1-3 hours

Ages 8+

## What Will You Make?

In this project, you will create a programmable drawing robot, also called a plotter. The Makey:bit and the micro:bit control two servos, which make the arms move around. The micro:bit’s accelerometer lets you use the Makey:bit as a tilt controller and tell the plotter to draw back and forth and side to side across the paper!

## What Will You Learn?

You’ll learn to use the input from an accelerometer to control servos with MakeCode and a micro:bit.

## Prep the Base

#### Step 1

The base of the plotter is a folded-over ridge of cardboard that holds the servos, and a flat surface that holds the drawing paper. Cereal box cardboard has a coating on the outside that prevents the marker from soaking through. To make it out of a sheet of cardboard, fold the end of a rectangle over twice and tape it as shown.

#### Step 2

To make the plotter base out of a cereal box, lay the box down on its back. Draw a line across the box about 2 inches up from the bottom. Press hard. Draw another line about 2 inches above the first.

#### Step 3

Cut one top edge of the box from the opening at the top to the first line. Repeat with the other edge. This will turn the front of the box into a flap you can fold back.

#### Step 4

Fold the flap up along the second line. Then fold it down along the first line. Press the rest of the flap into the bottom of the box so it lays flat. If you want, trim the other end of the box to fit around the flap. Tape everything in place.

## Insert the Servos

#### Step 1

Place the servos on the stand, trace around them, and cut out the shapes.

#### Step 2

Cut a hole in the back of the box. Insert the servos into the hole on top. Pull the servo cables out through the hole in the back.

#### Step 3

To calibrate the servos so they face front when set at neutral (90 degrees), follow these steps with each one:

- Attach a servo horn with an arm facing straight ahead.
- Gently turn the servo horn all the way to the right, as far as it will go. If the arm is not pointing to the right (3 o’clock position), then remove the servo horn and snap it back on in the correct position.
- Turn the servo so the arm points straight ahead again.

## Make the Arms

#### Step 1

Cut four strips of sturdy cardboard, about 1 inch wide by 4 or 5 inches long.

#### Step 2

Connect the ends of two strips with a brad. Use the sharp pencil to make a starter hole if needed. You now have an arm that bends at the “elbow.” Repeat with the other two strips.

#### Step 3

Take the end of one arm and overlap it with the end of the other arm. To make a holder for the marker, poke the sharp pencil through both layers of cardboard.

#### Step 4

Insert the marker through both layers of cardboard. With the cap end of the marker facing down, play around with the ends of the arms. See how you can move them to make the pen go in different directions.

#### Step 5

Tape the loose ends of the arms securely to the servo horn.

#### Step 6

Test it with some paper cut down to fit inside the box. See where the marker goes to the right, left, front and back of the box.

## Connect the Makey:bit to the Servos

#### Step 1

Insert the micro:bit into the Makey:bit.

#### Step 2

Plug the cable wires for one servo over the pins marked SRVA. Write P0 next to the servo.

#### Step 3

Plug the cable wires for the other servo over the pins marked SRVB. Write P2 next to the servo.

#### Step 4

Use the data cable to connect the micro:bit to your computer and get ready to code!

## Coding Instructions

#### Sample Code

Sample Plotter Code https://makecode.microbit.org/_XMd1evDoHfMm

Code the arms to move in the direction you tilt the Makey:bit.

**NOTE:** Only move the servo(s) a little way to the right or left. This will help you avoid jerking the plotter arms around too far and damaging the cardboard or the electronics. If needed, increase the movement in small steps until you reach the amount you want.

#### Coding micro:bit

- On start, set the servos to 90 degrees (neutral position).
- From Input, grab the “on shake” block.
- Open the drop-down menu and choose “tilt left.”
- Add a stack of blocks to make the servos turn left.
- Download and test your code.
- When it’s correct, duplicate the stack and change everything to turn to the right.
- Add comments to remember what your code does!

## 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.

#### See More Projects in these topics:

Electronics Engineering Microcontrollers Programming Science STEM or STEAM##### Kathy Ceceri

## Maker Camp Project Standards

#### Based on 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.

*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.

*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.

*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.

*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.