Make Your Own Cookie Cutter – SCOPES Digital Fabrication

Lesson Details

Grade Levels
K-3, 4-6
Fab Tools

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Fab Foundation
Fab Foundation
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Our mission is to provide access to the tools, the knowledge and the financial means to educate, innovate and invent using technology and digital fabrication to allow anyone to make (almost) anything, and thereby creating opportunities to improve lives and… Read More

Summary

In this lesson students will design custom cookie cutters in 3D modeling software and then 3D print them to produce a functional object.

What You'll Need

Materials List
3D Printing Filament

Digital Fabrication Equipment Details

Hardware
3D Printer

Software
CookieCaster
Slicer (Cura or other

(photo FABLAB WINTERTHUR, AleaF)

The Instructions

Step One: Introduction and presentation of 3D printing – 15 mins

In whole class, Introduce 3D printing with a video and presentation of your local equipment.

Recommended by Techno Culture Club: http://abc3d.technoculture.club/en/resources/presentation PBS Off the Book:

http://www.pbs.org/video/-book-will-3d-printing-change-world/

Future Engineers: https://www.youtube.com/watch?v=XTP-WBrAnPY Coursera – 3D printing at Fab Lab Champaign Urbana IL (start at 4:22):

https://www.coursera.org/learn/3d-printing-applications/lecture/PuC0A/learning-by-making-and-making-for-f un-at-the-fab-lab

Step Two: Overview of the activity – 5 mins

  1. Briefly explain the flow of steps for the day’s activities.
  2. What will the students do?: Create a cookie cutter.
  3. Which software will be used? : Cookie Caster.

Extension: Explore A Product Design Process (from Apple Valley High School Fabrication Lab, Minnesota) https://avhsfablab196.files.wordpress.com/2016/01/1-fab-lab-essentials-3d-printer_cookie-cutter-project.pdf

In this activity your team will act as designers in a company that will be at a tradeshow. Your task is to create an attractive cookie cutter design that will be a marketing giveaway item for potential customers to remember your company by. A design process that progresses from brainstorming to presenting a final design will be used and documented. Each member of the team will have a product to present to the company executives for final approval.

Step Three: Log in each student to the software Cookie Caster – 2 min

  1. Open the internet browser and go to Cookie Caster (http://www.cookiecaster.com).
  2. Log each student into Cookie Caster.

Step Four: Demo Cookie Caster software– 10 min

  1. In whole class, run through the entire 3D modeling process to demonstrate the  software.
  2. Students observe while the teacher describes what they are doing.
  3. Students observe while the teacher describes what they are doing.
  4. After launching the 3D print of the demo model, participants will create their own 3D model.
  5. Teacher will move around the room to assist and re-explain concepts as necessary.
  6. Demonstrate common questions or repeat challenging concepts to all participants.

Step Five: Use Cookie Caster to Design and Print

TEACHER NOTE: Follow steps for using Cookie Caster to 3D print designs

  • Open a web browser and go to the page: cookiecaster.com
  • Add an image by clicking on the “trace” image icon at the bottom right.
  • Trace the contours of the image, using the pen tool. Each blue point can be moved (but not erased). The orange dots are handles which can be used to adjust the curvature of the lines. Click and drag the blue points and orange dots as needed.
  • Once the shape is complete, you can adjust the printing parameters to the desired scale and thickness.
  • For a quick print, select the following parameters: Max size: 3″ Height: 4″ Thickness: Extra Thin 1mm
  • Download the STL file by clicking on “Download 3D file”
(Techno Culture Club)

With students, guide them through a first design process:

  1. Add an image by clicking on the “trace” image icon at the bottom right.Optionally, come prepared with an idea for a theme which can guide participants in finding inspiration or reference images online.
  2. The inspiration image should be simple enough for creating contours. Trick: to find appropriate images search for the chosen keyword and add “icon” (e.g., search for “dinosaur icon”).

    (photo FABLAB WINTERTHUR, AleaF)

  3. Trace the contours of the image, using the pen tool. Each blue point can be moved (but not erased). The orange dots are handles which can be used to adjust the curvature of the lines. Click and drag the blue points and orange dots as needed.
  4. Adjust the printing parameters to the desired scale and thickness. For a quick print, select the following parameters: Max size: 3″ Height: 0.4″ Thickness: Extra Thin 1mm.
  5. Download the .STL file by clicking on “Download 3D file” Use a USB key to gather the STL files from participants.
  6. Import the files in Tinkerine or Cura – 5 min Open the preferred slicer software. Import the STL file. Adjust the print settings (fill, wall thickness, speed, height, …). Save the file (.Gcode) to the SD card
  7. 3D Printing – 30–45 mins Insert the SD card in the 3D Select the previously saved file (.Gcode). Start the print!

Feedback – 5 min

Ask participants for feedback on the workshop while the models are being printed.

Extension: Explore other 3D Design Software (from Fab Lab Zurich)

Try perfecting the shape of your cookie cutter in other 3D design software such as Inkscape and Blender. Read this blogpost from Fab Lab Zurich for inspiration!

http://zurich.fablab.ch/2013/12/nicer-cookie-cutters/

Standards

NGSS Engineering Design Standards:

Students who demonstrate understanding can:

Grade Band K-2:

  • K–2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K–2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live

Grade Band 3-5

  • 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Connection to Common Core English Language Arts

Grade Band K-2 (Reading Informational Text Standards )

  • RI.K.1 With prompting and support, ask and answer questions about key details in a text.
  • RI.2.1  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Grade Band 3-5 (Reading Informational Text Standards)

  • RI.3.1.a–d Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.1.a–d Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersthe main idea.

Grade Band K-2 (Writing Standards)

  • W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
  • W.2.6   With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Grade Band 3-5 (Writing Standards)

  • W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Speaking and Listening Standards

  • SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Common Core Mathematical Standards 

  • 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
  • 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
  • 3.NBT.1-3 Use place value understanding and properties of operations to perform multi-digit arithmetic.
  • 3.NF.1-3 Develop understanding of fractions as numbers.

Digital Fabrication Competencies: I Can Statements

  • (S.2) Safety: I can operate equipment in a Fab Lab following safety protocols
  • (DP.2) Design Process: I can design something in a Fab Lab using a specific process under close instructor guidance.
  • (CAD.3) Computer Aided Design: I can draw a basic design using any 3D CAD software.
  • (MO.2) Machine Operation: I can safely operate a digital fabrication machine under close observation of an instructor.

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