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Discover the Power of 3D PRINTING
Technical Skill Development & Real-World Applications
Focus: In this tier (approximately mid-teens through college-entry age), the training becomes more rigorous and career-aligned. Students build strong technical skills in 3D modeling and additive manufacturing, preparing them for higher education or industry roles. The curriculum emphasizes engineering design, functional prototyping, and understanding how 3D printing is used in real-world applications. Compared to the younger group, projects here are more complex and often address authentic problems (e.g. prototyping assistive devices or product components). The learning approach remains hands-on, but with added depth in theory (materials, machines, software capabilities) and a push toward independent project work. This is essentially a pre-college vocational program for 3D printing, equipping learners with portfolio-worthy projects and practical experience.
Curriculum Modules
- Advanced 3D Modeling & CAD: Students transition to professional-grade CAD software. A module might use Autodesk Fusion 360 or SolidWorks to teach parametric modeling, assemblies, and technical drawing. They learn to sketch constraints, extrude/revolve shapes, and combine parts, designing objects with precise dimensions. By the end, students can create functional models (gears, enclosures, phone stands, etc.) from scratch. Mastery of CAD is crucial; indeed, they discuss the responsibilities of a CAD designer and a 3D printing technician and what makes a design successful for printing. Optional certification prep (like the Autodesk Certified User – CAD exam) can be part of this module for those interested.
- 3D Printing Technologies & Materials: A comprehensive look at various 3D printing technologies (FDM, SLA, SLS, etc.) and the materials they use. Students compare the precision, resolution, and material properties of these technologies. For example, they might print the same model on an FDM printer and examine a resin SLA print of it to see differences in detail. Modules cover filament types (PLA, ABS, PETG), resin, and even metal/plastic powders conceptually. Safety and machine maintenance are taught in more detail (bed leveling, nozzle cleaning, resin handling). This module ensures students appreciate which technology suits which application – a key insight for career readiness.
- Design for Additive Manufacturing: Principles of designing specifically for 3D printing are introduced – e.g. understanding overhangs and support structures, optimal wall thickness, and part orientation for strength. Students learn strategies like splitting a model into parts for printing and then joining, using lattices to save material, or designing moving parts that print in one piece. A highlight is the “Make Something That Moves Something” project: learners design and 3D print a fully functional moving part (like a gear mechanism, hinge, or small articulated figure) in a single print. This project demonstrates clever design to exploit the printer’s capabilities (for instance, printing interlocking gears together). It also introduces tolerances and clearance – students must adjust their CAD designs so that moving pieces don’t fuse together.
- Applied Engineering Project: In this capstone-like module, students tackle a real-world problem through the engineering design process. They might partner with a school club or local organization to identify a need. Examples include designing a prosthetic device or assistive tool for someone with a disability, creating a custom part to fix a machine, or developing a scientific model (like a wind turbine prototype). Through this project, students engage in the full cycle: researching requirements, brainstorming solutions, CAD modeling, multiple prototype print iterations, and testing. Such projects tie directly to real-world problem solving – for instance, printing a prototype prosthetic hand and testing its grip, reflecting on how engineers improve biomedical devices. Students document their process in a portfolio, which is useful for college or job applications.
- Industry Applications & Career Exploration: A module that surveys how various industries use 3D printing, to inspire students and contextualize their skills. They learn that 3D printing is transforming aerospace, automotive, healthcare, fashion, and more. For example, the class might discuss how manufacturers use 3D printers for rapid prototyping to test ideas or pitch to investors, or how custom prosthetics and medical implants are 3D printed for patients. Hands-on mini-labs could include examining a 3D printed automotive part or a dental aligner model. Guest speakers (from local companies or university labs) or virtual tours can be included. This module often highlights that jobs requiring 3D printing skills are booming – one analysis showed job ads seeking 3D printing skills grew over 1,800% in four years. Students are thus made aware of emerging career roles (additive manufacturing technician, design engineer, etc.) and the soft skills needed (teamwork, problem-solving, creativity).
- Optional: Advanced Topics & Emerging Tech: For those particularly keen or in an extended program, modules can delve into cutting-edge areas. This could include 3D scanning (using 3D scanners or photogrammetry to create printable models of real objects), which pairs well with printing in fields like cultural heritage or reverse engineering. Another advanced topic is materials and multi-material printing – for instance, understanding material science concepts or experimenting with a dual-extrusion printer to print in two colors/materials. The curriculum might mention the concept of 4D printing (materials that change shape, like heat-responsive plastics) or integrating electronics into 3D prints. Robotics applications are also intriguing: one planned curriculum extension covers material memory and 3D printing for robotics – e.g. printing a robotic arm component or drone frame. These advanced topics keep the most engaged students challenged and can form the basis of science fair projects or further study.
Tools & Software
- Professional CAD and CAM Tools: As noted, this group uses advanced CAD software like Fusion 360, SolidWorks, or Onshape for design. They also learn to use slicer software (e.g. Ultimaker Cura, PrusaSlicer) in detail – adjusting layer height, infill density, support generation, and seeing how those settings affect the print. This teaches the practical “machine language” of 3D printing. For complex designs, students might use simulation or analysis plugins (for example, stress simulation in Fusion 360 to optimize a part’s design).
- 3D Printers & Lab Equipment: The training center will have a range of printers to expose students to different technologies. FDM printers remain workhorses (multiple units for students to print projects in parallel), possibly including both cartesian and delta style machines. Additionally, a resin SLA printer (for high-detail prints like tiny medical models) can be introduced with proper safety training. If available, a powder-bed printer or access to a university’s metal printer might be demonstrated for awareness. Students learn to handle routine maintenance – e.g. replacing nozzles, leveling beds, and calibrating printers themselves. They become proficient with tools like calipers (for measuring prints and fitting parts) and post-processing tools (sanding, drilling, painting prints as needed).
- Scanning and Digital Fabrication Tools: When covering broader fabrication, a 3D scanner or even a depth-camera on a tablet could be used to show how to capture real objects for printing. For example, scanning a student’s bust to 3D print a miniature head model. The lab might also have access to laser cutters or CNC routers as complementary tools; indeed, many makerspaces pair these with 3D printing so students learn which tool is best for a given task. CAD software training often overlaps with these tools (for instance, designing in Autodesk Inventor can output to both 3D printers and CNC machines).
- Materials & Testing Gear: Students work with a variety of filament materials – starting with PLA, then perhaps ABS or PETG for more strength, and flexibles (TPU) or composites (woodfill, bronze-fill) for curiosity. They learn how different materials print (temperature, bed adhesion) and for what uses they are suited. The center might have a drying oven or filament dryer to keep materials in optimal condition. To test and analyze their prototypes, simple devices like a spring scale or force gauge can be used (e.g. to test the strength of a 3D printed bridge or hook). This instills a more scientific, data-driven approach to evaluating designs.
- Collaboration & Version Control: As projects get complex, the tools for collaboration become relevant. Students may be introduced to version control for CAD files (like using GitHub or cloud-based CAD which tracks changes) especially if working in teams on the same design. They might also use project management tools (even as simple as Trello or a design journal) to plan and document their work, mimicking the workflow of a design project in industry.
Skills Developed
Skills Developed
Skills Developed
- Engineering & Design Proficiency: By the end of this program, students can confidently take a concept through design and prototyping. They have a solid grasp of CAD techniques, allowing them to model both aesthetic and mechanical parts. They understand design for manufacturability – adapting their designs for the strengths and limitations of 3D printing, such as avoiding unsupported spans or knowing when to split an object. This makes them versatile makers capable of tackling real engineering problems.
- Project Management & Critical Thinking: Tackling larger projects teaches time management, troubleshooting, and critical thinking. Students learn to break a project into manageable steps: defining the problem, researching, planning the design, executing prints, and testing. If a print fails or a design doesn’t work as intended, they analyze why (was it a design flaw, printer error, material issue?) and iterate systematically. Group projects develop leadership and teamwork skills – they might rotate roles like “print technician,” “design lead,” and “test engineer” to experience different facets of a project.
- Real-World Problem Solving: Through solving concrete challenges (like making an assistive device or a machine part), students sharpen their ability to apply knowledge in practical contexts. They experience the satisfaction and responsibility of creating something that could improve someone’s life or a process. This builds an innovative mindset: they start to see opportunities around them – if a tool is needed, they feel empowered to design and print one. Moreover, they gain empathy by working on projects for others (for instance, understanding a prosthetic hand user’s needs while designing one).
- Technical Communication: An often overlooked but crucial skill developed is the ability to communicate technical ideas. Students document their work in reports or presentations, learning to use correct terminology (e.g. explaining infill percentage or tensile strength of their print). They may present their final projects to peers, mentors, or community members, simulating a professional design review or a science fair. Being able to articulate the design process and justify decisions (material choice, shape, etc.) is excellent preparation for both college and industry.
- Career and Entrepreneurship Awareness: As part of the curriculum, students become aware of the evolving landscape of additive manufacturing careers. They discuss what skills employers value – creativity, fluency in CAD, familiarity with printer operation – and how their training aligns with those. Some may discover specific passions (e.g. biomedical 3D printing, architectural modeling, product design) that guide their further education. The program might also introduce the basics of entrepreneurship in tech (leading into the 21+ group), such as highlighting young innovators who started businesses around 3D printed products. By seeing examples, students realize that the skills they’re gaining can be directly translated into entrepreneurial ventures or cutting-edge research.
Sample Projects
Skills Developed
Skills Developed
- Functional Product Prototype: Each student (or team) conceives a simple product and goes through all stages to prototype it. For example, a team might design a phone accessory (stand or amplifier) or a custom game controller grip. They model it precisely, print and test it, then refine the design. The outcome is a working prototype they can demonstrate. This project simulates what a product designer or startup might do when developing a new gadget – reinforcing skills in user-centered design and iteration.
- Assistive Device Challenge: Inspired by global initiatives like e-NABLE, students can design an assistive tool or prosthetic. One popular project is creating a 3D-printed prosthetic hand or a gripping tool for those with limited hand function. They might use open-source designs as a starting point and then customize or improve them. This project is highly motivational – students see tangible social impact. For instance, printing a functional prosthetic hand (with moving fingers actuated by wrist movement or elastic cords) shows them how 3D printing can change lives, not just make trinkets. Testing the hand to pick up objects is a thrilling validation of their engineering work.
- Make Something That Moves (Mechanism Project): As mentioned in the curriculum modules, designing a moving mechanism in one print job is a signature project. Some students create gearboxes, others print fully assembled chain links or even mini kinetic sculptures. For example, a student might design a small gearbox where gears and axles are printed in-place within a frame. When the print is done, it’s already assembled – a testament to precision design. This project deepens understanding of tolerances and introduces mechanical engineering concepts, as students often have to tweak gear sizes or add lubrication to get things moving.
- Real-World Problem Capstone: In collaboration with mentors or local industry, students tackle an actual problem. For instance, a local hospital might pose a challenge: prototype a device to help nurses organize IV tubes (a true maker-style problem). Students then design and print a solution, perhaps a clip or bracket, and deliver it to get feedback. Another example: partnering with an auto shop to 3D print a hard-to-find replacement part for equipment. Such capstones are often presented at a demo day or community night, where students explain their process and showcase how their prototype meets the need. This not only validates their work but also hones professional presentation skills.
- Competition or Challenge Projects: Many in this age group enjoy competition. The curriculum can incorporate entry into contests – for example, participating in the Make:able Challenge (an assistive technology design challenge) or a local innovation fair. PrintLab’s platform offers open-ended design briefs for real organizations, like designing assistive devices or improved homeware items. Engaging in such challenges pushes students to high levels of creativity and quality, as they know their designs will be judged or even used by others. It’s also excellent for teamwork and time management under a deadline.
Skills Workshop Frequency & Duration
Given the advanced content, programs for ages 15+ are often structured as longer courses or intensive workshops. A common approach is a semester-long course in high school or a training center, spanning ~14–15 weeks. Stratasys, for example, has developed a full-semester 14-week curriculum to prepare secondary/post-secondary students for 3D printing careers. In a school setting, this might meet 2–3 times per week for a total of 3–5 hours of instruction/lab time weekly, mirroring a typical class schedule. For an extracurricular or bootcamp format, one might run a shorter, intensive program: e.g., a
7-week course meeting once a week for a longer session. The University of Cincinnati’s makerspace offers a 7-week hands-on course (one evening per week) covering 3D printing and fabrication tools. Students in that program often wish it ran daily because of how engaging it is – a good sign that weekly frequency is working, but enthusiasm is high!
Recommendation: run the core modules over about 3–4 months, meeting at least once a week. Each session might be 2–3 hours to allow design time and printing time (since printing can be slow, some parts of the project might run in the background). If meeting only weekly, the center could offer supervised lab hours on other days for students to come, print, or work on projects independently. This ensures they get enough printer time despite longer print durations for complex objects. For those who want a faster pace (e.g., during summer or breaks), a 4-week intensive (meeting 3 times a week or more) can cover the same ground in a shorter span; however, ensure there is access to multiple printers to handle the output. Workshops should include a mix of instruction and open lab time. By the program’s end, consider a culminating presentation or certification exam in week 14–15 to validate the skills learned. This creates a clear target and sense of accomplishment.
Optional Certifications & Pathways
Participants in this age group often seek credentials for college or career boosts. The training center can incorporate preparation for industry-recognized certifications. For example, students proficient in CAD might take the Autodesk Certified User exam for Fusion 360 or Inventor, proving their design software skills. There are also specialized certifications in additive manufacturing: organizations like SME (Society of Manufacturing Engineers) offer an Additive Manufacturing Fundamentals Certification, which covers core 3D printing knowledge. While such exams are typically aimed at adults, ambitious high schoolers could attempt them after this curriculum for an extra resume item. Another pathway is the Stratasys Additive Manufacturing Certification program (if available to students), or even the PrintLab Student Ambassador certification, which is a tiered credential in 3D printing and design innovation. Earning these gives students shareable proof of their competencies.
Beyond exams, the program should guide students to the next steps. For many, this means higher education: they can pursue engineering or design degrees where their 3D printing experience will be a huge advantage. Some might consider specialized college programs or community college courses in digital fabrication, for which this training has prepared them. Others may be ready to jump into the workforce; the center can facilitate internships or apprenticeships with local manufacturers, makerspaces, or product design firms. Many tech companies and maker labs love to host skilled teens for summer internships – the portfolio of projects (prototypes, designs) that students develop here will be key in landing those opportunities.
Finally, this age group can be encouraged to take on leadership roles that reinforce their knowledge. For instance, they might mentor the younger (8–15) group in basic sessions, assist teachers in school makerspaces, or lead a community workshop on 3D printing basics. This not only solidifies their own learning but also builds their communication and leadership skills. By providing such pathway opportunities and encouragement, the training center ensures that the 15+ cohort sees 3D printing not just as a class they took, but as a launchpad to further endeavors – whether academic, professional, or entrepreneurial.