Individualized Initial Ring – SCOPES Digital Fabrication

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Author

Laura Degelmann
K-12 teacher

Summary

Students will create an “initial ring” using the design process in Tinkercad. This lesson is designed for use after students have had practice applying the basic skills needed for Tinkercad design. If students are present in the classroom each student will have their initial ring printed to take home, however this lesson plan also includes adaptations for remote learning. This lesson may take 3-4 class sessions to complete.

 

 

What You'll Need

Laptop/Computer

Tinkercad Teacher and Student accounts

3D printer (optional for remote learning)

3D printer filament (optional for remote learning)

Chart paper and markers (optional)

Board and markers (optional)

Projector (optional)

 

The Instructions

Prerequisite Skills

This lesson is designed to be implemented after students have gained initial skills in the use of Tinkercad. Each student should have a login in Tinkercad under a classroom account. Students should know how to sign in and open a new project. Students should have completed all of the starter tutorials under the Learn tab in Tinkercad. Finally, students should also have had opportunities to practice those initial skills learned in the tutorials through introductory design projects/lessons.

Introduce students to Tinkercad and the tutorial lessons.

Introducing the design

In classroom

  • Before the lesson print out a few 3D copies of the ring design template (the ring without any initials). 
  • When the lesson begins introduce the students to a blank ring design. Pass out the ring templates for students to hold and observe. 
  • Ask students to share their ideas on what the object could be used for. Record students’ responses on a sheet of chart paper or on the board. 

 

Remote learning

Follow the above directions with the following changes:

  • Have the discussion in a Google meet or Zoom meeting.
  • Send a picture of the ring template to all students before the meeting.
  • If you want students to get a better understanding of the size, encourage students to print and cut out the template, or trace it onto a piece of cardboard and cut that out. If printers aren’t an option, have them fold and roll a sheet of paper until it fits the size of the ring.

 

Project Overview

In classroom

Discuss the following:

  1. What will the students do? Create a personalized initial ring using their initials.
  2. How will they design it? Using the skills they have learned from Tinkercad.
  3. How will they make it? The design will be printed on a 3D printer.

 

Remote Learning

Discuss the following:

  1. What will the students do? Create a personalized initial ring using their initials.
  2. How will they design it? Using the skills they have learned from using Tinkercad.

 

Work in Tinkercad- Part 1

The work section of this lesson has been split into three sections to make the progression of the lesson easier for younger students. Part 1 is focused on creating just the ring in Tinkercad. Part 2 has students adding the letters, and Part 3 is completing the initial ring by adding the hanger. If you are working in the classroom you may want to make copies of the attached documents for students to have at their workspace. If you are working remotely, send the document to the students before the lesson. Use the Initial Ring Part 1 attachment for this section.

 

In classroom- Part 1

  1. Have each student set up their latop and login to Tinkercad.
  2. Bring all students together so you can demonstrate Part 1 of the lesson. (see attached document)
  3. Demonstrate to students in Tinkercad the steps to Part 1 while it is being projected onto the board or a screen.
  4. Once you have explained the first part, write the ring dimensions on the board so students can see it.
  5. Have the students begin working on Part 1.
  6. When the students finish Part 1 they can either be a student checker and help check other students’ work, or they can open a new design and begin to design anything they would like.
  7. The teacher or student checker should check the design for the following things:
  8. The length, width and height of the ring are correct
  9. The design is laying flat on the workplace.

 

 

Remote Learning- Part 1

  1. Send students the directions to Part 1.
  2. In a Google meet or Zoom meeting demonstrate to the students what they will be doing in Part 1 of the lesson. Share your screen with them as you work in Tinkercad.
  3. Assign each student Part 1 to complete on their own. When they are done they will wait for the teacher to check it before getting the directions to Part 2.
  4. You could also try having students complete this step while they are in the Google meet or Zoom meeting with you. Walk them through the process on minimizing the window and opening up another page for Tinkercad. They can work in Tinkercad as you all continue to stay in the live meeting.
  5. The teacher should check the design for the following things:
  6. The length, width and height of the ring are correct
  7. The design is laying flat on the workplace.

 

Work in Tinkercad- Part 2

In this section students will be adding letters to their initial ring. Use the Initial Ring Part 2 attachment for this section.

In classroom- Part 2

  1. If starting on a new day, have each student set up their latop, login to Tinkercad, and go to their initial ring project.
  2. Bring all students together so you can demonstrate Part 2 of the lesson. (see attached document)
  3. Demonstrate to students in Tinkercad the steps to Part 2 while it is being projected onto the board or a screen.
  4. Have the students begin working on Part 2.
  5. When the students finish Part 2 they can either be a student checker and help check other students’ work, or they can open a new design and begin to design anything they would like. If there is time you can demonstrate Part 3 of the lesson.
  6. The teacher or student checker should check the design for the following things:
  7. The height of the letters is correct.
  8. The design is laying flat on the workplace.
  9. The letters are overlapping the ring.
  10. The letters and the ring have been grouped.

 

 

Remote Learning- Part 2

  1. Send students the directions to Part 2.
  2. In a Google meet or Zoom meeting demonstrate to the students what they will be doing in Part 2 of the lesson. Share your screen with them as you work in Tinkercad.
  3. Assign each student Part 2 to complete on their own. When they are done they will wait for the teacher to check it before getting the directions to Part 3.
  4. You could also try having students complete this step while they are in the Google meet or Zoom meeting with you. Walk them through the process on minimizing the window and opening up another page for Tinkercad. They can work in Tinkercad as you all continue to stay in the live meeting.
  5. The teacher should check the design for the following things:
  6. The height of the letters is correct.
  7. The design is laying flat on the workplace.
  8. The letters are overlapping the ring.
  9. The letters and the ring have been grouped.

 

Working in Tinkercad- Part 3

In this section students will be adding the hanger to their initial ring. Use the Initial Ring Part 3 attachment for this section.

In classroom- Part 3

  1. If starting on a new day, have each student set up their latop, login to Tinkercad, and go to their initial ring project.
  2. Bring all students together so you can demonstrate Part 3 of the lesson. (see attached document)
  3. Demonstrate to students in Tinkercad the steps to Part 3 while it is being projected onto the board or a screen.
  4. Have the students begin working on Part 3.
  5. When the students finish Part 3 they can either be a student checker and help check other students’ work, or they can open a new design and begin to design anything they would like.
  6. The teacher or student checker should check the design for the following things:
  7. The height of the hanger is correct.
  8. The design is laying flat on the workplace.
  9. The hanger is overlapping the ring.
  10. The hanger and the ring have been grouped.

 

 

Remote Learning- Part 3

  1. Send students the directions to Part 3.
  2. In a Google meet or Zoom meeting demonstrate to the students what they will be doing in Part 3 of the lesson. Share your screen with them as you work in Tinkercad.
  3. Assign each student Part 3 to complete on their own
  4. You could also try having students complete this step while they are in the Google meet or Zoom meeting with you. Walk them through the process on minimizing the window and opening up another page for Tinker cad. They can work in Tinkercad as you all continue to stay in the live meeting.
  5. The teacher should check the design for the following things:
  6. The height of the hanger is correct.
  7. The design is laying flat on the workplace.
  8. The hanger is overlapping the ring.
  9. The hanger and the ring have been grouped.

 

Printing (Optional)

If you are in the classroom printing your students' designs will be the next step. If you are working remotely with students this step can be skipped and you can go right to assessment.

  • When each student’s design has been completed make sure it has been checked for the following things: 
  • The height of the pieces are all the same.
  • The design is laying flat on the workplace.
  • The hanger and letters are overlapping the ring.
  • The piece has been grouped.

 

  • Remind students that they may not be able to see their piece getting printed. Many will print after class and possibly overnight.
  • Place as many designs onto the printing surface as you can.
  • You will want to come up with a system to check off which student has completed the design process, which projects have been printed, etc.

 

 

Student Self- Assessments

Have students fill out the attached document called Initial Ring Student Self Assessment. Students should provide descriptions of evidence for each Fab I Can statement.

Standards

  • (Fab-Safety.1): I can safely conduct myself in a Fab Lab and observe operations under instructor guidance.
  • (Fab-Modeling.1): I can arrange and manipulate simple geometric elements, 2D shapes, and 3D solids using a variety of technologies.
  • (Fab-Fabrication.1): I can follow instructor guided steps that link a software to a machine to produce a simple physical artifact.
  • (Fab-Design.1): I can be responsible for various activities throughout a design process within a group under instructor guidance.
  • (2.G.A1): Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • (3.G.A1): Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
  • (3.G.A2): Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
  • (4.G.A2): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
  • (4.MD.A1): Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
  • (3.MD.C5): Recognize area as an attribute of plane figures and understand concepts of area measurement.

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