East Meadow School District

A Curriculum Area Project

East Meadow School District

Grades 7 – 8

Mathematics and Design and Engineering in 3D Printing – 2014-15

Project Facilitator: Elliot Oppenheim

Writers: Cindy Dale, Joanne Messina

Schools: W.T. Clarke Middle School and Woodland Middle School

Superintendent: Mr. Louis DeAngelo

Principals: Mrs. Stacy Breslin, Mr. James Lethbridge

Subject Area: Technology

Table of Contents

Abstract / 2
Rationale / 3
Introduction to 3D Printing
History & Overview PowerPoint
/ 4
TinkerCad 3D Design
/ 8
Great Monuments 3D Model Project / 10
Monument Research Notes / 11
Scale Ratio Worksheet / 12
Monuments and Scale Lesson Plan
/ 14
How To Create Electricity Lesson Plan / 17
Wind Turbine Design Project / 18
Wind Turbine Power Point Lesson / 19

ABSTRACT

Key Ideas:

·  3D printing is the new technology for the beginning of the 21st century. It is already revolutionizing fields such as medicine and engineering and will ultimately positively impact society in a wide variety of ways.

·  Mathematics, Design & Engineering, and Creativity are at the core of the 3D printing revolution. The technology is simple enough that students as young as elementary or grade school can grasp and apply the concepts to simple projects.

State Standards:

Math 8.EE1, Math 8 EE.3, Math 8 EE.4, Math 8 EE.5, Math 8.G.1, Math 8.G.9, Math 7.G.1

Technology Intermediate Standards 1, 5, and 6

ELA W8.6, W8.7, W8.8, RST6-8.1, RST6-8.7, RST6-8.9

Unit Description:

Technology is rapidly developing. The goal of this unit is to explore the new technologies that are currently available or coming down the pike. The unit will focus specifically on 3D printing and will utilize the new 3D printer the district has ordered for Clarke Middle School Technology department. Students in Technology 8 will take one project – such as Solar Sprint Cars, Great Monuments, or Build a Better Windmill – and use the 3D printer to develop a model / design. In addition to the hands on project that utilizes 3D printing, the class will also explore 3D modeling and design on the computer.

One goal of the unit is to reinforce the importance mathematics plays in real-life product development and engineering. This will be done by requiring student to use math skills to complete tasks such as scale size (measurement), design cost (proportions and unit rate), optimization, and overall feasibility. Students will use proportions and rations to modify, optimize, and retest their initial designs. All numbers will also be expressed in terms of Scientific Notation. Understanding how design and production of new components and products can influence future technologies is key. Students will research technological advances through digital and print media. Students will also spend time discussing the implications (both positive and negative) that technology has on society. The CAP will focus on developing a stand-alone unit that becomes a part of the traditional technology class. As the technology develops, so will the activities and topics covered in the unit.

Rationale

This Curriculum Area Project was created to introduce a unit on 3D printing into the Technology curriculum. It is widely believed that 3D printing is the most revolutionary new technology to come along since the internet. 3D printing will touch all areas of our lives.

Through this unit, students are exposed to this new technology. Students will engage in higher level thinking about the impact of technology—good and bad—on society. Students will also engage in hands-on projects using the new 3D printer. These projects will teach STEM skills including math, science, technology, and engineering. Additionally, ELA and Social Studies skills will be infused into the unit.

While the unit will be deployed in Technology 8 class, elements from the Unit will also be used in 7th Grade Honors Science Research and in 8th Grade Honors Science Research. As these students prepare projects to compete at high level regional and national science competitions, the 3D printer will provide them with the opportunity to design and test new technologies for their projects.

In Technology 8, students will work in teams to solve real-world problems. In addition to expanding their STEM knowledge and skills, students will also develop their communication and presentation skills by sharing their completed work with others.

Introduction to 3D Printing

History & Overview PowerPoint

E.M. Technology 2014

TinkerCad

3D design using: TinkerCad: https://tinkercad.com/

Objective: Students will be able to explore freely and design objects completely in 3 dimensions on the computer. They will use and reinforce mathematical skills learned in the classroom while creating scale models of everyday objects.

Video introduction: https://www.youtube.com/watch?v=MwjWT-EvKSU&feature=player_embedded . The introduction is a 3-minute video about TinkerCad.

Set up: This lesson needs to take place in a computer lab with LCD. The program will be on screen and running during the course of the lesson.

Key point: Software / Browsers

·  Only works on Mozilla’s Firefox or Google Chrome.

·  Will not work on Internet Explorer

·  Requires “WebGL” add in (which is built into Firefox and Chrome not IE)

·  Entirely web based. No need to save or download anything.

·  About: https://tinkercad.com/about/

Key Point: Design by manipulating shapes on a work plane

·  Set size of work plane

·  Set scale to work with metric or inch. Inch scale can be set to as fine as 1/64”

Key Point: Original Ideas or modify existing designs and ideas.

·  Start from “Create New Design” tab

·  Thingiverse http://www.thingiverse.com/tag:TinkerCAD is a gallery of designs from fellow users and free to download and copy or modify.

·  Quests: are lessons you can do along with a video to learn the necessary skills to design and manipulate shapes to get the results you will be looking for.

Key Point: Scale

o  Creating models that can fit the 3D printer. MakerBot Platform is 8” x 10” the max height is 6”.

o  How to decide on what scale to use? It must fit platform or be able to be assembled.

o  Why is scale model needed?

o  What are their advantages and are there any disadvantages.

Tinkercad Free 3D design software

TinkerCad Company Info

TinkerCad is an easy-to-use tool for creating digital designs that are ready to be 3D printed into physical objects. Users are guided through the 3D design process through 'Lessons', which teach the basics before moving on to more complex modeling techniques.

TinkerCad was founded by Kai Backman and Mikko Mononen in 2011, bringing the first browser-based 3D design platform to the masses. In June 2013 TinkerCad became part of Autodesk, joining the 123D family of products in helping students, makers, and individuals from all walks of life to design and make the things they imagine.

TinkerCad uses WebGL, a new 3D web standard.

Browsers that work well with TinkerCad:

·  Google Chrome 10 or newer

·  Mozilla Firefox 4 or newer

Operating systems are known to work well with TinkerCad:

·  Microsoft Windows Vista or newer

·  Apple OS X 10.6 or newer

·  Google Chrome OS on Chrome book

If you know your browser supports WebGL, but TinkerCad fails to acknowledge it, please contact us or consult the following browser specific trouble shooting guides:

·  Google Chrome

·  Mozilla Firefox

·  WebGL troubleshooting

TinkerCad Lessons visit: https://tinkercad.com/quests/

Great Monuments 3D Model Project

Working in teams of three, you are going to create a 3D model of one of the world’s great monuments using our new school’s new Makerbot 3D printer. For this project, you will need to utilize your research skills, math skills, design skills, and teamwork skills. As a group, you will select a monument from the list below.

Great Pyramid of Egypt / Empire State Building / The Brooklyn Bridge
Washington Monument / Leaning Tower of Pisa / Sears Tower
IM Pei Louvre Pyramid / Golden Gate Bridge / Taj Mahal
CNN Tower / Eiffel Tower / St. Louis Gateway Arch

If your team would like to model a different monument, you make propose your idea to the teacher for approval.

Working as a team, you will:

·  Research the location and history of your monument. Where is it located? When was it built? What is its significance? Who designed it? What material(s) is it made of?

·  Research the size and dimensions of your monument. You must express the size and dimensions using scientific notation.

·  Using proportions, determine the dimensions for your model. Please note that your model must fit within the parameters of the MakerBot printer.

·  Using the XYZ software program, draw and design your model.

·  Print your model using the MakerBot printer.

·  Write a one-page synopsis about your monument, including information on its construction and size.

·  Present your model to the class, giving your classmates the history of your monument, including information on how it was built.

Names:______Period:______

Great Monuments 3D Research Notes

Background

Monument Name:______

Location:______

Significance:______

______

Design & Construction

Designed by:______

Dates of construction:______

Materials used:______

Size and dimensions: ______

3 Interesting Facts / Stories about your monument

1.______

2.______

3.______

Scale Ratio Worksheet

Task: You are the director of merchandise at the gift shop at the Empire State Building. Your boss as asked you to order three different size Empire State building souvenirs to sell in the store: an 18” model, a 12” model, and a 6” model. Use your math skills to calculate the ratio of the actual Empire State building to each of the replicas.

Consider the example below:

Research the actual height and then calculate the ratio. Show your work.

Actual height of the Empire State Building:______

RATIO of Empire State Building to 18” model:

RATIO of Empire State Building to 12” model:

RATIO of Empire State Building to 6” model

TOPIC: MONUMENTS AND SCALE

NYS STANDARD: Math three Students will understand math and become more confident by communicating and reasoning mathematically by applying math to real world settings and by solving problems through different methods.

NYS CC: MATH 8.EE.3 Use numbers expressed in form of a single digit times an integer power of ten to estimate very large and small quantities, and to express how many times as much one is than the other.

Math.8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities.

FOCUS: scale modeling for a 3D printer

CONTENT: monument research, scale and use of scientific notation

Aim: Students will understand the relationship of scale.

Students will understand and use the usefulness of math and scientific notation, in the case of monuments and modeling.

Do Now: The class will receive one of the two net layouts of a cube in 2D that will be cut out and folded and taped together. One will have a scale of ½ inch == 1 ft. and the other is 1 inch = 1 ft.

Introduction:

The concept of scale is displayed as students compare one cube to another and to the original. 1ft = 1inch can introduce a scaled down model for students to grasp.

Scientific notation is introduced as another way of bringing down large numbers into workable units. Worksheets can be handed out for students to complete.

Objectives: Students will have a working framework for 3D scale of ½”, 1”, and 1’.

Students will see an actual blueprint of a tall building and its scale drawings.

Students will see how to apply scientific notation to the real dimensions of monuments in order to fit the 3D printer

Procedure: Students will complete the Do Now and Introduction.

Math drill sheets will be provided for students to show their understanding of scientific notation.

Using the monuments math documents provided, students complete the research specified questions of the monuments and the scale and scientific notation expression for the model.

Students will be given documents either through a Google Doc document or handed out to them.

Students will still be in teams of two and will then draw and execute the model in dimensions for tinker cad.

Assessment: Due to the fact that the 3D printer dimensions only span 5” in all directions a 18” model could POSSIBLY be divided into 5 TEAMS RESPONSIBLE FOR 3” sections and be assembled as a composite effort from each of the teams .

How to Create Electricity

Objectives: Students will be able to explain how energy is converted into electricity.

Do Now: Have student’s list devises that really don’t need electricity to work. For example a stapler can be electric or manual. A pencil sharpener, clock, drill, to name a few more.

Key Point: Electricity is not actually made but rather converted from another source of energy, such as wind, water, heat, or fossil fuels.

Key Point: Our consumption of electricity continues to grow globally.

o  How do we keep up with demand

o  What is it used for or what almost doesn’t require electricity?

Key Point: A generator is needed to create electricity.

o  Electric generator is a device that converts mechanical energy to electrical energy.