MAKERBOT EDUCATORS GUIDEBOOK
The Definitive Guide to 3D Printing in the Classroom Copyright © 2017 MakerBot Industries, LLC. All rights reserved.
MakerBot.com
Unless otherwise stated herein, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law.
Specific questions on the capabilities of non-MakerBot products and services referenced in this publication should be addressed to the suppliers of those products or services.
ISBN: 978-0-9991345-0-4
Printed in the United States of America
First Edition
10 9 8 7 6 5 4 3 2 1
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we hadlearnedwe theprocessin Thecommunity wascalling for tips and plans lesson quality high bestonpractices fromtheir peers. tappedweSo industry- leading build us help to educators ThingiverseEducation, thelargest collectionclassroom-readyof created plans, lesson printing 3D teachersby andvetted by MakerBot’seducation experts. werethrilledWe sharetowhat be found in over 5,000 5,000 over in found be schoolsworldwide. Afteryearstalking of andto learningfromteachers, knewwe thatourfirst bookfewand a Thingiverseforums goodwerea startbutwould enough.notbe
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MAKERBOT EDUCATORS GUIDEBOOK WHY WE WROTE THIS BOOK PAGE 4 team: team: Education to MakerBot out the reach Please or suggestions? questions Have makerbot.com/educators at a member to become Apply training. and discounts, gear, special get and challenges, classroom in exclusive participate and community connect to other teachers, Educators MakerBot growing the Join classroom? in your 3D printers MakerBot using already you Are EDUCATOR MAKERBOT A BECOME Think outside the box! 3D for printing. applications and subjects new explore and own, your create plans, lesson existing Educators Guidebook Use grade, or standard to find the perfect project. education hundreds available at a of few just are the here projects nine The THINGIVERSEEDUCATION MAKERBOT’S EXPLORE plans lesson and with going prints. further Part 3: subjects and grades. of to a variety learning based project and STEM bringing classroom, the into technology the to integrate plans lesson Part 2: course on 3D design. a crash including to how them, and use Part 1: GUIDEBOOK THE STARTWITH HOW TO USEHOW THISTO BOOK Thingiverse Education [email protected] The basics on how 3D printers work work 3D on how printers basics The Nine teacher-tested 3D printing 3D printing teacher-tested Nine Next steps for building your own your building for steps Next , where you can filter by subject, by subject, filter can you , where
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MAKERBOT EDUCATORS GUIDEBOOK HOW TO USE THIS BOOK PAGE 5
MINECRAFT PRINTED 3D CASTLE TEACHES PERIMETER AND AREA Project 01 CLOUD TYPES AND STANDS DISPLAY Project02 MUSICAL 3D SHAPES Project03 CODE FROM GO CAD TO Project 04 3D Printing Projects Part02: 48. 68. 60. 80. P P P P
ChapterThree THINGIVERSE AND MODELING 3D Chapter One INTRODUCTION PRINTING 3D TO ChapterTwo IN PRINTING 3D CLASSROOM THE Part01: All About 3D Printing 10. 32. 20. P P P TABLE OF CONTENTS
MAKERBOT EDUCATORS GUIDEBOOK TABLE OF CONTENTS PAGE 6 P P P P P 140. 106. 128. 118. 90. SCREW BONANZA ARCHIMEDES 09 Project GLIDERS BAND RUBBER 08 Project 07 Project H 06 Project ARCHITECT THE SPEEDY 05 Project CHALLENGE WEATHER SURVIVIAL 2 MAKE IT MAKE G0
P P P P P 188. 178. 172. 166. 162. MOLDS PRINTED 3D WITH MOLDING SILICONE Post-Processing MASTERS PRINTED 3D WITH MOLDING SILICONE Post-Processing 3D PRINTS PAINTING Post-Processing 3D PRINTS GLUING Post-Processing 3D PRINTS SANDING Post-Processing 03:Part Further Going
MAKERBOT EDUCATORS GUIDEBOOK TABLE OF CONTENTS PAGE 7 MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 8 PART 01: ALL ABOUT 3D PRINTING
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 9 3D PRINTING INTRODUCTION TO 3D PRINTER 3D
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MAKERBOT REPLICATOR MAKERBOT CHAPTER ONE
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: INTRODUCTION TO 3D PRINTING PAGE 10 3D modeling 3Dprogram. modeling a from generated often most model, 3D digital a 01: Carriage: y-axis and x-axis Gantry: prints are built Build Plate: printed parts 3D of layers the out draw to filament uses it printer; 3D your of and learn the basics. the learn and Extruder: 3D printed parts Filament: printing 3D for used layers 2D Slicing: by MakerBot used technology printing 3D the technology that MakerBot 3D Printers use is called Fused Deposition Modeling, or FDM for short. for FDM or Modeling, Deposition Fused called is manufacturing use Printers 3D additive MakerBot The that today. technology use in technology printing 3D of types several are There ITWORK?HOW DOES FDM TERMINOLOGY will MakerBot all in we found type, book common most the this on focus Throughout technology. printing 3D of kinds several are There
FDM printing starts with with starts printing FDM ® : Fused Deposition Modeling, Modeling, Deposition Fused
Turning a 3D model into into model 3D a Turning Moves the carriage in the the in carriage the Moves
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the printer. the to sent then and software slicing a using layers 2D into 02: The 3D model is sliced sliced is model 3D The 02 to build a 3D print. 3D a build to other each of top on stack layers 2D these time, Over plate. build the onto layer, by layer slice, each out draws that extruder 03:
On the printer, filament is fed into an an into fed is filament printer, the On ® 3D Printers. Let’s dive in in dive Let’s Printers. 3D 03
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: INTRODUCTION TO 3D PRINTING PAGE 11 3D printers. Refer to ® USB DRIVEUSB PORT Replicator ® DIAL BACK BUTTONBACK the diagrams for guidance on major printer components like the build plate, gantry, extruder, and more. The following diagrams detail the main components of of components main the detail diagrams following The MakerBot the of each MENU BUTTON MENU LCD SCREEN LCD CONTROL PANEL You can operate the printer directly using the controlfilament, panel; change calibrate the printer, access printer settings,and more. view wifi status, GET TO KNOW YOUR 3D PRINTER
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: GET TO KNOW YOUR 3D PRINTER PAGE 12 100 microns (0.1 mm) microns 100 LAYERMIN. HEIGHT in H 6.5 x 7.6W x L 11.6 cm H 16.5 X W 19.5 X L 29.5 BUILD VOLUME Grip Surface Plate Flex Build with Factory-Leveled BUILD PLATFORM SPECIFICATIONS TECHNICAL fits nicely on a table or desk. printer the and once at projects student multiple print to enough large is volume build The educators! amongst favorite A REPLICATORMAKERBOT BUILD PLATE PANEL CONTROL CARRIAGE
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USB CABLE PORT CABLE USB ETHERNET PORT POWER INPUT PORT FILAMENT SPINDLE FILAMENT DRAWER FILAMENT GANTRY
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: GET TO KNOW YOUR 3D PRINTER PAGE 13 BUILD PLATE BUILD ACTION BUTTON FILAMENTSPOOL POCKET USB CABLE PORT
+ EXTRUDER POWER SWITCH POWER PORT INPUT POWER
CARRIAGE GANTRY BUILD VOLUME BUILD 10.1 L X 12.6 W X 12.6 H cm 4 L x 5 W x 5 H in HEIGHTMIN. LAYER 100 microns mm) (0.1 TECHNICAL SPECIFICATIONS PLATFORM BUILD Factory-Leveled Build withPlate Grip Surface MAKERBOT REPLICATOR MINI MAKERBOT REPLICATOR Small but mighty! The MakerBot Replicator Mini+ can be easily moved from classroom to classroom.
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: GET TO KNOW YOUR 3D PRINTER PAGE 14 100 microns (0.1 mm) microns 100 LAYERMIN. HEIGHT in H 18.0 x W 12.0 x L 11.8 cm H 45.7 x W 30.5 x L 30.0 BUILD VOLUME Material Composite Aluminum and PC-ABS with Steel Powder-Coated BUILD PLATFORM SPECIFICATIONS TECHNICAL projects. scale large for great tall, 18” to up parts printing of capable is Z18 Replicator MakerBot The one! big The REPLICATORMAKERBOT Z18 CONTROL PANEL CONTROL BUILD PLATE GANTRY
POWER INPUT PORT ETHERNET PORT BUILD PLATE LATCHES FILAMENT WASTE BIN WASTE FILAMENT FILAMENT DRAWER FILAMENT USB CABLE PORT CABLE USB USB CABLE PORT CABLE USB
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: GET TO KNOW YOUR 3D PRINTER PAGE 15
Canary develops, tests,
The Legacy Effects team
Open source 3D printable
Entertainment: created a full-scale, detailed alien suit printing. 3D using Medical: prosthetics allow people all over the world to print low-cost assistive devices. ProductDesign: and refines smart security systems printing. 3D using Perkins + Will, an architecture
Engineers at Lockheed Martin Designers at Peloton use
Architecture: firm in New York City, uses 3D printing to test new building ideas. Technology: MakerBot 3D printers to prototype their cuttingindooredge bikes. Engineering: use MakerBot 3D printers to fundamentally telescopes. space redesign WHO USES 3D PRINTING? 3D printing is used to solve problems in a variety of industriesdesign, technology,including engineering,medical, architecture, product and even entertainment.include: examples Some of our favorite
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: WHO USES 3D PRINTING? PAGE 16 › › › with a 3D file. Here are a few ways to get one: Design. 1: areThese the 3steps basic to print on a MakerBot 3D printer. HOWPRINTERUSE 3D TO A The print time will depend on many factors, including: printing. for printer 3D MakerBot 3: Print.
thingiverse.com Find with a 3D scanner. Scan or computer-aided design (CAD) program. Design a model an existing physical object object physical existing an
Send your sliced file to your your to file sliced your Send a model to print in a 3D design software software design 3D a in print to model a In order to 3D print, you must start start must you print, 3D to order In
online from websites like like websites from online or or grabcad.com
TINKERCAD.COM
› › MakerBot 2: Slice. › › ›
Decide Edit The size and complexity of the model settings print Your understand. can printer 3D the language a into model(s) the translates Slice the print settings. print the the model to prepare for printing, which which printing, for to prepare model the
Before printing a model, prepare the file in in file the prepare model, a printing Before if you want to print more than one part. one than more to print want you if ® Print ™ . Follow these steps: these . Follow MAKERBOT PRINT
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER ONE: HOW TO USE A 3D PRINTER PAGE 17 To learn what 3D printer is right for you or to speak directly to an implementation expert, visit:
MakerBot.com/learnmore
Brooklyn, New York New Brooklyn, IN THE CLASSROOM 3D PRINTING
CYPRESS HILLS COMMUNITY SCHOOLHILLSCOMMUNITY CYPRESS CHAPTER TWO
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: 3D PRINTING IN THE CLASSROOM PAGE 20 USE YOUR PRINTER? YOUR USE YOU DO OFTEN HOW each layer of a printed part Layer Height: up the perimeter of printed parts Shells: density in measured parts, printed the of inside built Infill: of your parts printed sections) (unsupported overhangs underneath built is that structure scaffolding Material: Support adhesion print for foundation large a provides Raft: estimates material and time Preview: Print preparing your 3D print files and managing for software free MakerBot Print™: plate at the start of every print build the of front the across Line: Purge printer 3D your gun” of glue “hot The prints. 3D your of layers the out draw to filament Extruder+: Smart TERMINOLOGY makerspace. or your in library, printers 3D classroom, up school, setting for advice provide will section you This for time started. it’s get to printers, 3D their using are others how explored we’ve that Now Monthly Daily Weekly
Flat surface that that surface Flat Support structure structure Support 45%
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NATIONWIDE 5,000 and Common Core State and Common Standards (CCSS). (NGSS) Standards Science Generation Next to projects STEM aligned detailed contain lessons These of Educators. community MakerBot growing our by written plans lesson to-implement MakerBotteachers Educationwith easy- Thingiverse provides WITH? PRINTERS USE 3D YOUR YOU DO SUBJECTS WHAT and thinking studentdesign innovation.of world a up opening by careers students meaningful for prepare to helps products MakerBot nationwide. schools the 5,000 in over educators #1 the amongst are choice They within classroom. use to easy and safe reliable, are printers MakerBot WITHSCHOOLS MAKERBOT
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MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: 3D PRINTING IN THE CLASSROOM PAGE 21
Allow CRAFT SPATULA removes prints from thebuild plate
Instructor’sPrinter: detailed follow to students instructions as they prepare experience. printing their for Offers NEEDLE NOSE PLIERS NEEDLENOSE material support removes
students a dedicated space to printers. communal house General Printing Area: Area: Printing General
FLUSH CUTTERS material support removes Students
performance. 3D printers are best used in a relatively temperaturethere are no frequent gusts of wind, dust,orstable temperature water, changes. environment, where PREPARE YOUR CLASSROOM Your MakerBot Replicator+ is versatile and can be used almost anywhereWith that inin mind,the classroom. the placement of your printer(s) can have an impact on its use as well as its USB STICK stores and organizes print documents and files SUGGESTED 3D PRINTING TOOLS AND SUPPLIES MakerSpace Setup: Setup: MakerSpace work side by side with their printers and peers for enhanced collaborative learning.
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: PREPARE YOUR CLASSROOM PAGE 22 to print during class during print to Cons: more student, faculty, and staff use Pros: SPACE: COMMUNAL A IN school of the rest the Cons: hands-on time, and printing in class Pros: CLASSROOM: THE IN SCHOOL YOUR IN PLACEMENT PRINTER OF CONS AND PROS Ensures visibility, encourages encourages visibility, Ensures interaction, student of lots for Allows Makes it more difficult difficult more it Makes to access Lessens MAKERSPACE › › › › DO’S PRINTING AREA PRINTING GENERAL
original packaging its in ideally location, dry cool, a in filament Store handy tools print Keep printer your near workspace small a Have on a stable surface printer 3D your Place
› › DON’TS
PRINTER PRINTER INSTRUCTOR’S unsecure areas in Extruder+’s Smart extra and filament Store conditioning air near printer 3D your Place
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: PREPARE YOUR CLASSROOM PAGE 23 Save all your packing makerbot.com/getstarted TIP: TIP: materials. You might need to move date. later a at printer your ship or the first thing you’ll need to do is unbox it and begin the setup. You’ll be guided allows you to start and monitor prints remotelycamera. on-board printer’s your from If your school has restricted or inconsistent WiFiyou access, can skip this step. You’ll still be able to connect theprinterto stick,cable, via USB USB or Ethernet cable. WiFi and Remote Monitoring Remote and WiFi During the setup you’ll be asked to connect your printer to a WiFi network. Connecting to WiFi For a comprehensive guide on how to unbox your MakerBot 3D printer, visit visit printer, 3D MakerBot your unbox to how on guide comprehensive a For When your printer arrives, printer your When to connect to WiFi, attachPrint! your3D first your off set Smart to ready you’re Extruder+,then and minutes 15-20 calibrate,take should process load filament, and begin a test print. The setup PRINTER UNBOXING AND SETUP
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: PRINTER UNBOXING AND SETUP PAGE 24 RUNNING A TEST PRINT
The last step in the guided setup process is to select a test print from the printer’s internal PAGE 25 storage. Here are some things to look for when printing:
Purge line: Your MakerBot Replicator+ draws a straight line across the front of the build plate at the start of every print. If you have a MakerBot Replicator Mini+, this will be on the side. CHAPTER UNBOXING AND 02: SETUP First layer: The first layer of your print is the most important. If you notice that parts of the first layer are not adhering to the build plate, cancel the print and consider leveling your build plate.
Test Print: Each of the test prints on your printer take between 20-45 minutes to print. Once the test is complete, you’re ready to move on and begin printing!
Mr. Jaws — Thing: #14702, created by Mahoney
Licensed under CC BY 3.0 GUIDEBOOK EDUCATORS MAKERBOT . ® add and Autodesk Inventor ® button to create your own Open the project panel and select select and panel project the Open
Both Mac and PC users can import .STL Select your print mode, extruder type, . Alternatively, you can drag and drop files Print modes are a set of recommended print MAKERBOT PRINT MAKERBOT MAKERBOT PRINT MAKERBOT File Types: files. PC users can import native CAD files fromSolidWorks like programs Settings: and toggle support material on/off. Print settings will affect the strength, surface quality, weight, print time, and other properties ofon. rafts yourwith printing printedalways recommend We parts. InsertFiles: models directly into MakerBot Print’s main window from your computer. TIP: TIP: settings. For more advanced control, selectsettingcustom a add the customprintmodes.
if you to view to add a is useful menus. Rotate your printer menu printer add a printer a add place face on build plate build on face place scale to add a printer using its to browse from printers , and Add an unconnected printer Clickon the arrange build plate build arrange orient menu help. to , Arrange models on your build plate(s) using orient Place models as close to the center of arrange MAKERBOT PRINT MAKERBOT MAKERBOT PRINT MAKERBOT TIP: TIP: the build plate as possible. Group modelsas close together as possible without overlapping, PREPARE FILES FOR WITH MAKERBOTPRINTING PRINT for arranging lots of models. of lots arranging for onscreen menu. menu. onscreen stick. USB via printer your to files transferring on plan youractive printers. Select list. your to printer new Add a network printer alreadyon your network via WiFi or Ethernet. Connect via address IP IP, this can be found on the MakerBot Replicator+ Select Printer: Printer: Select models so that the largest flat surface is touching using thebuild plate. Try the in Layout: Layout: the
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: PREPARE FILES WITH MAKERBOT PRINT PAGE 26 material usage. usage. material and time print estimate to and printed be will and print preview have selected your print clicksettings, the Preview: Print an unconnected printer).an unconnected printers (this will appear as to or printers connected Print: files. printable 3D to them Downloadconvert it for freeand at designs 3D take to use MakerBot you’ll printing. for software the files is Print prepare to how learn to time it’s up, set printer your have you Once MAKERBOT PRINT MAKERBOT PRINT Use the the Use print
Once you have your models set and and set models your have you Once button to see how your models models your how see to button button to print button export export export makerbot.com/print files for offline offline for files
if you’ve selected selected you’ve if directly to to directly estimates estimates how willparts be printed. TIPS: preview will need Togglesupports. bridges supports onand and off then overhangs large with models Some can also monitor via the MakerBot printer menu Monitor MAKERBOT PRINT MAKERBOT PRINT Use the scroll bar on the left to show students students show to left the on bar scroll the Use to learn where supports are generated. are supports where to learn your print progress by navigating to the the to navigating by progress print your and watching the live camera feed. You feed. camera live the watching and ® Mobile ™ app. app.
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: PREPARE FILES WITH MAKERBOT PRINT PAGE 27
PYRAMID 50% Infill 02 Shells PRINTED PYRAMID 25% Infill 02 Shells PRINTED Final parts after Final Print: removing supports and rafts.
PYRAMID 02% Infill 02 Shells PRINTED PYRAMID 0% Infill 08 Shells PRINTED After printing, the T will
Supports: needs support material removed. rafts. with printed Both
The T model has properties of your printed parts. increase print time and filament use. structure of your part. You can set the infill of your part to be anywhere from 0% (hollow) to Print settings can dramatically change the strength, appearance, print time, and other degrees (measured from the vertical axis) then you will needhelps to print the partwith supports.adhere to the A buildraft plate by laying down an even, flat foundation to print on. Supports are printed scaffolding for overhangs. If your model has overhangs greater than 68 SUPPORTS AND RAFTS without supports PRINTED PYRAMID 10% Infill / 02 Shells SHELLS AND INFILL Shells are the perimeter on each layer; they make up the walls of your part. Infill is the internal material. The Y model does not need support material. 3D Model: 3D overhangs greater than 68 degrees and needs support 100% (solid). Increasing the infill and number of shells will make your parts stronger, but will
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: SHELLS, INFILL, SUPPORTS AND RAFTS PAGE 28 PRE-PRINT CHECKLIST
SOFTWARE HARDWARE PAGE 29
01. Add Files: Click File > 05. Install Build Plate: Insert File or drag and drop Load your build plate onto right onto the build plate the Z-stage and confirm it’s snug
02. Arrange: Organize 06. Attach MakerBot objects by dragging or Smart Extruder+: Confirm using Arrange Build Plate that the Smart Extruder+ is attached properly
03. Print Settings: Adjust 07. Calibrate MakerBot Smart your print settings to Extruder+: If you’ve just attached a change print speed Smart Extruder+, run a Z Calibration. and quality On the printer, select Settings > Calibration > Calibrate Z Offset
04. Print Estimates and 08. Load Filament: Select Filament Double check print Preview: > Load Filament. Then, ensure that time and material usage by the filament is seated in the drawer, checking Print Preview. fed through the guide tube, and securely inserted into the Smart Extruder+ when prompted. CHAPTER TWO: PRINTING CHECKLIST
POST-PRINT CHECKLIST
09. Remove Build Plate: Slide 10. Remove Parts from Build 11. Discard Rafts and Support: the build plate toward you to Plate: Gently flex the build plate Use your hands or tools to remove it from the Z-stage or use a thin craft spatula to gently remove the raft and remove parts support materials from parts MAKERBOT EDUCATORS GUIDEBOOK EDUCATORS MAKERBOT
filament, keep the end tucked into the spool to prevent tangling, and keep the spools in a cool, dry place.” Mind your filament: “Make sure you have enough filament before starting a project. When storing “Create a
is meaningful.” Be open to ideas students: from “Letting them have the ‘ah-ha’ moment Allow for mistakes: rubric that allows for mistakes. Overcoming flaws in design is when the real learning occurs; even if their designs fail, if a student can accurately explain well.” done they’ve why, “Grade
“At first “At which was fun and informative, but it wasn’t until I felt comfortable designing alongside my students that I felt like I truly the unlocked teaching potential of my MakerBot printer.” 3D Learn how to 3D design: I relied heavily on Thingiverse, Look for the basics: the for Look on basic 3D printing best practices, like ensuring that models are flat against the build plate and that parts have no obvious weak points.” Using “ cient time to f
“Your you’ll be better able to look at models and determine if they’re printable and they’ll not or whether supports.” need a printer is very straightforward, but you should allot su print some models yourself to really test the abilities and limitations of 3D printing. That way, Understand your printer:
“I wish I
erent 3D design skill levels, f
“ “ HOW DO YOU ANALYZE AND GRADE STUDENT PROJECTS? STUDENT GRADE AND ANALYZE DOYOU HOW success: assessstudent they how shared educators Our printing.” projects: knew that you could combine multiple student projects into one large print file. This has saved me loads of time We asked educators to tell us one thing they wish they knew before printera 3D the in classroom: they started using Combine student WHAT TO KNOW BEFORE YOU START ADVICE FROM ADVICE MAKERBOT EDUCATORS di so set requirements that focus on problem solving, collaboration, creative thinking, etc. that are mutually attainable for all students.” Clear, fair requirements: students will all be at
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: ADVICE FROM EDUCATORS PAGE 30 Managing multiple student files can be tricky. Here are some tips from teachers for dealing dealing for teachers from tips with studentsome files inare your classroom: Here tricky. be can files student multiple Managing HOW DO YOU MANAGE STUDENT FILES? Grow your own 3D printing skills and inspire your students: MAGIC THE WHERE HAPPENS about the process.” learning about lot a them taught really it think I and mistakes make me watched kids The class. during printer 3D our use to how myself Don’t be afraid to try: 052017_V1.stl StudentName_ i.e: applicable). (if Version and Date, Name, Student Name, Project their with files their name students convention: naming a Establish “ “ Clouds_
” “Have “Have “I taught taught “I in advance.” computer each on in log and project a beginning to prior students of behalf on so 3D and MakerBot of time: ahead accounts student up Set f ware accounts accounts ware “Create “Create and and we reach for thatmust goal!” same learners, lifelong brave, be to students how to design and print. We expect our learning while mistakes make and play to afraid be Don’t same. the do to students inspire to way best the is yourself printer Be a model: Drive Classroom Google including online, files student manage to available options of variety a storage: communal Create files in one location.” in files one student all keep to stick USB shared a use available, isn’t WiFi When more. and “Becoming a 3D designer and and designer 3D a “Becoming ™ , Dropbox “There are are “There ™ , Google Google , ® , student models bulk: in print printer, one have you If before leaving.)” watch the first layers to sure make (Just weekends. and a during print and Print MakerBot in plate build one onto f er-school hours hours er-school
“Add multiple multiple “Add work in the design design the in work students’ review to time “Schedule printing: before files student Review files tofiles Thingiverse.” can also upload their Students printing. begin and settings, their check Print, MakerBot into import them help Then, files. .STL as models their export them help and program,
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER TWO: ADVICE FROM EDUCATORS PAGE 31 3D MODELING THINGIVERSE AND THINGIVERSE
CHAPTER THREE
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: THNGIVERSE AND 3D MODELING PAGE 32 Things for your class class your for Things organize to way great a and users, by Things of Collection: and printability appearance its demonstrate to it of picture a uploads then model, designer’s another prints and downloads Makes: remixed or sold commercially) be can it whether (i.e. creation his/her use to community the permits designer a Licensing: designer original the to attribution providing while way some in it customize to Thing a upon builds or edits user a when is This Thingiverse. Remix: and subjects grades different for plans lesson and projects printing Thingiverse Education™: instructions and printing pictures with comes typically and several, or object single a be can this Thingiverse, to Thing: at thingiverse.com accessible files, printable of library and community printing 3D online Thingiverse® TERMINOLOGY industry. printing 3D entire the of support in stands and size enormous an to grown several it’s and later years printers, 3D desktop first the developing while 2008 in founded MakerBot Thingiverse subject. or group age any for plans lesson models 3D printing free 3D and download can world the over all from users It’s where making. and community a learning, sharing, of principles the on built is Thingiverse their contribute designsfor others and to use freely. This community is Thingiverse. questions, answer advice, offer actively that educators makers and printing 3D of millions of community online massive a it There’s go to alone. have don’t you printer, 3D your use best to how exploring When
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you identify standout Things: Things: help to standout icons identify these you for out eye an keep Thingiverse, searching When THINGBADGES another remix designer’s you model. when especially designer, the provide to must you attribution cases, all In model. the of prints selling as such commercially, model the use or remix to allowed be others, in not may However you like. you’d however model the use to cases, free some In are you models. 3D printing and has downloading designer when chosen original the that features licensing the of mindful Be Things! amazing some find inspirational to and sure you’re – portfolios users’ active explore to more time the some Take work. their for recognition and feedback get and others with to share 3D models upload designers Instagram; Several usedesigners Thingiverse the way photographers use download or to suit your own project. and modify guidance, for to look can you Things of scratch, plenty from are spring there or hinge a designing of Instead models. 3D own Thingiverse is a great place to go for inspiration when creating your UNIVERSE THINGIVERSE,A THINGS OF Challenge. Thingiverse a in entry winning the was Thing This Winner: Challenge print successfully. to verified and tested print been has model Thing: Verified
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MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: THNGIVERSE AND 3D MODELING PAGE 33
#858954 #1766512 #404824 @Aaskedall Fascinator Hat Thing: @Yesquab 3.0 BY-NC CC under Licensed PipBoxes Thing: 3.0 BY-NC CC under Licensed Mars Rover Mars Thing: @MakerBot 3.0 BY-SA CC under Licensed
#284006 #236345 #906745
@LeFabShop 3.0 BY-SA CC under Licensed Vases Thing: Tide the Fish the Tide Thing: @Cordavi 3.0 BY-SA CC under Licensed Go-Go AirBoat Go-Go Thing: @Macakcat 3.0 BY-SA CC under Licensed
#1643878 #87458 #47956 Subaru WRX EJ20 Boxer Engine Model Thing: @EricThePoolBoy 3.0 BY-NC CC under Licensed EXAMPLE EXAMPLE THINGS @DutchMogul 3.0 BY-SA CC under Licensed ForestDragon Thing: WALLY - Wall Plate Thing: @TheNewHobbyist 3.0 BY-SA CC under Licensed
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE : EXAMPLE THINGIVERSE THINGS PAGE 34 educators go to find lesson plans, remix them to suit their subjects or grade levels, and share share and levels, grade or subjects best practicestheir on how tosuit incorporateto the them technology intoremix their classrooms. where plans, It’s lesson find classroom. to go the for educators projects printing 3D of collection a is Education Thingiverse State Standards, CCSS.) Projects can range in length from a single class class single a period tofrom week-long length projects within multiple range assignments andcan objectives. Projects CCSS.) Core Standards, Common and State NGSS Standards, Science standards and Generation Next subject, level, (including grade by projects organizes Education Thingiverse Thingiverse on projects Most to a problem. own solutions given their and print todesign, plan, languages. students prompt Education foreign or music, history, in activities blended to learning core reinforce to ways different objectives in in several subjects – from clear STEMprinting applications and in engineering and physics, design 3D use projects printing 3D THINGIVERSEEDUCATION
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: THINGIVERSE EDUCATION PAGE 35 there, look at existing ones for examples of how to build yourin the own. second The halfprojects of this featuredguidebook can all be found on Thingiverse Education. Here are the steps to create your own Thingiverse Educationteachers. other with sharing for project CREATE A PROJECT EDUCATION ONTHINGIVERSE Whether you design your own 3D model or remix someone Educationelse’s, every project Thingiverse starts with a 3D printable file There(.STL). are some great projects out
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE : CREATE A PROJECT PAGE 36 Thingiverse.com/Education FROM PROJECT SAMPLE formations. cloud different ten the of each for models print and design to students prompts project This Grades: Designed by @devansic Stands Display Types and Cloud 1-4 1-4
Subject: Subject:
Science
› › 04. Complete the Thing Information sections: Information Thing the Complete 04. › › section: Information Basic the Complete 03. › › › files: your Upload 02. › › Thing: new a Create 01. 06. Publish Thing Publish 06. › › › › educators: other help to information more Add 05. › › › › › › ›
Education Education for approval boxthe to Check fields required the Complete Other files like handouts, rubrics, etc. or of the project in action. The more photos the better. Photo(s): project’s output, a challenge, a tutorial, a demonstration, etc. .STL file(s): Click Navigate to Thingiverse.com References: Grade: model and the project involved Summary: Materials Needed: 1,000 words worth is apicture Remember, step. every list Plan: Lesson / Activity students will learn by completing this project Overview and Background: Standards: Subject: have designed, made, printed, or achieved at the end of of end the you have assessment for anyand at guidelines project, your achieved or printed, made, designed, have Assessment: and Rubric the to Thing’s files and includethem a brief description here attach project, your accompany that Handouts and Assets: project this starting before do to needs teacher the that or know already Preparation: Duration: here standards specific include and project this Skills Learned: Create Select the recommended grade level for the project the for level grade recommended the Select Include any relevant subjects i.e. science or math or science i.e. subjects relevant any Include Estimate how long it will take to complete take will it long how Estimate This should be a photo of the printed model, model, printed the of photo a be should This Short description of the 3D 3D the of description Short Select the standards that your project meets project your that standards the Select This could be a starter model, an example of the the of example an model, starter a be could This
Include links to valuable resources to valuable links Include then then List anything that students should should students that anything List List what skills will be gained by completing completing by gained be will skills what List submit to Thingiverse Thingiverse to submit upload a Thing Itemize the materials for this project this for materials the Itemize If there are any documents documents any are there If The meat of your project. Be sure to to sure Be project. your of meat The Describe what students should should students what Describe Give an intro to what what to intro an Give
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE : CREATE A PROJECT PAGE 37 The world’s largest 3D printing file library and community. Discover. Share. Create.
Thingiverse.com MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 39 . The viewpoint Fixes the point
Objects
A continuous outer
The collection of vertices,
polygon modeling polygon Mesh: edges, and faces that make up thesurface model3D a of Watertight: surface with no holes in it, necessary printing 3D successful for PerspectiveView: than smaller appear away further the to closer objects View: Orthographic of view to a single perspective, where similarly sized objects appear the same size regardless of their viewpoint the from distance , or A digital sculpting digital Define outer
, Simulate clay
Define and
3D DESIGN SOFTWARE use dynamic variables for object parameters so that entire designs can be scaled or altered easily to create detail and texture Modeling: Polygon surfaces like edges and corners to create intricate models ParametricModeling: feature in 3D design programs, TERMINOLOGY Modeling: Solid construct solid objects with real world dimensions Sculpting: Digital sculpting. Push and pull surfaces you’ll find that all of them fall into three major categories; modeling solid programs. free on mainly focus guidebook this in projects modeling as you become more comfortable. No single program is right for everyone, and it may take a few tries before you find one that you’re comfortable with. There are a lot of 3D design programs available, all with differentstrengths and weaknesses. When looking at 3D modeling programs, begin to experiment, you’ll discover the unique advantagesdifferent that 3D design programs offer for different applications. We recommend starting with easy solidbefore modelingbranching out toprograms digital sculpting or parametric Learning how to design in 3D is essential to creating custom 3D printable models. The broad capabilities of the printerpush will you to design increasingly complex objects. Once you
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: 3D DESIGN SOFTWARE PAGE 40 360 Free software: software: Free Industries: and simulations. run objects of assemblies complex form can you programs advanced the of some In parts. functional make to models with real-world dimensions and arecreating used for well work programs modeling Solid QUADCOPTER DRONE: SOLID MODELING Inventor Paid Paid software: ™ , Onshape ® , Rhinoceros
Engineering, industrial design, architecture design, industrial Engineering, ®
Autodesk Tinkercad Autodesk SolidWorks and more and
Created in Rhinoceros in Created
® , Autodesk Autodesk , ™ , Autodesk ®
Fusion Fusion
› › › › STRENGTHS +
property librariesproperty material to Access conditions world real- Simulating Building assemblies dimensions with structures mechanical Creating › › WEAKNESSES
- and and patterns textures surface detailed create to Difficult shape creation organic Poor
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: 3D DESIGN SOFTWARE PAGE 41
Creating functional difficult is parts Often requires additional hardware like a tablet drawing Difficult to design manufacturing for -
WEAKNESSES › › › Highly detailed models shapes Organic painting Digital
+ STRENGTHS › › ›
, 3D-Coat
® , SculptGL ™ , Mudbox ® ZBrush Sculptris Film,video games, art
Created in Sculptris
Free software: Digital sculpting simulates the process of sculptingphysical with clay. Users can push and pull digital clay to create organic, highly detailed and textured models. Industries: ROSE: DIGITAL SCULPTING DIGITAL Paid software:Paid
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: 3D DESIGN SOFTWARE PAGE 42 Paid software: Paid software: Free software: software: Free Industries: These models can be organic or inorganic. models. 3D intricate and detailed highly of the for creation allows This model. a of edges or vertices, mesh, faces, the of control direct users gives modeling Polygon SHOE: RUNNING POLYGON MODELING
Animation, visualization, film, video games Blender Maya
Created in Blender in Created ® , 3DS Max , 3DS ® , Wings 3D , Wings ® , Cinema 4D , Cinema
®
› › STRENGTHS +
the mesh the of control Direct intricate models detailed, Highly
› › WEAKNESSES
- always watertight always aren’t Models curve learning Steep
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: 3D DESIGN SOFTWARE PAGE 43
MESHMIXER ® Intermediate Intermediate Mac, Windows Mac,
Mac, Windows, Linux Mac,
Free Free Polygon Modeling, Solid Modeling Solid
OS AM OPENSCAD Difficulty: Type: Platform: Price: Use code to define object dimensions and dynamic variables for easy resizing and alteration. AUTODESK in preparation for 3D printing. Create custom supports, fix mesh errors, and add detail. Difficulty: Type: Sculpting Digital Platform: Price: Manipulate meshed objects ™ FUSION 360 ® ® Advanced Intermediate Online Mac, Windows Mac,
Free/$ Solid Modeling Solid Solid Modeling Solid Free/$
AF ON Browser-based software for creating and analyzing complex geometriesand assemblies. ONSHAPE Difficulty: Type: Platform: Price: Type: Platform: Price: Powerful software for creating and analyzing complex geometriesand assemblies. AUTODESK Difficulty: If you’re just getting started, here are some recommended free 3D Design program options try to out.
Advanced Easy ® Mac, iOS, Windows iOS, Mac,
Mac, Windows, Linux Mac,
® Free Free/$ Solid Modeling Solid Polygon Modeling,
BR MO Platform: Price: Create 3D designs on mobile devices with this simple and program. intuitive MORPHI Difficulty: Type: Price: Supports modeling, rigging, animation, simulation and even creation. game and editing video BLENDER BLENDER Difficulty: Type: Sculpting Digital Platform: 3D MODELING APPLICATIONS
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: 3D MODELING APPLICATIONS PAGE 44 browser-based version. a for SculptGL Use models. high-detail organic, for Great surfaces. object pull and Push Price: Platform: Type: Difficulty: SCULPTRIS and and holes. shapes simple resizing and combining by in-browser Design Price: Platform: Type: Difficulty: TINKERCAD SC TC Solid Modeling Solid
Digital Sculpting Free Free
Online
Easy Mac, Windows Easy ™ ™
3D modeling 3Dskills. modeling core teach to helps Minecraft program, modeling 3D traditional a not Though Price: Platform: Type: Difficulty: MINECRAFT models. architectural especially forms, geometric accurate, for Good dimensions. with objects Draw Price: Platform: Type: Difficulty: SKETCHUP MC SK Solid Modeling Solid
Solid Modeling $ Free/$
Mac, Windows Easy Mac, Online Windows, Easy ® ®
› › DON’TS › › DO’S
parent/guardian. Here Here parent/guardian. their from consent explicit without programs these in information personal entering or accounts creating from restricted are often age of years 13 under Students beginning the project. each program before with associated Terms the consult to sure be creation, account or user information and/ requires that program any For programs. design 3D many of usage student involve book this of 2 Section in projects The PRIVACY STUDENT information safe: students’ your keep to suggestions some are laptop or mobile devices own their use to 13 under students Require account MakerBot own their create to 13 under students require or Allow students under 13 for equipment and computer school only Use students under 13 to use for account MakerBot generic a Create
MAKERBOT EDUCATORS GUIDEBOOK CHAPTER THREE: 3D MODELING APPLICATIONS PAGE 45 MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 46 PART 02: 3D PRINTING PROJECTS
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 47 AND DISPLAY STANDS AND DISPLAY CLOUD TYPES for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1699444
LINK: PROJECT ONE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 48 AUTHOR 1–1 USED FILAMENT Lesson: Prep: MakerBot all with Works PRINTERS Tinkercad ( SOFTWARE Camera or Scanner Cards Index Markers and Paper Pencils No.2 10 MATERIALS 3–4 Students / Group 8 Groups GROUPS 3 DURATION software experience Tinkercad™ Basic NEEDED SKILLS Beginner DIFFICULTY Grade Levels 1 AUDIENCE Science SUBJECT @devansic Evansic, Danielle INFO PROJECT PRINT TIME PRINT 3D printers –4 Periods Class ½ Large Spools Large
5 hrs / Cloud Base /Cloud 5 hrs
1–3 hrs / Cloud / 1–3hrs
®
Replicator web app web
–4
) ®
“This project enables kids to do more than design something something design than more do to kids enables project “This 3D-printed object to show what they know! It’s a great, un-scary un-scary great, a It’s know! they what show to object 3D-printed to describe the cycling of matter and flow of energy among living and nonliving nonliving and living among parts of anenergy ecosystem.of flow and matter of cycling the describe to Dynamics and Energy, Interactions, Ecosystems: MS-LS2-3 weather in changes in results conditions. masses air of interactions complex and motions Systems Earth’s MS-ESS2-5 the about evidence provide to distribution of water on Earth. reservoirs various in water fresh and water of 5-ESS2-2 Earth’s Systems made of particles too small to be seen. 5-PS1-1 Matter and Its Interactions This project can be extended to meet the following Standards: on constraints and success for materials, time, or cost. criteria specified includes that want a or need 3-5-ETS1-1 Engineering Design of gravity. force the and sun the from by energy driven systems Earth’s through Systems Earth’s MS-ESS2-4 interact. and/or atmosphere hydrosphere, biosphere, geosphere, the 5-ESS2-1 Earth’s Systems describe typical weather conditions expected during a particular season. 3-ESS2-1 Earth’s Systems NGSS STANDARDS › › › to: able be will students project, this completing After OBJECTIVES LEARNING a create to used be can and display area for teachers who like project to use learning stations. science great or a is This clouds, of aids. study pictures cards, additional flash for space has also the of base name The the has that formation. base cloud a in sit can which fit to pencil, designed standard a are of end prints the on cloud The formations. for cloud models different print ten and the of design to each groups in work to students prompts project This systems the between of the planet. interconnectedness the and students atmosphere helps the clouds the understand about Learning as conditions. and weather altitude, future for content, water signals in but appearance, in only not differ types Cloud SUMMARY LESSON way of getting kids to make in the classroom.” the in make to kids getting of way on the computer. They get to take something they’ve drawn by by drawn they’ve something take to get They computer. the on hand and turn it into a 3D object. Then, as a bonus, they use their their use they bonus, a as Then, object. 3D a into it turn and hand
Manipulate Convert Identify – Danielle Evansic Danielle cloud types based on characteristics, appearance, and altitude. and appearance, characteristics, on based types cloud a hand drawing to a 3D model using Tinkercad ™software. Tinkercad using model to a3D drawing ahand models in Tinkercad using the group, hole, and ruler tools. tools. ruler and hole, group, the using Tinkercad in models Represent data in tables and graphical displays to to displays graphical and tables in data Represent
Develop a model using an example to describe ways ways describe to example an using model a Develop Describe and graph the amounts and percentages percentages and amounts the graph and Describe
Collect data to provide evidence for how the the how for evidence provide to data Collect Develop a model to describe the cycling of water water of cycling the describe to model a Develop
Define a simple design problem reflecting a reflecting problem design simple a Define
Develop a model to describe that matter is is matter that describe to model a Develop Develop a model model a Develop
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 49
- Cumulus, Cirrus,Cirrostratus, Cirrocumulus
Have students make index cards
- - Stratus, Stratocumulus - Altostratus, Altocumulus Low-Level Clouds Clouds Low-Level Multi-Level/VerticalClouds Cumulonimbus, Nimbostratus High-LevelClouds Mid-LevelClouds
› › C. Make index cards: index Make C. clouds: types of following the of each for › › ,
). ). post NOVA ™ 3D print
offer great ABCTeach
, and thingiverse.com/thing:1699444 Have students research and discuss formations. differentcloud NASA resources. You can find these links in theThingiverse Education post. ( Leave yourself some time for this, as each cloud base will take 4-5 hours to print. formations: cloud Research B. A. Print cloud bases: cloud Print A. in basesincluded cloud the of each theThingiverse Education TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 50 drawing of one cloud type. your on based model printed 3D a create will group your project, this In part. printed 3D a to drawing simple a from go to easy pretty It’s ACTIVITY STUDENT enough away from the cloud drawings to allow for for easier removal in allow the Tinkercadto software. drawings cloud the from away enough TIP: DRAWCLOUDS solid when designing in Tinkercad software. If you’re crafty, leave leave crafty, some blankyou’re spotsIf for detail. software. Tinkercad in designing when solid B. Draw and color cloudtodifferent type work on). A. Choose STEP 01: STEP Make sure the cloud names are spaced far far spaced are names cloud the sure Make
one of the cloud types (make sure each group selects a selects group each sure (make types cloud the of one your clouds. Use dark colors so they show up as as up show they so colors dark Use clouds. your
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 51 , etc.) will save you, etc.) a lot of time. ™ Establishing a method to transfer files back and and back files transfer to method a Establishing TIP: TIP: forth between teacher and students (i.e.Classroom Google USB drives, , and save them ® the photos to your computer by clear, well-lit photos well-lit yourof drawings. clear,
to your computer. B. Import B. either emailing them or uploading the photos to a cloud drive like Dropbox A. Take A. STEP 02: CONVERT DRAWING TO .SVG FILE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 52 WWW.PICSVG.COM WWW.PICSVG.COM WWW.PICSVG.COM computer and click click and computer your on stored is picture Navigate D. click C. Go to Do this for each cloud. as select and image the right-click browser, your in svg. E. Click download image. filled in. is cloud your ensure to menu TIP: to save the new .SVG file. file. .SVG new the save to If the image appears appears image the If Use the filter drop down down drop filter the Use upload picture
picsvg.com
to where the the where to open and and . save save .
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 53 again. When import If your import is too big, don’t worry, dark colored parts will be visible. If they aren’t connected, they will be separate parts when printed. We will have to put in connectors later so that theystay together when printed. TIPS: just delete the one you imported, change thenumbers, and click size. plate build your of mindful be re-sizing, When your drawing is imported, only Click
. in the top right of Tinkercad.com you’ll need to choose , import and click and , and navigate to to navigate and
STEP 03: IMPORT .SVG FILE INTO TINKERCAD of the 3D model. Because they can be pretty large,Tinkercad software will give you a suggested size reduction to make your drawing manageable.scale. 50% at imported Thewere example this cloud in shown files A. Open a browser a Open A. design new a create yourscreen. file .SVG correct the Select B. the scale (size) or dimensions (length, width, height)
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 54 WWW.TINKERCAD.COM WWW.TINKERCAD.COM WWW.TINKERCAD.COM near the top right corner. hole clicking then box, the selecting hole a into box Turn D. the sure it’s big enough to cover. menu, select a go to the this, Todo etc.) lines, extra (names, drawing the from in came that C. Remove anything extra box and everything it covers. the both remove will This them. both, and use holding E. Select the cloud and hole in the dialogue window window dialogue the in shift while clicking on on clicking while group basic shapes box and make make and to combine combine to
by by
by by
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 55 WWW.TINKERCAD.COM WWW.TINKERCAD.COM WWW.TINKERCAD.COM to drop a
D onto your
the white
handles to get right click right this process to make
rotate Usethe Make sure all connectors lay Make sure all of the connectors are at least 1 mm thick so they breakwon’t after printing. corner handles to change the size and shape of the box. Then clickand drag the central white handle to change the height down to 2 mm (just enough to hold the clouds together). everything is in the correct place. drag and Click B. TIP: TIP: on your mouse to orbit your view to make sure A. Drag a new box new a Drag A. workplane and position it pieces. cloud two between Now that all that clutter is hidden, add some connectors to skipthe clouds.this step You might if your be cloudable to is already one single part. themintothe correct position. C. Repeat C. as many connectors as you need. For some connectors, you’ll need to use the TIP: TIP: flat on the workplane and are not floating in the air. They should share the same bottom surface as the clouds.Use the hotkey workplane. the to item selected STEP 04: ADD CLOUD CONNECTORS
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 56 Most pencils are a little less than 8 mm in diameter. Add a couple of cylinders to make the the make to pencil. cylinders the of for topper couple a Add diameter. in mm 8 than less little a are pencils Most and type in the measurements you want. in the measurements and type to want change you dimensions the just on click can You resize. to object your of corners TIP: the cylinder and dragging it up 3 it up mm. dragging and cylinder the of center top the at cone black the on clicking by this do You workplane. the above mm 3 sits ChangeC. the elevation mm. 14 to cylinder the of diameter the on the cylinder to apply the ruler to it. Change menu, then drag a A. Drag a new box MAKE PENCILTOPPER MAKE 05: STEP WWW.TINKERCAD.COM WWW.TINKERCAD.COM With the ruler, you don’t need to drag the the drag to need don’t you ruler, the With
ruler over from the over from to help you out. Click Click out. you help to
of the hole so that it it that so hole the of basic shapes shapes basic the top of the page of the top the both cylinders and click on the select this, Todo them. resizing and moving cylinders the Group D. This will be the cutout for the pencil to fit into. cylinder to 8 mm in diameter and select hole. cmd-V on Mac) it by pressing duplicate and cylinder first the Select into. B. Make a cylinder hole WWW.TINKERCAD.COM WWW.TINKERCAD.COM ctrl-C then ctrl-V (cmd-C, (cmd-C, ctrl-V then ctrl-C . Change the size of the second second the of size the Change . .
once you’re done done you’re once
for the pencil to fit fit to pencil the for group icon at at icon
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 57 The export window in the Tinkercad software, unless you like those way- those like you unless software, cool file names the program randomly assigns you. While they are entertaining,they’redescriptivenot always enough. TIPS: you until disappear doesn’t window software closeit, so be sure check to your downloads folder before you click export againcopies). extra some with up (or end youmay You can also name your file in the Tinkercad Yes No 0.2 mm 10% in the upper right side of the Tinkercad
the files into MakerBot Print™, select your
s f Resolution Infill Ra Supports STEP 06: PRINT PrintSettings: A. Click export Click A. software window. Select the format that your printeruses. (MakerBot Print imports .STLformat. files.)file desired the on Theclick you download once start will Import B. printing. start and settings, print Now it’s time to export the model so you can print it.
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 58 GOING FURTHER go! to ready You’re job! Nice high). medium, (low, match to clouds the lengths of altitudes different to the pencils the cut can you want, you If bases. their onto them respective put and pencils the onto clouds the assemble printed, Once their assignments. assignments. their complete they while information gathering own, their on models the explore to them encourage that worksheets and puzzles given be can students activities, the start they As days. of series a over through cycle will students that station learning a as used be can bases and models A. REACH FOR THE SKY! THE FOR REACH COMPLETE: PROJECT
After the project, the cloud cloud the project, the After correct positions. correct the in components the place to together work to students the asking and disassembled bases and pencils, models, the having include could activity summative a Additionally, clouds. the with bases the into cards note the sort or attached, are pencils the where bases the with clouds match can students where activities, B.
Consider scaffolding scaffolding Consider weather changes. weather anticipated or weather the reflect those how and see they clouds what about talk show the in characters the where clouds, the with show puppet a perform them have Or characteristics. and names cloud the of recall on based tasks performance or C.
Assess students with quizzes quizzes with students Assess
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 59
SHAPES 3D MUSICAL for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1753157
LINK: PROJECT TWO
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 60 INFO PROJECT PRINTERS Tinkercad ( AUTHOR ½ USED FILAMENT per instrument Approximately 1.5 hrs MakerBot all with Works Morphi iPad MATERIALS Group / Students 1–2 Groups 15 GROUPS Periods 1-2Class DURATION None NEEDED SKILLS Beginner DIFFICULTY Grade Levels K AUDIENCE Music, Math, Art SUBJECT @khuttner Huttner, Karie SOFTWARE Seed Beads ( Filament Translucent PRINT TIME PRINT 3D printers recommended Large Spool Large ®
® for iPad ( iPad for
®
Replicator web app web
–5 )
iOS
) )
®
“I love doing this project with my students because not only only not because students my with project this doing love “I and using appropriate tools such as rulers, yardsticks, meter sticks, and and sticks, meter measuring tapes. yardsticks, rulers, as such tools appropriate using and 2.MD.A.1 Measurement & Data Measure the from shapes shape. composite new compose and shape, circular composite a right and create to cones, cylinders) circular right prisms, rectangular right three-dimensional (cubes, or shapes quarter-circles) and half-circles, triangles, trapezoids, Geometry 1.G.A.2 object. such as length or weight.several attributes measurable Describe of a single K.MD.A.1 Measurement & Data vertices/”corners”) and sides (e.g., and other attributes of of equal having length).sides number (e.g., parts their describe differences, to language similarities, informal using orientations, and sizes different in K.G.B.4 Geometry or three-dimensional (“solid”). K.G.A.3 Geometry STANDARDS MATH CORE COMMON › › › to: able be will students project, this completing After OBJECTIVES LEARNING the pause then print, to printshape and add3D beadsa to create a musicalselect instrument. will Students the print. 3D a using of music structure creating and shapes 3D to introduction an is lesson This SUMMARY LESSON opportunity toopportunity learn about infill and the 3D printing process.” can you create a musical shape, but it also gives students the
Learn Resize Understand about 3D printing and print pausing. print and printing 3D about – 3D models using the ruler tool. tool. ruler the using models 3D Karie Huttner Karie and create 3D shapes using Morphi. using shapes 3D create and Compose two-dimensional shapes (rectangles, squares, squares, (rectangles, shapes two-dimensional Compose Analyze and compare two- and three-dimensional shapes, shapes, three-dimensional and two- compare and Analyze Identify shapes as two-dimensional (lying in a plane, “flat”) “flat”) plane, a in (lying two-dimensional as shapes Identify Describe measurable attributes of objects, objects, of attributes measurable Describe the length of an object by selecting selecting by object an of length the
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 61 If students don’t have iPads, you could TIP: TIP: Mac. or Windows for Morphi app the use beads for students to choose. to students for beads
C. Lay out Lay C. with filament, filament, with
theMorphi app on student iPad(s).
B. Load your 3D printers 3D your Load B. translucentit. youif have A. Install A. TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 62 to place it on the workplane. the on it place to tap and choices shape the from create to want you that shape one Choose right. the on cube the clicking by menu shapes B. Select shape: ACTIVITY STUDENT A. Create new design.
Select the the Select MORPHI—IOS APP
Tap on the plus symbol to begin a new design. new a begin to symbol plus the on Tap
CREATE WITH THE MORPHI APP MORPHI THE WITH CREATE 01: STEP add objects as you are learning. learning. are you as re- objects add and delete to need may You corner. left lower the on panel navigation the to used getting C. Practice:
Spend some time time some Spend MORPHI—IOS APP adjust the size of your shape. your of size the adjust to slider the with Practice tall. inches 2 roughly to shape the resize Then inch. select and ruler tool the on Tap it. select to shape Size: Adjust D. in the top panel panel top the in MORPHI—IOS APP
Tap on your your on Tap MORPHI—IOS APP
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 63 MORPHI IOS APP IOS MORPHI Tap onTap the small arrow on the bottom B. Export file: file: Export B. right of the project icon. Choose to email the .STL file Thingiverse. to upload or teacher your to directly Tap theTap save button at the top of A. Save file: file: Save A. thescreen getbackthe hometo to screen. your teacher for final printing. You will need to export the design for 3D printing from Morphi as an .STL file and share it with STEP 02: EXPORT THE DESIGN
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 64 infill will look like paused. when preview in MakerBot Print to help. Review the Use printing. for bottom the on surface flat a TIP: prepare for printing. A. Import into MakerBot Print PRINT MAKERBOT IN DESIGN THE PREPARE 03: STEP Rotate the part to make sure there is is there sure make to part the Rotate place face before printing to understand what what understand to printing before on build plate tool tool plate build on
to to print print infill will allow spacemore for beads. Lower instrument. your for like you’d settings B. Adjust print settings: Print Settings: Print Infill Resolution Supports Ra f s
Decide what what Decide 10% 10% mm 0.2 are recommended. supports spheres, For Model. on Depends Yes
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 65 Printing will take approximately 1–1.5
CAUTION: When the printer is paused, the extruder is still very hot. Carefully insert the beads through the top or side of the printer. Make sure the beads are not overflowing, otherwise they will knock into the extruder when part.the this printhandle should teacher The resumes. A. Start your print: your Start A. shape. the on depending model per hours As the models
STEP 04: PRINT B. Pause print: Pause B. are being printed, pause the print about halfway through to add beads. After adding the beads, build. the resume
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 66 GOING FURTHER shapes advanced more Create A. SHAKE IT UP! IT SHAKE COMPLETE: PROJECT
in and Morphi Tinkercad. be used as instruments. to shapes hand-draw to Morphi B. Use the draw feature
in in › › › variables: different on based objects printed different C. Compare the sounds
density or pattern infill different shape, same size, Same of amount beads different shape, same size, Same Same shape, different sizes
made by the the by made
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 02: 3D MUSICAL SHAPES PAGE 67 CODE TO CAD GO FROM for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:2072299
LINK: PROJECT THREE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 68 INFO PROJECT ½ USED FILAMENT Lesson: Prep: TIME PRINT 3D printers MakerBot® Replicator® all with Works ( Tinkercad Blocks tle Tur SOFTWARE Ruler Sketchbook MATERIALS Group / Students 1–2 Groups 15 GROUPS Periods 1–2Class DURATION None NEEDED SKILLS Beginner DIFFICULTY Grade Levels 3–9 AUDIENCE Geometry Math, Technology, SUBJECT @learningblade Ryan Erickson AUTHOR PRINTERS web apps web Large Spool Large 0 hrs 0
1 hr /Shape 1 hr
)
“Coding has become a valuable skill both for its growing growing its for both skill valuable a become has “Coding (right, acute, obtuse), and perpendicular and parallel lines. Identify these in in these Identify two-dimensionallines. figures.parallel and perpendicular and obtuse), acute, (right, 4.G.A.1 Geometry rectangles in real world and mathematical problems. 4.MD.3 Measurement and Data in unit larger a in given unit. smaller a of terms measurements expressing require that problems and of masses volumes, liquid objects, and money, includingtime, problemsof involving simple fractions or decimals, intervals distances, involving problems 4.MD.2: Measurement and Data STANDARDS CORE COMMON of aspects identify to improved. be can that prototype or a model considered are points failure and controlled are variables 3-5-ETS1-3: Engineering and Design NGSS STANDARDS › › › to: able be will students project, this completing After OBJECTIVES LEARNING computational of technology. understanding their advance dramatically and practice thinking to students inspire will that especially an moment–one is CAD, then powerful code, using created you file. object an printable 3D hold a to able create Being easily to software Tinkercad into their it export import can and shape students task, geometry and coding the completing After a to demonstration more advancedperimeter proof of trianglesimple relationships.a from part scalable this easily is requirements, project the of certain meets that shape a create to students asking By want you object the screen. draw the to on turtle) a case, this (in cursor a command instruct together that string blocks intuitively can you language, coding specific a learn program called Turtle Blocks to create a geometric shape. Without needing to visually and stimulating.easy be In thiscan project, you’llcode use an in-browser,governs that block-based logic coding basic the Learning SUMMARY LESSON a whole new level of interaction to their learning that they they that learning their to interaction of level new whole a could never have without the use of a 3D printer.” 3D a of use the without have never could use in STEM jobs and for teaching computational thinking thinking computational teaching for and jobs STEM in use skills. This Code to CAD project allows my students to to students my allows project CAD to Code This skills. hold, interact with, and feel their coding skills, which brings brings which skills, coding their feel and with, interact hold,
Manipulate knowledge their Use Turtle with Blocks Code – Ryan Erickson Ryan
that shape in Tinkercad software and prepare it for 3D printing it for prepare and software in Tinkercad that shape
Draw points, lines, line segments, rays, angles angles rays, segments, line lines, points, Draw
of geometry to ofcreate with geometry code complex shapes to create a single shape, figure, or pattern or figure, shape, single a create to
Apply the area and perimeter formulas for for formulas perimeter and area the Apply
Use the four operations to solve word word solve to operations four the Use
Plan and carry out fair tests in which which in tests fair out carry and Plan
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 69
). and go to go and
until you’ve learned the different functions for thingiverse.com/thing:2072299 A. Open a browser a Open A. turtle.sugarlabs.org Explore B. moving and drawing. For an extensive tutorial and activities for Turtle Blocks, or for links to similar programs, check out the Thingiverse Education post ( Experiment C. to prepare a shape that validates principles of perimeter, fractions, spirographs, trigonometry, vectors, geometry. coordinate or
of Turtle Blocks for your students.
WWW.TURTLE.SUGARLABS.ORG How does block coding work? coding block does How provided? blocks the using design you can What
Promptthem with these questions guide theirto understanding: screen? the on do to what know turtle the does How › › D. Run a demonstration TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 70 E. Create a Tinkercad account
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 71 WWW.TURTLE.SUGARLABS.ORG STEP 01: PICK A SHAPE
and
, and pen , with
turtle menu options. forward / back / forward leftright / down / up pen repeat
functions: › › › › C. Experiment C. the following basic the different commands the under flow a simple one to start with; you can try for more advancedshapes later on. Blocks Turtle Open B. begin experimenting with STUDENT ACTIVITY shape geometric a Pick A. to create with code. Choose
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 72 CODE YOUR SHAPE YOUR CODE 02: STEP WWW.TURTLE.SUGARLABS.ORG WWW.TURTLE.SUGARLABS.ORG WWW.TURTLE.SUGARLABS.ORG canvas if you need to restart. TIP: start block this drawing function until you’ve you’ve until function drawing this B. Create simple objects the under them connect and A. Drag commands simplify your simplify code. the using y Tr moves. different multiple requiring C. Practice making shapes shape. created desired your right right Use the the Use onto the screen, then to create an operation. an create to eraser repeat to clear your your clear to
command to to command like forward forward
yellow
by using using by
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 73 . Select Check your on the right using the to make sure
E. Use the download button side of the screen to project save .SVG and name your file. Now you’re ready to import this file into Tinkercad! D. Make your final shape commands you practiced. shape it meets your original goal. Do the lines connect to create a single object? Does it have the correct perimeter and angles? WWW.TURTLE.SUGARLABS.ORG WWW.TURTLE.SUGARLABS.ORG
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 74 in the top right and select A. Open Tinkercad TINKERCAD INTO SHAPE YOUR IMPORT 03: STEP
and start a new design. Clicka new the design. and start choose a choose file to import your .SVG file. file. .SVG your import to import button button
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 75 WWW.TINKERCAD.COM WWW.TINKERCAD.COM
WWW.TINKERCAD.COM B. Alter your shape your Alter B. or scale however you want. Make sure you check the size with your teacher before exporting.
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 76 PRINT YOUR SHAPE YOUR PRINT 04: STEP WWW.TINKERCAD.COM Print Settings: Settings: Print option. .STL the select to sure Make file. your export to right top the A. In Tinkercad, click export reduce print time. to settings print the of some change or menu, scale the using models resize can You printing. for prepare and Print MakerBot B. Import your file Infill Resolution Supports Ra f s 10% 0.2mm No Yes
into into
in in
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 77 MAKERBOT EDUCATORS GUIDEBOOK PROJECT 03: CODE TO CAD PAGE 78 P R O J E C T CO M P L E T E :
RECODE, REPRINT, REPEAT PAGE 79 PROJECT CODE CAD TO 03:
GOING FURTHER
A. For more advanced students, B. For students learning and have students solve for the challenge them to recreate trigonometry, try providing a unknown angle and side lengths some of the complex shapes right triangle with only 1 side before creating their shape.
shown in the Thingiverse post. length and 2 angles defined, GUIDEBOOK EDUCATORS MAKERBOT CASTLE TEACHES PERIMETER AND AREA 3D PRINTED MINECRAFT for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1573929
LINK: PROJECT FOUR
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 80 INFO PROJECT PRINTERS ( Mineways AUTHOR 1– USED FILAMENT Castle per / hrs 2–3 MakerBot all with Works ( Minecraft SOFTWARE Ruler Pencil Graph Paper MATERIALS Group / Students 1—2 Groups 15 GROUPS 5—7 Class Periods Basic Minecraft NEEDED SKILLS Beginner DIFFICULTY Grade Levels 3 AUDIENCE History Math, Technology, SUBJECT @carlosvaras Varas, Carlos DURATION game experience PRINT TIME PRINT 3D printers 2 Large Spools 2 Large
®
Replicator
PC, Mac PC, Mac
—5 ®
) )
®
“3D printing is great for teaching spacial reasoning skills, skills, reasoning spacial teaching for great is printing “3D terms of a smaller unit. Represent measurement quantities using diagrams such such diagrams using as numberquantities line diagrams thatmeasurement feature a in measurement Represent unit scale. unit. larger a in smaller a of given terms measurements expressing require that problems and of masses volumes, liquid objects, and money, includingtime, problemsof involving simple fractions or decimals, intervals distances, involving problems 4.MD.A.2. Measurement & Data same the with perimeterrectangles and different areas or with the exhibiting same area andand different perimeters. length, lengths, side side the unknown an given finding perimeter the finding including polygons, of perimeters 3.MD.D.8. Measurement & Data STANDARDS MATH CORE COMMON involving volume. multiplication and addition and solve real world and mathematical problems 5.MD.C.5. Measurement & Data problems. mathematical and world real in rectangles 4.MD.A.3. Measurement & Data › › › to: able be will students project, this completing After OBJECTIVES LEARNING area. and real a perimeter between make can difference the to connection students printed, Once as area. and such moat) concepts (castle consider perimeter will they castles, their As design theme. and plan medieval a using students Minecraft in applied begins principles design learning The basic with Minecraft. in castle own their perimeter of constructing by area foundation and conceptual the learn will students project, this In SUMMARY LESSON found thatfound were reallymy students interested in this especially for perimeter and area: two major concepts in math. Given the popularity of Minecraft, this is a great great a is this Minecraft, of popularity the Given math. in lesson because they got to take their castle home!” castle their take to got they because lesson I learning. and playing between gap the bridge to lesson
Understand print and design, Plan, Understand – Carlos Varas Carlos the fundamental concept of a unit when measuring. when aunit of concept fundamental the the difference between perimeter and area. and perimeter between difference the a 3D model using Minecraft. using model a3D Relate volume to the operations of of operations the to volume Relate Solve real world problems involving involving problems world real Solve Apply the area and perimeter formulas for for formulas perimeter and area the Apply Use the four operations to solve word word solve to operations four the Use
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 81 on each
There’s a tutorial video Education post: thingiverse.com/thing:1573929 B. Download and install Mineways install and Download B. computer. This program allows you to export .STL files from Minecraft for 3D printing. It’suse. to easy pretty and free TIP: included in the Thingiverse
If you aren’t using Begin with a Minecraft will work. will the EDU license, students will need to use the same computer each class period. TIP: TIP: Edu license if you can. You can buy a server license and a certain number of workstation licenses. If you can’t do that, a regular Minecraft license A. Download and install Minecraft install and Download A. on student computers. Make sure you have enough computers for each student or group. TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 82 YouTube® is a great resource for getting started. started. getting for resource great a YouTube®is shape. block basic same the using built are Minecraft in things and unit), 1 = block (1 system block basic a uses and how to use it. C. Students should be given Teach your students that Minecraft Minecraft that students your Teach
time to explore Minecraft Minecraft explore to time › › › › › Discuss D. enter butcan them. one no that so workspace own their into teleport to students allow that Library Edu TIP:
of a castle? to perimeter the relate of a castle moat the Discuss the concept of a moat. How does castle’s area and perimeter. castle. Ask students to point out the Minecraft example an of picture a Show perimeter. and area the out point and shapes geometric few a Show perimeter and area of an object? the both know to want you would Why area? and perimeter between difference the is What Maps are available from the Minecraft Minecraft the from available are Maps
perimeter and area with students
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 83 using graph
the unit blocks that
paper to draw out the basic shape of your castle from an overhead view. Count C. make up the perimeter of your castle design for reference Minecraft. in building when B. Plan your castle your Plan B. common castle
help get started. get help A. Research A. layouts for inspiration on what to include in your group’s castle. You can also search the Minecraft Gallery for sample Minecraft castle designs, or use the pictures from this project to STEP 01: PLAN YOUR CASTLE STUDENT ACTIVITY
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 84 IN MINECRAFT IN CASTLE BUILDA 02: STEP REVIEW YOUR CASTLE DESIGN CASTLE YOUR REVIEW 03: STEP same number of unit blocks as planned in Step 1. B. Start building: find a place to build your castle. A. Scout location: MINECRAFT
Be sure to build your castle with the the with castle your build to sure Be Open Minecraft Creative Mode and and Mode Creative Minecraft Open world a name so it will be easy to find later. later. find to easy be will it so name a world your give to sure Make class. each leaving C. Save your work: easier printing. for water or torches as such details small any Remove B. out when you print them. come to enough deep is moat the and enough tall are walls the sure make to teacher your with A. Review your castle design
Save your world before before world your Save
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 85 and
File
and choose the Once open, you’ll
and click and
Open World Open A. Open Mineways Open A. thenclick correct world. castle: your Find B. see a bird’s eye view of your world. Navigate around until you find the castle and zoom in. and drag to selectdrag andcastle. the to
Rightclick
MINEWAYS MINEWAYS C. Select your castle: your Select C. Include 1 block around it to ensure a goodpink. in printinghighlighted be will selection base. Your STEP 04: AND MINEWAYS OPEN CASTLE LOCATE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 86 settings, just click default the of any change to need shouldn’t You formatting. for options with open dialog export model a B. Check your settings: type. file the as STL binary select to sure Make file. your save to where choose and click A. Export .STL: FROM MINEWAYS FROM CASTLE YOUR EXPORT 05: STEP MINEWAYS File and then click click then and
With your castle selected, selected, castle your With OK . export export for 3D printing
After you click click you After save you will see see will you
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 87 Yes Varies 0.2mm 10% s f Ra Supports Resolution Infill PrintSettings: the designs
and write your name bottom. the on B. Print B. your castle to bring it to life. Include some elements from your research.
the .STL files into MakerBot Print
and decorate and A. Import A. necessary.down or if up them scale and C. Paint Paint C. STEP 06: PRINT AND PAINT YOUR CASTLE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 88 GOING FURTHER KINGDOM YOUR RULE COMPLETE: PROJECT their castle isn’t a perfect square or rectangle. rectangle. or square a perfect isn’t castle their if area exact and castle of volume the calculate A. For more advanced students, you could could you students, advanced more For of each room individually. individually. room each of volume and area the calculate also can They principles. design blueprint basic and view eye bird’s explain B. Have students create rooms inside the castle, then then castle, the inside rooms create students Have
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 04: 3D PRINTED MINECRAFT CASTLE PAGE 89
ARCHITECT THE SPEEDY for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1682347
LINK: PROJECT FIVE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 90 FILAMENT USED FILAMENT Lesson: extension activity ½ Spools 2 Large Prep: TIME PRINT 3D printers MakerBot® Replicator® all with Works PRINTERS Tinkercad ( SOFTWARE weights lb 5 Two Measuring tape type per group) each of (15–20 Pieces Connector Printed 3D Ruler Scissors group) per (50 Drinking Straws MATERIALS 3–4 Students / Group 8 Groups GROUPS extension activity with 3–4 Period, Class 1 DURATION None NEEDED SKILLS Beginner DIFFICULTY Grade Levels 3–8 AUDIENCE Technology Engineering, SUBJECT @makerbotlearning Learning, MakerBot AUTHOR INFO PROJECT Large Spool for for Spool Large 20 hrs / Group / hrs 20 2-3 hrs / Group / 2-3hrs
web app web
)
“This is an easy project to get started with. After printing the the printing After with. started get to project easy an is “This among several design solutions to identify the best characteristics of each that that each of characteristics can be best combined intothe a new solution to better meet theidentify criteriato for success. solutions design several among MS-ETS1-3. determine how well they meet the criteria and constraints of the problem. MS-ETS1-2 natural the and people on environment that may limitimpacts possible solutions. potential and principles account into scientific taking relevant solution, successful a ensure to precision sufficient MS-ETS1-1. NGSS STANDARDS › › › to: able be will students project, this completing After OBJECTIVES LEARNING principles. design or engineering advanced can more lesson the include to of expanded sections be many and 8, - 3 grades for applicable is project This design software. 3D basic Tinkercad some in and skills constraints, resource and design buildings, within stable build to most how the create shapes what learn will tallest Students and buildings. strongest the both building in challenges; two together work overcome to to teams students engage will lesson this modification, Without of straws. and amount pieces limited a connector using requirements design structure a teacher’s build the to satisfies architects that of role the on take students project, quick this In SUMMARY LESSON given, then get the chance to design and print their own own their print and design to chance the get then given, first Students tool. powerful a such is printing 3D why emphasize helps activity extension the time, more bit a custom solutions to overcome those limitations.” limitations.” those overcome to solutions custom theexperience limitations of the materials they’re pieces, you can run it in a single class period. If you have have you If period. class single a in it run can you pieces,
Use Understand Design Tinkercad software to modify an existing model existing an to modify software Tinkercad – within specified requirements and restraints MakerBot Learning MakerBot . Evaluate competing design solutions using a systematic process to to process systematic a using solutions design competing Evaluate . Define the criteria and constraints of a design problem with with problem design a of constraints and criteria the Define Analyze data from tests to determine similarities and differences differences and similarities determine to tests from data Analyze the importance of teamwork of importance the
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 91 and student handouts. Any standard sized drinking straws with a 0.22” diameter
.
Print each connector B. Lay out all building materials building all out Lay B. will work. Check the link in the project’s materials section on Thingiverse Education for the straws used here. TIP: TIP: for color own it’s in piece sorting. easier pieces are all reusable for future projects. If possible, print extras cornerconnector the it’s piece, of mostpopular. the usually project: thingiverse.com/thing:1682347 connectoreach of 30 - Print20 per group. It will take some time to print them all, but you only need to do this step once because the A. Print the connector pieces connector the Print A. from the Thingiverse Education TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 92 ACTIVITY STUDENT TALLEST possible structure that can stand on its own and remain standing for for standing remain and own the its and on requirements secondary designdesign stand requirements on your handout. critical can the Review that measured. be to enough long structure possible TALLEST B. Review challenge: teacher.your A. Get challenge handout: EINRQIEET - REQUIREMENTS DESIGN THE TALLEST THE BUILDING STEP 01: STEP
Using the materials provided, you will need to build the the build to need will you provided, materials the Using
Get your group’s Design Requirements Sheet from from Sheet Requirements Design group’s your Get
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 93 Take a
Now that you’ve See grading sheet about B. Shop for materials: materials: for Shop B. short amount of time (5 minutes or so) to shop for materials. Try to take a diverse amount of connectors, but only take what you need! This emphasizes the importancewill and planning of challenge you to find creative solutions. Groups with leftover points. less receive will materials A. Plan: Plan: A. reviewed the design design. your plan requirements, excess materials and “re-buying”materials. TIP: TIP: STEP 02: PLAN AND SHOP FOR BUILDING THE TALLEST
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 94 TALLEST BUILDING TALLEST THE BUILD : 3 0 P E T S
› › › guidelines: the for handout your Reference buildings. their create to minutes A. Build! the second challenge. challenge. second the for ready get to pile class the in back materials the place and buildings your C. Disassemble: materials, and record the results. leftover your count building, your of height the measure will teacher your minutes, 15 B. Measure buildings: ›
floor, magic, etc. the to taping wall, the against leaning no - measured being while standing remain and own its on stand must tower Your many times as you want. as tower your rebuild can You limit. time of the end the at measured be will towers All creative creative name! a tower your Give
Groups have 15 15 have Groups Take apart apart Take
After After
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 95
Review the critical design
Using the materials provided,
S T E P 0 4 : DESIGN REQUIREMENTS- THE STRONGEST BUILDING withstand 5 lbs of weight for at least 5 seconds. 5 least at for weight of lbs 5 withstand requirements: Design B. requirements and the secondary design requirementshandout. your on A. Review challenge: Review A. build the STRONGEST possible structure that can
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 96 A. Plan. STRONGEST BUILDING STRONGEST THE FOR SHOP AND PLAN 05: STEP Now that you’ve reviewed the design planrequirements, your design. receive less points. will materials leftover with Groups solutions. creative find to you challenge will and planning of importance the emphasizes This need! you what take only but connectors, of amount diverse a take to Try materials. new for shop of amount time (5 or so)minutes to B. Shop for materials:
Take a short short a Take
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 97
After 15 Take apar t
Groups have 15
your buildings and place the pile. class the in back materials B. Measure buildings: buildings: Measure B. minutes, your teacher will bring a 5 lb weight to measure your building, count your leftover materials, and record the results. Disassemble: C. A. Build! A. minutes to create their buildings. Reference your handout for theguidelines.
LD THE TEP 06: S BUI STRONGEST BUILDING
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 98 ACTIVITY EXTENSION com/thing:1682347 found on the Thingiverse Education™ project page ( A. Download: type? connector 3D printed new abrand using improve designs building your would How designs? connector the of one building after from a set of existing connectors. Can youlearned improve onyou what using connector printed 3D custom own your Design software. Tinkercad using design 3D incorporate project, the to challenges engineering and design more Toadd downloaded file and click right hand corner of the window and select C. Import: B. Navigate to IMPORT CONNECTOR IMPORT STEP 01: STEP Once you’ve opened a new design, navigate to the upper upper the to navigate design, new a opened you’ve Once Start by downloading one of the connector .STL files files .STL connector the of one downloading by Start Tinkercad.com ).
We used the two arm connector. arm two the used We import and click click and . create new design import . Choose your your Choose . thingiverse. .
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 99
ctrl-V To copyTo a
then on Mac). Create Drag the ruler ctrl-C The connector cmd-V , cmd-C connector to have. B. Resize: Resize: B. measures 4.6 x 4.6 x 40 mm. Edit the length so that the dimensions are 4.6 x 4.6 x 20 mm. Now that the connector leg is the proper size, you can duplicate it to create new custom connectors with several legs. paste: and Copy C. press part, ( several copies depending on the number of legs you want your A. Insert ruler: ruler: Insert A. tool from the upper right hand corner of your screen onto your workplane, then select your dimensions. its see to object WWW.TINKERCAD.COM WWW.TINKERCAD.COM WWW.TINKERCAD.COM S T E P 0 2 : RESIZE AND DUPLICATE straws across its length, you’ll need to edit the length to begin creating a new connector. Because this connector was designed to hold two
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 100 rotating the legs created into place. place. into created legs the rotating and moving by connector new all an design to time it’s legs, connector your duplicated you’ve that Now BUILD A NEW CONNECTOR NEW BUILDA : 3 0 P E T S WWW.TINKERCAD.COM WWW.TINKERCAD.COM WWW.TINKERCAD.COM while rotating, your object selected. If you hold when part your around TIP: needed. if duplicates more create can You connector. custom a build to place into leg A. Move and rotate: grouped, you’re grouped, toready print! been has model your Once corner. hand right upper the the click Then leg. shift holding by connector your C. Group: or right on each axis. left, center, the to parts align to appear that circles the on Click corner. hand right upper the in click then parts, more 2 or Select place. right the in they’re sure make to tool align the use to best it’s place, in legs your B. Align: breeze. a legs connector repositioning making will rotate in 45 The rotate tool appears appears tool rotate The and clicking on each each on clicking and
Once you have all of of all have you Once
Select all legs of of legs all Select ° increments, increments, group Move each each Move
shift in in
align
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 101
in the No 0.2mm 10% Yes export Import your new Click
, and enter the number Select your print
s f Supports Resolution Infill Ra B. Import: B. connector in MakerBot Print and re-orient the part if needed. If you want to print multiple, right click on your model, select duplicate of copies you want. Print: C. printing! begin and settings A. Export: A. upper right hand corner of the screen and choose to download yournewconnector as an file. .STL Print Settings: WWW.TINKERCAD.COM S T E P 0 4 : EXPORT AND PRINT
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 102 PROJECT C : E T E TOMORROW BUILDFOR L P M CO T C E J O R P › › reflection questions: A. GOING FURTHER
buildings? your built you as change How did this initial design design plan? initial your was What
Discuss the following following the Discuss › ›
Building hold? Strong your could weight much How Tall Building? your of height final the was What Did you ever start over? › ›
learned while building? while learned you else anything there Was building your structures? of part hardest the was What
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: THE SPEEDY ARCHITECT PAGE 103
1682347
0 points Structure cannot stand on own.its Less than 30" More than 14 connectors and 14 straws wasted - DOES NOT MEET REQUIREMENT
2 points Less than Less 14 connectors 14 and straws wasted - - -
0 bonus Does not use all materials building create to provided Base is larger than 10" x 10" Is less48" than Is thingiverse.com/thing:
4 points - - Less than Less 13 connectors and 13 straws wasted -
6 points Taller 30" than Less than Less 12 connectors and 12 straws wasted Needed to “buy” additional materials more than once - TO DOWNLOAD: TO
Uses all materials building create to provide Building base measures 10" x 10" or less 2 bonus 48" than taller Is 8 points - - Less than 11 connectors and 11 straws wasted Needed to “buy” additional materials once
Structure stands on own.its 10 points 36" 36" taller or Less than 10 connectors and 10 straws wasted Did not need to “buy” additional materials MEETS REQUIREMENT CRITICAL DESIGN REQUIREMENTS - 10 POINTS EACH SECONDARY DESIGN REQUIREMENTS SECONDARY BONUS 2 - POINTS EACH Cosmetic Zero Waste Space Saver Structural Integrity Safety / Safety Capacity Planning Minimal Waste BUILDING ONE: BUILDING THE TALLEST
15 , as you on its critical
5 minutes tallest to construct . If you run out and remain BUILDING NAME BUILDING design requirements design Use only the materials you have given been Build the the Build building freestanding the Satisfy being measured - no leaning against the wall, taping to the etc. magic, floor, Give your buildings names!creative get more, but you will penalty. small a have Your building stand must own standing while each building. each Only use the materials you select during the planning phase of materials, you can too little materials! You will have minutes will “shop” for your materials. Try to estimate as can you best will lose points for taking too much or You have to plan your structure before you start building. During this time, you
RULES PLANNING › CHALLENGE › › › › › › › › PROJECT WORKSHEET
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: SPEEDY ARCHITECT PAGE 104 WORKSHEET PROJECT › › › › RULES › › PLANNING › › › CHALLENGE
creative creative names! buildings your Give floor, magic, etc. the to taping wall, the against leaning no - measured being standing while own must stand building Your have a small penalty. will you but more, get can you materials, of phase planning the during select you materials the use Only each building. minutes have will You materials! little too or much too taking for points lose will best you can as estimate to Try materials. your for “shop” will you time, this During building. start you before structure your plan to have You been given have you materials the only Use design requirements Satisfy the freestanding building Build the BUILDING NAME and remain remain and . If you run out out run you If . to construct construct to strongest 5 minutes
critical critical on its its on , as you you as , 15 15
THE STRONGEST BUILDING STRONGEST THE TWO: BUILDING Planning Waste Minimal Strength Integrity Structural Safety / Space Saver Space Waste Zero Strength Super SECONDARY DESIGN REQUIREMENTS - 2 BONUS POINTS EACH POINTS - 2 BONUS SECONDARY REQUIREMENTS DESIGN CRITICAL DESIGN REQUIREMENTS - 10 POINTS EACH 10POINTS - REQUIREMENTS DESIGN CRITICAL REQUIREMENT MEETS materials additional “buy” to need not Did wasted straws 10 and connectors 10 than Less breaking without for 5 secs weight 5lb a hold Can points 10 its its own. on stands Structure
5lb weight weight 5lb a hold Can once materials additional “buy” to Needed wasted straws 11 and connectors 11 than Less breaking without for 4 secs - points 8 10" x 10" or less or 10" x 10" measures base Building all provided Uses materials ( without breaking weight 10lb a hold Can bonus 2 bending okay
TO DOWNLOAD: - 5lb weight weight 5lb a hold Can once than more materials additional “buy” to Needed wasted straws 12 and connectors 12 Less than breaking without secs 3 for points 6 )
- 5lb weight weight 5lb a hold Can wasted straws 13 and connectors 13 Less than breaking without secs 2 for - points 4
thingiverse.com/thing: 10" x 10" x 10" than larger is Base materials provided all use not Does without breaking weight 10lb a hold Cannot bonus 0
- - 5lb weight weight 5lb a hold Can wasted straws 14 and connectors 14 Less than breaking without for 1 sec points 2
- hold a 5lb 5lb a hold Cannot its own. on stand cannot Structure points 0 wasted straws and 14 connectors 14 than More breaking without weight REQUIREMENT MEET NOT DOES
1682347
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 05: SPEEDY ARCHITECT PAGE 105 MAKE IT GO ² H for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1622569
LINK: PROJECT SIX
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 106 AUTHORS PRINT TIME PRINT 3D printers 1 USED FILAMENT Lesson: Prep: MakerBot all with Works PRINTERS Tinkercad ( Sphero MATERIALS 6–7 Students / Group 4 Groups GROUPS Periods Class 7–8 DURATION software experience Tinkercad Basic NEEDED SKILLS Intermediate DIFFICULTY Grade Levels 4 AUDIENCE Technology Engineering, SUBJECT Knueve, Kurt Amy Otis, INFO PROJECT SOFTWARE Bands Rubber Cleaners, Optional: Calipers or Ruler Timer or Stopwatch meter sticks, etc.) (tape, Material Track water of mL 100 hold to Containers or Cups Small Measuring Cup with Sphero app Device Mobile or Tablet – 1 ½ Large Spool Large
2.5 hrs / Hat ®
robot 4 hrs /Group 4 hrs
® @otisa
Pipe Pipe Replicator
web app web
@knuevek
–8
) ®
“This lesson is a great depiction of combining multiple disciplines disciplines multiple combining of depiction great a is lesson “This involving volume. volume. involving multiplication and addition and solve real world and mathematical problems 5.MD.C.5 Measurement and Data figures and understand concepts of volume measurement. 5.MD.C.3 Measurement and Data require that problems and expressing measurements given in a larger unit in terms of a smallerdecimals, unit. or fractions simple including money, involving and problems objects, of masses volumes, liquid time, of intervals 4.MD.A.2 Measurement and Data STANDARDS MATH CORE COMMON of aspects identify to improved. be can that prototype or a model considered are points failure and controlled are variables 3-5-ETS1-3 Engineering and Design problem. the of constraints solutions to a problem based on how well each is likely to meet the criteria and 3-5-ETS1-2 Engineering and Design on cost. or constraints time, and success materials, for criteria specified includes that want a or need a 3-5-ETS1-1 Engineering and Design another. to form one from energy converts 4-PS3-4 Energy collide. objects when occur that energy 4-PS3-3 Energy NGSS STANDARDS › › › › to: able be will students project, this completing After OBJECTIVES LEARNING Students line. finish the to should aim toand spill as litle watertrack a as possible while speeding around the track. around line, starting the from water of enabled robot using the given hat. This vehicle must be able to 100carry mLvehicle a create to asked be will Students SUMMARY LESSON into one project. The students were so excited with the the with excited so were students The project. one into programming and racing that they forgot how much planning and and math they were doing in the process!” planning much how forgot they that racing and programming
factors affect speed and efficiency. Understand car drive smoother, keep water in place, and prevent splashing. Use size of cup and hat attachment). Design water. of volume specific a hold to Understand Tinkercad software to design elements necessary to help the the help to necessary elements design to software Tinkercad – around real-world constraints (such as as (such constraints real-world around Amy Otis Amy volume and how much space is required required is space much how and volume how weight, materials, and other other and materials, weight, how Ask questions and predict outcomes about the changes in in changes the about outcomes predict and questions Ask Apply scientific ideas to design, test, and refine a device that that device a refine and test, design, to ideas scientific Apply Recognize volume as an attribute of solid solid of attribute an as volume Recognize : Relate volume to the operations of of operations the to volume Relate : Solve word problems involving distances, distances, involving problems word Solve Define a simple design problem reflecting reflecting problem design simple a Define Generate and compare multiple possible possible multiple compare and Generate Plan and carry out fair tests in which which in tests fair out carry and Plan
that attaches to the Sphero app- to Sphero the that attaches – Kurt Knueve Kurt
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 107 one hat file for each group. This way B. Print Print B. need only print to you’ll vechicles on.later from Thingiverse
Remind the students that demonstrate the concept to the students. www.thingiverse.com/thing:1622569 A. Print the sample files sample the Print A. vehicle, (hat, wheels, Education™ and axles) and assemble the vechicles to these are just some examples and not necessarily the best. It’s their job to come up with more solutions!creative TIP: TIP: TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 108 for help getting started. to Go version. programmable educational, the Sprk+®, Sphero® the used C. Set up your Sphero: line to make timing easier. timing to make line end and start a identify to sure Make materials. other or tape using classroom your of floor E. Lay out before starting the project. capabilities driving its and control Sphero the with familiar become to chance a given be should Students device(s). mobile or tablet your with Sphero(s) pair and Download D. the track track the the Sphero app Sphero the Sphero.com on the the on
We
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 109 ACCOUNT for your group for design purposes. If you’re unfamiliar
STEP 01: SOFTWARE SOFTWARE CREATE TINKERCAD A. Create an account an Create A. with Tinkercad software, work with the program priorto practice to beginning design this skills. project STUDENT ACTIVITY
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 110 Your vehicle should attach to the Sphero hat provided and should be able to carry a container container a carry to able be with 100should mL of water.and provided hat Sphero the to it. attach test then should vehicle Your software Tinkercad using vehicle own their design should group Each D 02: STEP WWW.TINKERCAD.COM WWW.TINKERCAD.COM ESIGN VEHICLES VEHICLES ESIGN and carry the water cup. cup. water the carry and Sphero the to attach properly to able be will vehicle your ensure can you way This calipers. or ruler a using hat Sphero and A. Measure components are the correct size. correct the are components make sure your vehicle and The vehicle. and group tool holes, shapes, basic the Use C. Tinkercad software. B. Start a new design
the water cup cup water the ruler
to create your your create to
is helpful to to helpful is in in
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 111 WWW.TINKERCAD.COM WWW.TINKERCAD.COM Your vehicle
If students import the You can either start by ware, they can make sure f attaching to the hat Correctlysized holes for axles axles Wheelsand A placehold to the water cup Properly placed prongs for
printing. TIP: TIP: Sphero hat .STL into Tinkercad so theirprongs line up before included on Thingiverse® or start scratch. from TIP: TIP: importing the sample files › › D. Check your work: should have the following components: › ›
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 112 of your model individually. individually. model your of selected shape Print Settings: Print settings and begin printing. C. Print: may need support material. designs student but material, support without print to able is vehicle sample The printing. for prepare and Print MakerBot B. Import TIP: aspects. design and files the download to format .STL Choose export Tinkercadusing thesoftware A. Export PRINT, TEST, AND ITERATE! PRINT,TEST,AND : 3 0 P E T S Infill Resolution Supports Ra f Select s button in the top right. right. top the in button
Select your print print your Select
models from from models your files into into files your download the the download
to export parts parts export to 5% 0.2mm Varies Yes
WWW.TINKERCAD.COM
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 113 Make
Make sure Make sure the
vehicleattached. F. Insert cup and test: water cup fits into your vehicle and that the Sphero can still drive with the cleanersor rubber bands to help. E. Attach hat: Attach E. sure the vehicle attaches to the hat. You can use pipe D. Assemble your vehicle: your wheels and properly attach axles and can roll.
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 114 C. Record your time record that value. then race, the during lost you water much how out figure to amount starting the from amount final your Subtract racing. after cup the measure then starting, before cup your B. Measure successful and successful why. most/least were designs which discuss Discuss: D. ENGINES! : E YOUR T E START L P M CO T C E J O R P
Compare class results and and results class Compare the exact amount of water in in water of amount exact the amount of amount time. least the in track the navigating while possible as water much as save to aim should You line. finish to the and track the around line, starting the from water A. Race!
The goal of the race is to transport 100 mL of of mL 100 transport to is race the of goal The
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 115
points earned
f finish not Did The vehicle does not carry the well. water No creativity was used. The group did not waso or finish task most of the time. 50mLand below 1 points TOTAL POINTS TOTAL 50% Bottom The vehicle water, the carries but struggles on turns and does smoothly. ride not Design shows minimal creativity. Less than half of the group was workingtask.on 70-60mL 2 points Most of the worked group together with few distractions. Top 50% Design showed creativity that didn’t help the overall success of theproject. 90-80mL The vehicle carries the water fairly well but not smoothly. 3 points MAKE IT GO ² H All members of the group worked together and contributed ideas. Fastest time Group used creativity in design and overall it helped in success of the project. 100mL The vehicle carries the water smoothly around corners. 4 points thingiverse.com/thing:1622569
GROUP NAME GROUP Completion Time Course Group Work Creativity Function
Water Transpor t TO DOWNLOAD: TO PROJECT RUBRIC
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 116 for the Sphero to navigate the track on its own. A. GOING FURTHER Try having the students use the Sphero app to code directions directions code to app Sphero the use students the having Try
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 06: H2 MAKE IT GO PAGE 117
CHALLENGE WEATHER SURVIVAL WEATHER for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1711704
LINK: PROJECT SEVEN
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 118 INFO PROJECT AUTHOR 1-2 Large Spools 1-2Large USED FILAMENT Lesson: Prep: TIME PRINT 3D printers MakerBot® Replicator® all with Works PRINTERS Tinkercad ( SOFTWARE Sketchbook Water Sand or stones tub Plastic MATERIALS Group / Students 2-3 Groups 10 GROUPS Periods Class 2-3 DURATION software experience Tinkercad Basic NEEDED SKILLS Intermediate DIFFICULTY Grade Levels 2–6 AUDIENCE Science SUBJECT @liberty3D Thomas, Nichole None 5-10 hrs / Group / hrs 5-10
web app web
)
“I love this project because it covers so many different lessons lessons different many so covers it because project this love “I › › need or a want that includes specified criteria for success and constraints on on constraints and success for criteria specified includes that want a or need 3-5-ETS1-1 Engineering Design of gravity. force the and sun the from by energy driven systems Earth’s through Systems Earth’s MS-ESS2-4 NGSS STANDARDS › › of weather.and patterns Key include concepts SOL: SCI 2.6 STANDARDS VIRGINIA or prototype that can be improved. of a model aspects to identify are are controlled considered and failure points 3-5-ETS1-3 Engineering Design problem. the of constraints solutions to a problem based on how well each is likely to meet the criteria and 3-5-ETS1-2 Engineering Design materials, time, or cost. › to: able be will students project, this completing After OBJECTIVES LEARNING will that structure a withstandcreate extremeto weather or flooding, then printchallenged and test are their models. Students patterns us. weather affect they how discussing and unit class any for expansion great a is project This SUMMARY LESSON get a chance to try, fail, redesign and try again – something that that something – again try and redesign fail, try, to chance a get only not students the designs, their testing When strategies. and engage in the basics of STEM education, but also learn how to to how learn also but education, STEM of basics the in engage design (and redesign) and make the best model for the job. They They job. the for model best the make and redesign) (and design seeing all of the different solutions that the students create to to create solve the same problem!”students the that solutions different the of all seeing many students don’t get the opportunity to do. It’s awesome awesome It’s do. to opportunity the get don’t students many
structures impervious to flooding. creating of methods conceptual Understand and patterns of weather.types basic Understand Temperature, wind, precipitation, drought, flood, storms flood, drought, The uses and importance of measuring and recording weather data precipitation, wind, Temperature, Create objects in Tinkercad using the the using in Tinkercad Create objects – Nichole Thomas Nichole The student will investigate and understand basic types, changes, changes, types, basic understand and investigate will student The Develop a model to describe the cycling of water water of cycling the describe to model a Develop Define a simple design problem reflecting a reflecting problem design simple a Define Generate and compare multiple possible Plan and carry out fair tests in which variables variables which in tests fair out carry and Plan
group , hole , and transformation tools transformation .
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 119 Students must have an active account in order to design their structures.
at to prop the C. Use a small book book small a Use C. incline. slight a at up bin B. Place sand or stones stones or sand Place B. the bottom of the plastic bin to replicate soil and to create a firm base for testing theprinted structures. A. Create Tinkercad accounts: Tinkercad Create A. TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 120 ACTIVITY STUDENT a flood-prone environment. environment. flood-prone a C. Brainstorm flood. a withstand will that structure a create to B. Research floods and hurricanes. A. Discuss DISCUSSBRAINSTORM AND STEP 01: STEP how communities deal with weather challenges, such as how heavy rain can cause flooding; use this information
which type of structures would be most beneficial in in beneficial most be would structures of type which
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 121
These functions allow you Align can save you time when WWW.TINKERCAD.COM WWW.TINKERCAD.COM D. Align: moving objects. This tool allows you to line up edges or centers of models. B. Group/Ungroup: Group/Ungroup: B. to merge one or more shapes to create your weatherproofing structures. This tool also allowsto youuse holes to cut from an existing shape. Groupingan essentialis step in exporting files for 3D printing. This includes rotate, scale, etc.
Holes in Tinkercad are shapes shapes are Tinkercad in Holes
WWW.TINKERCAD.COM WWW.TINKERCAD.COM STEP 02: TINKERCAD INSTRUCTION that are used to remove material from create useholescanto anotherobject. You windows, doors or other cutouts. C. Hole: C. A. Move: A. of how to use Tinkercad software. Review and practice the yourfollowing structure. tools before building In order for you to successfully complete this project you will need a basic understanding
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 122 DESIGN 03: STEP design and iteration. for periods class 2 - 1 take should This structure. proof designing your own flood- start software, Tinkercad of operation basic the with familiar are you Once structures: Design A. grouped into one part. part. one into grouped is model your sure make Also successfully. print will it that so touching are model your of parts all sure Make teacher. and group your with it review design, your completed have you B. Review structures:
Once Once
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 123 Yes Model on Depends 0.2mm 5% s f Ra Supports Resolution Infill PrintSettings: in the upper right side export Once you have completed
Click
all models with the same
and exported your model, import it into MakerBot Print to prepare for printing. Print C. testing. consistent ensure to settings A. Export: A. softwareTinkercad the Select of window. the.STL format start to the download. Prepare: B. STEP 04: PRINT
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 124 › › worksheet: provided the on A. Complete the worksheet: REFLECT 06: STEP › › mind: in questions following › the Keep flooding. and rain heavy each well under how see to performs simulation structure flooding mock a in model group’s each test time, a at One TEST 05: STEP
Does the model stand above the water line? of the Are model thatparts there could easily away? be washed Does the model stay in place? If you had a chance to redesign, what would you do differently? differently? do you would what redesign, to chance a had you If it. tested you happened what when Explain flood? the to up stand structure your Did Answer the following questions questions following the Answer
flood levels. levels. flood model once water reaches the of behavior the Observe rain. heavy simulate to B. Add water stones as your soil. water bin, using the sand/ A. Place structure to the bin bin the to into the the into
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 125
thingiverse.com/thing:1711704
TO DOWNLOAD: TO If you had a chance to design your structure, differently? do you would what
CHALLENGE WEATHER SURVIVAL WEATHER DRAW YOUR STRUCTURE: YOUR DRAW STUDENT NAME STUDENT Did your structure stand up to the flood? the to up stand structure your Did it. tested you when happened what Explain PROJECT WORKSHEET
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 126 models and compare the results. Test the new test. first their from learned they what using structures A. GOING FURTHER REBUILD : E T E AND REIMAGINE L P M CO T C E J O R P Have students redesign their their redesign students Have flood test again: what happens? happens? what again: test flood same the run and density, infill the increasing as such settings, B. Change some of the print print the of some Change like tornados, hurricanes, etc. hurricanes, like tornados, weather severe other withstand to structures design would they how ask environment, flood a for structures designed C. Now that students have have students that Now
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 07: WEATHER SURVIVAL CHALLENGE PAGE 127 GLIDERS RUBBER BAND for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1744950
LINK: PROJECT EIGHT
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 128 INFO PROJECT Replicator PRINT TIME PRINT MakerBot Replicator Mini 3D printers AUTHOR ½ Prep: MakerBot all with Works PRINTERS 360 Fusion Autodesk SOFTWARE Open space to launch Calipers or Ruler Superglue or Tape Measure Tape Bands Rubber MATERIALS 1 Groups 15 GROUPS 3 DURATION 360™Fusion experience Autodesk® Basic NEEDED SKILLS Intermediate DIFFICULTY Grade Levels 6 AUDIENCE Engineering SUBJECT @insane66 Je FILAMENT USED FILAMENT Lesson: –2 students / Group / students –2 –5 Class periods Class –5 Large Spool Large f ry Turnmire, Turnmire, ry
1 hr / 1 hr
30 mins / Group / mins 30
® , except the the except , Glider
–12
®
So, I set out to design a project to make a practical exploration of of exploration practical a make to project a design to out set I So, “I’m a pilot and have loved airplanes since I was old enough to to enough old was I since airplanes loved have and pilot a “I’m social, cultural, and environmental impacts. impacts. possible as environmental well and as cultural, aesthetics social, and reliability, safety, of cost, range a for including account that constraints, trade-offs and criteria prioritized on based problem Design Engineering HS-ETS1-3 can that problems be solved throughmanageable engineering. more smaller, into down it breaking by problem Design Engineering HS-ETS1-2 NGSS STANDARDS another. on how depends interest describe of to quantity function a one use or problem design a solve to geometry use might Mathematics with Model CCSS.Math.Practice.MP4 of sources other with information. conclusions challenging or when data the corroborating and verifying text, possible technical or science a in conclusions and analysis, Subjects Technical & RST.11-12.8Science STANDARDS MATH CORE COMMON › › to: able be will students project, this completing After OBJECTIVES LEARNING launching students your with rubber band gliders! period class fun a spend to excuse great a also It’s and research practical exploration as the through gliders crash and soar. aerodynamics of students principles class, basic your by learn will designed wings the as well as wings of selection Thingiverse, on large a With available class. in design they body that glider wings band with rubber paired be to universal a with students provide you’ll project this In aerodynamics. and flight specifically engineering, about excited students get to way great a are gliders band Rubber SUMMARY LESSON › talk. I have built hundreds of model planes. Some fly, some just just some fly, Some planes. model of hundreds built have I talk. wing design by making rubber band gliders with wings that can can that wings with gliders band rubber making by design wing easily be replaced, redesigned, and easilytested.” replaced, be redesigned, look pretty. We need more young people interested in aerospace! aerospace! in interested people young more need We pretty. look
Describe Learn Collect data Collect about aerodynamic forces including lift, drag, weight, thrust, and flight weight, thrust, drag, lift, including forces aerodynamic about – Je how wing design influences lift influences design wing how f ry Turnmire and modify wing design based on this data this on based design wing modify and Design a solution to a complex real-world real-world complex a to solution a Design Evaluate a solution to a complex real-world real-world complex a to solution a Evaluate Evaluate the hypotheses, data, data, hypotheses, the Evaluate By high school, a student student a school, high By
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 129 ). ). two or three of the
When printing the glider body, print thingiverse.com/thing:1744950 A. Print A. glider body files included in the Thingiverse Education post ( TIP: TIP: with support material and rafts. Printingthe wings laying flat on the build plate higher-quality createswing.a wings to give students ideas aboutdifferent wingdesigns. B. Print a few of the sample TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 130 › › › › engineering: aerospace of terminology C. Review and discuss
would remain in equilibrium in any position. in equilibrium would remain body the point this at supported if that so concentrated as considered be may body a of weight gravity of Center exerts against a moving object. Air resistance: another. over moving when encounters object Friction between the body and the air. velocity relative is there whenever body a force: Aerodynamic : The resistance that one surface or or surface one that resistance The :
The friction force air air force friction The : The point at which the entire entire the which at point The The force exerted on on exerted force The
some of the basic principles and and principles basic the of some › › › Discuss: D.
Different styles of wings like rectangular, elliptical, sweptelliptical, (forward and rear),rectangular, like and delta wings of styles Different How center of gravity relates to glider performance online resources to help great has NASA design, wing in considered forces are aerodynamic and friction, resistance, air How › › E. Demonstrate:
and less effective. and less more are designs wing which Discuss gliders. predesigned the of one launch and print 3D
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 131 and design a set of wings to attach to the pre- the to wings attach design setandof a to
a set of glider wings using the knowledge you gained through The original Fusion 360™ software files are included in the Thingiverse Thingiverse the in included are softwarefiles 360™ Fusion original The STEP 01: Educationpage for this project. needed, If students can download and open those to help make sure their wing designs will fit on the body. TIP: TIP: classroomdiscussion and demonstration. understanding Your aerodynamicof forces and flight will be tested later. A. Begin planning planning Begin A. DESIGN AND BUILD AND DESIGN B. Open Autodesk Fusion 360 Fusion Autodesk Open B. made glider body. It is useful to have the printeddesign. glidersyou as measure available to hold and STUDENT ACTIVITY
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 132 design by changing print settings like infill. your of weight the with Experiment flight. affecting TIP: root. the onto slip to long ~20mm x square mm 3 roughly measures that socket C. Review the diagram: Wing weight is one of the most important factors factors important most the of one is weight Wing The wing root on the glider body is 2.4 mm square x 18mm long. Your wings will need a need will wings Your long. 18mm x square mm 2.4 is body glider the on root wing The
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 133
Make rotate to create and Move the wings to position them on the glider body and verify the size and fit. F. Use the mirror tool a second wing. D. Sketch / extrude wing: sure your wing has enough space to fit the wing root. root: the extrude / Sketch E. Make sure it is connected to your wing and has the correct dimensions. AUTODESK FUSION 360 AUTODESK FUSION 360 AUTODESK FUSION 360 AUTODESK FUSION 360
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 134 for printing. printing. for prepare and Print files .STL the Import B. menu A. Export for 3D printing PRINT 02: STEP AUTODESK FUSION 360 FUSION AUTODESK
into MakerBot MakerBot into and choosing the and choosing
.STL
by clicking format. Print Settings: Print Infill Resolution Supports Ra File, File, f s selecting the 30% 0.2mm Yes Yes 3D Print Print 3D (body only) (body body to perfect its center of gravity. gravity. of center its perfect to body glider’s the of iterations different TIP: Have students experiment with with experiment students Have
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 135 Launches should be performed at the same TIP: TIP: angle, into similar wind conditions. Watch the videoThingiverse on demonstrating proper launching technique. er f erent wind conditions, f by slipping the wings onto the
distance of each glider and record all data in a table. a in data all record and glider each of distance from the launch line one at a
Be aware of what is down range. With B. Launch gliders Launch B. time using the same rubber band. If you find the gliders hitting your fingers, use a pen as a launchingtool. It’s important that everyone uses the same method for consistency. CAUTION: CAUTION: di or bands rubber stronger gliders could or 30’ fly more! body roots. Set up your testing range with a launch line (marked with tape) and a large open space. If possible, a easier measuring make to grid landing a out lay launching. A. Assemble the gliders the Assemble A. STEP 03: TEST C. Measure the flight flight the Measure C.
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 136 › › › class: your with Discuss A. › differently? experiment the do you could How B. REVIEW 05: STEP EVALUATE 04: STEP
the class results? class the from draw you can conclusions other What Do they share common design traits? Which wing designs were most effective? future? the in minimized be they can how and results the affected factors outside What that you were able to achieve with your wing design. wing your with to able achieve thatwere you A. Evaluate your data
for trends and calculate the average distance distance average the calculate and trends for
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 137 thingiverse.com/thing:1744950
AVERAGE DISTANCE TO DOWNLOAD: TO SECOND LAUNCH FIRST LAUNCH GLIDERS RUBBER BAND TUDENT / GROUP / TUDENT S NAME PROJECT WORKSHEET
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 138 designs compared to their original designs. improved their test and again gliders student launch periods, class future In wings. of set new a design and process design iterative the use to students A. GOING FURTHER : E T FLY E TO LEARN L P M CO T C E J O R P A f er the first round of testing you can prompt prompt can you testing of round first the er allows for more design creativity. design more for allows but time-intensive more is This wings. and bodies glider the both design and B. Have students start from scratch scratch from start students Have
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 08: RUBBER BAND GLIDERS PAGE 139 BONANZA ARCHIMEDES ARCHIMEDES SCREW for access to handouts, videos and other materials associated with this project. thingiverse.com/thing:1769714
LINK: PROJECT NINE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 140 INFO PROJECT AUTHOR Lesson: 3–4 Large Spools USED FILAMENT Prep: MakerBot all with Works PRINTERS APPLICABLE Onshape ( SOFTWARE Calipers or Ruler Dual Lock Tape Bag of Dried Beans Superglue Bowls 2 Large MATERIALS 6–7 Students / Group 3–4 Groups GROUPS Periods Class 10—12 Some Onshape NEEDED SKILLS Advanced DIFFICULTY Grade Levels 9–12 AUDIENCE Engineering SUBJECT @makerbotlearning MakerBot Learning DURATION software experience PRINT TIME PRINT 3D printers
65 hrs 65
25—30 / hrs Group
®
web app web Replicator
®
) ®
design, and create a more efficient screw design that fits into the supplied case. designed in Onshape. The students’ task is to observe the sample printed screw material from lower ground to higher ground. The sample file included was to transport screw an Archimedes modify or create will students project, In this “This projects brings an ancient invention to life using modern modern using life to invention ancient an brings projects “This within and between systems relevant to the problem. real-world problem with numerous criteriacomplex a and constraintsto on interactions solutions proposed of impact the model Design Engineering HS-ETS1-4: manageable problems that can be solved through engineering. real-world problem by breaking it down into smaller, more Design Engineering HS-ETS1-2: energy. of form another into energy of form one convert to constraints Energy HS-PS3-3: NGSS STANDARDS › › to: able be will students project, this completing After OBJECTIVES LEARNING videos some out in Education the ( post Thingiverse Check application. the on depending sizes many and take can shapes but components, basic same the have Archimedes All designs it. screw carrying simply by than efficiently more an up much material incline of quantities large move can you crank, the rotating consists design of a screw (helical spiral part), basic a tube (full A or partial), and a Bycrank. machine. simple of type is this of screw example one Archimedes The efficient. more work their make common to use materials cleverly to had people created, were tools power before Well applications. different in many today used it still is Interestingly, lower from water to ground for and higher irrigation, ground flood prevention, more. transport to used often most was It 3rd B.C. the in century scientists, greatest world’s the of one by Archimedes, invented be to believed device a is Screw Archimedes The SUMMARYLESSON › › technology. While the project is definitely an investment in in investment an definitely is project the While technology. lesson well worth the effort!” effort!” the worth well lesson printing time and filament, the students’ final products make this this make products final students’ the filament, and time printing
Apply Discuss Comprehend Comprehend Understand Understand
engineering principles to design a simple machine – MakerBot Learning MakerBot the history of the Archimedes screw Archimedes of the history the the impact of changing design parameters design of changing impact the
and apply the fundamentals of parametric 3D design of parametric and apply the fundamentals
Design, build, and refine a device that works within given given within works that device a refine and build, Design,
Use a computer simulation to to simulation computer a Use Design a solution to a complex complex a to solution a Design thingiverse.com/thing:1769714 ).
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 141 4x Support Nut and Bolt (you can subsitute 1/4-20 Nut & Bolt) 12x Case Connector (24x if you parts) Top Case the print 4x Blade Connector 1x Spill Plate 3x Case Top (optional - only if you screw) the enclose fully to want 2x Support Base Support 2x SPILL PLATE SPILL CONNECTORS CASE BLADE CONNECTORS BLADE
› › › › › › 1x Support Bar Top 1x Support Bar Bottom 3x Case 3x Bottom Blade 3x 1x Bottom Adaptor Bracket Case 2x 1x Crank Clamp Support 2x CASE BRACKET CASE BLADE CRANK
› › › › › › › ›
BOTTOM ADAPTER BOTTOM SUPPORT PIECES CASE BOTTOM CASE printing and assembly. Print the following quantities of parts: A. 3D print the sample Thingiverse:from files Leave yourself at least a week for TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 142 Support Parts Support Settings: Print Infill Resolution Supports Ra f s
25% 0.2mm No Yes All Other Parts Other All Settings: Print Infill Resolution Supports Ra f s 5% 0.2mm No Yes blade assembly and glue into place. adaptor of the end square the Insert place. into them glue and together Once dry, connect the blade each of hole top Glue a B. Assemble the sample screw: blade connector into the bottom hole of the the of hole bottom the into blade part (3x). (3x). part into the the into bottom bottom
parts parts
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 143 the screw after demonstrating and replacegroup. every casefor a print to have it don’t you with way, This students’ models later on. Note: DO NOT glue the top bracket or crank - this will allow you to remove
at
case case case case . Glue at the part. into the case spill plate spill bracket DO NOT
onto the assembly. assembly. case bracket case case bottom case case case bottom case student models. student case, but case, glue into place - this will allow you to remove the screw after demonstrating and replace it with bottom place. into Glue Insertthe bracket connectors case at the top of the into place. Align the onto the center connector case thetoptheof bottom The pointed tip should be facing away from the bottom case the 3 pieces together. Align a the onto piece connectors the of bottom Once dry, glue the
› › › case bottom case › Insertand glue connectors 3 holes in the bottom each of part. Glue an additional 3 into the topmost C. Assemble the case: the Assemble C. TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 144 › › › › E. Final Assembly: › › › › supports: the Assemble D.
bottom bowl with your material. blade connector the slip FInally, to the it aligning protruding the over it slipping by case the of a Place into the case by inserting the the into assembly blade the Insert onto the assembly case the Snap bowls using dual lock. the Attach together. a base a Insert parts together. a Insert case clamp the Insert parts together. a Insert base support the Insert nut and line up the holes. Insert Insert holes. the up line and and and case bracket case clamp nut nut bottom case bracket case clamps bolt support bar support top bar support bottom blade connector support base support and and and and align the holes. holes. the align and and line up the holes. holes. the up line and to keep the parts parts the keep to crank bolt bolt case connectors and fill the the fill and into a into to keep the the keep to to keep the the keep to bottom adaptor onto the the onto onto the top top the onto . parts to the the to parts into a into support support and and . into a into .
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 145 ). thingiverse.com/thing:1769714 G. Create an Onshape an account. Create G. H. Distribute the sample Onshape file to students. The link to the file is in the Thingiverse Education post ( F. Demonstrate the sample screwExplain design that their to task students. is to make a more efficientcase. the into fits that design screw TEACHER PREPARATION
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 146 ACTIVITY STUDENT A. Measure PLANNING B. Analyze design. screw your plan to STEP 01: STEP the printed sample screw and take notes of possible improvements. improvements. possible of notes take and screw sample printed the the bowls, case, transport distance, and material before beginning beginning before material and distance, transport case, bowls, the
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 147 ). thingiverse.com/thing:1769714 and navigate to the Onshape link included in In this step, you’ll experiment with changing the variablesimpact. the observe and model in each feature of the sample CAD STEP 02: REVIEW SAMPLE CAD DESIGN A. Open your browser your Open A. theThingiverse Education post (
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 148 › The basic steps to modeling this sample are: own. your construct to how for idea an provide should model—but this create to way only the means no by is sample The part. screw B. Review › › ›
Sketch Sketch Use from blade. Sketch brackets, crank, and spill plate. WWW.ONSHAPE.COM sweep and and and and and and the major design steps for each each for steps design major the tool to create blades. to create tool Mirror extrude extrude extrude to create case top. case to create the center cylinder. center the case bottom, offset offset bottom, case the adaptors, adaptors, the being built. built. being model the simulate and timeline Onshape to go through the TIP: Use the Use rollback bar bar rollback in in
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 149 sketch defines the pitch helix The WWW.ONSHAPE.COM WWW.ONSHAPE.COM number to observe the impact on the blade. This isway a toquick dramatically affect the screw design. In thesethe pictures, pitch is reduced to create a tighterblade. your screw.for pitch appropriate Later,an calculate youto need will C. Edit the helix sketch: helix the Edit C. of the blade part. Right click to edit and experiment with this
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 150 printing without the need for support material. material. support for need the without printing 3D for allows angle 65-degree The part. blade the on impact the observe to blade the of length and angle the sketch: profile blade the Edit D. WWW.ONSHAPE.COM WWW.ONSHAPE.COM Experiment with changing
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 151 This step is only TIP: TIP: necessary if you want to blades. multiple create tool. boolean The blade was created using the tool. Once you’re done, merge the blade tool, duplicate the blade and rotate with the blade profile sketch (region to sweep) transform transform WWW.ONSHAPE.COM WWW.ONSHAPE.COM and the helix sketch (sweep path). createTo a second blade the using 180 degrees. Experiment with creating more than 2 the using blades the using cylinder center the with parts E. Edit the blade part. part. blade the Edit E. tool sweep
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 152 could lead to rubbing between the blade and the case. the and blade the between but rubbing to lead could loss material minimize to help will space the Shrinking betweenspace the the blade and thewith case (sample is at 0.1").Experiment part. case the of shape and sketch. case the Edit F. WWW.ONSHAPE.COM WWW.ONSHAPE.COM This sketch defines the size size the defines sketch This
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 153 Right assemble it, and get Yes Depends on themodel 0.2mm 5% . Make sure to change the your files into MakerBot Print and export yourmodels: s Given that these are large prints, test f Ra Supports Resolution Infill B. Import B. printing. for prepare D. Finalize your design, in any last-minute tests before the official testing. C. Print Print C. A. Export .STL files from Onshape: from files .STL Export A. click on the part in the bottom left hand side click and exporting. before millimeters to units Print Settings: TIP: small sections or small scale versions before printing out your entire assembly. WWW.ONSHAPE.COM This step generally takes 3-5 class periods. STEP 03: DESIGN, PRINT, TEST, AND ITERATE
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 154 PROJECT C : E T E CRANKIN’! GET L P M CO T C E J O R P in designs between groups. in between designs differences the of note taking also while B. Record the results seconds. 30 in bowl upper the to bowl lower the from transport can they material much how showing by design A. Each group should demonstrate their their demonstrate should for each team, team, each for › › › group: each from designs C. Discuss
would would you change? what redesign, to were you If effective? most proved adjustments Which best? worked Which the different different the
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 155 1769714 thingiverse.com/thing:
NOTES ON SCREW DESIGN TO DOWNLOAD: TO MATERIAL MOVED (g) BONANZA ARCHIMEDES ARCHIMEDES SCREW TUDENT / GROUP / TUDENT S NAME PROJECT WORKSHEET
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 156 accommodate these different materials. different these accommodate to made be to need would modifications what about think them have and etc.) cereal, gravel, water, (i.e. material A. GOING FURTHER Provide each group a different different a group each Provide needing to actually design them. without screws custom create to you allow that Thingiverse on designs Customizer great are there project, this in B. If you don’t want to involve 3D design design 3D involve to want don’t you If
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 09: ARCHIMEDES SCREW PAGE 157 MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 158 PART 03: GOING FURTHER
MAKERBOT EDUCATORS GUIDEBOOK PROJECT 01: CLOUD TYPES AND DISPLAY STANDS PAGE 159 YOUR 3D PRINTS POST-PROCESSING SANDING 3D YOUR PRINTS GOING FURTHER
MAKERBOT EDUCATORS GUIDEBOOK GOING FURTHER: POST-PROCESSING PAGE 160 SILICONE MOLDING WITH 3D PRINTED MASTERS PRINTED 3D WITH MOLDING SILICONE GLUING YOUR 3D PRINTS POST-PROCESSING TECHNIQUES: far plate. build ideas the your take beyond and prints your refine can molding gluing, silicone and sanding, like painting, techniques finishing but necessary, isn’t processing Post of printer? 3D volume your build the than larger are ideas your if What surface? smoother stop don’t ideas your with 3D printed What parts. if your ideas callsometimes for multiplebut materials?life, to Or a ideas your bring can printing 3D SILICONE MOLDING WITH 3D PRINTED MOLDS PRINTED 3D WITH MOLDING SILICONE PRINTS 3D YOUR PAINTING
MAKERBOT EDUCATORS GUIDEBOOK GOING FURTHER: POST-PROCESSING PAGE 161
Flush cuttersFlush Chisels water hold to Bin Gloves, eye protection and mask respiratory MATERIALS Sandpaper 120, (80, 600, 1000, 1500 grit) Handheld electric sander knife Hobby pliers Needlenose
3D PRINTS SANDING YOUR
VIDEOTUTORIAL: makerbot.com/professionals/post-processing/sanding molding, or assembly. Be sure to consult the safetyany materials precautions and equipment listed by used the manufacturerin this tutorial on before starting. POST- PROCESSING Sanding 3D prints is a great way to eliminate layer lines in preparation for painting, silicone When 3D printing with FDM 3D printers, there is often a subtle layer pattern on prints.
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SANDING PAGE 162 approach smallerand details. fine pieces approach C. Remove large pieces A. Remove STEP 02: REMOVE SUPPORT MATERIALS AND RAFTS MODEL YOUR PRINT AND PREPARE 01: STEP of build plates. plates. build of number orientation, print A. Consider will have the smoothest finish. TIP: Surfaces printed vertically vertically printed Surfaces
the prints
print settings, settings, print
from the build plate.
of support first and then then and first support of
HAIR DRYER SHELL: MAKERBOT PRINT better alignment of pieces. pieces. of alignment better Clean D. clippers. or pliers using supports removing when protection eye wear to sure Be B. Remove
the edges and seams of your print to ensure ensure to print your of seams and edges the
rafts and support material
grabcad.com/library/hair-dryer-shell-1
from your print. print. your from
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SANDING PAGE 163 you clean
with coarse 80 you can use the print of any dust and inspect for a uniform surface finish. Move on to sanding with higher grit when all large-to-medium sized imperfections or blemishes have removed. been material and take the most time. most the take and material sanding of stages early In C. will notice your print’s surface changing from shiny to dull. The shine will return as you move to sandpaper. grit higher save timeD. To an electric sander or multitool. If using a multitool, be sure to choose a low setting to avoid overheating/deformingthePLA. stage, sanding each After E. A. Begin sanding, sanding, Begin A. grit sandpaper. B. When sanding with 80 grit the goal is to remove any leftover blemishes from raft or support material, and create an even surface to refine. This process will remove the most amount of ) DRY as the print surface gets smoother. STEP 03: SAND WITH COARSE GRIT SANDPAPER ( SANDPAPER GRIT COARSE WITH SAND 03: STEP When sanding your prints, begin with lower grit sandpaper, and move on to higher grit
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SANDING PAGE 164 When your print’s surface is even and refined it’s time to wet sand the model using fine grit grit fine using model the sand wet to time it’s refined and even is surface print’s your When surface surface finish. C. Dry the print A. Submerge the print STEP 04: SAND WITH FINE SANDPAPER ( deform the PLA. could friction from generated heat as long too for place one TIP: sandpaper. This process doesn’t remove much material, but will polish its surface. Be sure not to sand in in sand to not sure Be and and inspect
in a tub of water.
for a uniform uniform a for WET completely smooth to the touch. the to smooth completely B. Sand the print can see the difference between the unfinished surface part. and final sanded surface unfinished the between difference the see can and toglass-like free, even, theblemish youtouch. Here finished, Once D. ) using 1000 grit sandpaper until it is is it until sandpaper grit 1000 using your print’s surface should now be be now should surface print’s your
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SANDING PAGE 165
400-1000 grit sandpaper Gloves, eye protection and mask respiratory MATERIALS 3D print with components multiple Cyanoacrylate glue 2 part epoxy Rubber bands Paper towels tool Scraping
3D PRINTS GLUING YOUR GLUING
VIDEOTUTORIAL: makerbot.com/professionals/post-processing/gluing assembly or to create a model larger than the build volume willof your vary 3D printer.depending Working on timeyour model. Gluing your 3D prints is essential if you’re looking to combine multiple components of an Be sure to consult the safetyany materials precautions and equipment listed by used the manufacturerin this tutorial on before starting. POST- PROCESSING
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: GLUING PAGE 166 approach smallerand details. fine pieces approach C. Remove large pieces A. Remove STEP 02: REMOVE SUPPORT MATERIALS AND RAFTS MODEL YOUR PRINT AND PREPARE 01: STEP will have the smoothest finish. TIP: plates. build of number orientation, print A. Consider IF YOU’ IF Surfaces printed vertically vertically printed Surfaces VE ALREADY COMPLETED SANDING YOUR PRINTS, JUMP TO STEP 3
the prints
print settings, settings, print
from the build plate.
of support first and then then and first support of
HAIR DRYER SHELL: MAKERBOT PRINT better alignment of pieces. pieces. of alignment better Clean D. clippers. or pliers using supports removing when protection eye wear to sure Be B. Remove
the edges and seams of your print to ensure ensure to print your of seams and edges the
rafts and support material
grabcad.com/library/hair-dryer-shell-1
from your print. print. your from
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PRINT / SAND PAGE 167
It’s ready to glue when all surfaces and joints are smooth and fit together.
together If rubber bands don’t work blemishes. Follow the steps below to ensure your print is ready for gluing. for ready is print your ensure to below steps the Follow blemishes. Make sure the areas where the two pieces will be bonded are clean and clear of any debris or TIP: TIP: COMPONENTS components Join A. rubber using bands. A. Inspect your part. your Inspect A. STEP 04: SECURE STEP 03: INSPECT JOINTS INSPECT 03: STEP for the geometry of your parts, try clamps. or tape straps,
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: GLUING PAGE 168 STEP 05: SPOT GLUE Once your parts’ surfaces have been prepared and are in a fixed and stable position, you can can you position, stable and fixed a in are and prepared been have surfaces parts’ your Once begin gluing. for even gluing. outwards in regular intervals TIP: evenly in attached all places. are parts your that ensure will This model. your around locations central to glue of amounts small A. Begin gluing the drying process (optional). process drying the C. Spray towel. a paper B. Wipe away Work from the center center the from Work
accelerant to speed up up speed to accelerant
any excess glue with with glue excess any
by applying applying by
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: GLUING PAGE 169 accelerator to speed up the C. Spray Spray C. drying(optional). process any excessglue. any
B. Wipe away Wipe B. evenly to the
thepart sure make to each seam isfully glued.
A. Apply glue Apply A. seams. unglued remaining Once the seams are correctly aligned, apply glue to each seam around your assembled print. assembled your around seam each to glue apply aligned, correctly are seams the Once D. Inspect STEP 06: GLUE ALL SEAMS
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: GLUING PAGE 170 assembled print. C. Mix A. Pour STEP 07: ( works especially well if you plan to paint your model or create a silicone mold from it. from mold createsilicone a or model your to paint plan you if well especially works If you find the seams are rough or have gaps, you can use a body filler to smooth them - this this - them smooth to filler body a use can you gaps, have or rough are seams the find you If Body fillers come in two parts - filler and hardener.
and generously spread across seams of the the of seams across spread generously and a small amount of filler on atray. on filler of amount a small OPTIONAL ) FILL SEAMS instructions. Allow D. B. Spread time to cure according to your filler’s filler’s your to according cure to time
a small amount of hardener next to filler. next hardener of amount a small
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: GLUING PAGE 171
1000 grit sandpaper pliers Needlenose Sanding block sandpaperand Gloves, eye protection and mask respiratory MATERIALS print 3D Rubbing alcohol Paper towels Sprayprimer/filler cord Hanging 80, 120, 240, 600,
3D PRINTS PAINTING YOUR
VIDEOTUTORIAL: makerbot.com/professionals/post-processing/painting If you’re looking to add a bit more creativity into your classroom 3D printing activities, painting your models is a great solution. any materials and equipment used in this tutorial before starting. Be sure to consult the safety precautions listed by the manufacturer on POST- PROCESSING
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PAINTING PAGE 172 approach smallerand details. fine pieces approach C. Remove large pieces A. Remove STEP 02: REMOVE SUPPORT MATERIALS AND RAFTS MODEL YOUR PRINT AND PREPARE 01: STEP will have the smoothest finish. TIP: plates. build of number orientation, print A. Consider IF YOU’ IF Surfaces printed vertically vertically printed Surfaces VE ALREADY COMPLETED SANDING AND GLUING YOUR PRINTS, JUMP TO STEP 4
the prints
print settings, settings, print
from the build plate.
of support first and then then and first support of
HAIR DRYER SHELL: MAKERBOT PRINT better alignment of pieces. pieces. of alignment better Clean D. clippers. or pliers using supports removing when protection eye wear to sure Be B. Remove
the edges and seams of your print to ensure ensure to print your of seams and edges the
rafts and support material
grabcad.com/library/hair-dryer-shell-1
from your print. print. your from
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PRINT / SAND PAGE 173 ) OPTIONAL For more detail on gluing and sanding, see previous sections. previous see sanding, and gluing on detail more For STEP 03: SAND, GLUE AND USE FILLER ( FILLER USE AND GLUE SAND, 03: STEP
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PAINTING PAGE 174 allow you to paint all surfaces evenly without having to handle the part while paint is drying. is paint while part the handle to having without evenly surfaces all paint to you allow Before painting, hang your prints in an open, dust-free space with plenty of ventilation. This will will This ventilation. of plenty with space dust-free open, an in prints your hang painting, Before A few layers of primer/filler will fill any small surface imperfections before painting. painting. before imperfections surface small any fill will primer/filler of layers few A ending in the space outside of the part. Paint in thin layers. A. Apply primer filler STEP 05: APPLY PRIMER/FILLER STEP 04: HANG YOUR PRINTS
using wide strokes beginning and and beginning strokes wide using filler, allow 30-40 minutes for drying. B. Once you’ve sprayed open room. B. Hang print the print. around A. Tie hanging cord cord hanging 2-3 primer/ of layers in an an in
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PAINTING PAGE 175 When choosing paint, make sure to pick TIP: TIP: plastic. to well adheres that something
overnight. with 1000 grit grit 1000 with using wide strokes beginning and ending A. Apply paint paint Apply A. in the space outside of the part. Paint in thin layers. cure paint Let B. STEP 07: PAINT 07: STEP B. Look for surface imperfections surface for Look B. you would like to smooth. Continue to apply layers of needed. if primer/filler, STEP 06: SAND 06: STEP sand Lightly A. sandpaper (dry). This will smooth thesurface theof primer filler.
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PAINTING PAGE 176 STEP 08: THE FINAL PRODUCT
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: PAINTING PAGE 177 Gloves, eye protection and mask respiratory Hot glue or glue cyanoacrylate Funnel knife Hobby Rubber bands, straps or tape,
Mixingcups Mixingsticks spray release Mold MATERIALS 3D printed mold box, hardware, ventskeys & Master (the print areyoumolding) Silicone Resin and dye 3D MASTERS PRINTED SILICONE MOLDING WITH
VIDEOTUTORIAL: makerbot.com/professionals/post-processing/silicone-molding-1 silicone mold. Silicone molding is an inexpensive, easy, fun way to create objects in a number of different materials, or create a mold around a 3D printed part. any materials and equipment used in this tutorial before starting. Be sure to consult the safety precautions listed by the manufacturer on POST- PROCESSING You don’t have to be an engineer, designer, or know about molding and casting to make a
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 178 STEP 01: CHOOSE A FILE TO CAST A MODEL AROUND PAGE 179 A. Print a part that you would like to either make several of, or create in a material not supported by your printer. Here, we chose the cap to a perfume bottle.
STEP 02: CREATE YOUR MOLD BOX
AUTODESK 123D AUTODESK 123D SILICONE MOLDING 01 POST-PROCESSING: POST-PROCESSING:
A. Design a mold box to hold the silicone in place around your part when pouring. Your master will need to be suspended in this structure. You can create mold boxes from foam core board, legos, or 3D printing.
Designing and 3D printing mold boxes allows you to create custom pour holes and vents, easily calculate the volume of the mold, create boxes that perfectly fit the parts you plan to create a mold of, and re-use mold boxes to create multiple molds.
MAKERBOT PRINT MAKERBOT PRINT
B. Prepare and print your mold box using standard print settings. GUIDEBOOK EDUCATORS MAKERBOT acrossmodel glue vents. to
with mold release for good measure. good for release mold with
D. Spray again B. Choose points Choose B. to the mold box.
your mold box, master, vents, and keys with has cured will aid in resin flow through the mold. the through hasresin in aid flow cured will surface of the master in an inconspicuous place. The holes left in their place after your mold A. Spray Spray A. release. mold STEP 03: SUSPEND MASTER IN MOLD BOX AND PREPARE AND BOX MOLD IN MASTER SUSPEND 03: STEP C. Glue the master the Glue C. You can suspend your master using popsicle sticks, skewers, or 3D printed rods glued to the
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 180 We calculated our mold mold our calculated We STEP 05: MEASURE intended intended mold. A. Determine AND STIRAND THOROUGHLY OF ( SILICONE BOTTLES OPEN 04: STEP volume by filling our mold mold our filling by volume the water into a measuring measuring a into water the cup to find exact volume. volume. exact find to cup box with water and pouring pouring and water with box the volume of silicone needed to fill your your fill to needed silicone of volume the PARTS A AND B AND A PARTS )
hardener hardener separately in two measuring cups. B. Measure and pour the desired amount of silicone and and silicone of amount desired the
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 181 Read instructions on your silicone for “pot-life.” This is how much time you have to work with the silicone Combine the two parts into one mixing cup and stir slowly with a mixing tool. Be cautious not to stir in air bubbles. Scrape the sides of the cup to mixthoroughly in mixed the curingall process material. will begin. Once your parts are TIP: TIP: cures. it before STEP 06: MIX SILICONE MIX 06: STEP
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 182 After you’ve poured the silicone, place small “keys” into the uncured silicone. These will create create will These silicone. uncured the into “keys” small place silicone, the poured you’ve After STEP 08: LET CURE STEP 07: POUR MOLD ( this process be done in a room temperature environment. temperature room a in done be process this and allow the silicone to run to other parts of the mold box as it fills. Stop when the silicone silicone the when Stop fills. it as box mold the of parts other to run to silicone the allow and Depending on what type of silicone you are using it can take anywhere from 75 minutes to box mold the of corner one into slowly Pour box. mold your of half first the into silicone Pour several hours to cure. Temperature and humidity will affect curing times, so we recommend recommend we so times, curing affect will humidity and Temperature cure. to hours several negative spaces and allow the mold halves to fit together once poured. We will remove them them remove will We poured. before pouring theonce second half of together our mold. fit to halves mold the allow and spaces negative reaches the top of the box. PART ONE PART )
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 183 )
PART TWO thesecond you inserted with mold release. mold with STEP 09: ATTACH AND PREPARE MOLD ( Repeat the process to form the second half of the mold. keys the Remove A. previous step.the in secure and Attach B. box. mold your of half Spray C. STEP 11: LET CURE LET 11: STEP PART TWO steps 5-8 to create the second half of STEP 10: POUR INTO MOLD MOLD INTO POUR 10: STEP A. Repeat Repeat A. yourmold using themethods mentioned above.
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 184 TIP: STEP 13: REASSEMBLE AND PREPARE MOLD A. Remove STEP 12: BREAK DOWN MOLD BOX aligned, and plug any holes created by vents. by created holes any plug and aligned, A. Ensure If your vents leave holes in areas where resin can spill out during the pour, they will need to be plugged. to be need will they pour, the during out spill can resin where areas in holes leave vents If your
that all parts of your mold are correctly correctly are mold your of parts all that hardware. the mold box. mold the B. Remove the mold from from mold the bands, straps, or tape. B. Secure the mold
C. Remove pieces using rubber rubber using pieces the master and vents. and master the
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 185
both parts of the resin mixture Resins typically have a shorter STEP 15: MIX RESIN MIX 15: STEP and mix thoroughly being sure not to stir in airbubbles. A. Combine A. TIP: TIP: “pot-life” than silicone, meaning they faster. cure will Once you have mixed your resin, you will have only a few short minutes to pour your mold following the steps below. steps the following STEP 14: MEASURE RESIN AND ADD DYE ADD AND RESIN MEASURE 14: STEP
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 186 colors and opacities. and colors different several in cap bottle perfume the recreate to able were we that see can you process, this Using STEP 16: POUR RESIN overfill and spill resin. resin. spill and overfill to not careful be and slowly Pour funnel. a using mold your of opening the into immediately Once mixed, STEP 19: FINAL PART pour pour STEP 17: LET CURE appropriate amount of amount time. appropriate the for cure to resin the Once poured, allow allow STEP 18: OPEN & REMOVE to be removed from the part. the from removed be to need will Flash “flash”. called is cured and voids or seams through escaped that resin Any part. cast your remove and mold the Once your resin has cured, open open
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 01 PAGE 187
Gloves, eye protection respiratoryand mask MATERIALS moldprinted 3D spray release Mold cups Measuring/mixing Mixingsticks knife Hobby Silicone 3D MOLDS PRINTED SILICONE MOLDING WITH
VIDEOTUTORIAL: makerbot.com/professionals/post-processing/silicone-molding-2 pour into. demonstrate To this process, we will create a bicycle handlebar grip out of flexible silicone using a 3D printed mold. printed 3D a using silicone How weTo, will show you some of the best practices associated with 3D printing molds to any materials and equipment used in this tutorial before starting. Be sure to consult the safety precautions listed by the manufacturer on POST- PROCESSING Silicone molding is a powerful production method when combined with 3D printing. In this
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 02 PAGE 188 STEP 02: PREPARE YOUR MOLD STEP 01: PRINT MOLD A. Spray A. Prepare and print all mold surfaces with mold release and fasten mold pieces together with rubber bands. rubber with together pieces mold fasten and release mold with surfaces all mold your parts using standard print settings. print standard using parts your BIKE HANDLE BAR GRIP MOLD:
thingiverse.com/thing:103723
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 02 PAGE 189
part B part
B. Measure B. D. Stir in dye part A part
to either part A or B (refer to A. Measure A. STEP 03: OPEN, MEASURE, MIX SILICONE AND ADD DYE ADD AND SILICONE MIX MEASURE, OPEN, 03: STEP C. Add dye Add C. instructions). silicone/dye used a slow curing silicone, we let this mold sit overnight to cure. Once you’ve thoroughly mixed your silicone, you can pour it into your printed mold. Because we we Because mold. printed your into it pour can you silicone, your mixed thoroughly you’ve Once
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 02 PAGE 190 E. Pour mixture STEP 04: FINAL PART Using this process, we created a flexible bicycle handlebar grip in a rubber-like material. rubber-like a in grip handlebar bicycle flexible a created we process, this Using into mold. into F. Insert third piece third Insert F. after pouring. after
MAKERBOT EDUCATORS GUIDEBOOK POST-PROCESSING: SILICONE MOLDING 02 PAGE 191
- would using exotic - is there a place in your lesson for - do you have a need for where 3D printing can easily complement or supplementtasks existing and objects. Even at the most surface level,3D exposureprinting improvesto classroom engagement and teachestechnology basic concepts. Be sure to check Thingiverseplans. lesson uploaded newly discover to and inspiration for Education often If you’re ready to dive in and create yourclassroom. your to ownbring can printer lesson 3D a things unique the on plans, focus Custom things things? designed individually several iteration Design differentcreating versions something? of Complex geometries valuable? be assemblies or shapes As you work on your own ideas for 3D printing projects,share them with the Thingiverse Education community.work Your can be a valuable startingworld. pointlarger a into forsteps first othertheir taking are 3Dwho printingbeginners BUILDING YOUR OWN YOUR BUILDING LESSON PLANS Now that you’ve seen a wide variety of 3D modeling projects,tools, and 3D printing activities, you’re perfectlybegin integrating equipped 3D to printing into your existing curriculumbegin designing and new lessons around what you’ve learned.free to startFeel slow; look for different touch points in your lessons
How to create objects in design software3D process design the basicsof The Real-world applications of design and printing 3D How 3D printers work, work, printers 3D How software and hardware The different types of design software3D into a range of class topicsof range a into The different types of design software3D How to create objects in design software3D How 3D printers work, work, printers 3D How software and hardware How to setup and maintain yourMakerBot printer 3D How to integrate 3D printing
› › › Students: › › › › › › › BY NOW YOU SHOULD KNOW THE FOLLOWING: Teachers: CONGRATULATIONS YOU DID IT!
MAKERBOT EDUCATORS GUIDEBOOK CONGRATULATIONS – YOU DID IT! PAGE 192 –The MakerBot Education Team journey. printing 3D your in you support to continue will and interest and attention your Thanks for reading! We deeply appreciate great. something making to closer step one you bringing while opportunity learning critical a failure offers of point Each process. the of part essential an are mistakes that mind in keep 3D, in think to begin you As from your growing expertise in the technology.benefit can that challenges real-world or digital subjects, groups, age the to limit no There’s discover. you’ll applications amazing more the programs, modeling and printers 3D with interact you more The PRINTING KEEP LEARNING KEEP [email protected]
please visit prints, your of quality the or printer your with problems any have you If S US CONTACT to learn more about troubleshooting troubleshooting about more learn to facebook.com/makerbot twitter.com/makerbot message us on social media. Email or share what you’ve made? MakerBot with partner to Want Marketing: Contact purchasing? about question a Have Sales: with any questions. [email protected] makerbot.com/educators visit please educators, of community amazing our joining in interested are and printer 3D MakerBot a have you If MakerBot Educators or file a ticket with our support experts. upport:
makerbot.com/support :
and email email and
or or
MAKERBOT EDUCATORS GUIDEBOOK CONGRATULATIONS – YOU DID IT! PAGE 193
Megan Gaglio Megan Ziggy Leacock Allison Munson Swiney Maria Ana Erza Cordavi Dreyre Ban Alfredo Ganaden Katie Martell Jason Nicholas Yesquab Caroline Vishnu Anantha Vishnu Bratcher Senecca Kiley Boehler NoaDayan DaubertNate Lucas Deichl SPECIAL THANKS CREATIVE CONTRIBUTORS
JessicaSimons LisaStandring Steinbach Bill Aubree Stephens Katherine Tansey Iliana Vazuka Winterlin Larry Alice Gentili Paul Gerton Steve Gong Gonzalez Dennis Paul Haberstroh Hendrickson Megan Yassin Kargbo JR Christina Keasler Rebekah Kotlar Levin Laura Stephanie Lin Maria Marsicano Mernoff Brian Nance Dale Nguyen Ben Elana Reiser JohnRiley Keven Rinaman Schlobohm Antoinette Schoeniger Owen Tanya Anderson LisaAnthony August Deshais Tesin Dosch Ferguson Douglas Adam Friedman CONTENT CONTRIBUTORS Andrew Askedall Andrew Ernst Bernard Castaneda Felipe Kurt Knueve Poppy Lyttle Otis Amy Nichole Thomas JeffryTurnmire Varas Carlos DESIGNERS Janice Mercado Drew Lentz Drew JoshSnider PROJECT AUTHORS Erickson Ryan Evansic Danielle Karie Huttner would not have been possible without the support of theteachers innovative that make up the MakerBot Educators and the hundredsusers ofthat generously contribute projects to Thingiverse Education. AUTHORS DeMarco Mair Dippold Sean MakerBot would like to thank the ever-growing community of 3D printing educators and the students they inspire. This guidebook ACKNOWLEDGEMENTS
MAKERBOT EDUCATORS GUIDEBOOK ACKNOWLEDGEMENTS PAGE 194 associated with any of the other parties listed above in this Legal section or or section Legal in this book. mentioned this otherwise in above listed parties other the of any with otherwise or associated with, associated sponsored, authorized, not is and LLC, of MakerBot Industries, is anproduct official MakerBot Educators Guidebook GmbH. Computer MAXON of trademark registered a is 4D Cinema Inc. Google of trademarks registered or trademarks YouTube are and Drive, Google Classroom, Google Inc. Dropbox, of trademark registered a is Dropbox Corporation. SolidWorks Systèmes Dassault of trademark registered a is Solidworks Foundation. Blender the of trademark registered a is Blender Inc. Autodesk, of trademarks registered or trademarks are Tinkercad, and 3Ds MAX, Maya, Meshmixer, Mudbox, 123D, Autodesk 360, Fusion Inventor, Autodesk Autodesk, Inc. Apple of trademarks registered are iPad and Mac Inc. of Stratasys, trademark registered a is FDM reserved. rights All LLC. Industries, MakerBot of trademarks registered or trademarks are Education Thingiverse and Thingiverse, PLA, Tough MakerBot Print, MakerBot Mobile, MakerBot Education, MakerBot MakerBot, logo, “M” MakerBot The TRADEMARKS Synergies AB. Synergies Mojang of trademark is a registered Minecraft to their respective holders. holders. respective their to belong screenshots other All AB. Synergies Mojang from permission with used screenshots software Minecraft® Inc. Autodesk, of courtesy reprinted screenshots software 360™ Fusion and Tinkercad™ SCREENSHOTS reserved. rights All holders. respective their to belong trademarks or names product names, brand other All Trimble of Inc. trademark registered a is Sketchup Inc. Inventery, The of trademark registered a is Morphi Inc. Sphero, of trademarks registered Sprk+ and are Sphero Inc. Pixologic, of trademarks registered or trademarks Sculptris and ZBrush are Inc. Onshape of trademark Onshape is a registered
LEGAL
MAKERBOT EDUCATORS GUIDEBOOK LEGAL PAGE 195