Spinning Lamp
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 the electrical components for a lamp.
STEPS
STEP 1
Using the craft knife, cut your 2 liter
bottle into a 5" tall cylinder. Make sure that
the top and bottom edges are straight and
not jagged.
Apply stickers to your cylinder.
STEP 2
Spray paint it black. Allow the paint to
dry completely
Make a mark at the center of the 1" x
3" face of one of the 1" x 3" x 1/2" pieces of
plywood.
STEP 3
Drill a hole with the 15/64" bit where you
made the mark in step 4. Sand the edges of
the hole down.
Glue the two 2" and 3" long pieces of
plywood to the smaller bass wood square so
that they form four walls.
STEP 4
Pull the lamp cord through the hole that
you drilled in step 5. Use the needle nose
pliers to bend the ends of the lamp cord into
hooks.
Follow the instructions that came with
your lamp cord to properly attach the cord to
the lamp socket
STEP 5
Tuck the lamp socket into the compartment that you made.
Use the hole saw bit to make a hole in
the center of the larger bass wood square.
Make a mark about 1/2" from the edge of
the hole.
STEP 6
Use the 1/16" bit to make a hole where
you made the mark in the previous step.
Starting from the bottom, measure
5" up the floral wire and bend it at a right
angle.
STEP 7
Screw the light bulb into the socket.
Place the wire into the hole that you made in
step 11 and measure where the bent part of
the wire is centered above the light bulb.
Bend the wire at another right angle so
that it extends about 2" above the light bulb
when placed into the hole that is drilled into
the bass wood.
STEP 8
Glue the wire into the hole.
Using the compass and chipboard
scrap, draw a circle that is slightly larger
than the opening of the plastic cylinder that
you made in step 1.
STEP 10
Make two marks on each line segment:
one about 1/4" away from the outer edge of
the circle and the other 1/4" from the center
of the circle.
Draw vents onto your circle that span
between the two marks that you made on
each line segment. Use the craft knife to cut
the vents out. Only cut them on 3 sides!
STEP 11
Now make smaller vents between the
large vents.
Poke a hole into the center of your
circle and hot glue the bottom of the snap
fastener to the hole. This is where the floral
wire will be able to support the cylinder.
STEP 12
Peel off all of the stars that you applied
to the cylinder.
Hot glue the cylinder to the chipboard
circle.
STEP 13
Make two 5" x 7" frames with the
square dowel pieces. The remaining square
dowel pieces will be used to construct a
rectangular prism.
Cut out shapes with your tissue paper
and use the glue stick to glue them to the
vellum. Here's where you can really be
creative! What scene will you create?
STEP 14
Glue the remaining dowels to the two
frames to create a rectangular prism. Glue
your decorated vellum to the inside of the
prism.
Glue the four remaining pieces of
plywood to the bottom corners of your
rectangular prism. These pieces will help
with air flow.
WHAT'S HAPPENING HERE?
This lamp works on convection. As the lamp heats the air it rises and passes through the vents on top. At it does, the air pushes on the angled vents, moving the inner shade in a circular motion.
Materials:
- lamp socket
- lamp cord
- incandescent light bulb 60w / 43w
- 16 gauge floral wire or wire coat hanger
- snap fastener
- chipboard scrap
- tracing paper or white vellum
- colorful tissue paper
- empty 2L soda bottle
- star shaped stickers
- black spray paint for plastics
- drill
- 1/2" hole saw bit
- 15/64" bit
- 1/16" bit
- wire snips
- needle nose pliers
- pencil
- marker
- rulers
- craft knife
- scissors
- compass
- protractor
- sandpaper (various grits)
- glue stick
- low temp hot glue gun
- wood glue
- 3" square of 1/8" bass wood
- 5" square of 1/8" bass wood
- (2) 3"L x 1"W x 1/2"D plywood
- (2) 2"L x 1"W x 1/2"D plywood
- (4) 1/2"L x 1/2"W x 1/2"D plywood
- (4) 7"L of 3/8" sq. dowel
- (8) 5"L of 3/8" sq. dowel
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.
ALL DONE? SHARE IT!
Share pictures and videos of your cool build! Be sure to use #maketogether or #makercamp
POST YOUR PROJECTS
