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STAGE 2: YEAR 3/ 4 BECOMING A FUTURE MAKER | Get your brain into gear

STAGE 2: YEAR 3/ 4

BECOMING A FUTURE

ONLINE COURSE – STAGE 2 – FUTURE MAKERS The unit “Future Makers: Get your Brain into Gear” focuses on design, CAD

and a little bit of slicing and 3d printing. This collection of instructional videos

and sequenced lessons, provides teachers and students with the skills to

embark on a journey of using CAD, slicing & 3D Printing in the classroom. All

the lessons are graded from easy to more difficult with learning intentions

provided as part of the student rubric and diagnostic grid for the final

assessment task. Students will be presented with a 3D printing certificate

upon completion of the course.

Heike Roberts Future Makers – Get your Brain into Gear.

Page | 1 THIS DOCUMENT IS THE COPYRIGHT OF MODFAB & IS ONLY INTENDED FOR THOSE WHO HAVE ACCESS TO THE MODFAB PORTAL – NOT TO BE DISTRIBUTED 2017

Contents Page Pages 1-2

Rundown of Lessons Pages 3-4

Teacher Background Information Page 5

Key Inquiry Questions Page 5

Vocabulary Page 5

Links to Key Learning Areas Pages 5-8

Prior Knowledge Page 8

Complete Video Links for the unit Page 8

Science Blogging and Journaling Page 9

Lesson 1 – Future Makers – who are they? Pages 9-12

Lesson 2 – 3D Printing Design Cycle Pages 12-13

Lesson 3 – CAD – Future STEM Skills Pages 13-16

Lesson 4 – Creating a Nametag using Design Criteria Pages 16-18

Lesson 5 – Gears – what are they used for? Pages 19-21

Lesson 6 – Gear & Maths –making a simple gear system Pages 21-24

Lesson 7 – Creating Gear Patterns Pages 24-26

Lesson 8 – Get your Brain into Gear Pages 26-28

Lesson 9 – Slicing, assembling, journaling & blogging Pages 28-31


Appendix 1 – Stage 2 Future Maker Certificate Page32

Appendix 2 – Student Rubric for Assessment Task Pages 33-34

Appendix 3 – Diagnostic Grid for Assessment Task 5

Appendix 4 – TIME Worksheet Page 36

Appendix 5 – Design Brief & Design Criteria Pages 37-38


A Quick Rundown Level Lesson Quick Rundown Level 1 ENGAGE

Lesson 1: Future Makers who are they? To capture students’ interest and find out what they think they know about Future Makers who use design, CAD and 3D Printing. To trigger students’ questions about “What are the qualities of a Future Maker? How can I become a Future Maker?”

Level 1 ENGAGE

Lesson 2: 3D Printing Design Cycle To provide students with an understanding of the iterative workflow through shared experiences.

Level 1 EXPLORE

Lesson 3: CAD – Future STEM Skills To provide students with shared experiences from Future Makers in Australia ranging from year 1 up including indigenous candidates from remote Australian communities. To provide students with an introduction of operating within a CAD software program.

Level 1 ELABORATE/ EVALUATE

Lesson 4: Creating a Nametag using design criteria To provide students with hands on experience inside a CAD software and create a design in accordance with design criteria.

Level 2 ENGAGE

Lesson 5: Gears what are they used for? To capture students interest and find out what they know about gears and what they have been used for, from Persian wheels to nano-gears including biomimicry.

Level 2 EXPLORE/ EXPLAIN

Lesson 6: Gears & Maths- make a simple gear system To provide hands on shared experiences with creating gear systems using multiplication, division and CAD software. To provide students with the skills to pitch their gear system designs to the class.

Level 2 ELABORATE

Lesson 7: Creating Gear Patterns in Tinkercad To support students to represent and explain their understanding of how to design and make functional and personalised gear systems within a collaborative learning environment.

Level 2 ELABORATE

Lesson 8: Get your Brain into Gear To support students to design their gear systems within their group of four.

Level 2 EVALUATE

Lesson 9: Slicing, Assembling, Journaling & blogging To provide opportunities for students to create a unique gear system and to reflect on their learning during this unit. Where to now?


Stage 2 - Year 3/4: Future Makers – “Get your Brain into Gear” - Science and Technology K-6

Summary Duration: one term In this course students, use skills in designing and production to develop ideas about engineering, design, CAD, 3D Printing and the iterative design cycle. Students will be guided through mastering tools to design and create models in Tinkercad. These supported video lessons are graded and will culminate in the final assessment task where students are able to work collaboratively on a project and present it to the class. Students also investigate the role of scientists and engineers in society specifically future makers and future skills, and how the skills of CAD, Design and 3D Printing are important if you want to become a “Future Maker. This course combines teamwork, creativity, problem solving, communication and self - management into fun contexts through art and science embedded tasks. Incorporating assessment for learning, this course provides an exciting way to motivate, engage and raise achievement in primary STEAM key learning areas. Success Criteria & Rubrics based on Visible Learning This professional learning module explains the role played by success criteria (criteria for assessment) and explores rubrics as one example of success criteria. Success criteria are embedded in the assessment task, and students use the design brief/criteria, and student rubric which will provide them with descriptions of a number of different levels of performance in relation to those criteria. Embedded Formative Assessment This professional learning module includes embedded formative assessment in the form of assessment for learning. Throughout this learning module students develop the ability to identify “where I am now” and “where I need to be” so they can prepare for summative assessment accordingly and allowing them to recognise summative assessment as an opportunity for further learning and a chance to improve future achievement.


Teacher Background Information The focus of this unit is for students to use a CAD (Computer Aided Drafting) software to develop future skills and learn about future makers. Using Design (sketching with dimensions), Modelling (CAD) and Making (3D Printing), students will start on their journey to becoming future makers. They will be given the opportunity to see “Future Makers” from around the world and “Future Makers” in Australia.

Key Inquiry Questions Vocabulary What is a “Future Maker”? Who are the Future Makers? How can I learn to use Future Skills and what are they? How can I design using CAD? What is the 3D Printing Design Cycle? It’s TIME, Think, Invent, Model, Make and Evaluate. How can I apply this to my design? How do contact forces affect objects? What kind of energy transformations can be observed?

CAD (Computer Aided Drafting), Future Makers, Drag & Drop, work plane, thumbnail, design gallery, preview screen 3D, 2D, navigation tools, user interface, grid properties, navigation cube, orbiting, fit to view, select, perspective, orthographic, grid properties, object manipulation, cone shaped handle, rotation handle, resizing, arrow keys, zoom in & out, duplicate, flip, group objects, linear patterns, rotating patterns, align tool, slicing, infill, guild platform, exporting an STL file, prototype, iterative design cycle, sphere, hole, cube, horizontal, vertical, increments, feedback, invention, gears, gear systems, pitch, angle, teeth, spur gear, driver, driven gear, gear train, idler gear, compound gear,

Links to Key Learning Areas

English K – 10 Syllabus Speaking and Listening 1 Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A.

Students Develop and apply contextual knowledge.

• Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488).

Speaking and Listening 2 Identifies the effects of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features EN2-6B.

• Respond to and compose texts.

• Plan, rehearse and deliver presentations incorporating learned content and considering the particular purposes and audiences (ACELY1676).

• Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676).

• Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677).

Mathematics K – 6 Syllabus Multiplication and Division 1 A student:


Selects and uses appropriate mental or written strategies or technology, to solve problems MA2-2WM.

• Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057).

• Select, use and record a variety of mental strategies, and appropriate digital technologies, to solve simple multiplication problems by creating a variety of different. size gears in Tinkercad which will reflect multiplication facts of five, six, nine etc.

Multiplication and Division 2 A student:

• Selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM.

• Find multiples of a given number depending on the gear system chosen for example 4 tooth combination of multiplication facts of that number.

• Relate multiplication facts to the inverse division facts for example 6 x 4 = 24, so 24 -: 6 = 4 and 24 :- 4 = 6 .

Length 1 A student: Selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM. Students:

• Measure, order and compare objects using familiar metric units of length (ACMMG061).

• Recognise the need for a formal unit smaller than the centimetre to measure length.

• Recognise that there are 10 millimetres in one centimetre.

• Use the millimetre as a unit to measure lengths to the nearest millimetre.

• Record lengths using the abbreviation for millimetre – mm.

Length 2 A student: Selects and uses appropriate mental or written strategies, or technology, to solve MA2-2WM. Students:

• Use the scaled ruler helper in Tinkercad to measure and compare lengths (ACMMG084).

• Select ruler helper in Tinkercad as an appropriate device to measure lengths and distances (problem solving).

• Recognise the features of a three-dimensional object associated with length that can be measured eg length, width, height.

Three-Dimensional Space 1 A student: Makes, compares, sketches and names three dimensional objects, including pyramids, cylinders, cones, sphere, squares and describes their features MA2-14MG. Students:

• Make models of three dimensional objects in Tinkercad and describe key features (ACMMG-053).

• Use CAD technology to make models of three dimensional objects as a model to view.

Three-Dimensional Space 2 A student:


Makes, compares, sketches and names three dimensional objects, including prisms, pyramids, cylinders, cones and spheres and describes their features MA2- 14MG. Students:

• Investigate and represent three dimensional objects using CAD drawings and Sketches.

• Model 3D dimensional objects in Tinkercad and view them from different views, including top, front and side views.

Angles 1 A student: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM. Students:

• Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

• Describe informally an angle as the amount of turning between two arms using the rotation tool in Tinkercad rotating objects using large increments of 22.5 degree. Increments and at 1 degree increments for greater accuracy. An angle is a measurement of turn. It tells us the amount of turn from one position to another.

Patterns and Algebra 2 A student:

• Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values MA2- 8NA.

• Complete number sentences involving multiplication and division by calculating missing numbers for example find the missing numbers 28 = ….x7 etc.

Creative Arts K – 6 Syllabus Drama – Performing DRAS 2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.

• Takes on both individual and group roles.

Science K – 10 Syllabus Material World A student Describes how adding or removing heat causes a change of state ST2-6MW. Solids and liquids change state Students

• Recognise that a change of state between solid and liquid can be caused by adding or removing heat, for example: (ACSSU046) CT - Extruding filament from a 3D Printer and building a 3D model.

Physical World A student: Describes how contact forces affect objects ST2-8PW.


Working Scientifically Planning and conducting investigations

• Plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054, ACSIS065). Processing and analysing data

• Compare results with predictions, suggesting possible reasons for findings (ACSIS215, ACSIS216). Contact Forces Students: Investigate and predict how contact forces and properties of materials affect the behaviour and performance of a product or system for example (ACTDEK011) STCT.

• Gear systems. Digital Technologies A student: Selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-3. Working scientifically Processing and analysing data

• Design, access and present CAD data, using CAD software to create and solve problems when creating gear systems.

Prior Knowledge: It is not a prerequisite, but it would be great if you had done our 1 Day Professional Learning course for Design, CAD and 3D Printing. This would give you an in depth

understanding of how the 3D printing process works and provide you with an overall understanding of how this can be applied in a school learning environment.

Video Overview Videos Length Teacher or Student Video 1: Setting up a Tinkercad account for your class 7. 30 minutes Teacher only

Video 2: The 3D Printing Design Cycle 1.40 minutes Teacher and students

Video 3: Introduction to Future Makers 10.02 minutes Teacher and students

Video 4: Tinkercad Skills 1 – Navigating the User Interface 11.09 minutes Teacher and students

Video 5: Tinkercad Skills 2 – Manipulating an Object 13 minutes Teacher and students

Video 6. Tinkercad Skills 3 – Create a Name tag 14.19 minutes Teacher and students

Video 7: Tinkercad Skills 4 – Making various sized gears 14.54 minutes Teacher and students

Video 8: Tinkercad Skills 5 – Making a star shaped gear, making a large gear using community shape generator extruder tool, making a swirl gear, making one gear on top of the other.

36.19 minutes Teacher and students

Video 9: Anatomy of a 3D Printer, exporting, slicing & 3D Printing 12.53 minutes Teacher and students


Note to Teachers:

Prior to commencing this unit, send home letters to parents requesting a parent email, so that you can get started in collecting the emails which will then allow you to make

the class account and link students under the age of 12 with an invite code. This means you become the moderator when they are on Tinkercad. Once you have finished

the unit, you have a choice of handing the moderation over to the parents or allowing students a bit of tinker time every week to continue exploring Tinkercad and

becoming Future Makers. Video 1 is for teachers only, but the following videos can be used in the classroom. I have created the videos, so that the teacher can play the

videos and pause them at any time to repeat any of the exercises and assist students while the video is running. It is like having another set of hands in the classroom.

Science blogging and journaling

Science blogging is another aspect you could incorporate into this unit of work. Some schools have a weebly website or seesaw for their blogging which include photos of

what they are up to. Others might want to use Prezi or some other presentation tool to show off their work which could be incorporated into a school maker faire where

parents can come and look at their STEAM projects. Otherwise students could blog in their science books and draw diagrams of their work – this could incorporate the

gears they have drawn for their group project. Finally you could create a class blog or book for the rest of the school and post on your school’s website. Alternatively, as

shown in lesson 9 you could share your journey with classrooms around the world.

Lesson 1: Future Makers – who are they? A Quick Rundown Students:

• Observe future makers from around the world, and are inspired by their achievements and innovations

• Brainstorm 3D through drama Lesson Focus The focus of this lesson is to spark students’ interest, stimulate their curiosity, raise questions for inquiry about Future Makers and prompt students about their beliefs about makers. Assessment Focus Diagnostic assessment is an aspect of this phase. During this lesson, teachers prompt students about what they already know and understand about being Future Makers and 3D Printing. Lesson Outcomes Students:

• Contribute to discussions about traditional and future makers.

• Identify the purpose of future makers using 3D printing

• Use metalanguage relating to future makers

• Identify possible questions about future makers and 3D printing.

Equipment FOR THE CLASS • Class science blog or journal

FOR EACH STUDENT • Student science journal or blog


• Word wall

• Smart board –access to digital links in the lesson –(play selected videos)

• A space for the drama role play

Sequenced Learning Experiences Content/ General

Capabilities

Assessment QTE

Lesson 1: Future Makers – who are they? ENGAGE - 60 minutes

Lesson STEPS 1. Whole Class Discussion

Teacher: Who are they? What are they doing? How can I become a Future Maker? (What do they know?) Students are then shown the following videos: (These videos are meant to inspire their imagination- to show them opportunities- real life links to real life learning and of course Future Makers). Teacher: Who has a cubby house? What is it made of? (Response: wood, cardboard, sheets) https://www.youtube.com/watch?v=j1yQzqR9cu0 – 55 seconds Andre Rudenko made this amazing cubby house for his children! Who would the future maker be Andre or Bunnings with their wooden cubby house? What is so different about the design of the 3d printed cubby house and just a normal cubby house? (The design is much more complicated and intricate – this kind of design cannot be achieved with traditional methods). Teacher: Do you think we could 3D Print a car? Another Future Maker. How long do you think it would take? https://www.youtube.com/watch?v=daioWlkH7ZI – 45 seconds (Response: It took 48 hours to print this car and drive it out of the show.) Teacher: What about space – do you think we could 3D print in space? Who are the future makers? (scientists, astronomers, astrophysicists, aerospace engineers https://www.youtube.com/watch?v=qspaTf-F9BU 1.21 minutes

Work and Enterprise

ICT

EN2-1A

Substantive

communication

Engagement

Metalanguage

https://www.youtube.com/watch?v=j1yQzqR9cu0

https://www.youtube.com/watch?v=daioWlkH7ZI

https://www.youtube.com/watch?v=qspaTf-F9BU


(Response: Think of the implications – sending an email with a file attached to it from Australia to England and printing it – no shipping or transportation by plane) Teacher: What movies would use 3D Printing? Here is a link to an article about 3D Printing replicas from Star Wars. Who are the future makers? CAD designers, Prop Makers etc Star Wars https://mikeshouts.com/3d-printed-star-wars-props-and-stuff/ http://www.thingiverse.com/search?q=star+wars&sa= Future makers have lots of different skills such as inventors, engineers, researchers, surgeons, graphic artists, prop makers, artists etc Teacher: Who are these future makers? Luke Bannister is the youngest Drone Car Racer. He was only 15 when he won the world’s biggest drone race collecting $ 250,000.00 http://www.wired.co.uk/article/british-teenager-luke-bannister-wins-worlds-biggest-drone-race The below video is from youtube and is 6 minutes long. It describes the teams that have entered, the jobs that people have in the competition and some highlights of Luke Bannister. (Teacher Note: So, the reason for showing this video is to highlight that future makers are those that design and create the drones, the mechanics that fix them and of course those that design and create the drone circuits. These are all jobs that did not exist a couple of years ago but are now becoming a reality. CAD, Design and 3D Printing are all utilised in designing and making drones and drone race circuits.) https://www.youtube.com/watch?v=pZ0viMxYDA4 6.16 minutes Teacher: So, what is 3D? (Students talk about shapes etc but we want students to think further – everything around us is 3D.)

2. Group Activity: Make a 3D Object with 4 other people or more (depending on class size). (15 minutes) Call up 4 to 5 students and ask them to use their bodies to make a 3D object such as a drone. However, don’t just make a 3D object with your bodies, you need to also make it move. So if you make a drone ensure that you use your body parts to emulate its movement. Assist them with this task, and then praise them for their efforts.

Work and Enterprise

DRAS 2.1

Connectedness

Social Support Substantive

Communication

https://mikeshouts.com/3d-printed-star-wars-props-and-stuff/

http://www.thingiverse.com/search?q=star+wars&sa

http://www.wired.co.uk/article/british-teenager-luke-bannister-wins-worlds-biggest-drone-race

https://www.youtube.com/watch?v=pZ0viMxYDA4


Then allow groups of 4 to 5 students to create a 3D object using their bodies. They are to keep this a secret until they perform it in front of the class. All students are given an opportunity to participate by creating a 3D object with their bodies. As each group performs the rest of the class will have 3 guesses to see what 3D shape they made with their bodies.

Lesson 2: The 3D Printing Design Cycle – TIME A Quick Rundown Students:

• Observe future maker Sony and how she uses the 3D Printing Design Cycle

• Brainstorm the acronym TIME – Think Invent Model Make and Evaluate Lesson Focus The focus of this lesson is to spark students’ interest, stimulate their curiosity, raise questions for inquiry about how to use the 3D Printing Design Cycle in conjunction with TIME and prompt students how they would use the TIME sheet. Assessment Focus Diagnostic assessment is an aspect of this phase. During this lesson, teachers prompt students about what they already know and understand about the 3D Printing Design Cycle. Lesson Outcomes Students:

• Contribute to discussions about the workflow of the 3D Printing Design Cycle

• Identify the design cycle and each of its components

• Use metalanguage relating to the 3D Printing Design Cycle such as the iterative design cycle

• Identify possible questions about how to apply the Design Cycle when they are creating.


• Word wall


• TIME Sheet


• TIME Sheet

Lesson 2: The 3D Printing Design Cycle – TIME - EXPLORE - 40 minutes

Lesson STEPS 1. Whole Class Discussion:

Teacher: What do Engineers do?

Engagement


The next video I show you is of Sony a year 5 “junior engineer” – Sony created this Minecraft Creeper Tic Tac Dispenser. She used the iterative design cycle to make her Tic Tac Dispenser. Teacher: Let’s have a closer look at how she did it. Let’s Look at the 3D Printing Design Cycle (video 2) -1.40 minutes Teacher models the design cycle using the TIME (Think, Invent Model, Make and Evaluate) structure. Sony was one of our year 5 students who made a 3D printed tic tac dispenser. We will use her example to describe the 3D Printing Design Cycle. Teacher discusses how important it is to come up with an idea, then a sketch with dimensions and then modelling the design in Tinkercad. The next part will be to 3D print your project, and yes that is not the final print! It is your first attempt in learning. Failing is a good thing. Many scientists and engineers have failed many times over.

2. Whole Class Activity Teacher: Can we define the design cycle? Response: TIME – Think – Invent – Model – Make – Evaluate

3. Think Pair Share Teacher: We saw Sony and her design; can you use another example? What is something you might want to make? How would it fit into the 3D Printing Design Cycle? Sony used her timesheet to create her tic tac dispenser. Teachers could use a TIME Sheet here and distribute it to groups of three students each to come up with something they might want to make. Students can be given the opportunity to share their projects at this point. Students will get an opportunity to use the TIME sheet again when collaborating in lesson 9 “Get your Brain into Gear.” Here students could share their own projects they are interested in. Note to Teachers: Ensure you have all the emails for parents so that you can get started with video 1 and creating a class account. If you have all the emails you can then create each student account as well. The next lesson will require each student to have a laptop with a mouse and access to the browser google chrome.

Assessment for Learning

Substantive Communication

Knowledge integration


Lesson 3: CAD – Future STEM Skills A Quick Rundown Students:

• Observe Australian future makers from year 1 onwards, and be inspired by their achievements and innovations

• Navigate inside a CAD interface

• Use work plane setting, change grid properties and view 3D for presentations

• Manipulate objects by resizing, locking and using rotation handles and other handles

• Create a nametag inside the CAD software Lesson Focus The focus of this lesson is to get students using a CAD software and be confident in using tools within the software to create their own nametag. Assessment Focus Formative Assessment is an aspect of this phase. During this lesson, teachers will be able to monitor students’ developing understanding and provide feedback that can extend and deepen students’ learning of using a CAD software to create via the design criteria provided. Lesson Outcomes Students:

• Contribute to discussions about Australian future makers including students from year 1 and especially indigenous elders.

• Identify the purpose of using CAD software to create models which can be printed

• Use metalanguage relating to the CAD software they are using

• Learn a number of CAD skills which will enable them to self - regulate their learning in the next lesson


• Word wall


• Computer lab or laptops and mice for each student including internet access to access Tinkercad. Projector or Smartboard to show video 3.

• Google Chrome as Browser


• Computer or laptop

• Computer mouse

Lesson 3: CAD – Future STEM Skills EXPLORE/ EXPLAIN - 60 minutes

Lesson STEPS: 1. Whole Class Discussion


To inspire you to become good CAD designers let’s look at some Future Makers that we have worked with in Australia. Youngest CAD designer trained recently was only 3 ½ years old. Future Makers shown in this video also include indigenous students from Remote Arnhem Land communities. Show the Video 3 Future Makers in Australia. (10.02 minutes)

2. Think Pair Share Teacher: Which future makers did you find the most interesting and why? Learning how to make things in Tinkercad is like being a “real engineer”. Today starts your journey of becoming an engineer and designer. In Tinkercad we are going to learn how to model designs which you can then 3D Print!! You can become your own mini maker factory.

3. Whole Class Discussion Teacher: Where does modelling fit into the 3D Printing Design Cycle? Response: TIModelME Teacher: Is CAD (Computer Aided Drafting – Modelling) a Future Maker’s Skill? Response: Absolutely! CAD is a great future skill and is being used by many people such as scientists, engineers, coders, prop makers etc.

4. Think Pair Share Teacher: Who remembers some of the Future Makers we saw in the first videos? (Response: Andrey Rudenko……) Teacher: In the next lesson you will learn about navigating the interface – what does that mean? Response: (It means moving around in Tinkercad.) Use video 4 to show how to use the following skills – 11.09 minutes

5. Whole Class - Tinkercad Skills 1 Students learn about how to:

• Navigate the Tinkercad interface

• View navigation controls

• Use Mouse keys for navigation – short cut keys

Aboriginal & Torres Strait

Islanders

ICT Capability

Numeracy & Metalanguage

Assessment for Learning

Narrative

Metalanguage

Explicit Quality Criteria


• Use Work plane settings

• Change grid properties

• Use snap grid settings

• View 3D for presentations

• Use design gallery

• Orthographic and perspective view In the next lesson, you will learn about how to make the shapes change in colour, size and how to move them. (Video 5) - 13 minutes

6. Whole Class - Tinkercad Skills 2 Students learn about using:

• Object manipulation

• Resizing – 3 different ways of resizing

• Changing colour and multicolour

• Locking an object

• Cone shaped handle

• Rotation Handle

Numeracy & Metalanguage

MA2-14MG ACMMG-053


Lesson 4: Creating a Nametag using Design Criteria A Quick Rundown Students:

• Use the CAD tools they have learned in the previous lesson to create their own model of a nametag Lesson Focus The focus of this lesson is for students to make their own nametag and use the design criteria and the 4 checks to self - regulate their learning. Assessment Focus Summative assessment of the students’ achievement developed throughout this unit occurs in the Elaborate phase where students are able to showcase their learning so far. This summative assessment is the first Elaborate phase and students will build on this for the final assessment task in lesson 8. Lesson Outcomes Students:

• Create their own Nametag using the design criteria provided

• Use the design criteria provided just like CAD operator would



• Word wall



• Google chrome as browser



• Computer mouse


Lesson 4: Creating a Nametag using Design Criteria EXPLAIN - 60

minutes + Lesson STEPS

1. Whole Class - Tinkercad Skills 3 (Video 6) - 14.19 minutes Design Criteria: Name Tag Rectangular shape width 2mm Letters come in onto the work plane at 4mm Overall width of nametag 4 mm Students Learn how to:

• Resize

• Drag and drop

• Drag and drop letters onto the work plane

• Use arrow keys on keyboard

• Make a hole

• Group objects

• Zoom in and out

• 4 checks (self- assessment/ peer assessment) 1. Ensure your objects are connected for example letters on name plate 2. Are there any objects floating in the Tinkercad Interface? 3. Ensure your object is grouped – how can you tell? 4. Check underneath the work plane – make sure your object is on top of the work plane

not swimming with the fishes.

MA2 – 1WM MA2- 2WM

Assessment as learning

Assessment as Learning


Self- Regulation


Lesson 5: Gears – What are they used for? A Quick Rundown Students:

• Inspired about Gears through literacy using the book or video “The Invention of Hugo Cabret” by Brian Zelznik

• Learn about how gears have been used throughout history and now

• Present a short research topic to class about gears using inquiry- based learning

• Observe how to create a gear system and use multiplication and division to create gear teeth that mesh

• Brainstorm gear design ideas and pitch them to the class

• Create a class gear system design collaboratively Lesson Focus The focus of this lesson is to spark students’ interest, stimulate their curiosity, raise questions about what gears systems are and how they have been used using a book and researching topics in groups of two. Students will be able to create gears systems in groups of four and be involved in a design and pitch process to the class. Assessment Focus Diagnostic assessment is an aspect of this phase. During this lesson, teachers prompt students about what they already know and understand about gears and how they have been used throughout history. Students will be able to present their learning to the class and use their skills to design gears systems in CAD software in groups of 4 and collaboratively within a class. Lesson Outcomes Students:

• Contribute to presentations about where gears have been used in history and where are we using them now.

• Identify the purpose of using gears systems and how they work.

• Use metalanguage relating to gear systems

• Use the TIME sheet to create gears which mesh together in a gear system of four and then using the sketches to mesh with the rest of the class design project.


• Word wall

• Smart board –access to digital links in the lesson –(play selected videos) • Computer and mouse plus google chrome


• Computer or laptop or iPad

• mouse

Lesson 5: Gears – what are they used for? ENGAGE - 60 – 70 minutes


Lesson STEPS 1. Whole Class Literacy: “The Invention of Hugo Cabret” by Brian Zelznik

Teacher Note: It is up to you how far you wish to delve into this book whether you read it or perhaps use youtube to show a brief synopsis of the book. The intention here is to spark student interest and engagement with the book in particular the creator of “The Automaton” which is run through a number of mechanical devices including gears. https://www.youtube.com/watch?v=XB20IYqEqhU (brief synopsis of book in 1.52 minutes) https://www.youtube.com/watch?v=SfBEUhP9aCY&list=PLFMuXVvznZMVarU1PRvsvO-Lxdf94OIRb – interview with author Brian Zelznik (4 minutes) https://www.scholastic.com/teachers/activities/teaching-content/invention-hugo-cabret-flashlight-readers/ Teacher: There was an interesting machine called the Automaton. How did the machine write? (This leads into the exploration of gears. “How Machines Work – Nick Arnold and Allan Sanders – page 14 – page 15 - History of Gears) Let’s have a closer look at gears- how have they been in use throughout history? What purpose did they serve?

2. Group Activity of 2 – Use the following software or attached pdf to research gears Online Mind Mapping tools Students use either Popplet or Sketchboard or attached pdf mindmap to do background research of the following topics. This will give them a background of information and deeper understanding of gears, and how they have been used in the past and what the future holds. Students can then report back to the class on what they have found about the importance of gears and how they work. Does not have to be a long presentation just a quick presentation of interesting facts about one of the below topics of research – things they did not know and know now. Use Popplet for iPad. Use sketchboard for free on computer or laptop. Or use pdf to download and fill out. Topics to Research:

ACELA1488

Substantive Communication

Deep Understanding

https://www.youtube.com/watch?v=XB20IYqEqhU

https://www.youtube.com/watch?v=SfBEUhP9aCY&list=PLFMuXVvznZMVarU1PRvsvO-Lxdf94OIRb

https://www.scholastic.com/teachers/activities/teaching-content/invention-hugo-cabret-flashlight-readers/

https://www.scholastic.com/teachers/activities/teaching-content/invention-hugo-cabret-flashlight-readers/

https://itunes.apple.com/us/app/popplet/id374151636?mt=8

https://sketchboard.io/?utm_campaign=elearningindustry.com&utm_source=%2F6-best-mind-mapping-tools-creative-students&utm_medium=link


• Circa 200 BCE Persian Wheel - water lifting device

• Water Wheels of Norias of Harma

• Circa 1200s CE mechanical clock

• 1788 sun and planet gears

• 1885 safety bicycle

• 1907 Washing machine

• 1990s Nanotechnology – microscopic gears.

• Catalyst – nano-engineering

• Biomimicry – gears – Issus Coleoptratus – juvenile insect which has gear like mechanism in its hind legs.

3. Student Presentation: In groups of two, students then give a quick presentation of 1 minute of facts about how gears have been used throughout history. Each group tackles a different topic.

Lesson 6: Gears and Maths – Make a simple gear system A Quick Rundown Students:

• Brainstorm how to make different gear teeth sizes in a CAD software

• Ensure that gears mesh together

• Work on their collaborative class project on creating a designed gear system

https://www.youtube.com/watch?v=2uHhPDFRum0

https://www.youtube.com/watch?v=SMu_xnyjWHw

https://sites.google.com/a/brvgs.k12.va.us/wh13-ogm-renaissance/renaissance-fashion/invention-page-sample/the-mechanical-clock

https://en.wikipedia.org/wiki/Sun_and_planet_gear

http://iml.jou.ufl.edu/projects/Fall08/Mancone/history.html

http://www.oldewash.com/articles/a_early_elect_wash.htm

https://www.youtube.com/watch?v=bjGcGOGtCPQ

http://mpegmedia.abc.net.au/tv/catalyst/catalyst_s12_ep27_NanoEngineering.mp4

http://www.smithsonianmag.com/science-nature/this-insect-has-the-only-mechanical-gears-ever-found-in-nature-6480908/


Lesson Focus The focus of this lesson is to develop the students understanding of how gears systems mesh together using multiplication and division. Once they have established the gear teeth size within their groups, students can then move on to sketch their gears on paper and cut them out. In groups of four they can create their gear systems. Assessment Focus Formative assessment is an aspect of this phase. During this lesson, teachers will be able to monitor students’ developing understanding and provide feedback that can extend and deepen students’ learning. Lesson Outcomes Students:

• Create 4 different sized gears in Tinkercad using correct teeth size in CAD software

• Sketch their gears on a paper and ensure they mesh within their group and also within the class

• Pitch their gear design ideas to the class


• Word wall



• Google chrome as browser



• Computer mouse

Lesson 6: Gears and Maths – make a simple gear system EXPLORE/

EXPLAIN 80 minutes Lesson STEPS

1. Whole Class Activity - Tinkercad Skills 4: (Video 7) - 14.54 minutes Gear Construction Video Teacher Note: The video introduces the following concepts.

MAW-2WM MA214MG MA2-14MG MA2-8NA

Problematic knowledge

Metalanguage


What are gears? Gear Systems – Pitch angle and teeth. Gears and multiplication/ division – how? Make up some inverse division/ multiplication facts for a variety of times tables. How does so much maths fit into creating a gear system? An example of inverse division facts pdf is attached. Let’s Get STEAMY! – a marriage of science, art and maths! First we need some inspiration – take a look at what we created earlier on from a quote by Saul Bass “Design is thinking made visual.” Want you to remember what this looks like because ultimately you and your class will be making something similar. But before we get started on complex patterns let’s look at making the gears first.

2. Whole Class Discussion Creating 4 different sized gears in Tinkercad as a practise run. Teacher Note: You can choose one class project where all the gear systems fit together or you can choose to make smaller gear systems. If you create a large class gear system, then you need to ensure that all students use the correct gear size profile with tooth number for example Multiples of 5 – using (if you choose a class project all students use this configuration) Gear 1 – module 2 - 10 teeth (multiple of 5) pitch angle 20 size – circumference 23.9 – rounded 24 mm Gear 2 – module 2 - 15 teeth (multiple of 5) pitch angle 20 size – circumference 33.9 – rounded 34 mm Gear 3 - module 2 - 20 teeth (multiple of 5) pitch angle 20 size- circumference 43.6 – rounded 44 mm Gear 4 –module 2 – 30 teeth (multiple of 5) pitch angle 20 size-circumference 53.9 – rounded 54 mm Teacher Note: The rounded circumference measurement in mm is for sketching their gear sizes onto the paper where they can see how their gears fit together in their group and then in their class group. This is obviously going to be 5 times tables, however if you wish to use for example the 9 times tables your gear system would look like this. Multiples of 9 Gear 1 – module 2 – 9 teeth (multiple of 9) pitch angle 20 Gear 2 – module 2 – 18 teeth (multiple of 9) pitch angle 20

MA2-14 MG MA2-1WM

EN26B

Higher Order Thinking

Student Direction


Gear 3 – module 2 – 27 teeth (multiple of 9) pitch angle 20 Gear 4 – module 2 – 36 teeth (multiple of 9) pitch angle 20 It also depends on how clever your class is with multiplication and division.

3. Groups of 4 or 5 depending on your class size Teacher: You have made a simple gear in Tinkercad. Measure the circumference of the size gear you wish to create for your gear system. Make sure all members of your group are using the same multiple to create the gear system whether it is multiples of 5 or 4 or 8 or 10. Members in your group need to have the same number of teeth in order to mesh.

4. Groups of Four Students using the time sheet, create a set of four gears in their group using the dimension of their gear from Tinkercad. Look at your gear systems that you wish to create in your group. Draw the sizes of each gear with a compass and cut it out. Place all 4 gears together and see if they mesh. You may use a compound gear if you wish but you have to mesh up with another group who has a compound gear as well. Check with your teacher. Teacher Note: This is the opportunity to discuss what shape the gears fit into. What shape do we want to make as a class? The shape you create as a class is absolutely up to you. Use the head gears – Get your Brain into gear as an example.

5. Quick Whole Class Pitch: Maybe run a quick pitch competition where students get to pitch their class design – the best – aesthetically pleasing, functional etc wins – this could be a students’ choice or teacher choice.

6. Whole Class Gear Jigsaw When you can see that your gears work well together – meet up with the rest of your class group. Place all paper gears on the floor and see how they mesh with the gears of other groups. Teacher to organise this – could be done on a floor or a pin board. Ensure all the gears from each group have the name of the group and number of gears - for example 1 of 4 (group 1) 2 of 4 (group 2) etc. When you have finalised your class design, it is time to make the gears but before creating your gear in Tinkercad, I will introduce you to patterns to make your gears imaginative!

ACELY1676 ACELY1677

MA2-14MG MA2-1WM MA2-8NA

Deep Knowledge

& Deep

Understanding

Self-regulation


Lesson 7: Creating Patterns on Gears A Quick Rundown Students:

• Build on their CAD skills to make patterned gears

• Brainstorm what each member of the group will be creating as part of their collective gear system

Lesson Focus The focus of this lesson is for students to deepen their knowledge of using CAD software to design so that their skills are enhanced and they can utilise those skills to create personalised gear systems. Collaborative work is essential for students when making gear systems. Assessment Focus Formative assessment is an aspect of this phase. During this lesson, teachers monitor students’ developing understanding and provide feedback that can extend and deepen students’ learning. Lesson Outcomes Students:

• Create a number of different patterns to enhance their gear system

• Identify in their groups which members are making personalised gears which then work together as a gear system

• Use metalanguage relating to CAD skills gained

• Identify possible questions about creating their gear systems


• Word wall



• Google Chrome as browser

• Space to display paper gears of class



• Computer mouse

• Compass

• TIME sheet

Lesson 7: Creating Patterns on Gears ELABORATE - 60 minutes +

Lesson STEPS 1.Whole Class Activity: Tinkercad Skills 5: (Video 8) - 36.19 minutes

• Making a star shaped gear


• Making a hole gear

• Making a swirl gear

• Making a compound gear

• Creating spacers for your gear sets

1. Groups of 4 - Whole Class Discussion Students have been shown how gear systems work and how they can create one in their group of four. When everyone is ready to print, and students have done their 4 point check, the gears will be ready to print. The next video will show students how the gears are exported and printed. Also covered in the next video are the anatomy of the 3D printer and filament choices.

Student engagement

Social support

Lesson 8: Get Your Brain into Gear A Quick Rundown Students:

• Observe the design brief and criteria to identify what they need to create

• Personalise their gear systems in CAD and present their gear system using View 3D

• Follow the 4-point check when their CAD designs are completed

Lesson Focus The focus of this lesson is to allow students to design their own personalised gear system inside Tinkercad. Students are able to demonstrate their “Future Maker” Skills by following a design brief and creating a functional and artistic gear system. Assessment Focus Summative assessment is an aspect of this phase. During this lesson, teachers observe students’ achievement developed throughout the unit in accordance with their design brief/ criteria. Students and teachers have the opportunity to comment on their learning via a student rubric and diagnostic grid. Lesson Outcomes Students:

• Ability to sketch the gears on paper and test how they work with the class project

• Ability to navigate in Tinkercad User Interface using navigation and short cut keys

• Ability to create a gear design in groups of four and present using View 3D

• Ability to manipulate objects by resizing, rotating and using dimensions

• Ability to change grid properties and duplicate an object

• Ability to use alignment tool, and create linear and rotational patterns


• Ability to apply the 4 point checklist

• Ability to work to a design criteria


• Word wall


• Computer lab or laptops and mice for each student including internet access to access Tinkercad.

• Google Chrome as browser • Design Brief/ Criteria • Diagnostic grid



• Computer mouse

• Design Brief/ Criteria

• Student rubric

• TIME sheet

Lesson 8: Get Your Brain into Gear - 60 minutes - ELABORATE Lesson STEPS

Teacher Note: Students will need to have access to a computer lab or laptops to complete this final task.

1. Whole Class - Tinkercad Skills 6 Creating your Own Funky Gears! Using your TIME worksheet and the design criteria – Get your brain into Gear! Assessment Design Criteria

• Sketch your four-gear system design on a piece of paper and test it with the class project. Ensure your teacher has approved the go ahead to model in Tinkercad.

• Update Grid 150 mm x 150 mm

• Each gear in your group needs to be a different size and design.

• Standard size hole for each gear is 4 mm.

• Overall thickness - 4 mm

• Present your gear system assembly to the class using View 3D

• Tell us about your gear system assembly and how it works, and why you chose to make it the way you did.

• What other projects could you attempt with gear combinations? 2. Assessment Task – Get Your Brain Into Gear!

Critical & Creative Thinking

Numeracy

ICT

MA2-14MG ACMMG-053

MA2-2WM

Assessment of Learning

Higher Order Thinking

Engagement

Inclusivity


Students create their own gear system inside of Tinkercad. They have discussed the size and make up of their gear train. Now they will get the opportunity to create their own gear with their own unique design. The individual gears then need to be printed and from there assembled. Keep in mind you will only need one handle if you have a complete class gear system however if you choose to create a number of sets you will have to incorporate more handles.

ST2-8PW

ST2-3

Self- Regulation

Student Direction

Lesson 9: Slicing, Assembling, Journaling, Blogging A Quick Rundown Students:

• Observe how to export an STL file from Tinkercad into a generic slicing software

• Journal or blog their journey of becoming a Future Maker on a website or science journal

• Understand the basic anatomy of a 3D printer

• Observe how 3D filament turns from a solid plastic into a melted plastic which then creates a 3D model when cooled.

Lesson Focus The focus of this lesson is to spark students’ interest about the final stage of creating a design and then 3D printing it. Students first hand get to see how the gears are sliced in generic slicing software and then printed on a printer using the software. A brief introduction on the anatomy of the 3D printer, and also filament is provided to students to avail them of the possibilities and to also consider sustainability and the environment. Assessment Focus Formative assessment is an aspect of this phase. During this lesson, teachers monitor students developing understanding of the final stage of the design and 3D printing process and provide feedback that can extend and deepen students’ learning. Lesson Outcomes Students:

• Observe the last process of the 3D printing Design Cycle prior to re-evaluating

• Use metalanguage relating to future makers

• Identify possible questions about future makers and 3D printing.

• Reflecting on their learning as Future Makers and where do we go from here?


• Word wall



• Student rubric

• Computer and mouse


• Diagnostic Grid and student rubric • 3D Printer • Slicing Software • Filament

• Stage 2 Future Maker certificate for students

Lesson 9: Slicing, Assembling, Journaling, Blogging EVALUATE - 80

minutes Lesson STEPS

1. Students learn about: (Video 9) – 12.53 minutes

• Exporting gears, slicing them and 3D printing them. NB Teacher: Because of the student’s age, the teacher will have to slice and 3D print their gears. In the video, I show them how to export their STL file and use a slicing software (Flashprint) to slice the file and then 3D print it. When you go to the 3D Printer, it is probably worthwhile to discuss the WHS of 3D Printers prior to printing. The WHS of 3D Printers is a component of our NESA professional development course. 2. Presentation of their Assessment Task using Tinkercad Preview 3D Students are given the opportunity to present their gear system to the rest of the class. This presentation will allow other students to learn about other designs, aesthetics and ideas which other students have come up with. It is a culmination of all the skills they have acquired so far in the CAD and Design environment. Coupled with presentation and the iterative design cycle, students will be able to further explore their future skills as “Future Makers”. Teacher Note: Allow your students to share their amazing gear systems on the school website and with other classrooms around the world. Check out the Centre for interactive Learning and Collaboration www.cilc.org. Or there are some links below.

1. eTwinning: This online service allows staff in schools to collaborate, communicate, design and implement projects together as part of a joined community. Available throughout Europe, eTwinning helps foster friendships and learning opportunities across language and cultural boundaries.

ICT

ST2-6MW (ACSSU046)

Sustainability

Personal & Social Capability

EN2-6B ACELY1676 ACELY1677

Assessment of Learning

Narrative

Metalanguage

Deep knowledge

Connectedness

http://www.cilc.org/

https://www.etwinning.net/en/pub/index.htm


2. ePals: With participants in over 200 countries, this service allows educators throughout the world to connect with one another in meaningful ways and collaborate. Projects and challenges are available to reinforce the connections made.

3. Mystery Skype: This interactive program connects classrooms from around the world via Skype. Students ask each other yes or no questions; through these questions and answers, each group tries to determine where in the world the other group is from.

4. TWICE: This is a K-12 video conferencing organisation that supports collaborative communication between teachers, students and technology coordinators. It enables classrooms across the globe to learn together.

5. Global Education Collaborative: The Global Education Collaborative is a community for teachers and students interested in global education. Contribute by adding media, conversation and collaborative project ideas.

Congratulations you are now a “Stage 2 Future Maker”!

Resources for Learning Sequences: • Stage 2 Future Maker Certificate PDF

• Videos 1 – 9 as teacher and student support throughout this unit.

• Student Rubric for Assessment Task

• Diagnostic Grid for the Assessment Task

• TIME worksheet

• Design Brief for 3D Printed Assessment Task

• Design Criteria for Project

Assessment Overview: Use observational checklist, analysis to class discussions. Presentation of final assessment task to the class in accordance with the student rubric, design brief and design criteria.

Evaluation: Questions to guide reflection.

• To what level did students achieve the learning outcomes?

• Did teaching activities facilitate high level of student engagement? Why/ Why not? Students may reflect on:

https://www.epals.com/#/connections

https://education.microsoft.com/skype-in-the-classroom/mystery-skype

http://www.twice.cc/

http://globaleducation.ning.com/


• What they have learnt throughout the unit.

• What they would like to know more about.

• What is it like to be an engineer and future maker.

• The process of working technologically to create a design, test and modify their achievement in relation to student rubric and design brief.


THIS CERTIFIES THAT

…………………………………………………………………………….

Is now a

Stage 2 Future Maker

………………………………… Teacher

Dated this Da


Student Rubric for “Get your Brain into Gear” Assessment Task

My name is …………………………………………Today’s date ……………………………………………………………

How well do you think you did your work?

Means you think you did very well.

Means you think you did quite well.

Means you think you need to do better.

Something is written in the boxes about your work. Choose which symbol you think matches your work the best. Draw it in the spaced

called “How I think I did”. If you would like to write something more, use the space below.

My work How I think I did I can sketch with dimensions my gear design and

collaborate with the class design.

I can model my sketch in Tinkercad as part of a collaborative group of four.

I can navigate in the Tinkercad User Interface.

I can manipulate objects by resizing and rotating.


I can change grid properties and duplicate an object.

I can lift an object up and down with the cone shaped handle.

I can align, make linear and rotational patterns.

4 Point Checklist – I can do the four checks

I can work to the Design Criteria given for the Assessment Task –Get your Brain into Gear!

As part of a group of four, I can model my gear design in View 3D.

Comments:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………


Diagnostic Grid for “Get your Brain into Gear” Assessment Task Name: Date:

Name of Student

Ability to sketch the gears on

paper and test how it

would work with the

class project.

Ability to navigate in

the Tinkercad User

Interface using

navigation cube and

short cut keys

Ability to create gear

design in groups of four and

present using View 3D

Ability to manipulate objects by resizing,

rotating and using

dimensions

Ability to change grid properties

and duplicate an object

Ability to use alignment tool,

and create linear and rotational

patterns

Ability to do 4 Point Checklist

I can work to the Design

Criteria – Assessment Task “Get your Brain into Gear.”


Think – Invent – Model – Make – Evaluate Think: (write down your ideas)

Invent: (sketch)

Model: (3D Design in Tinkercad)

Make: (3D Print it)

Evaluate: (Is your product functional or does it need to be re-designed? Does it conform to the design brief?)


Task – Stage 2 – Year 3/ 4

You have learned lots of skills in Tinkercad and now you have been given the opportunity to become a true “Future

Maker”.

You can find gears in various machines from all the way back to the Persian Wheel 200 BCE to microscopic gears used

in Nanotechnology. Gears come in all different shapes and sizes and can be used for different applications such as

clocks, windmills or bicycles.

You have been asked to design a section of gears in groups of 2. Your gears will then become part of the collaborative

class design called “Get your Brain into Gear”.

Use the TIME sheet to write down your ideas and then sketch the gear circles with dimensions using a protractor.

Your largest gear can be 124 mm x 124 mm. Ensure that you have different sizes of gears to enable your gear

assembly to work.

Your design should follow guidelines as follows.

Your Gear Design should be

• Built using paper first to see how it would work with the rest of the class project. Use a compass to draw your

gear on coloured paper (ensure labelling on each paper – for example group 1 gears – 1 of 4, 2 of 4 etc).

• Before modelling your gears in Tinkercad you need to get teacher approval to ensure it has been checked with

the rest of the class gear project.

• In your design, you should create patterns on the gears either using holes or patterns.

• Move all four gear combinations as moving the smaller gear combinations to the larger combinations to ensure

smooth overall movement.


• Your gear assembly should be made up of 4 different size gears one of which must be a compound gear.

Design Criteria for your “Get your Brain into Gear” Project:

• Sketch your four- gear design on a piece of paper and test it with the class project. Ensure your

teacher has approved the go ahead to model in Tinkercad.

• Update Grid 150 mm x 150 mm

• Each gear in your group needs to be a different size and design. (same tooth size)

• Standard size hole for each gear is 4 mm.

• Overall thickness - 4 mm

• Present your group’s gear assembly to the class using View 3D

• Tell us about your gear assembly and how it works, and why you chose to make it the way you did.

• What other projects could you attempt with gear combinations?

stage 2: year 3/ 4 becoming a future makermodfab.com.au/wp-content/uploads/2018/04/stage-2... ·...

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