Flying Pendulum
WHAT WILL YOU MAKE?
A pendulum that will slowly untwist itself like a basic clock escapement.
WHAT WILL YOU LEARN?
You will learn how to build a mechanical linkage, known as an escapement, most commonly found in mechanical watches
STEPS
STEP 1
Remove pen ends
Start by removing the ink cartridge and the back end of one of the pens, leaving you with the empty tube. You don't have to use Bic pens, but they are easy to find and easy to disassemble.
STEP 2
Trim the cap
Cut out the center of one of the pen caps by removing the small pieces of plastic holding it in place.
STEP 3
Thread the band
Remove one of the handles from one of the small binder clips and loop a rubber band over it. Cut a 1 foot length of thread and loop it through the rubber band on the other side. Push the thread through the back end of the now empty pen and out through the tip.
STEP 4
Add the bearing
Next, thread the rubber band through the bearing and push the bearing down hard upon the tip of the pen. Press the bearing in hard and then use another binder clip arm to keep the rubber band from pulling through the pen.
STEP 5
Clipping on the pen
Clamp a binder clip to the bottom of the pen tube and then use two more to clip it to the edge of the box.
STEP 6
The cross pen
Pull up the rubber band from the top of the pen tube and insert a pen through the loop. Now place a medium binder clip around the rubber band between the pen and the bearing.
STEP 7
Secure the pen
Most of the pen should be sticking out over the end of the clip with just a quarter inch or so off the back square end of the clip. To keep the pen from falling forward, use the second rubber band to loop over the clip legs and the back of the pen.
STEP 8
Add the pencil
Secure the pencil in place with a binder clip at the bottom and another to secure it to the box. Adjust the pencil so it's an inch or so from the pencil.
STEP 9
Tie the weight
Cut off about 8 inches of thread and tie it to the last binder clip that you removed the two legs from. A simple square knot will work fine (left over right, right over left).
STEP 10
Attach the weight
Thread the other end of the thread tied to the binder clip weight through the pen cap that you cut the end out of. Place the cap on the end of the pen and pull the string through so the weight dangles just above the edge of the box.
WHAT'S HAPPENING HERE?
An escapement is a mechanical linkage in mechanical watches and clocks that gives impulses to the timekeeping element and periodically releases the gear train to move forward, advancing the clock’s hands.
WHAT'S NEXT?
Try playing with the length of the string and see how it affects the speed of the winding. Take a look at old clocks to see how they use pendulums and escapements to accurately measure time.¬†Do you see similarities between old clocks and the flying pendulum you’ve just made?¬†See how this clock uses a flying pendulum just like ours to keep time!
Materials:
- 2 Bic pens
- 1 Pencil
- 6 small binder clips
- 1 medium binder clip
- 2 thin rubber bands
- 1 608 (skateboard) bearing
- Thread
- 1 USPS medium flate rate shipping box
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.
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.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards.Forces and Interactions
- Grades K-2
- K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
- K-PS2-2.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
- Grades 3-5
- 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
- 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future 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.
- 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.
- Middle School
- MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
- MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
- MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
- MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
- MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
- High School
- HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
- HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
- HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
- HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
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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