3D Printing Exploration

Unit 1: Introduction to the 3D Printing Module

Unit 1 Outline

 

Session 1: 

Topic: The Need for Prosthetics for Amputees

Essential Question: What does a prosthetic hand need to do?

Objectives SWBAT

  • Recognize the problems faced by amputees
  • Understand the challenges of prosthetics
  • Consider the types of hand motions
  • Identity tasks that people do with their hands  
  • Analyze the difficulty of tasks that people do with their hands for amputees

Lesson Plan Outline

  1. Engage with prosthetics by watching videos
  2. Generate a list of hand motions and activities done with hands and level of difficulty
  3. Analyze a particular case scenario, opening and paying a bill

 

Session 2:

Topic: Introduction to 3D Printing

Essential Questions: What can you do with 3D Printing?

Objectives SWBAT 

  • Recognize the principle and applications of 3D printing
  • Investigate new trends and future possibilities of 3D printing
  • Describe the benefits and limitations of 3D printing

Lesson Plan Outline

  1. Introduction to 3D printing: definition, processes, materials.
  2. Investigate and present a topic of 3D printing.
  3. Discuss the impact of 3D printing

Assessment for Unit 1

As this is the beginning of the course, this should be a formative assessment to see where the students are at. This can take the form either a brief 1 paragraph written reflection or a 1 minute Flip Grid or a Digital Portfolio, with the following prompts:

  • How do you think 3D printing could help amputees? Why would 3D printing be better than other methods?

Unit 2: Background Knowledge

Session 1:

Topic: Body Systems and the Human Hand

Essential Question: How do hands work?

Objectives SWBAT

  • Label the parts of the human hand and the body systems they belong to
  • Explain how the human hand work and why multiple body systems work together in the hand
  • Compare the parts of the human hand to the parts of the Robotic Hand

Lesson Plan Outline

  1. Review body systems and their parts.
  2. Label the parts of the skeletal system, the muscular system, and the nervous system.
  3. Compare the parts of the human hand to the parts of the Robotic Hand.
  4. Explain the importance of all systems working together.

Session 2: 

Topic: Brain-Machine Interface

Essential Question: Can a machine read my mind?

Objectives SWBAT

  • Recognize the basics of Brain-Machine Interface
  • Develop a proposal for a solution to a real-world problem using Brain-Machine technology
  • Analyze criteria and constraints that account for societal needs and wants when using a new technology

Lesson Plan Outline

  1. Introduce BMI (technology, history, types, applications, etc.)
  2. Select a problem that might be solved by BMI and develop a proposal as a team.
  3. Students Presentation.
  4. Class discussion: What factors or concerns would you consider before implementing new technology?

Session 3: 

Topic: Prosthetics Technology and the Human Hand

Essential Question: Which prosthesis is best for an amputee?

Objectives SWBAT

  • Describe the different types of prostheses and how they work
  • Compare and contrast the different types of prostheses from multiple perspectives
  • List important factors and desirable characteristics to be considered in the design of prosthetic hand

Lesson Plan Outline

  1. Explain the importance of prosthetics for amputees.
  2. Introduce the types of prostheses and how they work.
  3. Explore the importance of the thumb for doing daily activities.
  4. Discuss how the human hand inspires the design of prosthetics.
  5. Class Discussion.

Assessment for Unit 2

As this is low level learning, this should be a formative assessment to see what concepts the students have mastered so far. This should take the format of self assessment, where the students can see which concepts they can answer questions about (quiz: short answer) or open-ended questions to explain the major themes.  Students should reflect on what they know and what they need to spend more time reviewing, or they need additional help in understanding the concepts.  

An open ended quiz for this unit can take the form of answering the essential questions:

  • How do hands work?
  • How can a machine read my mind?
  • Which prosthesis is best for an amputee?

Unit 3: Learn to Use CAD and 3D Printing

Session 1: 

Topic: The Connection between CAD and 3D Printing

Essential Question: Why do we need to learn CAD for 3D Printing?

Objectives SWBAT

  • Explain how a 3D Printer Works
  • Explain the role of CAD for 3D Printing
  • Understand what CAD is

Lesson Plan Outline

  1. Review the ideas of 3D Printing from Unit 1
  2. Analyze videos showing the connection between 3D Printing,CAD, and Prosthetics
  3. Learn about the processes involved in CAD

 

Session 2

Topic: CAD Techniques

Essential Question: What are some of the processes used to create something with CAD?

Objectives SWBAT

  • Students should be able to use a 3D Printer to Print an object
  • Students should understand the different types of techniques used in CAD
  • Students should be able to breakdown a video and explain the techniques used in the creation of a part

Lesson Plan Outline

  1. Setup the 3D Printer and send a part to the printer
  2. Learn about the techniques
  3. Fill out a worksheet documenting the CAD techniques in a video of the creation of a part

 

Session 3:

Topic: Modifying a CAD part

Essential Question: How can you use CAD techniques to modify an existing file?

Objectives SWBAT

  • Analyze the techniques using in creating a part
  • Modify a part using CAD techniques 

Lesson Plan Outline

  1. Setup pieces to be 3D Printed
  2. Reflect on the printing process so far
  3. Continue to analyze CAD videos for techniques
  4. Modify a CAD file using those techniques

 

Session 4

Topic: Modifying a CAD part to reflect a real finger

Essential Question:  How can you use CAD to reflect a real world object?

Objectives SWBAT

  • Compare and contrast an existing CAD file to a real photo
  • Modify their CAD file to reflect the photo  

Lesson Plan Outline

  1. Setup their new Modified pieces to be 3D Printed
  2. Reflect on the printing process so far
  3. Modify CAD files of fingers based on photos from the internet
  4. Create a FlipGrid video demonstrating what they have learned so far

 

Session 5:

Topic: Creating a Finger

Essential Question: How do we create an object from scratch?

Objectives SWBAT

  • Create a finger from scratch while following the video as a guideline 
  • Improvise and alter the plans to their own creativity

Lesson Plan Outline

  1. Setup their new Modified pieces to be 3D Printed
  2. Reflect on the printing process so far
  3. Create a finger from scratch using the videos as a guideline

 

Assessment for Unit 3

Students will be evaluated on the final CAD file that is presented in this unit along with their FlipGrid video. Their final files should be sent to the 3D printer to see how it looks.

Students will follow the exact instructions to use Fusion 360 to draw a 3D model of the arm, and an improved design of fingers. Students will learn how to set up and print in the 3D printers. They will assemble the arm on the V3. 

After the students have become engaged and familiar with the 3D printing process, they should start printing pieces as early in each session as possible.  Since 3D printing can be a slow process, they should start their prints at the beginning of the session in case anything goes wrong. While the pieces are printing they can learn how to design parts in CAD. Eventually, for Units 4 and 5 students will be designing their own parts to print.

Unit 4: Design Evaluation

Session 1

Topic: The SHAP Protocol

Essential Question: Why is the SHAP Protocol used to evaluate a prosthetic? 

Objectives SWBAT

  • Envision a testing process for a robotic prosthetic hand
  • Join together different parts by following directions into a whole

Lesson Plan Outline

  1. Review the ideas of the SHAP Protocol
  2. Gather a list of materials needed to implement the SHAP Protocol
  3. Assemble parts of the NeuroMaker Hand and Modified arms

 

Session 2

Topic: Developing a testing procedure 

Essential Question: How can we implement an evaluation of the arm

Objectives SWBAT

  • Assemble parts and explain their work
  • Design an experiment to test the device 

Lesson Plan Outline

  1. Finish assembly of the arms
  2. Troubleshoot any problems in making the arms work
  3. Take inventory of the gathered materials for testing
  4. Design a series of tests and practice how this will happen

 

Session 3

Topic: Testing your Device

Essential Question: How can you document and evaluate your testing?

Objectives SWBAT

  • Perform tests on a device
  • Document all procedures and results
  • Reflect on the procedures and results

Lesson Plan Outline

  1. Students will implement the tests designed in the previous class
  2. They will document their work
  3. They will reflect on the process and the results and suggest any changes that need to be made for the next iteration

 

Session 4

Topic: The Iteration

Essential Question: How will the second iteration of an experiment improve, reinforce, or contrast their earlier work

Objectives SWBAT

  • Explain how they changed their experiment
  • Tabulate the results of an experiment
  • Document clearly their work so it is reproducible

Lesson Plan Outline

  1. Revise and finish testing of the arm
  2. Tabulate their results
  3. Document their work, both results and procedure

 

Session 5

Topic: Design Review Presentation 

Essential Question: How can you communicate the results of design evaluation 

Objectives SWBAT

  • Explain the results of their work
  • Evaluate the design and propose improvements
  • Provide positive feedback to other groups

Lesson Plan Outline

  1. Students will create a FlipGrid video to explain the results of their work
  2. They will emphasize both what works and does not work 
  3. Separately, they will develop a proposal for improvements
  4. They will evaluate the other students’ presentations in the class 

Assessment for Unit 4

Students will be evaluated on their FlipGrid video on their testing.  A part of their assessment should also be how they evaluated the other groups (positive and constructive reinforcement, glows and grows, etc).  

Students will start experimenting with both the original and the new design of the fingers. Via activities, worksheets and drawings, they will understand the pros and cons of these 2 types of finger designs, and identify what are the main use cases in a real world situation. They are able to draw conclusions on what aspects of the design that needs to be modified to better serve the goal. 

Given time, students may need to continue printing pieces so they have a complete arm with the new design. By the end of the Design evaluation stage, students should have an arm assembled with both types of fingers, the original and the new design. Students should be able to work through the SHAP protocols to evaluate the designs. 

Unit 5: Workshop and Challenge

All Sessions

 

Topic: Workshop and Challenge

Essential Question: How can you design a product? 

Objectives SWBAT

  • Define a problem
  • Research solutions to the problem
  • Create designs
  • Test their design and redesign
  • Present their final product

Lesson Plan Outline

  1. Students will define a problem
  2. Students will develop questions to refine the details of the problem
  3. Based on research and testing the will develop concrete constraints and goals
  4. They will brainstorm a solution to the problem
  5. They will design a solution and build a prototype
  6. They will test the prototype and redesign the product
  7. They will finalize the product and present it to their peers

 

Assessment for Unit 5

Students will be evaluated on their final presentations whether it be a technical report, video presentation, or a live presentation.

You might have used a quiz at the beginning of Unit 5 to show mastery of the concepts and what students might need to review before diving into the final project.  This quiz can have the following open ended questions similar to Unit 2. The teacher can edit the questions on this quiz. 

  • How do you think 3D printing could help amputees? 
  • Why would 3D printing be better than other methods?
  • What does a prosthetic hand need to do?
  • How do hands work?
  • How can a machine read my mind?
  • Which prosthesis is best for an amputee?
  • What are some of the processes used to create something with CAD?
  • How can you use CAD techniques to modify an existing file?
  • Why is the SHAP Protocol used to evaluate a prosthetic? 
  • How can you document and evaluate your testing
  • How will the second iteration of an experiment improve, reinforce, or contrast their earlier work