Some parts of the plant require fasteners, containers and covers. These can be designed by the students themselves using 3D printing. This gives the students an insight into the process of constructing 3D models.
| Creator | Jan Pawlowski, Martin Idzik |
| Subject | Computer science |
| Length | 45 minutes |
| Pedagogical Approach | Explorative learning |
| Competences | New technologies Abstraction |
| Grades | Elementary school, grades 5-6 |
| Technologies | Work computer 3D Software – TinkerCAD 3D printer Illustrative material: Examples 3D printing & layer model Handout – TINKERCAD – SuS Handout – TINKERCAD – Teachers Handout – TINKERCAD – Functions Worksheet- additive manufacturing Worksheet- 3D Construction Worksheet- 3D Printing |
1. Contextualization
The sus first receive some objects for demonstration. Along the way, a 3D print can already be run and used to explain the process.
The basic principles of 3D printing are explained (layer model as visual object)
The “additive manufacturing/3D printing” worksheet supports the knowledge learned.
2. Exploration
In the next step, the two options for generating 3D models are explained (3D modeling & 3D scanning). Subsequently, the students change to the prepared computer workstations to familiarize themselves with the software “TINKERCAD”. For this purpose, the teacher sets up a digital class in advance (Handout – TINKERCAD – Teachers) in which the students can experiment with their individual access data. A short manual of the most important functionalities is provided for support (Handout – TINKERCAD – SuS & Handout TINKERCAD Functions) .
The students first experiment without a goal and explore the modeling tool.
3. Elaboration
1. CAD modeling
Now concrete tasks are set. These serve to get to know the basic functions of a model:
Object shapes
Basic functions
The construction of your own keychain can serve as a possible free task. The finished 3D models are saved.
2. 3D printing preparation and process
The first own models are prepared for 3D printing. Step-by-step instructions on how to use Cura (slicer software) are provided. The basic principles already learned should help to select the settings correctly.
The respective models are printed out (possibly overnight) so that the pupils are physically provided with “their” models.
3. Design
In this elaboration phase, forms for the plant are discussed. How to create a small greenhouse or planters or even irrigation tubes?
Initial ideas are collected and a joint plan is drafted. The necessary dimensions are directly included in the design. First sketches are developed and an implementation in the CAD program is planned in the group.
4. Independent implementation
In this phase, the students apply the skills they have already learned in a targeted manner to implement their own ideas. This includes modeling the 3D model of the previously created designs and implementing the 3D print. The brief instructions and the exchange of ideas among each other again support them in this process.
