Makey:bit Animatronic Face

Makey:bit Animatronic Face

About 3 hours

Ages 8+

What Will You Make?

Makey:bit controls this animatronic face. It can open and close its mouth, roll its eyes, and raise and lower its unibrow.

What Will You Learn?

You’ll learn to control servos with micro:bit and MakeCode.

Prepare Your Materials

Step 1

For the face, make or take a box with two flaps that meet at the middle. Turn it so one flap opens and closes from the bottom – this is the mouth. Tape the upper flap closed. This is where the eyes and unibrow will go.

Step 2

For a push rod, straighten a paperclip, leaving the bends at the ends to use as hooks.

Step 3

For the eyes, find or cut a cardboard tube a little shorter than the width of the box.

Step 4

For the arm (which holds up the eyes tube), cut a strip of cardboard just wide enough to fit inside the tube without rubbing. It should be long enough to fit at least halfway into the tube, with enough hanging outside for the arm.

Attach a Servo to the Box to Open the Mouth and Roll the Eyes

Step 1

Mark a spot for a servo on one side of the box, about an inch away from the front and even with the level of the eyes. Trace around the servo at that spot, and cut out a hole to hold it snugly. Insert the servo into the hole from the inside, so the cable is outside the box.

Step 2

Snap a servo horn onto the servo. Mark one arm (or a spot along the edge if you’re using the circle horn) to be your measuring point. It will point up when the mouth is closed.

Step 3

To calibrate the servo so it points the right way:

  1. Turn the horn to the right as far as it will go.

  2. The measuring spot should point directly to the right (the 3 o’clock position). If it doesn’t, take it off and re-attach it so it does.

  3. Remove the servo horn.

  4. If you are leaving out the eyes tube, hook the smaller end of the paperclip through a hole along the servo horn and go directly to Finish the Face from here.

Step 4

Cut out a circle of cardboard about ¼ inch bigger around than the cardboard tube.

Step 5

Tape the servo horn to the middle of the circle.

Step 6

Tape one end of the tube to the circle. Make sure the servo horn is facing out!

Step 7

Hook the smaller end of the paperclip through the cardboard circle. If you need to save space, you can trim it later to an egg shape, leaving an overhang where the paperclip is attached.

Add servo

Insert the Arm

Step 1

Snap the eyes tube onto the servo with the measuring point facing up.

Step 2

Hold the tube straight across, and mark where the top and bottom of the tube would meet the box if it were long enough. Cut a slot for the cardboard strip between those marks.

Step 3

Insert the arm strip through the slot from the outside and into the eye tube.

Step 4

Bend the outside of the arm forward to hold it in place. If you need to remove or adjust the eye tube, gently pull the arm strip out of the box.

Finish the Face

Step 1

Make sure the measuring point on the servo horn is pointing up.

Step 2

To attach the loose hook on the paper clip to the mouth, poke a hole through it. You can also tape on an extra piece of corrugated cardboard with the channels running sideways and insert the hook into the channel that fits best. Test to make sure you can pull and push the mouth open and closed.

Step 3

Cut the holes for eyes, making sure they are even with the tube inside the box. Draw eyes on the tube with the mouth open and with it shut. Write “back” on the back of the tube so you can re-connect it correctly if you need to.

Add the Unibrow

Step 1

Use a straw or pipe cleaner (or both) to make a brow that bends in the middle. Attach one end to the face so it can pivot. If you’re using a pipe cleaner, you can poke a hole right in the cardboard and insert the end. With a straw, hold it one with a small screw or pin.

Step 2

The servo motor for the brow goes inside the box. The top of the servo motor sticks out the front of the face, above the eye. (Duh.) Trace and cut out a hole so just the top of the servo sticks out. Use plenty of tape to hold the servo motor in place.

Step 3

Tape the loose end of the brow to a servo horn. Wrap some masking tape around them to hold them together.

Step 4

Snap the horn onto the servo with the brow straight.

Connect the Makey:bit

Step 1

Insert the micro:bit into the Makey:bit.

Step 2

Stand the Makey:bit on top of the Animatronic Face box. Secure it on with some kind of attachment, tape, or glue, such as a strip of peel-and-stick Velcro or Legos.

Step 3

Cut a hole in the top of the box near the Makey:bit big enough for the ends of the servo motor cables to pass through.

Step 4

Pull the cable for the servo attached to the mouth and eyes out through the hole. Plug it into the Makey:bit using the pins marked Servo A (SRVA). This servo will be programmed using pin P0.

Step 5

Pull the cable for the brow through the hole the same way. Plug it into the Makey:bit using the pins marked Servo B (SRVB). This servo will be programmed using pin P2.

Troubleshooting

If your face is not moving correctly, try these tips:

  1. Tuck in loose wires.

  2. Bend the paperclip if needed to make the mouth open and close correctly.

  3. Make sure the paperclip doesn’t hit anything as it moves.

  4. Check that the eye tube has not detached from the servo.

Write the MakeCode Program

Sample Code

Sample Code: https://makecode.microbit.org/_U7fdKWMA2WLX 

This program will make the mouth open and close, the eye tube roll, and the unibrow scowl or look happy. To test out the code, it uses Button A to move the mouth and eyes, and Button B to move the unibrow. When it’s working, check out additional ideas to make your Animatronic Face seem more alive!

Remember, you may need to set your servos in the opposite direction of these instructions, depending on how you placed your servos in your model!

Step 1

On start, set both servos – P0 and P2 – to 90 degrees. This makes sure the mouth is closed and in the neutral position for the motors. (If the mouth is open too much, readjust your paperclip and/or your eyes tube.)

Step 2

To open the mouth and make the eyes roll up, make servo P0 turn to the left:

    1. Type in or use the slider to adjust the “set servo angle” block for P0 to about 10 degrees.

    2. Insert a pause of about one second (1000 milliseconds, or ms).

    3. Use another “set servo angle” block to set it back to 90.

    4. Place the blocks inside a repeat block set for as many times as you want the mouth to open and close.

    5. Place the entire stack inside an “on button A pressed” block so you can trigger the action.

Step 3

To make the unibrow point down, go back to the middle, and then point up, swing the servo at P2 in both directions:

    1. Type in or use the slider to adjust the “set servo angle” block for P2 to about 10 degrees.

    2. Insert a pause of about one second.

    3. Use another “set servo angle” block to set it back to 90. Add another pause.

    4. Use a third “set servo angle” block to move the servo to 170 degrees, the opposite direction. Add another pause.

    5. Use the last “set servo angle” block to set it back to 90.

What Is Next?

More Ideas

  1. Program the lights to flash or show images that match your animatronic face’s moods.

  2. Add Music blocks to make the mouth talk. Scroll down to the bottom of the Music block menu to find the “play sound” block. It includes sounds like “giggle” and “yawn.” Or use notes from the Tone section of the Music menu to create your own “tonal” language!

  3. Add “on sound” blocks from the Input menu to make the mouth “answer” with tones when it hears someone talk to it.

About the Makey:bit

The Makey:bit Adventure Board is the perfect way to get started with microcontrollers. With this exclusive Maker Shed kit, you’ll be able to easily launch into the world of electronics and create amazing projects.

This all-in-one board includes everything you need to get started, including a built-in LED, buzzer, and various sensors. Plus, the Makey:bit is compatible with all kinds of additional modules, so you can easily expand your creativity.

So what are you waiting for? Get the Makey:bit Adventure Board today and start supercharging your microcontrollers!

Are you looking for a way to supercharge your microcontrollers? If so, then you need the Makey:bit Adventure Board! This exclusive Maker Shed product is packed with features that will take your microcontrollers to the next level. With the Makey:bit, you’ll be able to launch into the realm of microcontrollers and unleash their full potential. The Makey:bit is loaded with features that make it an essential tool for anyone looking to get the most out of their microcontrollers.

Electronics

Crafts Supplies

  • cardboard box or other sturdy container, plus extra cardboard for building
  • paper towel tube to make rollable eyes
  • metal paper clip (wire fits the holes in the servo horns)
  • masking tape or other tape
  • scissors (preferably pointy) or other cutting tool to make holes in cardboard
  • drinking straw and/or pipe cleaner for the unibrow
  • markers, decoration
  • Velcro tape to hold Makey:bit on top of the head

Note: For a simpler version, leave out the rolling eyes tube. 

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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. 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.
K–12 Computer Science Framework The K–12 Computer Science Framework is designed to guide computer science from a subject for the fortunate few to an opportunity for all. The guiding practices include: Fostering an Inclusive Computing Culture Collaborating Around Computing Recognizing and Defining Computational Problems Developing and Using Abstractions Creating Computational Artifacts Testing and Refining Computational Artifacts Communicating About Computing You can download the complete framework here. You may also want to consider the International Society for Technology in Education Standards. The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide.
CCSS (Common Core State Standards) The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). English Language Arts Standards » Science & Technical Subjects Middle School CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. High School CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-LITERACY.RST.9-10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
ISTE Standards (International Society for Technology in Education) The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. 1.1 Empowered Learner Summary: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. 1.1.b Students build networks and customize their learning environments in ways that support the learning process. 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. 1.2 Digital Citizen Summary: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. 1.3 Knowledge Constructor Summary: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 1.4 Innovative Designer Summary: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 1.4.c Students develop, test and refine prototypes as part of a cyclical design process. 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. 1.5 Computational Thinker Summary: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
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.
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.