Introduction to 3D Design & Printing www.1stMakerSpace.com

INSTRUCTIONAL RESOURCES: All can be found on the Camp Director Master Flash Drive!

PowerPoint Presentation – Synchronized to Instructional Activities with video tutorials to guide participants through the design process. WARNING: Videos may not work if you move or delete the videos or presentation from the folder.

Presentation Notes – ideas to stimulate discussion of slide content provided in the PowerPoint Presentation.

Instructional Activities – Step-by-Step tutorials for demonstrations and guided & independent practice activities. Although camp directors are encouraged to provide live demonstrations of each activities, the PowerPoint has videos for each.

Posters: Display to reinforce content learned from discussions and activities. Instructional Summary: Students will learn how to design 3D models and operate the printers by completing the guided & independent practice activities (name tag, car, lite box) the first 2 ½ days. Then, the students will apply what they have learned by designing and 3D printing a project of their choice. Program Overview Using the hands-on approach to learning, participants entering grades three through twelve will apply the Engineering Design Process as they develop an understanding of 3D Printing and the ability to create printable 3D models, using a variety of software applications. TinkerCad, 123D Design, Netfabb, Repetier, and Arduino are examples of applications utilized in the design, modeling, and printing process. Participants will identify a real world problem and use what they learn to design and 3D Print, all or part, of the solution. Camp Curriculum will differentiate to serve diverse age & ability levels. Content Components:

3D Printing: What is it & how does it work?

Sketching & Orthographic Drawing: How are sketching & dimensioning techniques useful in Engineering?

2D & 3D Digital Design: How are digital files created?

Engineering, Art, and Entrepreneurship: What is it & how does 3D Printing impact?

Design Process: How is it used in problem solving?

Invent & Innovate: What is the difference?

Measurement: Methods & Tools Instruction & Learning Components

Discover & Imagine: Designed to captivate interest, provide knowledge and stimulate the imagination, engaging Anticipatory Sets, Direct Instruction, Demonstrations & Guided Practice Activities will be used to deliver the content.

Experiment & Explore: Independent Practice Activities that allow students to apply knowledge to their area of interest, as they experiment with 3D design application and fabrication of designs.

Design & Create: Participants will be presented with challenges to identify and solve problems by applying content knowledge & skills gained through experimentation & exploration.

Test & Iterate: Evaluate and improve design.

Showcase & Collaborate: Participants will present their work to family & peers to celebrate their success and share ideas. 21

st Century Learning Skills

3D Design & Printing stimulates the imagination and inspires innovation; however, the process participants experience as they design and print their ideas will foster problem solving, creativity, innovation, communication, and collaboration.

Problem Solving & Innovation: Throughout the design process participants are presented with fun, engaging, and meaningful challenges that will foster innovation. Using the engineering design process, participants will identify problems, brainstorm innovative ideas, assess challenges, collect data through testing, use trial & error to choose solution, and refine their ideas through evaluation and reflection.

Team Building & Collaboration: To move individual ideas to common solutions that reflect the group’s collective ideas and creativity, participants will experiment & explore individually and in teams. Engaged in team experiment activities, participants will build tolerance and respect for differences in creative thinking and problem solving styles. To guide positive interaction, Camp facilitators will create and maintain a safe environment for open sharing and collaboration, by using observation, coaching, reflection, and feedback.

Role of the Camp Director The purpose of this camp guide is to provide camp directors with instructional resources and ideas to introduce 3D Design & Printing as a tool to inspire creativity, design thinking, and innovation. The camp should be a low stress experience for both the camp director and the participants. Included in this guide are instructional resources and guided practice activities to introduce students, at all ability levels; however, it is important to remember that every participant is not expected to master all applications and content components. The extend and level of difficulty to which each content component is presented is left to the professional judgment of the camp director and should be based on the age range of each group and the interest, experience and ability level of each participant. This guide is designed to facilitate camps that have campers ranging from 4th – 12th grade. It is completely appropriate to modify the language or level of guidance depending on the specific makeup of a particular camp. The primary goal of the camp director is to facilitate an informal learning environment that introduces the content components and, most importantly, engages the participants in the engineering design process, utilizing 3D digital design and 3D printing to complete 4 projects: Director Instruction! Day 1-2

1. Introduce ideas & concepts – PowerPoint 2. Demo the Sketching, Measurement, & Creation of an STL file in TinkerCad.

Guided Practice Activity – Name Tag 3. Demo the repair of an STL file in Netfabb – Export as a STL

Guided Practice Activity – Repair Name Tag STL in NetFabb 4. Demo the Safe operation of 3D Printers

Guided Practice Activity – Student Connect, Load, Print STL files in groups of 3-4 Student Production!

Day 1-2 1. Name Tag that holds an LED & Coin Battery – Guided Practice Activity to learn TinkerCad. 2. Car – Guided Practice Team Project to apply engineer design process and reinforce

TinkerCad skills Day 2-3

3. Improved Car and Light Box – Demo & Guided Practice Activity to either learn 123D Design (option 1) or Master TinkerCad (option 2).

Day 4-5 4. Finish previous projects and Camper Choice – Apply what they have learned to design &

print product of choice.

Role of Camp Coaches and/or Peer Leaders (More than 15 participants)

Assist camp director in supervision.

Supervise operation of the 3D Printers.

Interact with and assist participants in the 3D Design Process to create STL files that can be printed on the 3D Printers provided for the camps

Supervise and guide participants in safe operation of 3D printers.

Camp Preparation & SET-UP Guide Camp Directors, Site Managers, and/or IT staff from each school are encouraged to assist 3D Parts-1

st Maker Space technician in the

set-up & install process.

1. Presentation PC: Copy Camp Director Folder to Desktop PowerPoint – test videos – Note: Do not delete or move any of the videos or PowerPoint Presentation from the

folder. Moving the files may prevent videos from playing Instructional Activities Camp Narrative Camp STL files – Folder

2. 3D Printers & Control PCs: 3D Parts will Deliver & Connect 3D Printers to PCs/Laptops provided by school: Make sure

each camp site has 1 printer per 3-4 students. 3D Printers will be picked-up end of camp to be used at another site. Will be tuned & returned in August & September to schools participating in 2015-16 3D Printing program.

Install Repetier& Arduino and load ini file as shown on the following pages. o Repetier: Make sure default temps are set at 110 (build plate) and 220 (extruder) o Arduino: Make sure correct board & ports are selected.

Install Netfabb Basic & 123D Design on Adjust Z axis on each printer TWEEZERS: Make sure 1 for each printer! (Needle Nose Pliers – 1 pair for director) TEST each Printer: Print Camp STL Files

o Wheel & Axle – no supports & 20% infill o Motor Mount POST – Pillar Supports & 20% infill o Lite Box Demo o 3D Parts Name Tag

3. Student Computers Set-up: Install Software: 123D Design & Netfabb Basic Copy Camp STL file folder & Camp Instructional Guide to desktop of each computer. Do NOT install MeshMixer – Make sure Netfabb is the default app for handling STL files. Test Internet Access – Open & Login to TinkerCad & Thingyverse

Directors may want to create a few Dummy TinkerCad Accounts – more than 1 can work at same time in same acct.

4. 3D Parts will DELIVER: Flash drives & unused consumables msut be returned, with printers, camp’s end.

1 Master Flash Drive: ALL instructional material, software, folders, and files needed for camp.

2-5 3D Printer Flash Drives: Each will have Camp STL files & Student Instructional Guides o Remind Camp Director / Site Mgr that students should be assigned a printer in teams of 3. Those students will

share flash drive to copy their stl files from student computer to control printer.

POSTERS – Hang by Printers & Display Area

HARD COPIES for INSTRUCTION: o PowerPoint – Notes o Instructional Activity Guide o Camp Narrative o List of Registered Campers

o Copies of Info & Release forms required for every student at day 1 check-in.

GRAPH PAPER: Sheets in sizes 8 X 8 and 2 X 3

9 v. Batteries & DC Motor – 1 per registered camper

DEMO KIT: 1 kit per site – 3D printed models for instruction for DISPLAY AREA

DESIGN KITS: 1 kit per registered camper TEAM KITS: 1 per 3-4 participants

3D Parts – 1st Maker Space will email parents with reminders for each camp location: Lunch, Check-in & Check-out procecdures, Forms, etc.. Parents must complete Emergency & Medical Forms & bring on day 1 to complete registration process. (This info was provided on-line when registered; however, parent / guardian must complete hard copy for Camp Directors records & easy access)

Summary of Camp Daily Flow

Day 1 o Check in with campers and parents o Introduction and PowerPoint Directions (slides 1-23) o Create NameTag (slides 24-31) o Print Nametag Option 1 (Show slides 32-33 when campers are ready to start printing) o Lunch o Create second nametag with other style (Slide 35) o Print Nametag Option 2 o Assemble car from kit o Introduce the final project so campers can start thinking and brainstorming

Day 2 o Instructions on PowerPoint for more advanced printing (slides 40-66)

IMPORTANT: Slides 63-65 have technical language that needs to be explained and brought down for grade school aged campers

o Acetone vapor bath the nametags o Put lights on nametags (if using the hot vapor) o Make wheel and axel to show tolerances (reuse of previous video with different emphasis) o Design car modifications and Print o Print car modifications before lunch o Lunch o Exposition and racing of new car designs o 123D Design lesson after cars are completed (Slide 69-70) o Start light box project design

Day 3 o Instructions on 3D printing in history as well as innovation and entrepreneurship (slides 74-78) o Continue to work on light boxes and lids. Hopefully the box bases will be done around lunch

time. Print Light boxes before starting to design lids. o Lunch o Post-Lunch Discussion – successes and failures. What have we tried? What have we learned?

What ideas do we have for our projects? o Finish design and print the lids for the light boxes and put the LEDs inside

Day 4 o Wrap up light boxes if not already done. o Opening discussion of project proposals for the last 2 days

Projects should be at least 2 parts that work together Projects must print in 2 hours or less and fit on the print tray Don’t expect that the first attempt will be a success. Plan for the first design to need

improvements Suggestions: toys, Minecraft objects, cups, vases, figurines, tools, jewelry, etc

o Campers should have something to print by the end of the day o Remind parents that there is an exposition of the week’s work at the end of the day Friday.

Day 5 o Opening discussion of project lessons. What am I making and what have I learned? o Students need to have their projects printing by lunch time. There will be a lot of down time

this day. This is a good chance to do an acetone bath on anything that campers have made thus far, especially the light box.

o Invite parents to come half an hour early to show off the different creations of the campers

Day 1: Start Your Engines: Engineer Focus PowerPoint provided to serve as Instructional Resource & Visual Aid. The Stage is Set: 10-20 minutes – students observe & interact during check-in. As students arrive, have a display table with 3D printed parts, posters, and begin printing the “wheel & axle” STL files. Display 9v car & car parts, name tags, Lite Boxes, Mobiles, Coin Battery Holders, etc to inspire their imagination AND serve as model for instruction for each of Camp Content Components. If available, display other projects that you have printed. (See Camp Preparation above: Exhibit Posters & 3D Prints for each Camp Content Component) Check-In: 15-30 min

Check-in procedures o Provide Parents with emergency contact information for the camp site and camp director.

Confirm that you have the correct medical & emergency contact information for each child. (Parents should have a form for you) Verify the lunch and dismissal/pick-up procedure for the camp (will vary by site).

o Give the campers a sticker name-tag Encourage students to check-out the display & start thinking about what they want to design & print. Ask students NOT to touch the printers until they have been taught safe operation!

o May or May not Distribute "Maker Design Kits" to each student and ask them to put on "paper name tag" until they get theirs designed & Printed. For younger students, may be a good idea to wait until ready to use.

Introductions and 3D printing basics: 60 min on PowerPoint Slides 1-23 Instructions for the directors are on each slide as presenter notes. Make sure you read through it ahead of time.

Activity 1: Ask students to sketch a Name tag (on 3x3 piece of paper) that they would like to print. (Powerpoint slides 24-31) (show 32-33 after Name Tag Option 1 has been designed by campers. Show slide 35-38 after lunch for Name Tag Option 2. These slides also contain Netfabb optimization and Repetier controls)

o Demo: Show examples of 3D Printed Name Tags – Camp Director & Assistant should be wearing. o DIFFERENTIATE: Elem – just a sketch from front, MS/HS-Sketch from front and top view

Key items in the PowerPoint – Demonstrate TinkerCad, Netfabb, and Repetier

o Create TinkerCad accounts o Design name tag from sketch o Import/export .stl files

o Repair using Netfabb o Fill out “Print Request Form” o Save .stl file to printer flash drive

How to run the 3D printer software

o Repetier o X,Y, and Z axis o Temperatures o Scale, Rotation

o Slicing o Support material o Infill % o Orientation

Activity 2: Construction of car and design improvements

Campers should be in their teams and they should work to construct the car from the kits. After they are done with their initial construction, they should test their car. WARNING: CARS ARE FAST. Make sure the car don’t drive into walls or people for the safety of the car and the environment.

After the initial construction, campers are tasked with making a group design improvement for the car. Before they start designing, they need to do the wheel and axel print to see the tolerances of parts that are designed to go together. Parts should be printed and measured with calipers. Appropriate adjustments need to be worked into the design so that parts fit together properly. This will be revisited on Day 2 because all campers will be doing the light box.

This car improvement can be a technical design to improve its speed or an aesthetic design to make it look better. These designs should be sketched out on graph paper and then constructed in TinkerCad.

APPLICATION of DESIGN THINKING: Ask campers to reflect on their day 1 experience and start thinking about how 3D Printing can be use it to solve a problem or make something meaningful and useful. Is it an Invention? Innovation? Work of Art? Remind students that on Wed, Thurs, Friday they will be designing and printing their own Invention or Innovation!

Example / Suggestions for Campers:

ENGINEERING FOCUS: identify a problem you encounter and sketch a design that can be 3D Printed to solve it. It can be a simple machine or a combination of some of the six types of simple machines. It could be an accessory or storage system for a device that you could use on a daily basis. Give the tool a Name! Can’t find a problem? Consider ways to improve something you use every day.

ART FOCUS: Consider ways you can use 3D Printing & Simple Machines to create a Three Dimensional Art Piece that communicates an idea. Example: A Mobile that is made of 3D Models that represent your interests, your family, your friends, Nature, etc. A decorative cup or vase, etc..

Day 2: Post-Print Processing - Car - Light Box Setting the Stage: 10-20 minutes As students arrive, have a display table with 3D printed name tags and cars Introduction to more advanced 3D Design & Printing – 45-60 min

Go over homework – How could you use 3D printing to fill a need?

Presentation: More advanced 3D Printing and Post-Print Processing (PowerPoint slides 40-62) o Go over infill percentages, support structures, print orientations, and printing brims. Brims are

used when printing the axels to get a better support base. (have the demo pieces available, including misprints)

o Discuss some challenges and limitations of the 3D printers as well as applications of some of the different objects.

Activity: Show the acetone vapor smoothing process for the ABS plastic models o DIRECTORS JUDGMENT: if your site has proper chemical safety measures, fume hood, hot

plates, Pyrex glassware, than you can do the hot acetone vapor bath for the 3D printed parts. Instructions for the acetone vapor bath are in the appendix. If your site does not have proper facilities to safely handle hot acetone vapor, you may use the cold vapor processing if you have the time and space. Make sure you practice this before you demo it to the campers.

Activity: Add LED light to name tag

Race Car: How did/will your updated design car compare to the original demo? (Set a time for the race. Right after lunch is probably good)

After Lunch

Car exposition and race Demonstrate 123D Design

o Show how to edit pieces (fillet, camfer,subtract, snap, etc) o Import/export .stl files from master files

Guided/Independent Practice—1-4 hrs

o Use measurement and scale to sketch a drawing of your Light Box o Design it using TinkerCad or 123D Design o Repair using Netfabb o Save to printer flash drive and complete print request form o HMWK: Draw a diagram(with dimensions) of your finished light box –or—take an object from

home that you would like to re-design

Day 3: Creating light boxes Setting the Stage: 10-20 minutes As students arrive, have a display table with 3D printed name tags, improved cars, mobiles, and light boxes. Introduction 3D Design & Printing in the Business world Short slide presentation on Powerpoint. Slides 75-78

Discussion of technical challenges of the light box o Openings in the sides need to print without falling down o Letters need cut out centers supported o The lid needs to be designed to fit on the top within the tolerance of the printer o The morning is devoted to getting the base designed and printing by lunch time

Activity – light box o The base of the light box is a template. Campers need to design the cutouts on the side. o The top of the light box needs to be designed from scratch. Measurement is essential to make

sure the top fits on top of the box. o When the entire box is done, there is an LED and battery for the inside to light it up.

Lunch Discussion of project proposals and light box lessons

o What is your idea for an original creation? o How did you draw them? o What did you re-design? o What have you learned from the light box project? What was a challenge and what is a problem

you managed to solve? Light box top

o Light box tops will probably need more than one print to properly fit on top of the box. Remind campers to expect that the first print probably won’t be the final product. Redesign will be essential.

o Save original designs on the grid paper and make notes of modifications o When done, put the LED and battery inside and put it on display o

PROJECT PROPOSAL ACTIVITY

Design something from scratch (using either TinkerCad or 123D Design) to print

Use measurement and scale to determine how big it should be

Day 4: Designing and Printing Original Creations Setting the Stage: As students arrive, have a display table with 3D printed name tags, improved cars, mobiles, and light boxes. Introduction 3D Design & Printing Opening discussion of project proposals for the last 2 days

Projects should be at least 2 parts that work together Projects must print in 2 hours or less and fit on the print tray Don’t expect that the first attempt will be a success. Plan for the first design to need

improvements Suggestions: toys, Minecraft objects, cups, vases, figurines, tools, jewelry, etc Look back at PowerPoint slides 9-10-11 for ideas if needed

Campers should use either Tinkercad or 123D Design to build their 3D models. If using 123D Design, make sure to save often.

Use Netfabb to check, optimize, and repair STL files before loading them onto Repetier for printing.

Expect that the first attempt will not be the final product

Campers can be introduced to Inkscape if they are quick learners and want more sophisticated options This day is fairly self-directed. If campers finish early, encourage them to try something more complex Remind parents to show up 30 minutes early the next day for pickup so they can see the exposition of all the creations of the week.

Day 5: Printing creations, post-processing, and showcasing Setting the Stage: As students arrive, have a display table with 3D printed name tags, improved cars, mobiles, and light boxes. 3D Design & Printing

Continue work on your original designs

Goal is to get designs printing by lunch time

If you are using cold-acetone vapor post-processing, get the vapor baths started in the morning. The light boxes and original creations should be post-processed for a shiny, smooth final finish. Lunch

If you are using hot acetone vapor post-processing, gather up all the printed materials after lunch and heat up the acetone to post-process all of them. 90 minutes should be enough time to process all the light boxes as well as the original creations.

Prepare students for the final exposition. See suggestions below Final Exposition – 3D Museum The 3D museum exposition model is only a suggestion. Feel free to use a different method if you want. It is important though to have some way of showcasing the hours of work and progress that were made throughout the week. Parents will really appreciate the opportunity to see what has been going on.

Each camper should take one piece that he or she created and prepare a short explanation of what the piece is and something interesting about it. That something interesting can include a challenge of building it, an anecdote of how a previous design failed, a personal touch that was added, or an important lesson that was learned during the creation.

Campers can stand around the room with their creation and parents can come walk through and get a brief explanation of all different types of 3D objects that were created over the course of the week.

INSTRUCTOR GUIDE NOTES & RESOURCES

Appendix

Acetone vapor bath post-processing procedure

ABS plastic will melt in the presence of acetone vapor. This gives 3D printed parts a very smooth shiny finish that looks

fantastic and is used to get industry grade quality. There are two methods, hot vapor and cold vapor. The hot vapor is

very quick but is more dangerous and requires more safety measures. The cold vapor is slower but safer. There are more

ways to accomplish this task, and if you feel that you have a safe method, than you may deviate from these methods.

However, these methods are tested for safety and efficiency.

Hot Acetone Vapor Bath

Materials – acetone, hot plate, fume hood, large (2500mL+ beaker), aluminum foil, wood block, wire, tongs

This process should be done in a fume hood to minimize the risk of acetone vapor exposure. Acetone vapor is flammable

and irritates eyes, mouth, and nose.

Put a few mL of acetone in the bottom of the beaker, put the beaker on a hot plate and turn it on low. The acetone boils

at a low temperature and the vapor will slowly climb up the side of the glass. When the vapor level is high enough to

cover the 3D printed object, you are ready for post-processing. The challenge is to dip or place the 3D printed object into

the vapor for 1-2 minutes without touching the sides of the object. If the object has a loop, wrapping a piece of wire

around it and holding it in the vapor works well. IF the object has a flat base, you can put it on a block wrapped in foil

(the block is to prevent the object from getting liquid acetone on it) and put the entire thing into the beaker. Getting it

out can be a challenge. The object needs to cool and dry for about 5-10 minutes after processing.

Cold Acetone Vapor Bath

The cold acetone vapor bath can be done with a polystyrene plastic container, some paper towels and aluminum foil.

See the video in the PowerPoint for instructions. This method is safer and does not require the fume hood, but it takes

up a lot of space and requires regular monitoring and a lot of time.

Inkscape Instructional Information

https://inkscape.org/en/learn/tutorials/

3D Designing & Printing IMPORTANT CONSIDERATIONS

Part = 3D Model

SIZE of PART: The build plate of the STEAM_Engine 3D printer is 200 mm x 200 mm (about 8 x 8 inches); however, it is not recommended that the parts being printed extend beyond the center (6x6 inches) 36 square inches or be taller than 5 inches. When design the model, it is best to consider the size. Remember, most design applications and 3D printers use the metric system. When the part is loaded into Repetier, evaluate to make sure it is not too large to print on the STEAM_Engine. If it is too large, use the SCALE tool, in Repetier, to reduce the size.

POSITION of PART: How the 3D model is positioned or oriented on the build plate significantly affects the quality of the print, and even the likelihood that it will print successfully. To improve efficiency and quality of print, the model should be positioned on the build plate with the least amount of overhangs. As you design a model, consider ways to position the model on the work surface to minimize overhangs. There is also a ROTATION tool in Repetier, the printer control software that will help to position the part.

OVERHANG of PART: If the 3D model being print has overhangs, greater than 45 desgrees, that can’t be eliminated by rotating the position of the part, SUPPORT STRUCTURES must be added in Repetier. It is important to note that the support material must be removed from the final print and that may damage the quality of the model. Not everything can be printed on the STEAM_Engine or any other 3D Printer.

DENSITY of PART: 3D Printing is slow! Before slicing and sending the file to the printer, consider how INFILL % required for the model. The less infill, the faster it will print because less material in extruded for each layer. Most design applications will allow you to shell out a model if the design doesn’t require an infill; or you can change the infill settings in Repetier. Most models can be printed with only 25% infill. If the model needs to be more durable, INFILL should be increased. Lessening the infill also saves material – filament.

TIME SAVER: Print more than 1 part at a time.

In Repetier, more than 1 part can be loaded and positioned to print on the build plate within the 6x6 inch center area

This Twisted Cage (hyperbola)

will print without support

structures, is an appropriate

size, and is position / oriented

for best results!

Too large – Scale Down

3D Printer ~ Safe Operation Guide Tutorial

Software Overview:

o Configure settings – STEAM_Engine.ini file Printer Settings: Set Temperatures: Bed = 110 & Extruder = 220

o Arduino: Serial Board & Ports Selected

Connect printers – to turn on Repetier

Safety & Care

o Hot, pinch, shock o Don’t touch: gantry, knobs, wire…etc o Filament storage – Desiccant o Loading/unloading filament – don’t let run out o Tweezers v. Needle Nose Plyers

Manual controls

o Extrude o Z home, Raise o Move X & Y o Temp settings 110/220

Repair STL - Netfabb

o Automatic Repair o Explain “Shells” and “Optimize”

Adjust Z Axis

Load STL File – (Consider: Overhangs, Size, Density, Orientation)

o Scale & Rotate o Infill & Support Material

Slice

o Slow or will not slice? Bad file or < 4 ghz RAM

Start Print