Programming 3D Objects allows students to use math concepts in practical ways, develop their spatial reasoning and problem solving skills, and to be engaged in an iterative process of designing and refining.
Using 3D Printing and Modeling to Enhance a Green Roof Lesson
Students will use model buildings to compare runoff between a control building without a green roof and the experimental roof that has soil and has been seeded with grass seed. Second grade students will practice measuring liquids with a graduated cylinder.
The MakerBot 3D Printer can be utilized to help physics students visualize
physics units on models of the atom, quantized energy and quarks. Students will be able
to create a large-scale model of the atom, right down to the quarks that make up each
individual subatomic particle. The Thing-O-Matic will not only impact the education of the
physics classes, but also science students who will be able to create 3D DNA during a
Genetics unit. Students will be able to manipulate the double helix, create different
patterns of protein folding, and correctly sequence base pairs.
The MakerBot printer can help bring abstract
science concepts to life. Students can create double-helix
DNA structures that they normally could not see and visualize them on a larger scale. To
help teach proportion, students could create scale models of all the planets in the solar
In 6th grade, students focus on engineering of simple machines. They could create
prototypes of their own machines that would help solve a problem or innovate a current
The Makerbot can facilitate hands on lessons using the manipulatives. One possible unit is reviewing fractions.
The MakerBot allows teachers to engage students in technology lessons that
incorporate creativity, problem-solving and “off the beaten track” tools.
Social studies classes studying Ancient Egypt can create models of the great
pyramids of Egypt in Google SketchUp. These 3D models can comprise the entire landscape of pyramids along the
Students studying entrepreneurship can build business plans, prototypes and then sell student-designed
The Makerbot can bridge the gap between science and art in the classroom.
It can be used to teach architecture and design. While concepts
such as “form follows function” can be understood in theory, theoretical thinking is
the beginning of understanding. Being able to transform the theoretical into
the actual is the true litmus test of an idea. Makerbot provides students with the ability to conceptualize, design, and then
"High School students very often identify themselves as one thing or another. Commonly,
the Art kids are not the Tech kids and vice versa. Working with the Makerbot could provide
exposure to both worlds to young, agile minds. This in turn may deter the students from
prematurely typecasting, therefore opening up new ways of thinking about their futures.
Whether teaching ceramics (very low tech admittedly) or technology, we have
experienced the excitement the students generate when they realize that they can hold
in their hands the actualization of an idea. The Makerbot can turn the classroom into a
world of tangible dreams."
Katherine Flori and Gail Meirovitch
How can we introduce and talk about ourselves to our new teammates?
Students will write a list poem called
I Want You To Know...
that explain 10 things that they want their new classmates and teachers to know about them. They will then use the imagery and symbols from their poems to create a set of
by using Tinkercad.com and our classroom Makerbot.
Use 3D printing to support the eCYBERMISSION Program, a web-based Science, Technology, Engineering and Math (STEM) competition free for grades six through nine. Students compete for state, regional and national awards while solving problems in their community. Students follow the Scientific Method, or Engineering Design Cycle to communicate their solutions online. The Makerbot can be used to create a working prototype or final product.
Source: Russ Holstein, I.S. 318
What is an engineer?
What is a technologist?
How much waste do we produce in the course of our lives? In a day? As a population in a particular area?
How does our material consumption affect the environment?
How can we design more sustainably?
What is design? What information is required to record....
After spending time in 3DTin.com students created design journal pages in Google Docs.
Students had no real grasp of the source from which all materials are taken in order to manufacture assorted furniture and other elements of our homes so time was spent examining this aspect of design;
The idea of scale was lost on most students so the class developed a working model from which they could better understand the constraints of their own designs.
In creating objects in 3DTin, the class discovered that designing models for aesthetics and designing models for printability were two different things, often requiring students to revisit their models and redesign for printing.
7th Grade Mechatronics Class
Source: Russ Holstein, I.S. 318
What’s a Microcontroller, using the Parallax Basic Stamp 2.
The class covers chapters 1-3 and chapter 5, with the intention of covering chapter 4 with the servos to utilize robots.
The students voted to utilize Google SketchUp to design Maker parts for their projects.
Many students intend to pursue creating robots, both chassis and bodies (such as the turtle bots) that can be controlled with infrared sensors. The class examined creating gears since we gearboxes are necessary to make the robots faster or stronger (increasing the torque).
Some students took to the suggestion of creating pinball machines using both simple mechanical creations along with mechatronic constructions with the Basic Stamp. Students are currently in the process of creating a combination of flippers, ramps, traps, and bumpers. A discussion of materials necessary to make these games fully viable has been ongoing. By the end of the year students will have rough constructions to show.
6th-8th Grade Future City After School Club
Source: Russ Holstein, I.S. 318
Students worked with 3DTin in early morning and Google SketchUp in after school to create building models that can be used in the construction of their future city models for the upcoming year. The biggest issue is that of scale. Early morning students focused on stick/frame buildings for some of their creations and were able to get very creative in the manner in which they created printable models.
Source: This project is an
and demonstrates how to turn a schematic for a simple circuit into a real circuit with components, conductive thread, and a 3D printer. No solder, no etching chemicals, no sending away for anything.
The intent of SOLID Learning is to integrate rapid prototyping and direct digital manufacturing technologies into the educational setting to provide educators and students with resources available in a downloadable format that can be created directly into a physical form using whatever type of 3D printing systems schools have available.
Source: Lindrick Outerbridge
How can you use the Makerbot in the Engineering Design process to create an educational board game? This project supports STEM by using Google SketchUp and the MakerBot to fabricate game tokens in a DIY manufacturing project.