Paper Pinwheel
WHAT WILL YOU MAKE?
A paper pinwheel that will spin and twirl in the wind!
WHAT WILL YOU LEARN?
You will learn to measure and cut cut paper precisely. You also will learn to use common items to make a wind powered mechanical device.
STEPS
STEP 1
Draw Some Lines
Measure and cut a square piece of paper. Use the ruler and pen to draw lines from each corner of the paper towards the center. These lines should be half the size of the length of the square— we used 2.5" lines on a 5"x5" square, but feel free to try different sizes! Starting from the corners, measure 3/8" down the lines that you just drew and draw a small perpendicular line, about 1/8" long, on the right side of each.
STEP 2
Make Some Cuts
Cut along each line that you drew in step one. Be careful not to cut all the way through to the edge of the paper when you cut the small perpendicular lines!
STEP 3
Construct the Pinwheel
Lift a corner and roll it over the top and to the left towards the adjacent incision. Tuck the corner underneath the adjacent slit and secure it by sliding it all the way down until the incisions intersect.
Repeat with the other three corners. If you have tape, reinforce the pinwheel by taping down the tucked parts on the back.
STEP 4
Put it all Together
Push the tip of the skewer into the center of the length of the cork. Push the push pin through the center of the pinwheel and into the face of the cork. Leave a small amount of room for the pinwheel to spin! Wiggle the pinwheel around just a little bit so that the hole is large enough for the paper to spin freely.
WHAT'S HAPPENING HERE?
Most pinwheels have the blades arranged so that when wind blows straight at them, they spin counterclockwise. This is because the blades’ “cups” are made so that the oncoming air is captured and pushes the blades in this direction. Learn more about the Power of the Pinwheel from Scientific American.
Materials:
- Paper
- Bamboo Skewer
- Cork
- Pushpin
- Ruler
- Pen/Pencil
- Tape (optional, but highly recommended)
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. 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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