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soft circuits
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The activities in this guide assume no prior knowledge of circuits, sewing, or design –
so there are no prerequisite requirements aside from an interest in trying something new!

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Activities
A Simple Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
An introduction to soft circuits, including tips on working with conductive thread and
guidance on sewing connections between a light and a battery.

Switches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Experimenting with conductive everyday objects, like metal beads, to make a flickering
felt brooch.
Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Learning how to add multiple lights to a circuit while creating an illuminated bracelet
(or cuff) that shines only when worn.

Microcontrollers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Understanding how programmability can enhance our projects by embedding a
microcontroller in a light-up patch.

Connecting Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
An opportunity to draw upon knowledge from previous activities and work with others
to create an interconnected patchwork quilt.

Troubleshooting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Tools & Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Further Resources
Print . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27


29(59,(:
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Soft circuits, also known as electronic textiles (e-textiles), are electrical circuits created using
flexible conductive materials (such as conductive threads and fabrics) in conjunction with
discrete electronics components (such as lights, batteries, switches, and sensors).

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Learning to design and create soft circuits of increasing complexity has the potential to be
an empowering and formative experience for young adults. Such activities invite students to
consider technology in a more creative context - and, likewise, to consider creativity in a more
technical context.
By integrating electronic and craft materials, soft circuit activities can appeal to a wider variety
of students than traditional science or art activities. Furthermore, students should develop a
sense of confidence when working with science and technology, as they will be supported
throughout the process of successfully debugging unexpected behavior in their projects.
As outlined in the following workshop activities, students will learn about electricity in the
context of hands-on design. Because students are making creative decisions about appearance
and functionality, their projects will reflect characteristics of personal identity. They may find
the activities to be a welcome outlet for self-expression. Whether students are motivated by the
technical or creative aspects of each activity, they will learn by doing, instead of just by listening,
reading, or watching others.

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As a facilitator, your role will be to guide students through the activities. This will include
providing students with the technical understanding necessary to complete each project, while
also promoting the development of creative problem-solving and design skills. If something
isn’t functioning as expected, refer to the Troubleshooting section of the guide for some helpful
tips. But be sure to challenge students to question, reason about, and revise their mental
models as well. In these activities, the process of discovery is just as important as the outcome.
You should also encourage students to help one another. Those who already know how to sew
can assist peers who lack sewing experience; likewise, students with knowledge of electronics
can aid those who lack this familiarity.
You may find it useful to begin the first session with brief introductions and an icebreaker
exercise. This will allow students to begin to build social relationships, which they will draw on
as they experiment with (and troubleshoot) their soft circuits.
Consider starting each session by connecting back to the previous session. For example,
summarize what students learned (and created) last time, or ask a rotating student volunteer
to do so. After you’ve done this, introduce students to what they’ll be learning in the current


session by framing it in the context of the session’s tangible project. If you have time to try
the activities ahead of time, bring your example(s) to share with students. Students may also
find it helpful to walk through each activity’s materials list as a group, visually identifying each
component and reviewing its function or purpose.
Conclude each activity by asking students to take turns presenting their work to one another.
Encourage them to share thoughts or the motivation behind the aesthetic design of their
project, in addition to an explanation of how their circuit functions. This is a great time for
students to share any difficulties that they encountered and how they managed to overcome
them.
Additionally, invite students to take what they’ve learned in each session and relate it back
to their daily lives. For example, at the end of the activity on switches, encourage students to
think carefully throughout the coming week about which objects in their bedrooms or school
classrooms would conduct electricity.

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This guide has been developed for use in informal learning environments, such as after school
programs, community technology centers, and art/science museums. With the exception of the
final activity, each activity takes about two hours. A full morning or afternoon (4-5 hours) should
be dedicated to the final activity. Ideally, the activities should be offered in close succession - for
example, one session each week over the course of five weeks.
If necessary or desired, the activities may be compressed into a one or two-day weekend
workshop. Alternatively, intermediate activities may be skipped if you wish to pursue a
simplified version of the final activity.
If a student’s circuit isn’t working - or is functional, but not behaving as expected - see the
Troubleshooting section at the end of this guide.
Additional information on the materials and tools listed for each activity may be found in the
Tools & Materials section, also at the end of this guide. Pencils and paper should be available
during each session, and you may choose to also offer conductive household items (paper clips,
staples, safety pins, aluminum foil) from the second activity on.
The Further Resources section also includes suggestions for print literature and web sites related
to these activities.

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Although the activities in this guide may be adapted for other age groups, they were designed
with middle and high school students (ages 11-17) in mind. Each activity builds on those
preceding it; ideally, participants should be able to commit to attending all workshop sessions.


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Summary
Students are introduced to circuits and sewing
with electrically conductive thread. Each student
will create his/her first soft circuit, connecting a
light and battery.

Learning Goals
Students will...
• understand that power flows from the positive
terminal of the battery, through components
of a circuit (such as lights), and back to the
negative terminal of the battery. 
• recognize positive (+) and the color red as
alternatively, students
representative of power.
can sew a simple circuit
into something brought • recognize negative (-) and the color black as
from home – such as representative of ground.
a shirt, bag, hat, or
hair tie (seen here) • understand that LEDs have electrical polarity.
• understand that a short circuit occurs when
positive and negative connections cross and
that a short circuit is not functional.
;VVSZ 4H[LYPHSZ
Preparation
For each student: • Gather the materials.
• battery
• battery holder • Cut felt into squares around 8” x 8” in size.
• piece of felt • If you plan to give students handouts of
• LED (light) the simple circuit schematic, print copies in
advance.
For the group to share:
• needle threaders or beeswax Activity
• conductive thread 1. If examples are available, begin by sharing
• fabric scissors those with the students.
• hot glue gun and glue sticks
2. Review the simple circuit schematic and
• needle nose pliers
polarity diagrams (on page 6) with the
• sewing chalk
students. This can be done by distributing
• sewing needles
copies, projecting, or redrawing the diagram
on a chalkboard or whiteboard.


3. Explain that a circuit is a continuous loop 11. Suggest that students attach the
through which electricity can travel. Our components to their fabric with a dab of
circuits all have a power source, and for hot glue, being careful leave the conductive
our purposes this will be a coin cell battery. parts of the components exposed.
Additionally, circuits can have outputs, such 12. Students can follow the chalk pattern to sew
as lights and motors. As we design a circuit, the connections between components and
our goal is to guide the electricity out of the sew the components to the fabric. Make sure
battery, through any output components they sew each component securely to the
(like lights), and then back to the battery. fabric (similar to sewing on a button) before
4. Point out that batteries and LEDs have a sewing between components. After sewing
“positive” and a “negative” side. This is called each connection, students should tie a knot
polarity. on the fabric’s backside and cut the thread.
• Positive is also referred to as +, power, or by 13. After students have finished sewing, show
using the color red. The positive side of an them how to insert the battery into the
LED is known as an anode and corresponds battery holder (with the “+” side facing up).
to the longer metal leg.
• Negative is also referred to as -, ground,
or by using the color black. The negative
side of an LED is known as a cathode and ;PWZMVY>VYRPUN^P[O
corresponds to the shorter metal leg. *VUK\J[P]L;OYLHK
5. Explain that connections should be made
from positive-to-positive and negative-to- • Try to keep your stitches as close together as
negative. Positive and negative connections possible - this will keep them in place whenever
you bend or pull on your fabric.
should never touch or cross - this will cause a
short circuit (which won’t be functional). • Conductive thread tends to fray, so if a circuit is
6. Ask students to sketch the electrical not functioning, check for spots where the thread
connections and placement of components has frayed to the point of making contact with
another electrical connection of opposite polarity.
for their first project. This may look similar
to the example schematic, or it can vary (for • Because the thread frays easily, it may be difficult
example, the electrical connections might to thread your sewing needle. Run thread through
zigzag or follow a decorative path). beeswax or use needle threaders to help with this.
7. Distribute one of the following to each • Knots that are tied with conductive thread may
student: battery, battery holder, LED (light), not stay in place permanently on their own.
felt piece. Make the rest of the materials Secure each of your knots by dabbing them with
available on a common table. hot glue. This will also help insulate any loose
thread ends.
8. Ask students to pair up and compare LEDs,
identifying the anode and cathode. • The soft circuits created in these activities are
9. Instruct students to curl the legs of their washable! Just remove the battery and hand-wash
with gentle detergent.
LEDs using the needle nose pliers so that the
LEDs can be sewn to fabric. (See photo at
right for an example.)
10. Have students transfer their sketched circuit
design onto their piece of felt by using chalk. a sewable LED whose legs
(The chalk will wash or rub off after the have been curled with
project is complete.) needle nose pliers


Identifying Polarity

+ - + -
battery holder LED

A Simple Circuit Schematic

the connection stops on one

side of the light and starts
again on the other side

+ –
anode cathode

+ –
power ground

sewn electrical connections

directional flow of electricity through the circuit
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Summary
Students become familiar with switches and
how they affect electrical flow through a circuit.
Each student will construct a brooch which
flickers as it moves, using a dangling metal bead
to close a circuit.

Learning Goals
Students will...
• understand that a switch interrupts the flow of
electricity through a circuit.
• understand that, unlike LEDs, switches are not
polarized.
• become familiar with conductivity as a
material’s ability to conduct electrical current.

Preparation
;VVSZ 4H[LYPHSZ • Gather the materials.
For each student: • If you plan to give students handouts of the
• battery simple circuit schematic for switches, print
• battery holder copies in advance.
• LED (light)
• safety pin Activity
1. If examples are available, begin by sharing
For the group to share: those with the students.
• needle threaders or beeswax
2. Share the simple circuit schematic for
• conductive thread
switches (on page 9) with the students.
• fabric scissors
This can be done by distributing copies,
• hot glue gun and glue sticks
projecting, or redrawing the diagram on a
• needle nose pliers
chalkboard or whiteboard.
• sewing chalk
• sewing needles 3. Explain that a switch interrupts the flow of
• felt scraps electricity through a circuit. An open switch
• metal (conductive) beads stops the flow of power through a circuit,
• glass or plastic beads while a closed switch allows power to flow
• sewing thread (any color) continuously through it. In this activity, we’ll
use a switch to control the flow of power to
an LED.


4. Additionally, explain that switches do not 9. Direct students to sew their components
have polarity in the way that LEDs do – that to their fabric, following the design pattern
is to say, they do not have a positive (+) which they sketched in chalk.
side and a negative (-) side. Consequently, it 10. Show students how to use regular thread
doesn’t matter which way they are oriented to sew a safety pin to the backside of their
within a circuit. brooches (see photo below). If the safety pin
5. Explain that a material which is conductive makes contact with any conductive thread,
allows electricity to pass through it. Ask it can cause a short circuit – so be careful to
students to give examples of materials that separate it with extra felt if necessary.
are conductive (such as water, paper clips, 11. Direct students to insert the battery into the
and tin foil) and non-conductive (like wood, battery holder (with the “+” side facing up).
fabric, and paper).
6. Instruct students to curl the legs of their
LEDs using needle nose pliers so that the
LEDs can be sewn to fabric (see photo on
page 5).
7. Review the circuit template (on page 9) with
students and ask them to use chalk to draw
the connections on their felt scrap(s). Explain
that they will each make a switch using a
metal bead which closes a circuit whenever
it touches areas of conductive thread.
Students can create the body of the brooch
however they like, although its surface
should be big enough to sew between the
battery holder, LED, and switch.
8. Suggest that students attach the a safety pin sewn onto the back of a felt brooch,
components to their fabric with a dab of using regular sewing thread
hot glue, being careful leave the conductive
parts of the components exposed.


Simple Circuit Schematic for a Switch

+ –
anode cathode

a switch breaks the

flow of electricity
through a circuit

+ –
power ground

directional flow of electricity through the circuit

Example Beaded Switch Template

– +
a strand of non-conductive
beads dangles on conductive battery holder is
thread, with a metal bead sewn to the backside
at the loose end of the fabric
– +
 DFWLYLW\
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Summary
Students come to understand what constitutes
a parallel circuit. Each student will leverage this
knowledge as he/she fabricates a bracelet or
cuff which incorporates multiple lights and turns
on only when it is worn.

Learning Goals
Students will...
• understand that lights arranged in a parallel
configuration each receive the same amount
of voltage.
• understand that multiple lights within one
circuit should be arranged in parallel to ensure
that they all light up.

Preparation
• Gather the materials.
• Cut felt into strips, about 2” wide and 16” long.
;VVSZ 4H[LYPHSZ • If you are plan to give students handouts
of the simple circuit schematic for lights in
For each student: parallel, print out copies in advance.
• battery
• battery holder Activity
• felt strip
• 3 LEDs (lights) 1. If examples are available, begin by sharing
• matched set of metal snaps those with the students.
2. Share the simple circuit schematic for lights
For the group to share: in parallel (on page 12). This can be done by
• needle threaders or beeswax printing copies, projecting, or redrawing the
• conductive thread diagram on a chalkboard or whiteboard.
• fabric scissors 3. Explain that in order to add additional lights
• hot glue gun and glue sticks to a circuit, the lights must be arranged
• needle nose pliers in parallel. This means that the first light’s
• sewing chalk positive end is connected to the second
• sewing needles light’s positive end. Likewise, the first light’s
negative end should be connected to the
second light’s negative end.


4. Ask students to draw or sketch the electrical
connections and placement of components
for their project which will incorporate three
lights. This may look similar to the example
pictured here (see right), or it can vary. The
electrical traces may spiral and/or travel
anywhere on the fabric, so long as positive
and negative connections do not touch or
intersect.
5. Distribute one of the following to each
student: battery, battery holder, felt piece.
Distribute three lights to each student.
Make the rest of the materials available on a
common table.
6. Instruct students to curl the legs of their
LEDs using needle nose pliers so that the
LEDs can be sewn to fabric (see page 5 for a
photo of this).
7. Ask students to wrap the felt strip around
their wrist and trim it to the correct length
– the felt should overlap by about 1” or 2” to
leave enough room for the snaps and battery
holder.
8. Show students how to attach their snaps to
each end of their felt strip (sewing, riveting,
etc., depending on which type of snaps are
used). Tell students to leave enough room to
sew to the snaps later in the activity, since
this is how the snaps will be electrically
connected to the rest of the circuit.
9. Have students transfer their sketched circuit
design onto their piece of felt by using chalk.
10. Suggest that students attach the
components to their fabric with a dab of
hot glue, being careful leave the conductive
parts of the components exposed.
11. Students can now follow the chalk pattern
to sew the connections between snaps and
components.
12. Finally, show students how to insert the
battery into the battery holder (with the
“+” side facing up).


Simple Circuit Schematic for Lights in Parallel

+ –

+ –

+ –
power ground

sewn electrical connections

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Summary
Students are exposed to microcontrollers and
the concept of programmability. Each student
will make a personalized light-up patch, using
a sewable pre-programmed microcontroller to
control the behavior of an LED.

Learning Goals
Students will...
• understand what a microcontroller is and how
programming can add interactivity and
dynamic behavior to an e-textile project.

Preparation
• Gather the materials.
• If you plan to give students the microcontroller
diagram handout, print copies in advance.
;VVSZ 4H[LYPHSZ • Print copies of the patch template(s) on an
inkjet printer, using canvas paper. Make sure
For preparing patches: that the printer is adjusted to accept thicker
• canvas paper print media (if available as an option). Cut out
• inkjet color printer the individual patches.

For each student: Activity

• battery 1. Introduce the activity by sharing examples, if
• battery holder they are available.
• LED (light)
2. Distribute the following materials to each
• sewable microcontroller
student, or ask the students to collect them
from a materials station:
For the group to share:
• needle threaders or beeswax • one LED
• conductive thread • one pre-printed canvas patch
• fabric scissors • one needle
• hot glue gun and glue sticks • 16” or so of thread
• needle nose pliers • sewable microcontroller
• sewing needles • battery holder
• battery
• microcontroller diagram handout


3. Spend a few minutes introducing the • Sew from the negative (-) hole on your
microcontroller as a miniature computer microcontroller to the negative (-) side of
that can be programmed to control your LED.
certain behaviors within a circuit. The • Now, decide which behavior you would
microcontrollers in this activity have been like your LED to have (steady, blinking,
pre-programmed to control the behavior of or fading). Look at the microcontroller
an LED. diagram and figure out which
4. Instruct students to curl the legs of their microcontroller hole you’ll have to connect
LEDs using needle nose pliers so that the the positive (+) side of the light to in order
LEDs can be sewn to fabric (see page 5 for a to produce this behavior. Once you’ve
photo of this). decided, sew from the positive (+) side
5. Guide students through creating their own of the light to that particular hole on the
patch. Begin by explaining the first step microcontroller.
listed below, then allow students to spend • Examine the backside of your patch and
the rest of the time working individually. As make sure that there are no loose pieces of
students begin to finish one step, pause to thread that are accidentally touching one
explain the next step in the process. another. Trim any loose ends, if necessary.
• Follow the template on the patch Using a hot glue gun, put a dab of hot
to determine how to place the glue over each of your knots. This will help
microcontroller. Orient the battery holder protect them from unraveling and will also
so that one dotted line connects its prevent the thread ends from shorting
positive (+) hole to the positive (+) hole your circuit.
on the microcontroller. If the battery • Insert the battery into the battery holder
holder is placed correctly, another (with the “+” side facing up).
dotted line should connect its negative
(-) hole with the negative (-) hole on the
microcontroller.
• Using a hot glue gun, glue the battery (U,_[YH*OHSSLUNL
holder and sewable microcontroller to your If students finish early, you can challenge
patch. Use just enough glue to make the them to add a second light to their circuit,
components stick; using too much glue in parallel.
will cover the metal contacts and prevent
them from conducting electricity!
• Sew from the positive (+) hole on the
battery holder to the positive (+) hole on
the microcontroller.
• Sew from the negative (-) hole on the
battery holder to the negative (-) hole on
the microcontroller.
• Decide which way you need to orient your
LED so that the dotted line will connect
the negative (-) side of your LED to the
negative (-) hole on your microcontroller.
Once you’ve figured it out, use a hot glue
gun to glue the LED to your patch.


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Summary
Students draw upon their understanding of
circuits to make their own electronic quilt
squares. The squares can then be pieced
together to create an electronic patchwork quilt.
Encourage participants to design and construct
a few different squares; this way, some can
remain part of a collective project, while others
can be taken home.
The physical structure of the squares allows
them to be rearranged repeatedly, encouraging
the exploration and development of a group
narrative and/or artwork.

;VVSZ 4H[LYPHSZ Learning Goals

Students will...
For preparing quilt squares • understand how to combine and apply all of
• 9” x 12” pieces of felt the concepts covered in previous sessions.

For the group to share: Preparation

• needle threaders or beeswax • Gather the materials.
• conductive thread
• fabric scissors • Cut out tabbed quilt squares (at least two
• hot glue gun and glue sticks per student), using the template on page 21.
• needle nose pliers If using 9” x 12” pieces of felt, you should be
• sewing needles able to fit two quilt squares on each piece. Cut
• Heat ‘n Bond Ultra Hold along the template outline and cut slits along
Iron-On Adhesive* with mini the short, straight lines.
iron* or fabric glue* • Decide how you would like students to attach
• puffy fabric paint* embellishments to their quilt pieces:
• sewing chalk - Fabric glue is convenient, but takes a long
• batteries time to dry.
• battery holders
• LEDs (lights) - Heat’n Bond Ultra Hold Iron-On Adhesive
• sewable microcontrollers requires more preparation, but works almost
• small felt scraps instantly when ironed. (If using Heat’n Bond,
• assorted beads it’s best to use an iron to pre-fuse it to scrap
• metal snaps felt. This way, students can cut out their
desired shapes and iron them right onto their
quilt squares.)


• Print copies of the quilt square template for 5. Instruct students to curl the legs of their
students to sketch their designs on. LEDs using needle nose pliers so that the
• Decide upon a theme for the electronic LEDs can be sewn to fabric (see page 5 for a
patchwork quilt. It should be broad enough to photo of this).
allow for creative interpretation, but narrow 6. Have students use chalk to transfer their
enough to provide guidance to students who sketched circuit designs onto their quilt
might otherwise feel lost. The theme may be squares.
concrete (calendar months, seasons of the 7. Suggest that students attach the
year, animals, etc.) or abstract (civic issues, components to their fabric with a dab of
personal aspirations, etc.) hot glue, being careful leave the conductive
Activity parts of the components exposed.
1. Introduce the activity by sharing examples, if 8. Direct students to sew their components
they are available. to their fabric, following the design pattern
which they sketched in chalk.
2. Explain that students will be making more
than one quilt square during today’s session; 9. Encourage students to embellish their
this way they can take one home to share functional circuit with beads, additional
with family and friends, while leaving others fabric, and fabric paint. Feel free to provide
to remain part of the group quilt. additional craft supplies (such as feathers,
sequins, and buttons) as well. You may even
3. Ask students to draw or sketch the electrical suggest that students sign their name in
connections and placement of components fabric paint somewhere on each square that
for each square onto the template provided. they create.
Their design may incorporate lights and/or
switches along with decorative elements and 10. As students begin to finish their patches,
a battery. encourage them to arrange (and rearrange)
how the pieces fit together.
4. Distribute one of the following to each
student (per square): battery, battery holder, 11. At the end of the session, let students
quilt square. Make the rest of the materials choose which square of theirs they would
(including a variety of lights) available on a like to take home.
common table.


Quilt Square Template
7528%/(6+227,1*
Does your circuit contain
more than one LED?
ye
no s

Is the battery holder no Are any of the lights in

sewn in backwards? your circuit turning on?

no yes

ye
s
Verify that your lights are arranged in
Is the negative hole of the battery parallel – otherwise they may not all
holder sewn to the negative leg of Flip the battery so that illuminate. (If they aren't sewn in
the LED(s)? Is the positive hole of the unmarked (negative)
parallel, remove enough stitches to
the battery holder sewn to the side faces up. reorient the components and resew the
positive leg of the LED(s)? necessary connections between them.)

no yes

Remove enough stitches to

Remove enough stitches to
yes redirect and resew your
reorient the components Do positive and negative electrical connections so that positive
and resew the necessary connections cross or touch at any point? and negative connections
connections between them. do not touch or cross.
no

Are the positive and negative holes yes Cut the sewn connection between
of a microcontroller, battery holder, positive and negative holes and tie
or LED sewn to one another? each loose thread in a knot.

no

Are there long or frayed yes Seal the knot(s) with hot glue
tails of thread coming and trim any remaining long
from any knots? or frayed thread ends.

no

Use the multimeter's

continuity setting to check for
Do you have yes any unintentionally connected
access to a components. (The multimeter
multimeter? will beep whenever there is a
continuous connection
between its two probes.)
no

Check that each component is

sewn securely to the fabric. If the
components seem loose or wiggle
at all, add a few extra stitches with
conductive thread.


722/6 0$7(5,$/6
Item Where to Purchase Notes
alligator clips* SparkFun2 • SparkFun SKU #: CAB-08927 (or search for
RadioShack “Alligator to Alligator Cables”)
• RadioShack catalog #: 278-1156 (or search
for “Test/Jumper Leads”)

assorted beads fabric & craft stores • provide a variety of metal (conductive) and
non-metal (glass, wood, plastic) beads

batteries (CR2032) Digi-Key1 • Digi-Key part #: N189-ND

SparkFun2 • SparkFun SKU #: PRT-00338 (or search for
RadioShack “Coin Cell Battery - 20mm”)
electronics stores

battery holders Digi-Key1 • Digi-Key part #: BA2032SM-ND

SparkFun2 • SparkFun SKU #: DEV-08822 (or search for
“Coin Cell Holder - Sewable SMD”)
beeswax JoAnn Fabrics
fabric & craft stores

conductive SparkFun2 • SparkFun SKU #: DEV-08549 (or search for

thread “Conductive Thread - 234/34 4ply)

fabric glue fabric & craft stores

fabric scissors fabric & craft stores

felt JoAnn Fabrics • 9” x 12” size can fit two quilt square pieces
A.C. Moore • may also be purchased in large sheets/rolls
fabric & craft stores


Item Where to Purchase Notes
Heat’n Bond Ultra JoAnn Fabrics • a type of fusible interfacing which includes
Hold Iron-On A.C. Moore a paper backing
Adhesive* fabric & craft stores • available in sheets (pictured here) or rolls

hot glue gun fabric & craft stores • any glue gun will work, but “mini” glue
(with glue sticks) hardware stores guns work especially well with small craft
materials and electronics components

LEDs (lights) Digi-Key1 • Digi-Key part #’s: 160-1127-ND, 160-1133-

SparkFun2 ND, and 160-1131-ND (red, yellow, and
RadioShack green)
• SparkFun SKU #’s: COM-09590, COM-09594,
and COM-09592 (red, yellow, and green - or
search for “Basic LED”)
metal snaps JoAnn Fabrics • magnetic snaps work particularly well and
A.C. Moore are easy to sew into a project
fabric & craft stores
mini iron* JoAnn Fabrics • a regular iron will also work, but will require
Target an ironing board (or other large suitable
Walmart surface on which to iron)
fabric & craft stores

multimeter* SparkFun2 • SparkFun SKU #: TOL-09141 (or search for

RadioShack “Digital Multimeter”)
Sears • RadioShack catalog #: 22-813 (or search for
hardware stores “29-Range Digital Multimeter)
• digital multimeters will be easier to use
than analog ones
• your multimeter should be able to measure
continuity (with a buzzer/beep sound)
needle nose pliers SparkFun2 • SparkFun SKU #: TOL-08793 (or search for
RadioShack “Needle Nose Pliers”)
Sears • RadioShack catalog #: 64-062 (or search for
hardware stores “Mini Long-Nose Pliers”)

needle threaders fabric & craft stores


 Item Where to Purchase Notes
puffy fabric paint* A.C. Moore • can be used as an insulator when painted
Michaels over sewn traces
fabric & craft stores

safety pins drug stores

fabric & craft stores

sewing chalk A.C. Moore • also known as “tailor’s chalk” or “designer’s

Michaels chalk”
fabric & craft stores

sewing needles fabric & craft stores • needles with bigger eyes will be easier to
thread (look for “crewel” or “embroidery”
needles)
• needles must be slender enough to sew
through the holes of the battery holders
sewing thread fabric & craft stores

* optional
1
http://www.digikey.com - lowest prices, difficult to navigate
2
http://www.sparkfun.com - slightly higher prices, easier to navigate


)857+(55(6285&(6
7YPU[
Fashioning Technology
by Syuzi Pakhchyan

Switch Craft: Battery-Powered Crafts to Make and Sew

by Alison Lewis (with Fang-Yu Lin)

Fashion Geek
by Diana Eng

Make: Electronics
by Charles Platt


>LI
Craft
http://www.craftzine.com

Fashioning Technology
http://www.fashioningtech.com

How To Get What You Want

http://www.kobakant.at/DIY/

Instructables
http://www.instructables.com

LilyPond
http://lilypond.media.mit.edu

Make
http://www.makezine.com

Soft Circuit Saturdays

http://softcircuitsaturdays.com/

talk2myShirt
http://www.talk2myshirt.com/