Rapid Prototyping . . .Future in the making!

Gina Hopkins Sunnyside High School

Sunnyside, WA

Caleb Oten Sunnyside High School

Sunnyside, WA

Carisa Fore LCSC Pre-Service Teacher

Orofino, ID

Washington State University Mentor Dr. Jitesh Panchal

Mechanical Engineering WSU

July, 2010

The project herein was supported by the National Science Foundation Grant Award No. EEC-0808716: Dr. Richard L. Zollars, Principal Investigator. This module was developed by the authors and does not necessarily represent an official endorsement by the National Science Foundation

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Table of Contents Project Summary……...…….……………………………….………….……….……3 Goals for the Units…………..……………………………….…….………..…….…..5 Bridge Unit Overview……..……………………………………....………….…….....6 Lesson 1…………..……………………………………………………..……….……8 Lesson 2…………..…………………………………………………..…….…………9 Lesson 3………….…………………………………………………………….…….10 Lesson 4-6……….……………………………………………………………….…..11 Lesson 7………….…….…………………………………………………………….12 Lesson 8-9………….……..…………………………………………………….……13 Volcano Unit Lesson 1…...…………………………………………………………...……….……14 Lesson 2….…………………………………………………………………………..15 Lesson 3…………………………………………….………………………………..16 Lesson 5-7…………………………………………………………………………....21 Appendix A: Geometry Student Packet……..……………….………………………22 Appendix B: Lesson 1 Questions.……………………………………………….…...31 Appendix C: Technology Directions…………………………………………………32 Appendix D: Washington Science P.E.s……………………………………………..33 Appendix E: Rapid Prototyping Power Point…………………………………… …34 Resources.……………………………………………………………………………37

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Summary Overview of Project: This flexible three-week unit plan is designed to introduce students to the knowledge and cutting edge technology of Rapid Prototyping and three dimensional printing. The module begins with the history and concept of 3d printing on a large scale and graduates to the streamlined small scale 3d printers available now for rapid prototyping. The students will then either work through a series of lessons on volcanic activity and the outside structures of volcanoes or lessons on bridge building and the geometric structures that accompany those bridges. With the volcano unit the students will use the 3d printer and Google Earth to print actual volcanoes. Following, the students will use the models of volcanoes to describe the features of that volcano. In geometry the students will be designing bridges in Google Sketch-Up to later print and test structural soundness. The students will then use what they have learned to improve their geometric bridge designs. Intended Audience: The intended audience for this unit will consist of two separate groups, geometry students and earth science students. The grade range spans 8th to 11th depending on district curriculum requirements. The rapid prototyping technology can be used in any discipline and any grade level. This module can be modified and fit into as little as seven to ten days or up to one month depending on class needs and/or requirements. Estimated Duration:

This module consists of two separate units of study. Each unit was designed to run a total of one week although using both units can extent the module duration two weeks or more. With adaptations it can be used for longer periods of time. Make sure to allow enough time for downloading 3D plans as well as the printing process. Introduction:

The use of rapid prototyping has brought the manufacturing field to a whole new

level. Previously a prototype design model would have to be handcrafted and often took several days or longer to create. It was expensive, labor intensive and difficult. With rapid prototyping a model can be designed much faster, cheaper and even more detailed than before. Advances in rapid prototyping have allowed it to be used in manufacturing, medical purposes such as skin grafting, dental procedures and in the classroom to enhance learning. Designers of the Makerbot Cupcake CNC machine intend to make the printer available to every home in the near future.

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Rationale:

The Summer at WSU Engineering Experiences for Teachers (SWEET) program was funded by the National Science Foundation (NSF) to help science and math teachers design and implement curriculum to introduce engineering into the classroom. Introducing content along with the use of engineering technology will allow the students to obtain optimal success in overall learning.

Safety Precautions:

Students need to be aware that the motor extruding the plastic is very hot and shouldn’t be touched until cooled down. The driver belts need to be clear of any debris. The students also need to be informed of any other possible dangers involving the machine. Instructional Strategies:

Multiple strategies will be involved; in class lectures, independent research, group project and an oral/written presentation. Evaluation:

Students will be required to do an oral presentation on their research. Evaluation will be done via the attached oral presentation rubric. The math students will be required to submit a detailed report at the end to the bridge lab.

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Goals: Science Goal: Students will be able to explain how rapid prototyping works and why it’s an important technology as it applies to earth science.

Science Sub Goal A: Students will understand how to find an image of a volcano using current Google Earth. Science Sub Goal B: Students will understand how to find an image of a volcano using current Google Earth. Science Sub Goal C: Students will be able to explain the difference between the three main types of volcanoes

Math Goal: Students will be able to explain what type of bridge will be best for the specific case given.

Math Sub Goal A: Students will be able to describe the geometry involved in building bridges. Math Sub Goal B: Students will be able to use the rapid prototyping technology in the manufacturing process to manufacture bridges.

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Geometry: Bridge Unit

Day 1: Rapid Prototyping Concept: Introduce the idea of rapid prototyping and the technology that accompanies it. Rationale: This is a lesson used to introduce the idea of rapid prototyping and the technology that is available to the public. Target: Each student will be able to understand the concept of rapid prototyping and compare it to current technology. Performance Expectations: Technology Standard: 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. Activities: Slide show on RP and discussions of what it can be used for. HW - List 10 possible ways this could be used in the business world. Reflection:

Day 2: Bridges & Geometry Concept: Introduce the idea of building a bridge in a real life situation. Discuss the design and engineering process in detail. Look at the types of bridges. Rationale: This is a lesson used to introduce the idea of bridges and the expectations of the Project. Target: Each student will be able to describe the design/problem solving process. Performance Expectations: G.7.A Analyze a problem situation and represent it mathematically. Activities: Slide show on bridges, discussion of previous knowledge, discussion of designs, Outline of bridge project. HW - Think of how to design bridge, sketch a drawing. Reflection: Describe what the design process might be for a sky scraper.

Day 3: Bridge Sketch & 3rd Dimension Concept: Geometry of bridges and bridge design. Rationale: This lesson will be the initial design where the students will begin the design of their bridges. Target: Each student will be able to design a bridge. Performance Expectations: G.3.J Describe prisms, pyramids, parallelepipeds, tetrahedra, and regular polyhedra in terms of their faces, edges, vertices, and properties. Activities: Students will start the sketches of their bridges including angle measures and lengths. HW - Think of how to design bridge, continue to sketch a drawing. Reflection: Why did you choose the basic structure you did?

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Day 4-6: Bridge Sketch & 3rd Dimension Concept: Geometry of bridges and bridge design. Rationale: This lesson will be a continuation of day 3 in which they follow the projects guidelines for bridge sketches and 3-dimensional models on Google Sketch Up. Target: Each student will be able to design a bridge. Performance Expectations: G.7.A Analyze a problem situation and represent it mathematically. Activities: There will be a quick tutorial on Google sketch up on day 4 and the students will have the rest of the time to accomplish the tasks for the project. HW - None Reflection: Have you check your progress on the main Project? Will you have enough time?

Day 7: Bridge Test Concept: Bridge testing and evaluation. Rationale: This lesson will be the last lesson before the final report is written by the groups. The students will be testing their bridge structures for strength. Target: Students will be able to identify the ideal structure geometry and evaluate possible uses. Performance Expectations: G.7.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. Activities: The class will be breaking the models that have been printed one at a time. The class will have evaluations to fill out for use on the final report. HW - Start to outline the final report for the Project Reflection: What have you noticed about your own bridge compared to other structural differences?

Day 8-9: Recommendation Report Concept: Bridge evaluation and final evaluation. Rationale: This lesson is the last of the unit. The students will be working on a final report in which they create a document for an imaginary client who wants to build a bridge. Target: Students will be able to explain geometrically what type of bridge will be best for the specific case given. Performance Expectations: G.7.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. Activities: The students will be working individually on a report in which they analyze the geometry and their results of bridge testing in order to make a recommendation for a bridge being built. HW - REPORT Reflection: What will you recommend?

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Lesson Plan: Day 1-Introduction to Rapid Prototyping and Production ~Objective~ Students will understand how rapid prototyping works and why it’s an important technology. Students will be able to model the procedure for 3d printing. ~Materials~ Rapid prototyping power point, graph paper, foam sheets, scissors, 3d printer, candle wax. ~Entry Task~ Have a class discussion using the following question: Have you ever lost the back to a remote control? How did you fix the problem? ~Activity~ Class will start with a teacher lead discussion using a PowerPoint presentation as a guide. See Teacher discussion notes (appendix b). Next, review the properties of 2d and 3d objects. Pass out graph paper and let students create their own 3d design. After students have completed there drawing allow them to recreate their design using sheets of foam. Students must only place one piece of foam on top of each other being careful to not create a step, but rather a smooth surface. Circulate the room to make sure students are using proper layering method. Next, students will design and print a mold to produce a candle. ~Closure~ Students will answer and discuss the following question. Can you think of another uses for rapid prototyping or 3d printing?

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Lesson Plan: Day 2-Bridges & Geometry ~Objective~ Each student will be able to describe the design/problem solving process specifically for structures. ~Washington State Performance Expectation~ G.7.A Analyze a problem situation and represent it mathematically. ~Materials~ Bridge slide show, Project Overview Packet, ~Entry Task~ Have students write out the problem solving sequence for any problem.

o Write out the steps to getting to school when your car has a flat tire. (NO specifics, just the decisions that need to be made)

~Activity~ Class will participate in a discussion on building bridges. These topics will be addressed in the class discussion: • Structures • Materials • Sizes • Cost • Location • ETC.

The teacher will proceed through common types of bridges and the different structures that accompany those bridges. Students will read through the Project overview. They will be able to ask questions and make comments. The students will be given a timeline in order to be their own time managers. ~Closure~ • Students will be given the homework assignment of deciding what type of bridge

they would like to design. • Their Exit Task will be to answer the following:

o Describe what the design process might be for a sky scraper. What needs to be taken into account?

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Lesson Plan: Day 3-Bridge Sketch & 3rd Dimension ~Objective~ Each student will be able to design a bridge and identify the geometry involved. ~Washington State Performance Expectation~ G.3.J Describe prisms, pyramids, parallelepipeds, tetrahedra, and regular polyhedra in terms of their faces, edges, vertices, and properties. ~Materials~ White paper, graph paper, protractors, rulers, Project Overview Packet ~Entry Task~ Have students decide which bridge structure they would like to work on. See Bridge List appendix A

• Look at the structure options and choose the one you would like to work with. ~Activity~ The students will work through the parameters of the actual bridge they will design. The ravine is 76 meters wide and the bridge has to be wide enough to allow two cars and pedestrian to cross simultaneously. The bridge has to span 80 meters and be at least 20 meters wide. For the sake of the testing the models will need to be 80 mm long and at least 20 mm wide. The students need to create sketches of the bridge, so the teacher can engage students in a discussion about what is necessary for the sketches. The students need to know what views are necessary and what needs to be labeled. See views needed Appendix A for a recommended list of views. Topics that need to be covered by the discussion are:

• Views • Dimensions • Accuracy

The sketch expectations need to be covered at this point (Appendix A) The teacher will then allow students to draw general sketches using graph paper. The teacher can correct and recommend based on what the students are doing. ~Closure~ • Students will be given the homework assignment of transferring the sketch to

graph paper to have scale on the paper. • Their Exit Task will be to answer the following:

o Why did you choose the basic structure you did?

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Lesson Plan: Day 4-6: Bridge Sketch & 3rd Dimension ~Objective~ Each student will be able to design and sketch a bridge. ~Washington State Performance Expectation~ G.7.A Analyze a problem situation and represent it mathematically. ~Materials~ Graph paper, protractors, rulers, Google Sketch Up, Project Overview Packet, ~Entry Task~ Have the students be prepared to share what they have done so far.

• Use this to discuss their timeline for completing both the sketches and the sketch up design.

~Activity~ The teacher will need to go over the program Google Sketch Up and its features. If you are not familiar with them, you may want to spend some time designing something yourself. The rest of the next 2.5 days will be dedicated to creating a 3 dimensional model of the bridge. This may need to be made in pieces to be assembled later. ~Closure~ Their Exit Task will be to answer the following:

o Have you check your progress on the main Project? Will you have enough time?

NOTE: At the end of day 6 you will need to print the models out for testing. This may take a while and you may need to take some of them home with the printer to print.

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Lesson Plan: Day 7: Bridge Test ~Objective~ Students will be able to identify the ideal structure geometry and evaluate possible uses. ~Washington State Performance Expectation~ G.7.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. ~Materials~ Model bridges, two tables, pencils, string, weights, scale, Project Overview Packet, ~Entry Task~ Have students find their models and assemble if needed. This is an opportunity for finishing touches. ~Activity~ The bridges will be broken today. This will be done by adding weight in increments of 2.5lbs. Before they are broken they need to be weighed. The object of this project is to create the best design which includes light and strong characteristics. ~Closure~ Their Exit Task will be to answer the following:

• What have you noticed about your own bridge compared to other structural differences?

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Lesson Plan: Day 8-9: Recommendation Report ~Objective~ Students will be able to explain geometrically what type of bridge will be best for the specific case given. ~Washington State Performance Expectation~ G.7.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. ~Materials~ Project Overview Packet, ~Entry Task~ Have students answer the following:

• What are the top three bridge designs? Why are they the best? ~Activity~ The students will work on the final report for the next two days. The final report will need to be as detailed as possible. The minimum requirements of the report are in the Project Overview Packet-Appendix A. ~Closure~ Their Exit Task will be to answer the following:

• What will you recommend? Why?

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Earth Sciences: Volcano Unit Lesson Plan: Day 1-Introduction to Rapid Prototyping and Production ~Objective~ Students will understand how rapid prototyping works and why it’s an important technology. Students will be able to model the procedure for 3d printing. ~Materials~ Rapid prototyping power point, graph paper, 3d printer, candle wax. ~Entry Task~ Have a class discussion using the following question: Have you ever lost the back to a remote control? How did you fix the problem? ~Activity~ Class will start with a teacher lead discussion using a PowerPoint presentation as a guide. See Teacher discussion notes. Next, review the properties of 2d and 3d objects. Pass out graph paper and let students create their own 3d design. After students have completed there drawing allow them to recreate their design using cardboard. Students must only place one piece of cardboard on top of each other. Circulate the room to make sure students are using proper layering method. Next, students will design and print a mold to produce a candle. ~Closure~ Students will answer and discuss the following question. Can you think of another uses for rapid prototyping or 3d printing?

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Lesson Plan: Day 2: Plate Tectonics Start with a brief explanation on the Earth’s interior: Inner Core, outer core, mantle-anthenosphere and lithosphere.

Explain that the lithosphere is not a solid unit across the Earth; rather it is divided into sections called plates. These plates move around the Earth carrying either oceanic or continental crust with them. They work somewhat like bumper cars as they collide into each other. This concept is known as Plate Tectonics. Movement of these plates causes a number of processes to occur. When plates spread apart they allow some of the hot gooey athenosphere to rise up and form new lithosphere (crust). When plates collide a subduction event occurs. This will happen when one plate subducts under another plate. The older, denser plate will give under the extreme pressure of the collision process. As the subducting plate sinks it brings seawater down with it and the plate begins to melt. The magma from the melt rises and forms volcanoes and mountain ranges.

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Lesson Plan: Day 3 Searching for the volcano ~Objective~ Students will understand how to find an image of a volcano using current Google Earth. ~Materials~ Computers with Google earth and Google sketch up ~Entry Task~ Have a class discussion using the following question: ~Activity~ After giving students a brief introduction on Google Earth allow them to play around and find as many volcanoes as they can. Students can get information about the volcanoes by clicking on the volcano maker. After students have selected a volcano they need to upload into sketch up. Make sure you are in the birds eye view. Open up SketchUp, and click on the get current view. Have the students research the following: What are the three types of Tectonic Plates? Describe how each plate boundary reacts and what it produces. What type of plate produces new lithosphere? What type of plate makes volcanoes and mountain ranges? What type of plate activity can cause an earthquake? Does plate activity cause volcanic eruptions? Why or why not?

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Lesson Plan: Day 4: Types of Volcanoes Start the lesson by discussing the three types of volcanoes. Use the attached diagram for emphasis. This information was adopted from: http://eosweb.larc.nasa.gov/EDDOCS/pdf/aerosol/volcano_types_lesson.pdf Shield Volcanoes- Shield volcanoes are built almost entirely of fluid lava flow. Flow after flow pours out in all directions from a central summit vent, which builds a broad, gently sloping cone - much like a warrior's shield or a plateau. Shield volcanoes can be easily identified because they are tall and broad, with flat, rounded shapes. Cinder Cones- Cinder Volcanoes are the simplest type of volcano. They are built from particles and blobs of congealed lava ejected from a single vent. Lava is blown into the air, which breaks into small fragments that solidify and fall as cinders around the vent to form a circular or oval cone. Most cinder cones have a bowl-shaped crater at the summit, and rarely rise more than a thousand feet or so above their surroundings. Composite Volcanoes- Typically, composite volcanoes are steep-sided, symmetrical cones of large dimensions built of alternating layers of lava flow, volcanic ash and cinders. Composite volcanoes will rise as much as 8,000 feet above their base. Most composite volcanoes have a crater at the summit, which contains a central vent or a clustered group of vents. One essential feature about composite volcanoes is the conduit system. This is when the magma from a reservoir deep in the Earth's crust rises to the surface. This type of volcano is built by the accumulation of materials erupted through the conduit, which increases in size as lava, cinders, and ash are added to its slopes. Class Discussion: Have students identify how each type of volcano affects its surrounding area: physically and economically. Can anyone name any of these types of volcanoes? Clarify differences between magma and lava. Discuss viscosity and mineral composition.

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Day 4: Assignment: Have students research and fill in the following table:

VOLCANO LOCATION COMPOSITE SHIELD CINDER CONE

Mt. Pinatubo

Mount Hood

Kilauea

Paricutin

Mount Cotopaxi

Mount Saint Helens

Mount Rainier

Mauna Loa

Mount Fuji

Mount Shasta

Mt. Etna

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Answer Key

VOLCANO LOCATION COMPOSITE SHIELD CINDER CONE

Olympus Mons Mars X

Mt. Pinatubo Philippines X

Mount Hood Oregon X

Kilauea Hawaii X

Paricutin Mexico X

Mount Cotopaxi Ecuador X

Mount Saint Helens Washington X

Mount Rainier Washington X

Mauna Loa Hawaii X

Mount Fuji Japan X

Mount Shasta California X

Mt. Etna Italy X

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Day 5-7: Assignment: Students will need to do an oral presentation based on their new knowledge about volcanoes! Break students into small groups and have them choose a volcano form the previous worksheet. They will be making one of these volcanoes using the Makerbot Cupcake CNC 3D printer. This final assignment requires the students to do an oral presentation on their volcano of choice. The attached rubric will be used for the final assessment. Students will need to have a formal outline addressing each topic of the rubric. A copy of the outline will be handed in to the teacher prior to the presentation. Rubric: Question Points available

Be able to name the three types of volcanoes and then identify yours. Name of volcano? Location of volcano?

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Active? 5

Last Eruption? 5

Amount of lava or magma produced? Viscosity: slow, medium, fast, very fast?

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Effects of surrounding area: lahars, debris, avalanche- overall physical damage. Environmental concerns? Economic concerns?

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Presentation style: Organization, clarity, preparedness, each member contributes.

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Questions will be asked at the end of your presentation- be ready! Answers questions completely and accurately.

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Formal outline: Proper format Research References cited

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Total /125

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Appendix A

Timeline Bridge Project Overview The following list is intended to help you plan ahead so as to facilitate your completion of the Bridge Project. Day 1 ----------------------------------------

Day 2 ---------------------------------------- Day 3 ---------------------------------------- Day 4-6 -------------------------------------- Day 7 ---------------------------------------- Day 8-9 --------------------------------------

Introduction of the idea of rapid prototyping and the technology that accompanies it. Introduction of the idea of building a bridge in a real life situation. Discuss the design and engineering process in detail. Geometry of bridges and bridge design Geometry of bridges and bridge design on computers Bridge testing and evaluation Bridge evaluation and final evaluation

Student Packet 1

Brief Project Description

You have been enlisted to help build a bridge. There will be quite a bit of work in order to make this happen and you are part of the design crew. There are many different types of bridges to choose from and there are many other decisions to be made.

You are part of a civil engineering team that needs to conduct some tests in order to make a recommendation to the bridge builder. This project will end with you creating a report in which you make your recommendation and justify it with geometry and data from testing. The parts of this project you will be responsible for are as follows:

1. Sketches of the bridge to be tested. 2. A Google Sketch-Up 3 Dimensional Model of the bridge. 3. A detailed report on how your bridge fared during testing and what type of bridge

should be put in place based on what you have seen.

Student Packet 2

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Bridge List

Pick one truss style bridges to use as your starting point. Once you have chosen circle it and check with the teacher. Teacher Initials: ___________

Student Packet 3

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Your Task

The bridge that needs to be built will span a ravine 80 meters wide. The bridge also needs to be 20 meters wide to accommodate two cars and pedestrians.

There needs to be a sketch made of you specific bridge design. The following needs to be included in your sketches:

1. Three views of the bridge (outlined below) 2. Dimensions included on the bridge 3. Angles of every intersection labeled 4. Scale is correct (1 meter to 1 millimeter) 5. THE MORE ACCURATE YOU ARE NOW THE EASIE IT WILL BE LATER! 6. Check with teacher when finished:

Teacher Initials: __________

Drafting Views

This image shows the three views necessary for each bridge sketch.

Student Packet 4

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Google Sketch-Up 3 Dimensional Model

Google Sketch-Up is a program that gives one the ability to create 3 dimensional models of many things. A 3D model of the bridge, like the one below, you are designing will be made using Sketch-Up.

The 3D designs need to be finished by day 6 in order to be printed in time for tests. The designs need to follow these guidelines:

1. The 3D design needs to follow the hand drawn sketches. 2. The structures are to be designed in pieces in order to

print.(They will be assembled on the test day) 3. The structures should to be to scale and in millimeters 4. Check with teacher when finished

Teacher Initials: ___________

Student Packet 5

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Bridge Test Day Use the following table to organize the results of all the bridges tested in your class. Sketch of Bridge:

Bridge Maker: Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Sketch of Bridge:

Bridge Maker: Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Sketch of Bridge:

Bridge Maker:

Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Student Packet 6

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Sketch of Bridge:

Bridge Maker: Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Sketch of Bridge:

Bridge Maker: Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Sketch of Bridge:

Bridge Maker:

Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Student Packet 7

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Sketch of Bridge:

Bridge Maker: Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Sketch of Bridge:

Bridge Maker: Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Sketch of Bridge:

Bridge Maker:

Weight of Bridge: Breaking Point: Benefits of Design:

Problems with Design:

Student Packet 8

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Final Report Grading Rubric

SCORE:______/80

Student Packet 9

Components Grade / Comments

Ove

rvie

w

Description of the process of designing a bridge. Description of:

o Truss choice o Sketches o Sketch-Up Modeling o Testing

1 • • • 5 • • • • 10

Comment:

Bri

dge

Description of the bridge chosen. Description of modifications to the original truss. Description of how it fared in testing.

1 • • • 5 • • • • 10

Comment:

Geo

met

ry

Description of Geometry of the bridge. Include:

o Triangle Geometry o Parallel Line Geometry o Angles/Line Segments o Other Polygons o 3D Geometry

1 • • • 10 • • • 20

Comment:

Bri

dges

Description of the other bridge designs in class. Description of the variation in design

1 • • • 5 • • • • 10

Comment:

Ran

king

Ranking of the bridges Explanation of ranking order.

1 • • • 5 Comment:

Com

pari

son Description of the successful bridges.

Description of the unsuccessful bridges. Description of the similarities and differences

geometrically and structurally.

1 • • • 8 • • • • 15

Comment:

Rec

omm

enda

tion Recommendation for the bridge builder.

o What bridge would serve the purpose the best

o What other modifications to the best suited bridge are recommended

o WHY?

1 • • • 5 • • • • 10

Comment:

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Teacher Power Point Discussion Prompts

Appendix B What is prototyping? What is hard about drawing 3d on a flat piece of paper? ……you have to draw dotted lines What is the difference between 2d and 3d? How do you make something for the first time? ……Whittle it out of wood What are the steps involved? What would you need to make a 3d model easier? What types of computer software allows you to make 3d images? Where would you go to make the design? What is the rapid part of prototyping? Waiting three days for the machine shop or one day with your printer.

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Appendix C Technology

3-Dimensional Printer

The three dimensional printer used for these labs is a Cupcake CNC made by Makerbot. This machine was used because of the cost. The cost is around $750.00 and is most likely the best machine, if not only machine, that can be purchased this cheaply. It is a great tool but should be used by the instructor enough so as to become familiar with the process and time constraints it presents. Also the instructor needs to be familiar with the machine for the sake of safety.

Google Sketch Up Google Sketch Up is free software from Google. The software allows the user to create 3D objects and save the files. This is imperative for either of the units included and needs to be explored by the instructor before presenting to the class. The program is simple but has many capabilities. As an instructor one needs to explore the program as thoroughly as possible in order to support the students.

Conversion from Sketch Up to 3D Printing The important piece of information needed for this process is that 3D printers read .stl files. If the file is not in .stl format this process will not work. The Sketch Up program will not export files in this format, therefore it needs to be modified. There are directions on how to do this at this link http://www.guitar-list.com/download-software/convert-sketchup-skp-files-dxf-or-stl . Once you follow the directions you will be able to export the file in .stl format and print it on a 3D printer.

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Appendix D Washington State Content Standards Retrieved from http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdf C ontent Standar ds • Performance Expectations

6-8 ES2E The solid Earth is composed of a relatively thin crust, a dense metallic core, and a layer called the mantle between the crust and core that is very hot and partially melted.

• Sketch and label the major layers of Earth, showing the approximate relative thicknesses and consistency of the crust, core, and mantle.*a

6-8 ES2F The crust is composed of huge crustal plates on the scale of continents and oceans which move centimeters per year, pushed by convection in the upper mantle, causing earthquakes, volcanoes, and mountains.

• Draw a labeled diagram showing how convection in the upper mantle drives movement of crustal plates.

• Describe what may happen when plate boundaries meet (e.g., earthquakes, tsunami, faults, mountain building), with examples from the Pacific Northwest.

6-8 ES3D Earth has been shaped by many natural catastrophes, including earthquakes, volcanic eruptions, glaciers, floods, storms, tsunami, and the impacts of asteroids.

• Interpret current landforms of the Pacific Northwest as evidence of past geologic events (e.g., Mount St. Helens and Crater Lake provide evidence of volcanism, the Channeled Scablands provides evidence of floods that resulted from melting of glaciers).

9-12 INQA Question

Scientists generate and evaluate questions to investigate the natural world.

• Generate and evaluate a question that can be answered through a scientific investigation. Critique questions generated by others and explain whether or not the questions are scientific.*a

9-12 INQB Investigate

Scientific progress requires the use of various methods appropriate for answering different kinds of research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying the data.

• Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked.

• Collect, analyze, and display data using calculators, computers, or other technical devices when available.*b

9-12 INQC Explain

Conclusions must be logical, based on evidence, and consistent with prior established knowledge.

• Draw conclusions supported by evidence from the investigation and consistent with established scientific knowledge.*c

• Analyze alternative explanations and decide which best fits the data and evidence.*d

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Resources Used Understanding: Volcanoes- Lesson Plan Library Retrieved from http://school.discoveryeducation.com/lessonplans/programs/understanding-volcanoes July 14, 2010 INNOVATIONS/ Printing gets new dimension / Getting it together… Retrieved from http://vizproto.prism.asu.edu/rapidprototyping/3D_printing Manchester Online, R. Camber, Jan. 19, 2005. Tailor-made skin from ‘ink’ printer. Retrieve from http://vizproto.prism.asu.edu/rapidprototyping/rp_skin.html New York Times, S. Hansell, May 7, 2007.Beam it down from the web, Scotty. The Good Earth, Introduction to Earth Science. McConnell, Steer, Knight, Owens. http://www.math.montana.edu/~nmp/materials/ess/geosphere/expert/activities/planet_earth/ As retrieved July, 2010. http://www.sde.idaho.gov/site/content_standards/science_standards.htm as retrieved July, 2010. http://eosweb.larc.nasa.gov/EDDOCS/pdf/aerosol/volcano_types_lesson.pdf as retrieved July, 2010.