PIPERCRAFT CITY

PIPER MAKE EDUCATOR RESOURCES SERIES

To do this project, you will need a Piper Make Starter Kit. Get yours here:

Build your very own Pipercraft City using conductive paint.

To get started, head to Piper Make and hit this icon:

Time: 90 minutes (paint dries overnight)

Age Range: 8+

Difficulty: Beginner

In this project, students utilize conductive paint to light up a city of their own design. The coding mirrors a lot of the program from the Blink project. This project puts the Art in STEAM.

Note: There are step by step instructions for the students to follow in the tutorials included in each project on Piper Make. These provide directions both for writing code and for building the electronic circuits. The tutorials are well-defined and most students will be able to follow them with little assistance required.

LEARNING OBJECTIVES

Students will:

 

  • Create quick basic commands for real world problems then link to coding concepts.
  • Understand computational thinking concepts, including algorithms, sequence of instruction, and loops.
  • Demonstrate how computer hardware and software work together as a system to accomplish tasks.
  • Review these key electronics and programming understandings:
    • wire and pin positions for specific inputs and outputs.  
    • electric flow is sensed by the computer hardware (the pin) and programmed to have an effect in software (pin code), and thus on the screen (actions occurring).
    • the computer is programmed (ie block code is written) to detect electricity going into the pin (the pin is on). The program also sends a high voltage to the pin (turn the pin on) when light is desired (a button is pressed).
  • Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
  • Make observations to provide evidence that energy can be transferred from place to place by light, and electric currents.

STANDARDS ALIGNMENT

CSTA's K-12 Standards 

1B-CS-01: Describe how internal and external parts of computing devices function to form a system. Subconcept: Devices; Practice 7.2

1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks. Subconcept: Hardware & Software; Practice 4.4

1B-CS-03: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. Subconcept: Troubleshooting; Practice 6.2

1B-AP-10: Create programs that include sequences, events, loops, and conditionals. Subconcept: Control; Practice 5.2

1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. Subconcept: Modularity; Practice 3.2

CCSS ELA

CCSS.ELA.L.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CCSS.ELA.L.W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards

ELD-SI.K-3.Argue:

  • Ask questions about others’ opinions
  • Support own opinions with reasons
  • Clarify and elaborate ideas based on feedback
  • Defend change in one’s own thinking
  • Revise one’s own opinions based on new information

 

ELD-SC.2-3.Argue.Interpretive:

  • Interpret scientific arguments by
  • Identifying potential evidence from data, models, and/or information from investigations of phenomena or design solutions
  • Analyzing whether evidence is relevant or not
  • Distinguishing between evidence and opinions

California's K-12 Computer Science Standards

3-5.CS.1: Describe how computing devices connect to other components to form a system.

3-5.CS.2: Demonstrate how computer hardware and software work together as a system to accomplish tasks.

3-5.CS.3: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

3-5.AP.12: Create programs that include events, loops, and conditionals.

3-5.AP.13: Decompose problems into smaller, manageable tasks which may themselves be decomposed.

Common Core English Language Arts

CCSS.ELA.L.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CCSS.ELA.L.W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

California English Language Development Standards

CA ELD.3.C.11: Supporting own opinions and evaluating others’ opinions in speaking and writing

CA ELD.3.C.12: Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Michigan Integrated Technology Competencies for Students (MITECS)

1B-CS-01: Describe how internal and external parts of computing devices function to form a system. Subconcept: Devices; Practice 7.2

1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks. Subconcept: Hardware & Software; Practice 4.4

1B-CS-03: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. Subconcept: Troubleshooting; Practice 6.2

1B-AP-10: Create programs that include sequences, events, loops, and conditionals. Subconcept: Control; Practice 5.2

1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. Subconcept: Modularity; Practice 3.2

Michigan English Language Arts

Michigan ELA, Grade 3-8, Research, 8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Michigan ELA, Grade 3-8, Range of Writing, 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

WIDA English Language Development

ELD-SI.K-3.Argue:

  • Ask questions about others’ opinions
  • Support own opinions with reasons
  • Clarify and elaborate ideas based on feedback
  • Defend change in one’s own thinking
  • Revise one’s own opinions based on new information

 

ELD-SC.2-3.Argue.Interpretive:

  • Interpret scientific arguments by
  • Identifying potential evidence from data, models, and/or information from investigations of phenomena or design solutions
  • Analyzing whether evidence is relevant or not
  • Distinguishing between evidence and opinions

Science Texas Essential Knowledge & Skills

Grade 3

(b)(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations. The student is expected to:
(A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world;

(b)(3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.

Grade 4

(a)(1)(A) Within the physical environment, students know about the physical properties of matter including mass, volume, states of matter, temperature, magnetism, and the ability to sink or float. Students will differentiate among forms of energy including mechanical, light, sound, and thermal energy. Students will explore electrical circuits and design descriptive investigations to explore the effect of force on objects.

(b)(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

    (A) analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing;

    (B) represent the natural world using models such as the water cycle and stream tables and identify their limitations, including accuracy and size; and

    (C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

Grade 5

(a)(1) In Grade 5, scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(a)(3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

ELA Texas Essential Knowledge & Skills Grade 3

(b) (1)Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

    (A) listen actively, ask relevant questions to clarify information, and make pertinent comments;

    (B) follow, restate, and give oral instructions that involve a series of related sequences of action;

    (C) speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

    (D) work collaboratively with others by following agreed-upon rules, norms, and protocols; and

    (E) develop social communication such as conversing politely in all situations.

ELA Texas Essential Knowledge & Skills Grades 4 & 5

(b) (1)Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

    (A) listen actively, ask relevant questions to clarify information, and make pertinent comments;

    (B) follow, restate, and give oral instructions that involve a series of related sequences of action;

    (C) express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and

    (D) work collaboratively with others to develop a plan of shared responsibilities.

(b)(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

    (A) generate and clarify questions on a topic for formal and informal inquiry;

    (B) develop and follow a research plan with adult assistance;

    (C) identify and gather relevant information from a variety of sources;

    (D) understand credibility of primary and secondary sources;

    (E) demonstrate understanding of information gathered;

    (F) differentiate between paraphrasing and plagiarism when using source materials;

    (G) develop a bibliography; and

    (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

§74.4. English Language Proficiency Standards

(c) Cross-curricular second language acquisition essential knowledge and skills.

(3) Cross-curricular second language acquisition/speaking.

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;

(E) share information in cooperative learning interactions;

(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics;

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;

CONCEPTS

Students will create a parallel circuit in order to light up their cities. The code includes a repeat forever loop.

PARTS

  • Pico and Breadboard
  • 2 red and 2 black Alligator to jumper wires
  • 4 Lillypad LEDs
  • Conductive ink
  • Printed pages

GPIO SETUP

Ground, GP3

OVERVIEW OF STEPS

Step 1: Welcome to Pipercraft!

Did you know that circuits don't have to be made of wires ? In fact, all circuits really need is a path - a conductive path! This can be made of any material that allows electricity to travel. You can find a conductive path along your Raspberry Pi Pico. It' s covered with tiny paths that have been soldered onto the board.

Where else can you find a conductor ? (Hint: the ___ goes "Choo - Choo!")
Click NEXT.

Step 2: Blink again!

Let's look back at how we made the onboard LED flash.

In the next few steps, we are going to review the Blink project that you completed before.
Click NEXT.

Step 3: Onboard LED

Click CONNECT to communicate with your Pico, then, click NEXT.

Step 4: Time to Start Coding

From the Chip menu, drag out a Start block and place it in your workspace. Now, drag out a Turn Pin block from the Chip menu (for turning ON the LED), and connect it to the bottom of the Start block.

Once you've built the code above, click NEXT.

Step 5: On, Wait, Off

From the Chip menu, drag a wait block out and attach it to the turn pin block. This will keep the LED ON for some time.

Now, drag another turn pin block out and attach it to the bottom of the wait block. This will turn OFF the LED.

Step 6: Pin Numbers

Hit the Digital View button to pull up a little map view of your Pico. You can see the pin numbers on the Pico there!

Step 7: Change Your Pins

Change the pin numbers to 25 (LED) and the wait time to however long you would like the LED to stay on! Then hit START!

Did you see the light come on? Click NEXT.

Step 8: Loop-De-Loop

With the Chip blocks in place and the correct variables, let's put a Loops block in our program!
 
Change the wait variable in the repeat forever block to 1 to make it stay off for 1 second!
 
Click NEXT.

Step 9: Start your code!

The big moment has arrived. Let's see if your code works. Go ahead and click the START button in the upper left corner of your workspace.

Is your onboard LED blinking?

Go ahead and see what happens when you change the wait times. Make sure to hit START again if you modify the code.

When you are done trying out different wait times, click NEXT.

Step 10: Collect your Materials

You'll need:

  • Pico and Breadboard
  • 2 red and 2 black Alligator to jumper wires
  • 4 Lillypad LEDs
  •  
  • You'll also need:
    • The bottle of conductive ink that came with your kit
    • The printed pages shown below

Step 11: Painting practice

In this tutorial, we'll be using a specific kind of paint.

It’s the small black container in your kit. The paint looks glossy. Though it’s nontoxic, be sure to not put it on your skin or eat it.

What's so special about this paint? It’s a conductive paint.

What does it mean to be “conductive”? This paint will help electricity travel.

How does it do that? Well, it's specifically composed of electrically conductive particles.

In fact, there are some cool recipes to be able to be able to make your own with metallic powders and binders (glue that holds the powder together).

Now we are ready to start painting!

Cut out the Paper Pico from the page shown below:

Then, use the brush in the bottle of conductive paint to paint along the RED line:

Place the LED right where the shape shows.

Make sure that you don't paint a solid line under where the LED will go! Look carefully at the picture below:

Electrons will follow the path of least resistance, so if there is a path of paint under the light, they will go through that instead of through the LED - and the LED won't light up.

Complete your paint, and then press one of your Lillypad LEDs into the paint.

Click NEXT.

Step 12: Let it dry

Let it dry overnight

The paint becomes more conductive as it dries, so be sure to wait a full night.

Click NEXT.

Step 13: Set it up

While our Pico is drying, let's set up Pipercraft City!

Paint along the thick white lines (not the thin ones though, those are where the shapes of the buildings will sit) -- add LEDs where you see the orange (+/-) icons. Be sure to match the + and - for each LED:

Why do you think we should avoid the thin white lines?

Click NEXT.

Step 14: Now we wait...

Wait for the paint to dry.

Remember that the paint must dry to be conductive.

What would happen if we didn't wait long enough? What does it mean to NOT be conductive?

Click NEXT.

Step 15: Build your Pipercraft City!

You will only need scissors for this step. Follow the directions for each building:

  1. Cut along the solid lines. First, cut along the solid black line, and then cut out the solid black rectangles. There are two big rectangles, and two very small ones that need to be cut out:
  1. Next, fold along the dotted lines:
  1. Now, fold the box inward. Use the tabs to hold your building together:
  1. This is what your buildings will look like. They should have "windows" on two sides. The light from the LED will shine through these openings:

Step 16: Building facades

In order to cut out the building facades, follow the edges and cut out the windows. Remember that we want light to shine through the windows.

A school bus is included with the facades:

Step 17: Coding your Paper Pico and Pipercraft City

While your paint dries, review your code. You will use this code for your Pipercraft City, with one important change.

Think about how bliking the LED on the Pico is similar to blinking a different LED. How would the code be different? How would it be the same?

Click NEXT.

Step 18: Connect your Paper Pico

After paint has dried, you can connect your Paper Pico to your your actual Pico! Connect the red and black Alligator clip jumper wires as shown to the ground and GP3 pins:
Clip the Alligator ends of the wires to the edge of Paper Pico so that they touch the painted lines:
Change your code from before. Change the blocks from GP25 to GP3:

Try your code out by clicking CONNECT, selecting your Pico, and clicking START.

Once you've tried it out, and are happy with the result, click STOP. Then, Click NEXT.

Step 19: Light up the City!

Once the paint for Pipercraft City is dry, add the alligator clips to each edge just like you had them connected to your Paper Pico.

Once your city is built, light it up! Take a picture of your work and share it with us! Grab a parent and get them to share to social media tagging us with the handle @startwithpiper
Click NEXT.

Step 20: What kind of circuit is this?

Why do all of the lights shine with the same brightness?
Here's a hint: Pipercraft City is based on a parallel circuit. You'll learn more about these and series circuits in the next tutorial: Circuit Streets!

Click NEXT.

Step 21: You've Finished!

Click EXIT to return to the menu and start your next coding challenge.