Synthesize and relate knowledge and personal experiences to make art.
  11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Please visit the website for specific details on how each anchor applies to each discipline.

CCSS (Common Core State Standards)

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).

Measurement & Data

  • Grades K-2
    • CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
    • CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
    • CCSS.MATH.CONTENT.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
    • CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
    • CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
    • CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
    • CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • Grades 3-5
    • CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
    • CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
    • CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
    • CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
    • CCSS.MATH.CONTENT.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

Ratios & Proportional Relationships

  • Middle School
    • CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
    • CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
    • CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
    • CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.

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. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.

NGSS K-2 Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

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.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

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.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

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.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

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