Week 8

Assignments

This week you would need to fabricate a 3D object with a 3D printer. The 3D object should provide some support for your class or some of your teaching lessons.

Design it from scratch or modify an existing 3D object.

3D print the object. You should do the slicing and set up the printer on your own with the support of your instructor. For advanced users: If you already are familiar with the 3D printer try to build an object that is composed by at least 2 different parts. In this case you should consider different ways of creating connecting joints and interlocking parts (opens new window)such as interlocking joints (opens new window), snap fit joints (opens new window)(including ball joints (opens new window)) or hinges (opens new window). Instead, you can also try to have articulated objects printed as one piece (opens new window), for instance an articulated snake as a pencil holder(opens new window)

Answer the following reflection questions:

Are you planning to use the fabricated object in your classroom? If so, how? Think on a learning activity involving 3D printing. How could it be aligned with your curriculum / standard? What are the challenges? Explain one successful educational activity in which you collaborated with other educators. What are the advantages and disadvantages of working with other educators? What are the main aspects to take into account to prepare an education activity among 2 or more educators?

Process

Step 1: Because I had limited experience using 3D printers, I decided to begin by finding an existing STL file and modifying it to create a customizable design. I researched practical tools that would be useful in my classroom and identified a recurring problem: I frequently misplace my whiteboard markers. To address this, I chose to design a dry-erase marker and eraser holder. The goal was to create a designated, visible storage space that would encourage a consistent routine and serve as a visual cue for returning markers after use. I then found an STL file for a marker holder that could be adapted for this purpose.

Step 2: I printed a small section of the original file to test whether the holes would properly fit the markers and erasers used at my school.

Outcome: Pros:

1. The file printed successfully
2. The eraser fit correctly
3. Several marker sizes fit

Cons:

1. The specific markers provided by the school were too large to fit into the holder

Step 3: To solve this issue, I measured the widest diameter of the markers used at my school and adjusted the hole sizes in the design. I modified the file by filling in the original holes with a cube and subtracting new cylinders with the correct dimensions. To personalize the design, I added my school’s initials, LCC (Lower Canada College), along with my last name.

Step 4: After finalizing the design, I exported the updated file and uploaded it to the slicer software, 3DPrinterOS. I adjusted the slicing settings to balance print speed and strength, then printed the final version.

Step 5: Testing: The final design works exactly as intended. The markers and eraser fit properly, and the holder meets my original goal. As a next step, I plan to add double-sided tape and mount it beside my classroom whiteboard for daily use.

Reflection

A learning activity centered on designing and 3D printing connectors that function as part of a larger, more sustainable system aligns well with curriculum standards focused on design, problem-solving, and responsible use of materials. Students would evaluate the strengths and weaknesses of their designs while considering efficiency, durability, and material use. Learning objectives include creating 3D CAD models in Fusion 360, developing and applying testing methods, and learning to operate a 3D printer effectively.

To meet curriculum requirements, student designs must be justified by addressing a real need in the school, such as repairing or improving an existing system (Ai). Projects must be well researched and carefully planned (Ci, Ai, Aiii), supported by hand sketches and design documentation (Bi, Biv), and include detailed orthographic drawings produced in Fusion 360 (Biv). Students must fabricate a refined connector using at least one Fab Lab machine, such as a 3D printer, laser cutter, or mill (Cii). Designs must be tested for strength and effectiveness (Di) and thoroughly documented before, during, and after production to evaluate changes, weaknesses, and improvements (Civ, Di, Dii, Div). An added design constraint requires the final object to fit within a 50 mm × 50 mm cube.

One successful educational activity I collaborated on was an interdisciplinary project between Grade 8 English and Design. Students were asked to design a necessary object for a character in Of Mice and Men, set during the Great Depression. In English class, students analyzed the novel, characters, and historical context, while in Design class they translated this understanding into a functional object that reflected the character’s needs, limitations, and social conditions of the time. This collaboration helped students make meaningful connections between literature, history, and design thinking.

Working with another educator has several advantages. Students develop a deeper understanding of the historical and social context of the Great Depression by approaching it from multiple perspectives. The project also allows for more in-depth work, as students can develop and refine their ideas across two classes. Additionally, exposure to different teaching styles and expertise helps support diverse learners and enriches the learning experience.

However, there are challenges to interdisciplinary collaboration. Teachers may have different teaching methodologies or expectations, which can create inconsistencies if not carefully aligned. Scheduling can also be an issue, especially when students do not share the same teacher in both subjects. Collaborative projects require significantly more planning, communication, and coordination between educators.

To successfully plan an educational activity involving two or more educators, it is essential to align learning objectives, assessment criteria, and timelines from the outset. Clear communication, shared expectations, and flexibility are key. Teachers must also consider student schedules, workload balance, and how each subject will meaningfully contribute to the overall project to ensure a cohesive and effective learning experience.

Tools

• 3D printer
• https://www.3dprinteros.com/
• https://www.printables.com/model/145461-white-board-organizer-v2