This project will promote learning digital fabrication using the constructionist learning theory, providing students space to learn through open-ended project-based experiences and helping students understand the real world value of digital fabrication.
Size 64 Rubber Bands
Computer with Internet Connection
Tinkercad Online 3D design application
3D printer with Computer Assisted Manufacturing (CAM) software
3D printer filament
Digital Fabrication Equipment Details
3D scanning and printing
Design Files attachment:
2 STL models for connectors to build triangular pyramid and cube
Step 1: Design and print 3D connectors
Build excitement by showing students examples of what the 3D printer can do while the machine prints a new object. The examples will be more than just static toys. Many 3D printers are formed from 3D printed parts, and seeing this application can help students think beyond sculptural 3D printing.
For Next Steps covering the 3D design and print prompts and instructions, see facilitation/procedure further documentation attachment.
Step 2: Engineering Design Cycle
Explain the Engineering Design Cycle and how each aspect of the activity fits into the cycle.
PROBLEM – Need a sturdy shelter to cover one person that can be quickly assembled and disassembled.
DESIGN – Determine what shapes will be used to construct your structure
BUILD – Construct a prototype structure with dowel rods and rubber bands
TEST – Test the structure to ensure you can fit inside, and it will not fall over.
IMPROVE – Measure, design and print couplers to replace rubber bands to create a structure that can be easily taken apart and reassembled
(University of Toronto)
Step 3: Form groups and distribute materials
Step 4: Demonstrate building basic structures
Step 5: Group Build Challenge
Share activity prompt- use the rubber bands and dowel rods to build a structure large enough for a person to stand beneath.
COMMON CORE MATH STANDARDS
CCSS.MATH.CONTENT.HSG.GMD.A.1 Explain volume formulas and use them to solve problems.
CCSS.MATH.CONTENT.HSG.GMD.A.2 Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures
CCSS.MATH.CONTENT.HSG.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems
CCSS.MATH CONTENT.HSG.GMD.B.4 Visualize relationships between two-dimensional and three- dimensional objects
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively
CCSS.MATH.PRACTICE.MP4 Model with mathematics
COMMON CORE ENGLISH LANGUAGE ARTS
CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (eg., visually, quantitatively) as well as in words in order to address a question or solve a problem.
NGSS ENGINEERING DESIGN STANDARDS
HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants
HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering
HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts
HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem
21st LEARNING SKILLS- I CAN STATEMENTS
Digital Fabrication Competencies: I Can Statements
Thank you for your fab contribution!