3D Printing is Elementary

Since my school year finished at the end of June, I’ve been reflecting on my first year using a 3D printer with 4^th and 5^th grade students.  I must begin by first stating that I am in no way an expert in 3D design/printing. I’m simply an elementary tech coach/teacher who wanted my students to experience the world of 3D printing. I actually had no idea what I was doing at first but jumped in anyway because I wanted my students to experience the design process first hand.

Here’s what I learned about 3D printing with elementary students:

 1. Designing a unique product for 3D printing can be tricky for 10 and 11 year olds.

Students had to identify a problem and then create something using SketchUp to solve their problem. Ideas ranged from pencil holders to earbud organizers to knitting needle guides. Creativity wasn’t an issue with my students. What was more challenging was using the software to actually design their products. I observed many students having to simplify their designs or make changes based on their comfort level with the program. Expert users did emerge in each of my 8 classes and they were eager to help their classmates as needed. I must explore other 3D modeling programs that may be simpler to use or more appropriate for my elementary students. Maybe just spending more time exploring within SketchUp is needed to truly grasp the tools. In the very least, I will revisit the expectations for both grade levels and determine if adjustments should be made based on the student feedback I received.  

2. 3D Design and printing takes a long time from start to finish.

Because I only see my students biweekly, the challenge was getting each of them to complete a design and then print it within a timely manner. The first steps in the process, identifying a problem and brainstorming ideas, took one class period of 60 minutes to complete. The next step of actually designing the product using the 3D modeling software took another one or two class sessions to complete (60-120 minutes). I worked with approximately 180 students on this project and most of them didn’t actually see their own concept being printed. This is because their projects often took two to three hours to print! On a good day, I could print three or four designs. Sometimes, I was lucky if one finished before the end of the school day. Needless to say, I had to develop a system for printing (save files by student name/color choice, group colors together on SD cards, have multiple SD cards available for saving/printing) and even then I didn’t finish everyone’s prints. It didn’t help that the printer wasn’t working for several weeks. I truly felt I failed the students who didn’t leave with their tangible product. Next year, one of two things must happen: students’ creations will either have to fit a specific size criteria before printing or we start earlier in the school year to allow more time for printing.

3. The 3D design challenge is real-world application of skills at its best.

By combining problem solving with project based learning, students used logical, spatial, design thinking and math skills to develop their products. Students were engrossed in this project! From the moment I set up the 3D printer in the tech lab, students wanted to print something, anything. When I posed the design challenge to these fourth and fifth graders, every single one of them tried their very best to design a cool, yet useful, product. They manipulated shapes on a plane to get their design just right. They measured their designs using millimeters, centimeters, and/or inches using the virtual tape measure. They scaled their designs up or down. Some had to go back into the program and revisit the measurements if they had a “design flaw.” I was so impressed with their determination to get their designs just right and I think it was because it truly meant something to them.

4. One must not be afraid of the 3D printer.

I consider myself to be pretty tech savvy. I can figure out a program or online tool without reading directions. I’m like the kids and will search for a YouTube video to help guide me along. Inevitably, the 3D printer will have an issue and you will need to troubleshoot or take it apart to address it. The support team at MakerBot was awesome and helped me via Twitter, email and even over the phone. I can’t say enough about their patience with a newbie like me! I would absolutely recommend that you contact your 3D printer support team if/when you have an issue. These are the problems that arose during this project:

·      The filament jammed in the extruder. I had to take the extruder motor apart on several occasions and now can do it without asking for help from MakerBot Support. I know that the telltale “clicking” requires me to unload the filament and remove whatever is jammed in the motor. You can’t be leery about this task as it is very common and happened weekly during our design challenge.

·      Humidity caused havoc with filament. I work in a 100-year-old building in a lab with no air conditioning. The least bit of humidity in the air causes the filament to swell and not work through the extruder. After realizing this, I had to adjust my printing schedule around the weather. I’d get to school super early just to get a print started before the change in the tech lab environment stopped our production. Maybe winter and spring in New England is the best time for 3D printing!

·      The thermal barrier tube became blocked. This was a bit trickier to fix than the simple filament jam. After unsuccessfully trying to clear the blockage, I actually had to request a replacement part. This presented us with an unforeseen delay in printing.

·      Prints weren’t printing correctly on the build plate or were difficult to remove. Blue painters tape is a 3D printer’s best friend. The full sheets of tape are great but a roll of 2-inch tape works just fine too for covering the build plate and making prints easier to remove. I would also suggest getting a putty knife or similar tool for aiding in the removal of the prints. I learned rather quickly to set all designs to print with a raft as well.  It is super important that you take the time to level the build plate at least daily; maybe even after each print. All of these things will help with the final prints.

·      One of the plastic pulleys and belt wore out and needed to be replaced. This was very challenging to fix. Although MakerBot was great about sending me the X-axis belt, gantry bracket, idler pulley, dowel pin, and PTFE grease needed to fix the problem, it was hard to do! It turned into a two-person job with help from my building’s custodian. I can only suggest keeping up with regular maintenance in hopes of not running into this same problem. It took me several days to fix!

·      The printer made a dreadfully loud noise when the extruder went to its “home” position. This issue was apparently caused by a glitch with the stop end cable. Although not as difficult as the pulley and belt replacement, this fix scared me the most! I actually had to deal with the motherboard and feeding the cables through the machine and making sure everything was attached correctly. It doesn’t sound like much but it sure did intimidate me initially!

You may have a district computer technician who you can rely on when something needs to be fixed with your printer. I would suggest checking your district’s policy on this prior to getting a 3D printer. This way you’ll know if you’re on your own or not. If you are, like I was, don’t hesitate to reach out to the support team to help guide you through whatever issues arise.

5. The benefits of 3D printing far outweigh any potential problems!

There are so many awesome reasons to try 3D printing with your students. The levels of enthusiasm and engagement as well as the multitude of skills used by my students during the process were exciting to observe. The daily collaboration among students and the way they could view me as a learner too were results I hadn’t anticipated. The pure joy and pride on each student’s face as I took their picture with their completed design was priceless. My students became designers and makers and were super proud of themselves! At the conclusion of the project, I asked my students to complete a reflection survey on what they learned, suggestions to improve the project and general thoughts/comments. Here are several of their remarks:

“I liked how I could think of something in my head that only I could design and not stores and it could be mine and it was original.”

“I should've measured more carefully because my size was much different than I wanted.”

“I learned that not everything comes out perfect and to
 be more patient.”

“Keep calm! It can be hard, frustrating, and annoying at times but try your hardest. Don't rush! AND SAVE, SAVE, SAVE!!!!!”

“It was a challenge for me, but I took it as a learning process. I am thrilled to see how my design turns out.”

“I liked that we were making stuff to solve problems.”

“I learned just how important measurements are.”

“I love printing in 3D. I love this because, all of things that live in your imagination can finally come to life in ways we thought that they never could.”

The last quote pretty much sums up why everyone should try to get a 3D printer for his or her school! Feel free to leave a comment, question or contact me directly at kjwinsper@gmail.com if I can help you on your quest with 3D printing.

This post was originally written as a guest blog submission on Fractus Learning. 

Learning to 3D Print

I work with about 180 fourth and fifth grade students on a bi-weekly basis in the computer lab. Our sessions together are one hour each and since January, we've been making our way through all elements of the design process. Each student has been working through the 3D Design Challenge at his/her own pace. You can take a look at my earlier post 3D Printing in the Tech Lab to learn about the beginning steps. In this post, I'd like to focus on the final steps that must be completed in order to actually print.

Once students have completed their 3D planning sheet, they launch SketchUp which is installed on our lab computers. Students have a basic knowledge of how SketchUp works as they spent several class sessions working through the program/tools earlier in this process. Students are required to use their planning sheet sketch as a guide to create their 3D model. Any measurements needed were gathered prior to launching SketchUp. Depending upon the complexity of the invention, students may need more than one class session to complete the actual design. After two working sessions in SketchUp, approximately 40 students declared they were finished. These students were directed to save their projects to a network folder so I could access their files. At this point, the students' work is done and my work begins.

I access student files on the network and copy them to my computer lab's Google Drive account. This allows me to then download the files to my laptop. I have the most recent version of SketchUp on my computer with the STL extension which is needed to convert the files for printing. You can learn more about the needed extension by visiting the SketchUp website.  I open each student's file, check to see they've gotten rid of the person and any extraneous objects and then export the file in STL format.

You need to choose the unit of measurement to export and I've been choosing millimeters  as this seems to be most compatible with MakerWare. 

A new dialog box appears and this is where I choose stl as the entities to export.

I save the file on my desktop and then launch MakerWare. I click "ADD" and then find the student file to open. The object should be on the platform and, if not, the software will prompt one to "Move to platform?" which is helpful. In MakerWare, actual print size of student designs is obvious so this is
when you may want to scale up or down. You could even add additional objects to the platform to print multiple jobs at once.

Once ready to print, just click on "MAKE" which brings up a new window. You can connect the Makerbot printer directly to your computer and choose "Make It Now" or choose the "Export to a
File" option. I like the second choice as I've been exporting to SD cards and printing from there. My computer isn't tethered to the printer and I can continue using it.


I suggest saving the file as the student's name and color choice directly to the SD card. I look at student color choices and save files of the same color to the same SD card. This saves time rather than having to change the filament between student prints. Having multiple SD cards works great too. I believe the default format setting is X3G.

Let me say that printing takes a long time. I haven't been keeping track but my best estimate is that each student project takes over 90 minutes to print. Some are less and some take longer but on a good day I can print three or four designs. At this rate, it will take me 45 school days to print all of my students' designs-YIKES! I received red, white, blue and clear filament from MakerBot and Donor's Choose with my printer bundle. I purchased pink, purple, yellow, orange, light blue, and silver from Zeni Kinetic primarily due to their great Spools for Schools program. I see no difference in the final prints from either company's PLA.

Over the past week, the MakerBot has been working all day, everyday and I haven't had any issues. I did level the build platform after taking off a print that was a bit stuck but that's it. I have left the printer on overnight to print larger designs that would just take too long to complete during the school day. As prints have finished, I find the student inventor and take a picture of him/her with their creation for the "We Are Makers!" bulletin board outside the lab. All of the finished prints are in a display case outside the main office for the larger school community to view. Students will take their inventions home after completing a reflection form on the whole process.

Certainly we've had some great success with student designs in SketchUp. We've also had some "design flaws" which cause major printing issues. If a problem occurred during printing, the student is required to revisit and modify their original design. I'm more than happy to print again if a student took the time to "fix" the design issues. I expect to write another 3D printing post once everyone has completely finished the project and reflected on their learning.

3D Printing in the Tech Lab

I was very fortunate to receive a MakerBot Replicator 2-3D Printer for my lab through the generosity of DonorsChoose.org and the MakerBot company. This amazing tool began inspiring students and staff alike when it arrived in early December. I envisioned my students becoming creators with this machine yet there was so much I had to learn!

We began printing things found on the SD card that came with the MakerBot and then moved ahead to downloading items from Thingiverse to print. Very cool!! There are some really talented people in the world! I spoke with my students about how the items were printing in layers. They watched in amazement as the printer hummed along.

In January, I began printing my own creation of an elephant which was used in an introductory lesson on SketchUp. A colleague found this tutorial which gave us the idea to start with an elephant which was simple enough to design for 4th and 5th grade students. There were several printed versions of "Ellie" before I got mine just right. I always make sure to point out the printing successes and failures to the students because they will need to consider printing limitations as they begin their own designs.

I introduced the 3D Design Challenge as a project where each student would ultimately print a new creation/invention they developed. I really want them to be creative thinkers who imagine something, design it and actually produce it. After watching Kid President's How to Be an Inventor, my students began to complete the 3D Planning Sheet. I encouraged collaboration among the students to brainstorm problems they wanted to solve. I want this project to be relevant to them so they are choosing their problems: tangled headphones, water bottle falls off my desk, pencil box is a mess, rainbow loom needs to be neater-you get the idea.
 
Steps 1 and 2 of the planning sheet took an entire class session to complete and we've started steps 3 and 4 this week. One thing I've noticed so far is that the attention to detail is high! Students want to get their plans right!

After one fourth grade class, many students decided they needed to take measurements before starting to actually design in SketchUp! They realize they will need to measure something to get their design right. How awesome is that?! Real world math application-awesomeness! LOVE IT! I can't wait to see how and what my students develop in this process! I look forward to sharing our learning in the weeks ahead!