Unplugged: Make and Animate- The Thaumatrope – SCOPES-DF
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Lesson Details

Subjects*
Arts, Science
Age Ranges*
8-11, 11-14, 14-18, All ages
Fab Tools*
Recycled Material, Hot Glue Gun, Scissors
Standards
Fab-Safety.2, Fab-Design.2, Fab-Safety.1, Fab-Modeling.1, Fab-Fabrication.1, Fab-Design.1, MS-LS1-8, 4-LS1-1, MS-ETS1-3, 3-5-ETS1-3, K-2-ETS1-2, K-2-ETS1-3
Author
Katy Perry

Author

Katy Perry
K-12 teacher
Schenectady School District Brilliant Careers Mobile Fab Lab Coordinator, STEAM Mentor, and Science TeacherSchenectady NY, USA Read More

Summary

Makers create Thaumatropes with low tech methods and materials. Suitable for fab lab projects from home.

What You'll Need

 

Materials- Use what you have at your house, improvise as necessary!

Cardboard or tag board (cereal box thickness), 

2 Rubber Bands of similar size,

A tracer or compass to draw your circles: 2” to 3” is good

Drawing supplies, Glue, Ruler, Scissors, and a Hole punch

 

 

 

The Instructions

Background

Make and Animate- The Thaumatrope People have been manufacturing their own toys and animations long before electricity. Now it’s your turn to make a simple one, called a Thaumatrope.

A What??? Read more about it here: Thaumatrope https://en.wikipedia.org/wiki/Thaumatrope

When was the first one created? By who? What was the inspiration?

 

There are many different types, I’m challenging you to make another model after you create this one! Do some research and share photos of your creations with your class.

 

Making a Thaumatrope

Use the materials you gathered and your image plans.

Procedure- This is only one way to do it…

 

 

Experiment and Iterate

Experiment

What happens to the image when you twist faster to flip the circles faster? Twist slower? 

Describe what you saw – compare the results.

 

Twist the Thaumatrope while blinking frequently.

Describe what happened.

Why do you think the image appears connected or separated?

 

Do some internet research- what is going on?

 

Submit the answers for the above challenges and questions to your teacher in a google document.

 

Design at least two more thaumatropes, make them, and share them!

 

 

Assessment Checklist and Standards

Assessment Checklist:

  • I researched the history of thaumatropes.
  • I answered these questions in a doc and shared it with teacher: 
  • When was the first one created? By who? What was his inspiration?
  • What happens to the image when you twist faster to flip the circles faster? Twist slower? Compare the results.
  • Twist the Thaumatrope while blinking frequently and describe what happened.
  • Why do you think the image appears connected or separated?
  • What’s going on?

 

  • I experimented with rotation speed
  • I made one thaumatrope
  • I experimented with drawings
  • I made two different types thaumatropes
  • I made three different designs (at least)
  • I shared my creations 
  • I can explain persistence of vision

 

Fab I Can Standards Addressed

Design 1, Modelling 1 and 2, Fabrication 1, Safety 1 and 2

  

NYS Science Learning Standards Addressed

  • 4-LS1-2D. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
  • MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
  • Science and Engineering Practices:
  • Planning and Carrying Out Investigations.
  • Engaging in Argument from Evidence.
  • Disciplinary Core Ideas
  • L.S1.D: Information Processing
  • Crosscutting Concepts
  • Cause and Effect.
  • Systems and System Models.

 

Standards

  • (Fab-Safety.2): I can operate equipment in a Fab Lab following safety protocols.
  • (Fab-Design.2): I can participate in design reviews with prepared presentation materials as well as give and receive feedback from peers.
  • (Fab-Safety.1): I can safely conduct myself in a Fab Lab and observe operations under instructor guidance.
  • (Fab-Modeling.1): I can arrange and manipulate simple geometric elements, 2D shapes, and 3D solids using a variety of technologies.
  • (Fab-Fabrication.1): I can follow instructor guided steps that link a software to a machine to produce a simple physical artifact.
  • (Fab-Design.1): I can be responsible for various activities throughout a design process within a group under instructor guidance.
  • (MS-LS1-8): Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
  • (4-LS1-1): Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • (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.
  • (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.
  • (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.

Common Core Standards

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