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Learn from Necessity
8th (not grade specific but age could go from 8 to 10 age range)
Design Process (ESSENTIAL SKILLS)
Focus on understanding the design process by creating prototypes.
Scale
Real to Virtual back to Real Producing
Real World Design (make object for customer),
Necessity comes from actually needing the item they create where there is a customer involved. It is not just for a class teacher or grade. My students learn how to design in 3D creation software.
Thingiverse
Tinkercad
Sketchup
Selva3d (Drawing to 3D Model)
3D Printer Software (Flashforge / Makerbot / Cura / Kirimoto)
They do a Make and Take Project where they earn print time for making something for the school. A teacher’s pass, table part, etc… something they have a customer for, once made they can make something for themselves. For instance, our school lunchroom tables had broken plastic retainer parts, my students reverse engineered and created a replacement part on their 3D printer. Principal paid for extra filament for a part couldn’t have gotten. Other students created a bracket for a Double Robot Telepresence Robot for a classmate who was homebound. They saw a problem with lack of depth of the robot design when went through halls so added a t-shirt holder and a WiFi hotspot holder so she could go on field trips.
They also learn scale, XYZ axis, Subtractive vs Additive manufacturing, and manipulation of existing objects. Using Sketchup they get Google Earth Satellite photos and build their own house to scale off that image. They need to add color (roofing and siding) as well as details like Doors, Windows, Decks and the Family Car.
Advancement -
Later in older grades they can add full details to their house / architectural design. Students create products beyond replication, but re-engineer them.
Learn from Necessity makes them create objects for a purpose that will need to work.
Lesson 1 - Found Objects
Learn how to use current software to find objects already created to solve a problem.
For example, my classroom uses Black and Decker Workmate Vise Tables. These tables break the handles very easily I have my student search online to see if any objects currently exist we could print to replace them.I have them search 3D model sites like,
Thingiverse https://www.thingiverse.com/
Tinkercad https://www.tinkercad.com/
to find already created replacement handles https://www.thingiverse.com/thing:386388 which we print to replace.
This shows how they can not only find them, but can change the scale of objects without manipulating. I use this opportunity to demonstrate software that comes with a variety of 3D printers. *Great Advancement Opportunity to have students try examine other ideas to re-engineer them not to break. https://www.thingiverse.com/thing:18067
I use this as an example project, but there are many school based items that meets this requirement. Backpack hook for classroom chairs for instance. This is a fantastic opportunity for students to look for problems they can innovate a solution for.
PROJECT
Level 1 - Find Marker Holder for Whiteboard
Level 2 - Find Replacement Parts for 3D printer (fan guards)
Level 3 - Find Replacement Parts for Specific School Item
Software Training - Show how the 3D printer works by explaining the software.
Makerbots https://www.makerbot.com/ Desktop
Flashforge http://www.flashforge.com/ FlashPrint
Openscad http://www.openscad.org/
A printer software allows a student to bring in an .stl or .obj file format 3D object. This is also the time to explain how to place on the Print Surface, what rafts and supports are. Rafts being the layer a print uses in between the plate (usually glass) and the object to help it adhere. Some machines have you use painters tape to help with this adhesion. Supports are extra print material to aid in a print that has sections that “float” without connection. An exemplar, would be a Figure standing with hands to side, the printer prints material that can be discarded later to help support that print area. We also examine the print structure with the use of the honeycomb shape internally to strengthen the object without extending print time. Print time becomes the most valuable commodity since Filament is cheap, but the time it takes to print can be long.
Students also learn about different types of filament and why they use them in different applications.
PLA being starched based is much more rigid, yet does not create fumes and is biodegradable unlike ABS which is flexible, but petroleum based. We explore other types of print materials looking at carbon fiber, metal, and rubber based printers.
Lesson 2 - Customize Objects
Learn how to use software to create your own object manipulating basic settings. In this case, name tags using Thingiverse or Tinkercad.
Students search Thingiverse for a keychain customizer https://www.thingiverse.com/thing:739573
Where they manipulate a limited set of variables (bar type, font type, line numbers, lug hole location) to create personal keychain that is printed. They learn how to load and unload the printer and change colors to create a key chain to their personal preferences. They publish and upload their work to an account to be accessed and printed at a later time.
They can use other software like Tinkercad as well
https://www.tinkercad.com/learn/#/learn/project-gallery;collectionId=O2C1PXBIQ2KHCOD
This is the place to examine the 3D printer components with the build plate, nozzle, extruder, X/Y/Z axis belts and rails. How to load and unload filament and its properties.
Show Print services to explain how if you didn’t own a 3D printer or had one that worked in material you needed you could still send out your file to be printed.
Print a Thing https://www.thingiverse.com/apps/3d-print-with-print-a-thing
Treat Stock https://www.thingiverse.com/apps/3d-print-with-treatstock
Ninja Prototype https://www.thingiverse.com/apps/3d-print-with-ninjaprototype
Explain how print hubs work where they can allow others to access your printer as a print service.
PROJECT
Level 1 - Student Name Tag (for laptop bag or other school tool used)
Level 2 - Teacher Pass
Level 3 - Required Sign (for instance Occupancy Sign for school area like cafe)
This allows students to add creativity through choosing color combinations, size, hole location, thickness and other variables in their keychain. It starts the element of a customer when create a teacher pass where the instructor chooses their own colors, dimensions and text.
I recommend creating a class account in Thingiverse where students login and create their object. This is easier for printing later because you can have printer software logged into the class account so they can add the file.
Lesson 3 - Manipulate Existing Objects
Learn how to take an already existing model and make it fit your needs.
Students use a basic object already created, for example, the vise handle mentioned in previous lesson in Thingiverse https://www.thingiverse.com/thing:18067 I ask them to add a number so each table will be identifiable. I show them online editor app 3D Slash which allows them to
remove pixels from the object. Class switches to Tinkercad Tutorial so they can learn the basics of object manipulation. We use an object from Tinkercad’s Gallery as well to manipulate.
PROJECT
Level 1 - Manipulate Existing Object in Thingiverse (3D Slash) or Tinkercad
Level 2 - Manipulate Existing Object Adding item (name or number)
Level 3 - Manipulate Existing Object that must fit tolerance Fidget Cube
This is a great time to explain tolerances of items and limitations of 3D printing materials and machines. If an object has to fit over or inside a specific measurement how the printer and materials properties affect the outcome.
First allow them a chance to play and find objects they are interested in. This will grab their attention and make the work more relevant to themselves. There are a variety of objects and print projects in a school environment. For example, custodians always want door wedges or parts they use such as holders for cleaning implements.
I have students make Fidget Cubes for the Life Skills students to create manipulatives. They have to print different sizes of Cubes to see how small they can scale, yet still maintain the ability to use.
Lesson 4 - Create New Objects
Learn how to create objects that do not already exist by using measuring tools and virtual software. Go from virtual creation to a real world object that has to work and does not already exist. My students do a “Make and Take” Project where they earn print time by making a project for school. They make a pass for a teacher, or fix a part for the custodians to earn print time for their own printed project.
By this time the students know the basic editing programs so they start learning at their own pace using self-paced tutorials. I introduce Sketchup software and assign them to design their own home to scale with added 3D objects like doors, windows and other relevant items.
The Sketchup Software also allows them the chance to learn to convert to .stl files to export their project to print on 3D Printer. Introducing concept of scanners where using a laser they can scan an already existing object. Students use Selva3D to take their own drawings to take something from real to virtual then back to real.
Sketchup My Sketchup App https://my.sketchup.com/app
Tutorials
3D Warehouse
Sketchup .stl Importer/Exporter
Selva 3D https://www.selva3d.com/
Next Gen Scanner http://www.nextengine.com/
Jay leno’s garage https://www.youtube.com/watch?v=7ZrJsrTT4EA
PROJECT
Level 1 - Create Object in Tinkercad or Sketchup
Level 2 - Create Object in Tinkercad or Sketchup (Export and Print) for School
Level 3 - Create Object in Tinkercad or Sketchup (Export and Print) for Sale
Different types of level one projects can be having students create a pass for the teachers at their school
Level two taking an item that needs to fix a problem for the school. For example, we had collapsible portable lunch room tables that had a metal bare held together by a plastic support brace. This would break and was not available to buy replacement, so my students made a copy they could print on a 3D printer.
Reverse Engineer an Object - Projects like this lead to students replicating an object then redesigning to fix the issue causing the problem. For instance, in fixing the lunch table problem my students added support bracing to stop the break point.
These projects also allow you the opportunity to get more material since people will pay for them or replacement material
Level 3 project is where you actually make an item that is paid for by a customer. A sample project would be like my students' Double Robot project. We have a homebound student that attends virtually using a robot to attend classes. My students noticed that her robot was not personal and being narrow where kids became comfortable would cut it off in hallways. They also saw she couldn’t come outside of the wifi range for field trips or outside activities. Using the printer they created a t-shirt and wifi holder to fix this issue. This led to the company purchasing these items from those students.
https://www.thingiverse.com/thing:1387293
https://www.youtube.com/watch?v=VuNYM0qjVyc
https://www.youtube.com/watch?v=58egIp8nClc
I also show how this tool allows them to create objects that can’t be made in a traditional way.
They can make objects with tolerances so close because they can be made all assembled. A ball already printed inside a box means there were no weak places that had to be glued or bonded. This will mean they can redesign or create new ways of making items that don’t exist today. Problem finders to become Problem solvers
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