Project
Materials

Superhero Cape

WHAT WILL YOU MAKE?

Not even Superman had a cape this cool. For this project, a friend can be helpful to finalize the design.

WHAT WILL YOU LEARN?

You will learn to create a wearable circuit with multiple LEDs using conductive thread and sewing techniques. You will also learn to measure, cut and amnipulate different types of fabric.

STEPS

STEP 1

Start by deciding on a superhero emblem. We made a big M (for Maker), but you can use anything you want! Try out your own initial, choose a number (i there a special birthday coming up?), or create your own design (a lightning bolt? a star? a circle with an LED face?). Whatever you choose, use a pencil to draw the emblem on your cardstock, and then use scissors to cut it out to make a template for your design.

STEP 2

Using chalk or a fabric marker, trace your emblem onto a light-colored piece of felt and use scissors to cut it out. You don't have to use two colors, as we did. A simple emblem cut from one piece of felt will work (light gray works well, since it matches the conductive thread). If you do decide to use two layers, use the hot-glue gun to glue them together. Decide where you want to put the LEDs within the emblem, so you'll be ready to place them when you start sewing.

STEP 3

Fold the T-shirt in half lengthwise (sleeve to sleeve) and lay it flat on a table. The cape is made out of the back of the shirt––but don't remove the T-shirt's neck! With chalk, draw one half of your cape's outline along the T-shirt's folded side. With scissors, cut from the bottom of the T-shirt, following the chalk line, cutting through both sides of the shirt. Cut away the front of the shirt by trimming around the neck ribbing, keeping it intact.

STEP 4

Next, find the center of the neck ribbing and cut through it, as shown. Put the cape on to test how it hangs and how big you want the neck to be. If the neck is too big, use scissors to snip off as much extra ribbing as necessary. Then, using a needle and regular thread, sew tabs of Velcro onto each end of the ribbing, so you can easily put the cape on and take it off.

STEP 5

With chalk, mark small dots on the back of your felt emblem where the LEDs will go. (If it's hard to see through the felt, just hold it up to the light.) With a black marker, darken the positive (+) side of each LED on the back, so you can identify them. Then, using dots of glue, stick the LEDs in place. Put them bulb-side-down (so they'll shine through the fabric), with the bulb in the glue. Make sure, for each LED, that the negative (-) side is to the left and the positive (+) side is to the right.

STEP 6

Using a needle and regular thread, sew the female side of the snap on the back of your felt emblem. Position this about half an inch from the bottom in the middle. Then use the hot-glue gun to glue the battery holder in place just above the snap.

STEP 7

Using a needle and conductive thread, sew the female side of the snap to the positive (+) side of the battery holder (as shown, this is on the left of our holder, which may be hard to see). The snap will be your switch, so it must be connected to the rest of the circuit. Then, without cutting the thread, continue sewing from the holder's positive (+) side through the positive (+) sides of all the LEDs in your design. When you're done connecting all the LEDs, knot, cut, and trim your thread.

STEP 8

Using a needle and conductive thread, sew to connect the negative (-) sides of all your LEDs. Begin with the first LED, not the battery holder, and sew until you get to the last LED. Knot in place, but this time leave a long length of uncut thread dangling free; remove the needle. In step 12, you will use his thread to connect to the male side of the snap.

STEP 9

To decide on the best place for your emblem, ask a friend to help you model the cape. Once you figure out the exact position for your emblem, note where the male side of the snap should be to meet the female side at the bottom of the emblem. With chalk, mark that spot on the cape.

STEP 10

Using a needle and regular thread, sew the male side of the snap to a small scrap of felt. Then use the hot-glue gun to glue the snap onto your cape at the chalk mark.

STEP 11

If you used a double layer of felt to make your emblem, you may want to use a needle and embroidery thread to stitch it together now, so that it will look nice when you're done. Otherwise, use a hot-glue gun to glue your finished emblem in place on the cape, leaving the bottom few inches unglued so you can get to the battery pack. Make sure the loose end of conductive thread is not glued down and is easy to reach.

STEP 12

Rethread a needle with the loose end of conductive (which is from the negative side of the LEDs). Stitch the thread through the cape itself (that is, the T-shirt material) until you sew the thread into the male side of the snap. By sewing the snap into the circuit, you're creating a simple switch. When you snap on the emblem, you'll complete the circuit and the LEDs will turn on!

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.

Materials:

  • Cardstock for design template (old file folders work great)
  • One or two pieces of colored felt (light colors work best)
  • Plain-colored T-shirt (an adult size Large is usually best)
  • Regular thread
  • Sew-on Velcro
  • Up to five sew-on sequin LEDs
  • Large sew-on snap
  • Sew-on battery holder
  • Conductive thread
  • Embroidery thread
  • Clear nail polish
  • Pencil
  • Scissors
  • Chalk or other fabric marker
  • Hot-glue gun and glue sticks
  • Sewing needle
  • Black marker

See More Projects in these topics:

Arts & Crafts Electronics Engineering Fabrication Fiber Arts Wearables

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Carnival/Theme Park
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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.

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.

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.

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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