3D Printing in the Classroom – A Schools Handbook for Northern Ireland

Printing in the Classroom A Schools Handbook for Northern Ireland

3D PRINTING IN THE CLASSROOM | 1.0 INTRODUCTION | PAGE 2

HOW TO USE THIS HANDBOOK Schools across Northern Ireland are constantly seeking new ways in which to utilise new technologies in order to engage pupils learning and creativity within the classroom. 3D printing is becoming more accessible, in terms of both cost and ease of use. As a result many schools are considering, or have started to use, 3D printing within their school.

This handbook is designed to provide guidance to school leaders planning for and managing 3D printing devices in primary or post-primary education, and to support them in making informed, well balanced choices in the appropriate use of the equipment and in delivering clear learning outcomes for learners.

CREATIVE LEARNING CENTRES AmmA Centre CLC Markethouse Market Street Armagh BT61 7BU 028 37512920 ammacentre.org

Nerve Centre CLC 7-8 Magazine Street Derry Londonderry BT48 6HJ 028 71260562 nervecentre.org

Nerve Belfast CLC Ulidia Resource Centre Somerset Street Belfast BT7 2GS 028 90644333 nervebelfast.org

CONTENTS 1.0

INTRODUCTION

1.1 Context 1.2 The Creative Learning Centres 1.3 Creativity

2.0

3D PRINTING

2.1 2.2 2.3 2.4 2.5

What is 3D printing?

3D Modelling Software Use Open Source Software Use a Scanner to Create a 3D Object Slicing Software

3.0

ROLE IN INDUSTRY & EMPLOYMENT

3.1 Medical 3.2 Construction 3.3 Automation 3.4 Aerospace 3.5 Consumer Products 3.6 Industrial and Heavy Equipment 3.7 Food Industry 3.8 Case Study: Mcor Technologies

4 4 4 5 7 7 8 9 9 10 12 13 14 15 16 17 18 18 19

4.0

3D PRINTING & ITS ROLE IN EDUCATION 21

4.1

4.2 4.3

4.4 4.5

Harnessing Creativity, Curiosity and Encouraging Independent Thinking Case Study: St. Stephen’s School, Perth Case Study: British International School of Guangzhou Case Study: Ladybridge High School. Manchester Case Study: Nerve Centre, DIY Build Your Own 3D Printer

5.0

22 23 23 24 26

3D PRINTING ACROSS THE CURRICULUM 29

5.1 Key Stages 1 & 2 5.1.1 Language and Literacy 5.1.2 Mathematics and Numeracy 5.1.3 Art and Design 5.1.4 Music 5.1.5 The World Around Us 5.1.6 Personal Development & Mutual Understanding 5.1.7 Physical Education

30 30 30 31 32 32 32 32 32

5.2 Key Stages 3, 4 & 5 5.2.1 Language and Literacy 5.2.2 Mathematics 5.2.3 Modern Languages 5.2.4 Art and Design 5.2.5 Music 5.2.6 Drama 5.2.7 History 5.2.8 Geography 5.2.9 Science 5.2.10 Technology and Design 5.2.11 Home Economics 5.2.12 Physical Education 5.2.13 Religious Education

33 33 33 33 33 34 34 34 34 34 35 35 35 35

6.0

37 37 37 38 38 39 39 40 40 41 41 41 41 42 42 42 42

TYPES OF 3D PRINTERS

6.1 Fused Deposition Modelling

6.1.1 Ultimaker Original

6.1.2 Ultimaker 2 Go 6.1.3 Ultimaker 2+ 6.1.4 Ultimaker 3 6.1.5 Hephestos 2 6.1.6 MakerBot Replicator Mini Plus 6.1.7 MakerBot Replicator Z18 6.2 Stereolithography 6.3 Digital Light Processing 6.4 Selective Laser Sintering 6.5 Selective Laser Melting 6.6 Electron Beam Melting 6.7 Selective Deposition Lamination 6.8 Binder Jetting 6.9 Material Jetting / Wax Casting

7.0

FINAL THOUGHTS

43

8.0

CONTACTS AND REFERENCES

44

1.0 INTRODUCTION 1.1 CONTEXT The rapid advancements of technology have presented both opportunities and challenges for many schools and school leaders. Educators have always driven the use of technology within their classrooms to enhance learning, creativity and engagement amongst their pupils. However, the rapid growth and advancements of technology, both within wider society and within our schools presents many challenges for our educators and policy makers. It has become difficult and time consuming for many of us to keep up-to date with technology, with many feeling that they are getting left behind.

3D PRINTING IN THE CLASSROOM | 1.0 INTRODUCTION | PAGE 4

Today’s children, on the other hand, are growing up in a world surrounded by technology. They are digitally confident, utilising technology throughout their everyday lives, in various contexts: work, rest, play, social and communication.

Due to their heavy reliance on technology, they have become labelled: ‘digital natives1’, as they embrace technology, and are always ready and searching for the next new digital tool. Technology has become a way of life for them.

It is therefore important that technology is utilised in a meaningful way within the classroom, to enhance learning and engagement. 3D printers are a digital tool which can increasingly be found in schools and, under the right conditions, can significantly enhance learning outcomes.

1.2 THE CREATIVE LEARNING CENTRES The Creative Learning Centres (CLCs) presently operate from the Nerve Centre in Derry-Londonderry, the AmmA Centre in Armagh and Nerve Belfast. Funded by Department for Communities and managed by NI Screen, the CLCs work together to offer an integrated programme of support and training in digital literacy and the creative use of media and technology for the education and youth/community sectors. The remit of the CLCs is to work with young people, teachers and leaders throughout these sectors.

Together the CLCs provide training for over 5,000 teachers in Northern Ireland each year and work strategically with the education sector, including the Education Authority and CCEA, to help our schools enhance learning experiences by integrating creativity and digital technologies into learning in the classroom.

In addition, the centres provide opportunities for over 4,000 young people every year across Northern Ireland to engage creatively with digital technology in a variety of exciting programmes, covering everything from film, animation and music productions to programming, games and 3D.

1

University of Iowa. ‘Living in a digital world’. https://now.uiowa.edu/2013/06/living-digital-world.

Over the past 10 years the CLCs have gained a wealth of experience by working with and supporting a huge range of schools and youth & community groups throughout Northern Ireland. By striving to develop new ideas and strategies, the CLCs also work closely with hardware and software companies to test and evaluate new technologies and their potential for use in education. However, the centres maintain an independent position and only recommend products and services that have the potential to positively impact on teachers and learners. As part of the quality assurance of our training and our overall work we are regularly evaluated and inspected by the ETI.

Living in an information society has prompted a shift away from simply equipping pupils with knowledge. The modern world and workplace increasingly demand the ability to think creatively, to make informed decisions and solve problems with the knowledge they gain2. Pupils need to know the technical tools available within the workplace, and the skills to use these digital tools across various subject areas, in order for them to make informed decisions and solve problems and to realise their ideas successfully.

It is essential that pupils are equipped with the correct skills to prepare them for future employment. It is crucial that they are confident with all forms of digital tools, including mobile technology, 3D printers, laser cutters, 3D CAD, to name but a few. In order to become valued citizens who positively contribute and participate fully in society and the workplace, our young people need the skills to actively understand, criticise and use these media in creative ways, rather than just passively consuming them.

2

CCEA ‘Cross-Curricular Using ICT activities’. http://www.nicurriculum.org.uk/curriculum_microsite/uict_ks3/cross_curricular_skills/index.asp.

3D PRINTING IN THE CLASSROOM | 1.0 INTRODUCTION | PAGE 5

1.3 CREATIVITY

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2.0 3D PRINTING 2.1 WHAT IS 3D PRINTING?

3D printers today can use many materials to print with. However the most common within the classroom are thermoplastics; PolyLactic Acid (PLA) and Acrylonitrile Butadiene Styrene (ABS) which become soft and moldable when heated. When they are cooled they return to a solid state. PLA is made from renewable raw materials, such as cornstarch or sugarcane, making it biodegradable. PLA is the most common form of material for 3D printing within the classroom, due to its ease of print and lack of odor when printing. Printing with ABS on the other hand, provides a stronger, more flexible and durable print. However it is slightly more complicated to print with and has a strong odor when printing (which is not great for a classroom environment).

Throughout industry, the capabilities of 3D printing are endless as they are utilising various materials to create intricate designs, tools and products. Some of these 3D print materials include, steel, aluminium, wax, skin and food to name but a few.

1984

Charles Hull invented stereolithography, a printing process that enables you to create tangible 3D models created from digital data.

HOW DID 3D PRINTING START?

3D printing can be traced back over 30 years to the early 1980s.

1981

Hideo Kodama of Nagoya Municipal Industrial Research Institute invented the 1st functional rapid prototyping system using photopolymers. In which a vat of photopolymer material is exposed to a UV light that hardens the part.

3 4

https://3dprinting.com/what-is-3d-printing. http://www.independent.co.uk/life-style/gadgets-and-tech/features/3d-printing-for-dummies-how-do-3d-printers-work-8668937.html.

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3D printing (or additive manufacturing) is a process of making three dimensional solid objects from a digital file. The creation of a 3D printed object is achieved using additive processes. In an additive process an object is created by laying down successive 2D layers of materials, layer by layer until the object is created.

Each of these layers can be seen as a thinly sliced horizontal cross-section of the eventual object3. 3D printing is a bit like making a loaf of bread in reverse. ‘Imagine baking each individual slice of bread and then gluing them together into a whole loaf (as opposed to making a whole loaf and then slicing it, like a baker does)4. 3D printing is the process of creating an object, from thousands of tiny slices; slice by slice.

2.2 3D MODELLING SOFTWARE In order to create your own 3D print you will need to have your design and print saved as a (STereoLithography) stl file. This stl file is the CAD (Computer Aided Design) file of the 3D model you wish to create. You can create this file in one of three ways: Download a 3D print file There are many free 3D file sharing websites where you can simply choose to download a 3D print file, which has been created and designed by someone else.

These sites are great for teachers as there are many educational examples which you can simply lift off the shelf and print within your classroom. There are many 3D printing file sharing websites. Here are two examples:

 thingiverse.com  youmagine.com

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1992

2002

First Selective Laser Sintering Machine Startup DTM produced the world’s first selective laser sintering (SLS) machine, which shoots a laser at a powder instead of a liquid, in order to fuse materials into 3D products.

1992

First Stereolithographic Machine Charles Hull’s company create the first stereolithographic apparatus (SLA) machine. The machine uses a UV laser solidifying photopolymer, along with a liquid with the viscosity and colour of honey to produce 3D parts layer by layer. Although this machine was not perfect, it did prove that intricate and complex parts can be manufactured overnight

3D Printed Kidney Scientists engineer a miniature functional kidney that is able to filter blood and produce diluted urine in an animal.

1999

First 3D Printed Organ The first 3D printed organ was implanted in humans. Scientists at Wake Forest Institute for Regenerative Medicine 3D printed a synthetic scaffold and then coated it with the patient’s own cells. The newly generated tissue was then implanted into the patient, with little to no risk of rejection as it was made of their own cells.

2005

RepRap Dr Adrian Bowyer at the University of Bath founds RepRap, an open-source initiative to build a 3D printer that can print most of its own components. The vision of this project is to democratise manufacturing by cheaply distributing RepRap units to individuals everywhere, enabling them to create everyday products on their own.

2.3 USE OPEN SOURCE SOFTWARE TO CREATE YOUR OWN 3D OBJECT There are several open source software programmes which you can either download to your computer or use online to create 3D designs for 3D printing.

Tinkercad (tinkercad.com) is a great online 3D design and 3D printing tool. Even for a novice user it is very easy to get started designing your own 3D design as Tinkercad have a range of lessons to take you through the basics step-by-step of 3D design. Whether you are a teacher, designer, hobbyist or a student, 3D design is limited only to your imagination.

The final method to create a 3D object is by using a 3D scanner. This allows you to scan a 3D image, which is then imported into slicing software for 3D printing.

3D scanners are ideal for taking a scan of, for example, a person’s head or a large, stable, object that you can walk around, such as a car or a statue. Scanners, such as the x-box kinect start as low as £30.

3D Scanning can also be carried out using a smart phone or tablet. This is a very easy and accessible entry point. Qlone (qlone.pro) is a free 3D scanning app which is simple and easy to use. To use this app you simply download and print the Qlone mat, which can be found on the website. Once you have done this you then download the Qlone app onto your tablet or phone. To create a 3D scan of any object you need to place the object on top of the Qlone mat which you have printed off, open the app and carefully and slowly start moving your tablet or phone around the object as instructed. Once you have done this your 3D scan is complete and ready to print. The key limitation of this app is that you can only scan objects which fit on top of the Qlone mat.

There are several other 3D scanning apps available such as Trnio (trnio.com) at a small cost of $0.99. Scann3D is also free (play.google.com/store/apps/ details?id=com.smartmobilevision.scann3d), however like many 3D scanning apps you do need to pay to export your items to print.

There are also other higher paid scanning apps available as well as additional hardware devices which you can buy to create more accurate and more detailed scans. Peripheral devices include models such as isense which retails for around £395.

2006

SLS Machine becomes viable The Selective Laser Sintering machine becomes viable. This breakthrough opens the door to mass customisation and ondemand manufacturing of industrial parts, and later, prostheses.

2006

Objet Objet, a 3D printing systems and materials provider creates a machine capable of printing in multiple materials, including elastomers and polymers. The machine permits a single part to be made with a variety of densities and material properties.

2008

RepRaps Darwin Following its launch in 2005, RepRap Project releases Darwin, the first self-replicating printer that is able to print the majority of its own components, allowing users who already have one to make more printers for their friends.

2008

2009

Makerbot DIY Kits Makerbot Industries, an open-source hardware company for 3D printers, starts selling DIY kits that allow buyers to make their own 3D printers and products. At this point, the barriers to entry levels for designers and inventors were falling everyday.

Prosthetic Leg The first person walks on a 3D-printed prosthetic leg, with all parts- knee, foot, socket etc- printed in the same complex structure without any assembly.

The development guides the creation of Bespoke Innovations, a manufacturer of prosthetic devices which makes customised coverings that surround prosthetic legs.

2009

3D Printed Blood Vessel The first 3D printed blood vessel is produced

by Organovo.

2011

First 3D Printed Aircraft Engineers at the University of Southampton design and fly the world’s first 3D-printed aircraft. This unmanned aircraft is built in seven days for a budget of £5,000. 3D printing allows the plane to be built with elliptical wings, a normally expensive feature that helps improve aerodynamic efficiency and minimises induced drag.

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2.4 USE A SCANNER TO CREATE A 3D OBJECT

2.5 SLICING SOFTWARE When you have created, downloaded or scanned a 3D design you now need to prepare it for 3D printing. To do this we need to use slicing software, which divides your 3D model into hundreds or thousands of horizontal layers.

Some 3D modelling software applications such as Tinkercad and Blender allow you to slice your 3D model within their software. However, depending on your printer, you may find that you need to use a certain type of slicing software tool in order to get a clear and realistic print. A great free software slicing tool is Ultimaker’s Cura: https://ultimaker.com/en/products/cura-software. This slicing tool can be downloaded to your computer. You then choose the type of 3D printer you wish to use and then you import your 3D design (stl file). This software package then slices your object in relation to the make and model of the 3D printer you are using.

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When your 3D model is sliced it will then be saved as a Gcode file. This file is then transferred to your 3D printer for printing. There are several ways in which you can transfer the Gcode file to the 3D printer: USB, SD card or Wi-fi. The method of file transfer will depend on the make and model of your 3D printer.

Once you have the file uploaded to your 3D printer, insert your material (filament), and select your object to print. Your printer is then ready to print your object layer-by-layer.

2016 2011

I.materialise I.materialise becomes the first 3D printing service worldwide to offer 14K gold and sterling silver as materials- potentially opening a new and less expensive manufacturing option for jewellery designers.

2011

2012

3D Printed Jaw Doctors and engineers in the Netherlands use a 3D printer made by LayerWise to print a customised three-dimensional prosthetic lower jaw, which is subsequently implanted into an 83-year old woman suffering from a chronic bone infection.

3D Printed Car Kor Ecologic unveils Urbee, a sleek environmentally friendly prototype car with a complete 3D-printed body ay the TEDxWinnipeg conference in Canada. Designed to be fuel efficient and inexpensive. Urbee gets 200mpg highway and 100mpg city. It is estimated to retail for $10,000 to $50,000 if it becomes commercially viable.

2013

Stratasys acquires Makerbot. iMaker opens the world’s largest 3D printing store in London.

2014

Micro 3D Printer The Micro 3D printer raised $3.4 million on Kickstarter.

2015

ThingMaker Mattel unveils its first consumer 3D printer, the ThingMaker for $299. ThingMaker is a 3D-printer which lets kids print out their own toys. The relatively low-cost device works alongside an app that offers a simple interface for designing items- like dolls, robots and dinosaurs- that could then come to life through the 3D printing process.

Carbon 3D Google invests $100 million into the company Carbon3D, who produce 3D objects using materials which uniquely combine high resolution, exceptional surface quality, and mechanical properties tuned for production.

2016

Multi Jet Fusion HP delivers its first 3D printer with Multi Jet Fusion Technology.

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3.0 ROLE IN INDUSTRY & EMPLOYMENT 3D printing has, and continues to, revolutionise manufacturing. ‘Industry leaders claim 67% of manufacturers in the UK are already using 3D printers in some capacity5. The 3D printers currently on the high street tend to use plastics or resins. However, in industry, the techniques are far more advanced, typically using lasers to melt powdered metal and ceramics into ultra-thin layers which are built up, 2D layer by 2D layer to create the finished products. Companies such as Choc Edge (chocedge.com) are also 3D printing using foodstuffs such as chocolate and sugar. This technology, however is really making an impact in manufacturing and particularly in the following areas, for example: 3D PRINTING IN THE CLASSROOM | 3.0 ROLE IN INDUSTRY & EMPLOYMENT | PAGE 12 5

www.stem.org.

3D printing is being used throughout the medical field in the printing of medical equipment, such as umbilical cord clamps (as currently used by iLab//Haiti), splints and casts.

Advancements in 3D printing within the medical field are also expanding with Renishaw, a leading manufacturer of advanced metal 3D printing systems, who have successfully used 3D printing to reconstruct the left cheekbone and eye socket of a motorcycle victim. Following the success of this surgery, the company plans to increase its capacity for developing both dental and maxillofacial medical products.

3D printing also made it possible for the University Medical Center in Utrecht to replace the entire top portion of a 22-year old woman’s skull with a customised 3D printed implant made from plastic. This process took less than a day to complete.

Bon Verweiji the lead surgeon stated: ‘We used to create an implant by hand in the operating theater using a kind of cement, but those implants did not have a very good fit’. ‘Now we can use 3D printing to ensure that these components are an exact fit. This has major advantages, not only cosmetically but also because patients often have better brain function compared with the old method6.’

Medical scientists have also developed 3D bioprinters that will print out skin, cartilage, bone and other body parts. James Yoo at the Wake Forest School of Medicine in the US developed a printer with the ability to print skin straight onto the wounds of burn victims. The printer would also scan the wounds in order to fabricate the number of skin layers to fill the wound.

This research was successfully used to print a 10 centimeter piece of skin which was then transplanted onto a pig. As 30% of injuries on battlefields involve the skin, the US Department of Defence have funded Yoo’s research7.

6 7

Medical Daily, 2014, Matthew Mientka: www.medicaldaily.com. https://phys.org/news/2011-02-3d-bio-printers-skin-body.html.

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3.1 MEDICAL

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3.2 CONSTRUCTION The construction industry has hugely benefited from the use of 3D printing, both in terms of cost and speed. One such way 3D printing is being used within this industry is to create customised designs and components to be included within the framework of buildings. Using heavy duty materials such as steel and concrete to 3D print specialised parts is not only more cost effective and quicker to construct, it also offers endless possibilities in terms of creativity and innovation.

An example of this is the UK Company Skanska who used 3D printing to harness complex interfaces between the roof and supporting columns of their 6 Bevis Marks office project in the City of London. This option provided a more cost effective solution, having stated that the use of ‘traditional methods, such as case steel nodes, would have been much more expensive and difficult to produce8.

Another great example is in that of the Russian company, Apis Cor, who are taking 3D printing within the construction industry to a whole new level. Apis Cor developed a mobile construction 3D printer capable of printing whole buildings completely on site. Using 3D printing technology, new building materials and a mobile 3D printer, Apis Cor are able to print affordable, eco-friendly houses capable of lasting up to 175 years. In December 2016, they printed their first house with a total area of 382 Meters. The printing of the self-bearing walls, partitions and building envelope were done in less than a day, with the final structure complete in 24 hours.

The total cost of the finished house was $10134, a fraction of the cost of an average home today. Taking the cost and speed at which this house was built, using 3D printing can allow fast recovery after natural disasters as well as helping solve problems in relation to affordable housing.

Finally, another example within the construction industry is that of the Dutch start-up MX3D, who are currently 3D printing a fully functional, intricate steel bridge over water in the centre of Amsterdam. They have uniquely developed software, along with industrial multi-axis robots equipped with 3D printing tools to create this structure. The really unique aspect of this project is the fact that they have attached extruders (the part which the material comes out off) to robots. Most 3D printers attach the extruding tools to a frame, giving them three axes of movement X,Y and Z. However by using the robots, MX3D have six axes, giving them a mobile, freely moving robot that can travel within and around the printed structure.

8

http://www.skanska.co.uk/about-skanska/innovation-and-digital-engineering/innovation/3d-printing/

Car manufacturers such as Ford and Rolls-Royce are utilising 3D printing in order to give them a competitive advantage.

Ford are using 3D printing to produce specially designed car parts that are light weight and more fuel efficient. Using a Stratasys Infinite Build 3D printer, Ford are capable of printing any automotive part of any shape or length, providing a more efficient, affordable way to create tooling, prototyping parts and components for personalised car parts.

Similarly, BMW are embracing 3D printing in order to increase customer sales. Over the past 10 years BMW have used 3D printing within their factories, largely for prototypes and one off custom parts. In 2016 the use of 3D printed end-use components was so successful that BMW began incorporating them into their new Rolls-Royce Phantom and Dawn cars. 3D printed components within the Rolls-Royce Phantom include: hazard- warning light holders, centre lock buttons, electronic parking brakes and sockets, mounting brackets for wires, hoses and fiberoptic cables. “Additive technologies will be one of the main production methods of the future for the BMW Group, with promising potential. The integration of additively-manufactured components into Rolls-Royce series production is another important milestone for us on the road to using this method on a large-scale. By utilising new technologies, we will be able to shorten production times further in the future and increasingly exploit the potential of tool-less manufacturing methods.�9 Udo Hanle, BMW Group's Head of Production Strategy, Technical Integration For BMW, there are many advantages of using 3D printed parts, as they can easily print production components with complex geometries. 3D printing also allows the manufacturing of parts significantly faster than using traditional production methods. BMW have stated that many of the parts for both the Rolls-Royce Phantom and Dawn were simply impossible to produce using conventional manufacturing technologies.

9

https://3dprint.com/142364/3d-printed-parts-bmw

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3.3 AUTOMOTION

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3.4 AEROSPACE 3D printing has had a strong influence in the manufacturing and engineering of aerospace parts. Rolls-Royce, along with the National Centre for Additive Manufacturing, have produced the largest civil aero engine component using 3D printing. The front bearing for a Trent XWB-97 engine, was 3D printed out of titanium. This large component is 1.5 metres in diameter, which is roughly about the size of a tractor tyre.

Neil Mantle head of ALM (Additive Layer Manufacturing) at Rolls-Royce stated ‘that an advantage of 3D printing is that it is additive, rather than subtractive. Rather than cutting or drilling pieces of metal, you only print the material which is necessary and to be used . This therefore saves on cost, not only because of the expensive metals used but because there is less wasted material.

3D printing is not only benefitting large industries, but is also having an effect on smaller consumer products. Many companies specialising in consumer products are utilising 3D printing in order to give their company a competitive edge. The notion of mass customisation was once a complicated and expensive prospect for many businesses. However, 3D printing today has made customisation within the mass market an affordable and easily accessible option for many businesses. As a result many consumers today have a growing interest and demand for such personalised products.

Belgian start-up Twikit10 work with their clients offering unique customizable items, which include trophies, jewellery, fashion, interior design and eyewear items. Philips recently collaborated with Twikit to create the first ever customizable 3D electric shaver.

The online company Toyze have created an app which allows you to customise your favourite game character and then bring this character to life through 3D printing.

Also, many fashion designers including Nike are also turning to 3D printing. Nike’s Vapour Laser Talon incorporates a revolutionary 3D printed plate.

Nike used a 3D printing process called Selective Laser Sintering, a manufacturing technique which uses high powered lasers to fuse small particles of materials into a three-dimensional shape. The Director of Nike Football Innovation, Shane Kohatsu stated:

"SLS technology have revolutionised the way we design cleat plates- even beyond football- and gives Nike the ability to create solutions that were not possible with the constraints of traditional manufacturing processes."12 Similarly, in 2017 Adidas announced their Futurecraft 4D high-performance footwear which features 3D printed midsoles crafted with light and oxygen using Digital Light Synthesis. 3D printing within the consumer market has also had an major impact on many small businesses, allowing them to produce unique designs, test prototypes and create products at affordable prices.

10 11 12

http://www.telegraph.co.uk/finance/newsbysector/industry/engineering/11455696/Why-3D-printing-is-set-to-revolutionise-manufacturing.html https://www.twikit.com http://news.nike.com/news/nike-debuts-first-ever-football-cleat-built-using-3d-printing-technolog

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3.5 CONSUMER PRODUCTS

3.6 INDUSTRIAL AND HEAVY EQUIPMENT In December 2015, Caterpillar opened their additive manufacturing factory in Mossville, Illinois.

This factory serves two main purposes. The first is for their lab engineers to design, trial and test new 3D printed prototypes and the second is to fulfil production orders, both mass produced and custom made. Caterpillar are continually investing in research to enhance their use of additive manufacturing within the company, to provide their customers with products they never dreamed possible.

3.7 FOOD INDUSTRY 3D PRINTING IN THE CLASSROOM | 3.0 ROLE IN INDUSTRY & EMPLOYMENT | PAGE 18

3D printing is being used within the food industry, to produce 3D printed food. The concept is exactly the same, whereby the material used, instead of being plastic or steel, is a food substance, such as chocolate or mashed potato. Paco Perez is an award winning Michelin Star chef who uses 3D printing to create elaborate designs within his dishes. At his restaurant La Enoteca at the Hotel Arts in Barcelona, he uses a 3D printer to create one of his dishes ‘Sea Coral’. This dish uses a 3D printer to create an integrated coral design, made from a seafood puree. This design would have otherwise been very hard to create by hand, and would have been extremely difficult to get exactly the same each time. "It's very interesting what today's technology is contributing to gastronomy" he says. "Creativity is shaped by what technology can do", Paco Perez.

As you can see from the above examples 3D printing is expanding within industry. It is therefore important that we prepare our students for jobs within this sector.

Mcor Technologies, based in County Louth, are the innovative manufacturers of the world’s most affordable, full-colour, safe and eco-friendly 3D printers. Mcor printers are the only full-colour 3D printers to use paper as the build material.

Selective Deposition Lamination (SDL), or paper 3D printing, was invented by the founders of Mcor Technologies, Dr Conor and Fintan MacCormack in 2003. Just like a normal 3D printer, Mcor printers build up the print layer by layer; or as in the case of Mcor printers, one sheet of paper at a time. Adhesive is used to bond each sheet of paper together, creating a tough and durable end product. As the build material is paper, the user is also able to apply not only one standard block colour, as with many 3D printers, but to apply multiple colours to a print, providing a very professional and realistic print. You can see from the following images that the products created are very realistic, so much so that you would nearly think they are the real thing.

For more information on Mcor Technologies, visit their website: ďƒ http://mcortechnologies.com

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3.8 CASE STUDY: MCOR TECHNOLOGIES

4.0 3D PRINTING AND ITS ROLE IN EDUCATION

Students might also, for example, 3D print an anatomical heart which shows all of its values and workings, or they could 3D print a soundwave from their favourite song in order to visualise the relation of sound and volume.

3D printing is therefore a very beneficial tool for spatial and kinesthetic learners. Also, for various monetary and practical reasons, schools typically cannot get hold of fragile objects such as fossils and artifacts. 3D printing allows schools to 3D print such objects, allowing the students to touch, handle, visually explore and perhaps take home an accurate model.

At the heart of 3D printing is 3D design. The design process sees learners engage deeply with an object – whether they are designing it from scratch or working with a downloaded file. The object is manipulated on the computer in three dimensions and has be deeply considered and sized before it is physically printed.

3D printing opens up a whole new world of design possibilities to our students. Many young people today have become passive consumers, constantly absorbing content and goods already on the market. 3D printing however, allows students to become actively engaged inventors who are in control of their own learning. Instead of buying something because it is desirable and accessible, 3D printing allows students to study the items design and redesign and modify the item before creating it in front of their very own eyes.

Another great advantage of 3D printing in the classroom is that it teaches students that it is OK to make mistakes. A student might print their design and then realise that one area is too short by 5mm. They would then have to alter their design and then reprint. Like all ‘mistakes’ this is a valuable learning experience for that student.

3D printing helps to encourage students to change their perspective of mistakes, as they can see the value of re-accessing their work and doing it over again. Learners can have a tendency to think about their mistakes emotionally, rather than rationally, but mistakes can be the most important thing that can happen in a classroom, as they tell both the student and teacher where to focus deliberate practice.

3D printing provides a perfect example of this, e.g. their mathematics could be wrong in their design, therefore they need to focus more attention on this, or the design structure of their anatomical heart could be wrong, suggesting more focus on the biological process and design of the heart is required.

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3D printing turns abstract concepts into physical, relatable objects. It allows students and teachers to design and create a model to help them understand that abstract concept. For example, a student could print a 3D version of Pythagorian Theorem, allowing them to visually and kinesthetically rationalise the theorem and understand it more clearly, understanding how the sides of the squares exist in relation to each other.

4.1 HARNESSING CREATIVITY, CURIOSITY AND ENCOURAGING INDEPENDENT THINKING 3D printing encourages creativity, curiosity and encourages independent thinking within the classroom. It is important that we cultivate creativity within the classroom and encourage our students to question, solve problems, explore multiple options, experiment and innovate. 3D printing naturally encourages students to try something new, push boundaries and fail. As well as this, encouraging creativity enables ‘students to think about content from different points of view, use it in new ways, connect thinking and thus build understanding’ (Starko 2014:7)13.

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3D printing also encourages independent thinking. It is important that students are not simply given all the answers, but are equipped with the tools to explore what the answers might be or to explore new avenues. Creating a 3D printed product or design naturally encourages the students to think for themselves, questioning their own decisions and choices, therefore taking ownership and control of their own learning.

We must also harness curiosity within the classroom, allowing our students to examine, question and interrogate before drawing their own conclusions. We must encourage our students to ask Why?, How?, When? and If? For example “If I modify the design slightly how will this affect the overall shape and size of my product?’

Allowing students to become hands-on, creating their own 3D design and then printing it allows teachers to determine their level of understanding.

"Students develop understanding by applying content in diverse ways and multiple settings, acting flexibly with what they know. When we ask students to use the content in diverse ways- to think and create with what they know- we not only have a glimpse into their level of understanding, but we develop it as well. Creative applications of core content are among teachers most powerful tools in building students understanding. When we consider some basics of learning theory, it makes sense." (Starko 2014:7)14.

Encouraging our student's creativity, curiosity and independent thought will prepare them for a fast moving 21st century, support entrepreneurship and prepare them for employment both today and in the future.

13 14

Starko. A.J (2014) ‘Creativity in The Classroom’, Routledge: New York and London.

Starko. A.J (2014) ‘Creativity in The Classroom’, Routledge: New York and London.

St Stephens School in Perth decided to tackle a real world problem. Their teacher’s daughter 'Casey' had problems with her legs and, as as result, had to wear straps to help support her when walking. The straps however kept falling off, which meant that Casey was not able to walk very far, or run around without her mum or dad having to put the straps back on again. Their teacher challenged her class to come up with a solution. The students worked together to find a solution that was safe, comfortable and effective. They decided to create a clip to hold the straps together. Working in teams across the class, they came up with several designs. The class then decided on the three best designs, which were 3D printed. All three designs were tested on a doll, ensuring that the clip was safe, comfortable and fit for purpose. The class agreed on the best clip for Casey, presenting her with her new clip. Casey is now wearing her straps which stay on because of the clip. To read more about this project check out: https://www. makersempire.com/st-stephens-project-based-learning/

4.3 CASE STUDY BRITISH INTERNATIONAL SCHOOL OF GUANGZHOU Six classes of Grade 4 students at the British International School of Guangzhou have been studying the importance and effects of transportation on todays society. The students have been comparing different transportation methods (e.g. walking vs pedal bikes vs cars), and studying how time, destination and what needs to be transported influences the choice of transportation required. 3D printing has enabled the students to take their research and investigation into transportation further, as the Grade 4 teachers are using 3D printing to enhance the student's participation with STEAM, with the students designing their own cars.

Christopher Thomas, Year 4 Teacher and Lead Teacher of Learning Technology has this to say about the project: “The world is seeing rapid changes in transportation that impact every aspect of our lives from the delivery of parcels ordered from your mobile phone and share riding apps, to inexpensive air travel options and driverless and electric cars.

Technology is playing a fundamental role in this transformation so it’s essential that students are able to learn the importance of transportation… Designing their own cars gave the students an authentic learning experience, which connected deeper with their learning through their own design thinking and critical analysis skills."15 Enabling the students to design and 3D print their own cars, provided a crosscurricular approach to this topic, whilst allowing the students to take control of their own learning.

For more information about this project, go to:  https://www.makersempire.com/how-grade-4-students-at-british-internationalschool-of-guangzhou-used-3d-printing-to-learn-about-transportation/

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https://www.makersempire.com/how-grade-4-students-at-british-international-school-of-guangzhou-used-3d-printing-to-learn-about-transportation/

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4.2 CASE STUDY: ST STEPHENS SCHOOL, PERTH

4.4 CASE STUDY: LADYBRIDGE HIGH SCHOOL, MANCHESTER Philip Cotton is a leading educator around 3D printing in the UK. As well as teaching full time as a Design and Technology teacher at Ladybridge High School, Phil is an ‘Associate Facilitator’ with the National STEM centre. Since 2015, he has planned and delivered teacher workshops on how to integrate 3D printing into lessons for teachers from around the UK. Most recently, he has set up an online curriculum resource (www.learnbylayers.com) for schools wanting to start 3D printing in the classroom that has been adopted by schools in the UK, USA, Australia, Netherlands and Dubai.

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Phil has also worked with the University of Manchester running ITT workshops on 3D printing in Education and advised BBC Learning on 3D printing in schools.

Earlier on in Phil’s career, he was awarded the 3Dprintshow Educational Excellence award for his work in the classroom with 3D printing.

In 2013 Philip Cotton began to integrate 3D printing within his classroom. At this time there was very little information about the technology, and virtually none in the education field. Philip stated: “I had to spend the next few months getting to know the machine and learning the technology myself. Then I had to think how I would fit it into the classroom. As there was no one else I knew who was teaching 3D printing in the classroom, I had no guidance on what to teach and had to go with my ‘gut’ feeling of what would work."16 Philip first printed an iphone case, to demonstrate the workings of the 3D printer to his class. “They were so impressed with the technology that they wanted to design their own cases. So there was my first lesson with the kids…. How to design and 3d print an iphone case."17 Philip explained that the students in his class really dictated how 3D printing in the classroom would work, as there was no guidance at all to help him. His students had to learn 3D CAD18 modelling skills and then how to apply the skills to design a useable product. Philip stated: “They loved it, and a buzz went around the school that Mr Cotton was teaching the children how to make iphone cases. Since then there has been no looking back and it has grown from strength to strength with more and more children accessing the technology."19 Again, Philip highlights the importance of 3D printing in teaching pupils that it is OK to make mistakes, stating: “This is exactly how real life everyday products are designed. I link it back to James Dyson and the development of his first bagless vacuum cleaner, he had to make over 5,000 prototypes before he got it right and this is normal for design engineers. It’s almost impossible to design something and get it right first time, so the experience is not one of failure, but one of learning and real life. This then encourages perseverance and a determination to succeed as they want to get their designs right, even if it does take multiple attempts.

https://www.makersempire.com/essential-insights-into-3d-printing-in-the-classroom-with-expert-phil-cotton-part-1/ https://www.makersempire.com/essential-insights-into-3d-printing-in-the-classroom-with-expert-phil-cotton-part-1/ Computer Aided Design 19 https://www.makersempire.com/essential-insights-into-3d-printing-in-the-classroom-with-expert-phil-cotton-part-1/ 16 17

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‘Schools that have integrated 3D printing into the classroom are seeing amazing results. The technology is exciting to students and motivates them to succeed.

Our tech savvy students want to be exposed to the latest technology and 3D printers lend themselves perfectly to this. It is an extremely powerful tool to have at a teacher’s disposal and if delivered in the correct way can inspire creativity. The process of 3D printing lends itself perfectly to the concept of iterative designing.

Students will design, prototype, evaluate and redesign. This itself encourages higher level thinking and a more realistic experience to design and manufacture in the real world. My students have created all kinds of designs, from iphone cases, cufflinks/jewellery, bow ties and fashion accessories, to commercial lighting designs. The scope for designing and experimenting in 3D printing is vast. Also every year that my students have embraced 3D printing, GCSE results have increased and option numbers have skyrocketed."20 - Philip Cotton

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https://www.stem.org.uk/blog/how-utilise-3d-printing-classroom

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A selection of Philip Cotton's Year 11 GCSE students work.

4.5 CASE STUDY: NERVE CENTRE, DIY BUILD YOUR OWN 3D PRINTER The Nerve Centre’s Creative Learning Centre is home to one of Ireland’s first FabLabs, delivering community access to training and education around digital design and fabrication for learners of all ages and abilities. In 2017 they provided 16 schools from across Northern Ireland with the opportunity to build their very own Hephestos 2 3D printer. The desire to embed 3D printing within schools was evident, with 78 schools, both primary and post-primary, from across Northern Ireland applying to participate in the project.

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The aim was to make 3D printing accessible to schools and teachers who had an interest and enthusiasm in introducing 3D printing within their class. The teachers did not have to have any technical skills in 3D printing, all that was asked was that they have the drive and ambition to learn and deliver an in-class project.

The purpose of getting the teachers to build their own 3D printer, rather than simply giving them a pre-built printer, was so that the teachers would learn how a 3D printer works. Also if the printer breaks, or malfunctions then the teachers will have the confidence and knowledge as to how to fix it.

Mr Patrick Gill, a primary 6 teacher from Holy Family Primary School in Derry-Londonderry stated: “The reason we wanted to be involved in this project was due to the advantages of using 3D printing within our school: it is cross-curricular, enables problem solving, encourages pupils to work as a team, develops collaboration, teaches the pupils to compromise, improves spacial awareness, boosts creativity and promotes entrepreneurial thinking. Each of these advantages promote important life skills which the children need to develop. Not only would a 3D printer promote learning, it would also promote and further staff as they learn about and use this new technology.”

Twenty teachers from 16 schools attended two half-day workshops at the Nerve Centre’s Creative Learning Centre in Derry. During the first workshop there was a mixed feeling within the room, one of both excitement and fear, with many of the teachers scared to take their printer out of their box. Many of the teachers had never seen a 3D printer in close proximity, never mind built and operated one.

A shared learning environment was fostered, as the teachers from schools across Northern Ireland were all helping one another build their 3D printers. After the first workshop each of the teachers took their printers back to their school where they finished building and testing. Sandra Smyth, Primary 7 Teacher and Vice Principal of Portstewart Primary School stated:

“I spent the weekend, Saturday night and Sunday building the 3D printer. I must admit there was a great sense of achievement and pride. I was talking to my Primary 7 class and they are coming up with ideas as to how we could use it within the curriculum. They are talking about doing scaled sized solar systems”.

The following week each of the teachers returned to the Nerve Centre for their second workshop which focused on 3D modelling and slicing software used to create 3D designs and products on the Hephestos 2 printers.

“We are doing a drones project so we are learning to fly drones. We want to map the area and map the school, and then do a 3D printout of the school. I cannot get the blades for the quadcopters which I have got. This will make the blades. So I am hoping that this 3D printer will solve a few problems, but also give us the hands on experience in seeing things, mapping things, things which children will be doing in the future.”

Michael Fegan, Mathematics Teacher, Mercy College stated: “I have found that students often learn best when we get them out of the classroom and see math in real life, for example measuring car parking spaces or the inside of the gym. A 3D printer allows us to take these findings and introduce scale, something many students find it hard to get their heads around”.

This has been a successful, fun and engaging project which has not only benefitted the teachers, but that of their students and school.

Finally Sandra Smyth, Primary 7 Teacher and Vice Principal of Portstewart Primary stated: “This project is giving the children the skills for tomorrow. When they go out into the workplace where new technologies are invented, at least they will have the life skills there to cope with them and not be daunted by them”.

You can find out more about this project here: https://youtu.be/RLOq0cQLe40 This project was funded by The Department for Communities and Northern Ireland Screen.

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Each of the schools have devised their own project utilising the 3D printer within their class. Some of these projects include: creating models of viking longships to help primary 6 pupils learn and understand these vessels when studying The Vikings, whilst a Year 8 Geography class are going to make a working digital compass. Michele Henry, Principal of Landhead Primary School stated:

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3D printing can be utilised across the curriculum to enhance learning, creativity, engagement, skills and understanding. Teachers will probably find that throughout Foundation, Key Stage 1 and Key Stage 2, 3D printing will be used across the classroom to produce models to help with the delivery and engagement of various topics. Students could design their prints on paper, which the teacher could then transfer into a 3D CAD drawing and then print. At this age it would not be advisable that the students operate the printer themselves, due to extreme temperatures of the printer extruder. At Key Stage 3, 4 and 5, it would be advised that the students, under supervision, learn how to use 3D CAD software and are able to design and 3D print models themselves. Below are a few examples of how 3D printing can be used throughout the various Key Stages and topics to enhance learning, understanding and engagement.

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5.0 3D PRINTING ACROSS THE CURRICULUM

5.1 KEY STAGES 1 AND 2 5.1.1 LANGUAGE AND LITERACY

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3D printing can be used to enhance the learning of language and literacy, through talking, listening and reading. In order to develop student's talking and listening skills, a simple example would be to ask each student to design (on paper) a 3D model and present its purpose, function and design to the rest of the class. The class could then select one design which the teacher will replicate in CAD and then 3D print. In order to develop student's reading skills, each student could select a book, from which they have to create (on paper) a new character. E.g. they could design a cat for Matilda or a younger brother for James and the Giant Peach, or perhaps a new chocolate bar for Charlie and the Chocolate Factory. The class as a whole could then select various designs to 3D print.

5.1.2 MATHEMATICS AND NUMERACY 3D printing naturally lends itself to mathematics and numeracy. Throughout Key Stages 1 and 2 there are various activities which you could undertake with your pupils in order to enhance their development and understanding. Again the design of these can be created by the class with the teacher taking control of the operation of the 3D printer. As can be seen in the following examples: Number: • A simple numbers task could be to design and 3D print a dice with negative numbers. With each roll of the dice, the students then have to subtract the numbers from 10 each time.

• To help students understand the concept of money, the class could design and then 3D print some simple coins or tokens to create a fun and interactive money game.

• To help students visualise fractions, the class could design and 3D print a simple fractions game, such as creating their own sphere, made up of various segments/fractions, or by creating a whole number made up of various fractions. An example of this can be found at: https://www.thingiverse.com/ thing:1372414 or https://www.thingiverse.com/thing:183837. Simple fractions games such as these are great for students to identify and represent fractions equal to and between whole numbers by thinking about their size.

It is also useful for many of the students to be able to hold tangible objects, instead of trying to simply understand and visualise a concept in their head.

Measures: • In order to help students understand the measurement of time, the class could design and 3D print a wall clock for their classroom. This process allows each student to identify where each number is positioned and its purpose.

• In order to help students understand and visualise weight, a simple seesaw maths game could be created, whereby a table top seesaw is 3D printed along with various counters. The students then have to use the counters to help balance the seesaw. An example of this can be found here: https://www. thingiverse.com/thing:182549 • To help students visualise and understand measurement, simple measurement blocks could be designed and 3D printed, which allow you to teach the basics of measuring with an inch ruler. An example of such a print can be found here: https://www.thingiverse.com/thing:185814

Handling Data: The class/ teacher could 3D print a simple probability device/game to enhance engagement and understanding of this topic. A simple example of something like this can be found here: https://www.thingiverse.com/thing:186515

5.1.3 ART AND DESIGN There are various elements throughout The Arts in which 3D printing can enhance the student's experience and understanding of the given topic. As can be seen in the following examples: •

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3D printing can be used to engage students in the observing, investigating and responding to first hand experiences, memory and imagination. Students could, for example, design an object, place or entity which represents a memory from when they were a baby. The students would also be encouraged to talk about and explain their 3D print.

3D printing also allows for the discussion of visual elements as they have been used within personal and group responses, for example, students can explain the processes and procedures which have been followed during the course of making work, and can consider their level of success.

Students, when studying the work of, and methods used by artists, designers and craft workers from their own and other cultures, could design a response to their work. Some of these could be chosen to be 3D printed.

For example students could create their own African mask, parts or all of a mask could be 3D printed. The class could also 3D print their very own African inspired sculpture.

3D printing naturally allows students to explore the elements of colour, tone, line, shape, form, space, texture and pattern in real time.

3D printing also allows students to evaluate both their own and other's work.

Students could individually or in groups compare their 3D printed designs, evaluating why one design is perhaps more stable, detailed or usable than the other. Students can then retrace their steps and see where and what processes worked best; i.e. perhaps their design was too intricate, or their model is too small.

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Shape and Space: • 3D printing is a great tool to help students visualise and understand the concepts of shape and space. In order to help the students understand line and rotational symmetry, they could design (on paper) objects which lend themselves to line or rotational symmetry. The class could then select some of these to 3D print, allowing the students to touch, feel and fully understand these shapes and their symmetrical properties.

• Again on paper, students could design their very own tessellations, which could then be 3D printed. An example of this can be found here: https://www. thingiverse.com/thing:1318696 • The 3D printing of triangles and quadrilaterals allows students again to tangibly explore these shapes. Similarly the individual printing of acute, obtuse and reflex angles allows students to explore these shapes and their properties in more detail through touch.

5.1.4 MUSIC

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3D printing can be a lot of fun when applied to music.

• Students could create their very own piece of music from instruments which they have designed and as a class 3D printed. Examples include their very own recorder: https://www.thingiverse.com/thing:91903 and a range of percussion instruments: https://www.thingiverse.com/thing:529115 • The teacher could explain the workings of a parametric music box by 3D printing an example such as this: https://www.thingiverse.com/thing:552498 • Students could also design and print (with the help of the teacher) their very own musical accessories, such as a music stand, a holder to place their tuner onto the side of their instrument (e.g. trumpet) or a pencil holder to go on the side of their music stand.

• In order to help students understand soundwaves a 3D printed model of part of a song chosen by the class could be 3D printed and then examined.

5.1.5 THE WORLD AROUND US 3D printing can be used to help students understand elements from The World Around Us. Examples used throughout the class could be as follows: • Replica artefacts are usually expensive or hard to get hold of. 3D printing removes this issue, as you can easily 3D print replica artefacts, such as a model of the Titanic, one of which can be found here: https://www.thingiverse. com/thing:957675, a Viking Chariot, an example can be found here: https:// www.thingiverse.com/thing:2093009, Roman Coliseum, an example can be found here: https://www.thingiverse.com/thing:934298.

• Students could also study the topography of a particular area, which they could then replicate in a 3D print.

• Whilst learning about the topic Space, students could 3D print their very own class Mars Rover. An example can be found here: https://www.thingiverse. com/thing:10057.

• When studying the concept of Movement and Energy students could 3D print their very own class wind turbine. An example of such can be found here: https://www.thingiverse.com/thing:1767153.

5.1.6 PERSONAL DEVELOPMENT AND MUTUAL UNDERSTANDING To help students develop their understanding within this area, they could be tasked to design (on paper) a product to help keep children safe on the road, at home, near water, on the farm or in the sun, for example. The class could then pick the best product to be 3D printed. A project like this benefits both the pupils and their understanding whilst also benefitting the local community.

5.1.7 PHYSICAL EDUCATION There are lots of projects students could undertake as a class in order to help them understand the importance and purpose of physical education. Various examples include 3D printing parts of, or a whole, Human Skeleton, in order to show the students its structure and workings. There are also many downloadable files to encourage students to get more active. For example, 3D print your very own skipping rope: https://www.thingiverse.com/thing:372103 or 3D print your very own swimming paddles: https://www.thingiverse.com/thing:403940 . Being a part of the 3D print process to produce a product/device to use within Physical Education classes will encourage students to take more ownership and to get more involved within the class. We are always trying to encourage our students to get more active and 3D printing can help with this!

5.2 KEY STAGES 3, 4 AND 5 Many of the examples from Key Stages 1 and 2 can be applied and adapted for Key Stage 3, 4 and 5. However here are a few specific topic examples to help you introduce 3D printing to your class. From Key Stage 3 onwards students should be able to modify and design their own 3D CAD drawings, with assistance from the Teacher. Please note the following are simply examples.

5.2.1 LANGUAGE AND LITERACY

5.2.2 MATHEMATICS 3D printing embraces mathematics, from the understanding of number to the calculation of space and measurement when designing your 3D print.

It also embraces the creative use of technology to enhance mathematical understanding, whilst allowing students to apply their mathematical knowledge to create exciting new products, designs and prints.

3D printing can also be used within mathematics in order to help student class engagement. An example of this could be to 3D print a simple game to help your students understand algebra. An example can be found here: https:// www.thingiverse.com/thing:1642063. An area which many students find hard to understand is that of Pythagoras Theorem. Students could therefore print a 3D version of Pythagorean Theorem, allowing them to rationalise the theorem and understand it more clearly, as students are able to visualise how the squares of the sides exist in relation to each other.

5.2.3 MODERN LANGUAGE 3D printing could be used throughout Modern Language classes to help students understand the culture of a particular country. Students could design and print a cultural artefact or historical figure to help them understand the purpose, importance and scale of such an object.

Another nice idea when introducing a 3D printer within a Modern Languages class might be to get your students to explain to each other how a 3D printer works in the target language.

5.2.4 ART AND DESIGN 3D printing naturally lends itself to Art and Design, from modelling, fabrication and production. There are many examples of how 3D printing can be used within Art and Design. Some are included here: • Fashion and Jewellery design. 3D printing has taken to the catwalk, with many designers utilising this technology to create head turning 3D printed items of clothing and jewellery. Your students could get creative and design their own fashion or jewellery items using this technology.

• Many artists have also created bespoke tools to help them with their artistic creations. An example of this can can be found in the Cartesio Plotter Drawing Robot: https://www.thingiverse.com/thing:1434496.

• Students could also design and create 3D printed products such as lamps, vases, sculptures etc.

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Students could explore the possibility of 3D printing an artefact or character from printed text.

5.2.5 MUSIC As well as the examples listed in Key Stages 1 and 2, further ideas for using a 3D printer to enhance a music class could be that of 3D printing a device to help you draw accurate parallel lines, when drawing musical staffs, tablatures, and guitar chord diagrams.

An example of this can be found here: https://www.thingiverse.com/thing:31741.

5.2.6 DRAMA

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3D printing can be used within Drama classes in order to cheaply and effectively create customised props for use within a production. Getting the students to create their own props, rather than simply buying them, not only saves money, but also increases student motivation, creativity, knowledge, confidence and ownership of the product.

5.2.7 HISTORY 3D printing is a great addition to any history class, as it allows students to realise and replicate historical artefacts.

Instead of simply looking at images within a textbook, pupils are able to produce 3D replicas of a historical figure or artefact, allowing students to connect with historic cultures and traditions. An example of such could be when working with Key stage 3 pupils on the topic of World War 2, your pupils could 3D print replica Spitfire Planes. A very detailed project within this topic could also be to get the class to design and 3D print a trench. Also another example could be to 3D print a Norman fortified town when studying this topic with GCSE pupils.

5.2.8 GEOGRAPHY 3D printing can really bring a Geography lesson to life, as it allows students to visualise and therefore realise geographical effects. Examples within a class might include: • 3D print the effects of the erosion and corrosion of rivers or coastlines.

• 3D print a volcano showing each of its various layers.

• 3D print a coral reef showing the effects of human fishing.

• 3D print the effects of global warming, such as the shrinking of Sperry Glacier in Glacier National Park Montana, which since 1901 has shrunk from more than 800 acres (320 hectares) to 250 acres (100 hectares). Students could replicate this by creating a scaled down 3D print of the Glacier in 1901 and a 3D print of the Glacier now.

• Finally, a fun 3D print you could do with your class to help them understand Archimedes Screw, would be to get them to 3D print and then test out their very own Archimedes Screw. An example of such a print can be found here: https://www.thingiverse.com/thing:1769714.

5.2.9 SCIENCE When it comes to post-primary school science, many students find it hard to visualise the workings of various biological functions, such as, for example the human heart, respiratory system, DNA strands and the brain. 3D printing allows students to create replica structures of these organs, allowing them to actually hold and examine the organ in more detail. An example of an anatomical heart can

be found here: https://www.thingiverse.com/thing:932606.

When studying the human skeletal system it is possible for students to print their very own human skeleton, an example of a scaled down skeleton can be found here: https://www.thingiverse.com/thing:1543880 . This is a great advantage to both pupils and schools as life sized skeletal systems cost hundreds of pounds.

3D printing can also be utilised to aid students in their understanding of physical properties such as forces and movement. Here is a nice print to help students understand rotational energy: https://www.thingiverse.com/thing:1650705.

As from the earlier case study regarding Ladybridge High School in Manchester, it is clear that 3D printing can benefit any technology and design class, enhancing creativity, pupil engagement, skills and motivation to succeed. 3D printing lends itself to product design, where pupils can design and create their very own fit for purpose products. 3D printing is an affordable solution to creating design prototypes, allowing students to modify their designs before submitting their final product for assessment.

5.2.11 HOME ECONOMICS 3D printing can be used within Home Economics to create custom made tools and devices. Examples include: cake molds https://www.thingiverse.com/thing:723297, cooking utensils, such as your own pasta cutters: https://www.thingiverse.com/ thing:295911, finger armour when chopping food: https://www.thingiverse.com/ thing:668875 or a burger press: https://www.thingiverse.com/thing:1208849.

5.2.12 PHYSICAL EDUCATION As stated above in the examples given at Key Stage 1 and 2, 3D printing can be used to enhance pupil motivation for physical activity. 3D printing can be used to create a product or device to be used within physical activity, such as a school rugby kicking tee: https://www.thingiverse.com/thing:319731 or a tennis ball retriever: https://www.thingiverse.com/thing:446434. Once a pupil has created the product they will naturally be eager to test it out, thus motivating them to undertake physical activity.

5.2.13 RELIGIOUS EDUCATION Some Churches today are turning to 3D printing to help them solve the problem of ancient statues getting broken and stolen. One Church in Luxemburg found that many of their priceless statues were being stolen by thieves, so they decided to scan and recreate them using a 3D printer. The 3D printed statutes are on display for the public, whilst the priceless authentic statues are locked away.

More information on this can be found here: https://3dprint.com/114152/3dprinted-church-statues/. Students too can use 3D printing to recreate religious statues, in order for them to study their details and importance more carefully.

3D PRINTING IN THE CLASSROOM | 5.0 3D PRINTING ACROSS THE CURRICULUM | PAGE 35

5.2.10 TECHNOLOGY AND DESIGN

3D PRINTING IN THE CLASSROOM | 1.0 INTRODUCTION | PAGE 36

6.0 TYPES OF 3D PRINTER There are several types and methods of 3D printing, all of which use the process of additive manufacturing, adding layer-upon-layer to create a 3D printed object.

Within this section we will look at the various types of 3D printers and their associated costs.

FDM is the most common 3D printing method used in small business and education sectors, due to its compact desktop size, reliability, robustness and cost-efficiency. This type of 3D printer works by heating thermoplastic filament to extreme temperatures around of 200 degrees and extruding them through an extrusion head that deposits the plastic in X, Y and Z coordinates in relation to the object design. In order to achieve the Z axis on the printer, the printer (depending on design) works by either lowering the table bed, or raising the extruder arm.

The 3D printed object is built from the bottom up, layer-by-layer, until the object is complete. The print time depends solely on the size and detail of the 3D print.

Finally, if the object has overhanging parts, support structures will be required; however these can be removed after the printing is finished. Here are a few of the most common FDM printers:

6.1.1 ULTIMAKER ORIGINAL Retail Cost approx: ÂŁ600 + VAT Printer Size:

Ultimaker Original: 342 x 357 x 388 mm

Ultimaker Original+: 342 x 357 x 388 mm

Build Volume:

Ultimaker Original 210 x 210 x 205 mm

Ultimaker Original+ 210 x 210 x 205 mm

Materials:

Ultimaker Original PLA

Ultimaker Original+ PLA, ABS, CPE

Layer Resolution:

From: 200 micron

Up to: 20 micron

Speed:

Build Speed: Up to 8 mm3/s

Travel Speed: Up to 300 mm/s

3D PRINTING IN THE CLASSROOM | 6.0 TYPES OF 3D PRINTER | PAGE 37

6.1 FUSED DEPOSITION MODELLING (FDM)

6.1.2 ULTIMAKER 2 GO Retail Cost approx: £1000 stg + VAT

3D PRINTING IN THE CLASSROOM | 6.0 TYPES OF 3D PRINTER | PAGE 38

Printer Size:

255 x 280 x 287 mm

Build Volume:

120 x 120 x 115 mm

Materials

Filament system: Open Filament System

Optimised for: PLA

Layer Resolution

From: 200 micron

Up to: 20 micron

Speed

Build speed: Up to 8 mm3/s

Travel speed: Up to 300 mm/s

6.1.3 ULTIMAKER 2+ Retail Cost approx: £1600 + VAT Printer Size:

342 x 357 x 388 mm

Build Volume:

120 x 120 x 115 mm

Materials

Filament system: Open filament system

Optimised for: PLA

Layer Resolution

From: 200 micron

Up to: 20 micron

Speed

Build speed: Up to 8mm3/s

Travel speed: Up to 300 mm/s

6.1.4 ULTIMAKER 3

Printer Size:

342 x 380 x 389 mm

Build Volume:

215 x 215 x 200 mm

Materials

Filament system: Open filament system

Optimised for: Nylon, PLA, ABS, CPE, CPE+, PVA, PC, TPU 95A, PP

Layer Resolution

From: 200 micron

Up to: 20 micron

Speed

Build speed: Up to 16mm3/s

Travel speed: Up to 300 mm/s

6.1.5 HEPHESTOS 2 Retail Cost approx: £650 + VAT DIY build your own 3D printer. Printer requires flat pack assembly.

Printer Size:

450 x 516 x 661 mm

Build Volume:

210 x 297 x 270 mm

Materials

Filament system: Open filament system

Layer Resolution

Up to: 50 micron

Speed

Build speed: Up to

Optimised for: PLA

Travel speed: Up to 200 mm/s

3D PRINTING IN THE CLASSROOM | 6.0 TYPES OF 3D PRINTER | PAGE 39

Retail Cost approx: £2500 +VAT

6.1.6 MAKERBOT REPLICATOR MINI PLUS 3D PRINTING IN THE CLASSROOM | 6.0 TYPES OF 3D PRINTER | PAGE 40

Retail Cost approx: £1100 + VAT Build Volume:

4 x 5 x 5 inches

Materials

PLA

Layer Resolution

From: 100 microns

Optimised for: PLA

6.1.7 MAKERBOT REPLICATOR Z18 Retail Cost approx: £6000 + VAT Build Volume:

11 x 12 x 18 inches

Materials

PLA

Layer Resolution

From: 100 microns

Optimised for: PLA

6.2 STEREOLITHOGRAPHY (SLA) SLA creates a 3D printed object using a UV laser beam, which builds the object layer-by-layer, from a photosensitive liquid polymer that hardens on contact with the laser light. Again this form of 3D printing will require support structures in place where there is any overhang. These can be removed once the printing is complete. At the end of a print the object must be rinsed with a solvent and is sometimes baked in a UV oven to finish processing. This form of 3D printing is most commonly used with industries such as jewelry design and cosmetic dentistry for creating castable molds.

The average cost of an SLA printer is around ÂŁ3500.

DLP is similar to SLA as it too uses a liquid photopolymer. However, instead of using a UV laser beam (like SLA), DLP utilises a special projector, which uses a computer-controlled micro-mirror grid laid out on a semiconductor chip. The mirrors on the grid tilt back and forth. When the mirror is tilted and reflects light it creates a bright pixel, and deflects light the mirror creates a dark pixel. This is the same technology as that used in projection systems.

DLP printers are extremely quick, however due to their average cost of around ÂŁ3500 they are mostly found in professional environments.

6.4 SELECTIVE LASER SINTERING (SLS) SLS is again similar to SLA as it uses a laser beam. However instead of using a liquid photopolymer, SLS uses a powdered material to build the object layer-bylayer. Unlike SLA, SLS does not need to use support structures and can print using a range of materials such as aluminum, silver, glass, nylon, ceramics and steel. This type of printer is mainly used for product development and rapid prototyping in a wide range of commercial industries, and also for limited-run manufacturing of end-use parts. The materials used in SLS can range from nylon, glass and ceramics to aluminum, silver, and even steel. Companies such as Shapeways, Sculpteo and i.materalise use this type of 3D printing.21

6.5 SELECTIVE LASER MELTING (SLM) SLM again uses a high-powered laser beam to melt metallic powders into solid three-dimensional objects. Typical materials used are stainless steel, aluminium, titanium, and cobalt chrome. For applications in the aerospace or medical orthopaedics industry, SLM is used to create parts with complex geometries and thin-walled structures, with hidden channels or voids.22

21 22

https://all3dp.com/1/types-of-3d-printers-3d-printing-technology/ https://all3dp.com/1/types-of-3d-printers-3d-printing-technology/

3D PRINTING IN THE CLASSROOM | 6.0 TYPES OF 3D PRINTER | PAGE 41

6.3 DIGITAL LIGHT PROCESSING (DLP)

6.6 ELECTRON BEAM MELTING (EBM) EBM is used in the manufacturing of metal parts. This type of 3D printing uses an electron beam under high vacuum to fully melt metallic powder at extreme temperatures up to 10000c. This type of printer is primarily used to create aerospace parts and medical implants. This process is quite slow and very expensive.

6.7 SELECTIVE DEPOSITION LAMINATION (SDL) 3D PRINTING IN THE CLASSROOM | 6.0 TYPES OF 3D PRINTER | PAGE 42

This type of 3D printing was invented by the McCor brothers (see McCor case study 3.8). SDL printing refers to paper-based 3D printing, in which sheets of paper are bonded together and cut with either a laser or knife to form a 3D object. By using paper, these printers produce full color objects, creating a lifelike and high quality finish.

6.8 BINDER JETTING (BJ) A binder jetting 3D printer is slightly different to all the other types of 3D printers we have looked at so far in that it uses two materials; a powder based material (often gypsum) and a binder/bonding agent. The binder/bonding agent acts as an adhesive between layers and is extruded from the printhead in liquid form. Binder Jetting printing allows you to print in full colour, by adding pigments to the binding/bonding agent. There is however a drawback to this type of printing as the prints are usually of low-resolution, rugged and sometimes structurally inaccurate. This type of 3D printing does however allow you to print with ceramic, metal, sand and plastic materials. Binder Jetting printing is used mainly for rapid prototyping and for short-run manufacturing in the automotive, medical and aerospace industries. The full extent of Binder Jet printing is yet to be established, with newer fusing agents promising to offer different properties like full colour, conductivity, strength, and thermal reactivity.23

6.9 MATERIAL JETTING (MJ) / WAX CASTING A Material Jetting 3D printer produces a 3D object by extruding material through several nozzles in tiny drops onto a build platform using either a continuous or Drop on Demand (DOD) approach. As the heated material drops onto the build plate it solidifies. This type of 3D printing is limited to the type of materials it can use. As the material is deposited in drops, it requires a material which is viscous in nature, such as a wax or polymer.

23

https://all3dp.com/1/types-of-3d-printers-3d-printing-technology/

3D printing can be a powerful tool in the classroom to enhance creativity, understanding, learning and development. Like any tool, it is important that it is used appropriately and with clear objectives in mind. With proper planning, 3D printing can literally bring a new dimension to learning. There is strong anecdotal evidence that it can engage learners in a very tangible way and, used correctly, it can deliver very concrete learning outcomes across a range of curriculum areas and Key Stages.

However, it must also be considered that 3D printing is a specific tool which has specific benefits in key areas. It is not a silver bullet for creative learning and engagement, but part of a wider suite of tools and pedagogies which are working to deliver modern learning outcomes for modern learners. Outcomes which equip them better for the demands of the future workplace and society.

3D printing offers a relatively accessible way to deliver high level technology in the classroom. In order to gain understanding within a fast changing jobs market, students must be aware of and be exposed to this type of technology.

This can seem daunting at first, however its implications within the classroom far outweigh its limitations and a knowledge and awareness of 3D printing and design can unlock transformation in learning for some.

This guide is an introduction to these possibilities. For further guidance please contact your local Creative Learning Centre.  

3D PRINTING IN THE CLASSROOM | 7.0 FINAL THOUGHTS | PAGE 43

7.0 FINAL THOUGHTS

8.0 CONTACTS & REFERENCES CONTACTS AmmA Centre CLC Markethouse Market Street Armagh BT61 7BU 028 37512920 ammacentre.org

Nerve Centre CLC 7-8 Magazine Street Derry Londonderry BT48 6HJ 028 71260562 nervecentre.org

Nerve Belfast CLC Ulidia Resource Centre Somerset Street Belfast BT7 2GS 028 90644333 nervebelfast.org

REFERENCES 3D PRINTING IN THE CLASSROOM | 8.0 CONTACTS & REFERENCES | PAGE 44

3D Printing For Construction: http://www.skanska.co.uk/about-skanska/ innovation-and-digital-engineering/innovation/3d-printing 3D Print Guide: https://all3dp.com/1/types-of-3d-printers-3d-printingtechnology 3D Shaver By Philips: https://www.twikit.com/examples/philips-3d-shaver.html BQ Hephestos 2: https://www.bq.com/en/hephestos-2 CCEA, Key Stage 3, Cross Curricular Using ICT http://www.nicurriculum.org.uk/ curriculum_microsite/uict_ks3/cross_curricular_skills/index.asp Cotton, P (2016) How To Utilise 3D Printing in The Classroom: https://www.stem. org.uk/blog/how-utilise-3d-printing-classroom Edwards, L (2011) 3D Bio-printers To Print Skin and Body Parts: https://phys.org/ news/2011-02-3d-bio-printers-skin-body.html FormLabs Printers: https://formlabs.com 3D Printing Timeline: https://individual.troweprice.com/staticFiles/Retail/Shared/PDFs/3D_Printing_ Infographic_Final.pdf https://redshift.autodesk.com/history-of-3D-printing https://3dprintingindustry.com/3d-printing-basics-free-beginners-guide/history/ https://techcrunch.com/2016/09/27mattels-thingmaker-the-3d-printer-thatlets-kids-make-their-own-toys Grunewald, S (2016) The Rolls-Royce Phantom Now Has More Than 10,000 3D Printed Parts, BMW Looks To Expand Use Across Entire Line of Cars: https://3dprint.com/142364/3d-printed-parts-bmw/ How Digital Light Processing Works: https://www.youtube.com/ watch?v=9nb8mM3uEIc

Koening, N (2016) How 3D Printing Is Shaking Up High End Dining: http://www.bbc. co.uk/news/business-35631265 MakerBot Replicator: https://store.makerbot.com/printers/replicator MakerBot Replicator Mini: https://store.makerbot.com/printers/replicator-mini MakerBot Replicator Z18: https://store.makerbot.com/printers/replicator-z18

Makers Empire, Phil Cotton: https://www.makersempire.com/essential-insightsinto-3d-printing-in-the-classroom-with-expert-phil-cotton-part-1 Mientka, M (2014) Medical Daily: www.mecicaldaily.com MX3D, Bridge: http://mx3d.com/projects/bridge Nathan S, (2015): ‘Aerospace Takes To Additive Manufacturing’ https://www. theengineer.co.uk/aerospace-takes-to-additive-manufacturing Nike Debuts First-Ever Football Cleat Built Using 3D Printing Technology: http:// news.nike.com/news/nike-debuts-first-ever-football-cleat-built-using-3dprinting-technology Starko. A.J (2014) ‘Creativity in The Classroom’, Routledge: New York and London.

Tovey, A (2015) Why 3D Printing is Set To Revolutionise Manufacturing: http:// www.telegraph.co.uk/finance/newsbysector/industry/engineering/11455696/ Why-3D-printing-is-set-to-revolutionise-manufacturing.html Ultimaker 2+: https://ultimaker.com/en/products/ultimaker-2-plus Ultimaker 3: https://ultimaker.com/en/products/ultimaker-3 Ultimaker 2 Go: https://ultimaker.com/en/products/ultimaker-2-go Ultimaker Original: https://ultimaker.com/en/products/ultimaker-original University of Iowa. ‘Living in a digital world’. https://now.uiowa.edu/2013/06/livingdigital-world Walker, A (2013) Independent ‘3D Printing For Dummies: How Do 3D Printers Work’ http://www.independent.co.uk/life-style/gadgets-and-tech/features/3dprinting-for-dummies-how-do-3d-printers-work-8668937.html What is 3D Printing: https://3dprinting.com/what-is-3d-printing

3D PRINTING IN THE CLASSROOM | 8.0 CONTACTS & REFERENCES | PAGE 45

Makers Empire, International School Of Guangzhou: https://www.makersempire. com/how-grade-4-students-at-british-international-school-of-guangzhouused-3d-printing-to-learn-about-transportation

NOTES

3D PRINTING IN THE CLASSROOM | 1.0 INTRODUCTION | PAGE 47

ACKNOWLEDGEMENTS Concept: John Peto Project Lead: Rachel McDermott Design & Illustration: Rinky Design | rinkydesign.com With thanks to Deirdre McCormack, Sharon Tosh & Eamon Durey.