Light Up Roto Copter
WHAT WILL YOU MAKE?
A spinning and flying Roto Copter that lights up with the help of Chibitronics Circuit Stickers.
WHAT WILL YOU LEARN?
You will learn to build a simple circuit with copper tape and LEDs. You will also learn to carefully measure and cut to make your roto copter.
STEPS
STEP 1
Halve your sheet
Measure 4 1/4 inches in from the long side of your card stock at the top and bottom. Connect the dots with a line and then cut along that line to divide your sheet in half.
STEP 2
Another half
Measure 5 1/2 inches from the short edge of your sheet and draw a dashed line. Do not cut this line, dashed lines will be used for fold lines later.
STEP 3
Now quarters
Measure 2 1/8 inches from the long edge and draw a line from our last line to the top edge of the sheet.
STEP 4
Another line
Measure 2 inches down from the center line and draw a line across the short section again.
STEP 5
Two more
Measure in 1 1/2 inches on this new lower line and mark each spot. Erase the line between the two marks. Now draw a dashed line down to the bottom from each mark.
STEP 7
Fold it up
Fold the two lower flaps back along the dashed lines you drew. You should now have one thick center section on the bottom.
STEP 8
Trace the battery
Place the battery on the lower center section near the bottom and trace a circle around it. Move it up about a half inch and trace it again.
STEP 9
Mark and fold
Mark the bottom circle with a + and the top with a - to indicate how to place the battery later. Fold the paper up between the two circles, lining them up with each other, and press tightly to create a crisp fold.
STEP 10
Start adding tape
Measure 9 inches of copper tape and then run it from the center of your - battery circle up the right hand top strip.
STEP 11
Second strip
Measure 7 inches of copper tape and lay it down about 1/8 inch to the right of the first strip so it comes down to just below the cuts for the bottom flaps.
STEP 12
Tape to the side
Measure an inch of tape and tape it down so it connects to the right hand strip of tape and then comes further right onto the right hand lower flap.
STEP 13
Last tape
Measure 2 inches of tape to come down straight from the previous line. Now measure enough tape to connect that line to the center of the + circle at an angle.
STEP 14
Add LEDs
Take out your circuit stickers and find the + and - markings. Stick them so those markings line up with the strip of copper tape that connects to the same marked circle: + to +, - to -.
STEP 15
Fold and clamp
Fold the bottom two flaps back again to protect the strips of tape on the right hand flap. Place the battery on the circle, paying attention to the polarity of the battery, then fold the bottom of the flap back up, completing the circuit and clamping it in place with the binder clip.
WHAT'S HAPPENING HERE?
A circuit is a loop made up of different components that allows electricity to flow. In a series circuit, the electrical current is only able to flow around a single path. The current will flow from a power source, such as a battery, into one or more electrical loads, such as a light bulb, and then back to the power source. The Voltage in a series circuit is divided up across all of the loads. In a parallel circuit, the electrical current may flow along multiple paths before returning to the power source. The voltage in a parallel circuit is the same across all of the loads in the circuit. When the Roto Copter falls, air pushes up against the blades, bending them up just a little. When air pushes upward on the slanted blade, some of that thrust becomes a sideways, or horizontal, push. Because there are two blades, each getting the same push, but in opposite directions. The two opposing thrusts work together to cause the toy to spin.
WHAT'S NEXT?
Try making the smallest Roto Copter you can. How small can they get before they stop working? Try without the electronics. Take a look at a maple tree seed pod, do you see any similarity?
Materials:
- 1 Sheet of card stock
- 1 Binder clip
- Circuit Stickers
- Copper tape
- CR2032 battery
- Pencil
- Scissors
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).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.
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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