3D Printing Syllabus
Tutorials
TinkerCad
- Making an interlocking part with Tinkercad
- Entering values with Tinkercad
- Importing STL files into Tinkercad
- Mashups with Tinkercad
- SVGs, gears and Tinkercad
- Tessellations, Inkscape and Tinkercad
OpenSCAD
- Drawing Lines with OpenSCAD
- Maze Generation with OpenSCAD
- SolidPy
- Math with OpenSCAD
- hull() with OpenSCAD
- Lines, hull() and OpenSCAD
- Databases, Airfoils and OpenSCAD
Blender
- The Spin Tool and Blender
- Extruding svg files with Blender
- Using the Array Modifier with Blender
- Using the Boolean Modifier with Blender
- Using BSurfaces with Blender
- Blender's Extra Objects
SketchUp
- SketchUp Basics
- Spheres
- Groups
- Making solid models
- Superellipsoid
- Spinning
- Cubes
- What to do when you can't make the model solid
- Polygons
- Autofolding
- Aligning
- Subtracting Objects From Each Other
- Making Holes
- Scaling
- Tubes
- Bezier Curves
- The Curviloft Plugin
- More Follow Me
- Components
Meshmixer
Lessons
- Create a Cookie Cutter
- Interlocking Parts
- Create a mashup of at least three stl files from Thingiverse.
- Gimbals
- Integrating Electronics
- Design a parametric building system with OpenSCAD
- Linkages
- Peaucellier-Lipkin Linkage
- Four-bar Linkage
- Design a Kinematic Toy
Standards
Learning Standards for the Arts
| Visual | intermediate | |
| 1. | Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. | √ |
| 1.a | Produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences. | √ |
| 1.b | Know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art | √ |
| 1.c | Use the elements and principles of art to communicate specific meanings to others in their art work | √ |
| 2. | Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. | √ |
| 2.a | Develop skills with a variety of art materials and competence in at least one medium. | |
| 2.b | Use the computer and other electronic media as designing tools and to communicate visual ideas. | |
| Visual | Commencement-General Education | |
| 1. | Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. | √ |
| 1.b | Create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images. | √ |
| 2 | Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. | √ |
| 2.b | Use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation. | |
| Visual | Commencement-Major Sequence | |
| 1. | Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. | √ |
| 1.b | Reveal through their work a broad investigation of a variety of individual ideas and at least one theme explored imaginatively and in depth. | √ |
| 2. | Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. | √ |
| 2.a | Develop Commencement Portfolios that show proficiency in one or more mediums and skill in using and manipulating the computer and other electronic media. | √ |
from Next Generation Science Standards
| Next Generation Science | framework | |
| 1. | Asking questions and defining problems | √ |
| 5 | Using mathematics, information and computer technology, and computational thinking. | √ |
| 8 | Obtaining, evaluating, and communicating information | √ |
| ETS-ED: Engineering Design | ||
| Defining and delimiting engineering problems involves stating the problem to be solved as clearly as possible in terms of criteria for success and constraints, or limits. | √ | |
| Designing solutions to engineering problems begins with generating a number of different possible solutions, evaluating potential solutions to see which ones best meet the criteria and constraints of the problem, then testing and revising the best designs. | √ | |
| Optimizing the design solution involves a process of tradeoffs, in which the final design is improved by trading off less important features for those that are more important. This may require a number of iterations before arriving at the best possible design. | √ | |
| ETS-ETSS: Engineering, Technology, Science and Society | ||
| Influence of engineering, technology, and science, on society and the natural world also involves two complementary ideas. The first is that scientific discoveries and technological decisions affect human society and the natural environment. The second is that people make decisions that guide the work of scientists and engineers. | √ | |
Common Core Learning Standards for Mathematics
| Geometry | 6 | |
| Solve real-world and mathematical problems involving area, surface area, and volume. | ||
| 1 | Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. | √ |
| 4 | Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. | √ |
| Geometry | 7 | |
| Draw construct, and describe geometrical figures and describe the relationships between them. | ||
| 1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. | √ | Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. |
| 6 | Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | √ |
| Geometry | 8 | |
| Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. | ||
| 9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. | √ |
| Congruence | G-CO | |
| Experiment with transformations in the plane | ||
| 1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. | √ |
| 4 | Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. | √ |
| Make geometric constructions | ||
| 12 | Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. | √ |
| Modeling with Geometry | G-MG | |
| Apply geometric concepts in modeling situations | ||
| 1 | Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). | √ |
| 3 | Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios) | √ |
CDOS
- Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Intermediate 2.2 Solve problems that call for applying academic knowledge and skills √
Commencement 2.1 Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives. √ 2.2 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology) √ - Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
- Basic skills
Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
Elementary 3.1.1 Listen to and read the ideas of others and express themselves both orally and in writing; they use basic mathematical concepts and computations to solve problems. √
Intermediate 3.1.1 Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. √
Commencement 3.1.1 Use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills. √ - Thinking skills
Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Elementary 3.2.1 Use ideas and information to make decisions and solve problems related to accomplishing a task. √
Intermediate 3.2.1 Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. √
Commencement 3.2.1 Demonstrate the ability to organize and process information and apply skills in new ways. √
- Personal Qualities
Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
Elementary 3.3.1 Demonstrate the personal qualities that lead to responsible behavior. √
Intermediate 3.3.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √
Commencement 3.3.1 Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance. √
- Interpersonal Skills
Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
Intermediate 3.4.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √
Commencement 3.4.1 Communicate effectively and help others to learn a new skill. √
- Technology
Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Intermediate 3.5.1 Select and use appropriate technology to complete a task. √
Commencement 3.5.1 Apply their knowledge of technology to identify and solve problems. √
- Managing Information
Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.Elementary 3.6.1 Describe the need for data and obtain data to make decisions. √
Intermediate 3.6.1 Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). √
Commencement 3.6.1 Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. √
- Managing Resources
Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.Elementary 3.7.1 Demonstrate an awareness of the knowledge, skills, abilities, and resources needed to complete a task. √
Intermediate 3.7.1 Understand the material, human, and financial resources needed to accomplish tasks and activities. √
Commencement 3.7.1 Allocate resources to complete a task. √
- Systems
Systems skills include the understanding of and ability to work within natural and constructed systems.Elementary 3.8.1 Demonstrate understanding of how a system operates and identify where to obtain information and resources within the system. √
Intermediate 3.8.1 Understand the process of evaluating and modifying systems within an organization. √
Commencement 3.8.1 Demonstrate an understanding of how systems performance relates to the goals, resources, and functions of an organization. √
- Basic skills
Career Development and Occupational Studies
Standards-based education addresses three types of standards
- content—identify what students should know and be able to do
- performance—identify levels of achievement in relation to the content standards, answering the question "How good is good enough?"
- opportunity-to-learn—the availability of resources, programs, and qualified teachers needed to enable the students to meet the identified standards.
| CDOS Standards | ||
| Learning experiences have real-life applications. | √ | |
| Lessons are authentic and project-based. | √ | |
| Lessons are experiential in nature. | √ | |
| Lessons are hands-on. | √ | |
| Students learn and then apply skills they learn in school. | √ | |
| Students integrate knowledge with experience. | √ | |
| Students offer comments of how much they are looking forward to their future careers because classroom activities are relevant to the real world. | √ | |
| Assessment directly measures performance. | √ | |
-
Standard 2:
Intermediate 2.2 Solve problems that call for applying academic knowledge and skills √ 2.3 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology). √
Commencement 2.1 Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives. √ 2.2 Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology) √ - Standard 3a:
Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
- Basic skills
Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions.
Intermediate 3.1.1 Listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. √
Commencement 3.1.1 Use a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills. √ - Thinking skills
Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
Intermediate 3.2.1 Evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. √
Commencement 3.2.1 Demonstrate the ability to organize and process information and apply skills in new ways. √
- Personal Qualities
Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
Intermediate 3.3.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √
Commencement 3.3.1 Demonstrate leadership skills in setting goals, monitoring progress, and improving their performance. √
- Interpersonal Skills
Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
Intermediate 3.4.1 Demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. √
Commencement 3.4.1 Communicate effectively and help others to learn a new skill. √
- Technology
Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Intermediate 3.5.1 Select and use appropriate technology to complete a task. √
Commencement 3.5.1 Apply their knowledge of technology to identify and solve problems. √
- Managing Information
Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.Intermediate 3.6.1 Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). √
Commencement 3.6.1 Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. √
- Managing Resources
Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.
Intermediate 3.7.1 Understand the material, human, and financial resources needed to accomplish tasks and activities. √
Commencement 3.7.1 Allocate resources to complete a task. √
- Basic skills
- Standard 3b:
Career Majors Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.>
Essential Questions
| Who am I as a citizen? | Students develop self-management skills for researching a topic. Students develop critical thinking skills. Students develop effective interpersonal skills. | √ |
| How are my school experiences connected to my future success? | Students will acquire skills in decision making, communication, and teamwork. Students will learn various management skills. Students will participate in a simulated work environment. | √ |
| How are my social skills related to my future success? | Students will predict future situations. Students will work as a team to complete a project. Students will develop problem-solving strategies. Students will interact effectively with team partners. | √ |
| How do I develop the skills and abilities that I need to be successful in a career? How do I find out what I want to know? | Students will research topics using the internet | √ |
| Why do the choices I make now matter to my future? | Students will gain an awareness of the importance of personal responsibility and good work habits. Students will gain an awareness of the impact of their actions and choices. | √ |
